18:59 - The House divided: - Ayes: 222 / Noes: 298 - Question accordingly negatived.
19:15 - The House divided: - Ayes: 298 / Noes: 217 - Question accordingly agreed to.
The Secretary of State for Education (Michael Gove)
I beg to move an amendment, to leave out from “House” to the end of the Question and add:
“notes the forthcoming consultation on the secondary school qualifications and curriculum framework; welcomes the opportunity to address the weaknesses of the system introduced by the previous Administration, which undermined confidence in standards, increased inequality and led to a reduction in the take-up of core subjects such as modern languages, history, geography and the sciences; and calls for proposals which are approved by Parliament and which are based on the principles of high standards for all, greater curriculum freedom, and a qualifications and curriculum framework which supports and stretches every child and which boosts social mobility.”
May I first congratulate the shadow Secretary of State on his kind words about Saturday’s edition of The Times, which will be welcomed in every part of the Gove household, particularly by Mrs Gove, whose column appears on that day? I am also grateful to him for paying such close attention to the words of Bill Bain—if only I had paid closer attention to his words when at Robert Gordon’s college—and I am sure that the alumni of the school will be grateful to him for his generous words.
We are all grateful to the hon. Gentleman for securing the debate this afternoon and congratulate him on doing so. As an experienced former Schools Minister, he brings passion and fluency to consideration of these issues. He has also brought a degree of intellectual honesty to the debate, which is welcome—I do not think that we have ever heard an acknowledgment from the Labour Front Bench that there was grade inflation under Labour. That was not the case with his immediate predecessor as shadow Secretary of State, and it was certainly not when the right hon. Member for Morley and Outwood (Ed Balls) was Secretary of State. I think that it is important that we record this moment, because it seems the first occasion when there has been a genuine acknowledgment of one of the failures of Labour’s management of our curriculum and qualifications system.
In a moment we will discuss the future and how we might reform our examination system and our curricula, but before that I want to note how striking it was that in the hon. Gentleman’s speech, which I enjoyed and appreciated for its honesty and grace, he did not come forward with a single positive proposal for how to make our qualifications more rigorous. He acknowledged weaknesses, but at no point did he say that he would change things in any particular direction. There was no Labour policy or initiative and nothing progressive from that side of the House, merely criticism. Of course, he will have an opportunity in future debates to outline what he thinks on these questions but, at the moment, where thought and initiative should be there is still a vacuum, a hole in the air.
Before we look to the future, let us consider the past and Labour’s record. As the shadow Secretary of State rightly said, there are aspects of Labour’s record that I acknowledge are good and wish to build on. I am looking forward to building consensus across the House on the growth of the academies programme, for example, the growth of Teach First and the importance of improving teacher training. But there are other areas where I fear that a wrong turning was taken, one of which relates to the curriculum and qualifications. In particular, as our amendment to the motion points out, we saw a flight away from the rigorous subjects that employers and universities value. Under Labour, the proportion of students taking history at GCSE dropped to just 31%, the number taking science subjects dropped by 5%, the number taking geography dropped by 15%, and the number taking foreign languages dropped by 34%. That was despite the shadow Secretary of State saying in May 2004, when he was a Minister in the Department for Education:
“In the knowledge society of the 21st century, language competence and intercultural understanding are not optional extras, they are an essential part of being a citizen.”
That is presumably why in September 2004 he took modern foreign languages out of the national curriculum.
The reason why a drop and a deterioration in the numbers following those subjects matters is that they are critical to social mobility. Both parties in the coalition have made improving social mobility the long-term goal—the measure of the success—of the five years that we have in power, and we know that more students studying history, foreign languages, geography, physics, chemistry and biology means more students having a chance to do satisfying subjects at university and fulfilling jobs in the 21st-century workplace.
Michael Gove
In a second.
It is for that reason that we introduced the English baccalaureate measure, in the teeth of opposition from the Labour party—both sides of the coalition determined to redress that decline. What has the result been? In two years, we have already seen the numbers taking languages up by 21%; taking history at GCSE up by 26%; taking geography up by 70%; and taking physics, biology and chemistry up by more than 70%. What we have seen as a result of that determined change to the way in which we set aspiration for our young people is improved social mobility—Liberals and Conservatives working together in order to achieve it.
