19:00 - The House divided: - Ayes: 302 / Noes: 204 - Question accordingly agreed to.
19:13 - The House divided: - Ayes: 297 / Noes: 201 - Question accordingly agreed to.
The Secretary of State for Education (Nicky Morgan)
I beg to move an amendment, to leave out from “education;” to the end of the Question and add:
“welcomes the transformation in England’s schools since 2010 where 1.4 million more children are now taught in good or outstanding schools; notes that the academies programme has been at the heart of that transformation because it trusts school leaders to run schools and empowers them with the freedom to innovate and drive up standards; further notes that there remain too many areas of underperformance and that more needs to be done to ensure that standards in England match those of its best international competitors; and therefore welcomes the Government’s proposals in its White Paper to further improve teacher quality, ensure funding is fairly distributed, tackle areas of chronic educational failure and devolve more power to heads and school leaders to ensure both they and parents have more of a voice in the running of their schools; and welcomes the commitment to achieve educational excellence everywhere.”
Education is at the heart of this Government’s mission, because we all know that a good education transforms a child’s future. Our White Paper sets out our ambition to deliver real social justice by ensuring that every child gets an excellent education.
The Opposition motion is a deliberate misinterpretation of our proposals to transform England’s schools. As we have already heard, it contains at least two errors, including, as pointed out by my hon. Friend the Member for Winchester (Steve Brine), one about parent governors. I am afraid that contributions from the shadow Secretary of State are starting to follow an all too familiar pattern of scaremongering and ignoring the achievements of both the teaching profession and our education system. I note that since her appointment, she has yet to propose a single positive idea, and we heard no more today about how we can raise standards across England’s schools.
Ruth Cadbury (Brentford and Isleworth) (Lab)
I congratulate my hon. Friend the Member for Manchester Central (Lucy Powell) on initiating this debate. Will the Secretary of State address what for Brentford and Isleworth in the Borough of Hounslow are the three most pressing problems: first, the recruitment and retention of good quality teachers, particularly in EBacc subjects; secondly, the desperate need to build sufficient secondary school places in time for 2017—unfortunately the Education Funding Agency is the cause of that delay; and finally, the need to ensure that our children have the skills for the local employment market when they leave? Mr Deputy Speaker—
Nicky Morgan
I am delighted that the hon. Lady is engaging in issues that are of real concern to her constituents, and she is right to do so. I do not know whether she has had a chance to read all the White Paper, but it contains many of the answers, and I will come to on to talk about teacher recruitment and career development in a moment. This Government have so far spent £23 billion on building new accommodation for school places, and we have created 600,000 more school places since 2010.
Several hon. Members rose—
Nicky Morgan
Let me finish answering the hon. Lady’s point. I hope that she has engaged with the new enterprise adviser from the Careers and Enterprise Company in her area, which is doing exactly what she said—engaging many more young people in those careers.
Several hon. Members rose—
Nicky Morgan
Let me make some progress and then I will take more interventions. Given the drafting of the motion, I must ask how much of the White Paper the shadow Education Secretary has read. Only one of its eight chapters is concerned with every school becoming an academy. It is not a schools White Paper, as the motion states; it is an education White Paper, and there is a critical difference.
Several hon. Members rose—
Nicky Morgan
I will take an intervention in a moment.
I have not heard anything from the hon. Lady about the other seven chapters of the White Paper, including our vision to spread educational excellence everywhere, for the profession to take responsibility for teacher accreditation, and to set high expectations for every child with a world-leading curriculum.
Tim Loughton (East Worthing and Shoreham) (Con)
I am a supporter of the academies programme, and the experiences of my constituents have been largely—although not exclusively—positive. I am disappointed to see the Opposition go cold on one of their proudest innovations. As a Conservative, I also believe in choice, so will the Secretary of State outline the downside of allowing schools to migrate organically to academy status if they choose, rather than imposing a compulsory and arbitrary timeline on them?
Nicky Morgan
I will come on to that. My hon. Friend is right, and it is perfectly fair to ask that question. We are allowing six years for the change to be made. As a former Education Minister, he will recognise the benefits of allowing front-line professionals—heads, teachers and governors—to run their schools.
