Education

Nick Gibb Excerpts

Monday 1st February 2016 Ministerial Corrections

[Kevin Hollinrake]

Across North Yorkshire we are seeing a 10% increase in the demand for primary school places, and many of my constituents are concerned that we provide the infrastructure to meet rising populations and the increased numbers of houses being built. Will the Minister confirm that the capital funding will be provided to meet that ongoing demand for new places?

[Mr Gibb]

As I said, the Department has allocated £40 million to North Yorkshire for places required by 2015. This is based on the local authority’s own forecast of how many places it will need. We encourage local authorities to negotiate significant developer contributions for new places where they result from developments. I would be delighted to meet my hon. Friend to discuss this matter in more detail. Perhaps, through him, I can persuade North Yorkshire County Council to encourage more free school applications.

[Official Report, 25 January 2016, Vol. 605, c. 13.]

Letter of correction from Mr Gibb:

An error has been identified in the response I gave to the hon. Member for Thirsk and Malton (Kevin Hollinrake) during questions to the Secretary of State for Education.

The correct response should have been:

[Mr Gibb]

As I said, the Department has allocated £40 million to North Yorkshire for places required by 2018. This is based on the local authority’s own forecast of how many places it will need. We encourage local authorities to negotiate significant developer contributions for new places where they result from developments. I would be delighted to meet my hon. Friend to discuss this matter in more detail. Perhaps, through him, I can persuade North Yorkshire County Council to encourage more free school applications.

Oral Answers to Questions

Nick Gibb Excerpts

Monday 25th January 2016 Commons Chamber

[Chris Green (Bolton West) (Con)]

16. What steps her Department is taking to ensure that schools in every part of the country have access to high-performing teachers.

[The Minister for Schools (Mr Nick Gibb)]

We are committed to ensuring that children in every part of the country, regardless of their background or circumstances, benefit from an excellent education. High-quality teachers are central to that ambition. We have recently announced the establishment of the national teaching service, which will place some of our best teachers, including heads of department, in schools that need most support, particularly in areas of the country that find it hardest to retain and recruit good teachers.

[Mr Mak]

I thank the Minister for that answer. Roxanne Vines, the outstanding headteacher of Mill Hill Primary School in my constituency, took up her post following support and guidance from the Future Leaders Trust. Will the Minister join me in congratulating Roxanne on her headship and confirm that the Government will continue to support charities that help great teachers become great headteachers?

[Mr Gibb]

I am delighted to congratulate Roxanne Vines on taking up her post as headteacher at Hill Mill Primary School and wish her all the very best. High-quality headteachers are vital if we are to achieve our ambition of excellence everywhere. We are currently funding a range of prestigious development and leadership programmes and qualifications for headteachers and senior teachers through the hugely effective and successful Teaching Leaders and Future Leaders organisations.

[Chris Davies]

My local authority has declared its intention to close a number of schools in Brecon and Radnorshire, including Nantmel, Dolau and Llanbister Primary Schools and Gwernyfed and Brecon High Schools. Does my hon. Friend agree that the best way for pupils to have access to great and talented teachers is to keep excellent local schools open and not allow Powys County Council and the Labour-run Welsh Assembly to close the door on our children’s education?

[Mr Gibb]

My hon. Friend is of course right that high-quality teaching is the single most important influence on academic standards. In England, we have more and better qualified teachers than ever before, with the proportion of graduates entering the profession holding a first or a 2:1 rising from 63% to 74% since 2010. I am sure that parents in his constituency will come to their own view about whether Powys County Council’s decision to close schools is an effective or ineffective way of improving the education of their children.

[Chris Green]

Eatock Primary School in my constituency is now among the 100 top-performing schools in terms of progress made between key stages 1 and 2. Will the Minister join me in congratulating the whole school, and especially the headmistress and teaching staff?

[Mr Gibb]

I am very happy to join my hon. Friend in congratulating Mrs Flannery, the headteacher of Eatock Primary School. In fact, I recently wrote to her to congratulate her and her staff on their exemplary key stage 2 results, as 100% of the pupils are making at least expected progress in reading, writing and maths.

