The Minister for School Standards (Nick Gibb)
I congratulate the hon. Member for Cambridge (Daniel Zeichner) on securing this debate, which is timely as it allows me to outline why academies are an important element in the Government’s success and drive in raising standards in our schools. Today, there are 1.9 million more pupils in schools graded by Ofsted as good and outstanding than there were in 2010. Standards are rising in our secondary schools and in our primary schools. Teachers have more autonomy now to run their schools, and 154,000 more six-year-olds are reading more effectively as a consequence of not only the hard work of teachers but the reforms implemented by this Government. There are more young people taking double or triple science today: 91% are entered for those GCSEs today compared with 63% in 2010.
We are a Government determined to raise academic standards right across the system in our schools. The reason why we are having this debate today and why the hon. Gentleman is raising these issues stems from the fact that Cambridgeshire County Council was concerned about standards at St Philip’s Primary School, which is why it issued a warning notice to the school. It is from that that we have the establishment of the interim executive board, which is now consulting parents about converting the school into an academy to be run by a multi-academy trust. There have been many hundreds of responses to the consultation process and it has extended the time for the process, so it does want to work with the local community and with parents. It wants to hear parental views. The overriding objective of the regional schools commissioner, this Government and Cambridgeshire County Council is to see standards improve in all our schools right across the country.
Since 2010, the number of schools benefiting from academy freedoms in this country has grown from 200, when the previous Labour Government left office, to more than 7,000. The system that academisation brings started under the previous Labour Government, and we have built on that process to give professionals the autonomy to run their schools free from political interference and to raise standards. We have now reached the point where 7,000 schools have that professional autonomy and that academy status.
More than a third of state-funded schools are now part of an academy trust. The multi-academy trust model is a powerful vehicle for improving school standards and raising academic standards by sharing, for example, financial back-office skills, facilities and teaching resources and partnering the best of our state-funded schools with schools that are struggling. Two thirds of our academies are converter academies. These are good schools that made the decision to become an academy, and many of them have established multi-academy trusts, helping other schools to improve. A further 2,000 schools have become academies with the support of a sponsor to help them to raise the quality of education that they are providing.
Since 2014, the number of MATs has doubled. As of 1 January this year, 79% of all academies are in a multi-academy trust, with 62% of those academies in a MAT of five or more schools. Academies have been raising academic standards. More than 450,000 pupils now study in good or outstanding sponsored academies which were previously typically underperforming schools. Pupils in secondary converter academies are making more progress between the ages of 11 and 16 than pupils in other types of schools, and 90% of converter academies are rated as good or outstanding. For sponsored academies, since 2010, 65% of schools that were previously inadequate under local authority control are now rated good or outstanding since becoming a sponsored academy, where an inspection has taken place.
A good example of what academy sponsorship is able to achieve is the Harris Academy Battersea, which is the highest performing sponsored academy in England. In 2017, it registered a progress 8 score of 1.49, placing it within the top 1 % of all schools. The National Foundation for Educational Research reported that sponsored academies are significantly more likely to be rated as outstanding compared with similar local authority maintained schools. The professional autonomy of academy status leads to a more dynamic and responsive education system, giving head teachers the opportunity to make decisions based on the interests of their pupils and on local need, and it allows high-performing schools to spread that excellence across to other schools. The Government are determined to raised academic studies by encouraging evidence-based teaching, building on a knowledge-rich curriculum and by providing teachers and school leaders with the autonomy to drive school improvement.
Daniel Zeichner
I am grateful to the Minister for taking an intervention. He will know that there are other views about the success of these processes. I shall put to him again the essential point in my speech. If a school has recovered, its results are good and it is doing well, and if there is clearly strong support for it, as in this case, why would we want to destabilise it when there is strong support in the local community for it to stay as it is?
Nick Gibb
As I have said, in 2016, Cambridgeshire County Council issued the school with a warning notice. To ensure sustainability of standards the interim executive board was established. The board is consulting on the next steps, and it has made the decision that it is best for the school to become an academy under the diocese. It is consulting on that decision, and it is taking parents’ views into account. It had a meeting today, as the hon. Gentleman said, and it will continue to go through the process.
Overall in Cambridgeshire, 97% of secondary schools are academies or free schools, and we expect that to be 100% shortly. One third of primary schools are currently academies or free schools, and that number is expected to rise in the coming year, with 17 schools currently moving to academy status. In the hon. Gentleman’s constituency, there are six secondary schools. Five of them are academies, and the remaining school intends to become an academy this term. There are 23 primary schools and a maintained special school. Just two of the primary schools are academies or free schools, and four primary schools are currently going through the process of joining a multi-academy trust, which is significantly lower than elsewhere in Cambridgeshire.
In September 2014, 82% of primary schools in Cambridge were rated good or outstanding by Ofsted. In November last year, that rose to 91%, which is above the national average. Four of the five secondary academies have positive progress 8 scores, including Chesterton Community College, part of Cambridgeshire Educational Trust, which is in the top 1% of schools nationally and was recently graded by Ofsted as outstanding. Cambridgeshire Educational Trust is a great example of the development of the school-led system in which teaching approaches have raised academic results. It has successfully transferred that outstanding practice to a long-standing underperforming secondary school in Norfolk, and it has received approval to establish two new free schools in 2017, including a post-16 mathematics school in Cambridge, working in partnership with the university.
Daniel Zeichner
I appreciate the Minister’s generosity in giving way again. I deliberately tried not to single out organisations apart from the one that stimulated this debate. However, on the back of that eulogy, may I remind the Minister that he has not taken the opportunity to answer any of the questions that I posed? How many unqualified teachers have been employed? What changes to terms and conditions have been made in the multi-academy trusts to which he referred? It is hard to know how to find out.
Nick Gibb
The Diocese of Ely multi-academy trust does not use unqualified teachers in its schools. Nationally, about 95% of teachers are qualified. Many teachers who do not have qualified teacher status generally have a skill, knowledge or experience to bring to the school, which is why schools employ them.
Where standards do not meet expectations, the regional schools commissioner and the local authority work together to target underperformance. Action has been taken to ensure sustainable school improvement, including requiring poorly performing schools to join multi-academy trusts. For example, North Cambridge Academy, formerly Manor Community College, has been transformed by Cambridge Meridian Academies Trust. It began as a school in special measures, but is now graded as good, with pupils’ progress in the top 30% nationally.
I am aware that the hon. Gentleman has been involved with the St Philip’s Church of England Aided Primary School in Cambridge. As I said, the local authority established an interim executive board at the request of the former governing body, which felt unable to address the performance concerns at the school. Part of the interim executive board’s role has been to consider the school’s long-term future. Its decision on the future of the school is being discussed at the meeting today, which will include full consideration of academy status following a consultation exercise with parents and the community. The regional schools commissioner, Sue Baldwin, met the hon. Gentleman in October to discuss the future of the school. There is a strong relationship between Cambridgeshire County Council and the regional schools commissioner team, and they meet on a regular basis.
Standards in our primary and secondary schools are rising. The Government’s education reforms have meant that 1.9 million more children attend good or outstanding schools compared with 2010. The academisation programme that the hon. Gentleman discussed has been key to raising those academic standards.
Question put and agreed to.