Childcare Bill [Lords]

Debate between Baroness Morgan of Cotes and Tristram Hunt

Wednesday 25th November 2015 Commons Chamber

[Nicky Morgan]

The hon. Lady sets out precisely the problem we are trying to solve. She and other parents at her children’s school would be able to contact the governing body and request that. I will publish more details shortly. There is a real need for schools to make their facilities available for the schools or others to provide both before and after-school clubs and activities. That would extend to having provision during school holidays, which are another time when it is very difficult for working parents to juggle their parental responsibilities while keeping employers happy.

I talked about tax-free childcare. I do not know the ages of the hon. Lady’s children, but up to the age of 12 she will be able to pay money into the account. The Government would top that up, up to £2,000 a year. She could also then use that for provision. In my experience, when schools and others realise there is parental demand they want to respond to it.

[Tristram Hunt (Stoke-on-Trent Central) (Lab)]

I am delighted to see that the Government are trying to implement more Labour policy. The Secretary of State talks about the provisions that schools can make, so will she confirm that she has allowed the Chancellor to deliver a £600 million cut to the academies budget, through the education services grant?

[Nicky Morgan]

First, the hon. Gentleman should be pleased the Conservative party is on the side of working people, as he will know that his own Front-Bench team are not at the moment—if he would like to join us, he would be very welcome. Secondly, when he was shadow Education Secretary at the general election, his party did not commit to increasing the funding for early years in the way we have done. We can, of course, have a wider debate about the schools budget, but that is not the subject for debate today. I just point out to him that not only have we committed to protecting the schools budget in real terms, but by the end of this Parliament the Department for Education’s resource budget will be higher than it was at the start. His policies would never have delivered that.

Oral Answers to Questions

Debate between Baroness Morgan of Cotes and Tristram Hunt

Monday 20th July 2015 Commons Chamber

[Nicky Morgan]

I know just how important this is from my own constituency experience and the work of the Joe Humphries Memorial Trust. My Department is encouraging schools to purchase automated external defibrillators as part of their first aid equipment. New arrangements to make these life-saving devices more affordable were launched in November last year as a result of collaboration with the Department of Health. We might make a special arrangement for the hon. Member for Stoke-on-Trent, who said last week that his party’s leadership debate needed shock treatment with a form of defibrillator.

[Tristram Hunt (Stoke-on-Trent Central) (Lab)]

It is Stoke-on-Trent Central.

I join the Secretary of State in thanking teachers and headteachers for all their hard work this academic year and wish pupils the best of luck with their exams. Last week Her Majesty’s chief inspector of schools warned of serious safeguarding concerns resulting from inadequate systems for tracking in-year transfers of pupils. There are 350 cases where the destinations of pupils were not clearly recorded. Will the Secretary of State confirm that she has confidence in the system for reporting and tracking in-year transfers, and is entirely satisfied with the regulations as they relate to faith-based independent schools?

[Nicky Morgan]

I am grateful to the chief inspector for raising these issues. These are concerning matters. That is why we are going to amend the current regulations on the information that schools collect when a pupil is taken off the register, to make it easier for local authorities to identify children who are missing education. We are also stressing the importance of schools and colleges following their existing procedures for dealing with children who go missing from education, particularly on repeat occasions. If we need to do more, we will do more.

[Tristram Hunt]

Does that mean that for the purpose of ensuring the safeguarding of children the Secretary of State is no longer happy with generic descriptions such as “moved abroad”? Are those the regulations she will be changing? As we enter summer there is a risk that more young people could be drawn to travel abroad to Syria. The Labour party welcomes the Prime Minister’s announcements on children’s passports this morning, but what discussions has the right hon. Lady had with the Home Secretary and the Communities and Local Government Secretary about preventing young people from travelling to Syria? What actions are being taken by Ministers across Whitehall Departments to mitigate this risk to young people over the school holiday period?

[Nicky Morgan]

I have had extensive discussions with fellow members of the Cabinet, including the Home Secretary and the Secretary of State for Communities and Local Government, on those important issues. The hon. Gentleman is right to highlight that this is a difficult time of year, in relation both to young people who might go abroad to places such as Syria, and in particular to vulnerable girls, who may be persuaded to undertake some sort of forced marriage or female genital mutilation. We will take—and, indeed, have taken—action by issuing guidance to schools and working with other authorities to ensure that we know where young people are and that we work with parents and communities to make sure that they are not going abroad unnecessarily.

Education and Adoption Bill

Debate between Baroness Morgan of Cotes and Tristram Hunt

Monday 22nd June 2015 Commons Chamber

[Nicky Morgan]

No, I will make some progress.

I turn now to regional schools commissioners. As the number of academies grows we must ensure decisions are taken by those with a real understanding of what works locally, which is why we have devolved decision making on academies to a regional level. Eight regional schools commissioners were appointed last year to oversee academies across the country. The education measures in the Bill will be enacted by those commissioners, supported by the advice of the outstanding headteachers who have been elected to regional boards. Regional schools commissioners will be acting on my behalf and I will be accountable to Parliament for the decisions they make. The headteachers on those boards are all experts in their areas, with years of experience across the school sector, backed by other schools in their area. As headteachers of strong schools, they know what it takes to make a school effective.

[Tristram Hunt (Stoke-on-Trent Central) (Lab)]

Will the Secretary of State give way?

