Achievement Gap in Reading

Debate between Graham Stuart and Barry Sheerman

Thursday 4th September 2014 Commons Chamber

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

My apologies, Madam Deputy Speaker, for my slightly late arrival. When the annunciator screen suddenly changes, it is quite a trek to get here on time from the fifth floor of Portcullis House. I also apologise to the right hon. Member for Mid Dorset and North Poole (Annette Brooke), who brilliantly achieved getting this debate.

I do not want to repeat what other people have said, so I shall rattle through some of my pet theories. Four of us in the Chamber served together on the Children, Schools and Families Committee; we know each other well. This terrible gap in achievement starts very young, and too often we are not honest with parents about what happens in the antenatal and perinatal period. Fetal alcohol syndrome is well known: a pattern of mental and physical deficiencies caused by drinking while pregnant, it is seen physically in stunted growth, small head circumference, skin folds at the corner of the eye, small eye openings, short nose and thin upper lip, and mentally in damage to the central nervous system and brain that can lead to the loss of fine motor skills, hearing loss and poor hand-eye co-ordination. Smoking and drug taking during pregnancy also have an effect. That is relevant to the achievement gap because all the evidence shows that children from disadvantaged backgrounds are more likely to have parents who drank or smoked during pregnancy. We need better education and support for parents of all backgrounds, and we have to be absolutely blunt with our constituents—be honest about what damage is done before a child is even born.

As has already been said, early years stimulation is important. Many of us learned at the knee of Professor Kathy Sylva, of Jesus college, Oxford. She guided me around primary schools, which I knew little about. She taught me how to read a primary school and a classroom. She took us to Denmark and showed us how having highly motivated, well-paid and well-trained people in early years is absolutely brilliant, and when people are low paid, not trained and lacking in the relevant skills, they do not make the difference to children’s lives that they should do. Good, well-trained, well-paid staff—it is not rocket science. People say it is expensive, but if they can do it in Denmark, why can we not do it here?

I will finish on something that still bugs me from my days as Chair of the Children, Schools and Families Committee—something on which the present Chair of the Education Committee and I disagreed in those days. I am very worried that we do not know where a number of children in our country are or what stimulation and schooling they are getting. I am really worried about home schooling. In my constituency and others, I find a lax attitude to home schooling, and the ease with which people can say a child is being home schooled is dangerous territory. When it was confined to a small number of middle-class families who thought their child might be bullied at school and needed that home support, it was perhaps something we could tolerate, but I always thought that we ought to know where every child is in this country—

[Mr Graham Stuart]

Will the hon. Gentleman give way?

[Mr Sheerman]

I will not, because I have only six minutes. I always thought that we ought to know where every child is in this country, how it is being supported, how it is being stimulated and how it is being treated. I am increasingly concerned about the large number of children now being home schooled. Their number is growing rapidly.

I am also worried that people from a strong faith background are choosing to use home schooling. I see it going on in my own community and know it is going on in other communities. I have a lot of evidence that the home school is not genuinely in the home, and the children are ending up in scruffy little back rooms being taught in a way that I do not approve of. I believe that we should know what children are being taught and how they are being taught.

--- Later in debate ---

[Mr Stuart]

Will the hon. Gentleman give way?

[Mr Sheerman]

I will, very briefly.

[Mr Stuart]

I think the hon. Gentleman will get an extra minute if he is lucky. May I say to him that I do not believe he does have an evidence base of any sort for these slurs against home-educating families up and down the country? Why do we not seek a point of agreement that what we should do is try to establish a better evidence base about what is happening in home schooling? If we did that, we could talk on the basis of evidence, rather than slur and anecdote.

[Mr Sheerman]

When the hon. Gentleman and I were on the Select Committee looking at this subject we disagreed, and we will continue to do so. The increasing evidence of the larger number of home schooled children is a worry in any society. This week, we had a statement on what was happening to children in one town. I believe we have a duty as parliamentarians to know where every child is, what the curriculum is and what the qualifications are of the people looking after them.

