Westminster Hall is an alternative Chamber for MPs to hold debates, named after the adjoining Westminster Hall.
Each debate is chaired by an MP from the Panel of Chairs, rather than the Speaker or Deputy Speaker. A Government Minister will give the final speech, and no votes may be called on the debate topic.
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The Minister for School Standards (Nick Gibb)
It is a pleasure to have you chairing our sitting today, Ms Buck. I congratulate my hon. Friend the Member for Fareham (Suella Braverman) on securing the debate and on an excellent opening speech on the future of free schools. I commend her commitment to the free school programme. She has been heavily involved in setting up and running Michaela Community School in Brent.
The shadow Schools Minister, the hon. Member for Wythenshawe and Sale East (Mike Kane), has reiterated Labour’s policy to politicise the running of schools, to remove academies’ autonomy, which is key to the raising of standards, and to abolish the free schools programme. That will be hugely damaging to academies and free schools and to academic standards, and it should alarm the teachers and headteachers of the 8,000 academies and nearly 500 free schools in this country. Similarly, Labour’s policy of abolishing SATs, the key accountability measure for primary schools, would be a hugely retrograde step and would again undermine the drive for higher standards in schools.
As my hon. Friend the Member for Fareham said, Michaela Community School in Brent was rated outstanding by Ofsted in 2017. Inspectors commented on the “exceedingly strong” progress that pupils make and on their
“powerful determination to achieve as well as they can”.
We want every child in this country to have access to a world-class education, regardless of their background. Thanks to the free schools programme, extraordinary schools such as Michaela are changing what is thought to be possible and raising expectations across the country. I congratulate my hon. Friend on the Michaela Community School trust’s success in the most recent free school application round, announced last week. As she said, the proposed new school will open in Stevenage, where there is a need for new, quality secondary school places. Michaela Community School in Stevenage will replicate the ethos of the existing Michaela school in Brent, with a focus on traditional academic subjects and on teaching the value of self-discipline, excellent behaviour and responsibility for one’s own development. I wish the trust and my hon. Friend every success during the next exciting phase of establishing the school.
I hope my hon. Friend will allow me to begin by outlining how free schools such as Michaela are making a real impact on the lives of pupils across the country. All around the country, the Government have built the foundations of an education system through which teachers and headteachers control the levers of school improvement and parents exercise choice, taking power away from local education authorities and handing it back to local communities.
A key part of the Government’s reforms has been the free schools programme. The programme was established in 2010, with the first free schools opening in 2011. The Government invited proposers to take up the challenge of setting up a new school, and groups who were passionate about ensuring that the next generation is best placed to face the challenges and opportunities that lie ahead came forward with their ideas and plans to make that a reality. Indeed, my hon. Friend was one of the very early pioneers of the programme, and Michaela Community School Brent was successful in only the second round of free school applications.
We now have 446 open free schools, which will provide around 250,000 places when at full capacity; 122 of 152 local authorities now have at least one free school in their area, and we are working with groups to establish a further 285 free schools. The free schools programme has provided a route for opening innovative schools that do things differently, and successfully opened schools that local authorities would not have commissioned, as my hon. Friend the Member for Henley (John Howell) rightly pointed out.
Of those open free schools inspected by Ofsted, 84% have been rated good or outstanding, with 30% rated outstanding. That is a significant achievement, and I congratulate the proposers and teachers for their dedication to ensuring the success of their free schools and their pupils. Furthermore, in 2018, four of the top 10 Progress 8 scores for state-funded schools in England were achieved by free schools: William Perkin Church of England High School in Ealing, Dixons Trinity Academy in Bradford, Eden Girls’ School in Coventry and Tauheedul Islam Boys’ High School in Blackburn.
The latter two schools were opened by Star Academies, which has grown through the free schools programme from running a single school in the north-west to running 24 schools across the country, made up of nine academies and 15 free schools, with approval to open five additional free schools. Of the 10 free schools that have had Ofsted inspections since opening or joining the trust, all have been rated outstanding.
