Infant Class Sizes

Andrew Gwynne Excerpts

Wednesday 3rd September 2014 Commons Chamber

[Tristram Hunt]

Parents in the hon. Gentleman’s constituency rightly want the best for their children. I cannot help thinking that they will not necessarily achieve that given that the number of children in primary class sizes of more than 30 has increased by 134% in his constituency. I cannot imagine that that will increase the attainment and the results that his constituents are looking for.

On 10 May, The Observer reported that the previous Secretary of State had raided £400 million from the basic need fund used to keep class sizes down to pay for the free schools programme. The paper reported that

“Gove had secretly taken the money from the Basic Need fund…in the face of stiff opposition from the Lib Dem schools minister David Laws.”—

clearly not that stiff an opposition.

[Andrew Gwynne (Denton and Reddish) (Lab)]

I am sure that the Liberal Democrats in Stockport will be proud of the record that the number of children in large class sizes has increased by 202%. What does my hon. Friend say to my constituents in Tameside, where more than 1,600 young people are now being taught in large class sizes, an increase of 2,567% since 2010, which is an utter disgrace?

[Tristram Hunt]

My hon. Friend is exactly right; it is a disgrace. I say to his constituents and to parents in his constituency, as I do across the country, that they should vote Labour to make sure that spending is prioritised in areas where it is needed.

We know from the National Audit Office that two thirds of all the places created by the free school programme have been created outside of areas classified as having high or severe primary school need. We also know from the Public Accounts Committee that a quarter of free schools opened by September 2012 had 20% fewer pupils than planned. Most recently of all, the Institute of Education has found that free schools do not even fulfil their supposed purpose of spreading opportunity to the poorest pupils, particularly when it comes to primary schools.

Oral Answers to Questions

Andrew Gwynne Excerpts

Monday 16th June 2014 Commons Chamber

[Matthew Hancock]

More than ever, companies are involved in delivering apprentices and having apprentices. Colleges are increasingly providing the training for apprenticeships, but it is also important that we raise quality by ensuring that employers write the training that is required for young people to learn the skills necessary to get a good job.

[Andrew Gwynne (Denton and Reddish) (Lab)]

Sadly, some young people and their parents still see apprenticeships very much as an easy option, so what are the Government doing to better sell the benefits of apprenticeships, and to increase the number of higher and advanced-level apprenticeships, as an alternative pathway to that provided by degrees?

[Matthew Hancock]

Our vision is that when young people leave school or college, they have the opportunity to go to university or into a high-quality apprenticeship. We have a programme of reform to increase the quality of apprenticeships, including offering more English and maths and a minimum duration. Undoubtedly, there is more to do to persuade people that apprenticeships are of high quality and that apprenticeships can get them anywhere.

Oral Answers to Questions

Andrew Gwynne Excerpts

Monday 10th February 2014 Commons Chamber

[Matthew Hancock]

I strongly support Lowestoft college, and I particularly welcome the fact that the number of apprenticeships in my hon. Friend’s constituency has almost doubled since 2010. As he knows, we are looking into the allocations to individual colleges, and also looking into measures to mitigate the effects of the change we have had to make.

[Andrew Gwynne (Denton and Reddish) (Lab)]

During our last session of Education questions, I asked the Minister about a survey conducted by The Times Educational Supplement, which found that three quarters of young people had not received information about apprenticeships as part of their careers guidance. Does he still stand by the words of the Secretary of State, who said at a meeting of the Select Committee in December that he had no plans to review careers guidance?

[Matthew Hancock]

If I recall correctly, my right hon. Friend—my boss—said that we would shortly be publishing further statutory guidance, and we will.

Oral Answers to Questions

Andrew Gwynne Excerpts

Monday 6th January 2014 Commons Chamber

[Matthew Hancock]

I am delighted to join my hon. Friend in recognising the work that Sara has done not only to win the prize that she so thoroughly deserves, but as a true ambassador for apprenticeships as she goes around explaining the benefits of apprenticeships to young people, employers and the wider economy.

[Andrew Gwynne (Denton and Reddish) (Lab)]

A recent survey by The Times Educational Supplement showed that three quarters of young people did not receive information about apprenticeships in their careers lesson, so does the Minister still stand by the words of the Secretary of State to the Education Committee in December that the Government have no plans to address and amend careers guidance?

