Oral Answers to Questions

Baroness Stuart of Edgbaston Excerpts

Monday 11th November 2013 Commons Chamber

[Michael Gove]

I am grateful to my hon. Friend for raising that point. One thing that he has done consistently in his time in the House is to ensure that schools in garrison towns such as the one that he represents take appropriate account of the need of our armed forces and their children, particularly at times of movement and redeployment. I would be happy to talk to him more closely about how we can ensure not only that admissions arrangements but additional support are there for those families. We have introduced the service premium for the children of those in the armed forces. I hope that the introduction of that additional cash will help his constituents and those of every other hon. Member.

[Ms Gisela Stuart (Birmingham, Edgbaston) (Lab)]

Does the Secretary of State share my expectation that head teachers, when they exercise greater autonomy, take account of the needs of the area in which they teach and operate, which we are trying to achieve in Birmingham? Will he encourage them to do so?

[Michael Gove]

I absolutely would encourage them to do that. Let me pay tribute to the hon. Lady for her work in bringing teachers together in Birmingham to introduce the Birmingham baccalaureate, which is a perfect preparation both for the world of work and for further and higher education. One problem in Birmingham for many years has been a culture of underperformance in far too many schools, and that has been insufficiently challenged by the local authority. It should not have to fall to her to do the job that the council should have been doing, but if I would trust anyone to do that job instead of the council, it would be her.

Secondary Schools (Accountability)

Baroness Stuart of Edgbaston Excerpts

Monday 14th October 2013 Commons Chamber

[Mr Laws]

I am grateful to my hon. Friend for his comments. He is right that we need to guarantee confidence in the schools system about the job Ofsted does. I believe that, on the whole, it does an excellent job. He will be interested to know that, since the new chief inspector took over at Ofsted a couple of years ago, he has very significantly increased not only the number of former head teachers who work for it, but the number of existing senior school staff who act as Ofsted inspectors. I would be happy to write to my hon. Friend to update him on that information, because there has been a radical change in a short period.

[Ms Gisela Stuart (Birmingham, Edgbaston) (Lab)]

I wish the Minister well in developing his destination measures, particularly on employment. If he wants to know how schools can prepare, I invite him to come to Birmingham to see how the Birmingham baccalaureate brings the world of work and schools together. That might give him a pathway to copy elsewhere.

[Mr Laws]

I would be delighted to come to Birmingham.

Oral Answers to Questions

Baroness Stuart of Edgbaston Excerpts

Monday 22nd April 2013 Commons Chamber

[Ms Gisela Stuart (Birmingham, Edgbaston) (Lab)]

Heads used to turn to the local education authorities for support in dealing with underperforming teachers. Under the Secretary of State’s new regime, who would he expect academies and free schools to turn to?

[Michael Gove]

As the hon. Lady knows, the Birmingham authority does not have a particularly good record, whether under Labour or the coalition, in providing an appropriate level of challenge. In Birmingham, it is head teachers who are providing the opportunity—people like Sir Christopher Stone are doing a fantastic job in making sure other schools improve—and the best school in Birmingham, Perry Beeches, has now opened a free school, which is showing the way. If we empower teachers in the spirit in which the hon. Member for Huddersfield (Mr Sheerman) suggests, we can do a lot more to raise standards than we ever did when we empowered bureaucrats.

Apprenticeships

Baroness Stuart of Edgbaston Excerpts

Thursday 14th March 2013 Commons Chamber

[Matthew Hancock]

Yes, I will.

[Ms Gisela Stuart (Birmingham, Edgbaston) (Lab)]

I served an apprenticeship, albeit in Germany. The success of apprenticeships in Germany is the result of the fact that they are not seen as an alternative for those who cannot go to university, but are seen as an alternative route to achieve the same aim. Will the Minister continue to stress that apprenticeships can be an alternative route, and that this is not just a question of either/or?

[Matthew Hancock]

I stress that as much as I possibly can, and the hon. Lady is well placed to make the case too.

Exam Reform

Baroness Stuart of Edgbaston Excerpts

Monday 17th September 2012 Commons Chamber

[Michael Gove]

I take my hon. Friend’s point. When I was re-reading Mike Tomlinson’s report into what went wrong with A-levels under the last Labour Government, I noted that he made the point that it is very difficult for the public to understand how exam boards convert raw marks into particular scores and then particular grades. It is an opaque process that impedes understanding. I think that my hon. Friend the Member for New Forest East (Dr Lewis) made the point that greater granular detail about attainment can help us all understand how marks are awarded. The simplicity that my hon. Friend the Member for Bury North (Mr Nuttall) wants is not always available to us, but we should aspire to it.

[Ms Gisela Stuart (Birmingham, Edgbaston) (Lab)]

Employers in places such as Birmingham tell me that new industries, particularly social media and the computer programming and gaming industry, often look for aptitude in such skills as programming and coding. They say that none of the current examination systems reflects that sort of aptitude. Will the Secretary of State’s reforms to the examination system take those areas into account, accommodate new skills and provide a test for them?

