Oral Answers to Questions

Debate between Baroness Morgan of Cotes and Lucy Powell

Monday 4th July 2016 Commons Chamber

[Nicky Morgan]

My hon. Friend is absolutely right. My Ministers and I want to ensure that all schools receive their fair share of funding. South Gloucestershire and Stroud College has indeed been successful in applying to open the SGS Pegasus free school. Free schools form an integral part of the Government’s education policy to improve choice and drive up standards in schooling.

[Lucy Powell (Manchester Central) (Lab/Co-op)]

I did not expect to be on the Back Benches today, having resigned from a job that I relished doing over the past few months, but we are where we are.

Yesterday on the television, the Secretary of State again presented the illusion that school budgets have been protected over the course of this Parliament, yet she and I both know that school budgets are facing significant cuts in real terms, which are having a huge impact on the frontline. Given that the Chancellor has all but abandoned his fiscal approach, will she be the first person at his door to ensure that our schools have the real-terms budget protection they need?

[Nicky Morgan]

I pay tribute to the hon. Lady, because I could see how much she loved doing her job as shadow Secretary of State for Education. The truth is that we have protected the overall schools budget in real terms. This year, the core schools budget will be over £40 billion, which is the highest amount on record.

Education, Skills and Training

Debate between Baroness Morgan of Cotes and Lucy Powell

Wednesday 25th May 2016 Commons Chamber

[Lucy Powell]

I absolutely agree with my hon. Friend’s excellent point. The shortage of teachers is the biggest issue facing education today, and the Government have only recently begun to acknowledge that there is a problem.

Cuts to further education will make the Government’s agenda more difficult. As the Chair of the Science and Technology Committee pointed out, STEM subjects are critical if we are to compete in the digital, automated new economy. Yet the Government are taking us backwards, as my hon. Friend the Member for Wirral West (Margaret Greenwood) said in her excellent speech. They must heed warnings from the OECD that the Secretary of State’s new maths curriculum is

“a mile wide and an inch deep”

and that it will fail to equip young people with the critical and conceptual thinking required to succeed in the new economy. My former schoolmate in Manchester, my hon. Friend the Member for Walthamstow (Stella Creasy), gave an inspiring speech on the future skills needed for the new economy.

One thread of the new legislative programme that the Government just about managed to muster was that of their so-called life chances agenda. Although I and everyone in the House share these aims, the record and reality of this Government fly in the face of that agenda. It is almost laughable. Yes, let us support social workers by lifting the quality and the status of the profession, and let us enable quicker adoption for those who want to give vulnerable children a great start in life. We also welcome the care leavers covenant. But let us not kid ourselves that the context has not got much, much harder. Huge cuts to children’s services, the decimation of Sure Start centres and family support services, reduced tax credits, increased housing and childcare costs and a growth in insecure work have put many more families in crisis or on the brink, as has the Government’s failure to tackle child poverty, as my hon. Friend the Member for Bethnal Green and Bow (Rushanara Ali) pointed out. It is no wonder that the attainment gap between the disadvantaged and their peers has widened under this Government. That is the measure of the Government’s life chances record.

As we have heard from my hon. Friends the Members for Heywood and Middleton (Liz McInnes) and for Ealing Central and Acton (Dr Huq), and others, scrapping maintenance grants and increasing tuition fees will not help the life chances of the disadvantaged either. The failure to prioritise adult skills and 16-to-19 education will not help people to better themselves, as we heard in a very personal speech from my hon. Friend the Member for Ashton-under-Lyne (Angela Rayner). Ministers need a reality check if they think that tired rhetoric will turn into results. That point was brilliantly made by my hon. Friend—my good friend—the Member for Darlington (Jenny Chapman).

The biggest tragedy lies in the measures that the Government could have proposed for this Session. They could have had widespread support for raising life chances. They could have had real powers for local authorities on school place planning, incentives for teacher recruitment and retention, and a childcare strategy focused on quality or real measures to raise standards in our schools. The Secretary of State would have had strong support if, in her discussions with the Chancellor, she had focused on ensuring that schools were properly resourced rather than on forced academisation.

The Secretary of State talks of fair funding, which we support, but she does so in the context of real and significant school budget cuts. If we talk to any headteacher, they will tell us what they are cutting: extracurricular activities, one-to-one tuition, teaching assistants, life-expanding school trips and visits and so on—all the things that should be at the heart of a life chances agenda. I recently visited a school in my constituency, a primary school in Moss Side, that had put on a Shakespeare play at the local theatre, but the headteacher will not be able to arrange that next year because of the budget cuts she faces.

