Oral Answers to Questions
Kevin Brennan Excerpts(13 years, 1 month ago)
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Michael Gove
That is a typically acute point from my hon. Friend. The subjects in the E-bac bear a close resemblance to the sorts of subjects in an Arnoldian vision of liberal education but, more than that, they are the subjects that modern universities and 21st-century employers increasingly demand. One of the problems that we have had in the past is that too few students from poorer areas have been able to access and benefit from great subject-teaching in those disciplines.
Kevin Brennan (Cardiff West) (Lab)
The first university technical college in the country, the JCB academy, achieved 0% this year in the Secretary of State’s misleadingly titled English baccalaureate. I presume from what he has just said that he regards that as a failure, or are the rumours true and is he just distancing himself now from his Schools Minister’s pet policy?
Michael Gove
I was asked last week by the hon. Member for Liverpool, West Derby (Stephen Twigg) about the JCB academy, and by his predecessor, the right hon. Member for Leigh (Andy Burnham), about the JCB academy, so let me repeat once again for the slower learners at the back of the class: I applaud the amazing achievements of the JCB academy. The English baccalaureate is just one measure of excellence and there are many others. As I underlined last week, the success of the university technical college—a school whose success was made possible by a Conservative party donor and whose success is burnished by Conservative party policies—is a success that I am happy to trumpet from any platform.
Oral Answers to Questions
Kevin Brennan Excerpts(13 years, 4 months ago)
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Tim Loughton
I am not entirely sure of the connection with the transition plans for careers services.
Tim Loughton
There is an odd connection, as the hon. Gentleman says. Last week my right hon. Friend the Secretary of State set out the plans for raising the threshold, which is surely a much more realistic and aspirational target than the rather poor compromise that we have had up to now.
Michael Gove
I agree with the hon. Lady that negotiation is important. That is why I look forward to talking to representatives of the trade unions later this afternoon and why I value the discussions that we have with them, not just about pensions but about every issue.
Kevin Brennan (Cardiff West) (Lab)
In all the pension negotiations that have led to the recent strikes, the Secretary of State seems to have been a bit of a non-entity. Has he made any representations to his Cabinet Office and Treasury colleagues in support of the teachers’ case on pensions, or has he decided simply to wash his hands of their concerns?
Michael Gove
I note that the hon. Gentleman has promoted me from Marty McFly to Pontius Pilate in just 30 seconds. Far from washing my hands, however, I have been actively intervening to ensure that, across Government, we make certain that pensions for valued public sector workers such as teachers are protected, while at the same time being fair to all taxpayers and reflecting the reforms that Lord Hutton, in his excellent report, suggested we pursue.
Oral Answers to Questions
Kevin Brennan Excerpts(13 years, 6 months ago)
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Mr Speaker
Order. May I gently appeal to the Minister of State to face the House when giving his replies so that we can all hear them?
Kevin Brennan (Cardiff West) (Lab)
I am sure the Minister has read the bishops’ e-alert which arrived from the Catholic Bishops’ Conference of England and Wales at 2.18 pm this afternoon, in which the bishops say that they
“have serious reservations over the omission of Religious Education from the English Baccalaureate”
and
“urge the government to reconsider its decision”.
Given the state of rebellion on the Government Benches about this and the uncertainty across the country, will the Minister take this opportunity to confirm that he is not planning another U-turn, this time about RE and the E-bac?
Mr Gibb
Unlike the Pope, the bishops are not infallible. We believe that there is plenty of room in the English baccalaureate curriculum to continue to study subjects such as RE, economics, music, art and vocational subjects, and we have deliberately kept the English baccalaureate small to enable that to happen. In addition, RE is a compulsory subject, and we have seen a very large rise in the proportion of the cohort taking religious studies to GCSE, whereas we have seen a fall in the numbers and the proportion taking geography and history to GCSE.
Religious Education
Kevin Brennan Excerpts(13 years, 6 months ago)
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Kevin Brennan (Cardiff West) (Lab)
I congratulate the hon. Member for Congleton (Fiona Bruce) on securing this debate, which has been most interesting. The hon. Lady acknowledged the considerable progress on religious education that was made under the previous Government; as she has said, the numbers have quadrupled. She made an extremely thoughtful speech on the teaching of religious education, with particular emphasis on the E-bac.
I congratulate my hon. Friend the Member for Newcastle upon Tyne North (Catherine McKinnell) on her speech. I also congratulate her on getting a timely reply to her letter from the Secretary of State for Education, which is a rare thing. The hon. Member for Banbury (Tony Baldry) called for a two-out-of-three option on the E-bac. It will be interesting to hear the Minister’s response.
My hon. Friend the Member for Mitcham and Morden (Siobhain McDonagh) made a passionate speech about her Catholic religious background. As ever, the hon. Member for Southport (John Pugh) was donnish and scholarly in his observations. He seemed to be putting forward a case for the compulsory teaching of philosophy rather than of religion.
My hon. Friend the Member for Rhondda (Chris Bryant) reminded us that the Church is disestablished in Wales, but he admirably resisted the temptation to use the word “antidisestablishmentarianism”, which showed a great deal of restraint, which I do not possess. My hon. Friend preached respect rather than tolerance, which is an interesting distinction.
The hon. Member for St Albans (Mrs Main), a former teacher, spoke with passion. Incidentally, my school—St Alban’s RC comprehensive school at Pontypool —is obviously named after the same martyr as her city. The hon. Member for Enfield, Southgate (Mr Burrowes) acknowledged the progress made under the previous Labour Government, saying that four times as many are now studying RE at A-level. The hon. Member for Eastbourne (Stephen Lloyd) urged the Minister to repent on the matter of E-bac. The hon. Member for Cleethorpes (Martin Vickers) is obviously a man of great faith; he must be to support Grimsby Town football club.
Finally, the hon. Member for Gainsborough (Mr Leigh) accused schools of cheating. It was slightly over the top, even for him, to say of schools that enter pupils for exams that are available and properly set out by the examination boards that they are cheating. I would be interested to know which schools in his constituency he thinks are cheats, and which teachers and head teachers. I am sure that he will list them all later.
It is right for me to say something about what the previous Government did to improve RE teaching in our schools. We invested £1 million in an RE action plan during our last three years. We wanted to improve the quality of teaching and learning of religious education, with revised guidance and a review of resources, support and materials for teachers. We wanted to strengthen the role of RE in the curriculum, and we worked closely with the key stakeholders to deliver that plan. The previous Government, like this Government, were supportive of religious education being taught in our schools, and we were supportive of it being broadly Christian in character. However, it is extremely important that pupils should be taught about different religions, not least in the multi-faith world which we live in and which is reflected in so many of our constituencies.
The previous Labour Government were right to do that, and I do not think that there has been any particular deliberate change in emphasis by the present Government. However, a number of Members spoke about the impact of the English baccalaureate on the teaching of RE. That policy comes under the famous “nudge” theory. I have said it before, and I shall say it again, but if we nudge people with a loaded gun the consequences are obvious. The consequence of the loaded gun of the English baccalaureate for the teaching of RE in schools is becoming clear.
I wonder what the Secretary of State thought would happen to the teaching of RE when he announced the English baccalaureate. It was done in a rush, without consultation and without deep thought being given to it. Was he emphasising the importance of teaching the core academic subjects? Was he setting his own exam test that he could not fail? He knows that in a few years’ time the impact of nudging people in that way—of saying that schools will be judged on how they do in the E-bac—would be a rush, a diversion, of schools’ resources into the teaching of those subjects. The inevitable consequence, which he desires, is that he would be able to say at the end of his parliamentary term, “I have succeeded, because more people are studying the subjects that I have decided are important.”
What will be the consequences for RE? As the hon. Member for St Albans has said, The Times Educational Supplement of 4 February 2011 published a survey by the National Association of Teachers of Religious Education, which had gathered 800 responses from state and independent schools. It was reported that the survey had
“found planned cuts to both short and full-course GCSEs in religious studies from this September. In some cases schools are reported to be ignoring their statutory duty to offer RE at all.”
That was the result of the rushed and ill-considered introduction of the English baccalaureate by the Secretary of State.
Andrew Percy
The hon. Gentleman is entirely correct. For the last two decades we have seen that schools will always teach to whatever they are measured on. The real risk of the English baccalaureate being drawn so narrowly is as the hon. Gentleman says. It is happening in my constituency; head teachers tell me that they are doing exactly that—rushing resources to the subjects that contribute to the E-bac to the detriment of all other subjects.
Kevin Brennan
The hon. Gentleman, like me, is an ex-teacher and speaks from experience. He knows the impact of directives, missives or advice from the Department for Education.
The Times Educational Supplement of 13 May—last Friday—stated in its magazine:
“Even though RE is a statutory subject, the National Association of Teachers of Religious Education…has warned that some headteachers are allocating less, or no, time to RE. A poll of nearly 800 schools in January found that 30 per cent have cut time for RE. With less time devoted to their subject, and potentially fewer pupils and funding, there are fears about job losses in non-EBac subjects.”
That, of course, includes RE. The article then states:
“With RE, the DfE argues that because it is a statutory subject, it will be protected. In the past, Mr Gove has said that ‘high-quality religious education is a characteristic of the very best schools; faith schools and non-faith schools’. But the RE community is not convinced. Mike Castelli, who sits on the RE Council of England and Wales and is principal lecturer in education at Roehampton University, is under no illusions that the statutory nature of the subject will protect its importance in school. ‘What secured it was Ofsted inspections, but Ofsted now doesn't report on the curriculum in detail,’ he says. ‘Therefore there’s no comeback to headteachers who decide they don’t want to put RE on at GCSE level. The fact that RE is statutory is not doing what the Government thinks it is doing.”