Ms Gisela Stuart (Birmingham, Edgbaston) (Lab)
I remember contributing to an Adjournment debate about the dropping of foreign languages, but how will the Secretary of State deal with a situation such as that in Birmingham, where in about half of our schools English is the second language? Will his proposals fit in with their first language and with English as their second, or will his crude measure of just any other foreign language actually not address the problem of learning the skill of a second language?
Michael Gove
I have enormous respect for the hon. Lady, who makes a very important point about Birmingham. It is the youngest city in Britain, and its multicultural traditions are part of its strength, but it is important to recognise in Birmingham that, although there are some excellent schools, such as Perry Beeches and Arthur Terry, there are some underperforming schools.
The excellence of a school is not, however, related to the number of children who have English as an additional language; all research shows that such children are just as capable of succeeding as children from any background. What matters is the quality of the school, not the nature of the home background, and what matters for all children in the 21st century is developing the language skills that will enable them to take their place in university or in the modern workplace. That is why it was a disaster when language learning was dropped under the previous Government, and why it is so welcome that the coalition Government have seen it restored.
Some people will ask why, if performance in those core GCSEs that matter so much declined, the headline figures for GCSE performance improved under Labour? What was going on? What was filling that gap? The truth is that we had a growth in so-called equivalent exams, which were called vocational although most employers did not rate them, and which were called equivalent to one or more GCSEs when most employers and colleges did not believe that they were. They have been eloquently criticised by the hon. Member for Stoke-on-Trent Central (Tristram Hunt), by the right hon. Member for Sheffield, Brightside and Hillsborough (Mr Blunkett) and by Professor Alison Wolf in her universally praised report on vocational qualifications. There was fantastic growth in low-level qualifications under Labour, most of which, she says, had
“little to no labour market value.”
In 2004, students were taking just 15,000 of those qualifications, and then the Minister for Schools changed the rules. The then Minister for Schools is now the hon. Member for Liverpool, West Derby, and as a result of those changes a certificate in nail technology counted as two GCSEs, a diploma in horse care counted as four GCSEs and, by 2010, where previously 15,000 such qualifications had been pursued, 575,000 were being taken, crowding out real study, driving rigour to the margins and holding back social mobility.
Incentives were created by government which, as Alison Wolf points out,
“deliberately steered institutions and, therefore, their students away from qualifications that might stretch (and reward) young people and towards qualifications that can be passed easily.”
She says also that, of the current cohort of children between the ages of 16 and 19,
“at least 350,000 get little to no benefit”
from such qualifications.
Gloria De Piero
I asked the head teacher of a really successful academy in my constituency what he thought about the issue, and he told me:
“We will have to limit success by choosing tiering well before students have hit their potential.”
Does the Secretary of State believe that that fantastic head teacher, who is taking his school from strength to strength, is an enemy of reform?
Michael Gove
I absolutely do not. I am sure that that school, like many of the schools in the hon. Lady’s constituency, is doing a fantastic job, and I am grateful that she has been so enthusiastic in embracing the academies reform programme.
As the hon. Member for Liverpool, West Derby acknowledged, the two-tier system that he talks about is not something that the coalition Government are planning to introduce, but something that the Labour Government presided over and we want to tackle. The problem is that we already have a two-tier GCSE system. As he acknowledged but then skated over, we have two types of GCSE—foundation and higher tier—in English, maths and science. We have a two-tier system of first-class and second-class qualifications. The higher tier allows anyone who takes a paper to get an A, B or C, and so on; the foundation paper is explicitly designed to limit student success. In ordinary circumstances, it is impossible for a student who enters for a foundation-tier paper to achieve a grade higher than C. It is impossible, in other words, for thousands of students to achieve the most basic grade that is respected by employers and will in many colleges allow them to progress to A-levels. The very act of entering a child for a foundation-tier paper at GCSE is a way of saying, “Don’t get above yourself—A-levels are not for you.” Even colleges that set a C grade as an entry requirement often demand a grade C from a higher-tier paper because they treat higher-tier and lower-tier GCSEs as separate qualifications.
A cap on aspiration was Labour’s policy for the 13 years it was in power, and this coalition Government are determined to remove that cap.
