Oral Answers to Questions
Nick Gibb Excerpts(13 years, 9 months ago)
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Mr Christopher Chope (Christchurch) (Con)
3. What steps he is taking to reduce regulatory burdens on schools.
The Minister of State, Department for Education (Mr Nick Gibb)
The Government are committed to reducing regulatory burdens on schools. We have already removed a range of unnecessary duties via the Education Act 2011 and, subject to parliamentary process, we will remove further burdens in September. In addition to reducing regulations, we have cut the volume of guidance issued to schools by more than half, removed the lengthy self-evaluation form and the financial management standard in schools, and introduced a streamlined inspection framework. We have also made it clear that neither the Department nor Ofsted expects teachers to produce written lesson plans for every lesson.
Mr Chope
I am grateful to my hon. Friend for that response, but does he think it fair to describe his Department’s performance as meriting a capital alpha for effort while it is still getting only a gamma minus for achievement? In particular, will he look again at the deregulation of admissions criteria, at the pupil numbers that schools can have, and at the whole issue of grammar schools and free schools that are still calling for more freedoms?
Mr Gibb
That sounds like Greek to me! The Department deserves an A* for what it has achieved. We have already removed statutory burdens. Performance targets have gone. Changes have been made to consultation on the school day, and it is no longer necessary to appoint a school improvement partner or to prepare and publish a school profile. We have also abolished the absurd rule requiring parents to be given 24 hours’ notice of a detention. We have abolished the requirement to join behaviour and attendance partnerships, and we have removed 20,000 pages of guidance from schools. We have more than halved the guidance going to schools—
Mr Speaker
Order. I am grateful to the Minister of State, but can I ask him not to keep swivelling round? The House cannot hear what he is trying to say, although we wish to do so—[Interruption.] We are grateful to him, for the time being.
Chris Bryant (Rhondda) (Lab)
I do not object to regulation as much as the hon. Member for Christchurch (Mr Chope) does, so may I suggest one additional regulatory burden for schools—that every school and every child should have statutory and proper sex and relationship education? Notwithstanding the falls of recent years, this country still has a five times higher level of teenage pregnancy than Holland, and a quarter of this year’s terminations were by girls under 18. Please let us move forward.
Mr Gibb
I know that the hon. Gentleman is passionate about this subject. Sex education is compulsory in schools, but we are reviewing the personal, social, health and economic education curriculum and how the subject is taught to improve the teaching of PSHE. That is what will cover the issue that he raises.
Mr Peter Bone (Wellingborough) (Con)
4. If he will consider relocating his Department to Wellingborough.
Damian Hinds (East Hampshire) (Con)
12. What steps he plans to take to improve the quality of teaching.
The Minister of State, Department for Education (Mr Nick Gibb)
Nothing has more impact on children’s achievement at school than the quality of the teaching that they receive. We are raising the bar for new teachers, helping existing teachers to improve, and, when teachers cannot meet the required standards, making it easier for head teachers to tackle underperformance.
Damian Hinds
As my hon. Friend says, far the most important factor in the quality of teaching is the presence of our dedicated teachers. Will he consider widening access to taster sessions for potential teachers, both to attract more good people to the profession and to give more people a chance to decide whether it is really for them before committing themselves to a BEd or a PGCE?
Mr Gibb
My hon. Friend makes a very good point. The Teaching Agency’s new school experience programme for people who are considering teaching maths, physics, chemistry or a modern language at secondary level provides precisely the opportunities to which he refers. It gives participants an opportunity to observe teaching and pastoral work, and to talk to teachers about day-to-day school life. More than 800 people have benefited from the programme so far, and many more placements are planned for the future.
Kelvin Hopkins (Luton North) (Lab)
Last week I listened with interest to a Radio 4 programme about the use of synthetic phonics in the teaching of reading in schools. It was clear that there was a fundamental difference between the philosophies relating to education and teaching methods which had not yet been resolved. Does the Minister accept that until we solve that problem, we will not overcome our fundamental problems in education?
Mr Gibb
The hon. Gentleman is absolutely right. Getting reading right in primary schools is fundamental to children’s future education. That is why we have introduced match funding for primary schools—£3,000 per school for new training and materials—and why every six-year-old will undergo a phonic check this June so that we can ensure that we spot the children who are struggling with reading. We are determined to end the scandal of one in 10 boys leaving primary school with a reading age of seven or less.
Mr Graham Stuart (Beverley and Holderness) (Con)
We should celebrate and support the best teachers in our schools. Is the Minister aware of research by the Sutton Trust which shows that if a below-average teacher can be raised to the average, the impact on the lifetime earnings of that teacher’s classroom can amount to more than £250,000? The importance of teaching is critical not only to our society, to our culture and to social justice, but to the economy. What more can the Minister do to improve the quality of teaching?
Mr Gibb
My hon. Friend, who is the Chairman of the Select Committee on Education, is absolutely right. We are doing a huge amount to raise the bar both for entry to the teaching profession and for continuing professional development. That is what is behind the whole teaching schools programme. Already 218 schools have been designated teaching schools, which promote peer-to-peer training. The Government are determined to restore the centre of academic life to our schools.
Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)
The quality of teaching is indeed the single most important determinant of a school’s success, and it is vital that we attract the very best teachers to the most challenging schools. Schools already have significant flexibility when it comes to pay. Does the Minister agree that regional pay would make it harder to attract the best teachers to the most challenging schools?
Mr Gibb
I am surprised by the hon. Gentleman’s question. We have asked the School Teachers Review Body to consider the issue—[Interruption.] Yes, those independent experts are examining the issue of regional pay. We will submit evidence to them, as will the trade unions, and they will report to the Government in September.
Mr Don Foster (Bath) (LD)
Graduates with first-class degrees in shortage subjects receive higher teacher training bursaries than those with second-class degrees. Is there any research evidence showing that those with a first-class degree are better teachers than those with a second-class degree?
Mr Gibb
There is evidence that teacher subject knowledge has a direct bearing on the attainment of pupils. There is also a correlation between the degree classification and the propensity of trainees to finish their course. There is also evidence from around the world that the highest performing education jurisdictions are those that take their trainees from the top 10% or top quarter of graduates.
Fiona Mactaggart (Slough) (Lab)
The Minister will have read the OECD’s recent report showing that teacher status, pay and professional autonomy are key to teacher success and the learning of pupils. The Prime Minister tells us that we should follow the lead of countries with excellent records in this regard, such as Finland and South Korea. What is the Minister doing to increase teacher pay and professional autonomy?
Mr Gibb
The entire academies programme is built on the autonomy of the teaching profession; that is the essence of the programme. We want a well-rewarded teaching profession in order to attract and retain the best people, and we are determined to achieve that. Of course, because of the legacy left behind by the last Government, which the hon. Lady supported, we are having to take some very tough decisions right across the public sector. Despite all the problems left by the previous Government, however, in education we have maintained spending on schools at flat cash per pupil, and in addition to that we have the pupil premium, which amounts to a significant sum of money.
Jason McCartney (Colne Valley) (Con)
21. Will my hon. Friend give us a quick update on what the Government are doing to attract talented individuals from the armed forces into teaching?
Mr Gibb
We have already allocated a number of places in the graduate teaching programme for service leavers, and we are working with the Ministry of Defence on schemes to encourage more service leavers into teaching through graduate and undergraduate processes. The skills and experience members of the armed forces have are crucial to raising standards in our schools, and we are determined to tap into those skills.
Miss Anne McIntosh (Thirsk and Malton) (Con)
15. What recent representations he has received on funding for schools in rural areas; and if he will make a statement.
The Minister of State, Department for Education (Mr Nick Gibb)
The Government recently held two meetings with delegations to discuss education funding and the issues faced by schools in rural areas. I met a delegation of hon. Members to discuss funding for rural areas following a debate in Westminster Hall on 8 February. My right hon. Friend the Secretary of State met the f40 group, which represents the lowest-funded authorities in England, to discuss Government proposals on school funding reform.
