Education Regulations and Faith Schools

Kevin Brennan Excerpts

Thursday 12th March 2015 Commons Chamber

[Sir Edward Leigh]

Yes, of course I agree. It is very important that RE is a rigid academic discipline. Children must be aware of other faiths and of comparative religion, but they must also have a firm grounding in their own faith’s teachings, because that gives them a sense of belonging and place.

[Kevin Brennan (Cardiff West) (Lab)]

The hon. Gentleman rightly talks about the need for a firm grounding. Is not the line that must be drawn that no taxpayer-funded school should ever be involved in proselytising or indoctrination?

[Sir Edward Leigh]

I absolutely agree. I mentioned the thousands of Church of England and Roman Catholic schools. I do not think that there is any evidence that any of those schools are creating Christian jihadists. I have six children, and they have attended faith schools in the state and private sectors. The thought that any of those primary schools in the maintained sector, whether Catholic or Anglican, is teaching intolerance is completely absurd.

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[Sir Edward Leigh]

I have not yet finished my speech. I do not want to weary the House, but I have several examples. If this was an aberrant inspection of one school out of thousands, we might say that we should not worry too much about it, but I will quote several examples. There is undoubtedly evidence that such inappropriate questioning has taken place. The schools have complained—I will deal with that in a moment—and there is no adequate evidence that Sir Michael Wilshaw, the head of Ofsted, has gone back to the schools and questioned pupils, parents and teachers about the inappropriate questioning.

This debate is terribly important: if it achieves nothing else, it will ensure that there is no kind of pre-emptive cringe on the part of Christian schools worried that they might be marked down if they do not promote “British values” rather than their own ethos. I hope that there will be a kind of pre-emptive cringe on the part of Ofsted. Given that all my hon. Friends have come into the Chamber, inspectors will now be worried about asking such inappropriate questions because they might be held to account.

There is a bit of a pattern. I will mention other examples before I sit down because it is important to establish that pattern, and to convince the House that this is not about one aberrant inspector, but has happened in several schools and across several faiths.

[Kevin Brennan]

Does the hon. Gentleman agree that the problems have arisen partly because of the knee-jerk way with which British values were introduced last summer? In fact, the requirement is actively to promote not other faiths, but respect for, and tolerance of, other faiths. If this had not been introduced in such a rush and with such a knee-jerk reaction, perhaps that would be better understood throughout the system.

[Sir Edward Leigh]

I agree entirely, and we are looking forward to hearing the Minister make that clear. There was a bit of a knee-jerk reaction, and perhaps over-zealous Ofsted inspectors have not understood what British values are about. Surely British values are about what our country has always been about, which is tolerance and understanding, not a requirement to promote other people’s religions or values.

We have to wonder how far Christian schools have to go to satisfy the new standards. In September, Bolton Parish Church primary school was told that although

“events such as…Diwali are celebrated…pupils’ understanding of life in modern Britain is underdeveloped.”

Middle Rasen school in my constituency was marked down, apparently because it was too British—a strange problem for north Lincolnshire. How many non-Christian festivals does a Christian school have to celebrate before Ofsted is happy? Faith schools have a legal right to teach their own faith, and English law stipulates that school assemblies and RE should normally be “mainly Christian”, but that has been overridden by inspectors.

Grindon Hall Christian school is one of the top state schools in Sunderland for GCSEs and the top school, state or private, for A-levels. In May 2014, Ofsted rated it good in all areas except leadership and management. In November it was also subject to a no-notice British values inspection—quite alarming for the top performing school in Sunderland. Its primary school pupils were asked if they knew anyone who thought they were in the wrong body. Well, I have sometimes thought that maybe I am in the wrong body—[Laughter.] One parent complained that her 10-year-old daughter was asked if she knew what lesbians did. One sixth-former said that the inspector was

“manipulating the conversation to make us say something to discredit the manner of teaching in school.”

Another said:

“She seemed to have the view that since we are a Christian school we don’t respect other religions and views.”

A third said:

“It felt like she wanted a certain answer from us and wouldn’t be satisfied until she got that answer.”

Ofsted issued a report that rated the school “inadequate”. Despite the fact that it is the best in terms of results, the Ofsted report marks it as the worst of any school in Sunderland. Clearly, results count for nothing.

As with St Benedict’s, Ofsted issued a draft report with phrasing that tipped its hand. The report said:

“The Christian ethos of the school permeates much of the school’s provision. This has restricted the development of a broad and balanced approach to the curriculum.”

I thought the reason why we are such a tolerant and successful country was our Christian heritage, which teaches tolerance and respect for others. Those inspectors clearly regard a Christian ethos as inherently negative. Although the phrase was withdrawn after complaints, the report attacked every area of the school’s performance, not just British values. Hundreds of parents signed a letter to the Secretary of State to urge a review of the report which, they said,

“paints a picture of our school—and our children—that we just do not recognise.”

The Durham free school is a Christian faith school. Department for Education monitoring visits in December 2013 were very positive, but the school was targeted in the November 2014 no-notice inspections. After the inspections, pupils came forward to report questions asked by inspectors that made them feel uncomfortable. Again the views of the inspection team were revealed in the draft report which claimed that

“RE is a narrow study of the Bible”.

Well, I do not know, but I would have thought that in RE it is not a bad idea to study the Bible fairly rigorously. The school told Ofsted that

“only a very small proportion of the RE teaching at any time has constituted study of the Bible…your inspectors simply could not have seen any evidence during the inspection to support this conclusion.”

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[Kevin Brennan (Cardiff West) (Lab)]

As we have to finish at 4.58 pm, Madam Deputy Speaker, I apologise for the fact that I may not be able to leave the 15 minutes I had hoped to leave for the Minister, because if I did so I have would have only six minutes. I will try my best.

I congratulate the hon. Member for Gainsborough (Sir Edward Leigh) on his contribution and his passionate defence of faith schools, in which he admitted to the House that he felt trapped in the wrong body. That was an unexpected revelation; we are all intrigued. The hon. Member for Congleton (Fiona Bruce) also expressed concerns that the consultation on British values had been rushed. I agree with her on that and I will say something more about it in a moment. The hon. Member for Redcar (Ian Swales) rightly gave some worrying examples about the teaching of creationism. He was also right to intervene earlier in the debate to point out those concerns and to detail concerns about things such as the redacting of examination questions and the failure to teach legally required subjects. Those are serious issues and we should take them seriously in this debate. The hon. Member for Southend West (Sir David Amess) told us about the excellent faith schools in his constituency.

I, too, attended a faith school. I attended a Catholic comprehensive school in Pontypool, and before anyone intervenes to ask me, yes I was taught by nuns, including the wonderful Sister Josephine, who taught me English, and Sister Mary Vincent, who was famous for her ability to deal with boisterous boys and therefore was known by all the pupils as Attila the Nun. It was a school in which it was perfectly possible, as hon. Members have described, to have a balanced education in a faith context. Everyone should take note of that fact.

As hon. Members have said, the debate has come about because of the sudden scandal that broke out in relation to the Al-Madinah free school and other schools involved in the Trojan Horse affair. In fact, the secondary part of the school was closed down as a result of that scandal, so it is not the case that just The Durham free school has been closed down.

There is no question but that British values are important. Given the recent concerns that have been expressed about the young girls who have travelled to Syria, it is clear that we need a national debate about the whole matter as well as about the role that schools should play in teaching British values. As my hon. Friend the shadow Secretary of State said, there has not been enough deep thinking about what that involves and about how schools should develop a whole school approach to the discussion of British values.

A couple of things have played into the problems that have been outlined this afternoon. One is the carelessness—I can only describe it as that—of the Department for Education and of Ministers in relation to their free school policy. That carelessness and that desire to make the policy a success in terms of numbers has led to some unsuitable people being given charge of our children. As the hon. Member for Redcar said, it led to things going on in schools—we know they were going on in schools such as the Al-Madinah free school and The Durham free school—that should not have been going on in state-funded, taxpayer-funded schools. Those things happened because of a carelessness in the introduction of that particular policy. Whatever we think about the concept of free schools, it should not have been a rushed job just to get numbers up. The policy should have been introduced with thought, and we should have applied the utmost rigour in testing the suitability of those people who were being given the charge of our children.