Richard Benyon (Newbury) (Con)
Like most Conservative Members, I am a great supporter of academies and they have been a great success in my constituency. Will the Secretary of State say something about the capacity of small primary schools, particularly in rural areas, to make that change?
Nicky Morgan
I will, and I recognise that there will be challenges for smaller schools in taking on the responsibilities of becoming stand-alone academy trusts, and we look forward to working with Members across the House on that.
Ian Mearns (Gateshead) (Lab)
Point 4.49 on page 65 of the White Paper states:
“The role of parents is crucial…Our approach puts parents and children first, not through symbolic representation on a governing board, but through engagement with schools.”
What conclusion are parents meant to come to when the experience of parent governors over three decades is wrapped up in the world “symbolic”?
Nicky Morgan
The conclusion they will draw, one which I will come on to, is that we want parents to be engaged not just via governing bodies but through parent councils, through the ability to make complaints and be involved in their child’s education, and through being aware of how their child is taught. There are many more ways, in addition to being parent governors, that they can be engaged.
Several hon. Members rose—
Nicky Morgan
I am going to make some progress.
The truth, as the Government amendment makes clear, is that there is no silver bullet to improve standards in education. Instead, concerted effort and innovation are required on every front. That is what we have done over the past six years. Since 2010, we have seen 1.4 million more pupils in good and outstanding schools as a result of our reforms, translated into reality by an outstanding teaching profession, to raise standards, restore rigour and free heads and teachers to run their schools in a way that works for their students. For all that we have unlocked excellence, we do not, as I have said many times before, yet have that excellence everywhere. For me, that “everywhere” is non-negotiable.
Ms Karen Buck (Westminster North) (Lab)
The Institute for Fiscal Studies estimates that schools will lose 8% of their funding in real terms over the next five years. What does the Secretary of State say to parents about the unfunded £1 billion cost of enforced academisation when schools are already facing that financial pressure?
Nicky Morgan
Opposition Members need to refresh their maths, because that calculation is completely wrong.
Our White Paper outlines exactly how we are going to ensure excellence everywhere. It makes it clear that while we have the most qualified teaching workforce in our country’s history, we can do more to ensure that every teacher has the support to do the job as well as they can.
Richard Graham (Gloucester) (Con)
Does my right hon. Friend think it is extraordinary that, despite the volume of noise from the Opposition Benches, not one Labour Member has had the courage to stand up and say there is something fundamentally and totally inaccurate in the Opposition motion? It claims that the Secretary of State and our Government are trying to ban the role of parents on school governing bodies. Every single secondary school in my constituency is an academy and they all have parents on governing bodies.
Nicky Morgan
Let me answer the point and then I will invite the shadow Education Secretary to clarify what the Opposition motion actually says. My hon. Friend is absolutely right. There are two errors in the motion. The first is that it says we are abolishing the role of parent governors. We absolutely are not. The second is that we will force all schools to join multi-academy trusts. That is also not the case.
Lucy Powell
This may be a semantic argument, but does it not say in the White Paper that the Secretary of State is removing the requirement for parent governors? Is the Secretary of State removing the requirement—yes or no?
Nicky Morgan
Let me just remind the hon. Lady what her motion says. [Interruption.] Opposition Members do not want to listen.
Mr Deputy Speaker (Mr Lindsay Hoyle)
If we are going to ask a question, let us hear the answer.
Nicky Morgan
I do not think they want to hear the answer, because they do not want to hear the clarification. [Interruption.]
Nicky Morgan
I am very grateful to you, Mr Deputy Speaker.
The shadow Education Secretary’s motion states:
“the Schools White Paper”—
it is not a schools White Paper—
“proposes the removal of parent governors from school governing bodies”.
It does not. [Interruption.] If the hon. Lady, in drafting her motion, cannot put all the words from the White Paper in the motion, then frankly she needs to go back and do her English lessons.
Several hon. Members rose—
Nicky Morgan
I am going to make some progress.