Miss McIntosh
May I thank my hon. Friend for that reply but point out that North Yorkshire is one of the lowest funded and most sparsely populated local authorities, and that it has the highest cost of fuel in the country so there are tremendous problems in getting children to school at the moment? Will he please review this issue as a matter of extreme urgency?
Mr Gibb
I understand my hon. Friend’s concerns about funding in North Yorkshire, which is ranked 114th out of 151 authorities, with its schools receiving £4,786 per pupil compared with the national average of £5,082. The current system is unfair. It is opaque, which is why the Government’s announcement at the end of March begins the process of moving towards a fairer system with reforms to the local formula. We intend, ultimately, to move to a national funding formula, but of course in the current economic climate, stability has to be a priority.
Mike Weatherley (Hove) (Con)
16. How many people aged 16 to 18 started an apprenticeship in (a) Hove constituency, (b) the south-west and (c) England in 2011.
Gordon Henderson (Sittingbourne and Sheppey) (Con)
18. What steps he is taking to ensure that more parents in (a) Sittingbourne and Sheppey constituency, (b) the south-east and (c) England are able to send their children to their first choice of school.
The Minister of State, Department for Education (Mr Nick Gibb)
The latest figures show that almost 86% of parents in England were offered a place at their first preference school starting in September 2012. That compares with 83% for Kent, 87% for Medway and 85% for the south-east overall, but it still means that 74,000 children have missed out on a place at their first choice school, so the broad thrust of our education reforms is to increase the supply of good school places.
Gordon Henderson
I am grateful for that answer. Will my hon. Friend go further and encourage local authorities, when considering appeals for the 2012-13 intake, to take into account the recently updated school admissions code for 2012, which shows a commitment to prioritising previously looked-after children but will not come into force until 2013-14?
Mr Gibb
My hon. Friend is right to say that we have changed the admissions code so that not only looked-after children but previously looked-after children—those who were in local authority care but who have subsequently been adopted—are given priority in the admissions process. The change is designed to help speed up the adoption system and recognises the difficulties that those children have encountered in their early childhood. Appeals are based on the admission arrangements in force at the time, and so for 2012 they will not include a priority for previously looked-after children.
Elizabeth Truss (South West Norfolk) (Con)
19. What recent assessment he has made of the 16-to-19 funding formula.
Iain Stewart (Milton Keynes South) (Con)
20. How many schools did not offer GCSE history to pupils in 2011.
The Minister of State, Department for Education (Mr Nick Gibb)
In 2011, 57 mainstream maintained secondary schools in England entered no pupils for a full course GCSE or iGCSE in history or ancient history. We have introduced the English baccalaureate to encourage schools to increase opportunities for pupils to study history as part of a core of key academic subjects and early evidence suggests that the measure is already having a positive impact on pupils’ subject choices.
Iain Stewart
I recently spent a day shadowing an inspirational history teacher at the Hazeley academy in my constituency. If my hon. Friend would like to see a good example of a school offering history in its curriculum, may I urge him to visit the school?
Mr Gibb
I would be delighted to return to my hon. Friend’s constituency to visit the Hazeley academy. I agree that it is vital that the history curriculum should enable pupils to know and understand the key events of our country’s history. It is one of the issues that the curriculum review is destined to address, and I look forward to seeing inspirational history being taught at the Hazeley academy.
Julian Smith (Skipton and Ripon) (Con)
22. What steps he is taking to improve the quality of vocational education in schools.
Teachers' Powers to Discipline
Nick Gibb Excerpts(13 years, 10 months ago)
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The Minister of State, Department for Education (Mr Nick Gibb)
Further to my statement of 7 July 2010, I would like to update the House on the progress the Government have made in meeting a number of the important commitments set out in that statement.
We have taken the steps we promised to strengthen teachers’ powers to search pupils. As well as a more general power to search for items that have been or could be used to cause harm or break the law, teachers can also search for items banned by the school rules. We have also added fireworks, tobacco and pornographic images to the list of specified items that teachers can search for.
We have reduced the bureaucratic burden on schools when giving pupils detentions. Teachers are no longer required to give parents 24 hours’ written notice of detentions outside school hours. Schools are now free to determine their own rules on notice for detentions so that teachers can deal with misbehaviour on the day it occurs.
We revised the advice to teachers on their powers to use reasonable force. This revised advice makes clear that teachers can remove disruptive pupils from the classroom. It provides clear advice that suspension should not be the automatic response of a head teacher when a member of staff has been accused of using excessive force and reminds head teachers that they should support their staff when they use reasonable force.
These are very important changes which, taken together, put beyond doubt the authority of teachers to enforce the school rules and maintain discipline in the classroom. Other important changes, included in the Education Act 2011, will come into force over the coming months. These include granting teachers anonymity when accused by pupils and changing the current system of independent appeal panels for exclusions so that pupils who have committed a serious offence cannot be re-instated by a panel.
Schools have the professional freedom to decide how these powers will work best for them. School governing bodies and head teachers should review their behaviour polices now to ensure they clearly set out the school’s approach to searching, to issuing notice of detentions and to the use of reasonable force.
Secondary School Applications
Nick Gibb Excerpts(13 years, 10 months ago)
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The Minister of State, Department for Education (Mr Nick Gibb)
Today we are publishing data, based on returns from 151 local authorities, showing that across the country 85.3% of families received an offer at their first preference secondary school—compared with 84.6% last year. A further 7.8% of families were offered a place at their second preference school and 95.9% were offered a place at one of their three preferred schools. In total, 97.6% of families were offered a place at one of their preferred schools. I am placing a copy of these data in the Library of the House.
There is considerable variation in these figures nationally. Outside London, nearly 88.5% of parents were offered a place at their first preference school. The north-east continues to have the highest percentage of first preference offers with 95.1% and west midlands continues to have the lowest with 81.3%. For Greater London, this figure is 67.5%.
Parents have the right of appeal against any application that has been turned down; and over the summer, admission authorities will be hearing those appeals as well as dealing with late applications. Our priority is to get every child into school as quickly as possible.
All parents should have the opportunity to send their child to a good local school of their choice. Our school reforms will raise standards and create more good schools. We are working to increase the supply of good school places by the rapid expansion of the academies programme, establishing more free schools and giving all schools more freedom to expand the number of places they offer. We are encouraging the best and brightest into teaching and we are turning around underperforming schools that are failing their pupils.
In the White Paper, “The Importance of Teaching”, we announced our intention to review the school admissions code and the appeals code, with a view to delivering a simpler, more streamlined admissions process. The new codes which came into force on 1 February have removed many of the unnecessary and costly burdens on schools and local authorities making the system simpler for parents and admission authorities to understand, and more transparent.
Further details of the statistical release of “Applications and offers for entry to secondary schools in England in the academic year 2012/2013” can be viewed on the DFE Research and Statistics Gateway.
Teacher's Pension Scheme (England and Wales)
Nick Gibb Excerpts(13 years, 11 months ago)
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The Minister of State, Department for Education (Mr Nick Gibb)
On 20 December the Secretary of State for Education reported to the House on the heads of agreement on the teachers’ pension scheme to be introduced in 2015, which set out the Government’s final position on the main elements of scheme design. Since 20 December, Ministers have been engaged in detailed discussions with the teacher and lecturer unions over the remaining details of the teachers’ pension scheme. I can now report to the House that discussions on these final details of the scheme design for the teachers’ pension scheme to be introduced in 2015 have now concluded. The Government have made it clear this sets out our final position on scheme design, which unions agreed to take to their Executives as the outcome of negotiations. This includes a commitment to seek Executives’ agreement to the cessation of any industrial action on pension reform. The final scheme design outlined is conditional on acceptance of this proposed final agreement.