[Matthew Hancock]

As my right hon. Friend the Secretary of State said to that Select Committee, we will shortly publish new guidance on careers education. As we have set out many times, a far more important—if not the most important—thing for young people’s inspiration and motivation is people who themselves are successful in their careers, so that is what our careers advice policy focuses on.

Child Care

Andrew Gwynne Excerpts

Tuesday 19th November 2013 Commons Chamber

[Tristram Hunt]

Today we are concerned with highlighting the record of this Government, and, as I have said before, Labour is the party of Sure Start and of increasing fourfold the provision for under-fives. The values of this party are to ensure that young people have the best start in life, and today we are considering the total disconnect between living standards and the cost of child care.

[Andrew Gwynne (Denton and Reddish) (Lab)]

Should we not be frankly appalled that although the Prime Minister pledged at the last election not to close Sure Start centres, since the election an average of three Sure Start centres a week have closed? There are now 35,000 fewer child care places at a time when there are 125,000 more under-fours.

[Tristram Hunt]

On the 150th anniversary of the Gettysburg address, my hon. Friend delivers an intervention of such succinct clarity that Lincoln himself would be proud.

--- Later in debate ---

[Elizabeth Truss]

I am sorry, but I want to talk about child care.

As well as complete economic ineptitude, Labour seems to have learnt nothing from its time in office about child care or nurseries. It still thinks the answer is spending more money, rather than reform. Baroness Hughes, children’s Minister under the previous Government, admitted that their approach was “probably wrong.” She said:

“We were so keen to stimulate demand from parents but in retrospect that was such a mammoth task. We ought to have focused on the supply side, supporting providers, then we could have done more and quicker.”

I could not agree more, yet Labour has nothing to say about supply; it talks only about spending more money. Let us remember what happened last time it did that. We ended up with some of the highest child care costs in the OECD, parents were paying out 27% of their income on child care, staff had some of the lowest salaries in Europe, contrary to what the shadow Secretary of State said, and under Labour’s preferred measure, prices increased by 50% during the Labour years.

[Andrew Gwynne]

Reports suggest that the Government will not meet their own target of supplying child care places to the 40% most deprived two-year-olds in the country, so will the Minister be open and transparent with the House? Will she meet that target—yes or no?

[Elizabeth Truss]

We have more than 200,000 full-time places available in our system, and we have said that all those eligible children will have places if their parents want to take them up.

[Andrew Gwynne]

What about the target?

[Elizabeth Truss]

I have just answered the hon. Gentleman’s question.

I was talking about why Labour made such a mess of child care. It piled red tape on schools and nurseries, making it harder for them to expand. Furthermore, even though parents like flexible, affordable, home-based care, the number of childminders halved under Labour, because of the level of regulation, the difficulty of becoming a childminder and the fact that the funding system was skewed towards nurseries and away from childminders.

--- Later in debate ---

[Jonathan Ashworth]

I will take your guidance, Mr Deputy Speaker. I am the father of a two-year-old toddler and now a two-week-old baby girl, as well, so perhaps I should declare an interest. [Interruption.] My hon. Friend the Member for Cardiff West (Kevin Brennan) asks me their names. My two girls are called Gracie and Annie, but enough about my family; let me move on to the substance of the debate.

Investment in child care is one of the most important sets of investment that any Government can make. I think it was my hon. Friend the Member for Manchester Central (Lucy Powell) who made the point a few weeks ago in one of the many articles she writes that we often talk about the importance of infrastructure investment—very topical at the moment, given the controversies over High Speed 2—and that child care should be viewed as an infrastructure investment. I entirely agree. Investment in child care is good not only for our future economic capacity, but for our children. That is what I shall focus on in my speech.

There is a general debate about how to raise the trend rate of growth in this country and how to rebalance the economy. We also debate how, if growth happens, it should be shared fairly and not snaffled away by the privileged few, as seems to be happening under this Government. Investment in child care must be an absolutely central part of building the economy of the future that we all want to see. I consider it to be one of the best social and economic investments that we can make. However, today I want to emphasise the benefits that it has for children.

I am sure all Members will agree that learning begins at birth. The first few years of a child’s life are critical to its development. Children need a stimulating, caring environment: they need opportunities to interact, to be talked to, to play, and to explore in safe surroundings. While I entirely accept that academic researchers differ on what is the right balance for a child between being in child care and being at home and that there are different conclusions to be drawn, it is undeniable that good-quality, affordable child care is central to a child’s development.