I could go on, but there is not enough time. I say to the Schools Minister that the situation is the result of ill-considered, non-evidence-based policy being introduced without consultation. The Government should drop this approach to making education policy. The Minister is not malevolent, but misguided. He will have to do a U-turn, and he is lucky that he will have to do it with regard to RE, because he knows that, in this case, for sinners redemption is available.
Education Performance
Kevin Brennan Excerpts(13 years, 6 months ago)
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Elizabeth Truss
I agree completely with the right hon. Gentleman. Too often, limiting choices are made early in a student’s educational career. I support the English baccalaureate because if that becomes a more general qualification, people will not limit their choices early on. The lesson from other education systems seems to be that delayed specialisation is a good thing, and that too much early specialisation has a damaging effect. I oppose the suggestion that GCSEs be taken earlier, for example, as I think that would be damaging.
Kevin Brennan (Cardiff West) (Lab)
The hon. Lady makes a thoughtful speech. On early specialisation, and given the point made by the right hon. Member for Bermondsey and Old Southwark (Simon Hughes), does she believe that selection at age 11, for example, is a good idea?
Elizabeth Truss
I would not personally have such a system, but existing grammar schools do very well, and to abolish the most successful schools would be a mistake; we should improve the other schools instead. My point is about how wide a choice students are given in each school. I am all for freeing up schools and enabling them to select should they so desire. A school in my constituency, for example, wants to select the 20% of pupils who find school hardest. That is a good thing, because it will put a group of learners together to study and achieve academic qualifications. I am in favour of more flexibility, although I am not in favour of imposing mass-selection across the education system.
I was speaking about examinations and how they have changed. One of my concerns is that in trying to ensure that examinations are fair for all students, a lot of use of judgment has been removed. For example, rather than having multi-step questions in which a student has to think about where they want to get to, we have one-step questions that ask for a simple response. That has damaged the ability of young people to think, be flexible and solve problems.
Our system has also diminished the role of teachers, who, for too long, have been forced to jump through hoops. We have a textbook regime; many textbooks are designed by exam boards and are essentially “how to” guides on how to pass the exam, rather than engendering a deep knowledge and interest in the subject. I speak to a lot of teachers who spend their weekends preparing lessons for the week ahead and essentially reinventing the wheel in subjects that have been taught for decades, if not centuries. Teachers in other countries often use a respected textbook that enables students to study in their own time, rather than only in the classroom. One of our problems is that not enough responsibility for study is given to the student; instead, it is passed to the system. The student is seen simply as a cog in the wheel, or a sausage in the factory. A process that focuses on getting through the exam encourages students to value education as a piece of paper, rather than as a way of gaining and developing capability.
I am an ardent free marketer, and in answer to the question by the hon. Member for Cardiff West (Kevin Brennan), I generally support freedom. However, I question our current set-up of examination boards, which is not a free market but an oligopoly of three organisations in a system. The innovation mentioned by those exam boards often involves innovating a race to the bottom to put easier qualifications into schools. The system also involves an incredible amount of regulation from Ofqual, which I have criticised in the past and which consumes a lot of public money. There is a strong reason for us to look again at the examination system and at how it can be better delivered. If we are to have national standards for exams such as the E-bac, and if we are to regulate exam boards, does it make sense to have those three exam boards in their current structure?
The issue of textbooks urgently needs to be addressed. We are one of the only countries in the world with this exam board structure, and where textbooks are set by the exam board. In my view, that is a conflict of interest. It would be better if independent bodies produced textbooks that students could study, and with which they could take responsibility for their own learning.
I mentioned subject choice. I want particularly to address the issues relating to low-income students, because one of the worst aspects of our educational performance is how much we let down low-income students compared with other countries. The OECD particularly highlighted that in its report; 77% of the performance in UK schools is down to socio-economic background. That is the second highest percentage after Luxembourg.
On the point about subject choice, someone at a private school or grammar school is twice as likely to study A-level maths as someone at a comprehensive school, and three times as likely to study a modern language. Students at comprehensives are seven times more likely to study media studies than students at private or grammar schools. What we have is essentially a reintroduction of the secondary modern in our school system. That huge segregation is a big problem. I have met bright students who are studying subjects such as psychology and media studies. Realistically, they will not have the opportunity to go to Russell group universities. We need seriously to address that.
The other point to make about Britain is that a study from Chicago showed that we have the largest differential between the teaching qualifications of teachers teaching low-income and high-income students. We are actively giving worse teachers to low-income students compared with other countries. The present Government have made excellent progress in reforming the supply side of our education system—opening up academies, developing the free schools programme and reforming the teaching profession. I would like further reforms, including an abolition of national pay bargaining. I would like teaching to become a really well-respected profession, and would like teachers to lead on some of the issues that I have been talking about.
However, the reform that we look to across our education system cannot be just about Government. We have been through 25 or 30 years of education reforms that Governments have tried to drive from the centre. That has happened under both Labour and Conservative Governments. It has shown that a wand cannot be waved by central Government. There must be a change in education culture in this country, and that must involve many institutions and people. One reason why I was so keen to have the debate today was to open up the discussion, not just in Parliament but at national level, about what sort of education system we aspire to.
We need to end the mindset that trades off quality and quantity. It is possible to have a high-quality, high-quantity education system. Countries such as Japan and Germany show that. Germany shows that it is possible to reform a system that has previously educated just the elite so that it becomes a much more broadly based system. The Germans are doing well on that basis. The English baccalaureate is a good start to focusing on the core subjects. We need to widen the number of people taking it. Reporting it on a points basis would be a good idea. Reporting how every student does proportionally on the E-bac would be a good idea. I would like that to be extended to A-levels, so that we get rid of the divide in what A-levels students are studying in different types of schools.
There is a strong case for removing low-value A-levels and GCSEs from the league tables. I said earlier that I thought that there was mis-selling of some vocational qualifications that were given the same value as other qualifications. We are lying to students if we say that those qualifications are of equal weight and worth when they are not. All we are doing is putting our universities in a very difficult position, because they are not getting the necessary applications. We are not getting people ready to enter the top universities because they simply have not studied the necessary subjects.
Dr Coffey
My hon. Friend is right. I hope that the right hon. Member for Leigh (Andy Burnham) has read the brochure; I shall be sure to send him a copy. I do not doubt that some of the softer subjects mentioned, such as media, photography and business studies, are popular. I see them when I visit sixth forms in my constituency, and I accept that they are valid A-levels. I do not decry them, but we need to get the message across to students that such subjects will not necessarily lead them to the wider choice of career and life to which they may aspire. It may take them down a narrow career path, and they should be fully aware of that.
Kevin Brennan
Given what the hon. Lady has said, does she think that I wasted 10 years of my life teaching A-level economics?
Dr Coffey
I would not say that the hon. Gentleman had wasted any of his life, although if he had had the right hon. Member for Kirkcaldy and Cowdenbeath (Mr Brown) as a pupil, we might be in a better place today. However, I studied a bit of economics at university, and I can assure hon. Members that I did not do A-level economics beforehand. As to whether someone teaching business studies at school will have ever run a business, I do not know, but that may well be a possibility with Teach First and Teach Next.
Kevin Brennan
In defence of economics, I should say that it is a rigorous academic subject, and mathematics is an extremely important skill to bring to the study of it. However, when a subject is left out of prescriptive lists such as the one the hon. Lady mentioned, we can understand why that can be insulting to some people—not to me, but to those who study it.
Dr Coffey
I understand that point. The hon. Gentleman will know the famous joke that there are different kinds of economists: ones who can count and ones who cannot. However, I think the Russell group is trying to help students and parents in choosing options. That can be early in someone’s life—we have talked about children aged 11, and some people have talked about even younger children. If people are not careful, they can narrow their choices later in life, which would be a shame. The Russell group is doing people a good service by making sure that they fully understand the choices they make. We are talking not about people making poor choices, but about people deciding not to do certain subjects in the full, conscious knowledge that that will restrict them later in life.
The hon. Member for Cardiff West (Kevin Brennan) mentioned selection. I am not suggesting that we return to selection, but I do praise efforts to differentiate and to ensure that people reach their full potential. One school I attended was a grammar school; it was not a particularly flash grammar school, but it produced Lord Birt, Roger McGough and Brendan Barber, who have all gone on to do extremely well in their chosen fields.
The Government have an opportunity to put the United Kingdom—particularly England and Wales—back at the top of the class. We need an A* and we need “education, education, education” to be the Government’s mantra. I am confident that we can carry on this journey, but I hope that we will accelerate and that the three R’s will no longer be a dirty word, but the founding blocks of a successful education.
Stephen Twigg
The hon. Gentleman anticipates the next part of my speech. I absolutely share his concern. In fact, I was Schools Minister at the time—I do not know whether he intervened on me with that knowledge—and I remember the difficult conversations we had to have. The subsequent judgment was that the figures, for both 2000 and 2003 I think, were invalid because there were not sufficient schools. All we have to compare is 2006 with 2009.
The hon. Member for South West Norfolk spoke about PISA before I came into the Chamber. I apologise for missing what she said. The Secretary of State has spoken about the PISA outcomes on a number of occasions. Clearly, we must all share his concern about how low down the PISA league table we are for maths, science and reading. There are issues about its methodology and about the new entrants that were not in previous studies, but I will not dwell on them. I share the concern of the hon. Lady and others that we clearly still face a very big challenge.
The hon. Lady referred to Shanghai, which is a part of China that was not in the previous PISA table in 2009 and that went straight in to the current table at No. 1, which is what they used to say on the top 40. It is now top of the PISA league table for maths, science and reading. Clearly, there are lessons that we need to learn from that part of the world.
Kevin Brennan
Let me caution my hon. Friend on this matter and recommend that he read the article in The New Yorker, which asked whether help had been given to those taking the tests in Shanghai.
Stephen Twigg
I will read that article.