This proposed final agreement reflects the conclusion of discussions on the final details with teacher and lecturer unions since the Secretary of State made his written ministerial statement on pension reform, on 20 December 2011, Official Report, column 157WS. The headline elements of the proposed final agreement remain unchanged from those reached on 20 December.
The core parameters of the new scheme are set out below:
a. a pension scheme design based on career average;
b. an accrual rate of 1/57th of pensionable earnings each year;
c. revaluation of active members’ benefits in line with CPI + 1.6%;
d. normal pension age equal to state pension age, which applies both to active members and deferred members (new scheme service only). If a member’s SPA rises, then NPA will do so too for all post-2015 service;
e. pensions in payment to increase in line with prices index (currently CPI);
f. benefits earned in deferment to increase in line with CPI;
g. average member contributions of 9.6%, with some protection for the lowest paid (subject to the detailed arrangements for determining future contribution structure, as shown in annex A of the proposed final agreement);
h. optional lump sum commutation at a rate of 12:1, in accordance with HMRC limits and regulations;
i. spouses/partner pension in accordance with current provisions;
j. lump sum on death in service of three times FTE salary;
k. ill-health benefits the same as those in the current open scheme;
l. actuarially fair early/late retirement factors on a cost-neutral basis except for those with a NPA above age 65 who will have early retirement factors of 3% per year for a maximum of three years in respect of the period from age 65 to their NPA;
m. an employer cost cap to provide backstop protection to the taxpayer against unforeseen costs and risks (as set out at paragraph 5 and annex B of the proposed final agreement);
n. the public sector transfer club will continue, and consideration will be given to the best method of operation in the reformed schemes;
o. phased retirement arrangements which reflect those in the current scheme, with the additional option of a third drawdown of benefits after a member’s 60th birthday;
p. abatement will not apply to service in the reformed TPS. Abatement rules for the current scheme will remain unchanged;
q. members who leave the scheme and return within five years will have their accrued service in the current (NPA 60/65) scheme linked to their final salary at retirement; and
r. flexibilities to allow members to elect to pay a higher contribution rate in return for a higher accrual rate for a particular year, at full member cost, within existing limits on additional pension.
s. members who in the new scheme have a normal pension age higher than 65 will have an option in the new scheme to pay additional contributions to reduce or, in some cases, remove any early retirement reduction that would apply, if they retire before their normal pension age. Only reductions that would apply in respect of years after age 65 can be bought out and the maximum reduction that can be bought out is for three years (that would apply to a member with a normal pension age of 68 or higher).
The Government Actuary’s Department has confirmed that this scheme design does not exceed the cost ceiling set by the Government on 2 November. Copies of the proposed final agreement and GAD verification have been deposited in the Libraries of both Houses.
Teachers' Pension Regulations
Nick Gibb Excerpts(13 years, 11 months ago)
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The Minister of State, Department for Education (Mr Nick Gibb)
At the spending review 2010 the Government proposed increases to member contribution rates that would lead to savings of £2.8 billion a year by 2014-15, to be phased in from April 2012. The increases were to be progressive, affording protection to those on lower salaries and reducing the potential for members opting out of the scheme.
My Department consulted on a system of tiered contribution rates that would secure the savings and offer protection to those with lower incomes. The consultation opened on 28 July 2011 and closed on 20 October 2011. Over 1,700 responses were received to the consultation.
These regulations bring the tiered contribution rates into force. They will apply for service from 1 April 2012 and continue throughout the financial year. The Government remain committed to meeting their spending review commitments in 2013-14 and 2014-15 by increasing member contributions in public service pension schemes. The Department will be discussing potential contribution rate structures for 2013-14 and 2014-15 with unions and employers before starting a formal consultation process.
These regulations also provide a number of minor amendments required to ensure the TPS aligns with the Finance Act 2011 and to clarify administration procedures.
Oral Answers to Questions
Nick Gibb Excerpts(13 years, 11 months ago)
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Nigel Mills (Amber Valley) (Con)
10. What steps he has taken to reduce the amount of paperwork undertaken by teachers.
The Minister of State, Department for Education (Mr Nick Gibb)
The Government are committed to reducing the amount of paperwork undertaken by teachers, heads and governors. We have removed the lengthy self-evaluation form and the financial management standard in schools; introduced a streamlined inspection framework; removed unnecessary duties and regulations in the Education Act 2011; cut the volume of guidance issued to schools by more than half; and made it clear that neither the Department nor Ofsted expects teachers to produce written lesson plans for every lesson. We are reviewing all requirements on schools so that they can focus on raising standards, rather than on unnecessary administrative tasks.
Dr Coffey
I thank my hon. Friend for updating the House on the progress that he is making on the amount of guidance. Will he reassure me that we no longer send teachers and governors thousands of pages of bureaucratic guidance, which at one point was equivalent to reading “War and Peace” from cover to cover three times over?
Mr Gibb
And significantly less interesting. My hon. Friend is right that we have swept away pages of guidance. We have reduced the admissions code from 160 pages to 50, the assessment guidance from 220 pages to 30, the attendance guidance from 220 pages to 30, and so on. We have reduced the health and safety guidance from 150 pages to eight, and have taken out important guidance on how to do a headcount, why a headcount is important and why schools should ensure that the school minibus is properly maintained.
Nigel Mills
Many teachers complain about the amount of time they have to spend completing lesson plans. Will the Minister confirm that neither he nor Ofsted require plans for every lesson?
Clive Efford (Eltham) (Lab)
One of the most demanding tasks that teachers do outside the classroom is marking books, which allows them to monitor the progress of pupils. The applications for free schools that I have seen have an average of 25 pupils per class. If we value teachers in all sections of our education system, should they not all be teaching classes of 25 pupils? If the Government are serious about reducing the work load of teachers, they should take that on board.
Kevin Brennan (Cardiff West) (Lab)
When the Secretary of State told the Select Committee on Education recently that teachers have to work only 32.5 hours per week, even if they work full time, did he really believe it or was he just trying to cause offence?
Mr Robin Walker (Worcester) (Con)
8. How many schools have applied to become an academy in (a) Worcester constituency, (b) Worcestershire and (c) England.
The Minister of State, Department for Education (Mr Nick Gibb)
In the Worcester constituency, three secondary schools have applied for academy status, of which two have successfully converted. In Worcestershire, 25 schools have applied to become academies, of which 19 are open, and there is one sponsored academy open. Across England, there have been a total of 1,861 applications from mainstream funded schools to become academies, of which 1,243 are open, and there are 337 sponsored academies open.
Mr Walker
One application that has recently been approved is that of Bishop Perowne college in my constituency, with support from King’s school Worcester a leading local independent school, the university of Worcester, which specialises in teacher training, and a major local employer, Yamazaki Mazak Ltd. Will the Minister join me in welcoming that approach, and will he encourage more such innovative partnerships to bring public and private sector expertise together to offer the best to pupils at our academies?
Mr Gibb
I am delighted that Bishop Perowne college received its academy order in January to convert to academy status, and that as my hon. Friend says, it will do so with the support of King’s school, the university of Worcester and Yamazaki Mazak. I strongly encourage other public-private partnerships to come forward to support academy conversions and share their expertise in that important part of our school reform programme.
Ms Gisela Stuart (Birmingham, Edgbaston) (Lab)
Presumably, the Minister would expect local authorities to have some strategic view of what should happen to academies in their area. Next time he talks to Birmingham city council, and to councillors Les Lawrence and Mike Whitby, if he can find out what their strategy on academies is, I would be grateful if he passed it on to me.