[Nicky Morgan]

No. The hon. Gentleman will have plenty of time to make his points when we get to his speech. Those headteachers know what it takes to make a school effective and are in a good place to make decisions about the necessary action in any struggling school.

Regional schools commissioners will guarantee that decisions about intervention are made by people with real local knowledge, not by people sitting in Whitehall, ensuring local accountability while allowing academies to enjoy the autonomy that is so critical to their success.

[Tristram Hunt]

Will the Secretary of State give way?

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[Nicky Morgan]

No. The hon. Gentleman is about to make a speech in which he will be able to demonstrate why he wants to move the amendment.

[Tristram Hunt]

On that point, will the Secretary of State give way?

[Nicky Morgan]

No. I am going to make the case for the Bill, and the House will then have the opportunity to listen to the hon. Gentleman. I understand from today’s press that he would take a different approach: instead of trusting experts and heads, he would recreate local education authorities on a grand scale. I am sorry to say that he has shown once again that he is unable to resist the constant itch of the Labour party throughout the ages to seize back power from professionals on the ground and give it instead to politicians and bureaucrats.

Skills and Growth

Debate between Baroness Morgan of Cotes and Tristram Hunt

Wednesday 17th June 2015 Commons Chamber

[Nicky Morgan]

The hon. Lady makes a very good point. I am glad to hear that there is cross-party agreement that education, health and care plans are welcome. They offer an opportunity for various services, including schools, to support young people with disabilities. At its heart, the issue is about inspiring young people about all the options, making sure that no barriers are put in place, and ensuring that nobody else makes choices for young people about what they can and cannot do. I would welcome any thoughts or suggestions that the hon. Lady has in that area, as would the Minister for Children and Families. I want all young people to fulfil their potential—and that, of course, includes anybody with disabilities.

We need to ensure that young people master the basics at primary school and go on to develop deep understanding in secondary school. Under the party of the hon. Member for Stoke-on-Trent Central, one in three children left primary school unable to read, write or add up properly—a figure that we have reduced to just one in five, with further still to go. Until age 16, there is a fundamental core of knowledge and skill that all young people need to access.

As I said, it is the most disadvantaged who always lose out when anyone says that a core education is not for everyone. A rigorous academic curriculum until age 16 is the best way to ensure that every child succeeds regardless of their background and allows us to be ambitious for everyone, to keep options open and horizons broad. We have revised the national curriculum to make it more rigorous and it now provides pupils with an introduction to the essential knowledge that they need to be educated citizens. It introduces pupils to the best that has been thought and said, and helps to develop an appreciation of culture, creativity and achievement.

The new curriculum sets expectations that match those in the highest-performing education jurisdictions in the world, challenging pupils to realise their potential in an increasingly competitive global market. We have reformed GCSEs, so they are more rigorous and provide a better preparation for employment and further study. GCSE students taking modern languages will now have to translate into the target language accurately, applying grammatical knowledge of language and structures in context. GCSE students in maths will have to know how to develop clear mathematical arguments and solve realistic mathematical problems. The new English literature GCSE requires students to study whole texts in detail, covering a range of literature including Shakespeare, 19th-century novels and romantic poetry. Unfortunately, the hon. Gentleman’s books are not on that list.

[Tristram Hunt]

They are non-fiction.

[Nicky Morgan]

Well, that’s debatable. [Laughter.]

This is what the top performing countries in the world expect for their children and we should settle for nothing less. Yesterday, we announced that every child starting year 7 this year will be expected to study core academic subjects that make up the EBacc. This means studying English, maths, sciences, history or geography and a language right up to GCSE.

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[Tristram Hunt]

There were reports in The Sunday Times and other newspapers that every child will be studying the EBacc subjects. Just to be clear, are they expected to or will they be required to?

[Nicky Morgan]

We want every child to be studying the EBacc subjects. There will, of course, be some children for whom that is not the right thing. There might be particular special needs, in which case there will need to be some flexibility in the system—I appreciate that. The hon. Gentleman, who wants to mandate things, will find that much harder to do with the profession. Safely for all of us, he is not on the Government Benches and is not having to work with the education sector.

There is no suggestion that arts subjects are in any way less valuable. Good schools, such as King Solomon academy, which I visited yesterday, show that there does not need to be a false choice between an academic or arts-based curriculum. Children can do them both and they can do them both well. There is time for most pupils to study other subjects in addition to the EBacc, including technical disciplines which set them up for apprenticeships or further study, but the academic core of the EBacc is something we think every school has a duty to provide and every child has a right to study.

A core curriculum needs to be backed by strong accountability. From 2016, the existing five A* to C English and maths headline measure will be replaced by Progress 8, a measure based on the progress a pupil makes from the end of primary school to the end of secondary school compared with pupils who had the same starting point. Schools with tough intakes will be rewarded for the work that they do, and schools with high-attaining intakes will—rightly, as I said earlier—be challenged to help their pupils achieve their full potential. Above all, the measure will remove the obsessive focus on the C/D borderline and instead place a premium on those schools that push every young person to reach their full potential.

[Tristram Hunt]

The Labour party supports the move towards Progress 8. Just so we are clear, the new expectations on EBacc will sit alongside the Progress 8 requirements. Which will have priority?