It is important that hon. Members hear what is in the White Paper. We are outlining reforms of how teachers are trained and accredited, which, alongside the establishment of a new college of teaching and a new framework for professional development, will help to put teaching where it belongs—on a par with other professions such as medicine and law. It outlines our commitment—[Interruption.] I am not going to give way, because I am going to set out what is in the White Paper for the benefit of hon. Members, some of whom on the Opposition Front Bench clearly have not read it. It outlines our commitment—[Interruption.] I have just said I am not going to give way. It outlines our commitment—[Interruption.] Honestly, Mr Deputy Speaker, I think they are deaf. The White Paper outlines our commitment to make sure that school funding is fairly distributed—[Interruption.]
Mr Deputy Speaker
I want to hear both sides. If we cannot hear it, what about the people who are listening out there? Let us try to keep it in order, because this is a very important debate that affects all our constituents, whichever side of the argument we are on.
Nicky Morgan
As I was saying, the White Paper outlines reforms of how teachers are trained and it outlines our commitment to make sure that school funding is fairly distributed across the counties, ending the gross inequities and distortions, so that heads and parents can have the confidence that the same child with the same characteristics and the same costs receives the same level of funding. It reaffirms our commitment to ensure that every single child reaches their potential, from stretching the most able to supporting those who, for whatever reason, have fallen out of mainstream education. It proposes a bold new strategy, which I think all Members should welcome, to tackle areas of chronic underperformance through new educational achievement areas that will target school-led improvement support from national leaders of education, teaching schools and the national teaching service in the most needed areas.
Mr George Howarth (Knowsley) (Lab)
As the Secretary of State is aware, the last sixth-form A-level provision in Knowsley in Garston and Halewood has now been withdrawn by the academy concerned, so she will appreciate that there is concern about that issue in Knowsley. Will she explain why she has refused to meet my hon. Friends the Members for Garston and Halewood (Maria Eagle) and for St Helens South and Whiston (Marie Rimmer) and me to discuss our concerns?
Nicky Morgan
Of course we will meet them, and the Schools Minister has agreed to do so.
The hon. Member for Manchester Central (Lucy Powell) has said previously that she was proud of Labour’s academy programme, which transformed a small number of failing schools. [Interruption.] I am sorry, I intended to give way to my hon. Friend.
Steve Brine
That is very kind of my right hon. Friend; she is being very generous. She knows that as an MP from Hampshire, where 85% of our schools are good or outstanding. I have many questions about this policy, but if I were to sum up the concerns expressed to me by local teachers, it would be with the word “confusion”. They are confused about why something that is so obviously not broken needs fixing. My concern, which I am sure my right hon. Friend can dispel, is that we must not allow the bad to become the enemy of the good. What would her advice be to Hampshire, where the numbers converting to academy status are relatively low because schools are getting a good service from the existing local education authority? Is there any reason why Hampshire should not create, for instance, a new independent organisation, through which services that our schools—including those that are already academies —so value can continue to be delivered?
Nicky Morgan
I thank my hon. Friend very much. He is absolutely right to say that there is a new role for local authorities, for talented individuals in local authorities to set up their own multi-academy trusts to provide services to schools and to build on the excellence that we already have. I shall set out why we think that schools run by front-line professionals is the best and most sustainable model for raising standards for all pupils.
Several hon. Members rose—
Nicky Morgan
I am going to make some progress. Many Members wish to speak, and because of the noise I have not been able to set out exactly what is in the White Paper.
Why not spread the transformation that we have seen via academies across the country to enable excellence for every child? One of the first things we did in the last Government was to turbo-charge Lord Adonis’s academy programme. We saw how autonomy gave strong sponsors the freedom and flexibility they needed to turn around failing schools, and we saw no reason why “good” and “outstanding” school leaders should not have that freedom as well. The White Paper proposes the next phase in our reforms to empower heads and teachers, to make sure that schools are run by those who know them best, to enable greater collaboration and co-operation, and to give parents and local communities more of a say in the running of their schools by moving over the next six years towards a system where every school is an academy.
Richard Drax (South Dorset) (Con)
There is no doubt that we all want the best for our children. In Dorset, we have both types of school: state-run schools and academies. May I suggest caution as we proceed because a “one cap fits all” approach always makes me nervous? A natural progression from one to another, as suggested by some of my colleagues, is probably the best way to go, rather than imposition.