Mr David Ruffley (Bury St Edmunds) (Con)
According to the Organisation for Economic Co-operation and Development world rankings, between 2000 and 2009 this country fell from seventh to 25th in reading and from eighth to 27th in mathematics. Without my right hon. Friend’s very welcome radicalism, we will find it increasingly difficult to compete successfully in the global economy.
Michael Gove
I am grateful to my hon. Friend, who is absolutely correct that we need to have higher aspirations for all students. That is why, in our forthcoming consultation on how we can improve GCSEs and get world-class qualifications, we will suggest that we end the tiering of papers and ensure that this barrier—this cap on aspiration—is removed. That is genuine radicalism that embodies greater aspiration for all students. After 13 years of Labour when there was a cap on aspiration, under this coalition Government social mobility is at last advanced.
Mr Frank Field (Birkenhead) (Lab)
Given that practically all the studies show that the differences between children when they are first sent to school at the age of five are not changed by schools of any nature or under any exam system, why does the Secretary of State think that the introduction of his proposed reforms will change the life chances of the poorest children?
Michael Gove
I think that their life chances can change. I usually agree with the right hon. Gentleman on almost every issue, but in this area I differ with him. I do not believe that birth or even the early years determine a child’s fate. I have seen children from very similar backgrounds, often from troubled and chaotic homes, go into primary schools and then on to secondary schools with very different qualities of teaching and, as a result, have their outcomes transformed. The right hon. Gentleman has been a fantastic advocate for the growth of the academies programme, including in his own constituency. His actions suggest to me that while he is, of course, as determined as I am to improve the early years, he recognises that we can intervene at every stage to help children and young people to succeed.
Mr Field
Of course we need to intervene at every stage as effectively as possible. While all of us, thank goodness, have seen examples of children escaping their circumstances such as those the right hon. Gentleman cites, the truth is that if we look at students as classes we do not free whole groups of pupils.
Michael Gove
It is absolutely right that we make sure that we recognise that children are individuals and that teaching should, as far as possible, be personalised towards them. Children will not only have different abilities in different subjects but will mature at different stages.
That is one of the reasons why we wanted to ensure that we developed qualifications that are not only without the tiers that set a cap on aspiration but can be taken at different points in a child’s career. At the moment, far too many children fail to secure a GCSE pass in English and maths at the age of 16 and never manage to secure a meaningful qualification in maths or English thereafter. We want to learn from Singapore, where students at the age of 16, then 17, and then 18, secure those passes. We must not give up on children simply because they have not reached an appropriate level at the age of 16. That is why we are reforming post-16 education and why we are placing a requirement on students who have not secured those qualifications at the age of 16 to secure them at 17 or 18. The generation that had been written off under Labour is at last, under the coalition Government, receiving support.
Stephen Twigg
The Secretary of State said that the Government will abolish tiering in GCSEs. Will he clarify whether that is because 20% to 25% of students will take not O-levels, but the new CSE?
Michael Gove
The hon. Gentleman, not for the first time, has misunderstood. We want to ensure that more and more of our children do better and better.
There are two poles in this debate, neither of which I am happy with. One pole holds that only a minority of about 20% or 25% will ever be able to pass academic qualifications—the A stream, the elite. The other view, which was incarnated in Labour education policy in the past, is that to ensure that a majority of children pass the qualifications, we need to make them less demanding. I reject both those views. I think that more children can succeed if we make our exams more demanding, because we have a higher degree of aspiration and ambition for all our children.
I understand why the right hon. Member for Liverpool, West Derby and other Opposition Members find it so difficult to grasp this point. Sorry, he is an hon. Gentleman—there is no cap on his aspiration or ambition. They find it difficult because the only way in which they felt that they could succeed was to lower the bar. We believe that it is by raising the bar that we can deal with this issue.
Michael Gove
No, thank you.
We not only have a two-tier system in the split between foundation and higher tier GCSEs, over which Labour presided—
Michael Gove
Quite right. I did not come into Parliament to defend the status quo, unlike the small-c conservatives opposite. I am a radical who believes in liberating human potential. It is interesting that the hon. Member for Liverpool, West Derby and the hon. Member for Cardiff West (Kevin Brennan) are disciples of Keith Joseph. I regard myself as being in a slightly more radical, reforming, modern and liberal tradition than the late Member for Leeds North East, bless his soul.