[Nicky Morgan]

The Progress 8 measure will come into force beforehand. What we are saying with the EBacc is that students starting year 7 in September will be taking the EBacc subjects when they reach GCSE. They will sit alongside each other. I think they are both extremely valuable.

Above all, we need great teachers. Evidence from around the world is clear that the single most important factor in determining how well pupils achieve is the quality of the teaching they receive. We are hugely fortunate to have many thousands of dedicated and hard-working professionals in classrooms throughout our country. Teaching continues to be a hugely popular career. Almost three quarters of new teachers now have an upper second or first class degree, which is 10% higher than was the case in 2010. We have a record proportion of teacher trainees and 17% with first class degrees. Unlike the hon. Gentleman, I trust headteachers to hire the best teachers for their schools, rather than proposing to sack more than 17,000 of them from our classrooms.

Having mastered the basic core at 16, we then want to give young people the chance to choose the future path for them. High quality post-16 education is vital for ensuring that every young person will leave education capable of getting a good job, a place at university or an apprenticeship.

For some young people an academic path will be right. We have reformed A-levels. Giving universities a greater role in how A-levels are developed has been an important part of the Government’s plans to reform the qualifications. Their involvement will ensure that A-levels provide the appropriate foundation for degree-level study.

Oral Answers to Questions

Debate between Baroness Morgan of Cotes and Tristram Hunt

Monday 15th June 2015 Commons Chamber

[Nicky Morgan]

Fear not, Mr Speaker, I heard my hon. Friend very clearly. He spoke of a school in his constituency that has been rated outstanding, and I know that that was the result of hard work by the school leadership and no doubt by everyone else working in the school. I am delighted to hear about such achievements and I hope that I will have an opportunity to visit the school in due course.

[Tristram Hunt (Stoke-on-Trent Central) (Lab)]

Let me congratulate the right hon. Lady on being reappointed Secretary of State for Education. Let me also, on behalf of the Labour party, extend our thoughts to Mr Vincent Uzomah, who was stabbed last week while simply carrying out his job as a teacher at Dixons Kings Academy.

No parent wants their child to attend a failing or coasting school. As we approach the Second Reading of the Education and Adoption Bill, I am sure the whole House will support any measure that is shown to raise standards in our schools. In 2012, the National Audit Office condemned the cost of the Government’s Academies Act 2010 that had resulted from poor ministerial planning, but it looks as though we are now facing a similar scenario. Will the Secretary of State take this opportunity to set out her legal definition of a coasting school, and tell us what measures her Department is taking to prevent another black hole in the Department for Education budget?

[Nicky Morgan]

I thank the hon. Gentleman for his welcome. He is also right to pay tribute to the teacher from Dixons Kings Academy who was stabbed last week. Members will be relieved to hear that his injuries do not appear to be life-threatening.

The hon. Gentleman asked about the Education and Adoption Bill. I am sure that he will have seen the answer to the written parliamentary question tabled by the hon. Member for Cardiff West (Kevin Brennan), which stated that we intend to publish the definition of “coasting schools” when the Bill reaches its Committee stage. I am glad to hear that he wants action to tackle failing schools, and I wonder whether he stands by the comments that he made in February 2011, when he said:

“I think when a school is not delivering for its pupils it’s quite right that you have a change of governance.”

I hope that he will remember that as he supports our Bill.

Child Sexual Exploitation (Oxfordshire)

Debate between Baroness Morgan of Cotes and Tristram Hunt

Tuesday 3rd March 2015 Commons Chamber

[Nicky Morgan]

I thank my hon. Friend for her remarks. I know that she, as an Oxfordshire MP, has been deeply involved in these matters, and I pay tribute to her for her work. I can assure her that my Department and all relevant Departments will do all we can to help and support the victims of these crimes. She is absolutely right to talk about the culture of denial, and the unwillingness to look at the signs of physical and mental abuse inflicted on the victims, which will undoubtedly affect them for the long term. That is why dealing with these issues and ensuring that the front-line professionals take action is so important.

[Tristram Hunt (Stoke-on-Trent Central) (Lab)]

After Rochdale and Rotherham comes an account of the horrific events in Oxford. Let us be clear that it is the heinous crimes and the callous wickedness of Mohammed and Bassam Karrar, Akhtar and Anjum Dogar, Kamar Jamil, Assad Hussain and Zeeshan Ahmed that needs to be condemned again today. They are the ones responsible for the sadism, the grooming, the abuse and the torture that was inflicted on vulnerable girls in Oxford, robbing them of their adolescence, their health and their sense of worth. The serious case review report also reveals that both Thames Valley police and Oxfordshire county council completely let down those victims. In the words of one victim,

“The police never asked me why”

I went missing;

“I made a complaint about a man who trafficked me from a children’s home. He was arrested, released and trafficked me again.”

As we saw in Rochdale, the voice of victims was not listened to and prejudicial thinking around lifestyle choices blocked detailed investigation. These were young girls, exploited teenagers, suffering terrible abuse. Once again, we need to ensure that care homes, the police, social workers and health workers eradicate any cultural tolerance of the abuse of young girls. As Maggie Blyth from the Oxfordshire safeguarding children board said, there were “repeated missed opportunities” that could have been “identified or prevented earlier.”

