Early Years Development and School-Readiness

Andrew Percy Excerpts

Tuesday 12th July 2016 Westminster Hall

[Andrew Percy (Brigg and Goole) (Con)]

It is a pleasure to serve under your chairmanship, Mr Evans.

I congratulate my hon. Friend the Member for Kingston and Surbiton (James Berry) on securing this debate. I also declare an interest as a former infant schoolteacher. Indeed, almost exactly six years ago I was just ending my previous career. My first day as an infant school teacher remains the scariest new day in any job I have ever undertaken. Sadly, infant school was not the last time that I have dealt with five-year-olds’ behaviour.

I will talk briefly about the Imagination Library, which is a project we have developed in north Lincolnshire and in the east riding of Yorkshire—people may know of it. It is a free book-gifting scheme, which was originally established by Dolly Parton in Tennessee in the United States, and then brought here some years ago. As an infant schoolteacher, I obviously understood the importance of kids reading at home and how much better prepared they were when they turned up at school having actually opened and read a book, and read with their parents or carers. Sadly, for too many of the children I used to teach in Scunthorpe, that was not the case.

When I became an MP, I was fortunate enough to be able to work with North Lincolnshire Council, under the innovative leadership of Baroness Redfern and Councillor Rob Waltham, to establish the Imagination Library scheme in north Lincolnshire. The scheme now delivers books to 87% of all five-year-olds in our borough. Since we started the scheme in 2013, it has already had a significant impact on the results of kids who arrive at school. In 2015, 70% of our five-year-olds in north Lincolnshire were judged to have achieved a good level of development by the time they arrived at school, compared with just 53% in 2013.

This free book-gifting scheme is wholly integrated with the NHS locally and with our children’s centres—of course, we have protected and actually expanded some of our children’s centres in north Lincolnshire. The scheme is also integrated with our library service—of course, in north Lincolnshire we have actually built new libraries and extended all of our library opening hours to support this scheme, which has had a really transformative effect.

As I said, 87% of all five-year-olds in north Lincolnshire are now registered with the scheme; indeed, in parts of my patch, on the Isle of Axholme, 92% of children are registered. The scheme is open to every child and it is having a really transformative effect. In the other part of my constituency, which is in the east riding of Yorkshire, the council has not funded the scheme, but I myself run and fund a scheme in Goole that has 56 children signed up to it. Getting books out to kids from a very early age to get them reading and learning with their parents gives them the very best start in school.

I do not have time today to go on too much further, and have just two questions to put to the Minister. First, what assessment has been made of schemes such as the Imagination Library? The Scottish Government provide the Imagination Library to all looked-after children in Scotland and perhaps we could consider doing something similar. Secondly and finally, will he look at the Imagination Library’s bid to the Department for Education’s children’s social care innovation programme, which will mean more of these books being distributed to more children nationally?

Oral Answers to Questions

Andrew Percy Excerpts

Tuesday 3rd May 2016 Commons Chamber

[Mr Vaizey]

I am afraid that I cannot give the right hon. Gentleman that reassurance, and that is what really worries me about our leaving the EU. Not only does the digital industry provide the 25,000 jobs he mentioned but overall it represents about 7% of the UK’s gross value added. We are at the heart of negotiating the digital single market, which will give our digital industries even more opportunities, and that is why we must stay in.

[Andrew Percy (Brigg and Goole) (Con)]

I was at a breakfast meeting this morning with digitech companies from Vancouver in British Columbia that are here on an inward trade mission, looking at investing in the UK. Does the Minister agree that this dangerous and damaging remain campaign, which is based wholly on a fear of leaving the European Union that is not justified, is going to do great damage? Has he done any assessment of how much damage is being done to investment by the talking down of this country by those who want us to remain in servitude to the EU?

[Mr Vaizey]

I hear what my hon. Friend has to say, but I wish the leave campaign would stop running this terrible fear campaign. I am confident that we are going to stay in Europe and continue to attract investment. I am pleased to hear that our Canadian trade envoy, to which I gather my hon. Friend had access, shows us how even as members of the European Union, we can still negotiate and engage globally with many other countries. Being a member of the European Union does not prevent us from working with countries outside the EU, and the leave campaign’s fear campaign has to stop saying it does.

Schools White Paper

Andrew Percy Excerpts

Wednesday 13th April 2016 Commons Chamber

[Lucy Powell]

I will take some interventions later, but I am going to make some progress.

The Government claim that there are more children today in good or outstanding schools than there were in 2010, as proof that academisation leads to school improvement. However, the Secretary of State knows that, as ever, she is being selective with her figures. The truth is that the vast majority of those new good and outstanding places are in primary schools, where academisation is limited. Moreover, according to Ofsted, the number of pupils in inadequate secondary schools has risen by a staggering 60% over the last four years where academisation has taken hold significantly. Not for the first time, the Government’s selective use of statistics and their dubious link between cause and effect do not withstand any scrutiny. Perhaps that is why the Conservative majority Select Committee on Education recently concluded, after an extensive inquiry:

“Current evidence does not allow us to draw conclusions on whether academies in themselves are a positive force for change”

and:

“There is…no convincing evidence of the impact of academy status on attainment”.

[Andrew Percy (Brigg and Goole) (Con)]

I declare an interest as the chairman of governors of Goole Academy, an academy school that is doing very well. In north Lincolnshire, we have had a big academisation programme, and we have gone from having 38% of kids in good and outstanding schools to having 92% of children in such schools. Although I may agree with some of the points that the hon. Lady has made, will she confirm that the Labour party’s position is to support academies? Her speech so far has seemed very anti-academies, and that concerns me as a governor of one.

[Lucy Powell]

Not at all. As I made clear in my opening remarks, there are some excellent academies and other types of schools. Academisation can be an ingredient of a wider school improvement programme, but the overall evidence is underwhelming at best.

--- Later in debate ---

[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]

rose—

[Nicky Morgan]

I will give way to my hon. Friend. [Interruption.]

[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?