[The Secretary of State for Education (Nicky Morgan)]

indicated dissent.

[Lucy Powell]

The right hon. Lady shakes her head, but that is the reality on the ground. I could give her a number of examples of that happening in every part of the country.

The Government could have ensured a robust and consistent testing and assessment framework. Instead, we have seen chaos and confusion—calamity after calamity on SATs with baseline testing being abandoned, and new and radically different GCSEs still not ready just weeks before they are due to begin. Today’s kids are guinea pigs for the Government’s chaotic experiments. In every other public sphere, Ministers are championing devolution, yet in education they are going in the opposite direction.

“Educational Excellence Everywhere”: Academies

Debate between Baroness Morgan of Cotes and Lucy Powell

Monday 9th May 2016 Commons Chamber

[Lucy Powell (Manchester Central) (Lab/Co-op)]

I thank the Secretary of State for advance notice of her statement. It is good to see that, despite her best efforts, this U-turn is getting the airing it deserves today. What she announced on Friday was a significant and welcome climbdown. However she wants to dress it up, dropping her desire to force all schools to become academies by her arbitrary deadline of 2022 is a key concession. School leaders should take it as a clear signal that the foot is off their throat and that they should not feel they need to jump before being pushed. In achieving this welcome move, I thank the broad alliance who joined us in making the arguments: the head teachers, who made their collective voice clear last weekend, parents, governors, teachers, local government leaders, and hon. Members from across the House, who made thoughtful and important interventions over recent weeks. Given the scale and breadth of the opposition to her plans and the huge sense of panic and upheaval that they caused school leaders, the Secretary of State might have shown a little more humility in her statement today. If I were her, I would at least apologise.

After the Secretary of State’s statement today, we are all left even more confused about what her policy actually is. She says that her aim remains the same, but without the means. Although she has conceded on the politically daft idea of forcing good and outstanding schools to become academies against their wishes, she still holds the ambition that all schools will become academies, but she failed to make a single decent argument as to why that ambition is desirable in the first place. Perhaps this is because, despite her claiming to be in listening mode, the Secretary of State has her fingers in her ears and is out of touch with heads, parents and teachers.

The Secretary of State has failed to address the serious concerns that have been raised. Where is her evidence that academisation is the panacea for school improvement? Where is the choice, autonomy or innovation in a one-size-fits-all approach? Is there sufficient capacity and accountability in the academies system to ensure that best practice, not poor practice, is being spread? Those questions remain as she seeks further powers to speed up the pace of academisation.

On school improvement, the Secretary of State must now take stock of the evidence. The Education Committee recommended that she do just that. Sir Michael Wilshaw found serious concerns in many chains. Research by the Sutton Trust found a mixed picture of performance in academy chains. There is no evidence at all that academisation in and of itself leads to school improvement. Indeed, analysis published today by PwC shows that—[Interruption.] Government Members might want to listen to this. The analysis shows that only three of the biggest academy chains got a positive value-added rating and—this is quite startling—just one of the 26 biggest primary sponsors achieved results above the national average. While there is much excellence, the Secretary of State must not continue making dubious arguments about cause and effect without the evidence.

The concerns about a “one-size-fits-all” policy, as expressed by Councillor Paul Carter, chair of the County Councils Network, still apply, as do those about “distant, unaccountable bureaucracies” expressed by the hon. Member for Altrincham and Sale West (Mr Brady). As Lord Kenneth Baker said, there are real issues on the capacity within multi-academy trusts to take on a new wave of academies. Today, the Secretary of State also failed to answer the key question of parents and their right to remain on governing bodies of academies.|

Perhaps the biggest concern we all have is about the Secretary of State’s direction and her fixation with structures not standards. While chaos reigns all around her, and while heads are dealing with what they describe as “very challenging times”, she wants to put all the energies of her Department into more structural change, for which there is little evidence, insufficient capacity and inadequate accountability. Would she not be better advised sorting out the utter chaos besetting primary assessment and standard assessments tests, ensuring the massively behind-schedule new GCSEs are delivered well and on time, dealing with the chronic teacher shortages she has caused or getting a proper strategy for local place planning? Alternatively, instead of simply doing the Chancellor’s bidding, perhaps she could fight for some school budgets, which are facing real-terms cuts for the first time in 20 years. We all want to see educational excellence everywhere, but the Secretary of State is presiding over a chaotic mess, dragging schools backwards, and her ambitions for further structural change are at best a distraction—at worst they will damage standards.