I do not want to make this too party political, but one of the things that we know worked with disadvantaged children was good Sure Start programmes and good children’s centres that were available to support those who did not have much of a home environment—who did not even have the English language at home, where the television was on in a foreign language—and went to school ill prepared to start learning. Those children’s centres were based on evidence and research by people such as Kathy Sylva and Naomi Eisenstadt. Where they are well staffed and well resourced, they make a magnificent difference to the lives of children in the very deprived communities we are talking about. My research shows that about a third have closed down since 2010, and many are under-resourced and do not have the facilities they used to have.

Any Government elected at the next election have to go back to the concept of children’s centres and Sure Start. They were not perfect and can be improved—everything can be improved—but I want to see little children in those children’s centres, run by highly qualified, highly motivated, well-paid people. When I first became Chairman of the Select Committee, I used to go to schools before the introduction of the minimum wage, and people said, “It’s terrible. The minimum wage will ruin early years care because we are only paying £1 an hour.” I believe that with the minimum wage, the transformation of early years education is halfway there, and we want to go the rest of the distance.

Apprenticeships

Debate between Graham Stuart and Barry Sheerman

Tuesday 12th March 2013 Commons Chamber

[Michael Fallon]

indicated assent.

[Mr Sheerman]

The Minister said he would not give way to anyone.

[Mr Stuart]

The hon. Gentleman is clearly wrong. My right hon. Friend is prepared to give way and I congratulate him. He may not know that my constituency has the highest number of adult apprenticeship starts, and overall has one of the highest numbers in the country. I congratulate him and his colleagues on increasing the number of apprenticeships and ensuring quality. Does he share my surprise that the hon. Member for Streatham (Mr Umunna) does not mention the tripling of apprenticeships that has occurred in his constituency since Labour left power?

Education Bill

Debate between Graham Stuart and Barry Sheerman

Wednesday 11th May 2011 Commons Chamber

[Mr Stuart]

The hon. Lady makes some fair points. Certainly the right of the child is central, but I believe that the parent is the best protector of that child’s needs. Of course, the local authority has a role in intervening when there is problem. However, fewer than half the children in this country get five good GCSEs as a result of compulsory state schooling for 11 years, so the state is hardly in a position to lecture parents who make a massive sacrifice to find ways of educating their children themselves. Furthermore, according to all the evidence that I have seen, there is no suggestion that home-educating parents—although they might be rather radical and act in ways that would not fit with my idea of how to educate a child—do a worse job for their children educationally than the state; quite the opposite, in fact.

It is interesting that, although Badman selectively quoted evidence from New Zealand, he failed to mention that, just before he produced his report, New Zealand scrapped the registration guidelines that formed a central part of the report.

[Mr Sheerman]

Will the hon. Gentleman give way?

[Mr Stuart]

Before I give way to the former Chair of the Select Committee, I must deal with the point on which I disagree most with the hon. Member for Wigan (Lisa Nandy). She has done what Badman did, and what the former Secretary of State did under the previous Government, which is to conflate child abuse with home education. Education and welfare are two separate things. Contrary to what Graham Badman stated in his report, and failed to substantiate in the Select Committee, there is no evidence that home-educated children are more subject to abuse than children in general. When there is a risk, local authorities have all due powers to intervene, and so they should. When such evidence arises, the authorities can and should go in to ensure the protection of the child. However, we cannot have the suggestion that home-educating families are linked to a problem of abuse. Nothing could be further from the truth, and it is important to nail that fact. We must not do as the previous Home Secretary did, which was to smear the reputation of home-educating families by suggesting that there is a problem, because there is no evidence for that.

[Mr Sheerman]

I do not think that the hon. Gentleman means to do so, but he is being a little misleading about what happened in the Select Committee inquiry, in which he failed to persuade the majority of the Committee of his views on this subject. Many of us on the Committee took a rather different view and wrote the majority report along those lines. What he gets wrong is the balance. This is not about a balance between abusive parents doing dreadful things to children, on the one hand, and the local authority letting them down, on the other. Rather, we found a lot of evidence to show that what was supposed to be home education actually did not amount to very much at all.