The other matter that has played into the problems is that knee-jerk reaction to the consequences of that carelessness in policy, namely the Trojan horse scandal, which involved a number of schools, including some free schools. That knee-jerk reaction resulted in this rushed idea that we had to teach British values. That very quick consultation resulted in the confusion that Members have outlined this afternoon.

As a result, we have confusion—we have heard about that—and condemnation. We get complaints from schools about the way that they are being treated. That is what happens when policy, particularly education policy, is made on the hoof. Last year, when this issue first came up, we had a debate on British values. At that time, I warned against the rush to put the policy in place. I also mentioned the systematic problems that had led to the Trojan Horse affair. However, as Members have pointed out, it was not faith schools that caused the problem. Faith-based education is a positive part of our system, and some of the finest schools in this country are faith-based schools. None the less, those schools must still respect and understand other views. As Members have said, that is what happens in the vast majority of our faith schools across the country.

Faith schools should never be places of indoctrination and proselytisation. The hon. Member for Gainsborough agreed with me on that. Of course those are the words used by the Catholic Education Service in its briefing on these subjects. Faith schools of whatever faith, academies or community-run schools must understand that the teaching of religion in our taxpayer-funded schools is not about proselytisation or indoctrination. It is of course perfectly valid that we should have a faith-based element in our system. Indeed, it is a long and proud part of our tradition.

We believe that had a better approach been in place, we would not have encountered the problems that have been outlined today. A classic example of the British values issue was when the then Secretary of State hit the headlines—he used to do that very effectively—but totally missed the point. As a result of that, we have the debate that we have had today.

I will conclude, as I wish to leave the Minister plenty of time in which to respond. Ultimately, the problem is taxpayers’ money being handed over too freely without accountability to groups who fail to understand that they cannot proselytise and indoctrinate in our schools. The fault for the emergence of that problem lies largely, I am afraid to say, with the approach that the Government have taken.

School Funding Formula

Kevin Brennan Excerpts

Tuesday 10th March 2015 Commons Chamber

[Kevin Brennan (Cardiff West) (Lab)]

The hon. Member for Worcester (Mr Walker), whom I congratulate on raising this matter, referred to the observation of the hon. Member for Gloucester (Richard Graham) that this subject resembles the Schleswig-Holstein question. As I recall, Palmerston said that of the three people who knew the answer to that, one was dead, one had gone mad and the other one had forgotten the answer. Perhaps that is why it has been so difficult for the Government to do what they pledged to do at the beginning of this Parliament: to introduce—[Interruption.] I am struggling to make myself heard because the Parliamentary Private Secretary is saying that it is ridiculous to suggest that it was difficult for the Government to introduce what they pledged to introduce at the beginning of this Parliament—that is, a national funding formula. It has been extremely difficult.

That is why the Schools Minister last year, rather than do what was promised in the coalition agreement and introduce that new national funding formula in the course of this Parliament, decided, understandably, to throw some money at it. I am not criticising him for finding it difficult to tackle this Schleswig-Holstein-style question with which he has been wrestling for some of the past five years.

[Richard Graham]

rose—

[Mr David Heath (Somerton and Frome) (LD)]

rose—

[Kevin Brennan]

I will give way first to the hon. Member for Gloucester, as I mentioned him.

[Richard Graham]

That is very kind of the shadow Minister. The reason why I used the Schleswig-Holstein analogy was that if one looks at the funding for Gloucestershire at £4,195 per head and compares the schools that we have, which are multicultural, urban, inner-city schools, with those of Birmingham, which get £5,210—over £1,000 more per pupil—it brooketh no understanding. Does the shadow Minister agree?

[Kevin Brennan]

I know the hon. Gentleman is not the one who is dead, I know he is not the one who is mad, and I do not think he has forgotten the answer because he has tried to provide us with it, but as I said last year when we debated the subject in Westminster Hall, I accept that there are undoubtedly wide disparities in funding among different areas. Some of those disparities—[Interruption.] Again, I am being barracked by the PPS. If he wants to intervene, I will be happy to give way. If not, I give way to the hon. Member for Somerton and Frome (Mr Heath).

[Mr Heath]

I am grateful to the hon. Gentleman. I was one of the founder members of the F40 group back in 1996 as chair of education in Somerset, and signed up to it with a lot of Labour colleagues who then ran county councils, who were equally incensed about this issue. I do not understand—this relates to the point made earlier—why this anomaly was not dealt with when school budgets were rapidly rising. Of course that is more difficult in a period of austerity.

[Kevin Brennan]

As confirmed in a House of Commons Library note, the hon. Gentleman is correct to say that education funding has fallen by the greatest amount in real terms under this Government, and that secondary funding has borne the greatest burden of that, with it facing a 7.6% cut in real terms during the course of this Parliament. However, people have forgotten that the last Government started this process with a pledge to have a national funding formula, which the coalition Government promised would be delivered during the course of this Parliament, but they have been unable to fulfil that promise because it is not easy.

[Mr Jim Cunningham]

It is a little rich for the Government parties to raise this issue when they have had five years to sort it out. One would think they were not in government. But there is a more important point here. [Interruption.]

[Mr Cunningham]

It is a little rich Government Members talking about young people when they are cutting further education budgets, as they have at City college in Coventry by 24%. What does my hon. Friend think about that?

[Kevin Brennan]

In fairness to the Government parties, they have acknowledged that there was record investment in education under the last Labour Government. It is a fact that we have suffered—check the House of Commons note—a real-terms cut during the course of this Parliament. Under the plans outlined, certainly by the Conservative party, there will be real problems with school funding in the next Parliament.

[Mr John Redwood (Wokingham) (Con)]

rose—

[Kevin Brennan]

I would be delighted to give way, but I cannot if I am to allow the Minister time to speak. [Interruption.] Hon. Members know I would be delighted to give way if we had more time, but I must wind up my remarks if I am to be fair to the Minister and give him an opportunity to respond.

We do need a fair funding formula, but let us acknowledge that it needs to be transparent, and let us all acknowledge, including the Minister, that there will be winners as well as losers in any such process. When the Government laid out their original plans for a national funding formula, they did not outline the details. They had to let the Institute for Fiscal Studies do it for them. It showed that their plans would have resulted in at least one in six schools losing 10% of their budgets, that one in 10 would gain at least 10% and that nearly 20% of primary schools and 30% of secondary schools would experience a cash-terms cut in funding. That is why it is not easy. That is why Ministers have not been able to deliver what they said they would in the coalition agreement. I do not criticise them for that because it is difficult. We need to find a way forward, on a cross-party basis, on a national funding formula. The type of party political sniping we have heard tonight will not help to achieve that.

Oral Answers to Questions

Kevin Brennan Excerpts

Monday 2nd March 2015 Commons Chamber

[Mr Laws]

The work load burden on teachers, which has been present for some time in this country, including under the Labour Government, is precisely the reason that we established the work load challenge. The hon. Lady will have seen the comprehensive and detailed plan that we published, which we believe will help over time to drive down the unnecessary work load of teachers.

[Kevin Brennan (Cardiff West) (Lab)]

As a former teacher, may I say that teacher work load really matters? The 10% increase that was shown up in the work load survey, which the Minister published only after being hounded for some considerable time by the Opposition, is contributing to low morale and to a looming teacher training and recruitment crisis. The response from the Government that he mentioned has been roundly rejected by teachers, thousands of whom have taken the trouble to tell Ministers of the negative impact of Government policy on teacher work loads. Do we not need a new beginning for teachers, with a Government who take seriously the impact that work load pressures are having on teacher morale and on children’s learning?

[Mr Laws]

I would gently make two points. First, let us look back at some of what has been said by the teacher unions about the Government’s response. The National Association of Head Teachers said that it believes that

“the proposals for better planning and greater notice of changes are a step in the right direction. They could do a great deal to improve the quality of education”.

Secondly, I do not think the Labour party is in any position to give any lectures about Government communications with teachers. After all, the hon. Gentleman’s boss, the shadow Secretary of State, was recently contacted by one parent teacher group to ask about Labour policy and he replied with eight words:

“Stop moaning. Read the speeches. Do some work.”