Whenever we discuss test scores, there is always this argument about whether people are being taught to the test. Of course there are other pieces of research that show rather different outcomes. I know that this has been referred to in previous debates, but the trends in international mathematics and science study, which does not cover English or reading, looked at scores in years 3 and 9 between 1995 and 2007. In terms of progress in both mathematics and science, the United Kingdom was towards the top of the most improved countries in the world.
Stephen Twigg
I thank the hon. Gentleman for that intervention. At the end of the hon. Lady’s speech, she said that there is no contradiction between a high-quality and a high-quantity education system, and that is something with which I passionately agree. I do not necessarily agree with everything that she said in constructing that argument, but I certainly believe that we should be aspiring to that.
Let me take up something that the hon. Lady said and that has also been said by other Government Members. We face a real challenge in changing the attitude of many state comprehensive schools to getting their brightest kids into Oxbridge. As someone who went from a comprehensive school to Oxford—okay, it was quite a long time ago, as the hon. Gentleman will know—I relied on a particular teacher who mentored and encouraged me. He studied philosophy, politics and economics at Oxford and I was doing A-level economics. Without him, I am not sure whether I would have made that application. I do not think that that situation has changed as much in the subsequent 25 years as I would like. It is not just about Oxbridge, but if we are rightly to criticise Oxbridge for the comparatively low numbers of state school kids getting in, part of the challenge is for the schools as well as for Oxbridge.
Kevin Brennan
We are all in danger of confessing our educational backgrounds. I also went to a comprehensive school and ended up studying PPE at Oxford. That just shows how predictable MPs are.
Kevin Brennan
Yes, I studied A-level economics and got an A in case anybody asks. Cambridge Assessment sent me an article this week about the PISA studies in which Andreas Schleicher, who is often cited by the Secretary of State as his hero, seemed to suggest that there is no evidence of decline in English pupil performance.
Stephen Twigg
I think I will move on from this part of my speech, partly because a lot of Members want to participate in the debate.
Elizabeth Truss
In response to the hon. Member for Cardiff West (Kevin Brennan), we are not arguing that the standards have necessarily gone down, but rather that the standards in other countries are going up faster. That is the key issue.
Penny Mordaunt (Portsmouth North) (Con)
I congratulate colleagues who helped secure this important debate, particularly my hon. Friends the Members for South West Norfolk (Elizabeth Truss) and for Suffolk Coastal (Dr Coffey). We often talk about budgets, structures and strategies, but we do not discuss performance enough. It is a key issue for my constituents in Portsmouth. We have heard some great speeches that have taken us over the globe, but I hope that Members will forgive me for concentrating on my constituency.
We have some serious challenges and low educational performance in Portsmouth, although it is slowly improving. To name one of the many challenges, we have particular problems in primary education, which means that a lot of children going into secondary school education have a 5% or less chance of getting a GCSE. Although we have very good services for high special educational needs, we do not, in my view and in that of Ofsted, have good provision for medium to low needs or, indeed, for gifted children either. Someone with dyslexia or a pragmatic language disorder really struggles to get the help they need. There is very little support for parents in getting access to the services that their children need. There is also a reluctance to intervene in particular cases and to have a focus on and a drive to get the services that a particular child needs.
In one case with which I am dealing, for example, a young lad who is due to take his GCSE options next year has never been to a secondary school. He has a very low special educational need that could easily be addressed and sorted out through a number of options, including a travel grant. It is a scandal that it has now taken more than two years—we are approaching the end of the third year—for any solution to be put on the table for that family.
A lot of children in Portsmouth have a challenging home life. A lot of our schools do amazing things in supporting such children, but one message that I want to get across today is that although intervention, behavioural support and all the things that those children need, such as being taught life skills, are important, they are no substitute for enabling them to follow an academic path. Sometimes and all too often, they are a substitute. We have to do much better for children from those kinds of backgrounds who do not necessarily have a strong parental advocate.
As an aside, we have discussed media studies and other softer subjects, and I agree absolutely with Members who have said that they are not equivalent and that we do young people a disservice by pretending that they are. However, I should like to mention the Heart of Portsmouth boxing academy, which has piloted a GCSE in boxing. It has been a hook for getting children who would otherwise never be in school to attend lessons. Until recently, 400 pupils a year in Portsmouth spent more than three months of the school year out of school. Pupils who study the GCSE get a taster of more academic subjects—human biology, maths and so on—and all those who have taken it are now involved in further education and going on to careers in sport and all sorts of other fields.
Kevin Brennan
The hon. Lady is making an interesting point, but is there not a slight contradiction in what she is saying? She is saying that developing imaginative types of qualifications can stimulate the interest of young people to go on and study and succeed in what other Members have called the core subjects.
Penny Mordaunt
There is a role for those types of subjects, but I do not think that we do young people any service at all by pretending that they are equivalent qualifications. They serve a particular purpose. One reason why the boxing club and the GCSE were set up was to address a particular problem facing the individuals involved. It has led to them going on to do other things, but it is not an equivalent GCSE to a language, maths or those other core subjects. We do our young people a disservice if we pretend that it is. It is important, however, to pay tribute to some of the work that has been done in that area.
Another point—I shall not dwell on this, but it is key—is that there is a lack of aspiration. That is a consistent theme that I hear from secondary head teachers. It is one of the biggest long-term problems that they face. What can be done about it? I welcome the rigour that is being put back into the curriculum. I am particularly pleased about the focus on the fact that spelling, punctuation and grammar matter in GCSEs. I endorse what previous speakers have said about incentives for choosing particular high-return subjects. Part of that is better careers advice for young people when choosing those options.
We need to do better for those with a special educational need. Every child must get the support they need. I am dealing with the case of a very bright girl who has dyslexia. She is four years behind the reading age that she should be at, but her case is not considered critical or in need of any intervention by the local authority. We need to be smarter about how we provide those services. Some services are just not available, or they are supposed to be available but are not being provided in schools. Needs are dismissed and it is very difficult for parents to get some clout and make sure that the services are delivered.
Another area of great concern in Portsmouth is that about 50 children are not in a school—not because they have been excluded, but because nowhere can cater for their needs—and are being home taught, but not through the choice of the parents. A lot of those parents themselves have a learning disability but zero support. There is no support from the local authority to help them teach their children. In fact, if they admit that they are teaching their children at home, they are struck off the list to get a school place. That is a real problem.
We need to look at the flow of funding. I am dealing with a case in which a child has a high dyslexia need and has to have a specialist, full-time teacher who is accredited by CReSTeD—the Council for the Registration of Schools Teaching Dyslexic Pupils. Only one school in the city provides that kind of service, and it is in the private sector. It would cost the local authority less to send the child to that school than to try to bring in extra facilities to one of its own schools. Where it makes sense for that happen, I think we should allow funding to flow and to follow the pupil—even if they do not have a statement—if there is a clear, well-documented special educational need. I have a quick plug: on 8 June, I will ask the House whether I can table a Bill to address some of those issues.
Finally, we need much more vision in Portsmouth for our young people. We have some tremendous opportunities in the city. We are surrounded by high-tech industry. We have an MP who is a member of the British Astronomical Association. We have a university that is in the top five in the country for astrophysics and cosmology. Not only do we build aircraft carriers and Type 45 destroyers, but we build spaceships at Astrium. We also have the Navy. I would very much like to see a university technical college set up in the city in the near future.
Speaking of vision for the city, I would like to end by paying tribute to all those who work and volunteer to educate children in Portsmouth. I am very grateful for their time, effort and energy in helping me to put together a vision for our city. I need to ensure that they are properly supported—if not by education expertise in the local authority, then by expertise and support from elsewhere. The Department should be responsive to their needs. As their MP, I will play my role in debates such as this and in providing practical support on the ground.
Mel Stride (Central Devon) (Con)
It is a pleasure to speak under your chairmanship for the first time, Mr Rosindell. I am afraid that I have to inform my hon. Friend the Member for Stourbridge (Margot James) that I am another Oxford graduate and, to compound her concerns, that I went to the same college as my hon. Friend the Member for Cities of London and Westminster (Mr Field)—although, of course, he was there much later than me, which is why he is looking so much more youthful and fresh.
I congratulate my hon. Friend the Member for South West Norfolk (Elizabeth Truss) on securing this extremely important debate. Education is one of the most important policy areas considered by our Government. It is important to the individual because a high level of educational achievement correlates to higher earnings, a lower propensity to be unemployed, better health outcomes and, indeed, greater longevity. As she eloquently pointed out, in a world that is increasingly dominated by global competition and where knowledge-based industries are king, education is also important to the economy.
I shall illustrate that point. In 1978, 6.5 million people worked in manufacturing. That figure is now down to 2.5 million. The scope for less-skilled jobs in our economy has diminished considerably. As my hon. Friend pointed out, in a recent survey, the CBI indicated that some 40% of the UK’s population could be classified as low skilled compared with just 22% in Germany. That is a serious problem for the economy.
Many hon. Members have mentioned social mobility. My parents left school at 15 and 14 for reasons of economic hardship. For them to have dreamt of becoming a doctor or a scientist would have been about as fanciful as any Member in this Chamber dreaming of walking on the surface of the moon—it was simply never going to happen. One of the most striking and pitiful statistics I have heard since becoming a Member of Parliament is that, in the last year for which figures are available, of the 80,000 children who qualify for free school meals, only 40 achieved places at Oxford and Cambridge, which is down from the princely figure of 45 in the previous year. That is simply not good enough.
I have listened with great interest to the debate about the programme for international student assessment figures and trends in international mathematics and science study statistics and so on. Of course, the problem is that there are lies, damned lies and statistics. The Government will rightly point to what they see as a diminishing level of education performance over the past decade, and the Opposition will start to unpick those figures and say that they are unfair comparisons. As the shadow Minister may tell us in a moment, I accept that there is an issue with the 2000 PISA figures having a cohort of just 32 countries and the 2009 figures having a cohort of 65 countries. Of course, such factors make comparisons difficult. However, the Government make a good point that, of those new countries coming into the later figures, many of them are outside the OECD and are therefore lowering the average standard involved.