As a reformer, it offends me not only that is there a division incarnated in our state schools, but that independent schools are opting for the IGCSE because the GCSE is not rigorous enough and that, as a result, there is a two-tier system between state and independent schools. There is also a two-tier system between this nation and other nations because other countries have more testing examinations at the ages of 16, 17 and 18, whereas we have incarnated low aspirations in the way in which we judge our young people.
Michael Gove
Un embarras de richesses, as they say in west Derby! I give way to my hon. Friend the Member for Ealing Central and Acton (Angie Bray).
Angie Bray (Ealing Central and Acton) (Con)
As my right hon. Friend may know, Acton high school is about to open a sixth form. The most important thing for the students who study there is that we give them the best possible start as they pursue their A-levels. Does he agree that more rigorous preparation, whether through an enhanced GCSE or an O-level, would help them to get through their A-levels and go on to university?
Michael Gove
My hon. Friend makes a characteristically acute point. One problem with the current system is that GCSEs are not, in many cases, adequate preparation for A-levels, and A-levels are not adequate preparation for university, particularly when our students are compared with those from other jurisdictions. That is because, notwithstanding the incremental improvement in state education over the past 15 years, other countries have reformed their education systems faster than we have reformed ours. We have to match them and that means reform.
Mr Graham Stuart (Beverley and Holderness) (Con)
Will the Secretary of State give way?
Michael Gove
I am happy to give way to the Chairman of the Select Committee on Education.
Mr Stuart
The Secretary of State wants more rigorous exams that more people pass. That is an aspiration that we would all share, but it is not immediately obvious how it is to be brought about. Today, 42% of children do not get five good GCSEs including English and maths. If we make the tests more difficult, it is not immediately obvious how more people will pass them. I welcome that he is aiming higher and that we will have more rigour, but we need more detail. He is very good at explaining what is wrong with what Labour did, and I agree with every word, but he is not so good at giving us the detail of precisely what this Government plan to do.
Michael Gove
It is perfectly clear what we need to do to get more children to pass more exams: we must press ahead with the reforms that we have introduced to create more academies and free schools, to get better teachers in our schools, to have continuous professional development in which we invest in the very best people, to expand the Teach First programme, and to ensure that we have a relentless focus on raising the bar. Complacency on performance in our schools will lead us only to continue to be backmarkers. One point I would make to the Chair of the Education Committee and the House is that some schools manage to do every bit as well as schools in Singapore by getting 80% or more of their students to five good GCSEs or equivalents. We should ask ourselves why more schools are not doing as well as them. The whole point of the Government’s education reforms is to ensure that we raise standards for all.
The Chair of the Committee asked what the Government will do to change things. We have already taken some steps. We have banned modules and re-sits, and introduced the English baccalaureate to put a stress on rigorous subjects. It is not clear whether the Opposition agree with us. We have explicitly said that we believe there is a case for one exam board per subject in English, maths and science. The Opposition inched towards agreeing with us, and I hope we can reach a consensus.
One problem I have in attempting to tease out where the Opposition stand in order to build the consensus we all want is that whenever the Government put forward a case for reform, it is difficult to know where the hon. Member for Liverpool, West Derby stands.
Ms Gisela Stuart
The Secretary of State mentioned Alison Wolf. He wants to be the great radical, but he must recognise that he needs to widen the skills base. He must show the House that he is attempting a dual system rather than a two-tier system if he prays in aid Alison Wolf.
Michael Gove
I would never accuse the hon. Lady of falling into the fatalist camp, but some do. The fatalist position—that we cannot improve—was touched on by my hon. Friend the Member for Beverley and Holderness (Mr Stuart), the Chair of the Education Committee, but I believe Andrew Adonis, who said: “The fatalists who say”—[Interruption.] As Front Benchers say, “If the cap on aspiration fits, wear it.”
Andrew Adonis has said:
“The fatalists who say that countries with strong academic school traditions cannot create, in a short timescale, quality vocational education institutions and pathways with real prestige should take note. It is being done abroad and must be done here.”