That was the Labour party’s response—hardly constructive engagement.

Oral Answers to Questions

Kevin Brennan Excerpts

Monday 19th January 2015 Commons Chamber

[Nicky Morgan]

I absolutely agree with my hon. Friend that it is not my job to tell teachers how to do theirs. This Government are committed to treating teachers as mature and confident professionals. It was on the “Left Foot Forward” blog that somebody had written:

“It is genuinely difficult to fathom what was going through Tristram Hunt’s mind when he decided that a Hippocratic oath for teachers was a good idea.”

I suggest that the shadow Secretary of State might want to look at the reaction on social media to his Hippocratic oath.

[Kevin Brennan (Cardiff West) (Lab)]

I am afraid that 44,000 teachers responded not because the Secretary of State has reduced the burden; this Government spent four years increasing the burden on teachers and then spent many months suppressing the evidence in the teacher work load survey by not publishing it. Andrew Carter has said:

“What…matters most in a child’s education is the quality of the teaching.”

Can she confirm to the teachers of this country that, following his review, the Conservative party will go into this election with a commitment to expand the number of unqualified teachers?

[Nicky Morgan]

In May, the Conservative party will be committing to have the highest-qualified teaching profession ever, something we have already achieved under this Government. We now have more teachers with 2:1 or first degrees in our schools, and the successful initial teacher training system, as Andrew Carter has reported in his review today—[Interruption.] If the Labour party wants to talk about unqualified teachers, it ought to look at the shadow Secretary of State, who teaches in his local schools as an unqualified teacher.

Oral Answers to Questions

Kevin Brennan Excerpts

Thursday 15th January 2015 Commons Chamber

[Mrs Grant]

The hon. Gentleman makes an important point, and responsible club ownership is important to all of us. The football authorities take it very seriously, and I am pleased that the owners and directors test has been strengthened. Following two debates here late last year, I asked the football authorities if there was a way of tightening this important test.

[Kevin Brennan (Cardiff West) (Lab)]

Is not the importance of listening to fans and of supporter engagement shown by the welcome decision taken by the Cardiff City board to put Cardiff City back in blue? I was delighted to be there on Saturday to see the club beat Fulham 1-0—in their traditional blue colours.

[Mrs Grant]

Blue is one of my favourite colours. [Hon. Members: “Hear, hear.”] Fans are the lifeblood of football and it is important that they are engaged with and listened to.

Grammar School Funding

Kevin Brennan Excerpts

Tuesday 13th January 2015 Westminster Hall

[Sir Edward Leigh]

That is exactly right, and I will come to that point in a moment. Mr Roger Hale, who runs the successful Caistor grammar school, wrote a heartfelt plea to me. Of course, he will struggle on and do his job—that is what teachers do—but he said:

“We were one of many schools who answered the call from Michael Gove to set off on our own as an Academy so that we would have better control over our resources. In the first few years, this worked very well. However in the last 18 months, the funding we receive to be an Academy has been sharply reduced.”

I have read letters from grammar schools from all over the country that say the same thing.

On the face of it, it seems fair that the Government equalised post-16 per-pupil funding between schools with sixth forms and further education colleges. A lot of the problems are due to the law of unintended consequences. I do not think for a moment that Ministers intended to hit grammar school funding adversely, but their laudable aims had unintended consequences. The funding for FE colleges and schools was equalised, which was fair enough. However, that ignored the significant further pastoral support and enrichment programmes for pupils in sixth forms. Sixth formers take on a broader programme of AS and A-levels, in addition to supervised study, sport and other programmes, in contrast to FE students. Per-pupil costs for sixth forms are in many cases higher than they are for further education colleges. Sixth formers, on the whole, have between 20 and 25 taught hours per week, while the figure for those in further education colleges is closer to 17. Furthermore, that equalisation was achieved not by choosing a figure in the middle of the previous levels of sixth-form and FE funding, but by brining sixth-form funding down to the same level as further education.

I am grateful for the argument made to me by Mr Önaç, the headmaster of St Olave’s school in Orpington. He said that the scale of the reduction that the change has brought has been huge, and that it often amounts to a whole fifth of the per-pupil budget. Although it has applied across schools, it has affected grammar schools, because almost all of them have sixth forms that comprise a much larger proportion of their total school population than other schools. That is why we have this problem. I am not sure that it was envisaged at the start of the changes.

[Kevin Brennan (Cardiff West) (Lab)]

It is a shame that the hon. Gentleman did not make the debate about 16-to-19 funding as a whole, because the same would equally apply to sixth-form colleges, which also have to pay VAT.

[Sir Edward Leigh]

Although I wanted to talk about the problem affecting grammar schools—one should be absolutely honest—as I said at the beginning of my speech, the problem affects not only grammar schools, but successful comprehensives with large sixth forms. The hon. Gentleman is right to make that point. I hope we can look at this issue in a bipartisan way. It should not be about grammar schools versus other schools, but about fairness. All sixth-form pupils, whatever school they are in, should be funded as equally as possible.

Supplemental funding for the disadvantaged is widely welcomed, and we all accept it. Part of the reason why I and others are such passionate advocates for grammar schools is that they provide a superb helping hand for pupils from less-advantaged backgrounds.

[Sir Edward Leigh]

Grammar schools can help people, in particular those from ethnic minorities. In the school that my son attends, 60% of the pupils are from an ethnic minority background, which is high. I believe that, if there were more grammar schools, we could do more to help people from disadvantaged backgrounds. One of the problems is that there are not enough grammar schools. We are not going to get into this debate now, but I wish county councils had the freedom to set up more grammar schools if they want to do so. That is what localism is all about.

The way that the funding is worked out—there is an over-emphasis on pupils who qualify for free school meals—is not adequately grounded in the hard evidence of the additional costs associated with disadvantaged pupils. The Government have injected additional funding into four sections: pupil premium; special needs; pupils who have failed GCSE English; and pupils who have failed GCSE maths. As I have said, that intention is laudable, but unfortunately, in many cases, it means that the Government have perhaps unwittingly pumped four different funding streams into the same child.

We also need to recognise that that funding increase has a converse effect on the opposite end of the spectrum in grammar schools and sixth forms more generally. It would be counter-productive to unbalance the funding of education so much towards disadvantaged pupils that we undermine centres of excellence in the state sector that we want to protect. This is not a zero-sum game: we can help disadvantaged pupils and promote centres of excellence. Surely that is the right way to proceed.

The number of young people over the age of 16 educated on a full or part-time basis has increased in recent years as a result of raising the participation age to 17 in 2013 and 18 in 2015. Schools and further education colleges have come under pressure to expand to accommodate such increased numbers. That is fair enough, but at the same time, the funding pot for post-16 education has become fixed, and the method of distribution has changed from a model that included higher levels of funding for courses with large practical elements, and incentives for institutions with high levels of success and retention.

The simplification of the funding system—funding is attached to the student rather than the course—is welcome, but the impact on high-achieving academic schools with large sixth forms, including the grammar schools in my constituency and others, has become considerable. The funding system means that, in some local authorities, students receive more funding for education from 11 to 16 than from 16 to 18—can that be right?—even though it is widely recognised, and obvious common sense, that the cost of delivering the curriculum increases as a student gets older. That is why many universities feel justified in charging fees of £9,000 a year.

As students move through the school system, they can exercise an increasing level of choice over the subjects they study, which tends to reduce financial efficiency. More broadly, there is a bigger perspective, which I want to end on. We need to think about that point, which I want to emphasise. The world is becoming more and more globalised. As the Prime Minister keeps telling us, Great Britain is competing in a global race for excellence. For us to compete successfully, we need more scientists, more engineers, more mathematicians, more doctors and more innovators.

[Kevin Brennan]

What evidence can the hon. Gentleman give to show that areas with selection at 11 produce more people in those professions than areas that do not have selection at 11?