Kevin Brennan
I may or may not make the point about the figures when I speak, but does the hon. Gentleman accept that the OECD itself has said—not just me—that we cannot make the comparison between the 2000 figures, the 2003 figures and the latest figures for the reason my hon. Friend the Member for Liverpool, West Derby (Stephen Twigg) mentioned earlier: the inadequate size of the sample. Given the hon. Gentleman’s Oxbridge education, he would not want to make that mistake.
Mel Stride
From one Oxbridge man to another, I accept that that certainly is the case with the 2003 figures, where the lack of information provided by UK and English schools meant we were not included in the league tables. Although there was a paucity of data in 2000, we were included, as the hon. Gentleman will know. Therefore, some level of comparison is justified if we go back to that year.
Kevin Brennan (Cardiff West) (Lab)
I, too, congratulate the hon. Member for South West Norfolk (Elizabeth Truss) on securing this important debate. We have heard contributions from 11 Back-Bench Members, and it has been a useful opportunity for an extended discussion. The hon. Lady commenced the debate with a thoughtful and serious speech, and as the parent of a 17-year-old girl who is currently studying for AS-levels, I have a lot of sympathy with some of her comments about examinations. When I return home tonight, hopefully I will help my daughter to prepare for her English AS-level next Tuesday.
We also heard from the hon. Member for Suffolk Coastal (Dr Coffey), who is no longer in her place as I think she is contributing in the main Chamber. She took us on a fascinating personal journey around her education, although I felt slightly upset when she did not mention economics as one of the core subjects that should be studied by everyone. We also heard a thoughtful and interesting speech by the hon. Member for South Basildon and East Thurrock (Stephen Metcalfe). Later I shall study it again as it will be worth reading on the page.
My hon. Friend the Member for Liverpool, West Derby (Stephen Twigg) pointed out—quite rightly as a former Schools Minister—the consequences of some of the policies that he set in train nearly 10 years ago, including the improvement in the numbers of those achieving five GCSEs, including English and maths, at grades A to C. He reminded us that that number rose from 32% in 1997 to 55% by 2010, and was even higher in his area of Liverpool. Despite the carping about that achievement, there is no evidence to suggest that a significant dumbing down of GCSEs took place during that period. Instead, it is evidence of real improvement in schools and of attainment by our young people.
The hon. Member for Cities of London and Westminster (Mr Field) made a thoughtful contribution, and the hon. Member for Stourbridge (Margot James), who to the relief of us all pointed out that she is not an Oxford graduate, went on to make important points about looked-after children and children who are referred to pupil referral units. I am sure that the House can work together on such issues. I did not agree with her remark about competitive school sport and perhaps she might like to walk to another place at the other end of the building and talk to Baroness Sue Campbell about the improvements that have been made in competitive sport over the past 10 years. As a former Minister responsible for school sport, I recommend that conversation. The Baroness is a Cross Bencher and will not be parti pris.
The hon. Member for Portsmouth North (Penny Mordaunt) made an important contribution and provided the best pun of the debate when she told us that GCSE boxing was a great hook to get people on to studying other things. We heard contributions from the hon. Members for Central Devon (Mel Stride), for Esher and Walton (Mr Raab) and for Wells (Tessa Munt). The hon. Member for East Hampshire (Damian Hinds) sounded as if he were supporting something akin to the report card proposed by the previous Government. Perhaps he should discuss his ideas with the Minister; I thought they were interesting and had some promise as a way of finding a more valid way to measure progress. He spoke a lot about the E-bac, which slightly contradicted what he said at the end of his speech. Perhaps I can ask all Government Members to raise their hands if they passed the E-bac.
Kevin Brennan
Just the Minister and the hon. Member for East Hampshire. [Interruption.] I see there are a few other late developers. Since I asked that question, it is only fair to say that I did not pass the first time round, and I admit to the hon. Member for Wells that I had to do the dreaded resit. We should be careful about banning resits; the Secretary of State would not be able to drive had he not been able to resit his driving test on several occasions. The hon. Lady should be careful what she recommends.
Let us move to the substance of my remarks. The context for this debate was reflected in the e-mail sent out by the hon. Member for South West Norfolk, and concerns the way that the Secretary of State has used data from international surveys as the evidence base for his reforms. We have debated some of those reforms elsewhere—the Minister and I were recently on a Public Bill Committee and I know he is sick of the sight of me.
Part of the context for this interesting debate was provided by the Secretary of State in the White Paper and concerns international evidence. Quite frankly, I thought that all hon. Members present today made a better effort than the Secretary of State to put that evidence into some sort of context, which is why it has been a better debate. When the Secretary of State speaks about our educational performance in international comparisons, he quotes only from the PISA survey. He did not turn up for the Education Bill’s Third Reading, but on Second Reading he stated:
“We moved from fourth to 14th in the world rankings for science, seventh to 17th in literacy and eighth to 24th in mathematics by 2007.”—[Official Report, 8 February 2011; Vol. 523, c. 167.]
It is, however, misleading to quote out of context the UK’s raw rankings in figures from the PISA survey between 2000 and 2009 because, as other hon. Members have pointed out, the number of countries that take part in the PISA survey dramatically increased over that period. I am sure that if a survey took place in Norfolk, the hon. Member for South West Norfolk would be found to be the best MP in Norfolk—there is probably no question about that and since there are no Labour MPs in that area, I can say it with safety. If that survey were extended to the whole of the UK, and for the sake of argument, the hon. Lady finished in 11th place—this is purely hypothetical; I am sure she would still finish first—that would not mean that she had become a worse MP, but simply that there was more evidence and more MPs included in the survey. That is exactly what happened with the PISA survey—over time, there has been a huge expansion in the number of countries that participate. Furthermore, the OECD has stated that it is not statistically valid to make the comparisons over time on which the Secretary of State has relied, because there was no statistically valid sample from this country in the first place.
There is no consensus among statisticians and educationalists that the PISA survey can be relied on, let alone treated as a sort of religious text in the way it is by the Secretary of State—I must be careful because the hon. Member for South West Norfolk is an expert in this area. The Secretary of State likes to say that Andreas Schleicher, who compiles the PISA tables, is the most important man in our education system, but if he wants to base his policy on evidence he should consider all opinions, not just that of one person.
The PISA statistics will be examined in the months and years ahead, but I warn the Secretary of State not to rely too heavily on them. A Danish academic, Professor Svend Kreiner, is preparing a paper that will soon be published. He says that the PISA survey does not compare like with like across all countries, and is not therefore an objective performance benchmark. In this country, Professor Stephen Heppell has long contested the accuracy and usefulness of the PISA results, and his website cites research into PISA’s methodology. Professor Alan Smithers doubts its ability to compare like with like. S. J. Prais of the National Institute of Economic and Social Research in London has previously used the example of England’s results to demonstrate serious flaws in the response rates and sampling of Pisa, which necessarily lead to biased results.
Gjert Langfeldt of Agder university questions the validity and reliability claims made by PISA, pointing to
“constructional constraints, methodological mishaps and the cultural bias embedded in the PISA design”.
Svein Sjøberg at the university of Oslo analysed PISA items and found that some involved confusing and erroneous material. For example, he observed that the title of an article about cloning, “A Copying Machine for Living Beings”, was translated literally word for word into Norwegian, rendering the title totally incomprehensible. The questions are supposed to be culturally neutral.
I could go on, but the point that I am making is that it is not accepted universally or even in a widespread way among academics and educationists that PISA can be relied on solely to provide the evidence required. I would forgive the Secretary of State on this if it was the only evidence available to him, but he did not mention in the Second Reading speech that I referred to, which he did turn up for, that other pieces of evidence were available. The hon. Member for South West Norfolk did, but the Secretary of State did not. We might have presumed from what he said that PISA was the only evidence available, but as has been mentioned in the course of this debate and as the hon. Lady mentioned in her remarks, because she is a very honourable lady, there is the trends in international mathematics and science study—TIMSS. She rather played TIMSS down. I will not at this point, having just tried to trash some of the PISA methodology, say that the TIMSS methodology is perfect. All I am saying is that it should be cited at the same time by the Secretary of State when he is making policy that is supposed to be based on evidence.
TIMSS showed that between 1995 and the last tests in 2007, England’s primary school maths performance improved by a greater margin than any of the other 15 nations that had pupils taking tests in those years, including Singapore, Japan, the Netherlands, the United States, Australia, New Zealand and Norway. Our score went from below the international average in 1995 to comfortably above it in 2007. Our ranking improved from 12th out of 16 countries in 1995 to seventh out of 36 in 2007. It was an expanded table in which we had gone up. An example of that kind of performance would be the hon. Member for South West Norfolk going from 10th in Norfolk to 1st in East Anglia.
Kevin Brennan
“No chance” says the hon. Member for Suffolk Coastal from a sedentary position. I did not notice her sneak back into the Chamber; I would not have said that if I had.
The most recent round of TIMSS brought even more good news relating to other tests. In secondary maths, England was the joint third most improved of 20 countries during the period 1995 to 2007, rising from 11th out of 20 to seventh out of 49 in the table. In science, the country was seventh most improved out of 16 at primary level, with its ranking moving from sixth out of 20 countries in 1995 to seventh out of 36 in 2007. It was the fifth most improved out of 19 at secondary level, its ranking improving from seventh to fifth between those two years, even though the number of countries taking part had increased from 19 to 49. I could go on—I am going on until 5.15 pm if the Minister wants to know. However, there is no mention of the alternative picture reflected by TIMSS in any of the things that the Secretary of State says.
We have had an extremely interesting and serious debate this afternoon about what we need to do to improve the education of our children, to improve our schools and to improve our economic performance. We should be doing that in the spirit of thinking about what the real evidence is, examining the statistics and accepting that we should all be striving for continual improvement.