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

May I bring the Minister down to earth? He trumpets the successes of this Government’s education policy, but the fact is that every time the chief inspector speaks he says that the Government are failing to deliver the best possible education for our children up and down the country?

[Mr Gibb]

I do not recognise the statements from Sir Michael Wilshaw that the hon. Gentleman is citing. As a former Chair of the Education Committee, he should know better. We are determined to see excellence in every part of the country. Where there are patches where schools are not performing, whether in rural or coastal areas, we are taking action swiftly, and certainly more swiftly than the Government he supported before 2010.

[Chris Leslie (Nottingham East) (Lab/Co-op)]

The Minister will know that there are schools in my constituency and elsewhere that want to improve rapidly but are struggling with the challenge of recruitment. One academy principal told me last week that he has spent over £60,000 just on the advertising costs. Is not it time that the Department set up a single pooled vacancies site so that we can have that money going to the frontline?

[Mr Gibb]

It is not necessary to spend that kind of money recruiting teachers, because there are many free websites for teacher recruitment. I have been to many schools that have very imaginative ways of recruiting—going into sixth forms, local employers and universities to recruit graduates for their School Direct scheme—and they find very high-quality graduates coming into teaching. The challenge we face in this country is that we have a very strong economy, which is something we would not have were the hon. Gentleman to become Chancellor in a future Labour Government.

[Nic Dakin (Scunthorpe) (Lab)]

Demand for teachers is growing. Are the Government, despite Ofsted’s warnings, still burying their head in the sand about the teacher recruitment and supply crisis on their watch? If they are not, what are they doing about it?

[Mr Gibb]

We are certainly not burying our head in the sand. We have the highest number of teachers—there are now 455,000, so 13,000 more today than there were in 2010. We are also taking action to deal with the challenge of having a strong economy. We have introduced bursaries—up to £30,000 for top physics graduates. We have introduced the “Your future their future” advertising campaign. We have removed the cap on physics and maths recruitment. We have expanded Teach First. We have incentives for returners; some 14,000 returners came back into teaching last year, which is a record number. We are improving behaviour in our schools to improve retention, and we are dealing with the workload, which is one of the reasons why teachers say they leave the profession.

[Graham Stuart (Beverley and Holderness) (Con)]

6. If she will make it her policy to require all schools to work towards a quality award for careers education, information, advice and guidance recognised by the quality in careers standard.

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[Kevin Hollinrake (Thirsk and Malton) (Con)]

9. What plans the Government have to meet demand for school places in Thirsk and Malton.

[The Minister for Schools (Mr Nick Gibb)]

The Government are spending £23 billion on school buildings to create 600,000 new school places by 2021, open 500 new free schools, and address essential maintenance needs. Supporting local authorities in their responsibility to ensure sufficient school places in their area is one of our top priorities. North Yorkshire received £12 million in funding for new school places between 2011 and 2015 and has been allocated a further £40 million to create the further places required by 2018.

[Kevin Hollinrake]

Across North Yorkshire we are seeing a 10% increase in the demand for primary school places, and many of my constituents are concerned that we provide the infrastructure to meet rising populations and the increased numbers of houses being built. Will the Minister confirm that the capital funding will be provided to meet that ongoing demand for new places?

[Mr Gibb]

As I said, the Department has allocated £40 million to North Yorkshire for places required by 2015. This is based on the local authority’s own forecast of how many places it will need. We encourage local authorities to negotiate significant developer contributions for new places where they result from developments. I would be delighted to meet my hon. Friend to discuss this matter in more detail. Perhaps, through him, I can persuade North Yorkshire County Council to encourage more free school applications.[Official Report, 1 February 2016, Vol. 605, c. 5-6MC.]

[Marie Rimmer (St Helens South and Whiston) (Lab)]

11. What assessment she has made of the affordability of childcare.

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[Stephen Hammond (Wimbledon) (Con)]

14. What progress the Government are making in giving summer-born and premature children the choice to defer starting school.