Both Front Benchers mentioned Baroness Morgan’s observations on preparing children for school. Academic evidence suggests that children who have experienced child care are much further ahead when it comes to development and readiness for school, but we also know that child care gives society an equality dividend. It helps women, in particular, to move into the labour market, but all too often they are priced out of that market by the cost of child care.

Ministers boast about the state of the economy, and say that we have turned the corner. Some top Tories even claim that they are on the glide path to victory, which I would describe as a brave and, indeed, arrogant prediction. In reality, however, the economic benefits that exist are not being shared. There is a huge squeeze on living standards, and hard-working people are worse off and therefore cannot afford child care. We know from the figures that 2 million children in poverty live in households containing a single earner, and that nine out of 10 of the workless partners are female. Securing good-quality, affordable child care and helping mothers to return to the labour market is one of the best ways in which we can make a significant dent in child poverty numbers. But what is the record of the present Government?

As the Minister knows, I have tremendous respect for her. I listen carefully to her speeches, and read a great deal of what she says. However, the fact remains that the cost of nursery places has risen by 30%, and Ofsted figures show that there are 35,000 fewer child care places. The average bill for a part-time nursery place providing 25 hours a week has risen to £107. Breakfast clubs have been scaled down, and the cost of summer holiday child care places has passed the £100-a-week mark for the first time ever. Although all the academic research tells us of the advantages enjoyed by children and toddlers who have been exposed to books, the Secretary of State—who likes to think of himself as a champion of academic rigour—has halved the Bookstart grant.

The Government have implemented a range of policies that affect mothers. For instance, they have cut the child care element of working tax credit: a total of £7 billion has been cut from working parents’ tax credit. In two months’ time, many of the higher-earning parents whose child benefit is being clawed away will have the taxman knocking on their doors because of the Government’s woeful handling of the situation.

Perhaps the Government’s worst act of vandalism against early-years provision is the fact that there are 578 fewer Sure Start centres. My hon. Friend the Member for Stoke-on-Trent Central (Tristram Hunt) quoted what the Prime Minister said before the last election, but as the Tories have taken it off their website, it is worth quoting again. He said that we were scaremongering. He said that the Government would back Sure Start. He said that it was “a disgrace” that my right hon. Friend the Member for Kirkcaldy and Cowdenbeath (Mr Brown) was “trying to frighten people”. The fact remains, however, that we have 578 fewer Sure Start centres. The Tories can take that quotation off their website, like some Bolshevik politburo apparatchik trying to doctor photographs, but we will continue to remind the British people that the Prime Minister promised to maintain Sure Start centres, and that under his Government we are losing them.

[Andrew Gwynne]

My hon. Friend is making a very important point about the breaking of the promises made by the Prime Minister at the last general election. Not only did he say that he would keep Sure Start centres open; he also said that the Government would invest in 4,200 extra health care visitors. How does my hon. Friend think that that target is going?

[Jonathan Ashworth]

It sounds like an example of “same old Tories”—yet more broken Tory promises.

As I said earlier, I have tremendous respect for the Minister. I watched her carefully as she toured the studios yesterday, when she talked about the Conservative proposal for tax relief. That tax relief, however, will not be introduced until 2015, and I understand that it will apply only to couples when both partners are earning. If a couple have a two-year-old at nursery, one partner is working and the other is at home caring for a newborn child, that couple will receive nothing—zilch. There will be no help for them whatsoever from this Government.

Qualified Teachers

Andrew Gwynne Excerpts

Wednesday 30th October 2013 Commons Chamber

[Ian Austin (Dudley North) (Lab)]

The central point I want to make is that we as a country have to make education our No. 1 priority. We need to drive up results, enhance the status of the teaching profession, recruit the brightest graduates, train them better and insist on higher standards.

The fact is that not enough young people are succeeding in science, maths or technology, or going on to apprenticeships, particularly in high-tech industries. We are not sending enough young people to university and not enough young people from state schools are going to the best universities. We have to be honest with ourselves, however challenging it may be, that standards and results in too many state schools are just not good enough.

Britain is falling far behind other countries on basic numeracy and literacy. The OECD has just reported that, on basic skills, the UK is behind not just countries such as Finland, South Korea and Germany, but others such as Estonia, Poland and Slovakia.

Some areas in Britain are lagging even further behind. Just two schools out of seven in north Dudley reached last year’s national average with regard to five good GCSEs including English and maths. Six out of 10 across the borough as a whole failed to meet the national average. I do not think that any school in the country should be seeing fewer than 70% or 80% of its pupils achieving that level.