[Michael Gove]

The hon. Lady is right. In January, in response to the Livingstone-Hope review, I announced that we would disapply the current ICT curriculum, which did not provide the sorts of skills that the hon. Lady mentions, and that we would develop new computer science specifications. That announcement was widely welcomed, and I have been working since then with Ian Livingstone, Microsoft and others to ensure that we can provide people with the coding skills with which they were not provided in the curriculum that we inherited.

Secondary Education (GCSEs)

Baroness Stuart of Edgbaston Excerpts

Tuesday 26th June 2012 Commons Chamber

[Michael Gove]

In a second.

It is for that reason that we introduced the English baccalaureate measure, in the teeth of opposition from the Labour party—both sides of the coalition determined to redress that decline. What has the result been? In two years, we have already seen the numbers taking languages up by 21%; taking history at GCSE up by 26%; taking geography up by 70%; and taking physics, biology and chemistry up by more than 70%. What we have seen as a result of that determined change to the way in which we set aspiration for our young people is improved social mobility—Liberals and Conservatives working together in order to achieve it.

[Ms Gisela Stuart (Birmingham, Edgbaston) (Lab)]

I remember contributing to an Adjournment debate about the dropping of foreign languages, but how will the Secretary of State deal with a situation such as that in Birmingham, where in about half of our schools English is the second language? Will his proposals fit in with their first language and with English as their second, or will his crude measure of just any other foreign language actually not address the problem of learning the skill of a second language?

[Michael Gove]

I have enormous respect for the hon. Lady, who makes a very important point about Birmingham. It is the youngest city in Britain, and its multicultural traditions are part of its strength, but it is important to recognise in Birmingham that, although there are some excellent schools, such as Perry Beeches and Arthur Terry, there are some underperforming schools.

The excellence of a school is not, however, related to the number of children who have English as an additional language; all research shows that such children are just as capable of succeeding as children from any background. What matters is the quality of the school, not the nature of the home background, and what matters for all children in the 21st century is developing the language skills that will enable them to take their place in university or in the modern workplace. That is why it was a disaster when language learning was dropped under the previous Government, and why it is so welcome that the coalition Government have seen it restored.

Some people will ask why, if performance in those core GCSEs that matter so much declined, the headline figures for GCSE performance improved under Labour? What was going on? What was filling that gap? The truth is that we had a growth in so-called equivalent exams, which were called vocational although most employers did not rate them, and which were called equivalent to one or more GCSEs when most employers and colleges did not believe that they were. They have been eloquently criticised by the hon. Member for Stoke-on-Trent Central (Tristram Hunt), by the right hon. Member for Sheffield, Brightside and Hillsborough (Mr Blunkett) and by Professor Alison Wolf in her universally praised report on vocational qualifications. There was fantastic growth in low-level qualifications under Labour, most of which, she says, had

“little to no labour market value.”

In 2004, students were taking just 15,000 of those qualifications, and then the Minister for Schools changed the rules. The then Minister for Schools is now the hon. Member for Liverpool, West Derby, and as a result of those changes a certificate in nail technology counted as two GCSEs, a diploma in horse care counted as four GCSEs and, by 2010, where previously 15,000 such qualifications had been pursued, 575,000 were being taken, crowding out real study, driving rigour to the margins and holding back social mobility.

Incentives were created by government which, as Alison Wolf points out,

“deliberately steered institutions and, therefore, their students away from qualifications that might stretch (and reward) young people and towards qualifications that can be passed easily.”

She says also that, of the current cohort of children between the ages of 16 and 19,

“at least 350,000 get little to no benefit”

from such qualifications.

--- Later in debate ---

[Michael Gove]

It is perfectly clear what we need to do to get more children to pass more exams: we must press ahead with the reforms that we have introduced to create more academies and free schools, to get better teachers in our schools, to have continuous professional development in which we invest in the very best people, to expand the Teach First programme, and to ensure that we have a relentless focus on raising the bar. Complacency on performance in our schools will lead us only to continue to be backmarkers. One point I would make to the Chair of the Education Committee and the House is that some schools manage to do every bit as well as schools in Singapore by getting 80% or more of their students to five good GCSEs or equivalents. We should ask ourselves why more schools are not doing as well as them. The whole point of the Government’s education reforms is to ensure that we raise standards for all.

The Chair of the Committee asked what the Government will do to change things. We have already taken some steps. We have banned modules and re-sits, and introduced the English baccalaureate to put a stress on rigorous subjects. It is not clear whether the Opposition agree with us. We have explicitly said that we believe there is a case for one exam board per subject in English, maths and science. The Opposition inched towards agreeing with us, and I hope we can reach a consensus.

One problem I have in attempting to tease out where the Opposition stand in order to build the consensus we all want is that whenever the Government put forward a case for reform, it is difficult to know where the hon. Member for Liverpool, West Derby stands.

[Ms Gisela Stuart]

The Secretary of State mentioned Alison Wolf. He wants to be the great radical, but he must recognise that he needs to widen the skills base. He must show the House that he is attempting a dual system rather than a two-tier system if he prays in aid Alison Wolf.