[Mr Stuart]

The hon. Gentleman is incorrect on the central point. Although the report did not take the same form as it would have done if I had written it alone, the central point about the need for registration and licensing of families that want to educate their own children was rejected by the Select Committee—it was Labour-dominated and chaired so ably by him. That point was rejected, and the report said no to the central recommendation of Badman. The previous Government still pursued that recommendation, but it was—eventually and rightly—thrown out by Parliament before the last election.

[Mr Sheerman]

Of course we rejected that element of policy, and quite rightly, but that is not the case that the hon. Gentleman is making. It is a serious concern if we do not know what kind of syllabus or stimulus children will get in the home education environment. Children’s education, and not just their welfare, is their right. The hon. Gentleman is trying to turn the issue into one of welfare against education, but that was not the line that we took.

[Mr Stuart]

The hon. Gentleman is entitled to his views on how current regulation should be changed. That, after all, was what the Badman report and our Select Committee report were all about.

What I am discussing today—I do not want to take up much more time—is the current law, which is clear, although it is not properly represented by many local authorities. I will not go through all the legal aspects, but I will mention the 2007 guidelines on elective home education for local authorities, which were produced by the Department for Children, Schools and Families in 2007. It is still available on the departmental website, subject only to the need for an update to take into account changes in the rules governing children missing from education. The report stated:

“Local authorities have no statutory duties in relation to monitoring the quality of home education on a routine basis.”

If there is no evidence that education by home educators is inferior to that provided by the state, what is the role of the state? Apparently it is to stick its nose into families that have often been let down by the same instruments of the state and impertinently to try to impose exactly the same kind of regimented approach to education that failed for those children. That is why the parents made the massive sacrifice of taking their children out of school in the first place.

We must defend freedom and a principle that is perhaps even more important than that, which is that the law, as it stands, must be enforced. If the hon. Member for Huddersfield (Mr Sheerman) wishes to campaign to get it changed and is successful in convincing this place, what he wants will then become the law. Local authorities must honour and observe the law as it stands and not overstate it because they happen to agree with the hon. Gentleman. They cannot make the law up as they go along because they do not like the current settlement. The current settlement is clear: local authorities have no statutory duties in relation to monitoring the quality of home education.

I have already dealt with Tameside, so let me touch quickly on Barnsley. Its elective home education information leaflet says that

“the law allows parents to educate their children at home instead of sending them to school, if they fulfil certain conditions.”

That is subtly done. I am not sure whether it is strictly inaccurate, but it is suggestive enough to make it sound as though the council decides whether those conditions are fulfilled. It goes on to make it clear that that is precisely its conclusion:

“Barnsley MBC will need to be satisfied”—

in other words, the council will need to be satisfied—

“that a child is receiving suitable education at home, and the Assessor”—

these people are even called assessors; who do they think they are?—

“will ask to meet with the family in order to talk to the parents and to look at examples of work and learning.”

That is beyond the law. I want the Minister to confirm that he will make sure that local authorities no longer produce misinformation like that and use it in order to abuse their power over families.

Sheffield provides another example. Parents there are told:

“You must show that the opportunities being provided are helping your child to learn and that development is taking place appropriate to their age, ability and aptitude.”

It is fair enough for parents to have a duty to provide suitable education and meet those requirements, but local authorities have no right to interpose themselves and decide that that is not happening. If they have reason to believe that suitable education is not being provided, they have a duty to challenge, but only in that event. They do not have the right routinely to monitor and interfere.

Sheffield city council continues:

“The Children Service Authority (CSA) is responsible for ensuring that the arrangements provide a suitable education for your child.”

That is not true.

“When you have given the CSA a plan stating your ideas an appropriately qualified”—

unlike you—

“Senior Inclusion Officer (SIO) will arrange an initial home visit and make a preliminary assessment”—

in your home—

“of the education provision the child is receiving.”

It is disgraceful.

South Gloucestershire council is advertising for someone who will provide

“information, support and challenge to parents…The service is responsible for assessing the suitability of the education provided to children educated at home”.