Taking only one part of the picture, subjecting it to the extreme hyperbole of the Secretary of State, with his rather dramatic style, and making that the only basis for policy making is a serious mistake and undermines our shared wish to improve educational performance in our country, to improve opportunity for young people and to improve our economic performance. I therefore make a plea for a higher plane of debate than we have had from the Secretary of State—one that involves less flummery and exaggeration and that is more evidence-based. If that were the case, we could seriously have the kind of education debate that we need and that we want in order to improve our economic performance and to improve education in this country.
Education Bill
Kevin Brennan Excerpts(13 years, 6 months ago)
Commons ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Mr Gibb
Yes, and innovative sittings.
New clause 20 seeks to give pupil referral units in England greater autonomy, to enable them to provide vulnerable children with high-quality education and support. In the schools White Paper, “The Importance of Teaching”, we announced that we would give PRUs control over their budgets and staffing. We had intended to use PRU regulations to achieve the financial control aspect of that objective, but although we could do that, the regulations would become very complex and difficult to understand and use. The easiest and clearest way to achieve the objective is to amend section 45 of the School Standards and Framework Act 1998, so that the provisions on school finances apply to PRU management committees. That is what new clause 20 does.
This is a small change, but its effect will be significant, and we believe that it will be an important driver for further improvement in the PRU sector. In common with our other education reforms, it is based on the trust that we place in the teaching profession and our desire to give schools of all kinds the freedom and autonomy to run their own affairs.
Kevin Brennan (Cardiff West) (Lab)
Will the Minister explain how each PRU’s budget share will be calculated?
Mr Gibb
The finance regulations will apply to PRUs in the same way that they apply to maintained schools, and, of course, we are currently consulting on the entire school funding arrangements.
The purpose of new clause 21 is to ensure that rights enjoyed by pupils in boarding academies are the same as those in maintained state boarding schools. Under section 458 of the Education Act 1996, local authorities are required to remit boarding fees for pupils from their area who are attending state boarding schools in certain circumstances. Those provisions apply solely to maintained schools. When section 458 was enacted, there were no academies, and as a number of boarding schools are taking the opportunity to convert to become academies, we want to ensure that the pupils at those boarding academies continue to have their right to be considered for a remission of boarding fees safeguarded. So the new clause mirrors the provisions in section 458, with the exception that we are not mirroring subsection (1), which enables local authorities to charge fees for boarding. That provision is unnecessary in the case of academies, because the funding agreement allows academies to charge boarding fees. It must be right that on the remission of boarding fees we have a level playing field in our treatment of pupils at maintained and academy boarding schools.
Government amendments 34 and 35 are being introduced so that some of the pupils who would most benefit from good alternative provision—AP—can be referred to AP academies.
Kevin Brennan
I am grateful, again, to the Minister, and I think that it sometimes saves us time if we do things in this way.
On new clause 21 and amendment 38, what safeguards are in place to ensure that excessive fees cannot be charged to the state in relation to independent boarding schools that become academies?
Mr Gibb
Ultimately, it is up to the local authority as to whether it remits boarding fees. These powers are rarely used and apply only in two very limited circumstances. The first is where no other educational provision that is needed for the particular pupil is available in the area. The second, as an alternative, is where the parent is suffering financial hardship, and in those circumstances the local authority can take into account how much it remits. So it is very much up to the local authority to make the decision, and of course it would not be persuaded to pay unreasonable figures in those circumstances.
On Government amendments 34 and 35, the current wording of clause 51 means that an AP academy would be restricted to taking a majority of its pupils as referrals by local authorities under section 19 of the Education Act 1996, which places a duty on local authorities to make arrangements to provide education for children who, because of illness, exclusion or otherwise, would not receive suitable education unless those arrangements were made. That restriction arises because of the definition of “alternative provision”, which is why there is a restriction on the amount of children that can be taken as a result of other referrals.
We know that, in addition to those children, the AP sector also provides education and support for pupils referred to it by schools for early intervention to tackle behavioural problems. We want to encourage greater use of early intervention, which can re-engage a child and address behavioural problems at an early stage and, thus, reduce the risk of permanent exclusion. That type of intervention benefits both the child, whose education is less disrupted, and the school, which can ensure that other pupils’ education is not disrupted by poor classroom behaviour. The trial that we will run of a new approach to exclusions will help us to understand how schools can most effectively use early intervention in this way.
We want AP academies to be responsive, and it makes no sense to restrict the proportion of children that they can take from school referrals. Alternative provision academies will be assessed against rigorous criteria in order to obtain academy status, and they will be accountable through their funding agreements or grant arrangements, and through Ofsted inspections. The high level of accountability should mean that they are among the best providers, and we want them to be able to accept the children who most need their provision, regardless of whether they are referred by schools or by local authorities.
Kevin Brennan
Will the Minister confirm that full data and statistics will be kept on the number of pupils being referred in this way, just as they are for exclusions?
Mr Gibb
Local authorities will, of course, keep records. Our trial is being run precisely to tackle the problem that the hon. Gentleman is hinting at. We want to make sure that the responsibility for what happens to pupils once they are excluded is retained in the system, which is why we are running the trial from this year to see whether we can move that responsibility to the schools where the pupils are originally registered.
Kevin Brennan
Clearly, if pupils are no longer being excluded as an alternative provision referral is being made, it is important that that is properly monitored and followed. Will the Minister confirm that we will have a clear picture, across the board, of what is happening on referrals to alternative provision, just as we do on exclusions?
Mr Gibb
I will write to the hon. Gentleman to make sure that I am giving him an accurate response on the data collection issues to which he is referring. Of course the funding for places at an AP academy will come through the system, where a record will be kept to make sure that that funding is properly allocated. He is referring to the national collection of data, and I will write to him about that to make sure that we have the case precisely summarised.
Kevin Brennan
Sorry about that, Mr Deputy Speaker. Of course I would never interrupt my boss in mid-flow—we know the consequences of that sort of thing.
The Opposition do not have any fundamental objections to the Government amendments and new clauses. We merely seek to question, as my hon. Friend the Member for Sheffield, Heeley (Meg Munn) has done, the late stage at which they have been introduced, because we are now on Report.
I have asked the Minister some questions about how each PRU’s budget share will be calculated, and he has given half an answer. I wonder whether that calculation will be done on the same basis as that for a special school, where the majority of funding goes on the basis of places and not on occupancy, unlike in mainstream schools. When Labour produced a White Paper on this very subject, we gave more examples of where that is already happening.
The Minister has confirmed that new clause 21, to which he has referred, will not give a blank cheque to independent boarding schools seeking to become academies that will enable them to charge excessive fees and that it will be up to local authorities to decide whether it is appropriate to support pupils in such a way. He is absolutely right that there are circumstances in which it is appropriate for pupils to be supported in boarding provision by the state. In some cases, that is entirely appropriate, but it is important that we should have safeguards in place to ensure that there is no blank cheque for independent schools that are seeking to become academies, and the Minister sought to reassure me on that.
Kevin Brennan
I am grateful to the Schools Minister for that answer, which is very helpful.
On amendments 34 and 35, I would be grateful if we could have an assurance that there is no risk that pupils will be referred unnecessarily under these provisions or that there will be a huge increase in the volume and therefore the cost of alternative provision. What safeguards are in place to ensure that pupils are not simply referred out of mainstream schools and into alternative provision because, for example, their academic performance is not up to scratch as regards hitting their English baccalaureate targets or because schools want a way of dealing with pupils with special educational needs? I would be grateful if the Minister could assure us that strict safeguards will be in place to ensure that the new alternative provision approach cannot be abused in such a way by any schools that are seeking to hit any particular targets on special educational needs and academic achievement. Who will pick up the bill in such cases? Will it be the referring school or the local authority?
Finally, the Minister mentioned the technical Government amendments, and I am grateful for his explanation of them.
Mr Frank Field (Birkenhead) (Lab)
I rise to support new clause 19, which stands in my name. I can do so briefly and I am sure that colleagues will be grateful for that, but I must explain that the new clause comes not out of the ether of theory but out of practice. I will happily declare an interest, in case I have to, in that I chair one of the two new academy schools in Birkenhead. The governors have made no decisions on the new clause, if we were to be successful, or on some of the other options about which I shall speak. We are testing the ground to see the best forms of education we can offer some young people in Birkenhead. The new clause is very simple and states that as an academy we will be able to buy any places anywhere we want for our pupils, including in private schools, but that we should not be able to do so until pupils have spent three years with us—that is, until they are 14. The governors are seriously considering how we can start to reinforce once again the idea of life chances for our pupils by giving them a range of options that they might wish to choose at 14.
I know that this is the responsibility of the Minister's colleague in the Lords, but I am anxious that we should be successful in bidding for moneys from the new tranche of finance that the Chancellor announced in the Budget to establish what I might call a Baker academy. We would like some of our pupils to be able to consider that as one option. We have a first-class metropolitan college and we would like pupils to be able to choose—perhaps at 14—to transfer their talents and prosper even more in those circumstances. We will, of course, have some pupils of high academic attainment and it would be good to be able to fast-track them and their education in a local private school. This new clause is about giving not just our academy but academies in general that power.
I asked our brilliant experts in the Library whether the academies had such a power now and, more importantly, whether the law would prevent us from exercising it now. The answer was that, on the face of the record, we do not have that power now, but it is certainly cloudy whether any provision in statute would prevent us from using it. As the Bill moves to the other place, where we will try to move this clause in all seriousness, I am anxious that we should clarify the position beyond any doubt.
I do not know the views of Tory Back Benchers on such a new clause, but I imagine that the Liberal Democrats would insist that it should be part of the renegotiations of the coalition agreement, as it ticks every box in the Liberal vocabulary. If we felt that they were dragging their feet, in Birkenhead we would know who was stopping us increasing life chances for some of our poorest pupils. If the Liberals made this provision a key part of their renegotiations, they would get the credit.