[Sir Edward Leigh]

I think I can establish that grammar schools provide real add-on value and are, in themselves, centres for excellence. I do not want to get into a wider debate about whether there should be more or fewer grammar schools in Lincolnshire, but the Government have decided that the existing grammar schools should survive. Nobody in the Government, or the Labour party, suggests that grammar schools should be phased out. Presumably, they accept that those schools have a contribution to make. All we are asking for is fairness. I am not saying to the Government that there should be more grammar schools, although I might well believe that. I am simply saying that I want fairness. The Government have decided that the schools should exist, so they should be funded fairly. The removal of additional programme weighting for sciences, technology and mathematics is particularly unwelcome.

--- Later in debate ---

[Damian Green (Ashford) (Con)]

It is a pleasure to serve under your chairmanship, Mr Hollobone. I am delighted that my hon. Friend the Member for Gainsborough (Sir Edward Leigh) not only secured the debate, but set it out in the way he did. Sixth-form funding is a real issue and I hope that even those across the educational ideological spectrum who oppose the existence of grammar schools can be, as he said, united on that, because children’s chances are being affected. That is at the root of what we seek to bring to the Minister’s attention.

As it happens, I attended a grammar school and I support them in my constituency, more widely in Kent and throughout the country because they provide a route for disadvantaged children to reach the top of the academic ladder. Providing that opportunity is one of the core objectives of any sensible education system.

[Kevin Brennan]

Given the right hon. Gentleman’s opening remarks, does he regret that the debate is limited in scope by its title to only 160 or so schools? The issue that he seems to want to highlight affects many more institutions throughout the country.

[Damian Green]

The hon. Gentleman may have a discussion offline with my hon. Friend the Member for Gainsborough about the title of the debate, but my hon. Friend and I have made it clear that we are not talking only about grammar schools. There are comprehensive schools in my constituency, including one extremely good one, and there are others around the country—the hon. Gentleman mentioned sixth-form colleges. This is a wider debate but, clearly, among the schools most appallingly affected by the unfairnesses in the funding system are grammar schools.

--- Later in debate ---

[Kevin Brennan (Cardiff West) (Lab)]

Perhaps at the outset I should say that I was educated at a comprehensive school, I taught at a comprehensive school, and my daughter attended a comprehensive school. The hon. Member for Gainsborough (Sir Edward Leigh) very deftly tried to change the terms of the debate away from the title on the Order Paper. He opened his speech by saying that the debate also applies to comprehensive schools. It is a pity that he did not actually put that in the title of the debate and say that it would be about sixth-form funding. I understand why he might have put it in the terms he did—the juxtaposition of the terms “grammar” and “school” is catnip to his Conservative colleagues. Had he said that the debate was about 16-to-19 funding, many other colleagues from areas of the country that do not have one of the 164 remaining grammar schools might have liked to attend and raise with the Government their concerns about 16-to-19 education funding in schools and sixth-form colleges in their constituencies. It may well be that another debate is needed to enable a broader cross-section of the House to participate.

In introducing the debate—I thank the hon. Gentleman for the advance copy of his speech, which he supplied to me prior to the debate, and wish I was that well organised—he said:

“Supplemental funding for the disadvantaged is widely welcomed”.

He then went off script and said “we all accept that”, and yet, towards the end of his speech, he said:

“What we need is not 80% or 90% of funding allocated on pupil-led factors”,

but simply “funding per pupil”. I do not know how the hon. Gentleman squares those two statements, and how he can achieve that without reducing funding to the other schools in his Lincolnshire constituency. He might want to explain to the head teachers of the other schools in his constituency how much of their budget he thinks should be cut to accommodate what he said in his speech.

The right hon. Member for Ashford (Damian Green) went as far as saying that the current 16-to-19 funding system introduced by the Government is

“damaging the life chances of children.”

That is very serious, and I hope the Minister will respond to that charge in his summing up.

The hon. Member for Dartford (Gareth Johnson) talked about grammar schools in Kent, but he did not talk about the overall impact of a selective system and how Kent overall gets poorer results than many comparable non-selective counties. That feature in defence of grammar schools was not entered into during the debate. The hon. Member for Rugby (Mark Pawsey) also criticised the effects of the Government’s policy on 16-to-19 funding.

The hon. Member for Salisbury (John Glen), along with many others, said that what was happening was due to the unintended consequences of what the Government have done on 16-to-19 funding. He called for a re-examination of the policy of ring-fencing the schools budget for five to 16-year-olds because of the impact it is having on the 16-to-19 budget. I would be interested to know the Minister’s response to that suggestion. By the way, if it is an unintended consequence, that calls into question the competence of the decision in the first place, because if funding at 16 to 19 was going to be levelled down while protecting the five-to-16 budget, it was obvious that that would have significant impacts. Presumably Ministers, and the submissions they received from civil servants—we do not get to see those—went through fully and in detail the consequences of taking the decision and the impact it would have on sixth forms and sixth-form colleges.

The hon. Member for Lancaster and Fleetwood (Eric Ollerenshaw), who, like me, is a former school teacher, pointed out all the other additional costs that are coming down the pipeline for schools. Again, the Minister should respond to that point. I recall from an earlier debate that the hon. Member for Lancaster and Fleetwood taught in comprehensive and secondary modern schools, so he has a full experience of both sides of that equation.

My hon. Friend the Member for Slough (Fiona Mactaggart) pointed out the impact of 16-to-19 funding on all post-16 providers, not just the selective ones—although all post-16 providers are selective in some ways, because that is the very point at which selection is permitted within our system overall. The hon. Member for Southend West (Sir David Amess) agreed that 16-to-19 funding was unfair and gave examples from his constituency.

I should say something about grammar schools, as that is the advertised title on the Order Paper. Overall, it is the Opposition’s view that a system of selection at 11 is not the way to raise school standards or to promote social mobility. In fact, that is currently the Government’s position. Instead, we should focus relentlessly on supporting schools to raise standards for all pupils regardless of their backgrounds. The most effective way to do that is through promoting great teaching and leadership in our schools. The evidence for that is absolutely clear internationally. Andreas Schleicher, who is often quoted by the Government and who oversees the OECD programme for international student assessment scores, has made it absolutely clear that the international evidence shows that systems with selection for children at the tender age of 11, and all that that entails, perform less well than non-selective school systems.

Far from promoting social mobility, selective systems entrench social division. The difference in the domestic average wages between the top 10% and the bottom 10% of earners is much wider in selective areas than in non-selective areas. Schools that select at age 11 are also highly socially selective institutions overall. Almost all the remaining 164 grammar schools in this country have fewer than 10% of pupils eligible for free school meals. In 2010, 96,680 year 7 pupils received free school meals from a total of 549,725 pupils in state schools. Of the 22,070 grammar school pupils in that age bracket, only 610 were receiving free school meals. It is undeniable that the poorest children are losing out, in part because in some areas almost everyone who passes the 11-plus has had private tuition of one sort or another.

I will not go into great detail about the evidence from the past—it is probably not where we should go in today’s debate—but suffice to say, the rose-tinted view of the selective system of the past is not true. At its height at the beginning of the 1960s, a third of grammar school pupils got only three O-levels, and only 0.3% of grammar school pupils at that time with two A-levels were working class. It is therefore a myth that grammar schools were great engines of social mobility. There are many reasons for the great surge in social mobility, but selection at 11 is not one of them.

That is why the current Prime Minister was absolutely right in 2007 when he said that those who wanted to expand the number of grammar schools were

“splashing around in the shallow end of the educational debate”.

He went to say that his party was in danger of becoming “a right-wing debating society” rather than

“an aspiring party of government”.

That is why the current Government have held on, largely, to the policy of not allowing more schools that select at age 11, although they have permitted a loophole to those that he said were

“clinging on to outdated mantras that bear no relation to the reality of life”—

they have created a loophole to allow the expansion of selective provision by stealth to locations many miles away from existing grammar schools.

[Sir Edward Leigh]

Let us agree to disagree on grammar schools. In the last couple of minutes of his speech, will the hon. Gentleman focus on the fact that the Labour party presumably is committed to a fair funding formula for all schools with successful sixth forms?

