English Baccalaureate: Creative and Technical Subjects
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The Parliamentary Under-Secretary of State, Department for Education (Lord Nash) (Con)
My Lords, I am grateful to my noble friend Lady Stedman-Scott for calling this debate, and to all noble Lords who have contributed to this lively discussion.
I am sure everyone agrees that we need an education system that ensures all our young people have a fair chance to go as far as their talents and hard work will take them, regardless of their circumstances. An important part of that will be ensuring that children have the opportunity to study the core academic subjects at GCSE: English; maths; science, which could include computer science; history or geography; and a language. That is the EBacc.
From international studies, it is clear that there is a strong correlation between high-performing educational jurisdictions and EBacc-type content in their curriculum. Many studies have shown, as mentioned by the noble Baroness, Lady McIntosh, that it is pupils from a disadvantaged background, who may suffer from not having that core cultural capital at home and who particularly benefit from gaining a high cultural capital from academic and arts subjects.
I begin by reminding noble Lords of the facts surrounding the recent history of our education system. Schools previously entered many more pupils in EBacc subjects, but those figures slumped under the Labour Government. For example, the number of pupils studying geography fell from 44% to 26%, the number studying history from 35% to 31% and the number studying science from 81% to 63%. As a result, in 2010, only 22% of state school pupils were studying a course of those academic subjects, which we call the EBacc and which will be regarded as minimum basic fare in any private school and in most successful educational jurisdictions. The fact is that during that slump in the EBacc, we also slumped down the international league tables for education. I am afraid it gives the lie to my noble friend Lord Baker’s point that these academic subjects are not connected to educational performance. Happily, thanks to our EBacc, the number of pupils now entering these academic subjects has nearly doubled in the last six or seven years.
We know why the Labour Government introduced a broad range of vocational subjects—I am sure it was a genuine attempt to improve vocational standards and the range of available opportunities for pupils. Their mistake, which is probably the most polite way I can describe it, was their use of the concept of equivalence, so that many subjects that were not GCSEs were ranked as GCSEs in the league tables. My favourite—I have mentioned it to noble Lords before—is the higher-level BTEC diploma in fish husbandry, a subject in which there were no formal exams, only coursework, but which counted for four GCSEs. Other favourites of mine include cake decorating and hazard control; sadly, there are many other examples. Head teachers and teachers inevitably respond to the incentives that are put on them; those were the wrong incentives. We believe the EBacc is the right incentive and they have responded well to it.
My noble friend Baroness Stedman-Scott spoke about the case for broadening the 14 to 19 curriculum. That is exactly what was tried, and I am afraid the result was that too many young people from the most disadvantaged backgrounds were told that academic qualifications were not for them and that they should study these subjects. During that period, among the OECD countries, we fell from seventh to 25th in reading, from eighth to 28th in maths and from fourth to 16th in science. Happily, the noble Baroness, Lady Wolf, helped us reform these vocational subjects from 14 to 16, and from 16 to 19.
The OECD’s adult skills survey found that the level of maths ability in England is no different among school leavers than among retirees, unlike in most other countries where school leavers perform at a higher standard than older generations. In fact, our youngest adults, aged 16 to 24, are amongst the OECD’s lowest scoring countries, alongside their peers in Turkey, Chile, Israel, Greece, Italy and Spain. That is why we are building an education system where pupils master the basics in primary school, study common core subjects up to the age of 16, and then start to specialise after that through high-quality academic, technical and apprenticeship routes.
My noble friend Lady Stedman-Scott talked about UTCs and studio schools. We have removed them from the target of the percentage of pupils that will study EBacc, but while we continue to keep this matter under review, we have not exempted them from the performance measures. It is for UTCs and studio schools to demonstrate progress to Ofsted by baseline testing their students as they enter to show Ofsted that they have made significant progress under their management.
My noble friend and many other noble Lords referred to a decline in entry in many subjects. Some of the confusion here is caused by a substantial decline in the secondary school population—approaching 10% over the last six to seven years. I will therefore veer more helpfully here to facts relating to percentages. It is also relevant and undoubtedly the case that some pupils in the recent past, as I have alluded to, have been encouraged to take some of these subjects because, bluntly, they were seen to be easier. As I said, we have reformed the subjects to make them more rigorous and more internationally competitive.