The new clause moves the focus of the debate from buildings to pupils. I know we love the cant in this place and to pretend that we have moved in such a way, but everything we decide is really about buildings and institutions. The clause takes the debate beyond institutions and schools, and centres it on pupils. What can we buy that they most need at a certain point of time? I hasten to add—in case this disappoints any Tories—that this is not a subsidy to the private sector. We would buy provision at less cost than that spent in a state school on the very small group of pupils whom we might wish to give the opportunity of going to a local public school. If the Liberals opposed us, they would be saying that they were not in favour of our having this freedom and that we would have to spend the money in the state sector, even though that would mean spending more and not getting the sort of education that we want for the small minority of pupils who might benefit from such choice.
Dan Rogerson
A number of issues in the policy were passed at the last conference. As a keen student of what goes on at the Liberal Democrat conference, the right hon. Gentleman might perhaps have heard the speech I made there and will have been interested to hear what we had to say.
The question for me on a range of issues concerns where the balance is struck. I am happy, as I say, to give the Government the benefit of the doubt. However, on the question of sticking to key principles, I have a personal philosophical disagreement with the new clause tabled by the hon. Member for Altrincham and Sale West (Mr Brady). I accept that he speaks a great deal about issues arising in areas of the country that have a selective system and that he feels passionately about that. I should possibly have discussed this with my wife before I mentioned it, because she was educated early on in a selective system in Kent and later moved to Cornwall. When she was in Kent, she was not in a grammar school, and in Cornwall she was in the comprehensive system. She went on to get her A-levels, qualified to become a teacher and has taught very effectively. I question whether, if she had remained in the selective set-up—again, this is hypothetical—she would have had the encouragement and support to go on and become a teacher. I have some questions about the effectiveness of the selective system for all pupils, although some prosper very well within it.
I welcome the Government’s commitment not to expand selection and so I hope that those on the Front Bench will resist the hon. Gentleman’s new clause. As far as I am concerned, it is a way of bringing in more selective schools funded by the state. The point I wanted to make when Opposition Members were seeking to talk about their ideological purity is that that new clause is signed by some Members from the party of the right hon. Member for Leigh but by no one from my party.
Kevin Brennan
I can understand why the hon. Gentleman feels that he is required to support measures in the coalition agreement, but where in the coalition agreement does it say that the Government will weaken and water down the powers of the schools adjudicator and make fair admissions less available to children from all sorts of backgrounds? Why on earth does he not show some muscular liberalism and stand up for those people?
Dan Rogerson
I am delighted that this concept of muscular liberalism has come back. I am sure that we will not hear it very often from Opposition Members! I look forward to its being raised again and again.
Stella Creasy
My hon. Friend is exactly right. The amendment is about implementation. How do we make sure that as the new policies are introduced, there are not unintended consequences, or perhaps even intended consequences, that we will have to deal with further down the line?
The evidence shows clearly that a large percentage of the children who are excluded from schools have special educational needs—87% of children excluded from primary schools and 60% of children excluded from secondary schools have identified special educational needs. A significant number of those children have attention deficit hyperactivity disorder, autism and mental health issues. Many do not receive the special educational needs provision that would help to keep them in mainstream schooling. For example, a number of children have to wait more than a year to access a mental health counsellor. Clearly, that impacts on schools’ ability to cope with those young people.
The amendment has been tabled today because of the concern that the Bill will create disincentives for schools to deal with those young people and instead encourage schools to exclude them and so pass them on to somebody else to deal with, rather than taking responsibility for their educational needs. All of us acknowledge that the way in which children with special educational needs are supported in the education system should improve. That is not an issue of contention between parties. The question is how we do that.
In Committee some of us expressed severe reservations about considering the Bill without the Green Paper on special educational needs being available to compare and contrast. The Green Paper was published while we were in Committee, and we are grateful that that was not at 4.55 pm on a Friday, but it raised more questions than it answered about how children with special educational needs will fare under this Government.
Kevin Brennan
Perhaps my hon. Friend remembers that I asked the Minister when the Green Paper would be published. He said that it was imminent, and it was published the next day. However, he said that the publication of the admissions code was imminent, and we still have not seen it.
Stella Creasy
I am always aware of what we might call the cleansing effect of shadow Ministers on the Departments of State when it comes to revealing information, statistics, Green Papers and, we hope, the admissions code. I hope Ministers will continue to listen to the pleas from the Opposition. We need the admissions code in order to understand what will happen. I fear that at this stage the irrigation will not be as successful as it could be.
I agree with the Green Paper when it refers to the difficulties that many parents experience in accessing support for children with special educational needs. It says that the system is inherently frustrating and confrontational. However, setting the Green Paper against the proposals in the Bill, we can see where some of the challenges may lie. We know that we are dealing with a group of young people who desperately need support to remain in education, and we know that that makes a massive difference to their life chances in the future. Between half and three quarters of children between the ages of four and 18 who are excluded from school have significant literacy and numeracy difficulties. It is incredibly likely that those problems will be compounded when they are excluded, so ensuring that exclusion is the last option and that those children are supported into appropriate provision is vital to turning that situation around.
The Minister has suggested that schools might intervene earlier, but one of our deep concerns is that the Bill’s proposals will create disincentives for schools to do so. The amendment has been tabled to encourage Ministers to take a proactive approach to dealing with the consequences of this legislation for that group of pupils and perhaps put on the record how they will do so.
I have already mentioned my concerns about how the proposals might link with the Green Paper, which mentions early intervention and partnerships a great deal. Members who were on the Bill Committee will be aware of my concern that other clauses in the Bill that unhook the relationships between local authorities and schools will make it much harder for those partnerships to be put together and for schools to build the kind of relationships that they need to be able to support young people.
The amendment also tries to draw on some of the work that is needed for understanding how the policy might affect school budgets. Although I hope that it would be an unintended consequence of the proposals, we should consider what might happen if schools are found to have been misusing those powers. The Minister finds it hard to contemplate any misuse of those powers, but were that to happen, it would obviously cause problems.
Ministers were at pains in Committee to say that schools would suffer a financial adjustment if schools adjudicators found that an exclusion had been conducted wrongly—those of us in the Opposition who like to call a spade a spade would call that a fine. The amendment would encourage the Government to monitor that. As a member of the Public Accounts Committee, I am deeply concerned that there might be severe consequences both for schools in the administration of the financial adjustments, or fines, and for us and the public purse, in trying to compare what happens to those young people. The amendment would enable us to track that.
We know the different costs of provision. For example, it costs an additional £15,000 to send a child to a pupil referral unit or short-stay school, and an additional £50,000 to send them to a specialist residential unit. There are huge consequences for the public purse of failing to deal earlier with children who have emotional and behavioural difficulties and allowing a situation to get to the stage where schools exclude them and they go to pupil referral units or for specialist provision. Ensuring that the use of those powers and their financial consequences are monitored would be extremely beneficial to all concerned in trying to understand whether the policies have provided value for money.
The Government also need to address the real concern about the removal of the relationship between schools and local authorities, which have traditionally monitored what happens to those young people. I hope that the Minister, when he responds, will address how we will ensure that those children go on to alternative provision. In Committee, he was very clear that every young person who was excluded would of course remain in some form of provision, but we have no monitoring process to ensure that that will happen. We have no way of knowing that those kinds of provision will be made, especially when the relationships between the local authorities and schools is broken. A child who behaves so badly that they are excluded from school clearly has difficulties that need to be supported.
The Minister claimed that the Bill will create a stronger incentive to intervene early to support children with behavioural difficulties, but again we are left with no information about how those processes might take place. We have no comfort of knowing what will happen next for those children who behave badly, will need that support and perhaps should be excluded from a school.
Simon Hughes (Bermondsey and Old Southwark) (LD)
I am really here to take part in the debate on the next group of amendments, but I want to refer to one issue in this group in my capacity as the advocate for access, because an access issue arises.
New clause 10, in the name of the right hon. Member for Leigh (Andy Burnham), the shadow Secretary of State, addresses the obligations in the Education Act 1996. The 1996 Act says:
“The Secretary of State shall promote the education of the people of England and Wales,”
and the new clause suggests that it be amended to say,
“and ensure fair access to opportunity for education and training.”
That is an important point, which I recognise and want to flag up. I will rehearse it in the next group of amendments, which I have looked at, have much sympathy with and have spoken to Ministers about, but I hope that the Government will be sympathetic to moving from the current definition of the Secretary of State’s duty to a wider one. If the Government are clear that we have to have better and fairer access to opportunity for education and training, they should recognise that it begins in schools, not in sixth-form and further education colleges. It starts earlier.
I have not engaged in the technical debate, and I guess that there is one concern about the wording of the new clause, but I hope that by the time the Bill reaches the Lords we will have been able to seek consensus and agreement. The lawyer in me anticipates that, if we introduce a duty to ensure fair access, we will probably precipitate people going to court, challenging a decision and looking for judicial review. After the Bill has been through its stages here and before the other House deals with it, however, we might consider whether the Secretary of State will accept a duty at least to promote fair access to opportunity for education and training, moving from the current duty to one that ensures that the fair access point is understood throughout the whole education sector in England, including in schools.
Kevin Brennan
What the right hon. Gentleman says is welcome, but is he content to allow for the weakening of the schools adjudicator’s power, which is what this Bill brings about? I cannot imagine that a predecessor Liberal Democrat Front Bencher, someone like Phil Willis, would ever have been content with what the Government are doing in this Bill.
Simon Hughes
In my introduction I was careful to say that I wanted to limit my comments on this group to that one issue, not to get into the debate that I have heard across the Floor of the House today, but let me make two points, while trying not to avoid the question. First, the Government’s policy is a combination of ours and the Tories, so not everything—
Simon Hughes
I understand that the policy is not part of the coalition agreement, but secondly, if there are such matters—my hon. Friend the Member for North Cornwall (Dan Rogerson) leads for us on these things—whereby on reflection, or having listened to the whole debate that I have heard today, people think that the adjudicator’s responsibilities are not sufficient, there is a robust team of colleagues at the other end of the building, and I am sure that the matter will be returned to.