Government have a role to play, so let me put these questions to the Secretary of State. Is she satisfied that the safeguarding arrangements in place for children in Oxfordshire today are right and proper and will prevent more children from being vulnerable to child sexual exploitation? Do the Government now intend to establish an independent inquiry into Oxfordshire county council to see whether it has the capacity to safeguard its children? We know that the work of Alexis Jay and Louise Casey in Rotherham was instrumental in sorting out that council in its approach to child sexual exploitation. Will the same approach be taken with Oxfordshire? Will further action be taken against those agencies and individuals who are found to have failed these children?

The Prime Minister is today setting out new measures to end “wilful neglect”. What is the Government’s definition of “wilful neglect”? Is the Secretary of State satisfied that the definition places sufficient onus on individuals who come into contact with children to report signs of abuse? Will she and the Home Secretary now support stronger laws on child exploitation and abduction? Will she look again at child abduction warning orders and the specific offence of child exploitation?

Finally, will the Secretary of State now join the cross-party consensus—the Labour party, the Liberal Democrats, the Education Committee and all professionals in the field—and support age-appropriate statutory sex and relationship education to teach young people about consent and healthy relationships? We need to give young people the armoury and the education to know that this kind of sexual abuse is wrong and needs to be stripped out of British society?

[Nicky Morgan]

I thank the hon. Gentleman for his statement and his questions. I agree with his analysis that voices were not listened to. He points out that prosecutions have already taken place for crimes that have been committed. He is right to say that there should be no holding back on prosecutions because of the perpetrators’ background. As the Prime Minister rightly said this morning, that relates not just to Oxfordshire. There have been other terrible cases, as we have seen in the past few months, if not years. The Prime Minister said that a warped sense of political correctness had potentially prevented some investigations from taking place.

The hon. Gentleman asks about inspections. Ofsted inspected Oxfordshire children’s services last year and highlighted, as he did, the steps that had been taken in relation to Oxfordshire children’s services. I have already mentioned the letter sent by my right hon. Friends this morning in relation to the appointment of a senior children’s services expert to go back into Oxfordshire to look into the points raised in the serious case review.

The hon. Gentleman mentions the Louise Casey report. That was a wider report on council governance in Rotherham, in particular. In Oxfordshire we are looking specifically at the children’s services departments, but clearly this is an ongoing issue. He mentions the offence of wilful neglect, which we have said we will consult on. That concept is set out in the Mental Capacity Act 2005 and has been proposed by my right hon. Friend the Health Secretary in relation to the lessons and the consequences of the Mid Staffs issues. It is a failure to act by a person who has a duty of care, in this case to children and young people.

The hon. Gentleman refers to the offence of child sexual exploitation. There are already many offences under which the perpetrators have been prosecuted, including, clearly, sexual relations with children and child rape. He mentions the education of young people in schools. I am fully in favour of excellent PSHE, sex and relationship education and education on consent, but it must be excellent. It cannot just be about ticking boxes. He talks about young people perhaps not knowing that what was happening to them was wrong. I think he knows that that is not the case, given the quotes from the victims in the serious case review. They knew that what was happening to them was wrong. They asked for help but they did not get it.

Oral Answers to Questions

Debate between Baroness Morgan of Cotes and Tristram Hunt

Monday 2nd March 2015 Commons Chamber

[Nicky Morgan]

The introduction of the sport premium means that we have given substantial funds directly to heads and teachers to spend in their school. The number of sports and the amount of time that pupils are spending on physical activity are going up each week. The Prime Minister has made a commitment to keep that funding until 2020. On a school visit last week, I saw that a fantastic co-ordinator was being employed to get all the young people moving.

[Tristram Hunt (Stoke-on-Trent Central) (Lab)]

In 2010 the Conservative party manifesto promised to

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

so can the Secretary of State tell the House whether, over the past two years, since the roll-out of coalition policy, the attainment gap between pupils on free school meals and their better-off classmates has narrowed or widened?

[Nicky Morgan]

I can say to the hon. Gentleman, without equivocation, that it has narrowed. The 2014 key stage 4 results show that the gap between disadvantaged and other pupils has narrowed by almost 4% since 2012.

[Tristram Hunt]

Oh dear, it is yet another reprimand for the Secretary of State from the UK Statistics Authority, because the attainment gap is widening on her watch. According to Teach First,

“things are getting worse for poorer children, instead of better.”

When it comes to education, at the end of this Parliament this Government have failed. There are more unqualified teachers, failing free schools, chaos and confusion in the school system, falling youth apprenticeships, a teacher recruitment crisis, class sizes rocketing and too many pupils taught in schools that are not judged good. Is that not the reason that, come 8 May, we will have a Labour Government ready to clean up this mess, invest in and reform our schools, and offer every child an outstanding education?

[Nicky Morgan]

It might have helped if the hon. Gentleman could have said any of that with a straight face, but he could not because he knows it is all utter drivel. We see fewer unqualified teachers, more children educated in schools rated good by Ofsted and the gap between disadvantaged and advantaged children falling. As we saw with the Labour party’s tuition fee policy announcement last week, Labour’s education policies are a farce, like scenes from “Nuns on the Run”.