This year, I am pleased to say that results improved at four of those schools, but what shocks me is the extraordinarily wide variation in achievement between schools with similar intakes. Children starting at two schools in Dudley had achieved exactly the same key stage 2 results, yet five years later twice as many pupils in one school achieved better GCSE results than the other.

Just a few years ago, only a third of pupils at Ellowes Hall school managed to get successful grades; now, more than eight out of 10 do so. It is without doubt the best state school in the black country. If we take into account the value it offers its students, it probably has a good claim to be one of the very best schools in the country. It still has the same kids from the same families and largely the same teachers, but the thing that has changed is that it has a brilliant new head teacher, Andy Griffiths, and there is a relentless focus on standards and discipline. He has motivated the teachers and made the pupils believe in themselves.

Results are finally improving at Castle High, my old school in the middle of Dudley, under a new head teacher, Michelle King, and Dormston school, which suffered a catastrophic collapse in standards, now has a brilliant new head teacher, Ben Stitchman, who is turning things around.

[Andrew Gwynne (Denton and Reddish) (Lab)]

My hon. Friend is absolutely right that one of the best ways of driving up standards in our state schools is to get quality leadership in place. Is that not one of the key aims in driving forward the improvements he has mentioned?

[Ian Austin]

My hon. Friend is right. What unites all of those schools and others where results are improving is high-quality leadership. Being a great head teacher comes from being a great teacher. They know all about managing behaviour and discipline. They know how to get the best out of pupils, and they set high aspirations and demand high standards. I am concerned that, by not insisting on the very highest standards for teaching, the Government could be weakening the national stock of educational leaders for the future. That is so important, because the quality of teaching transforms opportunities for the rest of pupils’ lives. According to the Sutton Trust:

“Bringing the lowest-performing 10% of teachers in the UK up to the average would in five years bring the UK’s rank amongst OECD countries from 21st in Reading to as high as 7th, and from 22nd in Maths to as high as 12th. Over 10 years the UK would improve its position to as high as 3rd in Reading and 5th in Maths.”

My central point is that standards in too many schools are not high enough, and I do not think it is possible to tackle that by insisting that teachers in state schools should not have to have the very best qualifications.

Co-operatives in Education

Andrew Gwynne Excerpts

Wednesday 23rd October 2013 Westminster Hall

[Steve Baker]

My hon. Friend is absolutely right. I will come to the success of the model elsewhere, but I am aware that it has been a rip-roaring success in Cornwall. I originally come from Cornwall, which reminds me that we tend to focus on our own constituencies. There is rural poverty in Wycombe, but the rural part of my constituency is generally the better-off part. We still live in times of considerable inequality throughout the country and in our constituencies, and that focuses the mind.

[Andrew Gwynne (Denton and Reddish) (Lab)]

Reddish Vale technology college in my constituency was the first co-operative trust school to be established under the Education and Inspections Act 2006. The Reddish part of my constituency is a deprived community and it has used the excellence at that school to engage with the wider community and to spread those co-operative values not just within the school community, but to the wider Reddish community. Is that not an example of co-operation in action?

[Steve Baker]

Absolutely. I think we are in danger of fierce agreement in the Chamber.

Cressex school is keen to support business and enterprise, and that demonstrates its wider commitment. In particular, it hosts the Wycombe business expo. The principles of co-operation and engagement allow a school to reach out more broadly.

I turn to the challenge to which Cressex must rise. Last year, 36.4% of pupils across England who were known to be entitled to free school meals gained five or more GCSEs at grade A* to C, including English and maths, but Cressex did better. At the time, 39.1% of students were receiving free school meals. Over the last six years, the number achieving those GCSEs has risen to 48%. Of course, the school aims higher than 48%, but it represents a dramatic improvement in results and they are the best in the history of the school.

The head teacher, David Hood, recently provided details. Of the students who left year 11 in 2013, 46.5% gained five or more GCSE passes including English and maths, a rise from 27% in the previous year, and 64.8% gained five or more GCSEs in any subject. The overall results represent a considerable increase over the previous year.

--- Later in debate ---

[Meg Munn]

There is nothing I can add to that. I was going on to say that such wide support is positive.