May I add a postscript? I chair the school governing body of a Church of England primary school and I am a trustee of a Church of England secondary school. Clearly, there is always an opportunity for abuse of the system if people are not really vigilant and held to their principles. We need to ensure—the hon. Member for Walthamstow (Stella Creasy) made the point well—that those who are potentially the most disadvantaged do not find themselves accidentally or intentionally excluded because the inclusion of everybody works to the disadvantage of other school targets, aspirations, goals, figures and statistics. Eternal vigilance is our duty. We need to ensure that the Bill is robust, and I am sure that further conversations will continue.
Mr Gibb
I cannot say more than I have said. We gave a commitment that we would not increase the number of selective schools in the state sector. If we were to do as my hon. Friend the Member for Altrincham and Sale West and my right hon. Friend the Member for Wokingham (Mr Redwood) wished, it would contravene that commitment, which we gave before the election.
Kevin Brennan
In answer to the question from the hon. Member for Altrincham and Sale West (Mr Brady), surely such schools would be wasting their time, given that the coalition agreement says that all new academies will have “an inclusive admissions policy”.
Mr Gibb
No, they would not be wasting their time, because I am not convinced that these issues are deterring good independent selective schools from coming into the state sector. That is certainly not the case with Batley grammar school, and I am sure that it is not the case for other good independent schools, selective or otherwise, that wish to come into the state sector.
New clause 10 would amend the general duty on the Secretary of State to promote the education of the people of England and Wales to include a duty to
“ensure fair access to opportunity for education and training.”
Equity coupled with excellence is at the heart of the schools White Paper, the Green Paper on special educational needs and this Bill. Fair access is about more than admissions; it is about ensuring that every school is worthy of parents’ consideration, that every school is able to raise standards free from red tape, and that every school supports the most vulnerable children. Everything we are doing in the Department is geared to support that aim: the pupil premium allows funding to follow disadvantaged pupils, we are spending £800 million in 2011-12 to meet the pressure for places at good schools, and our behaviour reforms are intended to make every classroom a safe place to learn.
It should be absolutely clear that we do not disagree with the thrust of new clause 10. Of course it is the job of all those involved in education to ensure that all children have the opportunities they need to succeed, but local authorities already have that duty, and that is where the duty is most appropriate. Local authorities have the duty to secure the provision of education for people in their area, and they have the levers to achieve that. Localism is about ensuring that powers are given at the right level, and it is right that duties go alongside that. Fair access is and should be driven locally, not by a Whitehall-focused duty. I therefore urge hon. Members not to press new clause 10.
Madam Deputy Speaker (Dawn Primarolo)
I understand why the hon. Gentleman is frustrated by his inability to participate in debate on the amendments that were not reached, but the timetable motion was agreed by the House, and is completely outside any responsibility of the Chair. However, the hon. Gentleman has put his points on the record, and he may wish to catch my eye briefly during the Third Reading debate—if we reach it.
Kevin Brennan
Further to that point of order, Madam Deputy Speaker. My hon. Friend the Member for Hayes and Harlington (John McDonnell) is right in saying that we did not reach the last group of amendments, which would have enabled us to discuss the Government’s proposal to allow teachers who are not qualified to teach in taxpayer-funded schools. That was part of a sequence of events over the last few days which did not allow the Opposition sufficient time to table amendments, or even to discuss some of those that had been tabled. The timetable was changed at the last minute on Thursday. Is there anything we can do to ensure that the Opposition are given more notice of the time at which the Government intend to bring a Bill to the House, not least when it changes at the last minute?
Madam Deputy Speaker
I think I understand the gist of the hon. Gentleman’s point of order. As he well knows, and as I made clear in response to the point of order raised by his hon. Friend the hon. Member for Hayes and Harlington (John McDonnell), the House voted on the timetable. As for discussions between the parties, that too is not a matter for the Chair. I feel that we are continuing the debate via points of order rather than embarking on the Third Reading debate, but I am sure that Members will find other ways in which to make their points during that debate.
Third Reading
Mr Gibb
I beg to move, That the Bill be now read the Third time.
Let me begin by thanking all Members on both sides of the House who served on the Bill Committee. As with all the best Bill Committees, it was always good-humoured and good-natured, and it included thorough scrutiny of each of the Bill’s 79 clauses and 17 or 18 schedules. In barely a month we had 22 sittings, even more than the Committee considering the mammoth Bill that became the last Government’s Apprenticeships, Skills, Children and Learning Act 2009, which, with 270 clauses, was well over three times the size. We also reached the final clause with time left over to debate new clauses as well, which is rare for any Bill Committee. It is therefore only right and proper for me to pay tribute to the Minister for Further Education, Skills and Lifelong Learning, as well to officials in the two Departments and officials of the House.
Having spent 13 years in opposition, I know from first-hand experience how demanding a Committee stage can be for Opposition spokesmen, so let me also thank the hon. Members for Hartlepool (Mr Wright) and for Cardiff West (Kevin Brennan) for the professional way in which they fulfilled their responsibilities.
The Education Bill has four principal aims: to help schools improve behaviour in the classroom, to remove bureaucratic burdens from schools and, in particular, from teachers by restoring trust in professionals, to ensure that schools are properly accountable to parents and local communities for what they do, and to ensure that the resources that we have are distributed fairly and targeted towards those pupils that need them the most.
Kevin Brennan
May I ask whether the Secretary of State’s absence is authorised or unauthorised?
Mr Gibb
I find it upsetting when people complain about my presence in debates. Frankly, I think that the hon. Gentleman has secured a very good deal.
There is no bigger barrier to the recruitment and retention of good teachers than poor pupil behaviour. Figures published last month showed that in nearly one in five secondary schools, behaviour is judged as being no better than satisfactory. In the latest year for which we have figures there were over 363,000 fixed-period exclusions, of which 80,000 were issued for threatening behaviour or verbal abuse against an adult. Recent polls by the Association of Teachers and Lecturers found that two in five teachers had dealt with physical aggression during that year, and that a quarter had been subjected to a false allegation by a pupil. That underlines the fact that too many teachers have been hindered in doing their jobs because of poor behaviour. I fully understand why teachers have felt that the system, and the Government, have not always been on their side. The Education Bill will ensure that the pendulum swings back in their favour by strengthening teachers’ powers. They will be able to issue same-day detentions, and to search for, and confiscate, items such as mobile phones and video cameras. We considered these measures in detail in Committee. I hope they are used only very rarely, but I would rather teachers were able to decide for themselves whether to use them and I am confident that they will help protect the rights of all children to learn in an environment free from disruption and bullying.
Just as importantly, the Bill will also extend better protection to teachers from false and malicious allegations. Teachers will now have pre-charge anonymity when faced with an allegation of an offence by a pupil, to prevent false accusations being used to undermine teachers’ authority. Teachers have campaigned for that for years, and it has been delivered by this Government in our first year. Of course, we will continue to listen to those who seek to extend these provisions to other staff in schools and colleges, but we also need to tread carefully in relation to cherished rights of free speech in a free society.
Discipline is just one area in which teachers have not been afforded the trust and respect they deserve. Over the past decade, for every step forward, there have been three steps backwards as yet more targets and diktats were issued to schools from the centre. Understandably, much of the debate in Committee was about whether to retain the legislation that piled up under the previous Government. I do not doubt that much of that was well-intentioned, but it has clearly failed to address the performance gap this country faces, especially for those from disadvantaged backgrounds.
We are determined to raise the professional status of teachers by giving them the space and flexibility they need. Since the Academies Act 2010 the number of academies has more than trebled, from 203 to 658. All those schools are able to decide what is best to raise standards for their pupils, free from red tape and political interference. That is why it has attracted not only Toby Young, but Peter Hyman, Tony Blair’s former director of strategy and author of the autobiographical book, “1 out of 10: from Downing street vision to classroom reality”. Peter Hyman is setting up a free school in Newham. Newham School 21 will teach children between the ages of four and 18 and aims to be open in September 2012. The Bill provides for two new types of academies: alternative provision academies, and 16-to-19 academies, which will extend the benefits of the programme even further.
The Opposition have complained that the Bill centralises power, yet at the same time they complain when we strip back the layers of instruction and guidance telling schools and colleges how to co-operate, which they put in place. Similarly, they protest when we end the requirement on every local authority to set up forums, irrespective of their actual needs or unique circumstances. The Bill will help us bring an end to the perpetual revolution that has been inflicted upon schools, by allowing professionals—not the Qualifications and Curriculum Development Agency or the General Teaching Council—to do what is best for them.
Just as we are liberating professionals from bureaucracy, so we are ensuring that there is stronger accountability to parents. The Bill will sharpen school accountability by reducing the number of areas in which Ofsted inspects to just four—pupil achievement, quality of teaching, leadership and management, and behaviour and safety—with outstanding schools and colleges also being freed from routine inspection, so that more focus can be diverted towards those that need it most.
The independent regulator, Ofqual, will ensure that our qualifications stand comparison with the best in the world by measuring our relative performance. Because we are prepared to take action where schools and local authorities fail to give children their one chance of a good education, the Bill strengthens the Government’s power to intervene in poorly performing schools, which often have higher proportions of disadvantaged pupils. The Minister for children, my hon. Friend the Member for Brent Central (Sarah Teather), is introducing an entitlement to free early-years provision for 130,000 disadvantaged two-year-olds across the country. The scrutiny in Committee has allowed us to set out clearly that we will maintain the free entitlement for all three and four-year-olds at 15 hours, and that we will ask Ofsted to review the impact of the two-year entitlement.