[Mr Gibb]

I pay tribute to my hon. Friend for his work in supporting and campaigning for summer-born children. Subject to parliamentary approval, we have decided to amend the school admissions code to support summer-born children to enter school in the reception year if their parents decide to defer their start at school. We are now considering other, consequential changes to the code, including whether the due date rather than the birth date of premature children should be used for determining when they will begin school, and we will conduct a full public consultation in due course.

[Stephen Hammond]

I thank my hon. Friend for his hard work in ensuring that the Department is listening to the campaign. Is there any chance he could provide a timeline so that parents who are planning their children’s future can do so with some security?

[Mr Gibb]

I understand my hon. Friend’s impatience to secure the legislative changes, but it is important that we consider the other changes we need to make to the school admissions code at the same time as making changes to the rules regarding summer-born children. The work is ongoing, and we will begin the consultation in due course.

[Lucy Frazer (South East Cambridgeshire) (Con)]

17. What steps the Government are taking to keep children safe online at school and at home.

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[Mrs Cheryl Gillan (Chesham and Amersham) (Con)]

19. What plans the Government have to meet demand for school places in Buckinghamshire.

[The Minister for Schools (Mr Nick Gibb)]

Buckinghamshire received £34 million between 2011 and 2015 to create new school places, and it has been allocated a further £27 million for the places that will be required by 2018. That support helped to create more than 5,000 new school places between 2010 and 2014. Many more have been delivered since then or are in the pipeline. In addition, as my right hon. Friend will know, the Sir Thomas Fremantle Secondary School opened in September 2013 through the free schools programme and will provide 420 places when at full capacity.

[Mrs Gillan]

Notwithstanding that answer from the Minister, we know that the demand for schools in Buckinghamshire continues to grow. The local government settlement for the area is so poor that the county council has warned that it cannot resource the housing growth plans and provide the key infrastructure that is required for new schools and additional places. What support can he give to the Buckinghamshire MPs who have been campaigning together at the Department for Communities and Local Government and the Treasury to ensure that proper support is given to our county council so that Buckinghamshire school children do not lose out?

[Mr Gibb]

We are committed to making school funding fairer. In 2015-16, we have made an extra £390 million available to the 69 worst funded local authorities. Buckinghamshire has received an additional £18 million and it will continue to receive that additional funding, as we have included it in the baseline. In future years, we will ensure that funding is fairly matched to need by introducing a national funding formula for schools, as well as for high needs and early years. My right hon. Friend the Secretary of State will bring forward and consult on our proposals this year.

[Mr Steve Baker (Wycombe) (Con)]

With 50,000 new houses expected in Buckinghamshire over the next 15 years, how will the Government ensure that the school places are established in the right locations?

[Mr Gibb]

That is a matter for the local authority. We are allocating sufficient funding to the authority to ensure that there are sufficient school places. Where there is development, we expect there to be a contribution from the developers.

[Sir Simon Burns (Chelmsford) (Con)]

20. What plans the Government have to meet demand for school places in Chelmsford.

[The Minister for Schools (Mr Nick Gibb)]

As I have said, the Government are investing £23 billion in school buildings to create 600,000 new school places. Essex received £71 million between 2011 and 2015 to create new school places. It has been allocated a further £127 million for the places that will be required by 2018.

[Sir Simon Burns]

Although I am grateful for that answer, my question referred to Chelmsford, rather than Essex. Does the Minister have the figures for Chelmsford?

[Mr Gibb]

I am very happy to meet my right hon. Friend to go through the figures for Chelmsford. In Essex, we created more than 2,000 new places between 2010 and 2014. Many more have been delivered since then or are in the pipeline. I am very happy to discuss his constituency in more detail.

[Mr Speaker]

Put the details in the Library, so that we can all see them.