[Michael Gove]

I would never accuse the hon. Lady of falling into the fatalist camp, but some do. The fatalist position—that we cannot improve—was touched on by my hon. Friend the Member for Beverley and Holderness (Mr Stuart), the Chair of the Education Committee, but I believe Andrew Adonis, who said: “The fatalists who say”—[Interruption.] As Front Benchers say, “If the cap on aspiration fits, wear it.”

Andrew Adonis has said:

“The fatalists who say that countries with strong academic school traditions cannot create, in a short timescale, quality vocational education institutions and pathways with real prestige should take note. It is being done abroad and must be done here.”

It is being done here through the introduction of university technical colleges, and through the development of studio schools, which were introduced by the Government of Andrew Adonis and expanded massively by this one. It is also being done with a review of vocational qualifications, which will mean that apprenticeships are at last possessed of the rigour that all hon. Members might expect, but which did not happen under the previous Government. Thanks to the Minister for Further Education, Skills and Lifelong Learning, we have extended a requirement so that all apprenticeships will be for 12 rather than just six months. We have also extended the important work-related learning in apprenticeships. I acknowledge that there are improvements to be made, but the Holt and Richard reviews will ensure that we make them.

If those improvements are to be enduring and if we are to succeed, if the university technical colleges and studio schools are to succeed and take root, and if the changes we are making in the academies programme are to succeed, such as the welcome addition of the Liverpool college—an independent fee-paying school—to the state sector, which was welcomed graciously by the hon. Member for Liverpool, West Derby, we need, as Andrew Adonis pointed out today, a consensus in the House.

In calling this debate, the hon. Gentleman has asked Parliament to approve certain propositions. Let us try to approve certain propositions on where Labour stands on critical issues.

Oral Answers to Questions

Baroness Stuart of Edgbaston Excerpts

Monday 27th February 2012 Commons Chamber

[Mr Gibb]

I am delighted that Bishop Perowne college received its academy order in January to convert to academy status, and that as my hon. Friend says, it will do so with the support of King’s school, the university of Worcester and Yamazaki Mazak. I strongly encourage other public-private partnerships to come forward to support academy conversions and share their expertise in that important part of our school reform programme.

[Ms Gisela Stuart (Birmingham, Edgbaston) (Lab)]

Presumably, the Minister would expect local authorities to have some strategic view of what should happen to academies in their area. Next time he talks to Birmingham city council, and to councillors Les Lawrence and Mike Whitby, if he can find out what their strategy on academies is, I would be grateful if he passed it on to me.

[Mr Gibb]

My right hon. Friend the Secretary of State has had very good meetings with councillors in Birmingham, and I hope that all local authorities will work constructively with the Department as we seek to tackle underperforming schools in the schools network.

School Funding Reform

Baroness Stuart of Edgbaston Excerpts

Tuesday 19th July 2011 Commons Chamber

[Michael Gove]

Absolutely. It is critical that we recognise that some schools that have not received the investment that they need are special schools—or, indeed, schools with a large proportion of students with special educational needs. We will ensure that the scheme takes account of their specific needs.

[Ms Gisela Stuart (Birmingham, Edgbaston) (Lab)]

I would expect Birmingham to be one of the local authorities to benefit from the Secretary of State’s announcement of extra funding in areas that require extra places. Given Birmingham’s Lib Dem/Tory-controlled administration’s ability not to do what Government want them to do, irrespective of which party is in government, will he keep a close eye on it so that it does not waste the money that it did on BSF, and spend a million on architects when it comes to bidding for money for extra places?

[Michael Gove]

As my noble Friend Lord Adonis has pointed out, education in Birmingham needs many things to change, and I suspect that the hon. Lady and I know just how much change is needed.

Academies (Funding)

Baroness Stuart of Edgbaston Excerpts

Thursday 16th June 2011 Commons Chamber

[Mr Gibb]

My hon. Friend raises a good point. That is how the system is supposed to work, and how it does work. Academies are funded on the same basis as maintained schools; however, they have more control over that element of funding which is currently spent by the local authority on those central services provided by the academy. That is all that is meant to happen with the funding system. It is the complexity arising from that system and the fact that local authorities are funded by both the Department for Education and the Department for Communities and Local Government that has led to problems. However, this is an issue that we are tackling and sorting out.

[Ms Gisela Stuart (Birmingham, Edgbaston) (Lab)]

Even though the Secretary of State is in Birmingham, just in case he does not get a chance to talk to Councillor Les Lawrence, who recently complained bitterly on the front page of The Birmingham Post about significant hidden costs in the academies programme that leave local education authorities out of pocket, can the Minister address those concerns and say what the Secretary of State’s answer to Les Lawrence would be if he has the chance to talk to him today?

[Mr Gibb]

We have talked to Les Lawrence on many occasions. He raises an important point, which is that when the top-sliced funding for local authority central services is taken away from local authorities, there is an issue about how we allocate those savings across local authorities. That is the issue on which there has been correspondence with those local authorities. We are reviewing the position to ensure that we do not leave local authorities in a position from which they cannot fund the central services that they continue to provide to maintained schools, as well as those that they continue to provide to pupils attending academies.