[Andrew Gwynne]

I am grateful to my hon. Friend for giving way. She touches on the power of co-operation outside the schools community. Co-operative schools do not act in isolation. I commend to her the work of Reddish Vale technology college, which has strong co-operative links with its local nurseries and primary schools. It feeds them, as equal members, into the co-operative principles and ideals that apply at the college, and works incredibly closely with them to drive up excellence in standards across all schools, not only those in the co-operative trust.

--- Later in debate ---

[Gavin Shuker]

Brilliant as it is. I was going to say that if we look at the record of co-operative schools’ relationships with other partners, such as trade unions, we see that they perform incredibly well. I point to the Schools Co-operative Society, which has been able to establish nationwide a package of terms and conditions with the network of schools to ensure that that kind of strife does not occur.

[Andrew Gwynne]

I have seen several schools in my constituency convert either to trusts or to academies, and I know some of the fraught discussions that take place with staff at the schools during the conversions. May I highlight to my hon. Friend the fact that by converting first to a co-operative trust and subsequently to a co-operative academy, Reddish Vale technology college helped to ease some of the concerns of the staff because they had buy-in to the co-operative principle?

[Gavin Shuker]

That makes the point entirely that the best way to harness leadership is not usually to parachute it in from outside—sometimes that has to be done if a school has failed the community consistently over a period of time, which usually comes down to school leadership—but to empower members of the community who, day in and day out, serve young people and families to get on and lead. That goes right to the heart of how the co-operative governance model works. Those are not simply structures; they are values. It is not about looking to see how we could design an over-engineered, so-called democratic arrangement. It is about saying that certain values of the co-operative movement, in particular the fair distribution of power, can be applied in education extremely well.

In the past few weeks questions, at least, have been raised, or investigations carried out, across the country, about the alleged misuse of power in a number of schools—and a DFE investigation is under way into several schools in my constituency that converted to academies and continued rapidly to adopt other schools. In my region the transition into academies or other types of governance, and the results of that, has been questioned. That has happened in Basildon, Thurrock and Luton; but a previous example in Derby at least raised the question of the fair exercise of power.

The advantage of the co-operative movement is not just the structure, but the ethos. However, the structure is a key factor: the idea that all of us with an interest in education locally can shape it locally and question the authority that is exercised, instead of constantly looking up and across to centralised power in Whitehall and Westminster, or to the immediate leadership of the school. In that way, the co-operative model can present a powerful, positive argument for allowing schools and communities to exercise their own power.

I was proud to grow up in a comprehensive system, with local democratic accountability through voting for and selecting councillors, portfolio holders and leaders, because the link with the community was not broken. Co-operative schools go right to the heart of that issue, and they present a different and powerful model for achieving such democratic control, in which the people who care most passionately about education—the parents, children, teachers, school leaders and governors—come together to share responsibility and power.

I want to ask the Minister about the level of capacity building that DFE is engaged in, particularly in local authorities, to encourage them to examine the co-operative model and consider it as an alternative route, alongside the many others that the Department provides. I understand from speaking to people in local authorities that there is still some misunderstanding about what a co-operative is. That should not surprise us, because we sometimes encounter the same degree of misunderstanding in Parliament, and such things may be difficult for people to get their head around. However, if we are to have genuine choice and to move away from one-size-fits-all comprehensive education, which I have talked about already, it is important to put all the options on the table, and not just some of them. If the Government were to do that they would have more supporters from across the House for their reform of education.

--- Later in debate ---

[Mr Timpson]

I will talk about that in relation to some of the proposals regarding the ten-minute rule Bill and other measures to try to open that up to a wider aspect of the education system. As I have set out, there has been a huge increase in the number of co-operatives over the past two years alone, which shows that they are not being prevented from doing so.

On the matters raised by the hon. Member for Sheffield, Heeley, I am happy to take back the issue of the messages that the Department and other parts of Government are sending out about the benefit that the movement brings to communities around the country. Our having this debate, and my sending out a strong message of support on behalf of the Government, demonstrates our desire to see diversity in the education system that meets the needs of individual communities.

[Andrew Gwynne]

Is it not one of the benefits of co-operative education that there is no one-size-fits-all approach? Every co-operative school is different in its make-up and outlook, but the one thing that bridges all co-operative schools, whether they are academies, trusts or free schools, is the values that underpin the co-operative principle.

[Mr Timpson]

The hon. Gentleman is absolutely right. No one size fits all and, as we know from schools in our constituencies, there is no blueprint that will make every school successful. My hon. Friend the Member for Wycombe reminded us earlier that the first co-operative free school will open next year in Swanage, and the first co-operative alternative provision free school will open in Harlow in 2014. Those are two examples of how different types of model can be nurtured to meet the needs of particular areas.

