Initial Teacher Training

Lord Watson of Invergowrie Excerpts

Thursday 18th November 2021 Lords Chamber

[Lord Watson of Invergowrie (Lab)]

My Lords, we are all hugely indebted to my noble friend Lady Donaghy, not just for securing this important debate but for opening it in a manner so comprehensive that frankly she left very little extra to be said. My noble friend mentioned that it took a Written Question to force the DfE to reveal what was going on regarding the future of teacher education. She was typically too modest to say that she was the one who asked that searching Question.

It is much to be regretted that teacher education appears not to be sufficiently valued for its own worth by those whose task it is to shape education in its broadest sense. I use the term “teacher education” advisedly, because that is what has been cast aside here —downgraded to what is now termed “teacher training”.

The Tory manifesto in 2019 had nothing to say on teacher training, though it did say:

“We want to attract the best talent into teaching and recognise the great work they do, so we’re raising teachers’ starting salaries to £30,000”.


I will spare the Minister the embarrassment of having to tell me two years on how many teachers have actually received that starting salary. Of more relevance is why her party’s manifesto contained no mention at all of teacher education, despite the fact that we now know that Conservatives were so concerned about the underperformance of the sector that they believed the only policy response was to rip it up and start again. In passing, it is only fair to say that neither Labour nor the Liberal Democrats mentioned teacher education in our manifestos—but in our defence these two parties did not believe it to be in such a dilapidated state that it required a complete revamp.

The fact that the Government prefer the term “teacher training” is instructive. Teacher education generally includes four elements: improving the general educational background of the trainee teachers; increasing their knowledge and understanding of the subjects they are to teach; pedagogy and an understanding of child development—as mentioned by the noble Lord, Lord Storey—and learning; and the development of practical skills and competences.

In recent years, the distinctive and long-established role of university teacher education has been weakened to the point where I believe serious questions are raised about the very purpose of teaching. When I take my car to the garage for repairs, I do not want it done by someone who is not qualified; when I go to hospital, I do not want my medical care delivered by somebody who is not qualified; and when I go to a restaurant, I certainly do not want my meal prepared by somebody who is not qualified. So why should any parent at any school be expected to accept their child being taught by a well-meaning amateur? Yet, to this Government, that is perfectly acceptable.

Every parent has the right to expect that those entrusted on a day-to-day basis with ensuring that their child’s development is stretched to the limit of their capabilities have themselves been subject to a rigorous grounding in both the theory and the practice of pedagogy—not just what works, but why it works. Prior to the review, Ofsted had rated all ITE provision as being “good” or “outstanding”—so, to paraphrase my noble friend Lord Knight and his all-party group, “not much was broke there”.

My noble friend Lady Donaghy described the outcome of Ofcom inspections this year, with some in need of improvement, and that is accepted, but it sounds suspiciously as though the headline about the review had been written by the DfE and the storyline then had to be made to fit it. In any case, the review was under way well before the latest Ofsted inspections took place, so they cannot have provided the rationale for it. If we know anything at all about the effect of the past two years on education, it is that the pandemic has rendered the use of any benchmarks from that period next to useless.

The new system would apply to maintained schools, academies and free schools, yet there were no representatives of local authorities or maintained schools on the so-called expert working group. The members of that group may indeed be experts in their own areas but not in regard to maintained schools—although Teach First sends its graduates to both types of school. The suspicion remains that the group was a hand-picked collection of individuals who were left in no doubt what the DfE wanted to emerge from this review, and the DfE’s bias against maintained schools prevented anyone from that sector participating. If that is a wrong interpretation, no doubt the Minister will set the record straight, but why would the group have two people from academy trusts, including the chair, but none from schools that are not academies? At least there was one voice from the university sector, although we hear that she has in part dissented from the report, warning that the reforms could be “hugely risky” to teacher supply and quality. For that reason, she has advocated a year’s delay in implementing the changes to allow the issues to be addressed. At the very least, we very much support that call.

The noble Lord, Lord Storey, my noble friend Lady Blower and others have commented on the fact that the proposal’s consultation period covered school holidays. I will not repeat that, but it is a recurring issue and one that I have raised previously with the Minister concerning the skills Bill. We shall shortly have a debate in your Lordships’ House on an SI on teachers’ pay and conditions, which was also issued over the summer. I believe this is a deliberate practice by the DfE designed to limit responses—and it must stop.

The review’s proposals make recommendations on curriculum content, course structure and mentoring, with the central recommendation that all ITT providers implement a new set of quality requirements, and that

“a robust accreditation process should take place”.

That is a worry for many institutions, which are concerned that the DfE will seek to favour larger and, perhaps, compliant institutions. It would be helpful, to echo my noble friend Lady Donaghy, if the Minister could offer reassurance that the accreditation process will be open, transparent and equitable. Can she also say whether all accreditation applications that meet the new quality requirements will be approved, with no contrived rationing taking place? There are fears that the process could be used to ensure that ITE providers deliver only DfE-approved curricula over and above what is already required through the core content framework.

This is one issue of concern to universities, which play a key role in the delivery of ITE, accounting for 40% of all those entering teacher education each year. They, of course, work on long-term planning structures dependent on the stability of provision, so being confronted by a review with the clear objective of changing the very nature of who operates it naturally sets alarm bells ringing in universities.

My noble friend Lady Donaghy clearly enunciated the concerns of universities about the proposals, and I will not repeat them. However, if the number involved in teacher education were to be significantly reduced—particularly by the threatened departure from the scene of Cambridge and Oxford—that would be damaging not just for that sector but for the supply of future generations of teachers.