Lilian Greenwood (Nottingham South) (Lab)
9. What his definition is of a sufficient youth service.
Hugh Bayley (York Central) (Lab)
15. What recent assessment he has made of the breadth and content of the school curriculum; and if he will make a statement.
The Minister of State, Department for Education (Mr Nick Gibb)
The Government are currently reviewing the national curriculum to make sure it is as rigorous as the curricula used in the most successful education jurisdictions in the world. We are, as part of that work, considering which subjects should be included in the national curriculum and the content of what is taught in those subjects. However, we are clear that, whatever the outcome of the review, all schools should teach a broad and balanced curriculum.
Hugh Bayley
It was at the end of 2010 that I wrote to the Minister of State to urge on him the importance of teaching foreign languages at key stage 2 in primary schools. What have the Government done since then to encourage foreign language teaching to primary school children, and when does he think that the national curriculum authority will make a decision on the matter?
Mr Gibb
Those issues are being addressed in the review, and we will report on decisions as and when they are made. The introduction of the English baccalaureate, however, has done more to encourage the take-up of modern foreign languages in secondary schools than any decision since 2004, when the hon. Gentleman’s party was in government and decided to remove the compulsory element of modern foreign languages. As a consequence of that decision, numbers plummeted.
Elizabeth Truss (South West Norfolk) (Con)
Is it not the case that all our leading competitors, including Germany and Canada, insist that pupils learn history and modern foreign languages until the age of 16? Will the Government take that into consideration in the curriculum review?
Mr Gibb
The expert panel report which we published towards the end of last year recommended more compulsion until pupils reached the age of 16, and we are considering that. However, as I said to the hon. Member for York Central (Hugh Bayley), the English baccalaureate has done more to increase the take-up of modern foreign languages and, indeed, history than any other single measure undertaken by the Government.
George Eustice (Camborne and Redruth) (Con)
16. What recent progress he has made on his plans for capital investment in schools.
Mr Philip Hollobone (Kettering) (Con)
17. What steps he has taken to offer guidance to the parents, pupils, governors and teachers of (a) Wilbarston Church of England primary school in Kettering constituency and (b) other schools in England on becoming an academy.
The Minister of State, Department for Education (Mr Nick Gibb)
Although Wilbarston Church of England primary school may be interested in becoming an academy, as of Friday no formal application had been received. If and when such an application is made, the Department will provide the school with a named contact to help it through the process. That applies to all schools in England which apply to become academies.
Mr Hollobone
Mrs Andrea Cruse, the head teacher of Wilbarston primary school, and Mr Lawrence Dale, the chair of the governors, have requested me to ask the following supplementary question: “What advantages are there for a small, successful primary school which has always enjoyed a productive and beneficial relationship with the local authority in severing those ties to become an academy?”
Mr Gibb
There is no need for the severing of any ties with local authorities, and that school is free to continue its good relationship with its local authority. The key advantage of becoming an academy is the professional autonomy that comes with academy status, which is valued by heads and teachers alike. They are free to innovate, and they have control over the element of their budget that is currently spent on their behalf by the local authority.
Stephen Gilbert (St Austell and Newquay) (LD)
18. How many additional children will become eligible for the pupil premium in (a) St Austell and Newquay constituency and (b) Cornwall in the next financial year.
Paul Goggins (Wythenshawe and Sale East) (Lab)
19. What support his Department offers to schools that wish to seek academy status.
The Minister of State, Department for Education (Mr Nick Gibb)
The Government will help every school that wishes to become an academy, because evidence shows that children do better when schools have the freedom to make their own decisions. The Department has published on its website comprehensive information and guidance on becoming an academy. All schools that apply to become an academy are provided with a named contact within the Department to support them through the conversion process. Schools are also able to apply for a grant to support them with the costs of conversion.
Paul Goggins
I am grateful for that reply, and I am pleased to be able to tell the Minister that two schools in my constituency have become academies, and they are doing well. However, should not the decision on whether to seek academy status be left entirely to the school and its local community rather than those schools being pressed and bullied, which is becoming far too frequent, particularly in relation to primary schools?
Mr Gibb
There is no bullying going on and schools are free to adopt academy status, but the Secretary of State and I are clear that we cannot allow schools that have underperformed year after year to continue to do so. That is why we are engaged in a process of working co-operatively with local authorities to convert underperforming schools—particularly the 200 worst performing primary schools—and to bring in an experienced academy sponsor to ensure that the children, who are often in the most disadvantaged parts of the country, have a proper education at long last.
Jake Berry (Rossendale and Darwen) (Con)
The Darwen Aldridge Community Academy is a school in my constituency that has already achieved academy status. It recently applied to set up a studio school through the same foundation. Will the Minister update the House on when we will have a decision on the first round of bidding for studio schools, and how many applications there have been?
Mr David Burrowes (Enfield, Southgate) (Con)
T1. If he will make a statement on his departmental responsibilities.
Hugh Bayley (York Central) (Lab)
T8. To be topical, just a moment ago the Minister of State, the hon. Member for Bognor Regis and Littlehampton (Mr Gibb), rightly pointed out the importance of the English baccalaureate in encouraging young people at secondary school to learn modern languages. In order to gain the baccalaureate, young people also have to do well in maths, science and a humanities subject—history or geography. Why not also include religious education as a possible subject here?
The Minister of State, Department for Education (Mr Nick Gibb)
There has been a large written campaign about religious education and I should make the point that we regard RE as a very important part of the curriculum, as it provides a rigorous subject. However, its study is compulsory until 16 and we were concerned that if we had included it as part of the humanities element, weaker schools would have dropped history or geography and focused only on RE. We want a broad and balanced curriculum taught in our schools, including not only a humanities subject, such as history and geography, but RE.
Simon Hart (Carmarthen West and South Pembrokeshire) (Con)
T3. The National Audit Office’s conclusions about apprenticeships are very welcome indeed, but can the Minister assure the House that young people who live in truly rural areas are also benefiting from the scheme?
Rural Schools
Nick Gibb Excerpts(14 years ago)
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The Minister of State, Department for Education (Mr Nick Gibb)
It is a pleasure to speak under your chairmanship, Mr Weir. I congratulate the hon. Member for Copeland (Mr Reed) on securing this important debate. Cumbria in general and his constituency in particular are clearly among the most beautiful parts of the country. It was a pleasure to be in Cumbria this week, visiting schools—they were not in his constituency, but in a neighbouring one. There were times during this debate when I felt that there was an almost Mr Bounderby-esque competition to represent the constituency that was the furthest from London and the most sparsely populated. Of course, the hon. Member for Newcastle upon Tyne North (Catherine McKinnell) conceded that she would be in last place in such a competition.
The Government share the hon. Gentleman’s views on the importance of small rural schools. We recognise the contribution that they make, and that often they are at the heart of their communities. Rural schools play an important role in our education system. Of the 18,500 maintained schools, 5,400 are rural schools. As of this month, there is a total of 312 rural academies, including converters, and 1,294 urban academies.
Small schools are classified as state-funded primary schools with fewer than 100 pupils and state-funded secondary schools with fewer than 600 pupils. There are 57 small academies, of which eight are rural schools, and 2,800 maintained small schools, of which 2,300 are rural schools. Of those, 525 schools have fewer than 50 pupils on their roll, of which only 14 are not rural schools.
There are many high-performing rural schools that are popular with parents, and the Government want to see good and accessible schools in every community. However, as we have debated today, schools in rural areas face particular challenges, including smaller pupil numbers, budget and resource pressures, greater difficulty in recruiting head teachers and teaching staff, the technological challenges of ensuring adequate broadband, and less peer support from schools in neighbouring areas. All those pressures can lead, in the words of my hon. Friend the Member for Penrith and The Border (Rory Stewart), to the hollowing out of rural areas. He made a powerful speech in defence of rural areas.