It is being done here through the introduction of university technical colleges, and through the development of studio schools, which were introduced by the Government of Andrew Adonis and expanded massively by this one. It is also being done with a review of vocational qualifications, which will mean that apprenticeships are at last possessed of the rigour that all hon. Members might expect, but which did not happen under the previous Government. Thanks to the Minister for Further Education, Skills and Lifelong Learning, we have extended a requirement so that all apprenticeships will be for 12 rather than just six months. We have also extended the important work-related learning in apprenticeships. I acknowledge that there are improvements to be made, but the Holt and Richard reviews will ensure that we make them.
If those improvements are to be enduring and if we are to succeed, if the university technical colleges and studio schools are to succeed and take root, and if the changes we are making in the academies programme are to succeed, such as the welcome addition of the Liverpool college—an independent fee-paying school—to the state sector, which was welcomed graciously by the hon. Member for Liverpool, West Derby, we need, as Andrew Adonis pointed out today, a consensus in the House.
In calling this debate, the hon. Gentleman has asked Parliament to approve certain propositions. Let us try to approve certain propositions on where Labour stands on critical issues.
Tristram Hunt (Stoke-on-Trent Central) (Lab)
It’s not about Labour; it’s about you.
Michael Gove
It is about the House. When the hon. Member for Liverpool, West Derby was interviewed just a couple of weeks ago, he was asked about academies. He said that one of the freedoms Labour extended to academies is freedom over the curriculum. He said we should extend that to all schools. He is therefore for the academies programme. In the same interview, however, he said: “We have now got 2,000 schools that are academies. I do not think that is desirable. I do not think that is a good system.” He was for our academies programme before he was against it.
Andrew Adonis was quoted as saying that free schools were Labour’s invention. When the hon. Gentleman was asked about free schools, he said: “Yes, free schools are being established, some of which will be excellent.” So he was asked, “Will you create any more?”, and he replied, “That we need to look at. We need to look at that.” It was then put to him that, in fact, before looking at the policy, he had voted against it.
Michael Gove
Yes, in a minute.
The hon. Gentleman then said, “Our policy was to oppose free schools, and we voted against them.” So he was for it before he looked at it and before he was against it. Perhaps he might now illuminate the House on his position towards free schools—position 1, in favour; position 2, don’t know; or position 3, against?
Stephen Twigg
If the Secretary of State wants to ask me questions, we can always swap places. I would be happy to swap places and answer his questions, but this is a debate where he has to defend his position. Lord Adonis, whom he mentioned, has been clear in the past few days about what he thinks of the Government’s latest proposals to bring back CSEs. Will the Secretary of State rule out bringing back a new version of the CSE?
Michael Gove
I have explained exactly what we will do, which is to strengthen GCSEs and world-class qualifications. Nothing we want to do is a step backwards; everything we want to do is a step towards the high-class qualifications that other countries have. I have ruled out as clearly as I can any two-tier system. I have said that we want to move to one tier and a set of high-level qualifications. I can bring clarity to the Government’s position but not to the Opposition’s.
Michael Gove
No, no.
We want to know whether, as we make changes to the curriculum, the hon. Gentleman will back us on modern foreign languages, for example.
Michael Gove
The hon. Gentleman says yes, but his position on modern foreign languages has changed over time. As I pointed out, he said in July 2004:
“In the knowledge society of the 21st century language competence”
is “essential.” Then, in September 2004, he said, “We don’t want to go back to the old days when we tried to force feed languages to students.” Then, when he was asked in May 2011 what his real position had been on languages in 2004, he said: “I had mixed views.” Given this lack of consistency, can we be certain that his position now, in backing modern foreign languages, is a consistent one? And will he assent to our other proposals? Does he believe that we should get rid of modules at GCSE and end the re-sit culture? Yes or no? A simple nod will suffice. [Interruption.] No, he is not going to get into it. No consistency! He is uncertain. Is he for it, or against it? What about the English baccalaureate? All he needs to do is nod. Will he support the English baccalaureate? We know that the hon. Members for Hackney North and Stoke Newington (Ms Abbott) and for Birmingham, Edgbaston (Ms Stuart) do.
Tristram Hunt
I support the English baccalaureate. But my question is this: does the Secretary of State think the Daily Mail reported his intended reforms accurately and fully?