All these successful schools teach a stretching, knowledge-rich curriculum. Each takes a strong approach to behaviour management, so that teachers can teach uninterrupted. I have seen at first hand Michaela school’s commitment to high academic standards, showing what it is possible to achieve. I urge Opposition Members to visit some of those free schools, particularly Michaela or the Tauheedul Islam Boys’ High School, to see for themselves before they cast judgment on a hugely successful programme.
I am grateful to my hon. Friend the Member for Henley for his kind comments; Europa School UK is a classic example of how the free schools programme empowers innovation, such as by teaching through a European language other than English. As he says, standards at the Europa School UK in Culham are very high indeed.
The hon. Member for Bury South (Mr Lewis) said that the academies programme has led to more schools being put into special measures and requiring improvements, but the opposite is the case. In 2010, when there were just 200 academies, 68% of schools were good or outstanding; today, that figure is 86%.[Official Report, 25 June 2019, Vol. 662, c. 7MC.]
Mr Ivan Lewis
Although the Minister and I have differences on some of these issues, I have massive respect for the work he does in his capacity as an Education Minister, and I think that view is shared across the House. If I may just correct the record, that is not what I said; I said that the removal, in the Bury context, of the local education authority’s role in supporting improvement in school standards, especially through specialist, highly qualified advisers, has contributed in that Bury context to schools that were formerly outstanding becoming in need of improvement or inadequate. That is what I said. I never said that the academies programme had led to the deterioration of those schools; I said that the removal of the local education authority, which in this case was excellent, adding value to schools, headteachers and teachers, has contributed to a deterioration in the performance of those schools.
Nick Gibb
I thought the hon. Gentleman had said that was the case at a systemic level, right across the country, and not just in Bury. I thought he had said that the reduction in the school improvement department’s capacity in local authorities had led to an increase in the number of schools in special measures and requiring improvements. If he did not say that, I will withdraw the remarks, but the truth is that there are fewer schools either in “requires improvement” or in special measures than there were in 2010, despite—or, in my opinion, because of—the fact that we have such a large school improvement change.
I am grateful to the hon. Gentleman for his clarity and for his kind words about the Minister responsible for the schools system, Lord Agnew, and his understanding of the problems facing the town of Radcliffe in the hon. Gentleman’s constituency. I can assure him that we will continue to work with him on that particular issue.
We have approved schools with links to other institutions, such as the LIPA Sixth Form College, inspired by the Liverpool Institute for Performing Arts, which focuses on acting, dance, music and sound technology and was recently judged outstanding in all areas by Ofsted. In addition, in September 2012, we opened the London Academy of Excellence, a selective free school sixth form in east London, which was set up in collaboration with seven independent schools.
Alex Chalk (Cheltenham) (Con)
Will my hon. Friend the Minister join me in celebrating the investment of more than £20 million in education in Cheltenham, in the form of a new secondary school to be run by Balcarras, which will open in 2021? Although issues such as traffic will have to be got right, does he agree that the principle of investing in excellent new schools close to the community they serve must remain a Government priority?
Nick Gibb
I do agree; there was an element of that in the speech by my hon. Friend the Member for Fareham. The free schools programme is important, and it is still extensive, but of course it is important that it continues in the long run. That is why I fear the Labour party’s policy and the impact it will have on the future of the free schools programme.
I was talking about the London Academy of Excellence. In 2018, the school had an A-level progress score well above the national average, and the average grade achieved was A-minus. The school reported that 22 of its pupils received offers to study at Oxford or Cambridge last year.
My right hon. Friend the Member for Gainsborough (Sir Edward Leigh) raised the matter of the 50% cap for faith-based free schools. The free schools cap on faith-based admissions has meant that some of the most experienced and largest providers, with a track record of delivering good outcomes for children and young people, have felt unable to open new schools through this route. The response to the “Schools that work for everyone” consultation, published in May last year, announced a capital scheme to enable the creation of new voluntary- aided schools.