Nicky Morgan
I entirely understand what my hon. Friend says, based on his experiences. I have had the benefit of visiting schools across the country, so I know that despite schools becoming academies, there are lots of different models, with different sizes of schools and different opportunities for heads, leaders and teachers. There are big schools, small schools, schools in collaboration, schools working formally together, special schools, and schools with alternative provision. We have an amazing education system. The collaboration that is going on should be welcomed and celebrated.
Jason McCartney (Colne Valley) (Con)
I want to join many Labour Members in talking positively about the transformative effects that academies have had in our constituencies. I am particularly proud of Colne Valley High School, Marsden Junior School and Moor End Academy. However, I am a Conservative because I believe in choice. Does the Secretary of State agree that we should put our trust in parents and governing bodies, and will she please look again at the word “forced”?
Nicky Morgan
I, too, trust parents and governing bodies. I note that there is an appetite across the country for parents, governing bodies, heads and teachers to take more responsibility for their schools, and, rather than being told what to do by local authorities, to make the real choices that are best for their schools, their pupils and their communities. I look forward to engaging in that debate with my hon. Friend.
Sir Edward Leigh
I think the Secretary of State will confirm that we are talking about a White Paper. I know that she will listen carefully to colleagues, but will she also work with Conservative-controlled county councils such as Lincolnshire, which have a wonderful record of keeping small primary schools open? The possibility of their closing is what we are fearful of. May we, at the end of this process, have a compromise whereby county councils will not necessarily be forced to give up control of their small primary schools? It is essential for them to be kept open in rural areas. I know that the Secretary of State wants to proceed in a spirit of compromise, and does not wish to force anything on anyone.
Nicky Morgan
My hon. Friend is absolutely right. In fact, I met some members of the Local Government Association and council leaders this morning to discuss exactly that issue. They welcomed the moves that we are making to clarify how the system will look in the future, and also the option of supporting schools which are providing excellent services, because there is nothing to stop the provision of those services from continuing. We will, of course, have more discussions as the programme proceeds.
Several hon. Members rose—
Nicky Morgan
I am going to make progress now, because a great many Members wish to speak in the debate.
As I have said, the academies programme reflects our core Conservative belief that public services should be run by front-line professionals. That means heads, teachers and governors running our schools. International evidence shows that autonomy of schools is linked to improved performance, and that an autonomous system must include strong school leadership and accountability. Academic studies show that, for instance,
“test scores are higher when schools manage their own budgets and recruit and select their own teachers”.
Schools do not have to follow a single way of doing things. Each school can develop a different approach that works for its pupils. Academies are better for teachers because they have greater freedom to innovate, and heads can reward them for their excellence. That freedom means that they can set pay, which enables them to attract and retain good teachers. Academies are better for pupils because it is easier for teachers to share best practice and take advantage of new opportunities, and for Governments to intervene if any evidence is found that schools are failing.
As we have said before, we want parents to be more involved in their children’s education, not less. As the Prime Minister said earlier, we are not suggesting, and have never suggested, that parents should no longer sit on governing bodies. We support the idea of parents being school governors. Many already play a valuable role in governance, and parents will always be encouraged to become governors or trustees.
However, there are other ways in which parents can be involved. For instance, the Flying High Trust in Nottinghamshire has a local governing body for each of its academies, with three elected parent representatives who receive not only an induction, but ongoing development so they can be really clear about their role in ensuring that the schools continue to be linked to the communities that they serve. We will also introduce more regular surveys of parental satisfaction, and display the results alongside examination results.
One issue that has not been addressed so far is the lack of intervention by some local authorities in schools that are failing or coasting. There are 42 local authorities that have not appointed an interim executive board since 2006, and 45 that have not issued warning notices since 2009.
Andrew Percy
I am pleased that this is such a popular intervention.
My right hon. Friend has just referred to the role of local authorities. Some authorities have clearly frustrated the academy process, but that has not been the case in North Lincolnshire. May I commend to my right hon. Friend the model of educational standards boards that we have established there? Even post-academisation, the local authority accepts that these children are our children and we have an ongoing responsibility for them. The authority has concerns about a forced academisation programme, as indeed it should, but will my right hon. Friend look closely at a system that accepts that these children are our children whatever school they are at?