However, although it is true that some rural schools are isolated, there are good examples of effective collaboration —something referred to by the hon. Member for Newcastle upon Tyne North—and a growing trend towards federation, as pointed out by my hon. Friend the Member for Suffolk Coastal (Dr Coffey). Some schools in her constituency share head teachers. That helps to preserve the focus of education within the locality, while allowing the operation of a larger management unit and offering some economies of scale.
There is also a growing trend for good and outstanding rural schools to convert to academy status. We encourage such applications, in line with the Government’s overarching ambition for all schools to become academies—that was referred to by my hon. Friend the Member for Stroud (Neil Carmichael)—so that more children can benefit from the improved standards and autonomy that academy status brings. To support that intention further, the new academy presumption in the Education Act 2011 requires local authorities first to seek proposals for an academy or free school where they consider that there is a need for a new school. The Government’s free schools policy supports rural school provision, as it can respond directly to local parental demand—that was also pointed out by my hon. Friend the Member for Stroud—and it adds diversity, innovation and commitment to the school system. Again, we encourage rural groups and parents to consider applying to establish a new free school where they think there is a need. There are already three small rural free schools, with a further 18 in the pipeline.
Home-to-school transport will invariably be part of any discussion about rural schools, as pointed out by my hon. Friend the Member for Suffolk Coastal. That will be the case particularly where a school is proposed for closure and the pupils will need transportation to a different school in a different village. We know how crucial transport is to rural communities. The Department for Transport has provided £10 million of extra funding for community transport in rural areas. Of course, local authorities need to consider transport costs when they consider the projected savings from closing a school.
I was struck by the point made by my right hon. Friend the Member for Berwick-upon-Tweed (Sir Alan Beith) about a rural school in his constituency. It was a village school that closed. Later, a new housing development was built, which required all the children from that housing development to get on a bus to a village several miles away, at considerable cost to the local authority.
Mr Reed
The Minister is making a very informed and intelligent series of comments, but how can we expect academies and free schools to flourish in the areas that we are talking about? The areas facing these difficulties and problems with school closures are typically areas where there is no social capital and where civic society has either withered or largely gone, yet we are expecting the people in those areas to take up the cudgels and run schools. There is a tension and a problem there. How do we get around that?
Mr Gibb
The hon. Gentleman makes a very good point, but there are very determined parents in all communities in all parts of the country. We have seen that. Many people have been surprised by quite how much demand there has been to set up free schools. The number of applications has been in the hundreds, and although there is a very rigorous vetting procedure that needs to be gone through before people can continue on to a business case, those applications have come from a wide variety of parts of the population—rich and poor, north and south and rural and urban—so if I was the hon. Gentleman, I would not be too pessimistic about who might come forward with such a suggestion. Also, some of the academy chains may wish to establish new free schools in areas where they perceive that there is an educational need, particularly in areas of deprivation, which can of course, as he and the hon. Member for Newcastle upon Tyne North point out, be rural as well as urban.
Local authorities are responsible for the maintained schools in their area and as such they can propose changes, including closures, to those schools. Where changes are proposed, the local authority must follow a statutory process that includes consultation of those likely to be affected by the proposals. The proposals are then decided on under local decision-making arrangements by the authority. The Government have repealed the so-called surplus places rule, which obliged local authorities to remove surplus places in their school estate above 25%. Of course, local authorities are still obliged to ensure value for money. When considering whether to approve proposals to close a school, local authorities must have regard to DFE guidance for decision makers. That includes the presumption against closure for rural primary schools. As the hon. Member for Newcastle upon Tyne North said, such arrangements were introduced by the previous Government, but in answer to her specific question, this Government continue to support such a presumption. Although it does not mean that rural schools will never close, it does ensure that a local authority’s case for closure must be strong. Of course if local authorities are under a regulatory duty to eliminate surplus places, that would—and did—act as a countervailing pressure to close schools. My right hon. Friend the Member for Berwick-upon-Tweed made an important point about how circumstances can change.
Rory Stewart
Will the Minister explain what is happening with this long-term trend? Contrary to the claims of the shadow Minister that an average of seven schools a year were closed during that 13-year period, the Department’s figures suggest that the number of schools nationally has fallen from 26,362 in 1997 to 24,605 in 2010. If all these safeguards and formulae are in place to prevent schools from being closed, why have nearly 2,000 gone?
Mr Gibb
I stand to be corrected, but I think that my hon. Friend is citing the figure for schools overall. There was a considerable number of school closures, and we were concerned in opposition about the number of Titan schools that were developing. The average size of a secondary school, and indeed of a primary school, increased during that period. Much of that was driven by the regulatory statutory requirement on local authorities actively to eliminate surplus places beyond 25%. That has now led to problems. The birth rate has risen and there is an increasing demand on primary school places, and we now have to rebuild, purchase or expand primary schools to cope with the rise in numbers.
There is a case for saying, “Why don’t we mothball classrooms, because in several years’ time we could see an increase in the birth rate?” However, that comes at a cost, which local authorities must take into account when they make such decisions. As far as rural schools are concerned, my understanding is that the introduction to that presumption did reduce the numbers of rural school closures from about 30 a year to an average of 11 in recent years. None the less, I stand to be challenged by my hon. Friend at any point.
Rory Stewart
I am so sorry. I hesitate to quote, but the Conservatives’ own manifesto on rural areas based on freedom of information requests to local councils established that more than 400 rural schools were closed between 1997 and 2010.
Mr Gibb
I am rapidly trying to calculate 400 divided by 13. I will come back to my hon. Friend when I am sure that I have all the mathematics absolutely correct, that we are both defining rural schools on the same basis, and that we are not conflating rural and small. I will write to my hon. Friend because I want to know the answer to this question as well.
The protection for rural academies lies in their seven-year funding agreement with the Secretary of State, which requires his consent before it can be terminated.
Let me turn to the issue of school funding. The main funding issue faced by rural schools is that, as they are generally much smaller than schools in urban areas, they do not benefit from the same economies of scale. Our analysis shows that it is small primary schools in particular that need additional support to remain viable. The hon. Member for Copeland and my hon. Friend the Member for Penrith and The Border pointed out the discrepancy in funding that Cumbria receives—£4,828 per pupil compared with £5,082 on average nationally. That puts Cumbria 105th out of 151 local authorities. My hon. Friend the Member for Worcester (Mr Walker) has taken an active role, as part of the f40 group—the Campaign for Fairer Funding in Education—in trying to address these issues.
Mr Robin Walker
I thank the Minister for his kind words and for giving way. Given that the Government are preparing to respond to their consultation on the funding formula and that the previous Government recognised that the funding formula was in need of reform, would he agree to meet me and other MPs representing f40 constituencies to hear the concerns of the group ahead of the Government’s official response?
Mr Gibb
I would be delighted to meet my hon. Friend and other hon. Members who are part of the f40 group to discuss their concerns about the funding. We do want to address these disparities in our funding system. That is why proposals in the “Consultation on School Funding Reform: Proposals for a Fairer System,” which we undertook in 2011, looked at how small schools could be better protected, as well as at the underlying discrepancies and unfairness that are in the current system. We would like to address the disparities in the rural schools either through a sparsity weighting or, in the case of primary schools, through a lump sum figure. The lump sum suggested in the consultation—I emphasise that it is only a consultation at this stage—is £95,000.
We have published a summary of responses that we are considering and we will make a further announcement in the spring. We had better arrange this meeting with my hon. Friend and other hon. Members before that response; otherwise, the meeting might seem a little superfluous.