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[Nicky Morgan]

I entirely agree with my hon. Friend’s points, and I would like to congratulate the company he mentioned on its sponsorship. Professional standards of governance in schools are vital, and we want to make sure that governing boards are focused on recruiting people with the skills for the role. People from business have valuable transferable skills and benefit from board-level experience. I want to see more employers encouraging and supporting their staff to volunteer as governors. This is something I have discussed with the CBI.

[Tristram Hunt (Stoke-on-Trent Central) (Lab)]

Why does the Conservative party not value education? Why is the Secretary of State happy to see her budget slashed under any future Tory Government? Why will she not make a commitment, as the Labour party has done, to protecting the education budget in real terms rather than delivering a 10% cut to schools over the next Parliament?

[Nicky Morgan]

Why will the hon. Gentleman not secure from his party leader a per pupil funding? Under our spending plans, the next Conservative Government will be spending £590 million more on schools than his party will.

Oral Answers to Questions

Debate between Baroness Morgan of Cotes and Tristram Hunt

Monday 19th January 2015 Commons Chamber

[Nicky Morgan]

I absolutely agree that numeracy is a critical life skill. Our new primary maths curriculum places a greater focus on understanding numbers and on calculation skills. To reinforce that, we have removed calculators from national curriculum tests, and new maths GCSEs will be more challenging and will ensure vital numeracy skills. As my hon. Friend the Minister for Skills and Equalities has said, young people beyond the age of 16 without a good pass at GCSE are now required to continue with mathematics, and for those with a grade C or above, new core maths qualifications that include financial literacy will improve numeracy further.

[Tristram Hunt (Stoke-on-Trent Central) (Lab)]

The whole House is united in its horror at the attacks in Paris, which, sadly, form part of a growing tide of intolerance that seeks to undermine civil society by targeting symbols of pluralism and tolerance. As the right hon. Lady has highlighted, from the assault in the school in Peshawar, to the kidnappings of Boko Haram, to the murder of Jewish schoolchildren in Toulouse, Islamist terrorists hope to close down learning and debate. That is why it is more important than ever that we provide safe schooling for every English community. Following the question by my hon. Friend the Member for Brent North (Barry Gardiner), will the Secretary of State join me in supporting the work of the Community Security Trust in providing security for Jewish schools across the UK? Will she join the Labour party in committing to retaining the CST’s funding for the entire Parliament so that whoever wins the general election on 7 May, the Jewish community knows that the education of its children will always be protected by the British state?

[Nicky Morgan]

The hon. Gentleman is of course right to point to the terrible events in Paris and the importance of standing up for the values that we hold dear, including, obviously, freedom of speech, but also the values that we have previously discussed in this House and want to see taught in our schools: mutual respect and tolerance, democracy and the rule of law. I am happy to join him in promising to support the Community Safety Trust. I have already mentioned the £2 million per year provided since 2010 and the commitment already given by the Department for the next financial year.

[Tristram Hunt]

Last week the Secretary of State told the “Today” programme that 100,000 infants educated in classes of more than 30 represented a “very, very small number”. It is not a small number to every child in that class and every parent concerned about overcrowding. In his 2010 manifesto, the Prime Minister promised us smaller class sizes, but he has failed to deliver, instead wasting money on free schools, such as The Durham free school, in areas with surplus places. Will the Secretary of State now come to the Dispatch Box to apologise to the parents of pupils in Bury, where over 50% of local primary schools are over capacity; in Reading, where nearly 30% of local primary schools are over capacity; and, indeed, in Leicestershire, where 53.3% of local primary schools are over capacity? In their final months in office, how about the Government ending the ideology and putting school places where they are needed?

[Nicky Morgan]

I appreciate that the hon. Gentleman was not Secretary of State in the previous Labour Government, but let me remind him that they took away 200,000 primary places at a time of a baby boom, a rising population, and the uncontrolled immigration that took place under them. There are 11,400 fewer pupils in primary schools operating over their agreed capacity since 2010, and 31,900 fewer such pupils in secondary schools. If he wants to talk about this Government’s approach, he should look at the chaos created by the previous Government’s failure to plan for an increase in the population.

Preparing Young People for Work

Debate between Baroness Morgan of Cotes and Tristram Hunt

Wednesday 10th December 2014 Commons Chamber

[Tristram Hunt (Stoke-on-Trent Central) (Lab)]

I thank the Secretary of State for advance notice of this statement—on page six of The Sun. As we approach the 750th anniversary of the de Montfort Parliament, I would have expected a little more respect for this institution. Parliamentary democracy is, after all, a British value.

Education is the handmaiden of a competitive economy, but the Government’s education policy has systematically undermined young people’s preparation for the world of work. Secondary work experience placements have been scrapped; practical assessments have been removed; young apprenticeships have been devalued; and a teacher supply crisis looms in the STEM subjects so critical for this country’s future prospects. But it is the dismantling of careers advice that stands among the Government’s greatest crimes.

As the CBI has said, our careers advice system is “in severe crisis”. The Chairman of the Education Committee, who is not in his place, has said that the state of the careers service

“should shame the Department for Education”.

Sir Michael Wilshaw pointed out on the radio this morning that

“careers education is particularly bad”.

Famously, prisoners get more careers advice than school pupils under this Government.