Nicky Morgan
I thank my hon. Friend for his intervention. I am still looking forward to visiting his constituency at some point to meet teachers in his area. I will of course look at these models. The achieving education excellence areas that we outlined in the White Papers may be a suitable model.
Several hon. Members rose—
Nicky Morgan
I will take more interventions in a moment.
We have already been shown to respond quickly in the minority of cases where academies underperform. To date we have issued 154 formal notices to under- performing academies and free schools and changed the leadership in 129 cases of particular concern. The powers introduced under the Education and Adoption Act 2016 will allow us to intervene swiftly from day one—much more quickly than happened under many local authorities.
Stephen Timms (East Ham) (Lab)
Will the Secretary of State not allow parents a say in whether their local school becomes an academy?
Nicky Morgan
We had that debate when the Education and Adoption Act was going through. We recognise that many new sponsors will involve parents, rightly, and we will encourage that in the academisation process.
Several hon. Members rose—
Nicky Morgan
The hon. Member for Manchester Central asked why we were doing this now. On current trajectories, three quarters of secondary and a third of primary schools will be academies by 2020, even if we did not do anything else. That will, as my hon. Friend the Member for North Dorset (Simon Hoare) said, make it increasingly difficult for local authorities to manage an expensive bureaucracy with fewer and fewer schools. As I have said, we will work with local authorities to ensure that they are able to enter partnerships and work with schools.
Several hon. Members rose—
Nicky Morgan
Something else that the Opposition have deliberately failed to understand is that this policy is fully funded. We have over £500 million available in this Parliament to build capacity, including recruiting—[Interruption.]
Mr Deputy Speaker (Mr Lindsay Hoyle)
Order. In fairness to the Secretary of State, she has given way a lot. If she wants to give way, that is fine, but do not keep clamouring and shouting because I want to get you all in and I will not achieve that.
Nicky Morgan
Thank you, Mr Deputy Speaker.
As I say, we have over £500 million available in this Parliament to build capacity, including recruiting excellent sponsors and encouraging the development of strong multi-academy trusts. As ever, however, the back-of-a-fag-packet calculation that the hon. Member for Manchester Central seems so fond of, and that was put out by the Labour party press office, uses grossly inaccurate costings—in one case, for example, erroneously calculating that the average cost of academisation will be £66,000. In fact, costs per academy have fallen from over £250,000 in 2010-11 to £32,000 today. The cost per academy will continue to fall significantly in the years ahead as we move towards full academisation.
Wes Streeting (Ilford North) (Lab)
The Secretary of State talks about the £500 million available in this Parliament. Will she give an undertaking to publish in great detail the Department’s costings to reassure us that this is indeed a fully funded policy and that all the costs have been fully taken into account? I am afraid to say that her figures seem a bit pie in the sky.
Nicky Morgan
I assure the hon. Gentleman that my figures are absolutely not pie in the sky. We publish a huge amount of information and if he wants to write to me about how much it will cost to academise all the schools in his constituency, I will be happy to respond.
Mr Deputy Speaker (Mr Lindsay Hoyle)
Order. Mr Berry, we are not being helpful to each other. You are withdrawing the comment about misrepresentation. I think you have got your question across. I am going to hear the Secretary of State. You have withdrawn the remark. That is great. Thank you.
Nicky Morgan
I thank my hon. Friend for his intervention. He is passionate about this programme and about raising standards in schools in his constituency. I join him in that.
Let me refute another falsehood in the Opposition’s motion—that we will force all schools to be part of multi-academy trusts. Schools will not be forced to join a trust with other schools. As it happens, many schools want to join a trust because they can see the benefits. Two thirds of current academies have chosen to be part of multi-academy trusts, and of course outstanding schools can set up their own MATs. But to be absolutely clear, we will never make any successful school, large or small, that is capable of operating alone, join a trust.
James Cartlidge (South Suffolk) (Con)
On the Conservative Benches, we are grateful for the fact we have finally made progress on the issue of fairer funding, which is incredibly important—particularly in rural constituencies. Will my right hon. Friend confirm that the progress on fairer funding does not depend in any way on enforced academisation?