In the interim, for 2011-12 and 2012-13, we have set a cash floor of minus 2%, which means that, in practice, no local authority will see a drop in its dedicated schools grant allocation of more than 2% regardless of pupil numbers. That is to protect local authorities that have falling pupil numbers.
I understand the local community’s passion for Captain Shaw’s school in the constituency of the hon. Member for Copeland. I can see why it is the “beating heart” of the community and why it is supported by an “indomitable community spirit.” As my right hon. Friend the Member for Berwick-upon-Tweed pointed out, people prefer to see village children attending their local school, being heard at playtime and being seen walking home instead of arriving home half an hour or an hour later on a school bus. I understand that the local authority in Cumbria has provided small school support through its funding formula and that the school has received a one-off schools in financial difficulty allocation to protect its budget concerns.
Mr Gibb
It is nice to be back after that short interlude to vote in the main Chamber. I see that we are now a little more sparsely populated than earlier, but I understand the pressures on hon. Members, and their commitments in the House.
I want to finish by commenting on the local authority and Captain Shaw’s school. It is concerned that the school has a capacity for 56 pupils but is now teaching only 16, which indicates issues about the popularity of the school. The local authority undertook a consultation on the proposed closure of Captain Shaw’s school and on Monday, after consideration by its scrutiny committee, it took the decision to go ahead and publish statutory proposals for the closure. Now a statutory process must be followed, and that will be decided by the local authority. As a voluntary school, Captain Shaw’s has a right of appeal to the independent schools adjudicator if it does not agree with the local authority’s decision.
The hon. Member for Copeland asked whether Ministers can intervene in the closure process. The Secretary of State cannot normally intervene in closure processes, but can do so under the general powers, where the local authority has not performed the statutory duty or has behaved unreasonably in that judicial review legal sense. I am happy to meet the hon. Gentleman to discuss this, general funding issues for schools in rural areas and the other matters that he referred to in his speech.
Finally, I can confirm that the Department for Education is very committed to and ambitious for rural communities and their schools. We recognise the importance of preserving access to a local school for rural communities, and that is why we will be contributing to the Government’s rural statement, recognising the importance of ensuring that rural communities thrive, benefit from and contribute to sustainable economic growth, and are able to identify and address local needs. As part of that, we are working to ensure that there is greater choice in rural areas, that standards are improved by increasing the number of academies and free schools, and that the number of rural school closures is kept to a minimum.
Asbestos in Schools
Nick Gibb Excerpts(14 years ago)
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The Minister of State, Department for Education (Mr Nick Gibb)
I congratulate the hon. Member for Wansbeck (Ian Lavery) on securing this important debate. I know that he is passionate about this subject, having campaigned for victims of asbestos-related lung conditions and pleural plaques in the north-east and in his role as secretary of the all-party parliamentary group on health and safety. I have read its report, “Asbestos in Schools: the need for action”, very carefully.
The priority for this Government, as for the previous Government, is to ensure the safety of staff and pupils in schools. The report is welcome in raising awareness of the asbestos issue and makes several important recommendations, which I will address, as I will the hon. Gentleman’s questions. The Government’s policy remains consistent with that of the previous Administration. The Health and Safety Executive advice is clear. If asbestos is in good condition and not disturbed or damaged, it is safer to leave and manage it in place than to remove it. In the view of the HSE, removing it would involve a far greater risk to school children, staff and contractors than managing it until the eventual demolition of the building.
The Department for Education and the HSE are proactive in promoting good asbestos management in schools. To oversee this important work, my noble Friend Lord Hill, the Under-Secretary of State with responsibility for schools, established the asbestos in schools steering group, which is chaired by the Department and has a membership that includes my hon. Friend the Member for Mid Dorset and North Poole (Annette Brooke), trade unions, campaigners, the HSE and Partnership for Schools.
Under the Control of Asbestos Regulations 2006, responsibility for complying with asbestos legislation lies with those responsible for the maintenance or repair of non-domestic premises. For most state schools that will be the local authority, not the school itself, but where budgets for building management are delegated to schools by the local authority, the duty—as it is called—to manage asbestos will be shared between schools and the local authority.
Ian Lavery
Will the hon. Gentleman explain what would happen with the newly introduced free schools? Who would be responsible for the management plan and for ridding those schools of asbestos?
Mr Gibb
The duty to manage is the duty of the employer. In academies and free schools, that would be either the governing body or the academy trust. However, I will write to the hon. Gentleman shortly to ensure that I am correct on the technical question of who, precisely, is the employer in those circumstances.
There is a need for head teachers and governors to be aware of their responsibilities when commissioning building or maintenance work. Duty holders should have already taken steps to identify whether asbestos is present in their buildings and assessed the condition of the asbestos, and should have access to records of that information. The duty holder also needs to assess and manage risks to ensure that people are not exposed to asbestos fibres. If the asbestos-containing material is deteriorating or subject to damage, remedial measures will be required. The HSE guidance on the 2006 regulations gives schools clear procedures to follow in assessing the risk from asbestos. The guidance requires assessment of the location, type and condition of the asbestos-containing material, and it is the duty of schools and local authorities to take the appropriate measures.
The Minister of State, Department for Work and Pensions, my right hon. Friend the Member for Epsom and Ewell (Chris Grayling), who has responsibility for employment, has set out the Government’s plans for reform of the health and safety system in Britain in the document “Good Health and Safety, Good for Everyone”. The proposals make it clear that there is a need to focus attention on the highest risks. As a result, the HSE will not routinely inspect local authority-maintained schools. However, managing asbestos needs effective and ongoing attention from duty holders. The HSE’s recent inspection initiatives of schools under local authority control and those outside it, to which the hon. Gentleman referred, found that the majority were adequately managing asbestos, but a proportion fell below acceptable standards. The findings of those inspections have been published, so that all schools can review their asbestos management in areas where common weaknesses were identified. The HSE is also gathering intelligence to see whether further inspections of schools are necessary. If so, the HSE will monitor the duty to manage asbestos requirements through a series of inspections in 2013-14 to ensure that the HSE’s guidance and the findings of its recent inspection initiatives are properly implemented.
Jim Sheridan (Paisley and Renfrewshire North) (Lab)
Very briefly, what proportion of schools fell below the standards?
Mr Gibb
I do not know the proportion that fell below the acceptable standards, but I will write to the hon. Gentleman shortly with the precise figure from the HSE.
Everyone in the education sector has a role to play in raising and maintaining awareness. Where duty holders fall below acceptable standards, HSE inspectors will continue to take action, and they have robust procedures in place to enforce regulations. The Department and the HSE have put in place clear guidance for schools and local authorities to help them identify and manage the risks posed by asbestos. We are currently producing an asbestos awareness training website, containing online training packages for head teachers and governors, and teaching and support staff, as well as premises and caretaking staff. In addition to training, the website will allow schools and local authorities to share good practice and documentation on asbestos management. The head teacher’s course is undergoing trials and will be released later this year. We do not propose to make the training mandatory, as we do not want to impose one particular model where good practice may already be in place.
Another recommendation in the report, to which the hon. Member for Wansbeck referred, was that data about the extent, type and condition of asbestos should be collected by central Government. There is a need to maintain a register of asbestos surveys at local authority level, but we do not see the need for a national register of asbestos surveys of public buildings in England and Wales. It would result in the unnecessary duplication of the records that local authorities and other employers are required by law to keep, and the need to maintain two sets of identical data would increase bureaucracy.
Another recommendation in the report was that a system should be introduced so that parents and school staff could be regularly informed about the presence of asbestos and how it was being managed. A similar system is in place in the United States. We encourage a policy of openness, but it is for duty holders to determine which information to share with parents.