I turn first to design and technology. A number of noble Lords referred to the decline in this. Indeed, the noble Earl, Lord Clancarty, talked about a torrent. He is quite right; there was a torrent. There was a decline from 40% in 2010 to 28% in 2016, but from 1998—we do not have figures for 1997—to 2010 there was a fall from 65% to 40%. A number of noble Lords have spoken about the huge importance of music. Since 2010, in percentage terms, those taking music has stayed static at 7%. For art and design, the figures since 2010 have gone up slightly from 26% to 27%, but in the years prior to that from 1997 to 2010 they fell from a third of pupils to just over a quarter. Drama has declined a little from 13% to 11% since 2010. Business studies has gone up somewhat. Lastly, on computer studies and IT, it may be relevant—the noble Lord, Lord Knight, referred to the importance of not letting our school system become obsolete—that more pupils are interested in taking these subjects. The number of pupils taking computer studies and IT since 2010 has gone up from 7% to 23%—it has more than trebled.
The Government are in no doubt that studying EBacc subjects up to the age of 16 is right for most pupils. We are committed to unlocking their potential. That is why we would like to see 90% of year 10 pupils studying GCSEs in EBacc by 2025. I thank my noble friend Lord Lucas for his support in this matter.
Research shows that there are big differences in A-level subject choices depending on social background, and a major reason for this is that the GCSE subjects studied by pupils still differ depending on their background. Disadvantaged pupils remain half as likely to be entered for the EBacc combination of subjects as their peers. The Sutton Trust has found that this gap persists even among the most academically able pupils. We must therefore encourage more pupils to take the EBacc. The noble Lord, Lord Watson, asked for a broader church of research than the New Schools Network. Research was published last month by the Centre for Longitudinal Studies at the IoE which shows that studying the EBacc combination of GCSE subjects increases the likelihood that a pupil will stay on in full-time education.
Contrary to the arguments of those who think that many pupils cannot study the EBacc, Sutton Trust research has found that when schools move to a core EBacc curriculum at GCSE, pupil attainment improves. In fact, pupils in these schools are more likely to achieve good GCSEs in English and maths, refuting claims that a more academic curriculum would distract them from these subjects. In 2016, the Ark King Solomon Academy, which has a high proportion of pupils eligible for free school meals, entered 80% of pupils for the EBacc and 76% achieved it. We have many more examples of successful schools. Some of our free schools have just reported some really quite stellar results in the EBacc. These are schools designed to promote the EBacc, particularly in areas of disadvantage. Taking the EBacc is important not only for those who want to pursue A-levels but for those who want to go into technical education. As I am sure noble Lords are aware, we have reformed GCSEs, AS and A-levels to be internationally competitive.
The noble Lord, Lord Knight, talked about university not being right for all pupils. I am delighted that he has accepted that his Government’s desire for many, many pupils to go to university was rather misguided. For too long, however, pupils from a disadvantaged background with the potential to study at our world-class universities missed out on that opportunity, simply because they never thought of applying or never knew that they could. In recent years, we have seen that the number of pupils from disadvantaged backgrounds going to university has gone up substantially.
Through our consultation on implementing the EBacc, we wanted to understand the barriers that schools face in increasing EBacc entry. We do not believe that it needs to be the case that studying the EBacc will deter pupils from studying the arts and creative subjects. We have always said that the EBacc should be studied as part of a broad and balanced curriculum. In fact, the EBacc was designed to be limited in size to enable pupils to do that. On average, pupils in state-funded schools do nine GCSEs, rising to 10 or more for more able pupils. The EBacc covers seven GCSEs, or eight for those pupils taking triple science, which leaves room for other choices. My noble friend Lady Stedman-Scott spoke about the fact that the lowest quartile of attainers take an average of six or seven GCSEs. In fact, in 2016, the Progress 8 measure showed that the number of GCSEs taken by this cohort has risen to seven or eight.
The noble Lord, Lord Watson, talked about not all young people thriving on an academic curriculum. It is of course for schools to decide about that. My noble friend Lady Stedman-Scott referred to an informal group of people who are focused on this and I would be absolutely delighted to meet them whenever suits them.