[Nicky Morgan]

The shadow Education Secretary was as constructive and positive as always, but let me deal with some of the issues she raised. She asked about the support for academies. She will know about this, if she has read the evidence I gave to the recent hearing of the Select Committee on Education, where we went through this in great detail. I am sure she has also seen the very long letter I sent to the National Union of Teachers about the international evidence, but let me just give two statistics: primary sponsored academies are making substantial gains, with the percentage of pupils achieving the expected level in reading and writing and maths at the end of key stage 2 having risen by four percentage points last year; and those academies open for just one academic year having seen their results improve by five percentage points. She asked about the views of the chief inspector—[Interruption.] I am sure that if she has—[Interruption.]

Oral Answers to Questions

Debate between Baroness Morgan of Cotes and Lucy Powell

Monday 25th April 2016 Commons Chamber

[Nicky Morgan]

The fair distribution of funding is a priority for this Government. As we have already heard, fair funding will ensure that every school is allocated funding fairly and transparently according to need. I can reassure my hon. Friend that the formula we propose includes a lump sum payment for every school, with extra sparsity funding to support our smallest and most remote schools so that every child can access an excellent education.

[Lucy Powell (Manchester Central) (Lab/Co-op)]

This weekend, the Conservative-led County Councils Network added its very strong opposition to the Secretary of State’s plans to force all schools to become academies, adding to that already expressed by the National Association of Head Teachers, the Association of School and College Leaders, parents, the National Governors Association, leading names in the academies programme such as the chief executive of the Harris Foundation and the Freedom and Autonomy for Schools National Association, as well as a growing number of her own Back Benchers. It is hardly a list of what she might call—or, in fact, what she just called—the vested interests. Can she therefore clarify today for those who have these very serious concerns whether she will bring forward legislation to force good and outstanding schools to become academies against their wishes?

[Nicky Morgan]

I have already set out very clearly our desire to make sure that every child gets the best start in life. We believe that academies, as the House has heard from other Conservative Members, are absolutely the right vehicle for innovation on curriculum, pay and freedom for headteachers. I wonder whether the hon. Lady in her vocal opposition has taken account of the writer on the Labour teachers blog, who said that

“we have people on the left describing thousands of schools, in fact a majority of secondary schools, and the hundreds of thousands of teachers who work in them, in terms that are so unjust as to be deceitful.”

Is that how the hon. Lady wants to be taken?

[Mr Speaker]

Order. I simply point out to the Secretary of State that she is not responsible for what is written on Labour blogs and that there is a shortage of time on topical questions. We must press on, without extraneous matters being introduced.

[Lucy Powell]

Thank you, Mr Speaker.

The Secretary of State may not appreciate what a huge amount of upheaval, uncertainty and, frankly, panic she has caused by her announcement. Headteachers are already facing huge challenges trying to work around her botched new SATs tests, her massively behind-schedule new GCSEs and her real-terms cuts to school budgets, and those heads need and deserve more clarity from the Secretary of State than we have heard so far. Let me remind the right hon. Lady that she already has powers to turn underperforming schools into academies and that good and outstanding schools can already choose to convert, so the only remaining power she needs to deliver her objectives is to force any good or outstanding school that does not want to become an academy to do so. Is it still her intention to ask Parliament for these new powers—yes or no?

[Nicky Morgan]

I have been very clear that I will not be the Secretary of State who leaves undone the job of making our school system as strong as possible for the benefit of all pupils. I hope that as she visits schools up and down the country, the hon. Lady includes visiting those that are already taking advantage of the new academy freedoms. Amanda Bennett from the Greetland primary academy in Halifax said, for example:

“As an academy we have had the freedoms to explore the specific needs of the children in our care—so our curriculum progression, pitch and expectations are able to adapt when we want them to, to respond to our changing needs. This has allowed us to be consistently in the top performing schools nationally.”

Conservative Members are all for improving opportunities and life chances for all children. Is it not interesting that we never hear the hon. Lady talk about pupils or standards, because she is so obsessed with one chapter in the White Paper?

Schools White Paper

Debate between Baroness Morgan of Cotes and Lucy Powell

Wednesday 13th April 2016 Commons Chamber

[Nicky Morgan]

My hon. Friend makes an excellent point.

[Lucy Powell]

rose—

[Nicky Morgan]

Let me answer the point and then I will invite the shadow Education Secretary to clarify what the Opposition motion actually says. My hon. Friend is absolutely right. There are two errors in the motion. The first is that it says we are abolishing the role of parent governors. We absolutely are not. The second is that we will force all schools to join multi-academy trusts. That is also not the case.