On the issue of proactively removing all asbestos, the HSE’s advice is clear. Removing all asbestos when a risk assessment has determined that that is not necessary is considered more dangerous to those removing it and to the building’s occupants than leaving it undisturbed. If the control of asbestos regulations are followed and asbestos surveys and management plans are put into effect, with periodic checks on the condition of any asbestos, the expert advice is that this will result in no significant exposure to asbestos.
The Government take very seriously the issue of managing the problem of asbestos in our schools. As the all-party group’s report makes clear, the majority of schools contain asbestos-containing materials, as do many other buildings, both domestic and non-domestic. The asbestos in schools steering group, established by my noble Friend Lord Hill, has asked the committee on carcinogenicity of chemicals in food, consumer products and the environment to look into the relative vulnerability of children to even low-level exposure to asbestos fibres. I have taken on board the hon. Gentleman’s point about the exposure of children to asbestos. This will be the first such assessment, as previous assessments have been for adults exposed to high exposure levels. We will review our policy on asbestos management and our advice to schools when we receive the committee’s report later this year.
I thank the hon. Gentleman for raising this issue. I hope that he will be reassured that the Government are taking it very seriously. As previous Governments have done, we are following the expert advice of the Health and Safety Executive in formulating policy and managing safely the asbestos in school buildings.
Question put and agreed to.
Lidice Massacre
Nick Gibb Excerpts(14 years ago)
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The Minister of State, Department for Education (Mr Nick Gibb)
I begin by congratulating the hon. Member for Stoke-on-Trent South (Robert Flello)on securing this debate, on doing the House a huge service by reminding us of the true horror of what happened in Lidice in 1942 and on illuminating for us the links with Stoke-on-Trent and the huge sum of money raised from miners to rebuild the village. We heard about the 3,000 miners who attended the public meeting called by one of the hon. Gentleman’s predecessors, Sir Barnett Stross. It is good to be reminded of these important parts of our history and European history, and he has done that at an appropriate time, with last Friday being Holocaust memorial day.
Holocaust memorial day gives us the opportunity to remember the victims of this most evil of periods in the world’s history, along with subsequent victims of genocide—as the hon. Gentleman reminded us, such evil does not go away—and atrocities during the war, such as the terrible massacre at Lidice. It also gives us time to reflect on the lessons of the past: genocide does not occur overnight; it is a gradual process and begins when the differences between us are used as a reason to exclude or marginalise, leading to prejudice and hate. We need to learn the lessons of the holocaust, so that future generations do not repeat the mistakes of the past. That is why it is important that young people are taught about the holocaust—to ensure that prejudice and discrimination are not allowed to take root in our society.
The Government firmly support holocaust education, which is why we have allocated £1.8 million this year to promote young people’s understanding of this period of history. About £1.5 million of this funding is for the Holocaust Educational Trust’s Lessons from Auschwitz project, in which I understand the hon. Gentleman has participated. I add my tribute to his for the work of the trust.
The Lessons from Auschwitz project gives the opportunity for two sixth formers in every school in the country to visit Auschwitz-Birkenau to learn the lessons of the holocaust, but the course is more than just a one-day visit to the former concentration camp, as students take part in seminars and hear first hand from a holocaust survivor. They not only deepen their knowledge of the holocaust, but learn what can happen when prejudice and racism gain a foothold in society. So far, more than 8,000 students and more than 2,000 teachers have taken part in the project in England. Crucially, when those students return to school, they are expected to pass on what they have learned to their peers at school and to their communities.
Effective teacher training is also fundamental to teaching about the holocaust. The Government recognise this, which is why as part of our £1.8 million for holocaust education funding we have allocated £250,000 for the Institute of Education’s holocaust education development programme. This programme helps to ensure that teachers are equipped with the training and resources they need to deliver effective holocaust education. The Lidice massacre is included in the teaching materials for this programme.
To date, some 550 teachers have benefited from this professional development programme, with two full days of workshops and online activities. A further 2,000 teachers have benefited from other forms of professional development on the holocaust, while a pilot group of 36 teachers has completed the country’s first taught master’s module in holocaust education. The level of teaching expertise in England’s schools on the holocaust is now higher than ever before—a welcome fact.
As the hon. Gentleman may know, the second world war and the holocaust are compulsory parts of the history curriculum at key stage 3. Schools can teach pupils about the Lidice massacre as part of their history curriculum, but they are free to design their own curriculums that will best meet the needs of their pupils. I hope we can all agree about the fundamental need for a greater emphasis on knowledge and content in the current national school curriculum, which was our reason for launching a review of the curriculum.
Dr Julian Lewis (New Forest East) (Con)
I thank the Minister for giving me an opportunity not only to express my admiration for the hon. Member for Stoke-on-Trent South (Robert Flello) for raising this subject, but to mention that I was at school myself when I read a remarkable book called “Seven Men at Daybreak” by Alan Burgess. It told the story of the seven Czech and Slovak parachutists who assassinated Heydrich, and, at the end, what happened to Lidice afterwards. I do not know what the copyright position is now, given that the book was written so long ago, but I think that, in the context of the educational project that both the hon. Gentleman and the Minister have in mind, a reprint of that book would probably have as profound an effect on the schoolchildren of the 21st century as it had on me some 40 or 50 years ago.
Mr Gibb
I am grateful to my hon. Friend for bringing his own personal history, and that book, to the attention of the House. I shall look into what he has said.
The new national curriculum will be based on a body of essential knowledge that children should be expected to acquire in key subjects during their school careers. It will embody, for all children, their cultural and scientific inheritance, will enhance their understanding of the world around them, and will expose them to the best that has been thought and written.
Our commitment to the importance of history is clear from its inclusion in the English baccalaureate. The national curriculum review will consider the extent to which history should be compulsory, and at which key stages. We are considering the recommendations of the expert panel, and will also listen to the views of others before making final decisions. If we conclude that history should remain a national curriculum subject, we will expect the programme of study to continue to include teaching about the second world war and the holocaust. Every young person needs to understand it, along with the lessons that it teaches and how it shaped the modern world.
It is of concern that some subjects, such as history, have been less popular choices at GCSE in recent years. For example, in 1995 more than 223,000 students, representing nearly 40% of pupils in schools, were taking history GCSE. By 2010 the figure had dropped by over 25,000, and only 31% of pupils—just under a third—are now taking the subject. The Government want to encourage more children to take up history beyond the age of 14. We introduced the English baccalaureate—which recognises the work of pupils who achieve a GCSE grade between A* and C GCSE in history or geography, as well as maths, English, science and a language—to encourage a more widespread take-up of a core of subjects that provide a sound basis for academic progress. The baccalaureate has already had a significant impact on the take-up of history. According to an independent survey of nearly 700 schools, 39% of pupils sitting GCSEs in 2013 will be taking history. That represents a rise of eight percentage points, and a return to the 1995 level. If more children study history for longer, that can only be a good thing, as it will give them a good grasp of the narrative of history.
Mrs Louise Ellman (Liverpool, Riverside) (Lab/Co-op)
I, too, congratulate my hon. Friend the Member for Stoke-on-Trent South (Robert Flello) on securing the debate. Does the Minister agree that it is all-important for pupils to hear the personal testimony of holocaust survivors, and that everything possible should be done to preserve that testimony even when survivors are no longer with us in person?
Mr Gibb
Of course I agree with the hon. Lady. That is why the visits to Auschwitz are so important. As part of those visits, pupils will meet a survivor. As she points out, however, as time passes fewer survivors will remain alive, so we need to do all that we can to record their experience. That is important, because it dispels and puts to rest the views of those who seek to say that these things did not occur, and provides a helpful personal history to record the events of the holocaust.