The noble Baroness, Lady McIntosh, talked about the importance of arts-based subjects and a broad and balanced curriculum, and I entirely agree with her. She also raised the question of how it is possible for a school or academy to be deemed outstanding when many of them do not even offer the full range of arts subjects and talked about the narrowness of curriculum. I also particularly enjoyed the speech by the noble Lord, Lord Bird. I am personally concerned about the narrowness of curriculum at key stage 3 and about the narrowness of curriculum in many of our primary schools. I know that Her Majesty’s chief inspector, Amanda Spielman, sees a broad, rich and deep curriculum as of vital importance to all pupils. I entirely agree with that. She has commissioned a major Ofsted study of the curriculum, which is currently under way. The outcome of this will inform Ofsted’s approach to school inspections, and will inform the Government’s approach.
The noble Lord, Lord Watson, talked about the evidence to support the position advanced that entries to arts subjects have fallen as a result of the introduction of the EBacc. As we say in our response, we carried out an analysis of the trend in arts uptake in schools that had increased EBacc entry. This analysis was published. It showed that in the nearly 300 schools that increased their EBacc entry rates by 40% or more between 2011 and 2016, on average 49% of their pupils took at least one arts subject. This is the same as in other state-funded schools. Furthermore, we found there to be a small positive correlation between schools’ EBacc entries and arts entries, suggesting that schools where EBacc entry has increased tend to have also seen an increase in their arts uptake. I agree that there should be space in the curriculum for the arts, and good schools, such as the King John School in Benfleet, show that there does not need to be such a false choice. Between 2011 and 2016, it increased its EBacc entry rate by almost 50%, and during the same period the percentage of its pupils who took at least one arts subject increased by nearly 50%.
My noble friend Lord Lucas expressed concern about comparable outcomes, an approach that has been used by Ofqual since 2011 and is designed to ensure that the grading system is consistent and fairly reflects the ability of the cohort of pupils each year.
We should also remember that GCSE statistics do not tell the whole story. Many students take part in dramatic societies, choirs, orchestras and bands. A number of noble Lords were concerned about music—the noble Baroness, Lady Garden, the noble Lords, Lord Aberdare and Lord Berkeley, and my noble friend Lord Sherbourne. I entirely agree about the very great importance of music. My noble friend Lord Sherbourne referred to our music hubs and a number of our other initiatives that benefit many pupils. My noble friend Lord Baker suggested that there should be encouragement and bursaries for design and technology teachers. In fact, we have a bursary of £12,000 if you have a first or a PhD, and £9,000 for a 2.1. He also talked, as I have done, about the fact that computing counts towards the EBacc.
My noble friend Lord Lucas made a very good point about making sure that we study what works in schools and build on good practice. He referred to the Michaela free school’s approach to marking. We intend to look closely at those schools, including free schools, which have had remarkable success. We have funded the Education Endowment Foundation with £137 million to look at just this sort of thing.
Alongside reforming GCSEs, AS and A-levels, we are undertaking a programme of reform to technical education, which we debated in your Lordships’ House recently, and which I believe received fairly broad support. We will invest £2.5 billion by 2020 in apprenticeships. We are introducing the apprenticeship levy and raising the quality of apprenticeships. This will result in new, high-quality apprenticeships in many occupations, including creative and design—for example, junior journalist and broadcast production assistant, with standards for fashion studio assistant and live event technician in development.
Reforming technical education will help meet the needs of our growing and changing economy. It will have 15 different routes, each grouping together occupations where there are shared training requirements. Within these will sit our new two-year T- level programmes. We want T-levels to have real labour-market value and credibility, so we will work closely with employers to define the standards and the content. The T-level certificate, awarded on successful completion of the overall programme, will capture the technical qualification achieved, the work placement and attainment in English and maths. These reforms will ensure a consistent technical education system, raising its prestige and ensuring that it is a sought-after option. They will help young people and adults to achieve their potential, as we hope that T-levels will become a gold standard for technical excellence.
We do not expect that a technical education at 16 will close down to 18 year-olds options such as pursuing a degree. High-quality careers advice will of course help in this regard. We are confident that enabling pupils to progress from the core academic subjects that all pupils study up to the age of 16 to our reformed post-16 technical education routes will provide the skills and knowledge that we need for our growing and rapidly changing economy.
Again, I thank all noble Lords for debating such an important issue. Ensuring that every young person is allowed to achieve their full potential is of course vital. Our reforms to the curriculum and qualifications are aimed at just that. Our ambition for the majority of pupils to take the EBacc subjects as part of a broad and balanced curriculum is central to ensuring that every young person has the best preparation for life in modern Britain.