[Lucy Powell]

This may be a semantic argument, but does it not say in the White Paper that the Secretary of State is removing the requirement for parent governors? Is the Secretary of State removing the requirement—yes or no?

[Nicky Morgan]

Let me just remind the hon. Lady what her motion says. [Interruption.] Opposition Members do not want to listen.

Oral Answers to Questions

Debate between Baroness Morgan of Cotes and Lucy Powell

Monday 7th March 2016 Commons Chamber

[Nicky Morgan]

I thank my hon. Friend very much, and I am delighted that we are making progress on this important issue. Is it not typical that it takes a majority Conservative Government to do that? I urge my hon. Friend to encourage his constituents and schools in his constituency, such as John Taylor High School, which I recently had the pleasure of visiting, to ensure that they take part in this important consultation.

[Lucy Powell (Manchester Central) (Lab/Co-op)]

As the MP for the home of British cycling, may I take this opportunity to pay tribute to the amazing success of the British cycling team in the track world championships last week? On the day before International Women’s Day, the incredible Laura Trott should be singled out for her medal haul. Let us hope she is paid as much as her male colleagues, if not more—something that the Secretary of State does not seem very good at achieving for women in her own Department.

There will be 156 new GCSE and A-level specifications taught from September. With just 17 teaching weeks left of this school year, how many of those are ready?

[Nicky Morgan]

I thank the hon. Lady. Is it not typical that she identifies an issue—the gender pay gap—which her party did nothing to address when it was in power? It is this party that is publishing the regulations to make sure that public sector and private sector organisations will disclose that. The gap is not widening; it is narrowing. I join her in congratulating the cycling team, including Laura Trott, on their tremendous achievements. Ofqual is working with the exam boards to make sure that all the specifications are ready. I understand that more than 65 are now ready, but there is further information on that to be made public by Ofqual.

[Lucy Powell]

That is right: just 65 or 66 of the 156 specifications are ready—less than half. Core EBacc subjects, such as sciences and modern foreign languages, are still to be approved. The Government’s own workload challenge promised teachers a lead-in time of one year for significant changes to qualifications, but as matters stand teachers will have just weeks or no time at all to prepare for these huge changes. Is not the truth that the Government’s fixation with micromanaging every part of the curriculum—including, we hear this week, the use of exclamation marks—is causing the delay, and that they are way behind with these new exams? It is no wonder we have a teacher shortage.

[Nicky Morgan]

The exam boards have already published the specifications and assessment materials in draft. They are working their way through to make sure that the specifications are ready to be published. We want to give teachers as much notice as possible—[Interruption.] Is it not typical that the Opposition need to learn the lesson that the Vote Leave campaign needs to learn as well—that if they talk about the negatives all the time, they will find that those are self-fulfilling? If they want to set out an alternative, they need to do that with some policies. What we on the Government Benches are doing is raising the standards of our qualifications. I met Ofqual last week to talk about specifications. It is making progress. [Interruption.] Either the hon. Lady wants to raise standards in our education system or she does not. By the nature of her question, she clearly does not.

Oral Answers to Questions

Debate between Baroness Morgan of Cotes and Lucy Powell

Monday 25th January 2016 Commons Chamber

[Lucy Powell (Manchester Central) (Lab/Co-op)]

As somebody who went on a “Lessons from Auschwitz” visit with schoolchildren from Manchester in the last few weeks, may I echo earlier comments about how moving and important it is?

In their manifesto of 2010—notably dropped in 2015—the Conservatives pledged to

“close the attainment gap between the richest and poorest”.

Revised GCSE results published last week showed that, despite Lib Dem policies such as the pupil premium, the GCSE attainment gap between pupils on free school meals and their peers has actually widened since 2010. With the Conservatives now governing alone, can the Secretary of State tell the House whether closing the attainment gap is still an objective and, if so, why she is allowing it to widen on her watch?

[Nicky Morgan]

I welcome the hon. Lady’s comments about the “Lessons from Auschwitz” project. Like her, I have visited Auschwitz with schools in my constituency. It was an incredibly moving experience, and I recommend that all Members of the House take the opportunity to do so.