The Opposition take these warnings seriously. That is why we want to see work experience guaranteed for every secondary school pupil; a governor responsible for enterprise and careers education on every governing body; new destination measures, so that all schools track pupils into work, apprenticeships and higher education; more support for innovative careers education charities such as Future First, which is doing such a tremendous job to spread alumni network opportunities to disadvantaged schools; and a vocational education system that spreads opportunity and excellence to those young people who want to pursue high quality apprenticeships.

Today’s announcement is perfectly welcome as far as it goes, but, to be frank, even for this Government it is pretty undercooked. What was the bidding process for the new company receiving £1.6 million of taxpayers’ money? What will the company actually do? What are its costs? What is its strategy? How will it stimulate “more and better activity”? What will its relationships with employers be? This is a piecemeal, scattergun approach. Astonishingly—it is very good see the Business Secretary in his place—the statement does not even mention local enterprise partnerships. If we are to have joined-up government on careers advice, I would have thought that at least the Department for Education and the Department for Business, Innovation and Skills could talk to each other.

In short, like the Secretary of State’s tenure in office, today’s announcement signally fails to rise to the challenge. The Secretary of State could have said something strategic about the competitiveness challenge we face. She could have highlighted Lord Adonis’s scheme for directors of enterprise, the CBI’s local brokers model or the Gatsby Foundation’s 10 benchmarks. Instead, she has retreated to the Tory comfort zone of Lord Young, whom we on the Opposition Benches remember for putting a lot of young people out of work. In a week when Britain faces a skills crisis and has had to import brickies from Poland, when the chief inspector of schools has highlighted the failure of Government policy in raising standards in secondary education, and when a leading head teacher has said the Secretary of State is “just not up to the job”, this country deserves better than this poorly thought through end-of-term initiative.

[Nicky Morgan]

I think that among all the rhetoric and playing to his own gallery the shadow Secretary of State actually welcomed the announcement. He represents the Labour party. As one of his colleagues said, the clue is in the title: it is all about representing working people. That is what we on the Government Benches are doing.

If the shadow Secretary of State wants to see a failure to prepare young people for the life of work, he ought to be thinking about the fact that under the previous Labour Government one in three of our young people were leaving primary school unable to read and write. That is a shocking statistic.

We have the lowest number of NEETs since records began. Yesterday saw the announcement of the 2 millionth apprentice. Those of us on the Government Benches want to go further. The Chancellor, in the autumn statement last week, confirmed his support for the employment of younger people through continued national insurance tax breaks. The shadow Secretary of State called for destination measures. He must have missed the announcement, because we have done that and we are going to enhance them. He called for support for careers organisations. That has been done and that is exactly what this organisation will do. The company will be an employer-led company. There will be an advisory board. The Government are backing and setting up the company, which has been called for by business organisations for many, many years. Some £20 million is being put behind this company and we will of course let the House know how that money is spent. I mentioned the £5 million investment fund. The company will of course work with the local enterprise partnerships, which are critical to supplying both investment in skills and local labour market information.

The shadow Secretary of State could have said something about his plan for education, but as always he retreated to his comfort zone. As always, he talked about some of the problems he saw, but said nothing positive about the hard-working teachers and school leaders up and down the country who have willingly taken this on and know best what is right for their students and the inspiration for their future. Today’s announcement is about making sure that schools broker good and deep relationships with employers and businesses, and that young people are inspired by all the options open to them in the future. All the shadow Secretary of State’s response showed was the continuing failure of the Opposition’s education policy, and the fact that he and the Labour party have no plan for young people.

Oral Answers to Questions

Debate between Baroness Morgan of Cotes and Tristram Hunt

Monday 1st December 2014 Commons Chamber

[Nicky Morgan]

At the heart of what my right hon. Friend is asking—I completely agree with it—is that we want every child in this country to go to a good or outstanding local school. I welcome diversity in our schools system. I also welcome the fact that, after four years of this Government, over 800,000—heading towards 1 million—more children are in good or outstanding schools receiving a life-transforming education to prepare them for a life in modern Britain.

[Tristram Hunt (Stoke-on-Trent Central) (Lab)]

A prep school in Hampshire that claims £180,000 tax relief just for showing its pupils’ art work on the walls; a ladies college in Yorkshire that claims £110,000 tax relief a year while profiting from renting out school facilities: enough is enough. Will the Secretary of State now join Anthony Seldon of Wellington college, head teachers at the United Learning trust and the majority of the British people in supporting Labour’s plans to break down the barriers in English education and require private schools to work alongside state schools to share best practice and raise attainment across the country?

[Nicky Morgan]

The hon. Gentleman appears to have answered his own question—in fact, his own policy—by pointing out the successful collaborative partnerships between private schools and state schools going on across the country. His previous school has decided that it will not be building any buildings or unveiling any statues to the hon. Gentleman any time soon. He ought to think about the Labour Uncut website, which said:

“It is not so much that Tristram Hunt has the wrong policies for education; it is that he appears to have none.”

Last week’s announcement has not changed that.

[Tristram Hunt]

This is the politics of the status quo. Once upon a time the Prime Minister said—[Interruption.] I thought Members on the Government Benches would want to listen to their Prime Minister. He said he wanted to end the “educational apartheid” between private and state schools. Now we have a Secretary of State afraid to take on the vested interests, happy to allow £140 million of tax relief a year without demanding partnership and progress. Is this a principled stand against our policy or, like her flip-flopping opposition to gay marriage, is she just waiting for more people to get in touch before she changes her mind?