Nicky Morgan
My hon. Friend is absolutely right to point out that those on the Opposition Benches had 13 years to sort out the inequities in our school funding system and that we heard absolutely nothing from them. On the trajectories for moving on to the new funding formula, we hope to start in the 2017-18 financial year, and on academisation we have six years for schools to become academies and to work out the best way for them to do so and the collaboration that that will involve.
Sir Henry Bellingham (North West Norfolk) (Con)
I thank the Secretary of State for giving way; she is being incredibly patient and long-suffering. We have many small schools in East Anglia. Can she confirm that, in the procedures for closure, the Secretary of State’s final decision will always remain in place?
Nicky Morgan
Absolutely, but what I do not envisage under this process is the closure of small schools. If they are serving the community well, if they are popular with parents and pupils and if they are providing excellent education, why would we want to close them?
We know that just becoming an academy does not improve results in itself, but it does set heads, teachers and governors free to do the things that increase standards. Our reforms and the hard work of teachers have led to remarkable success—[Interruption.] It is a great shame that the shadow Secretary of State never wants to recognise the success in England’s schools. We still have a long way to go to achieve excellent education everywhere, and we will work with schools and local councils to continue the transformation.
Our White Paper sets out our wider plans for the next five years, building on and extending our reforms to achieve educational excellence everywhere. Where great schools, great leaders and great teachers exist, we will let them do what they do best—help every child to achieve their full potential. Where they do not, we will step in to build capacity, raise standards and provide confidence for parents and children. We will put children and parents first. The Opposition’s motion has no ambition to achieve that. For that reason, I am going to ask the House to reject their motion, to support our amendment and to back our reforms to deliver educational excellence everywhere.
Mr Robinson
I will not give way, because time is limited and many Members on both sides of the House wish to speak.
If the Secretary of State will not take my word for it, she should listen to the words of wisdom being spoken by her fellow Conservative Members, who also wish to undo the policy. Nobody sees the case for compulsory academisation of all our schools.
The whole point about education should be choice. We agree with that. There is a role for academies—we started them and there is no doubt that they have a role to play. In many instances they have been successful and stimulating and have set an example, but we cannot make one size fit all, and nor should we try to do so. If that is going to be the Government’s national policy, it will be a failure. I fear that one of the consequences will be similar situations to that in Coventry, where one school is being forced to close and another academy is going to start up barely a mile down the road. It does not have places and there is no planning or demand. The main demand for the school down the road comes from the parents of children at the school that is going to close, who are looking for places that do not exist in the new academy. There is a lack of planning and forethought. That is what happens when someone believes they have found the holy grail or the secret key that can unlock the solution for all schools.
I beg the Secretary of State to think again, because the situation in Coventry is as follows: we are closing one school, which is a sports academy, and we are eliminating a boys-only school, a girls-only school and parental choice.
Mr Robinson
It is no good the Secretary of State shaking her head, because every single one of those statements is correct. We are eliminating and restricting parental choice and we do not even know what we are going to replace it with. The policy is bound to fail. If it is forced on the rest of the country, I fear that the situation in Coventry will be replicated throughout England and Wales, to the great detriment of those people whose interests the Secretary of State is trying to promote, and to the extinction of choice as we know it, which is fundamental to improvement in the education system. We accept and agree with what the Secretary of State preaches but in practice denies.
The Minister for Schools (Mr Nick Gibb)
This has been an excellent debate, with a large number of superb speeches. I apologise if, in the time available, I am not able to respond to them all.
The Government’s education policy is focused on raising academic standards in our schools. Many Governments promise to raise standards; this Government are raising standards. We are raising standards in children’s reading, with 120,000 more six-year-olds this year reading more effectively as a result of our focus on phonics. We are raising standards in maths, with a new primary maths curriculum that is raising expectations and bringing us closer to the expectations in the top-performing education systems of the world. We are raising standards so that pupils leave primary school fluent in arithmetic. The plan is for all pupils to know their times tables by heart, which is why we are introducing a multiplication tables test at the end of primary school. Our policy is resulting in children starting secondary school having learned the rules of grammar and punctuation for the first time in a generation. The Government have eradicated grade inflation in our public exams—the GCSE and the A-level—which are being reformed so that they are on a par with the best qualifications in the world.