Of course closing the attainment gap remains absolutely a goal—and not just a goal, but something we are moving and working towards in Government, which is why we continue to fund the pupil premium. [Interruption.] The difficulty with the hon. Lady’s statements on this and other matters is that she needs to understand and interrogate the figures that are published, because the changes we have made to the accountability of the examination system make it impossible to compare GCSE threshold measures across the years. If she had interrogated them, she would know that the attainment gap between disadvantaged pupils and their peers has narrowed by 7.1% at key stage 2 and 6.6% at key stage 4 since 2011.

[Lucy Powell]

The Minister is moving the goalposts, as ever. All the evidence tells us that the most important factor in determining how well children do is the quality of teaching, especially for the most disadvantaged, yet at the start of this academic year half of all schools were struggling to cope with unfilled teaching positions, relying on supply teachers, non-specialists and unqualified staff. Teacher shortages are particularly acute in maths, science and English. Talk to any head anywhere in the country and they will say that such challenges are the biggest challenge they face. Given that the situation is getting worse, will the right hon. Lady, first, admit to this House that there is a problem—indeed, a crisis; secondly, agree that she should urgently look again at her Government’s chaotic and confusing approach to recruitment; and, finally, come forward with a proper strategy for retaining excellent teachers by looking at workload issues and the constant chopping and changing being inflicted on schools by her Department?

[Nicky Morgan]

What the hon. Lady calls moving the goalposts, I call restoring rigour to the exam system, making sure that our young people are getting qualifications that will set them up for life and for the world of work. Yet again, I am afraid to say that she has missed the point, because we have already talked about teacher recruitment and we have already announced plans for the National Teaching Service to help schools to recruit. Again, if the hon. Lady interrogated the figures properly rather than jumping for the quickest soundbite, she would know that not only have we increased the number of teachers we are seeking to recruit in subjects such as English and maths, but we have exceeded our recruitment targets for precious years—in fact, we have recruited more postgraduates in both English and maths, and we recruited 116% of the teachers that we needed at primary schools. It is extraordinary that she should seek to give lessons to this House, as she was the lady who not only commissioned the “Ed stone”—the carving of the promises—but then managed to lose the receipt.

Oral Answers to Questions

Debate between Baroness Morgan of Cotes and Lucy Powell

Monday 30th November 2015 Commons Chamber

[Lucy Powell (Manchester Central) (Lab/Co-op)]

Thank you, Mr Speaker, for allowing me to arrive a few moments late, as I had to attend a very high-profile meeting elsewhere on the estate. Members can read all about it in the papers later.

Does the Secretary of State now accept that there is a growing teacher shortage in our schools?

[Nicky Morgan]

I hope the hon. Lady might be able to tell us whether she is going to continue to be a member of the shadow Cabinet after this very exciting vote, but let us talk about the issue at hand. We have always been very clear that there is a challenge in teacher recruitment. Although the overall vacancy headline rates are low, we are aware that there are issues in certain subjects and in certain parts of the country, which is why I announced the creation of the national teaching service earlier this month.

[Lucy Powell]

I thank the Secretary of State for that reply. It is good to hear that she now accepts that there is a growing problem of teacher shortage. That stands in contrast to some of the earlier answers given by the Minister for Schools. Last week an important report showed that half of all schools had unfilled vacancies at the start of this academic year. To try to plug those gaps, one in four schools are increasingly using supply teachers; one in six are using non-specialist teachers to cover vacancies; and more than one in 10 schools are resorting to using unqualified staff to teach lessons. Does the Secretary of State think that that is good for raising standards in schools, or does she think that that is not happening?

[Nicky Morgan]

What is needed is for all Members on both sides of the House to recognise the enormous contribution that teachers make. Those who try to talk down teaching at every opportunity by talking about the problems do not help our schools and education service at all. One of the subjects where recruitment is hardest is modern foreign languages, so the hon. Lady might like to reflect on the fact that in 13 years of her party being in power, the number of those teaching, studying and taking exams in modern foreign languages plummeted. That means it is now much harder to find students to teach modern foreign languages.

Oral Answers to Questions

Debate between Baroness Morgan of Cotes and Lucy Powell

Monday 26th October 2015 Commons Chamber

[Lucy Powell (Manchester Central) (Lab/Co-op)]

Thank you for calling me, Mr Speaker. It is good to be here this afternoon.

Yet again today, Ministers are doing the rounds asserting that the expansion of free childcare is one of the measures that will offset the cuts in tax credits for families. As the Secretary of State knows, however, the increase to 15 hours’ free childcare will not take place until September 2017 at the earliest, well after the tax credit cuts. Given that the Department is, in its own words, “unable to understand” the costs of childcare following the Secretary of State’s review, there are now real questions to be asked about the deliverability of the scheme. Does the Secretary of State agree that families need help with childcare now, especially those who face losing vital tax credits? What help is she providing for families before 2017?