[Kevin Brennan]

Yes, I can do that, and I can confirm that. Labour policy remains that the remaining selective schools should be a matter for local parental choice. Our policy has not changed on that since it was introduced in 1998, and it has been reconfirmed by the current Government. In the course of the hon. Gentleman’s speech, he was right to point out that sixth-form or 16-to-19 funding is causing a great problem for many schools across the country. Of course, there is no different formula for grammar schools—I would like to make that point, so there is no myth about it. The difference in funding between grammar schools and others is largely because of the difference in their pupil intakes, because of all the factors we have heard about. However, he is right that many schools, including grammar schools, have been hit very hard by the severe cuts in sixth-form and college funding that the Government have imposed. As I said, it might have been more fruitful to have a debate under that broader title to allow others to introduce that subject.

Finally, there are a few questions that the Minister needs to address. Was the decision to slash 16-to-19 funding intended to impact hardest on sixth forms, colleges and, indeed, selective schools? What was the rationale for that decision? Was the result deliberate, or is it, as many hon. Members have suggested, an unintended consequence, in which case there would be an issue of incompetence in relation to the decision?

Since 2006, the Conservative party has said that it is against more selection at 11. Is that still the case? Will the Minister tell us what is happening with the decision about the satellite grammar school in Kent? Will he pledge to include financial data in performance data relating to academies, so that we can debate them?

Paediatric First Aid

Kevin Brennan Excerpts

Monday 15th December 2014 Westminster Hall

[Mark Hunter]

The hon. Lady is absolutely right. She raises an issue that I hope to address in the rest of my speech. I am sure that we would all agree that parents should be able to walk into a nursery and see “Level 3 Paediatric First Aid” on a certificate and be satisfied that the nursery has followed platinum-standard guidelines. I will move on to why that is particularly relevant, as a couple of Members mentioned earlier.

[Kevin Brennan (Cardiff West) (Lab)]

A few moments ago, the hon. Gentleman said that the current guidelines had in effect watered down the previous position. Has he been able to ascertain from Ministers before the debate why that is the case? What is the thinking behind that dilution of the position when this terrible tragedy occurred?

[Mark Hunter]

The short answer to the hon. Gentleman’s question is no, we have not been able to ascertain that, but I hope the Minister will address that in his response.

--- Later in debate ---

[Kevin Brennan (Cardiff West) (Lab)]

It is a pleasure, Mr Chope, to serve under your chairmanship. I am grateful for the opportunity to speak on behalf of Her Majesty’s Opposition in this debate, but I do not intend to speak at great length. There may be an interruption to our proceedings, and we want to hear the Minister’s response.

I commend the hon. Member for Cheadle (Mark Hunter) who introduced the debate in a calm and measured way. He told us about Millie Thompson and the tragic circumstances of her death, and outlined the aims of the subsequent campaign that her parents instigated. He said that despite that, the Government may have watered down some of the regulations since that campaign started. Before the conclusion of this debate, we need to hear whether that is the case and, if so, why. I commend the hon. Member for Cheadle on leading this debate in such a measured, calm, careful and considered way.

I thank the hon. Member for Colchester (Sir Bob Russell), who told us that he has had tragedy in his own family and therefore brings his own experience to the debate. My hon. Friend the Member for Mansfield (Sir Alan Meale) is no longer in his place, but he intervened earlier. I commend other hon. Members who have contributed, including the hon. Member for Gloucester (Richard Graham) who made a short speech emphasising that the hon. Member for Cheadle had made a strong case.

I am grateful for the opportunity to speak in the debate, and many others will be grateful that it is happening because more than 100,000 members of the public signed the petition that Millie Thompson’s parents started. It is absolutely right to take this opportunity to join in the tributes from other hon. Members to the tireless campaigning work undertaken by Joanne and Dan Thompson over the past two years since the tragic death of their nine-month-old daughter, Millie. Following their horrific loss, they have worked immensely hard to try to create something positive, launching Millie’s Trust last year to campaign for every nursery carer to be trained in paediatric first aid, and to provide courses to increase the number of nursery staff with first aid training. We should commend them on the practical training they have provided by setting up that trust.

The remarkable number of signatories that the parents’ petition has attracted demonstrates clearly that they have struck a chord with the public, and it is absolutely right that we consider carefully whether the current requirement for first aid training in nurseries is appropriate. What happened to Millie’s parents is something that every parent dreads: the sudden death of a perfectly healthy child whom they had dropped off at nursery on another ordinary working day. All of us who are parents can empathise with their sorrow and desire to understand what happened and why it happened to their daughter, but no one who has not experienced what they experienced can possibly understand the pain that they carry with them every day.

As we heard, Millie died after choking on mashed shepherd’s pie during her third day attending a nursery in Cheadle Hulme in October 2013. It is important to note, as hon. Members have done, what the coroner said about the case. He was concerned enough by what he heard during the inquest to raise serious questions about whether regulations on first aid training for nursery staff were set at the right level, and furthermore took the unusual step of announcing publicly that he would be writing to the then Secretary of State for Education, the right hon. Member for Surrey Heath (Michael Gove), to urge a move to first aid training for all nursery staff. The coroner described that

“as a matter of national importance”.

The hon. Member for Cheadle highlighted that.

The paediatric first aid certificate of the member of the nursery staff immediately to hand when Millie began choking had expired. Recognising the seriousness of the situation, they called for help from the staff member on duty with up-to-date training. Technically, the nursery was at that time, fulfilling its duty to ensure that at least one staff member trained in first aid was on duty. After looking at the circumstances of the case, the coroner’s verdict was death by misadventure, and the question arose of whether having that single member of staff available—we have heard more details from the hon. Member for Cheadle about what happened—was sufficient. As has been asked, what would happen if they were elsewhere in the building or engaged in a task that it would be dangerous for them to abandon immediately with other children in the nursery’s care? In serious medical situations involving the youngest children, any delay can mean the difference between life and death. We can genuinely understand the coroner’s concern regarding the regulations on first aid training and why he was moved to take the action that he did in writing to the Secretary of State.

Opposition Members and, I am sure, all hon. Members, are firm believers in securing high quality, affordable, flexible child care. We believe that at the heart of that mission is a continual drive to improve the standards and standing of child care staff. We are fortunate, as a nation, to have many highly-skilled, dedicated and hard-working people working on the front line in nurseries, children’s centres and as childminders. There is a real desire among the best practitioners for improved training, including ongoing retraining throughout an individual’s career in child care. They know that that route will lead to better care for children, as well as eventually improving pay and conditions for child care staff. As we move towards a child care sector where higher standards of training and professional development become the norm, improving the standard and quantity of staff trained in paediatric first aid must be at the heart of that.

The Minister may tell us that immediately to demand that every staff member must be fully trained would bring difficulties for the sector—it will be interesting to hear his response—but it is certainly right that that should be the goal. In larger child care settings in particular the requirement for a single first aid-trained staff member may not be sufficient. Rising professional standards in the child care sector ought to pave the way for parents and regulators to expect more in terms of the skills and training of staff. In this particular case, tougher regulations may not have made a difference, but the tireless work of Millie’s parents since her death has opened a serious and vital debate about whether the regulations that we have now are sufficient.

Everyone here today wants to do everything possible to prevent further tragedies of the sort that Joanne and Dan Thompson have suffered. To help us judge what is being done, we need to hear the Minister’s answers to a number of different points. Will he tell us what the previous Secretary of State’s response was to the coroner’s letter following the inquest and in what terms he responded to the coroner? I am sure the House would be very interested to know how he responded to that call from the coroner.

I have the Government’s response to the e-petition here, and it is quite brief and light in detail—I know that is often the case in the way that such things are set out. However, I and the rest of the House would be grateful if the Minister could tell us whether there is any kind of ongoing review of the suitability of required levels of paediatric first aid training in child care settings, and if so, what form that review is taking.

The Minister’s colleague, the Under-Secretary of State for Education, the hon. Member for Crewe and Nantwich (Mr Timpson), met Millie’s parents back in June. Further to what the hon. Member for Cheadle said, will this Minister tell us more about what actions arose as a result of that meeting? What follow-up actions were taken by the Department after that meeting? What were the new requirements that, as the hon. Gentleman mentioned, had been explained to the parents during the course of that meeting, and in particular, why have they not received an answer, as he reported, about who made the decision to remove the first aid requirements? If the Minister is not able to provide that answer directly to us here and now, will he commit on record today to providing it to the House in the very near future by writing to those Members present and to the Thompsons, and will he place a copy of that response in the House of Commons Library, so that it is available for all to see?