What the Government are doing in education is real; that is why it is controversial. It started under the leadership of my right hon. Friend the Member for Surrey Heath (Michael Gove), and it is now entering a bold new phase under the leadership of my right hon. Friend the current Secretary of State.
If real education reform were easy, it would have been done already. However, every step of the way, we have had to fight and take on the vested interests—the self-appointed experts, the professors of education in the universities and the education quangos. We have challenged local authorities where too many schools were languishing in the performance tables year after year. We have transformed many of their schools into academies with a strong sponsor driving up standards—1,300 schools so far since 2010. We have taken powers in the Education and Adoption Act 2016 to automatically turn into an academy every school that Ofsted has put into special measures and to do the same for every coasting school that is not up to the job of raising its game.
Those schools will be supported by outstanding schools that are leading multi-academy trusts, which are formal groupings of academies spreading what works in the best schools to improve pupil behaviour, raise academic standards, promote sport and the arts, and share back-office functions. That means that small schools are more likely to be financially viable. There are now more than 640 multi-academy trusts led by outstanding schools.
Many strong and effective local authorities have seen the educational benefit of giving professionals control of their schools and have encouraged their good and outstanding schools to become academies and spread their winning formula and expertise. For example, in Bournemouth, 87% of all local authority schools, including primary schools, are now academies, as are 83% of schools in Bromley. Nationally, 66% of secondary schools and 19% of primary schools are now academies.
In 2010, there were just 203 academies; now, there are more than 5,600. The direction of travel is clear. Every month, more and more schools are converting to academy status. At some point, we have to draw the line, and that is why the White Paper sets out what we need to do over the next six years as more local authorities reach the levels of academisation in Bournemouth, Bromley and elsewhere.
Local authorities will continue to have an important role to play as the champions of parents and pupils—[Interruption.]
Madam Deputy Speaker (Mrs Eleanor Laing)
Order. Many people asked questions of the Minister. They want to hear his answers. We must listen to the debate.
Mr Gibb
Thank you, Madam Deputy Speaker. As I was saying, local authorities have a role to play as the champions of parents and pupils with regard to place planning, administering admissions and ensuring that children with special educational needs are properly supported in their education.
May I apologise to the right hon. Member for Manchester, Gorton (Sir Gerald Kaufman) for the occasional split infinitive in the White Paper? There were many more split infinitives in the earlier drafts. The Secretary of State and I have done our best to eradicate jargon, and we will redouble our efforts to do so.
Despite those split infinitives, my hon. Friend the Member for Romsey and Southampton North (Caroline Nokes) read an excerpt from a letter from a headteacher in her constituency, stating that it is the best White Paper he has ever read. She was right to point out that, in her experience, there is enormous community involvement in the academies in her constituency. We are putting greater expectations on academies to involve parents and to take their views into account.
My hon. Friend the Member for Stroud (Neil Carmichael), who chairs the Education Committee, made the important point in his excellent contribution that, of course, the academies programme started under Labour—but that was new Labour, not old Labour—and this Government have turbo-charged that programme.
This has been a lively debate about an issue that could not be more important to our country: the education of the next generation. This Government have a clear plan for education reform and it is already raising standards in our schools. By contrast, we hear nothing from Labour about standards, improving the teaching of reading, instilling a love of books, attainment in mathematics, improving our GCSE and A-level exams or improving pupil behaviour in our schools. For Labour, it is all about politics—it is all about cosying up to the vested interests and the NUT.
Our White Paper is an ambitious plan to ensure that our school leavers, wherever they live and whatever their background, are properly educated and equipped for life in modern Britain. It is clear from today’s debate that the Labour party has learned nothing from its defeat. It has no credibility on the economy, no ambition and no plan to raise standards in our schools, and at the first whiff of controversy it runs to attach itself to the vested interests.
The public want a Government who take difficult decisions and who act not in party interests, but in the national interest. I urge the House to reject Labour’s self-serving motion and to support our amendment—
Mr Alan Campbell (Tynemouth) (Lab) claimed to move the closure (Standing Order No. 36).
Question put forthwith, That the Question be now put.
Question agreed to.
Question put accordingly, That the amendment be made.