Michael Gove
I am grateful to the hon. Gentleman for supporting the English baccalaureate. The frock-coated communist has become the grey-suited radical. One of the things that matters to me is whether the hon. Member for Liverpool, West Derby supports the English baccalaureate. Yes or no? [Hon. Members: “Answer the question.”] After my appearance at Leveson, it probably ill behoves me to pass commentary on the press in this country, other than to say that I support the right of a free and rigorous press to report and comment on things with their usually pungency.
Does the hon. Gentleman support our position on equivalents? Does he support stripping them out of the school system?
Stephen Twigg
I know that the right hon. Gentleman wants everything to be black and white, but sometimes there is nuance in these debates. One of the equivalents I certainly do not support—this is the issue I tried to intervene on earlier—is changing some of the diplomas, including the engineering diploma. The excellent JCB academy, the first university technical college, has lobbied me strongly to say that it disagrees with how the Government have downgraded the engineering diploma. There is a real risk that vocational and practical subjects will be crowded out of our schools at a time when we need more young people getting good qualifications in engineering and other areas.
Michael Gove
I am grateful to the hon. Gentleman for asking about one of the more than 1,700 vocational qualifications. So he supports the engineering diploma being an equivalent. Does he support nail technology or horse husbandry or any of the others? Again, answer comes there none.
The hon. Gentleman says that there is nuance in his position. I say, rather than nuance, there is an absence of clarity, without which we cannot secure consensus. Does he believe that we should continue with foundation and higher-tier GCSEs? Yes or no? A simple nod would suffice. Again, answer comes there none, but we probably know what he thinks. When he was a Minister in the Department for Education and Skills in 2003, the “Excellence and Opportunity” White Paper said that:
“the GCSE has become a qualification at two levels: Level 2 (or grades A*–C) is viewed by the public as success, while Level 1 (or grades D–G) is seen as failure. For many young people achieving Level 1 is demotivating. Some young people prefer not to reveal that they have taken GCSEs than admit to a lower grade. This undermines motivation and discourages staying on”.
That was the view of the hon. Gentleman and his Department in 2003, but they took no action to deal with the problem. At last, 10 years later, the coalition Government are taking action to end the problem of failure, to ensure that we no longer have an examination system that is demotivating and to end a system that discourages staying on.
Nia Griffith
Does the Secretary of State accept that with the foundation and higher-tier system there was always the opportunity for pupils to transfer, and there was always a motivation to try to drive pupils to get better than a D by getting a C? How will the new system of separating a CSE and an O-level examination allow a pupil to be pushed so that they can attain the higher level—the O-level qualification—if they have already started on a CSE syllabus, which is significantly different?
Michael Gove
I have to ask the hon. Lady where she has been for most of this debate. At no stage have we talked about separating children at the age of 14, and at no stage—
Liz Kendall
The Secretary of State is supposed to be a man of his convictions. Parents and pupils in my constituency want to know whether the Daily Mail report was accurate—yes or no?
Michael Gove
I am grateful to the hon. Lady for asking her question. I am a man of my convictions, and my convictions are that we need to improve our GCSE system. That is why we have outlined proposals that will ensure that we change the way in which children sit qualifications at the age of 16. In place of a two-tier system, with GCSEs split between foundation and higher-tier, we will have one qualification for all students. In place of competing exam boards where there is a race to the bottom instituted under the Labour Government, we will have exam boards that will be asked to compete to go to the top, and all those exam boards will be asked to produce qualifications that are more rigorous.
Instead of 60% of students being assumed to succeed and 40% being written off, we will set a benchmark whereby at least 80% and a rising proportion of students succeed over time. Instead of a flight away from rigorous subjects like history, geography and modern foreign languages, physics, chemistry and biology, we will ensure that those subjects are incentivised in league tables and accountability measures. We will ensure as a result of these changes that the drift towards mediocrity that the last Government’s qualification system incarnated is finally addressed.
Andrew Selous (South West Bedfordshire) (Con)
I applaud the measures my right hon. Friend has taken more greatly to value spelling, punctuation and grammar. In that respect, does he share my concern about a school I came across recently whose policy was to correct no more than three spelling mistakes in any piece of work? Does he agree with me that that is a false kindness to children who might put in with a CV a covering letter with spelling mistakes, which is then put in the bin with the child’s potential being wasted?