We would all like to know why, as the hon. Gentleman indicated, there has apparently been a watering-down of the regulations in this area since this terrible tragedy occurred. Does the Minister accept that that is the case? If not, will he explain why he does not accept that what has happened since constitutes a watering-down, and if he does accept that the regulations have been watered down since these tragic events, will he explain to the House why that has happened? What is the thinking behind it and what is he going to do about it, in the light of the strength of feeling that has been expressed across the House today and given the campaign that the Thompsons have launched and the e-petition with more than 100,000 signatures that has prompted today’s debate? I look forward very much to hearing the answers to those questions and to the issues raised by other hon. and right hon. Members during the course of this debate.

--- Later in debate ---

[Mr Gyimah]

My hon. Friend is fast bringing me to the end of my speech—I was going to address that right at the end. Yes, when we have a national review, we will look at making this mandatory.

[Kevin Brennan]

May I press the Minister on the nature of the review? Is he talking about an internal departmental review or about getting independent experts to look at the issue and come to a conclusion? Furthermore, on the timetable, he will be aware that we will be pressing up against all sorts of deadlines next year, if I can put it that way. The review will have to get under way quickly if he is to deliver on what he is promising the House, so when will it get under way?

[Mr Gyimah]

We have been looking at that since Mr and Mrs Thompson had their meeting with the Under-Secretary of State for Education, my hon. Friend the Member for Crewe and Nantwich (Mr Timpson). Once I have had a meeting with them, we will publish details of the nature of the national review, but that is not to say that the issue is not of great importance for us.

Let me turn to the points made by the hon. Member for Cardiff West (Kevin Brennan), who focused on whether we have watered down the regulations. I touched on the point about local authorities. I would also like to reassure him that, at the heart of the increase in the skills and qualifications of the early years work force, we have emphasised the importance of paediatric first aid, which is included in professional child care qualifications, although that might not necessarily lead to a certificate that can be renewed every three years.

Our standards for early years teacher status mean that all early years teachers will know how to establish and sustain a safe environment and employ practices that promote children’s health and safety. Our early years educator criteria, which the hon. Gentleman is intimately familiar with, mean that all early years educators will understand how to respond to accidents and emergency situations.

Ofsted

Kevin Brennan Excerpts

Wednesday 10th December 2014 Westminster Hall

[Mr Christopher Chope (Christchurch) (Con)]

It is a pleasure to introduce a debate on the accountability of Ofsted, not least because Her Majesty’s chief inspector’s annual report was published today. Few issues can be more important for our country than standards and attainment in education. Ofsted plays, and has played, a pivotal role in trying to ensure that all our schools are stretched to demonstrate excellence in what they do, and that they are held to account publicly for their failures and shortcomings.

At the start of such a debate, one can do little better than to refer to the chief inspector’s conclusion in today’s report, in which he states:

“We are at a watershed moment in the history of our education system. As we near the next general election, no major political party is talking about reversing the trend towards the greater autonomy that our schools now enjoy.

I believe the time has now come to move away from the debate that has raged for the past five years about school structures and towards a sharper focus on what works in all schools, regardless of their model of governance or status.

The essential ingredients for success are no secret and have been well documented from time immemorial—strong leadership, a positive and orderly culture, good teaching and robust assessment systems.”

I want to concentrate on that last phrase. Without robust assessment systems, it is difficult for Ofsted to demonstrate that it is objective and consistent. Ofsted must be accountable publicly for its actions and judgments, and particularly for ensuring the factual accuracy of the data on which such judgments are made. Only then can we be sure that the assessments it makes are robust.

On 30 October this year, the National Audit Office published a report by the Comptroller and Auditor General on oversight and intervention in academies and maintained schools. The NAO states:

“Our public audit perspective helps Parliament hold government to account and improve public services.”

As the report makes clear, it has been the policy of the Department for Education since 2010 that a maintained school with sustained or serious underperformance should normally expect to become a sponsored academy. A sponsored academy is directly accountable to the Secretary of State rather than to the local authority. The latest figures from the NAO show that there are some 4,200 academies in England, and that 17,300 maintained schools are still overseen by local authorities. Academies have been an important vehicle for improving standards. They have helped to ensure that the majority of schools that Ofsted rates inadequate improve by their next inspection.

As the NAO reminds us, however, 1.6 million of the 7 million children aged four to 16 are still educated at schools that are not rated good or outstanding by Ofsted. Against that background, we must be concerned by the NAO’s conclusion that the Department for Education has not demonstrated that the £382 million of taxpayers’ money that was spent on oversight and intervention in 2013-14 is delivering value for money. The NAO states that

“the clear messages about acceptable standards of performance must be paired with more ways to spot problems early on and a demonstrably consistent approach to tackling underperformance when it occurs.”

Ofsted responded, in a sense, to those comments on page 25 of its annual report:

“We are also taking action to improve the quality of inspection.”

That is an implicit acceptance of the fact that, hitherto, the quality of inspection has not been sufficiently good. The report states that

“from next year, Ofsted will contract directly with inspectors, rather than through third party providers. This will enable Ofsted to take direct control of the selection, quality assurance and development of its inspection workforce.”

Having provided some background, I want to draw attention to what has happened to a secondary school in my constituency. In today’s annual report, the chief inspector states:

“Over 170,000 pupils are now in secondary schools rated inadequate, around 70,000 more than in 2012.”

On that basis, more secondary schools are becoming inadequate at a time when everybody is saying that we have to improve standards. My concern is that some of the judgments about whether schools are inadequate or good are extremely subjective.

Pupils at Ferndown upper school in my constituency are among that cohort of 70,000. When the school was inspected on 24 and 25 November 2010, it was rated good, which is the second highest of the four categories. In its report on that inspection, Ofsted stated:

“Ferndown Upper is a good school that has improved appreciably since the last inspection and has the capacity to improve further.”

The report also states:

“There is a rising trend in students’ attainment and the majority of students make good progress regardless of their background, starting points or special educational needs. Teaching is good and there is a strategic policy to ensure that regular and systematic assessment takes place in all subject areas.”

According to the report,

“examination results for 2010 show a continuing trend of improvement…there has been a significant increase in the number of students attaining five A* to C grades at GCSE, including English and mathematics. This figure has risen by 12 per cent since last year and is now above the national average.”

The report goes on to say:

“The school has worked hard to improve attendance and has put in place monitoring and support systems”.

It also states:

“The headteacher and his leadership team have a clear vision for the school. They are committed to driving through a range of improvements to raise standards and develop students as ‘confident, independent learners and responsible citizens’.”

Just over three years later, another Ofsted report was published. The school has the same head teacher and chair of governors, and, speaking as the Member of Parliament, there is no dispute among local people about the fact that the school, although by no means perfect, has not deteriorated but has improved during those three years. In the inspection of 9 and 10 January 2014, Ofsted rated the school as inadequate, which is the lowest of the four grades. Ofsted said that the school had “serious weaknesses” and stated:

“Achievement is inadequate because both past and current students have not made sufficient progress, especially in English.”

It stated that teaching was inadequate and that leaders

“have not taken the actions needed to improve teaching and achievement, particularly in English”.

The school was, understandably, incensed that it had been marked down in such an arbitrary fashion.

[Kevin Brennan (Cardiff West) (Lab)]

What has happened to the school’s GCSE results since 2010? What happened to the number of pupils receiving five A* to C grades in the period between the two inspections?

[Mr Chope]

I do not have those figures in my head, but I have figures showing that, in the period since the inspection, there has been a significant increase in GCSE performance at A* to C. Those figures compare very favourably with many other schools in Dorset that are rated not inadequate but good. If in due course I look at the detailed material I have here, I might be able to answer the hon. Gentleman’s specific question.

The school and its governors decided to appeal against what they regarded as an inadequate conclusion to the inspection. The report was published on 19 March 2014, and when the head distributed it to parents, as he is obliged to do, he said that the inspectors had ignored various issues. He said that, although

“there remain areas for improvement, the Governors and Senior Leadership Team of the school share with the whole staff the belief that this inspection was unfair and deeply unjust…We knew and accepted that English had under-performed”.