We are also ensuring that more resources are targeted at the education of the poorest through the pupil premium, which will be worth £2.5 billion every year by 2014-15, and the Bill will ensure that funding for apprenticeship training takes priority when young people have a place, so that we deliver on our ambitions to expand the programme and make it the primary work-based learning route for raising the participation age. Thanks to the vigilance and scrutiny of the Chairman of the Education Committee, we have now removed a reserve power to suspend this offer, which underlines our commitment further. In addition, the scrutiny provided and arguments put forward by my hon. Friends the Members for North Cornwall (Dan Rogerson) and for Wells (Tessa Munt) on the issue of school governors and the proposals in clause 37 have allowed us to improve our policy in this area. We have retained the principle of governor appointments based primarily on skills, while also meeting their desire to reflect stakeholder groups with an interest in schools, in particular staff and local authorities.
The schools White Paper, “The Importance of Teaching”, set out a pathway to close the attainment gap between those from the poorest and wealthiest backgrounds, and to reverse this country’s decline in international performance tables, so that all who are educated in our state schools have the opportunity to compete with the school leavers and graduates of countries with the best-performing education systems. This Education Bill will allow us to take important steps on that journey, and I commend it to the House.
Kevin Brennan
On a point of order, Mr Speaker. You will have noted that the Secretary of State was not present for the Third Reading of the Education Bill. I wonder whether you can give any advice as to whether, when a Secretary of State does not turn up for the Third Reading of their own Bill, which I think is quite unusual, any information should be given to the House, or possibly as a courtesy to the shadow Secretary of State or Opposition Front Benchers, as to why they are not here. We understand that the Secretary of State, who is apparently now standing somewhere nearby at the Bar of the House, was available to come here. Are there any procedures by which it would be normal for the Secretary of State to give notice that he is not going to participate on Third Reading?
Mr Speaker
The short answer to the hon. Gentleman is no. Any Minister can provide a rationale or an explanation for presence or absence if he or she so chooses, but there is no formal procedure for so doing. The question of who appears on behalf of those on the Treasury Bench is purely a matter for them, not a matter for the Chair. The hon. Gentleman has nevertheless registered his point.
Sure Start Children’s Centres
Kevin Brennan Excerpts(13 years, 7 months ago)
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The Secretary of State for Education (Michael Gove)
In this post-Easter season, there is cause for all of us to celebrate, because a number of gloomy predictions have been confounded. At the beginning of the football season, some of us might have imagined that the dominant team on Merseyside would be Everton, but in fact, thanks to Kenny Dalglish’s inspired leadership, the reds are five points ahead of the blues. The gloomy obituaries that were being written for that great team have had to be put back.
Michael Gove
QPR, as it happens, but I admire Liverpool, and particularly Kenny Dalglish. [Interruption.] We are top of the league, you know.
Another gloomy prediction was made by Labour Members, but it has not come to pass—that of a double-dip recession. That was the mantra at the top of the Labour party, from the right hon. Member for Morley and Outwood (Ed Balls), the Leader of the Opposition and the Labour election co-ordinator, whatever his name is. The news today, however, is that our economy is growing once more—another gloomy prediction confounded.
We also heard a series of gloomy predictions from Labour Members about what would happen to the network of Sure Start children’s centres in this country. We were told by the hon. Member for Hammersmith (Mr Slaughter) that we would see a reduction in the number of children’s centres in Hammersmith and Fulham, but actually, as the right hon. Member for Leigh (Andy Burnham) almost acknowledged, not only are all the existing Sure Start children’s centres being protected but a new one is being built. There is an increase in the number of Sure Start children’s centres in Hammersmith and Fulham.
The right hon. Member for Leigh told us halfway through his speech that Hampshire was going to close all its children’s centres. Sadly, that slur—[Interruption.] It was a slur. That slur on Hampshire county council was very effectively rebutted by my hon. Friend the Member for Gosport (Caroline Dinenage). The council is ensuring that every single children’s centre will remain open. The right hon. Gentleman did not have the grace to acknowledge either that it was a Conservative local authority that was keeping them open or that he had got it wrong. I admire his passion, but he must get his facts right before he comes to the Dispatch Box and attempts to tarnish the good name of an effective local authority that is doing a great job for children and young people.
In a spirit of generosity, I have to say that a great many Labour local authorities are doing a good job and ensuring that Sure Start children’s centres remain open. There are also Liberal Democrat local authorities doing a good job. One of the most disappointing things about the right hon. Gentleman’s speech was his attack on the Liberal Democrats, which I felt was mean-minded and beneath him. I understand that as an election co-ordinator, with just a week to go before he shores up the Labour vote that is collapsing in Scotland and evanescent elsewhere, he has to pick what he thinks is an easy target, but he has picked the wrong target.
My right hon. Friend the Deputy Prime Minister, with whom I do not always agree, was right when he said that Liberal Democrat authorities were keeping all their Sure Start children’s centres open. We can look at what is happening in Kingston upon Hull, where all the centres are remaining open and services are being delivered from all of them. The same is true in Kingston upon Thames. The Liberal Democrat councillors in those authorities represent a party that I would not vote for, but they are doing the job a darned sight better than the Labour councillors who used to run Hull when it was the worst local authority in the country according to the Audit Commission. It is now the most improved.
Oral Answers to Questions
Kevin Brennan Excerpts(13 years, 7 months ago)
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Kevin Brennan (Cardiff West) (Lab)
7. What recent assessment he has made of the attitudes of employers to taking on apprentices.
The Minister for Further Education, Skills and Lifelong Learning (Mr John Hayes)
With over 85,000 employers offering apprenticeships, it is clear that many businesses already recognise the associated benefits of improved business and personnel performance. The evidence of strong demand is supported by research. The findings of the skills economy research from July 2010 are that 83% of employers rely on their apprenticeship programme to provide the skilled work force that they need.
Kevin Brennan
The Minister has been quite generous in the past about the work done by Ministers in the previous Government, including me, on apprenticeship numbers, and he has made a commitment to build on that. Does he have any concerns about the targets on apprenticeships over the coming period, given the pretty dire figures on GDP for the economy?
Mr Hayes
The hon. Gentleman, like me, is fond of Yeats, who said:
“Do not wait to strike till the iron is hot; but make it hot by striking.”
That is what we have done. The hon. Gentleman is right. I have followed him, and he is a hard act to follow, because he was a very competent Minister. I can tell the House—and I know that you, Mr Speaker, will be pleased to hear it—that the Statistical First Release published today illustrates that we are likely, or certainly on target, to reach the ambitions I have set out, which is good news for the hon. Gentleman, good news for me and good news for Britain.
Mr Davey
I may have to refer the hon. Gentleman to Ministers in the Department for Environment, Food and Rural Affairs, who are obviously responsible for agriculture. We should be clear that the groceries code adjudicator will not be a price regulator—that has never been proposed. It will be there to enforce the groceries supply code of practice. That is very important, because it is in the interests not just of the producers and farmers who supply the large supermarkets but of consumers.
Kevin Brennan (Cardiff West) (Lab)
T1. If he will make a statement on his departmental responsibilities.
The Secretary of State for Business, Innovation and Skills (Vince Cable)
My Department has a key role in supporting business to deliver growth, rebalancing the economy, bringing enterprise, manufacturing, training, learning and research closer together and, in the process, creating a stronger, fairer British economy.
Kevin Brennan
On tuition fees, has the Secretary of State read the reports of the Deputy Prime Minister’s visit to Mexico, where he was humiliated first by a Mexican student who said that he could no longer afford to come and study in Britain, and then by the Mexican President, who said that British students should go to study in Mexico instead? Is the Secretary of State in any way embarrassed by the fact that his policy on tuition fees has become a laughing stock across the world?
Points of Order
Kevin Brennan Excerpts(13 years, 8 months ago)
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Kevin Brennan (Cardiff West) (Lab)
On a point of order, Madam Deputy Speaker. The Secretary of State cited an opinion poll in support of an assertion that he made in the course of his statement. I know that he always says he wants to back up his assertions with evidence, so I wonder whether it is within your powers to require him to place a copy of that opinion poll in the Library of the House so that we might all consult the evidence that he cited in the statement?
Madam Deputy Speaker (Dawn Primarolo)
The hon. Gentleman knows, I think, that it is not within my power to undertake such things, but I think the Secretary of State wishes to raise a point further to that point of order.
Oral Answers to Questions
Kevin Brennan Excerpts(13 years, 8 months ago)
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Kevin Brennan (Cardiff West) (Lab)
Ofqual says that the Secretary of State has asked it to look at A-level and GCSE re-sits, including in the English bac subjects. We learnt this month that it took the accident-prone Secretary of State seven attempts to pass his driving test and that his car was badly damaged recently when he got it stuck in a car parking lift. If it is seven times for Gove, how many chances will mere mortals get to pass the bac?
Michael Gove
I am grateful for the assiduous attention that the hon. Gentleman pays to the written work that my wife contributes to The Times every week. I will give him eight out of 10 for practical criticism and nine out of 10 for creative writing in that question. The truth, however, is that, witty as he is—and he always is—I note that there was no intellectual assault on the principle of the English baccalaureate. Just five weeks ago, the shadow Secretary of State, the right hon. Member for Leigh (Andy Burnham), was denouncing the English baccalaureate; just two weeks ago, he was wearing a badge celebrating failure in the English baccalaureate. Now the hon. Gentleman wants us to help everyone pass the English baccalaureate. [Interruption.] I am afraid that his interventions from a sedentary position cannot hide the fact that when it comes to driving, there are two manoeuvres for which the Secretary of State—
Michael Gove
Thank you. The two manoeuvres for which the shadow Secretary of State is preparing are: a U-turn on his academy position, which he has already executed, and now another U-turn, which I can sense him undertaking on the English baccalaureate. I celebrate the fact that he is manoeuvring out of the way of the criticism of those of us on this side of the House who believe in higher standards.