The Lancashire local authority, in one of the most egregious examples, states:

“Lancashire Officers will take the lead on this because they have the responsibility to ensure the safety of all children as well as to monitor the quality of education received by children educated at home.”

That is a nice one, neatly conflating the issues of safety and home education. No one has yet arrived at my house during the summer holidays just to check up on the safety of my children, who are, after all, spending months at home with me. Who knows what my wife and I might get up to, or what the younger or older sister might do? Who knows what visiting relatives might do? What we need are visitors from the local authority, just to make sure. I do not want people such as the director of children’s services in my local authority to lose a moment’s sleep because they feel that they are not pursuing every possibility of intervention to cover their own backsides and telling me how I should run things in my own home. That is precisely what the local authority suggests should be done in the case of home-educating parents, who deserve its intervention no more than the rest of us. The document continues:

“Thus, when a practitioner or professional becomes aware that a child is being educated at home, they should use local information sharing arrangements to help the Lancashire Authority to fulfil both its duty to be confident”—

so it has a duty to be confident now—

“of the well-being of the child and its duty to assure the quality of the education provided.”

That, too, is not true.

As far as I can tell from one evening spent looking at their websites, council after council is entirely misrepresenting the legal position, and I hope that the Minister will put that right.

--- Later in debate ---

[Mr Stuart]

I have a great deal of respect for the hon. Gentleman, who is a distinguished member of the Select Committee and who brings years of experience of education to it, so I hesitate to say what I am about to say. However, he is suggesting, as a Labour Member of Parliament, that working-class families involved in home education should be treated with more suspicion than those in better-off areas, that they are not to be trusted with the education of their children, and that inspectors and assessors and all those other people with acronyms should be wandering into their homes, because of—my God—what they might do to their children.

I have given a great deal of thought to these issues. There are many armchair theorists—I met many of them when we were debating the Badman review—who have not looked at the data and the research, who have not tried to meet home-educating families to discuss their problems and who have not met local authority officers, who deal with difficult cases such as home-educating households where children are abused and are not given an education. There are real difficulties and challenges, but we cannot deal with them from an armchair. If the hon. Gentleman follows that advice, I hope that he will come round to my point of view that the current law is appropriate but should be enforced, and that we cannot allow local authorities to continue to abuse their position and bully parents.

I congratulate the Minister on having listened. He listened carefully to families and to representations from Members both during the passage of the Children, Schools and Families Act 2010 and since then. He listened to representations on the 20-day rule, of which I myself was in favour until I listened to the arguments and was able to follow the evidence and look at the links to the consultation and the response, which I either did not know about or had forgotten.

There is a strong message here. We must listen to these families, and we must support and respect them. We must have challenge that is appropriate, but we must not allow those in power to abuse that power and overstep the mark.

[Mr Sheerman]

I do not quite know how to follow that speech. The hon. Member for Beverley and Holderness (Mr Stuart) was a very good member of the former Select Committee, which I chaired. He was always an excellent contributor, but he always got the issue under discussion out of proportion. There has been a full Select Committee report, and I hope that people will read that as well as pay attention to the hon. Gentleman’s speech today, at one stage of which I thought the men in white coats might be coming.

When the Committee was looking into this matter, I got the feeling that the hon. Gentleman was rather taken over by the home educators. Home educators are very good when they are good, but there is evidence, in the Badman inquiry and elsewhere, that there are all sorts of people who use home education because they do not want to send their children to school yet do not want to be prosecuted. Home education is a right, but if people take up that right they must also accept that they have a responsibility to offer the children in question a coherent and stimulating educational programme, and I believe that local authorities have the right to check on that, in the most sensitive way possible. I therefore hope people make a balanced judgment of his new clause 22.

The previous Select Committee spent a lot of time on these matters. One of the great victories for those of us who work on Committee reports is someone taking notice of what they say. That is wonderful, although normally there is about a two-year time lag before notice is taken. I think our report on admissions policy was one of our best, with recommendations such as giving teeth to the schools adjudicator post and making sure that the code of admissions is obligatory and schools do not merely have to take note of it.