I hope that the hon. Member for Stoke-on-Trent South, and indeed all Members, agree that the Government’s continued commitment to holocaust education will ensure that future generations learn the important lessons of the holocaust and that no one in the country, or indeed the world, forgets the evil events of that awful period of world history.
Question put and agreed to.
Early Reading
Nick Gibb Excerpts(14 years ago)
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The Minister of State, Department for Education (Mr Nick Gibb)
I congratulate the right hon. Member for Wentworth and Dearne (John Healey) on securing this debate on a subject that could scarcely be more important, and thank him for his kind words in his introductory remarks. We entered the House at the same time in 1997—in the last century—and if I recall correctly, we agreed that we would pair for voting purposes. Alas, after 14 and a half years, this is our first pairing in the House—and it is a pleasure to be on the other side for this debate. I watched the right hon. Gentleman’s ministerial career under the last Labour Government with huge admiration and not a touch of envy.
It is clear there are still too many children failing to learn to read properly. The figures speak for themselves: only 73% of all pupils on free school meals and only two thirds of boys eligible for free school meals achieve the expected standard in reading at key stage 1; more than 83,000 seven-year-olds achieved below level 2 at key stage 1 this year; and one in five 11-year-olds leave primary school still struggling with reading. Even worse, 9% of 11-year-old boys achieve only level 2 or below at key stage 2, which means a reading age of seven or younger.
Looking just at white boys eligible for free school meals, 60% are still not reading properly at the age of 14, and the reading ability of GCSE pupils in England is more than a year behind—this is right across the age group population—the standard of their peers in Shanghai, Korea and Finland, and at least six months behind those in Hong Kong, Singapore, Canada, New Zealand, Japan and Australia. Overall, over the last nine years, England has fallen in the programme for international student assessment tables from 7th to 25th in reading.
We know that children who cannot read are more likely to become disengaged and behave badly in school, creating a vicious circle of underachievement and isolation. A recent report by the Centre for Social Justice showed that between half and three quarters of children permanently excluded from school display significant literacy problems. As the author of that report said,
“many display challenging behaviour to hide the fact that they cannot read.”
There are still too many children who grow to adulthood without learning the basic literacy skills they need to be successful in their adult lives. Army recruiting officers recently revealed that hundreds of would-be soldiers are being turned away because they cannot pass the most basic literacy and numeracy tests as they do not have a reading age above that of an 11-year-old. As a report by Civitas has stated:
“Weak reading lies at the heart of the educational apartheid between the advantaged and disadvantaged, and England’s low social mobility. The inability to read properly is the single greatest handicap to progress both in school and adult life.”
Tackling literacy is an urgent priority for this Government. We are determined to improve the teaching of reading in primary schools and to help all children from all backgrounds to become fluent and enthusiastic readers and to develop a lifelong love of reading—and that is not just a Government priority. A range of charities and organisations are doing excellent work in supporting literacy and encouraging children to read. Tesco now provides books as part of its vouchers for schools initiative, and only last week McDonald’s and the publisher HarperCollins announced that they are linking up to give away copies of Michael Morpurgo’s “Mudpuddle Farm”—which I have not read, I hasten to add—with children’s meals.
We welcome initiatives that make it easy for children and parents to access and share good books and that encourage them to read more. Anyone who cares about reading should welcome that approach. I congratulate the right hon. Gentleman on the work he has being doing personally in Rotherham to promote reading and on the work he is doing with the Imagination Library. I also thank the Imagination Library for what it is doing around the country.
The Government fund the book gifting programme delivered by Booktrust to the tune of £7.5 million. That programme gives books to all families with children of six to 12 months as well as to three to four-year-olds and four to five-year-olds. The books come with advice about sharing books and about stories and rhymes. In 2012, it will reach more than 2.5 million babies, toddlers and children. We will continue to reflect on the appropriate shape of book gifting in the coming years in terms both of the models of delivery and of the groups that can benefit the most. Local authorities remain free to work with book gifting schemes such as the Imagination Library and Letterbox Club to provide the support that they consider is most appropriate to their community’s needs.
I listened very carefully to the right hon. Gentleman’s speech and I will look at the evaluation of the Rotherham Imagination Library programme. Cost is of course a factor in the current climate. A quick calculation based on the figures he presented shows that his £300,000 would extrapolate to roughly £45 million a year, which is not an insignificant sum in the current climate. However, I would like to take up his invitation to return to Rotherham. I stood for election there in 1994 with mixed success, and it would be a pleasure to return and see the scheme in action. Any scheme that can promote a lifelong love of books and reading is hugely valuable, and we will say more about this issue and how to develop that lifelong love of reading in the coming year.
For children to love reading, they must be able to read. That is why we are placing such strong emphasis on promoting the use of systematic synthetic phonics, which international evidence has shown to be the most effective way for children to learn to read. Synthetic phonics is equally effective for children of all abilities, from all backgrounds and for boys and girls alike. We also know that it is a necessary but not sufficient condition for success in reading. It should be taught as part of a language-rich curriculum, so that children can develop their vocabulary and comprehension at the same time. Grasping the mechanics of reading early on allows children to go further and to begin to read quickly with comprehension and understanding.
To ensure that children have that building block, from June, a year 1 phonic screening check will help teachers to confirm whether individual pupils have grasped the fundamental skill of phonic decoding, and will identify which children may need extra help. The check will consist of a list of 40 words and non-words that a child will read one to one with their teacher. The pilot for the check took place last year in around 300 schools across the country. It was independently evaluated by a team from Sheffield Hallam university, and showed that three quarters of the schools taking part felt that the check assessed phonic decoding ability accurately, while the vast majority of schools—90%—thought that most aspects of the check’s content were suitable for their pupils. Most important, half of the pilot schools indicated that the check had helped them to identify pupils with phonic decoding issues of which they were not previously aware. The check will provide a national benchmark for phonic decoding, allowing schools to judge their performance on a local and national level.
Only 32% of pupils in the pilot for the screening check met the expected standard, which was set by teachers themselves. That shows that some schools will benefit from reviewing their phonics teaching to make sure it is systematic, with sufficiently high expectations being set for their pupils. It will also help to give parents confidence that their child has learned this crucial skill, reflecting research that found that 73% of parents thought a year 1 reading check was a good idea.
To support teachers before the check, and so that all schools have access to high-quality resources, we have introduced match funding of £3,000 per school. That funding, together with our new catalogue of well respected phonics products and training, will support schools in choosing and purchasing the appropriate resources for their pupils. We are considering running a new procurement process for inclusion in an updated catalogue in the spring.
To ensure that teachers have the necessary skills and training, we have reviewed, under Sally Coates, the qualified teacher status standards. It is now an explicit requirement that teachers of early reading should demonstrate a clear understanding of the theory and teaching of systematic synthetic phonics. As a consequence, the Training and Development Agency for Schools, together with the Universities Council for the Education of Teachers, is working to ensure that all university teacher training faculties are improving the training of teachers in this area. I listened with interest to what the right hon. Gentleman said about his experience of a primary school teaching a child the basic sounds of the alphabet, which is a key part of learning to read, with no exposure to literature and books at home.
Finally, Ofsted has published a new inspection framework that draws a closer link between teacher quality and the overall grade schools receive. That new way of inspecting schools will allow Ofsted to spend more time in the classroom, and I am very pleased that, for the first time, Ofsted inspectors will listen to pupils reading aloud to check their rate of progress, with a particular focus on the weakest readers in the school.
We hope that those measures will help all children to master the essential and life-changing skill of turning words on the page into images, information and ideas in their heads. Nothing could be more important than children developing a lifelong love of reading. I pay tribute to the right hon. Gentleman for the work he is doing in Rotherham, and I look forward to joining him there in a few months.
Question put and agreed to.