Michael Gove
My hon. Friend is absolutely right. One change we have already made to GCSEs—again, I do not know whether or not the Opposition back it—is to reintroduce marks for spelling, punctuation and grammar so that all students know that rigour is demanded at every point.
During the course of this debate—including the speeches from the Front Bench and subsequently—we have not heard a single constructive proposal from the Opposition on how to change exams. By contrast, the coalition Government have spelled out steps to ensure that more students take more rigorous subjects; steps to ensure that we deal with a race to the bottom and the wrong type of competition; steps to ensure that we remove a cap on aspiration; steps to ensure that we match the quality of the International GCSE and Singapore O-levels.
Michael Gove
I shall not take any more interventions at this stage.
The reason for doing that is that we need to ensure that our curriculum and qualifications system moves on from being one that, as I mentioned earlier, has been trapped by two opposing and equally out-of-date views: either that only a minority can succeed, or that, for a majority to succeed, we have to lower the bar. I believe we can ensure that more children succeed by ensuring that the policies of the coalition Government are implemented with vigour and energy. That is why we need to press ahead with the academies programme, it is why we need to invest more in Teach First, and it is why we need the changes in education for children with special educational needs that are being introduced by the Minister of State, Department for Education, my hon. Friend the Member for Brent Central (Sarah Teather).
For all those reasons, I commend the amendment to the House, and I look forward to the vote.
The Minister of State, Department for Education (Mr Nick Gibb)
This has been a good debate, but as my hon. Friend the Member for Bristol North West (Charlotte Leslie) pointed out, we need a reality check. The overarching objective of the Government’s education policy is to close the attainment gap between those from wealthier and those from poorer backgrounds, which is wider in this country than in many of our competitor nations. The gap means that 49% of pupils eligible for free school meals achieved a grade C or better in GCSE maths last year compared with 74% of all non-free school meal pupils; that 67% of pupils eligible for free school meals achieved the expected level in reading when they left primary school last year compared with 82% of non-free school meal pupils; and that just 8% of pupils eligible for free school meals were entered for the English baccalaureate combination of core academic GCSEs compared with 22% overall.
That attainment gap is morally unacceptable and, as my hon. Friend the Member for Bury St Edmunds (Mr Ruffley) said, economically damaging to this country. It has all the hallmarks of the two-tier education system that hon. Members say they wish to eliminate.
Mr Gibb
I will not give way because of the time.
Under the previous Government and that two-tier system, a sizeable proportion of young people were persuaded to take qualifications that scored highly in performance tables, but that turned out to have less credibility with employers than the young people had been led to believe, as so aptly pointed out by my hon. Friend the Member for Bristol North West. That is why, on the recommendation of Alison Wolf, we have looked again at all vocational qualifications taught in schools to ensure that only those highly valued by employers count in performance tables. That will raise both the value and the esteem of the vocational qualifications taught in our schools, which is supported by my hon. Friend the Member for Croydon Central (Gavin Barwell).
Last year, the OECD produced its seminal report, “How do some students overcome their socio-economic background?” It states that, in Britain, only a quarter of deprived children were able to overcome their background in terms of academic achievement, compared with more than 70% in Shanghai and Hong Kong, which places Britain 39th out of 65 OECD countries.
Addressing those inequalities lies at the heart of every radical education reform implemented, announced or mooted by the Government since May 2010, which includes: the academies and free school programmes, which bring professional autonomy and diversity to our school system and raise standards in some of the most deprived parts of the country; the focus on phonics in reading and the phonic check—we last week checked the basic reading skills of every 6-year-old in the country—which mean that no child slips through the net with their reading problems unidentified; ending the re-sit culture and modularisation in GCSEs; restoring marks for spelling, punctuation and grammar; the pupil premium, which provides significant extra school funding for pupils who are eligible for free school meals; allowing good schools to expand; raising the floor standard of underperforming primary and secondary schools; giving more power to teachers to tackle unruly behaviour; reviewing the national curriculum; publishing draft primary school programmes of study in English, maths and science; and putting greater emphasis on reading, scientific knowledge, languages, arithmetic and the essentials of grammar, spelling and punctuation.