Collaboration, which is a feature of the values we have been discussing, manifests itself in several different ways, one of which is the academies programme. Other formal partnership arrangements may work for different communities in relation to both academies and maintained schools, so long as they provide a framework for joint working, with clear lines of accountability, and preserve the intrinsic values of autonomy and liberty that my hon. Friend spoke about.

Oral Answers to Questions

Andrew Gwynne Excerpts

Monday 9th September 2013 Commons Chamber

[Mr Timpson]

We must be honest about the fact that the current system is failing too many vulnerable children, and it cannot continue. The previous Government introduced in legislation exemptions to the status quo to allow social work practices to develop, which is outsourcing some of the children’s services functions. We think that that is an encouraging way to look at innovative ways of bringing people into working with vulnerable children, so that they get the best possible care. The hon. Lady should look carefully at what we are doing, because it is in the interests of children. That is why we need it to go forward.

[Andrew Gwynne (Denton and Reddish) (Lab)]

T1. If he will make a statement on his departmental responsibilities.

[The Secretary of State for Education (Michael Gove)]

Today Her Majesty’s chief inspector of schools reported that his inspectors have recorded a rate of improvement in our schools that was “unprecedented” in Ofsted’s 21-year history. He said figures show that 600,000 more children

“are now getting at least a good standard of education”

when compared with the beginning of the last academic year. He records his thanks to the best generation of head teachers ever for that improvement in our schools, and I would like to record my thanks as well.

[Andrew Gwynne]

I am grateful to the Secretary of State for that answer. To give

“every parent access to a good school”

was the Tory party manifesto commitment to parents, but the reality could not be more different for many of those parents, given the Secretary of State’s crisis in primary school places. Given his obsession with spending money on free schools in areas where there are already enough school places, meaning that class sizes are at bursting point in other parts of the country, does he accept that that policy is denying many children the good start they deserve?

[Michael Gove]

The chief inspector’s words stand by themselves. Never in the history of Ofsted over the past 21 years have so many children been enjoying a good education. I hoped that the hon. Gentleman would have wanted to congratulate teachers on that.

The other point is that we are spending more than twice as much on providing new school places in primary schools as the previous Government. They were warned repeatedly by Conservative Members of Parliament, but they did nothing because they were recklessly committed to a programme of spending and borrowing in a wasteful fashion, which betrayed a generation. Now Opposition Members may mewl and puke as they wish, but I am afraid the guilt is written all over their faces and is there in the National Audit Office report.

Oral Answers to Questions

Andrew Gwynne Excerpts

Monday 24th June 2013 Commons Chamber

[Mr Laws]

I certainly agree with my hon. Friend that the last thing we need is more bureaucracy and regulation in the school system.

[Andrew Gwynne (Denton and Reddish) (Lab)]

The National Audit Office projects that there is a 240,000 shortfall of primary school places across England, and in fact there are now bulges in classes across Tameside and Stockport, the two local authorities covering my constituency. Given that, will the Minister explain what proportion of capital spend has gone to address this problem in the areas of need?

Oral Answers to Questions

Andrew Gwynne Excerpts

Monday 22nd April 2013 Commons Chamber

[Michael Gove]

I will be happy to do everything possible to help the hon. Lady’s constituent to be a maths teacher. We should encourage that aspiration among all people, but it is the case that School Direct, the new programme that allows graduates to train in schools, has been hugely popular. It is also the case that a higher proportion of people with great degrees in STEM subjects—science, technology, engineering and maths—are choosing to enter teaching.

[Andrew Gwynne (Denton and Reddish) (Lab)]

With the Secretary of State having given his support in principle to Labour’s concept of a technical baccalaureate, will he also support Labour’s requirement to ensure that, as part of the awarding of the tech bacc qualification, all students will have to study English and maths as a requirement?

[Michael Gove]

It is certainly the case—I am glad there is consensus on this from both Front-Bench teams—that students who have not secured a GCSE pass at English or maths at the age of 16 must carry on studying until they secure it. Anyone who wants to apply for the technical baccalaureate—a new and explicitly demanding measure of achievement—will have to go beyond that and secure a level 3 qualification, a technical term, in mathematics and produce an extended piece of writing showing that they command the literacy skills necessary for the modern world of work.