When we conducted our inquiry, I was amazed to discover that really nice people—really nice heads and educators—would bend every rule to get the selection process that suited their school. That was the case even for head teachers who looked as though they came from central casting and seemed to conform to the stereotype of the good, confident head teacher. I remember asking one particular lady, “How many looked-after children do you have at your school?” “None”, she replied. I then asked, “How many children with special needs?” She said: “Very few.” My next question was: “How many children on free school meals?” We found that the school did not have any children in that category. I therefore asked whether or not the school had taken notice of the code, to which she said, “Yes, we took note of it.” That is all anyone had to do; that is why the code was not working. Our Committee recommended that if we were to have a code, people should have to take notice of it, and if they did not, the schools adjudicator could say, “Come on! There is a code and you should obey it.”

Sure Start Children’s Centres

Debate between Graham Stuart and Barry Sheerman

Wednesday 2nd March 2011 Commons Chamber

[Mr Graham Stuart (Beverley and Holderness) (Con)]

Thank you, Mr Speaker. It is a pleasure to take part in a debate which will, I hope, rise above semantics. I do not know whether “initiation” is a partial word or not; I suppose it depends very much on what ceremonies one has undergone earlier in life.

This debate takes place in the context of a crisis of confidence in our education system and, more broadly—if I may pick a few headings at random—in our society’s ability to raise children so that they achieve, enjoy life, are safe and healthy, make a contribution, and go on to prosper. The PISA—programme for international student assessment—tables to which the Government frequently refer indicate that, on a comparative basis, this country’s performance has declined.

The first 10 years of the last Government, between 1997 and 2007, preceded the credit crunch. I should it put on record, in my party’s interests, that the period of solid economic growth between those years had begun in 1992. During that period, the number of young people aged 16 to 24—pick your age range—who were not in employment, education or training remained about level, but once the credit crunch arrived it spiralled up, and now as many as 1 million young people may not be in apprenticeships, at college, at school or in a job. That is a pretty tragic situation.

I have always believed that those who seek a crude proxy to measure the effectiveness of an education system should consider not so much the outcomes of those who go to Oxbridge—important though that is—or those who go to universities in general as the number of young people who end up as NEETs. We engage in an annual argument about whether exams are becoming easier, and how we are placed in comparative terms. I used to point out to Labour Ministers in the Select Committee that existed under the last Government that the system of which education forms a part was intended to deliver Every Child Matters outcomes, and to ensure that young people were able to go on to prosper in life. They cannot do that—and, indeed, they are signally failing to do it—if they end up as NEETs.

As I have said, those who seek the best proxy to measure the effectiveness of society’s systems for bringing up children—which, I suppose, include families—should consider the number of NEETs. That number is at a record high, and we need to tackle it. However, we are also concerned about social mobility, and the fact that our record on teenage pregnancy, fatherless households, drug use and other issues connected with social breakdown and social failure is not good in comparison with the records of other European countries.

The intellectual running under the new Conservative-Liberal Democrat coalition Government seems, ironically enough, to be being made largely by current and former Labour Members of Parliament. I am pleased to see that the right hon. Member for Birkenhead (Mr Field) is present. Whether we cite the Field report, the Allen report on early intervention or Alan Milburn’s report on social mobility, it is clear that a huge amount of work is being done, which indicates a general consensus in the House that we should try to become more effective.

The Select Committee produced its report as the Labour Government moved towards their target for full service delivery, which was at least 3,500 centres. I believe that there are now more than 3,600. Having initially established children’s centres in the most deprived parts of the country, the Government wanted to ensure that they existed in every part of the country. While it is fair to say that they wanted to provide a universal service, their rationale for taking Sure Start everywhere was the need to reach the poorest and most disadvantaged children in areas that were not themselves generally disadvantaged. They recognised that if they focused only on the most disadvantaged areas, many children elsewhere would be missed out.

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

Will the hon. Gentleman give way?

[Mr Stuart]

I will happily give way to my predecessor as Chair of the Select Committee.

