Draft Coasting Schools (England) Regulations 2016

Debate between Mike Kane and Claire Perry

Wednesday 30th November 2016 General Committees

[Mike Kane]

I remind the right hon. Gentleman of what Tim Brighouse said about the right hon. Gentleman’s stewardship of the Department for Education, namely that

“there has to be coherence between what you say and what you do”.

There has been a decline in standards in our school system under this Government; there is no doubt about that. Currently, two thirds of multi-academy trust pupils are making less progress at key stage 4 than pupils nationally. If we look at other measures in the report, we will see that three in five schools—nearly 60%—are performing below average for improvement in the value added at key stage 4. That means three in five MATs are improving pupil progress at key stage 4 more slowly than schools with a similar starting point.

[Claire Perry (Devizes) (Con)]

I want to share with the hon. Gentleman my experience of being a governor of two schools in my constituency as they went through both the academisation and the MAT process. Perhaps rather than reading out what frankly sound like incorrect statistics, he should go and talk to schools. The turnaround in those schools and, indeed, the schools they have sponsored as part of the MAT initiative is astonishing, and it has been done at a time when we all could accept that the exam regime is getting tougher, not easier. I think he is factually incorrect.

[Mike Kane]

I am grateful for the hon. Lady’s intervention, but with 20 years of governance experience, 10 years as a practising teacher and eight years on a local education authority, I am not going to take any lectures about our commitment to education.

At key stage 2, half of MATs are performing below average for adding value, and more than a third are below average for improvement in adding value. Those statistics need to be out there. The main finding is that on all value added measures, more MATs are performing at the extremes of significantly above or significantly below average than are performing close to the average. That is true for both key stage 2 and key stage 4. Performance levels vary widely among MATs.