He stated that the school was taking action about that, which is why the school was

“predicting…good results in English this summer”.

Indeed, the school did get good results in English in the summer of 2014, and the head expressed concern about predictions for the future:

“a point the inspectors seem to have ignored. Instead they focused on data from the last 3 years, including 2012, the year in which grade boundaries were suddenly changed leading to a national outcry. This directly contradicts their own guidance which urges inspectors not to focus just on the last 3 years but to take into account current progress.

Inspectors also appear to have ignored the wealth of opportunity that the school continues to offer through the wide variety of trips, activities, clubs and achievements that cannot be measured as easily as English results.”

He drew a contrast with the inspector’s report from 2010, saying that

“everyone who knows the school well would say that it is actually a better school today than in 2010!”

One of the concerns the head and the governors have is that Ofsted compared the school’s attendance and exclusions—the inspection was carried out not by Ofsted inspectors but by Tribal, a subcontractor to Ofsted—with secondary schools that were not comparable. Ferndown upper school has only years 9, 10, 11 and a sixth form, whereas the schools with which Ofsted compared it also have years 7 and 8. Obviously, in years 7 and 8, as national figures make clear, attendance is better and exclusions are fewer. Ofsted was not comparing like with like, which is a fundamental error.

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[Kevin Brennan (Cardiff West) (Lab)]

It is a pleasure to serve under your chairmanship, Dr McCrea. I congratulate the hon. Member for Christchurch (Mr Chope) on securing the debate and on his thoughtful and important contribution, in which he sought to outline the experience of a school in his constituency of going through the Ofsted inspection process.

I intervened on the hon. Gentleman earlier about the school’s exam history, and it would have been helpful had he been able to tell us a little more about it. Perhaps the Minister knows the details and can tell us whether it was a factor in Ofsted’s judgment. Nevertheless, the hon. Gentleman raised some important issues.

The hon. Gentleman made the important point that, in making serious judgments about the quality of schools, we should not forget the wider aspects of schools or the wider curriculum. I certainly agree that no school should be able to be rated as outstanding unless it has a broad and balanced offer for its pupils, including an excellent cultural offer. Perhaps we need to think more about that, and I might say more about it later.

The hon. Gentleman mentioned the Trojan horse affair in Birmingham. I do not intend to go through it in any great detail again today, but it would be useful if the Minister told us his view of what has happened since the Trojan horse affair, and of how Ofsted is inspecting schools in the light of the newly introduced need to teach British values in the aftermath of that affair. If he could update us on the Department’s view of how that is going, that might benefit the House and would certainly relate very much to Ofsted’s accountability, which is the subject of the debate.

I congratulate my hon. Friend the Member for Blackley and Broughton (Graham Stringer) on his contribution. He expressed concerns about the quality of inspections of children’s services in Manchester. He made some important points about safeguarding and the failure of inspections sometimes to pick up problems with safeguarding children. Those are serious issues, and the Minister will have taken those remarks on board and will want to say something about them.

I congratulate the hon. Member for Wells (Tessa Munt), who was born on the same day as me, although she looks a lot younger. She raised a serious constituency issue, which should be the subject of a formal complaint. I am sure that she, as a constituency MP, will take that up directly, but it would be useful to hear the Minister’s response.

As many Members here know, I used to be a teacher, so I have been through the process of being inspected, albeit not under the current dispensation. I can tell Members, and any teacher will agree, that it is not necessarily a pleasant experience, but it is a necessary experience. I absolutely accept that inspection forms an important part of the process. Before the Minister starts looking up how I did in that inspection, let me say that I was perfectly happy with how it turned out.

We should acknowledge that inspection is a stressful process and that head teachers, teachers and even pupils and parents can find it stressful. Although inspection is an extremely necessary process and must focus forensically on ensuring that children are not being failed in our system—a principle that the Opposition absolutely support—we should bear in mind the human side of things when schools are inspected.

One of the sad things about discussions of Ofsted is that they are very much based on the headlines we tend to see in the newspapers when things such as the Ofsted annual report are published. Very few people read beyond the headlines and into the detail of what the chief inspector says in his report. People tend to take up political positions on what has been said, but Sir Michael Wilshaw made some extremely sensible remarks in his commentary on the annual report, some of which are things we have known for a long time, such as that for a school to be outstanding it needs great leadership. It is also necessary for it to have great middle-level leaders; and that depends on the great senior leadership. We could do a lot more to strengthen the role of middle leaders, particularly in secondary schools. Sir Michael said in his report today that he is concerned that they are not making progress and that more children are being taught in schools rated inadequate. The necessary things include good leadership and good teachers, effective and accurate assessment, and dealing with such things as low-level disruption.

As a former teacher I do not think it is really possible to teach without first creating a quiet, orderly environment. Beyond that, many things are possible and teachers can move on to all sorts of innovative and interesting activities; but it is and always has been the starting point—the basis and foundation of the craft of the classroom. I would not go as far as saying, as we used to when I was teaching, “Never smile until Easter,” but it is necessary to establish the proper quiet and orderly environment in a classroom if a teacher is to teach effectively and make sure that learning happens. I understand why Sir Michael is concerned about low-level disruption; about the stretching of able pupils; about many schools’ failure to do enough to narrow the gap between disadvantaged pupils and those from better-off backgrounds; and—topically, after the Government’s announcement today—about the current poor careers advice in schools, which is almost universally accepted, except by the Department for Education, to have worsened significantly since 2010.

Perhaps the Minister will expand a little further on today’s announcement about the new careers company—particularly why it was not put out to tender and how the choice was made to give a particular sum of money to a particular individual and group to run it. I should be interested to know what thinking was behind that. Was it to do with the time it would take to get that done before purdah, or was there a genuine operational, strategic reason for doing things in that way instead of by the normal governmental tendering process? The Public Accounts Committee might be interested to know about that.

Sir Michael Wilshaw also talked about governance not being strong enough. We all need to listen to that, and to address the issue. He also flagged up a severe concern about teacher supply. I know the Minister is interested in that, and he noted the 17% fall since 2010 in the numbers entering initial teacher training. I should be interested in his view of Sir Michael’s remarks. Does he agree that teacher supply is an emerging issue, and if so what will he do about it?

Under the present Government there have been problems relating to the proper relationship between the Department for Education and Ofsted. Indeed, there have been accusations of an attempt by the Department to politicise Ofsted in the current Parliament, not least because of the sacking of its chair, Sally Morgan, and the memo from senior advisers to the former Secretary of State suggesting that it might be right to sack Sir Michael Wilshaw. Those revelations have led to accusations by people speaking on behalf of the Schools Minister—he is here this afternoon—of a Government attempt to politicise Ofsted. The report of 9 October in The Guardian said:

“A Liberal Democrat source close to schools minister David Laws said: ‘The fact is that, Gove, Cummings and others around them have been deeply disappointed by Michael Wilshaw’s refusal to play ball. This is almost certainly what lay behind their previous attempt to politicise the inspectorate.’”

So that is confirmation from the Schools Minister, or rather his spokesperson, whom he might perhaps want to identify—it might have been him; I do not know, but whoever the source close to him was, I am sure he would like to tell us—that the previous Secretary of State and his advisers have been involved in an attempt to politicise Ofsted. Of course, that is a dangerous path to take, so when the Minister talks about the accountability of Ofsted, perhaps he will tell us how he valiantly fought off the attempts in his Department to politicise it, who was involved in them, and what he is doing to rein in that tendency in the Department.

That is not to say that Ofsted is a perfect organisation, as anyone would admit. Concerns are frequently expressed to Ministers, shadow Ministers and others. We have heard in the debate some of the concerns about the way Ofsted inspections are carried out. We need to think about how to move on and reform it. It might help if I say something about Labour policy on Ofsted. The Opposition recognise that school inspections play a crucial role in upholding standards in schools, but we oppose the Government’s attempts to politicise Ofsted, which the Schools Minister has complained about, because they would ultimately undermine the integrity and independence of the schools inspectorate. National systems of inspection and accountability should be collaborative rather than confrontational—an issue that perhaps contributes to some of the concerns expressed in the debate. Otherwise, the effect of inspection could too often be to narrow children’s educational experience.