Those are the important reforms, but as my right hon. Friend the Secretary of State has said, the evidence shows that we must go further. A few weeks ago, a CBI survey showed that nearly half of all employers were unhappy with the basic literacy skills of school and college leavers—35% expressed concern over maths. This week, King’s College London reported that teenagers’ maths skills have declined over the past 30 years.
The Government are clear that we need fundamental reform. We want a broad, inclusive conversation to consider how we address the concerns of employers, parents, pupils and schools. We must learn our lessons not from the past, but from the best—from countries such as Singapore, where students are required to have a proper knowledge of syntax and grammar, an understanding of the scientific laws that govern our world, and an understanding of maths, which allow them to progress down both technical and academic routes. None of that is beyond the children of this country, but we too often lack the most basic aspiration on their behalf.
In Singapore, the exams designed for 16-year-olds are rigorous, academic, stretching and comprehensive. They are taken by the vast majority of the population. Those exams—O-levels drawn up by examiners in this country— set a level of aspiration for every child that helps to ensure that Singapore remains a world leader in education. We want to ensure that children in this country have exactly the same opportunities as their peers in Singapore and other high-performing nations; that our pupils are as comprehensively equipped to compete in a world of international commerce; that every single child has the opportunity to succeed to their full potential.
The Government’s reforms are designed to achieve a fundamental change in expectation and academic achievement. We should expect all schools to have the academic attainment of Mossbourne academy. We want our qualifications to be world class, with the expectation that all will study for them, and that the great majority will achieve them, if not by aged 16, then by 17, 18 or 19.
The hon. Member for Liverpool, West Derby (Stephen Twigg) made a revealing speech. I am not aware of any Education Minister from the previous Labour Government who would accept the existence of grade inflation in GCSEs. His acceptance of that and his change of view are welcome—they help to bring honesty and candour to the debate.
My hon. Friend the Member for Beverley and Holderness (Mr Stuart), in seeking to defend himself from accusations of fatalism, spoke of establishing a route map from point A to point B—good luck with that—and sought more detail on the Government’s proposals before the publication of our consultation document, while refusing to give the Government a glimpse of the Education Committee’s forthcoming report on qualifications, which is due out next week.
I welcome the support of the hon. Member for Leicester West (Liz Kendall) for the single exam board proposal and wholeheartedly congratulate New College school on its transformation, and on the “yes you can, yes you will” ethos.
My hon. Friend the Member for East Hampshire (Damian Hinds) raised concerns about grade inflation, early entry for GCSE, re-sits and modularisation, and rightly pointed out that today we have a clear, two-tier GCSE system, which he called a rebranded CSE and GCE system. He revised the phrase made famous by Melanie Phillips—“All must have prizes”—by saying that all must merit prizes.
I welcome the support of my hon. Friend the Member for North Cornwall (Dan Rogerson) for rigour. He is right to be reassured about genuine consultation. The hon. Member for Stoke-on-Trent Central (Tristram Hunt) falsely accused my hon. Friend the Member for Grantham and Stamford (Nick Boles) of earning his crust, but I welcome the hon. Gentleman’s support for the English baccalaureate and for children acquiring knowledge in history and learning poems by heart. I take on board the caution of my hon. Friend the Member for Hexham (Guy Opperman) against change for change’s sake.
The Government are accused of wanting to create a two-tier education system, but this country already has one, which we believe is letting down too many children and young people. Professor Wolf said in her important review of vocational education that English and maths are fundamental to young people’s employment and education prospects, yet less than half of all students have good GCSEs in English and maths at the end of key stage 4. There are two tiers: those with English and maths, and those without. There are two tiers in the current structure of GCSEs—a foundation tier and a higher tier—including in English, maths and science. The highest achievable grade in ordinary circumstances in the lower tier is C. We have two tiers in the grading system, with 19% of pupils achieving grades E, F and G in GCSE Maths, and 11% of pupils achieving those grades in English.
We need to ensure that our exams are on a par with those in the highest performing countries in the world, and that our schools are delivering the kind of education that equips and prepares all pupils to take and excel in those exams. That is what the Government mean by closing the attainment gap. I urge the House to reject the cynical motion tabled by the Opposition and to support the radical education reform agenda being delivered by this Government to ensure rigour and high expectations for all young people in this country.
Question put (Standing Order No. 31(2)),
That the original words stand part of the Question.