The reforms risk recruitment and retention by narrowing the ITE curriculum, reducing choice for prospective students and making ITE more onerous for student teachers. There are also worries that the review changes the focus to assessment of trainee teachers against the core content framework, not on how good they are as teachers. Schools are under a duty to support their early career teachers, but not under a duty to take on trainee teachers. Given the onerous duties of the early careers framework, schools will inevitably redirect resources to support early career teachers, thereby exacerbating teacher supply.

Universities and schools have developed strong relationships over many years, becoming exemplars of good practice. Neither the need nor the political imperative to break those links exists, yet the introduction of market forces sees universities competing more directly with each other, as well as with the disproportionate share of resources—and student places—channelled to schools.

Although the substance of the review proposals is largely generic, I had intended to mention the question of music teaching but, following the remarks of the noble Earl, Lord Clancarty, all I need to do is say that I wholeheartedly endorse what he said. He made a very persuasive case for music teaching. I do not expect the Minister to respond on that point today but perhaps she would do so in writing to both him and me.

The strong partnerships that have developed between accredited higher education institutions and schools have been one of the education sector’s great success stories in recent years. Schools should have a choice about how they participate in ITE. It is, as the report itself acknowledges, already difficult for providers to secure a sufficient number of placements, particularly in some key subjects such as physics and, as the noble Baroness, Lady Coussins, said, modern foreign languages. That in turn has led to an artificial cap being placed on recruitment. Should they proceed, the reforms should surely do nothing to make these challenges even more acute.

The Government should acknowledge the opposition that their proposals have generated. They should, as my noble friend Lord Knight said, abandon the review and then facilitate much wider consultation aimed at building a broad base of support for what works, not simply what it might be possible to force the sector to tolerate. We are not saying that the current situation is perfect, but that is no basis for a way forward—certainly not with something so important to the future of this country as teacher education.

[The Parliamentary Under-Secretary of State, Department for Education (Baroness Barran) (Con)]

My Lords, I echo other noble Lords in thanking the noble Baroness, Lady Donaghy, for securing this debate and bringing to the House’s attention the crucial matter of initial teacher training recruitment and the role of universities and other bodies in ensuring the supply and education of new teachers. I am sure she was being harsh on herself when she described her teaching assistant career, and I am sure her pupils would have disagreed with her reflection.

The Government’s vision is for all children and young people to have access to a world-class education, no matter where they are from or what their background is. At a time when there are more pupils in our schools than ever before, the recruitment and retention of outstanding teachers is a key priority.

The noble Baroness, Lady Donaghy, said that she was a fan of teachers. I think all of us in this House are. I genuinely do not recognise the characterisation that has come from a number of noble Lords that this Government are critical and unsupportive of teachers; quite the reverse. I do not think there is a family in this country that does not value teachers deeply, particularly after the last two years and the critical role they have played in supporting our children. I absolutely agree with my noble friend Lord Kirkham when he talks, as have many other noble Lords, about the importance of valuing and giving proper status to teachers. We are trying to thread that through everything we do, as I will try to set out in my remarks.

I respectfully refute the suggestion by the noble Lord, Lord Watson, that the department is in any way being deliberate in its practice regarding the timing of consultations. I know he will agree with me that the officials in the department have the highest integrity, as do the Ministers, and there is genuinely no truth in that suggestion.

[Lord Watson of Invergowrie (Lab)]

I accept what the Minister says about integrity, but three over just one summer and all in education—is that just a coincidence?

[Baroness Barran (Con)]

I cannot speak accurately for what went before but I know the noble Lord will accept that this has been an incredibly disrupted time. I am sure that, had we delayed the consultations further in terms of our response, as we have heard today, there would have been criticism. There is always a risk; we are damned if we do and damned if we don’t.

I will revert to the important subject of the debate. We know that there are no great schools without great teachers, and I thank the noble Lord, Lord Storey, for the personal experience that he brings to his reflections. I will do my best to answer his and other noble Lords’ questions. We know that the evidence shows that teacher quality is the single most important factor within school in improving outcomes for children and young people, and reforms to teacher training and early-career support are key to the Government’s plans to improve school standards for all.

The noble Baroness, Lady Morris, talked about the time that it takes to qualify. I am sure that she recognises the value in the continued support, for two years now, for early-career teachers. The Government share the ambition of the initial teacher training sector that all people training to be a great teacher get the best possible start to their careers.

We published our Teacher Recruitment and Retention Strategy in 2019, working with key stakeholders to set out a shared vision for the teaching workforce. At the heart of this strategy is a golden thread of training and professional development—the noble Lords, Lord Storey and Lord Watson, raised these points—informed by high quality evidence, which will run through each phase of a teacher’s career. As your Lordships may have heard me say in answer to a recent question, there has been an increase of over 20% in applicants to the profession. The noble Viscount, Lord Hanworth, had his head in his hands, but I hope that he will share my pleasure to see that increase in applicants.

The starting point of this golden thread is initial teacher training, which is why we developed a new core content framework for this purpose. The new framework was published in November 2019, and, since September 2020, all new teachers have been benefiting from initial teacher training, underpinned by the best independently peer-reviewed evidence.

The noble Lord, Lord Addington, asked about initial teacher training in relation to pupils with special educational needs and disabilities. ITT providers must design their courses to incorporate the skills and knowledge detailed in the core content framework to support their developing expertise. This clearly includes the requirement, in standards, that all teachers must have a clear understanding of all the needs of their pupils, including, critically, those with special educational needs. That is also carried forward into the early-career framework, which was designed in consultation with the education sector, including specialists on SEND, of course.