[Nicky Morgan]

The hon. Gentleman has shown yet again by his question that he has no vision or plan for education in this country. He would be letting down the children of this country were he ever to be allowed anywhere near the Department for Education. In a recent GQ Magazine interview he said:

“But what I have found challenging is that you can be so busy without achieving much, meeting upon meeting and then I think, ‘Where is the outcome? What have I achieved?’ Sometimes you can tick boxes but not feel you have made progress.”

That, so far, is the story of Labour’s education policy.

Oral Answers to Questions

Debate between Baroness Morgan of Cotes and Tristram Hunt

Monday 27th October 2014 Commons Chamber

[Nicky Morgan]

My hon. Friend tempts me to speculate on the shadow Secretary of State’s qualifications to teach in schools. He is absolutely right that it is for heads and teachers to decide who is best qualified to teach in their schools. In state funded schools, 96% of teachers hold qualified teacher status. The figure is 97% in maintained schools and 95% in academies.

[Tristram Hunt (Stoke-on-Trent Central) (Lab)]

Last week, I visited schools in Warrington, Chester and Milton Keynes. Will the Secretary of State tell the House why children in those places do not deserve to be taught by teachers who can

“Adapt teaching to respond to the strengths and needs of all pupils”;

who can “Manage behaviour effectively”; and who can

“be aware of pupils’ capabilities…and plan teaching to build on these”?

[Nicky Morgan]

It is interesting that the hon. Gentleman should stick, yet again, to qualified teacher status. We all saw what happened when he tried to introduce his new policy of a Hippocratic oath for teachers, which was condemned by the “Left Foot Forward” blog as “patronising”. I see that he had to turn to Twitter for inspiration for his questions today. He could have asked questions about so many subjects. Instead, he talks about the 3% of teachers who are unqualified. Why does he not talk about the 97% of teachers in our schools who are qualified and who are doing a brilliant job? Why does he not talk about trusting heads and teachers to have the best possible qualified staff in their schools?

[Tristram Hunt]

What guff! Clearly the Secretary of State does not value those teaching skills. They are the criteria of the 2011 teaching standards that are used to determine qualified teacher status, which her Government have abandoned. Warrington, Chester and Milton Keynes have all seen rises in the number of unqualified teachers. Given that the quality of teaching is the most important determinant of success, will she confirm that the Tory party has gone soft on standards and is putting ideology above the interests of pupils?

[Nicky Morgan]

Well, what wishful thinking and, indeed, guff from the hon. Gentleman. If he wants to talk about the quality of teachers, he needs to look at the outcomes. This country has more good and outstanding schools than in 2010. He ought to listen to the families who want their children to be taught well. If he is so worried about unqualified teachers, what does he say to the schools in Stoke that allow him in to teach?

Birmingham Schools

Debate between Baroness Morgan of Cotes and Tristram Hunt

Tuesday 22nd July 2014 Commons Chamber

[Tristram Hunt (Stoke-on-Trent Central) (Lab)]

I join the Secretary of State in paying tribute to the work of Peter Clarke.

At the heart of the report is a devastating indictment of the Government’s schools policy, and the Government’s response is a structural admission of failure. Today, the Secretary of State has announced a new schools commissioner for Birmingham and endorsed Labour party policy. The free market model of schooling, pioneered by her predecessor, has been sunk by the events in Birmingham. Why not have a schools commissioner or a director of schools standards for Liverpool, for Manchester or for London?

Peter Clarke’s report reveals that coalition education policy is bust and has fomented the crisis in Birmingham. Clarke states:

“In theory, academies are accountable to the secretary of state, but in practice the accountability can almost amount to benign neglect where educational and financial performance seems to indicate everything is fine.”

However, we now know that everything was not fine. The truth of the matter is this: the chaotic, deregulated and fractured education policy the Government have pursued has increased the risks of radicalisation in English schools. Let us be clear: in 2010, the Department for Education was told by a senior Birmingham head teacher what was going on in Birmingham schools, and for four years it failed to act. I call that malign neglect.

First, will the Secretary of State tell us more about how the Department for Education inquiry into ministerial failings is proceeding? What evidence has it taken? Has Lord Hill given evidence? Sir Albert Bore has apologised on behalf of Birmingham city council, so will the Secretary of State apologise for her predecessor’s oversights?

Peter Clarke’s report heavily criticises the Government’s policy

“by which single schools are able to convert to academy status”.

Therefore, secondly, the Secretary of State’s predecessor thought that the security bar should be lowered for those seeking to convert schools to academy status, as in the case of Park View and Golden Hillock, compared with the bar for those seeking to establish free schools. Does she share that view?

Crucially, Peter Clarke finds that there was no

“suitable system for holding the new academies accountable for financial and management issues”.

He urges a clearer system for

“detecting changes in governance to make academies more effective in responding to warning signs”.

The commissioner is a right step, but will the Secretary of State admit that she cannot run tens of thousands of schools from behind a desk in Whitehall, which her predecessor failed to realise? Thirdly, therefore, will she now drop the dogma and agree to the Labour party plans for directors of schools standards—not the old local authority model, but a system of local oversight and accountability to give parents, teachers and governors a strong voice to support all schools and challenge low standards?