[Nicky Morgan]

I would believe in the hon. Lady’s concern a little bit more if her party’s peers had not voted against the Childcare Bill last week, delaying the introduction of both the Bill and the new scheme.

[Lucy Powell]

Perhaps they would not have done that if the Secretary of State had provided adequate funds. Is not the truth that only a tiny minority of those affected by tax credit cuts will receive this childcare help anyway when it is eventually introduced? What is more, the Institute for Public Policy Research has said that the Secretary of State’s childcare pledge is underfunded by £1 billion. Given that the tax-free childcare is already 18 months behind schedule, the Government’s childcare policy is a mess. What has the Secretary of State to say to parents who, at the election, thought that they would be better off voting for her?

[Nicky Morgan]

What I would say to the hon. Lady is that the reason funding in all areas of Government is so tight is the fact that we are dealing with the economic legacy left by the hon. Lady’s own party. If she were so interested in this, she would have allowed her peers to support the Bill.

If the hon. Lady wants to—[Interruption.]

School Expansion

Debate between Baroness Morgan of Cotes and Lucy Powell

Monday 19th October 2015 Commons Chamber

[Lucy Powell]

Ten areas.

Will the Secretary of State confirm that further applications are pending? Will she tell the House today what the maximum distance is for a so-called satellite site? Will she outline the advice she was given about the legal precedent and the implications this would have? What steps is she taking to ensure that all grammars are open to many more disadvantaged kids?

During the Conservative party conference, we heard the Prime Minister talk laudably about increasing social mobility, but yet again we see actions and policies going in the opposite direction. I really hope the Secretary of State will rethink this decision.

[Nicky Morgan]

I thank the hon. Lady for her response, because I think it is customary to do so, but talk about being greeted by the usual Labour party doom and gloom about our education system, the achievements of our pupils and the hard work of professional teachers up and down the country! It was the usual paucity of ideas from the hon. Lady and her colleagues.

The hon. Lady talks about the priority given to this matter since the application was made by the school. My job involves dealing with a lot of different issues all at the same time. [Interruption.] She should stop scaremongering about teacher recruitment. We are ahead on a number of key areas in relation to teacher recruitment, including primary education, but today’s statement is not about that. I am sure we will deal with that, but she should not be talking down a profession that she says she aspires to represent.

The hon. Lady is absolutely wrong to say the advantage gap has increased. It has narrowed since 2010. She talks about social mobility and grammar schools. The greatest tool for social mobility we can give to any young person is a great education, and this is exactly what this expansion is all about. The admissions code, which was changed by this Government, specifically allows grammar schools to give priority to children who are eligible for the pupil premium in their admission arrangements. Half of the grammar school sector has introduced, or intends to consult on adopting, that admissions priority, and I would like more of them to go further.

This is about expanding a new school. There have been no legal wrangles. The hon. Lady will know that we do not publish legal advice given to Ministers. She ought to ask her predecessors in her own party about the publication of legal advice, if she feels so strongly about it.

We are clear about the benefits of integration. I looked in detail at the application made by the Weald of Kent to ensure that the legal criteria have been absolutely satisfied. I am satisfied that they have been.

The hon. Lady talked about floodgates. I think the Minister for Skills, my hon. Friend the Member for Grantham and Stamford (Nick Boles), got it right. I can assure the hon. Lady that there are no applications sitting on my desk at the moment, but if she thinks that 10 is a flood she needs to go away and re-examine this issue.

Finally, “deciding on each case” means exactly that. I am not going to set down criteria; it will mean looking at individual cases that cross my desk.

Recent weeks have taught us that the Opposition are finding it difficult to outline firm policy stances on anything. The Leader of the Opposition has said:

“I would want all grammars to become comprehensives and to end the 11-plus where it still exists.”

May I give the shadow Education Secretary the chance to confirm whether there will be another flip-flop, or is this in fact Labour party policy? Should grammar schools be added to academies and free schools on the list of schools at risk from the Labour party?

At the end of the day, this matter is simple. The Conservative party trusts front-line professionals to run schools and lead our education system and wants parents to have real choice over their children’s school, but the Opposition do not; they do not want to see more good school places and do not believe in parental choice or high academic standards for all. We will leave them to fight the old battles, while we get on with the task of making sure that every pupil in this country has the excellent education they deserve.