Oral Answers to Questions

Debate between Caroline Nokes and Bill Esterson

Monday 17th October 2016 Commons Chamber

[Caroline Nokes]

There are opportunities in the Green Paper for exactly that sort of information to be fed back, and my hon. Friend the Minister for Disabled People, Health and Work will be delighted to provide as much support as is needed.

[Bill Esterson (Sefton Central) (Lab)]

My constituent John Mullen had been working abroad for two years when he fell ill earlier this year with relapsing-remitting multiple sclerosis. When he came back to this country, he was told that he would not qualify for personal independence payments until January 2018. Given what the Secretary of State has said about relaxing the cuts in welfare payments, will the Minister look at his case personally and make sure that my constituent has the money that he needs right now?

[Caroline Nokes]

As the hon. Gentleman knows, we cannot intervene in individual cases, but if he sends the detail of the specific problem with regard to those who have lived abroad and moved back, my hon. Friend the Minister for Disabled People, Health and Work will be delighted to look at it.

Education and Adoption Bill (Fourth sitting)

Debate between Caroline Nokes and Bill Esterson

Thursday 2nd July 2015 Public Bill Committees

[Bill Esterson]

I thank the Minister. He chaired both groups, so he is well aware of the good practice over a number of years of taking evidence from children and young people.

[Caroline Nokes (Romsey and Southampton North) (Con)]

I commend the hon. Gentleman for the work that he has done, through various all-party groups, for looked-after children or children in the care system. He will have listened to evidence from care leavers as a member of the Education Committee in the previous Parliament. Does he agree that it is not simply children currently in care who need a voice, but those who have recently left it?

[Bill Esterson]

The hon. Lady is absolutely right. We served together on that Committee in the previous Parliament. We held inquiries into leaving care and the quality of 16-to-19 care options and, indeed, a further inquiry into residential care. Previously, there was an inquiry into child protection. All those things are in the space that we are discussing under this aspect of the Bill and all will probably lend themselves to slightly fuller discussion under some of the other amendments. She is right to say that we should listen to what those who have left care have to say about their experiences. The experiences and life chances of children and young people who end up in the care system, whether they go on to be adopted or, we hope, into other forms of permanence, are affected very much, and for the same reasons. As parliamentarians looking to get this right for that group of children and young people, we should take every opportunity to listen to what children and young people and in particular, as she says, care leavers have to say.

Education and Adoption Bill (First sitting)

Debate between Caroline Nokes and Bill Esterson

Tuesday 30th June 2015 Public Bill Committees

[Caroline Nokes]

Q 66 We heard from the last panel—apologies, but this is again directed at Zoe—that geography is important when it comes to multi-academy trusts and that the region had an impact. It was easier to manage academies if they were in close proximity to each other. From your experience, what do you think there is by way of capacity in your area, were a number of the primary and secondary schools to be required to become sponsored academies? Is there the capacity there in the shape of sponsors?

Zoe Carr: One of the successes of the regional schools commissioner board for the north of England has been to increase the number of small sponsors coming forward who are prepared to take on one or two more schools. That has been a real benefit of the work that our regional schools commissioner has been involved in with the wider board over the past year that they have been in office.

I certainly see proximity as an important factor. We have staff who I know personally, because I have worked in each of the four schools. If I see a particular need on leadership in a school, we bring together our teachers and our leaders at all levels to work together to solve the problem, or to coach or to mentor. In that way, I have seen the rate of improvement in our schools go up much more quickly than if we did not have that talent bank within our organisation to draw on.

It is important that, within that local context, you stay connected to the local area. One of our schools is a teaching school, and we have lots of schools within the alliance that are both academies and maintained schools. It does not make any difference to me where the support comes from. We work with outstanding maintained schools and with outstanding academies to serve our own ends. Wherever the support is most appropriate, that is where the support will come from.

[Bill Esterson]

Q 67 Dr Major, the evidence that the Sutton Trust came up with suggested that, overall, multi-academy trusts—chains of academies—are not performing as well as local authorities, when it comes to looking after the schools they are responsible for. Given that academies are increasingly where we are going—and this legislation is going to accelerate that process—what is the answer? How do we make sure that sponsors improve so that they are outperforming the existing system?

Lee Elliot Major: We found that overall there was a variation. Some academy chains were doing incredibly well and improving attainment progress and others were not. We tried to look at the factors behind that. Basically, they are the things that we all know about: good leadership and a focus on teaching in the classroom. All our evidence suggests that that is the one major issue in schools. If you have good leadership that focuses on that, you will get results. It sounds simple, but that is the basic issue that the evidence throws up.

Over and above that, we found that the successful chains had steady growth. They were not taking on too many schools too quickly. They had a clear strategy for school improvement. They had geographical clusters of schools, which I think you were alluding to earlier.

What should you do to encourage that? I am in favour of Ofsted inspecting chains of schools as well as schools themselves. We are heading in that direction. We may come to this point later, but I think the accountability measure should explicitly look at disadvantaged students as well. When we talk about thresholds of 60% or 85% being over a certain grade, or progress measures, we should apply those to children as a whole, and also to those children from poorer backgrounds. I would therefore measure academy chains alongside those data.