We need to prevent that from happening. We want schools to be innovative; we do not want them to operate in an accountability framework that makes them fear innovating, developing new pedagogies and using new technologies. Of course they must meet the requirements on standards, but we do not want an atmosphere in which schools always play a conservative part. We want innovation and we need pedagogies to be developed. We need to use and unleash the talents of teachers in what Ofsted called in 2010 the finest generation of teachers we have ever had in this country—albeit one dreadfully undermined by the Government’s disastrous policy, with which I understand the Schools Minister also disagrees, of allowing unqualified teachers in schools.

Labour believes that the role of the schools inspectorate needs to be examined. In government we will ensure that the inspection process is more collaborative and that school improvement involves schools reviewing one another, and monitoring by the middle tier. We have talked about creating directors of school standards to clear up the muddle that has occurred since the present Government’s piecemeal, rapid and politically motivated timetable of academisation. What Sir Michael Wilshaw said today about the obsession with structures, rather than the things that really matter for school improvement, was extremely helpful. The name over the door does not matter. What matters is the quality of leadership and teaching in a school, not the name and title. An end to a Government-favoured brand of school will be a positive step forward, and I am glad that Sir Michael said what he did.

[Mr Chope]

On that point, does the hon. Gentleman accept, on behalf of the Labour party, that there should not be an obsession with being for or against academies, free schools or maintained schools, but that we should look at each school on its merits?

[Kevin Brennan]

Yes, I accept the hon. Gentleman’s proposition that each school should be considered on its merits, but we should be creating a framework of fairness within which schools of all types and denominations can operate, with a fair and proper admissions procedure, an effective admissions code and a stronger adjudicator on admissions, to ensure that schools are operating together in a collaborative framework. We do not believe in using naked market forces to drive schools out of business. We believe in weaker schools being helped by stronger schools in the system and insisting that such collaboration must happen, because ultimately that is how an increase is standards is achieved. That is what happened under the framework of London Challenge, for example, through a collaborative approach, rather than relying on creating an over-supply to drive schools out of business and, ultimately, putting pupils in ever-failing and declining schools over time and ruining their lives with an obsession with market forces. Unfortunately, that certainly was the philosophy of the previous Secretary of State and some of his closest advisers.

We will ensure that there is more collaborative work on school improvement, involving schools reviewing one another and monitoring by the middle tier; we have talked about creating directors of school standards, as well as the national inspectorate. We will ensure that early years settings and primary schools are judged against how well they develop children’s knowledge, skills and qualities through a broad and balanced curriculum, alongside tests in English and maths. We have already called for Ofsted to have the power to inspect academy chains and we are committed to monitoring its role. That confirms what I said to the hon. Member for Christchurch: we want the same treatment for all schools, so that, as well as inspecting local authorities, which may have responsibility for groups of schools, Ofsted can inspect not just individual schools in an academy chain but the operation of the chain itself.

I hear concerns that schools in some academy chains have less autonomy and are given directions from head office about exactly what they have to do. That head office is sometimes in a remote part of the country, far away from where the school is operating. Those schools’ policies are being determined from far away and there is little accountability in the system, so inspecting academy chains is important. I hope the Schools Minister agrees. We were not able to persuade the previous Secretary of State or the current one to permit that, but Sir Michael Wilshaw has asked for it and we support it. I hope the Schools Minister confirms that he supports that, too, because he seems to support an awful lot of what we say nowadays about schools and education policy, in contrast with his colleagues in the Department for Education.

Does the Minister agree with Sir Michael Wilshaw, who said today that in the last couple of years 70,000 more pupils are being taught in inadequate secondary schools? If so, what is his policy response and how should we deal with it? Obviously, if that is so—I have no reason to believe that the chief inspector of schools is wrong—there needs to be some policy response. It is not adequate simply to say, “Our academisation programme and our free schools policy will solve all problems”, because we know that is not true. What are we actually trying to do to put that right? It is a challenge to all of us, if such a process is occurring.

I recognise the improvements made by many schools in recent years, under this Government and the previous one, and their raising of standards. That is to be celebrated and commended but it is down, principally, to the hard work of school teachers, school leaders, governors and others, probably far more than to politicians and education policy makers, who often have little experience of the front line—the classroom—and more experience of policy think-tanks. However, if over the past couple of years 70,000 more pupils are being taught in inadequate schools, the Government should be concerned about that and should have something to say about it. I hope that the Minister has.

Will the Minister update us on what is happening about accusations that the Inspiration Trust in Norfolk was given prior notification of inspection? As has been said, this system has to be fair across the country and everybody must have the same notification—or no notification—of inspection. I am sure that Members would be grateful for any information the Minister could provide to update the House.

Will the Minister comment on the following, from an article in The Guardian on Tuesday 9 December?

“In September 2013, an Ofsted stipulation that inspectors should ‘consider the food on offer at the school and atmosphere of the school canteen’ was introduced, following pressure from organisations including the Jamie Oliver Foundation. But this August, it I was quietly removed, in a streamlining of inspection guidance. Ofsted’s latest consultation on a new inspection framework, which closed last Friday, has also omitted to mention school food.”

I know the Minister has a genuine interest in this subject. Can he shed any light on whether there is to be a dilution of the inspection of the quality of school food?

What does the Minister think of the following remark by Sir Michael Wilshaw in the annual report?

“The proportion of secondary schools in which leadership and management are judged inadequate has…doubled over the past two years.”

Again, that should be of direct concern to the Department. Does the Minister agree with and recognise Sir Michael Wilshaw’s observation? If so, what is his response and what does he intend to do about it?

Oral Answers to Questions

Kevin Brennan Excerpts

Monday 1st December 2014 Commons Chamber

[Nicky Morgan]

I thank my hon. Friend for mentioning Leigh university technical college, and I am delighted that young people in his Dartford constituency now have the opportunity to attend a UTC. They are an important part of our education plan to ensure that young people leave school well educated and, as he said, well prepared for careers such as those in engineering.

[Kevin Brennan (Cardiff West) (Lab)]

Recruitment for initial teacher training was 108% against target in 2010, but it is now down to just 93%. Head teachers are having to travel abroad to recruit, and the chairman of the teacher training advisory group has warned that places such as Dover, Great Yarmouth and Blackpool will be at the back of the queue for teachers. We warned that that would happen, but there has been nothing but cold complacency from Ministers. I think it is one of the only policies that the Liberal Democrat Minister for Schools still agrees with. When will he get a grip on it?

[Nicky Morgan]

I am sure that the Minister for Schools can answer for himself, but I doubt that that is the only policy he agrees with. Some 32,543 trainee teachers started undergraduate or postgraduate initial teacher training in 2014-15—236 fewer than last year. The shadow Minister might want to reflect on the fact that one reason more teachers are attracted to the profession is the recovering economy, yet the legacy that his Government left us was a weak economy. We want to make teaching an attractive profession. It is already highly respected, but it will be less attractive given the shadow Education Minister’s proposals to make all teachers swear an oath, which I think was met with universal derision.

Oral Answers to Questions

Kevin Brennan Excerpts

Thursday 20th November 2014 Commons Chamber

[Jo Swinson]

I certainly agree that that would be a particular risk to British business. I wonder whether my hon. Friend might also agree that another risk to British business would be on the question of whether or not Britain left the EU.

[Kevin Brennan (Cardiff West) (Lab)]

Has the Minister seen the recent campaign by the Union of Construction, Allied Trades and Technicians about the activities of umbrella companies, where workers are often having to pay for their own holiday pay through deductions and also national insurance employer contributions. What action is she going to take to ensure that job security and workers’ security is increased by acting on umbrella companies?

[Jo Swinson]

The hon. Gentleman raises an important point. Work is already being undertaken by the Treasury on the tax-specific issue of what happens with umbrella companies. He may be aware that last month my right hon. Friend the Business Secretary announced an employment status review so that we can look in more detail at the different types of employment status and at how that system is working, between worker and employer, and with the use of self-employed contracts and umbrella companies. We are looking forward to the results of that review, which will be covering these issues.