[Mr Sheerman]

May I ask the hon. Gentleman to think again about what he has said? According to evidence given to the Select Committee, most children from deprived backgrounds lived outside the 500 most challenging wards in the country. That was the point: more young people with deprived backgrounds lived outside than inside the targeted areas.

[Mr Stuart]

The hon. Gentleman is, of course, right, and if I suggested otherwise I did not mean to. I meant to say that the main driver was not the need to provide a universal service, but the need to reach poor children wherever they were. In rural constituencies such as mine, which may in general contain high levels of wealth, there are still many people from poorer families. The aim was to provide a universal service that would reach those people, but the Committee concluded that the policy had not been as effective as we should have liked it to be.

I hope that we shall learn from Ministers today about their vision of the future of children’s centres. We know that the Government agree on the importance of early intervention, and we know that they see an important role for children’s centres within that. We also know that they have rolled funding for children’s centres into the early intervention grant. They say that they are providing enough funds to keep all the existing children’s centres open, but they have not insisted that local authorities do so. Moreover, the larger fund in which they have included the funds for children’s centres has itself been reduced this year from about £2.7 billion to £2.4 billion, and from 1 April it will be 10.9% lower than the 2010-11 notional figure.

--- Later in debate ---

[Mr Stuart]

I am grateful to you, Mr Speaker, for that gentle and quite proper intervention—and those who wish to speak will be even more grateful.

The hon. Member for Westminster North (Ms Buck) is right. We need to ensure that the resources are used for the best purposes, not political purposes—not in order to make it look as though something has been protected, or to avoid embarrassment, but to help to look after the most vulnerable children for the long term. That is what we must all hope for.

[Mr Sheerman]

Will the hon. Gentleman give way?

[Mr Stuart]

I am minded to follow your advice, Mr Speaker—

--- Later in debate ---

[Mr Sheerman]

Will the hon. Gentleman give way just on that point?

[Mr Stuart]

I will.

[Mr Sheerman]

I intervene only because the hon. Gentleman, who is a good friend of mine, mentioned Finland and has now moved on to Holland. It is true that, although I like the Finns, I do not think that many lessons can be learned from their experience. However, he did not give the full picture of the core of the Dutch answer to NEETS, which is very successful: in Holland people cannot draw benefit until they are 27 unless they are training and learning the Dutch language.

[Mr Stuart]

I believe that that measure was originally introduced by the mayor of Rotterdam, who picked the 27 threshold. It was about creating incentives at a local level in order to tackle the root of the problem. The hon. Gentleman, as befits a previous Select Committee Chairman, tries again to correct me by pointing out that I did not necessarily give the full story.

Will Ministers explain the rationale for the things included in the early intervention grant? I should like to understand how they hold together. Will they take us through the finances of the grant in some detail, and tell the House whether the Government have acted on the Select Committee report recommendation that they pull together all the funding that goes into Sure Start children’s centres? How much will come through health visitors? Also, can Ministers tell us more about health visitors? One of the most important things that children’s centres can do is be more effective in outreach. The National Audit Office and the Durham university study found that, in fact, children’s centres were not as effective in that respect as they could be. The growth in health visitors could play a major part in creating a more effective outreach service that identifies such children earlier and gets them the services and support they need, so that they are school-ready.

Mindful, as ever, of your ministrations, Mr Speaker, I shall sit down.

Further Education Lecturers

Debate between Graham Stuart and Barry Sheerman

Wednesday 19th January 2011 Westminster Hall

[Mr Graham Stuart (Beverley and Holderness) (Con)]

It is a pleasure to have secured this debate, which follows another education-related one. As I speak, hon. Members in the main Chamber are debating the education maintenance allowance, so Ministers, like the rest of us, are trying to be in two places at once.

This debate is about Government policy on the employment of further education lecturers as school teachers in schools. I am delighted to see present my predecessor as Chair of the Education Committee in its previous guise as the Children, Schools and Families Committee, the hon. Member for Huddersfield (Mr Sheerman). I hope that he will participate. The subject is important because the importance of vocational and practical education within our education system is too often underplayed. There is also an artificial chasm between those who teach in further education and those who teach in schools at a time when we are trying to create a system such as that in health, which tries to build pathways in relation to the patient so that, instead of providing health services on the basis of institutional convenience, everything is built in relation to the patient. In exactly the same way, institutions that serve young people in education should bend and shape themselves to suit the young people’s needs, rather than the other way around.