The capital scheme is open to both faith and non-faith groups; as with VA schools, those created through the scheme will be locally maintained, with the same freedoms as existing VA schools, including over their admissions. That means they will be able to give priority to admissions on the basis of faith for up to 100% of places. Last week, as my right hon. Friend pointed out, we announced the approval in principle of the bid for Hampton Waters Roman Catholic Primary School in Peterborough, which will address the need for places and meet demand from parents in the city. Consideration of two further bids has been placed on hold while we work with proposers to identify suitable sites for proposed VA schools.
The free schools programme has also helped to improve outcomes for disadvantaged pupils. I have already mentioned Dixons Trinity Academy, a free school based in Bradford, and how its GCSE results place it among the top schools in England for the progress achieved by its pupils. However, the school is also one of the top-performing schools for disadvantaged pupil progress. Each of the other three free schools in the top 10 for progress also serves disadvantaged communities, demonstrating that high academic and behavioural standards are not, and must not be, the preserve of wealthy pupils alone.
Harris Westminster, a free school that opened in 2014 with close ties to Westminster School and that draws pupils from across London, with 40% of its pupils from a disadvantaged background, reports that 23 pupils were offered places to study at Oxbridge last year. That is another example showing that socioeconomic background need not be a barrier to academic excellence. I cannot, therefore, understand why the Labour party is so opposed to the prospect of more free schools.
Every child should be able to go to a good local school that suits their needs, whether that be a mainstream school with a specialism, alternative provision or a special school. To help achieve that ambition, we have opened 34 special and 45 alternative provision schools, and we have another 54 special and nine AP free schools due to open in the future. Furthermore, we are running competitions to find academy trusts to run an additional 37 special and two AP free schools across the country. That will bring the total number of special free schools to 125, boosting choice for parents and, crucially, providing specialist support and education for pupils with complex needs such as autism, severe learning difficulties or mental health conditions. We want these children, who are often already vulnerable and disadvantaged, to have a chance to reach their potential and live a fulfilled life.
We are not stopping there. Just last week we announced the approval of 22 mainstream free school applications in local authority areas identified as having the lowest educational attainment and in those that have not previously benefited from the free schools programme. That includes one from Northampton School for Boys, which will please my hon. Friend the Member for Northampton South (Andrew Lewer). Those schools will create over 19,000 new places, spread across 19 local authorities in every region. We are opening new schools in areas where there was a need to create more school places and largely in areas where there is low educational performance.
The announcement demonstrates that we continue to look for applications that have a new or innovative approach that would add value to the wider school system. That includes the Birmingham Ormiston Academy —an exciting new specialist college for 16 to 19-year-olds in central Birmingham that will offer a range of vocational and technical qualifications for students to enter television, film or theatre professions—and Shireland CBSO Music School in the Black Country, which will work with the City of Birmingham Symphony Orchestra to help young people from diverse backgrounds test their musical ability at an elite level.
In addition, we are working to open four new specialist maths schools with the Universities of Lancaster, Liverpool, Cambridge and Surrey. That builds on the success of the two existing maths schools, King’s College London Mathematics School and Exeter Maths School. In 2018, 99% of King’s College London Mathematics School mathematics students achieved an A or A* in A-level mathematics, and the school’s A-level maths progress score of 1.46 meant that pupils achieved on average a grade higher than similar students nationally. When I read out such results, it is difficult to maintain a calm voice and not to choke, given the intake of those schools. Again, I cannot understand why the Labour party, which is meant to be the champion of the least advantaged people in our community, cannot get behind the King’s College London Mathematics School, the Exeter Maths School and the other maths schools we are opening up and down the country.
We have also published application criteria for wave 14 of the free schools programme, which will again target areas that have both low educational standards and a need for additional school places. We will, of course, continue to look carefully at the free schools programme, along with all our priorities for the education system, in preparation for the next spending review.
I am enormously grateful for the support my hon. Friend the Member for Fareham has shown for free schools. They are playing an integral role in our education system and bringing high standards of education that pupils might not have otherwise received. We will continue to ensure that we have an education system that works for everybody, regardless of their background, giving them knowledge and skills that will set them up for life. Many important points have been raised, and I always welcome the opportunity to discuss the free schools programme and the range of benefits that free schools bring to the wider educational landscape.