One disturbing element of Clarke’s report is his account of the introduction of an “intolerant and aggressive” Islamist ethos in Birmingham schools. Allegations of radical extremism and terrorism have proven to be unfounded, but there should be no place in an English school for segregation and the inculcation of a politicised version of Islam. It is right that schools in high-poverty and minority ethnic communities focus on achieving excellent academic results, but they must also provide the kind of rounded education that will ensure the success of their pupils in modern, multicultural Britain.

I welcome the Secretary of State’s support for changes for a “broad and balanced curriculum” in criteria for judgments by Ofsted. I am happy to support her framework discussions for no-notice inspections, and the misconduct reforms. However, one of the most pressing reforms we need to look at is our system of school governors—Clarke’s recommendation 10.

Beginning with the Labour party’s academies schools programme, successive Governments have sought to increase school autonomy. That has placed more onerous responsibilities on governing bodies without necessarily providing the relevant training and support. We do not want to overburden governors—we need to attract applicants for the job, particularly from minority ethnic communities—but we need to ensure a more professional, non-executive function in these roles. If the Secretary of State wishes to pursue a reform policy in that direction, she will have our support.

The story of Birmingham is the story of systemic failings in school oversight and accountability. The chickens have come home to roost on the Government’s free-for-all education policy. In our great second city, it is parents and pupils who have suffered the consequences.

[Nicky Morgan]

I thank the hon. Gentleman for some parts of his response to my statement. It is a great irony that in the middle he talked about dropping the dogma, given that he started by talking about a “devastating indictment” of schools policy. I refute that utterly, as do all Government Members.

I am glad the hon. Gentleman welcomed the move to have a broad and balanced curriculum, and for his support for no-notice inspections, on which we will consult, and on teachers’ misconduct. However, I think he misses the overall point. This is not a matter on which to be partisan. I think we can agree that there is absolutely no place for extremism in our schools, which is what he said. But in relation to governance, he will perhaps recall the point that Sir Peter Clarke made on page 90 of the report:

“I have seen no evidence to suggest that there is a problem with governance generally”—[Interruption.]

I suggest the hon. Gentleman reads page 90 again. Sir Peter Clarke went on:

“However, there appears to be a problem with certain governors in some Birmingham schools.”

What the hon. Gentleman failed to appreciate, in the tone of his remarks, was that this was a determined effort by a small number of people with a shared ideology to gain control of a small number of schools, irrespective of the interests of the local community. He is absolutely right to say that at the heart of this is the education of children and support for teachers and parents. We should start with children, not with faith.

The hon. Gentleman asked about the permanent secretary’s review in the Department. I am not going to pre-empt that review. I have said that I will come back to the House and discuss it when the permanent secretary reports. The hon. Gentleman talked about the schools commissioner, and I am glad he welcomes that appointment. Sir Albert Bore has agreed that we will work together on the appointment, who the commissioner will report to and the plan that will be put into place.

This is not a matter on which to be partisan. We must recognise the extremism that a small number of people thought they could perpetuate in our schools, much to the upset of members of the Muslim communities in Birmingham. The hon. Gentleman fails to recognise the work that the Government, the Home Secretary and all Ministers on the Government Benches have done to tackle anti-Muslim hatred and Islamophobia. I am sorry that the tone of his remarks does not reflect the seriousness of the situation.

Oral Answers to Questions

Debate between Baroness Morgan of Cotes and Tristram Hunt

Monday 21st July 2014 Commons Chamber

[Nicky Morgan]

I thank my hon. Friend and congratulate those schools in Crawley that took part in STEMfest and my hon. Friend, who is an excellent constituency Member of Parliament, on his continuing support for that valuable event. Such events provide students with an insight to future STEM careers and the importance of STEM to the UK economy. I hope those students who took part will be inspired to continue to study STEM subjects in the next stage of their education and beyond.

[Tristram Hunt (Stoke-on-Trent Central) (Lab)]

May I welcome the right hon. Lady to her new post? I also pay tribute to her predecessor. He was a man full of ideas; they just happened to be the wrong ones, which is why he had to go. After no change on AS-levels, work experience or free schools, will the Secretary of State explain to the House why she is also continuing with the flawed and unpopular policy of increasing the number of unqualified teachers in our schools? When will she make the break and put the interests of parents and pupils above those of Tory party ideology?

[Nicky Morgan]

I thank the hon. Gentleman very much indeed for his warm words. He started off so well, but the theatrics were typical of somebody who took part in the Cambridge Footlights when he was there. I am not going to take lessons from the hon. Gentleman—oh, no! Wait a minute. He does give lessons, as an unqualified teacher, doesn’t he?

[Tristram Hunt]

No change there, so let me try another question. The Government’s rushed curriculum changes risk undermining faith in the examination system, causing confusion for parents and pupils. Ofqual has already warned of greater than normal turbulence in examination results this summer. Is the Secretary of State fully satisfied that her Government’s changes will not compromise fairness and consistency as pupils receive their results in August?

[Nicky Morgan]

I would like to answer that question with a one-word answer: yes. I am not going to take lessons from the hon. Gentleman, because under this Government there are 250,000 fewer pupils in under- performing schools and 800,000 more pupils in schools that are rated good and outstanding. That is the legacy of my right hon. Friend the Member for Surrey Heath (Michael Gove), which I intend to build on.