Further education lecturers are required to work through a four-tier qualification system, culminating in qualified teacher learning and skills status. FE lecturers with QTLS accreditation may then work in schools not as teachers, but as instructors, and only as a last resort. Even though they perform essentially the same functions, instructors have a lower professional status and, usually, a lower salary than schoolteachers. The equality of esteem and the need to ensure good vocational learning are undermined by that artificial divide.

Primary and secondary teachers, on the other hand, have a qualification known as qualified teacher status. Teachers with a QTS are currently eligible to teach in the FE sector. If the potential of the Government’s schools policy is to be realised, we need the best possible teachers in the classroom providing education at any one time. The Government’s schools White Paper rightly identifies teacher quality as the most important ingredient in improving the quality of education in this country, thus encouraging social mobility and other issues of social justice that hon. Members on both sides of the House devoutly desire. The White Paper states:

“All the evidence from different education systems around the world shows that the most important factor in determining how well children do is the quality of teachers and teaching.”

Many FE lecturers are dual professionals with expertise both in their vocational subject area and in pedagogy. That expertise needs to be used in schools on an equal and fair basis in the same way as that of teachers. I hope that the Government will look to overcome the obstacles and create a single teaching qualification, effectively moving the barriers that constrain the best use of FE lecturers.

The Government’s skills strategy shows that they are committed to the promotion of technical as well as academic qualifications—I believe that that issue has just been debated in the main Chamber—to promote a variety of routes to improved employment opportunities to students. My hon. Friend the Minister for Further Education, Skills and Lifelong Learning has just left the Chamber and, given his passionate espousal of the importance of craft and vocational learning, we must ensure that we make best use of our teaching work force. The skills strategy states:

“Skills are vital to our future and improving skills is essential to building sustainable growth and stronger communities. A skilled workforce is necessary to stimulate the private-sector growth that will bring new jobs and new prosperity for people all over this country.

And a strong further education and skills system is fundamental to social mobility, re-opening routes for people from wherever they begin to succeed in work, become confident through becoming accomplished and play a full part in civil society.”

The reality, however, is that there has been a lack of expansion of vocational expertise in the school work force, which fails to match the expansion of vocational curricula in schools. Schools too often do not have the appropriately experienced teachers to inspire students to excel in vocational courses.

The Children, Schools and Families Committee carried out an inquiry into teacher training in the 2009-10 Session and its report, “The Training of Teachers”, was published in January 2010. The Committee called for

“greater fluidity—and shared development opportunities—across the school and further education sectors.”

The report’s recommendations include:

“At the very least, teachers with Qualified Teacher Learning and Skills status should immediately be able to work as a qualified teacher in schools if they are teaching post-16, even post-14, pupils.”

That recommendation represents the nub of my case today, for which I hope we will have a sympathetic and constructive response from Ministers.

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

Like the hon. Gentleman, I rushed from the main Chamber where we have both been speaking. We are a regular double act. The recommendations of the inquiry under discussion were made by a former Select Committee—the Children, Schools and Families Committee. It was one of our later inquiries and it was very much an eye-opener for all members of the Committee. We made recommendations on improvements to teacher education and asked why we had an artificial divide whereby a schoolteacher could not teach in FE and many people teaching in FE could not teach in schools. It seems a crazy divide.

[Mr Sheerman]

Sorry, Mr Hood. It was a very long intervention. I hope that you will call me to speak again later.

[Mr Stuart]

I now know—if I did not already—that my predecessor would like to speak in this debate, so his intervention served that purpose. The report’s recommendations, under the hon. Gentleman’s august chairmanship, also stated:

“In the context of the 14–19 reforms, the Department should put in place a mechanism for assessing vocational or professional qualifications as equivalent to degree status.”

It added:

“Over the longer term we recommend that the training of early years teachers, school teachers and further education teachers become harmonised through generic standards.”

That is the request that I am making today—“harmonised through generic standards.”

Those recommendations seem to have been overlooked, with FE lecturers remaining on the sidelines. Despite their obvious expertise in the vocational pathway, we are clearly ignoring the opportunity to utilise their talents in our secondary schools. My Committee is currently conducting an inquiry into behaviour and discipline in schools, and wants to ensure that we have the best possible teachers to engage with young people who perhaps find their academic studies less inspiring. Having the best possible vocational teachers is a great way of getting people re-engaged in learning to the benefit of both academic and vocational skills.

The Skills Commission published a report, “Teaching Training in Vocational Education”, in February 2010, which states:

“If we are to successfully establish and maintain a vocational pathway through 14-19 education and on to higher education, we need professionals with recent and relevant vocational knowledge and skills”

to transfer their expertise to learners. Those are common-sense words, but there is a barrier standing in their way. The report notes that

“the system as it now stands is biased towards academic education and its teachers, and fails to recognise the crucial role that vocational education and its teachers play in 14-19 education… For vocational instructors employed in schools their conditions of service are inferior to those employed as school teachers.”

It adds:

“We cannot continue to perceive vocational education to be second class and inferior to academic education. In turn, we cannot continue to label teachers of vocational education as a ‘semi-profession’… The Commission believes that, in the short-term, greater transferability between the two professional statuses must be achieved in order to realise high quality academic and vocational provision throughout 14-19 education—getting the right skills in the right place of our education system must be a priority for policymakers.”

That is why I am delighted to be participating in this debate. The report continues:

“To realise this, the Commission believes that convergence courses should be developed to facilitate transferability between QTS and QTLS. The principle of this convergence would be central to the Skills Commission’s vision for 14-19 education, and to establishing a high quality route through the 14-19 phase... The two regimes should be replaced by a unified training system and a ‘universal teaching status’.”

So why have neither the recommendations of the former Children, Schools and Families Committee nor those of the Skills Commission been implemented by the Government? It seems that there are a number of possible objections to a unified teacher status. First, teaching young adults is considered a different playing field to teaching 11 to 16-year-olds. Therefore, an individual who is teaching in further education might not have the skills and pedagogical background necessary to teach younger children. That was one of the fears before the increased flexibility pilots were started seven years ago—I am sure that the Minister is familiar with them—when the national curriculum was made more flexible, so that it included a wider variety of settings in which students could study. In practice, FE staff found that teaching groups of 14 and 15-year-olds was not so very different from teaching 16 and 17-year-olds. The skills are fundamentally the same—good lesson planning, varying the pace, involving students and so on.

A second argument is that schoolteachers might have a better grounding in the theory of teaching and pedagogy than FE teachers. Teaching degrees and the PGCE provide a grounding in the theory of teaching and pedagogy, but so does the four-stage approach to the QTLS. FE lecturers are required to gain QTLS status by successfully going through professional formation, which is, according to the Institute for Learning,

“the post-qualification process by which a teacher demonstrates through professional practice the ability to use effectively the skills and knowledge acquired whilst training to be a teacher; and the capacity to meet the occupational standards required of a teacher.”

By contrast, there are strong arguments in favour of a universal teacher status. Academic and vocational education are both important and require equally rigorous teaching. It is simply unreasonable, not to mention unfair, that FE teachers cannot go into the school environment. As I have said, it is crucial that highly skilled and experienced professionals can use that skill wherever it is most needed. The current system of teacher qualification is over-complicated and should be simplified to allow high-quality professionals to teach in both sectors.

My predecessor as Chair of the Select Committee wishes to speak, so I will bring my remarks to an early close. I have made the key points that I wanted to make, and I hope that the Minister will be able to respond positively. We need to ensure that we have a rich curriculum that regards vocational and practical learning as equally important, equally valid and equally useful as academic learning. There should be a system through which we increase academic rigour, while ensuring that the whole work force and every type of learning are treated according to their merits and that every child can access the best possible teaching whatever course they are doing at whatever time.

[Mr Sheerman]

rose—