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[Graham Evans (Weaver Vale) (Con)]

T3. As we approach Holocaust Memorial Day this Wednesday, will the Secretary of State and my hon. Friend the Minister for Schools reaffirm her Department’s commitment to continue funding the Holocaust Educational Trust’s “Lessons from Auschwitz” project, which has enabled 28,000 students and teachers to visit Auschwitz-Birkenau?

[The Minister for Schools (Mr Nick Gibb)]

My hon. Friend is right: every young person should learn about the holocaust and the lessons it teaches us today. In recognition of its significance, teaching of the holocaust is compulsory in the national curriculum. For the past 10 years the Department for Education has funded the Holocaust Educational Trust’s “Lessons from Auschwitz” project, which, as my hon. Friend said, has taken more than 28,000 students to visit the site of the Auschwitz-Birkenau concentration camp. We will continue to promote, support and fund teaching of the holocaust.

[Mr Speaker]

Of course, as some Members will know, we commemorated Holocaust Memorial Day in a reception in Speaker’s House last week. Many survivors of the holocaust were there, and I do not think anybody present is likely to forget the occasion.

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[Philip Davies (Shipley) (Con)]

T7. We have a desperate need for extra school places in my constituency, most acutely secondary school places in Wharfedale. Bradford council says that it received only £727,000 for school place funding for 2017-18, compared with £9.6 million in the previous year. Will the Minister ensure that sufficient money is given to resolve the issue of school place requirement in Wharfedale, and will he ring-fence any such money given to Bradford council to ensure that it is spent in Wharfedale?

[Mr Gibb]

As my hon. Friend knows, the Government allocate funding for new school places on the basis of forecasts of need provided by local authorities, and these forecasts change from year to year, reflecting local demographics and the effect of previous years’ capital spending. I know that the Department’s officials are in close contact with Bradford Metropolitan District Council, but I would be happy to meet my hon. Friend if he would find a further discussion helpful, and perhaps liaise through him with Bradford council.

[Tulip Siddiq (Hampstead and Kilburn) (Lab)]

T5. Swiss Cottage School in my constituency is an outstanding school that looks after children with special, complex and emotional needs. Regrettably, it is having to turn away pupils because of limited capacity. Does the Secretary of State believe that her Department is doing enough to look after children with special, complex and emotional needs, and does she believe that there is adequate provision for such vulnerable children across the country?

Reformed History of Arts Subject Content

Nick Gibb Excerpts

Thursday 21st January 2016 Written Statements

[The Minister for Schools (Mr Nick Gibb)]

The Government are reforming GCSEs and A-levels to be more knowledge-based and to make sure that they give students the best possible preparation for further and higher education, and for employment.

Schools are now teaching some of the new reformed GCSEs and A-levels, and we have already published reformed subject content for those GCSEs and A-levels to be taught from September 2016 as well as for some of the GCSE and A-levels to be taught from September 2017. Content for reformed GCSE subjects can be found at: https://www.gov.uk/search?q=gcse+subject+content

and content for AS and A-level subjects at:

https://www.gov.uk/search?q=gcse+as+and+a+level+subject+content.

Today I am publishing revised subject content for history of art AS and A-levels that will be taught in schools from September 2017.

Students will study a wide range of art and artists from different movements and periods including pre and post 1850, ensuring good breadth and depth of study. The content also includes the development of art over time, and the connections and interrelationship between different artists, periods and movements.

[HCWS480]

Out-of-school Education Settings

Nick Gibb Excerpts

Wednesday 20th January 2016 Westminster Hall

[The Minister for Schools (Mr Nick Gibb)]

It is a pleasure to serve under your chairmanship, Mr Turner. I am grateful to the hon. Member for Scunthorpe (Nic Dakin) for his kind comments. I was going to criticise him for his wider criticism of the Government’s education policy on school places, to point out that we have increased school places by 445,000 since 2010, in stark contrast with the 200,000 primary school places cut by the Labour Government when the birth rate was increasing. I also would have pointed out that we have had to tackle the grade inflation we inherited from his party’s Government, that we have had to improve the curriculum, which was deeply damaged by his party’s Government, that there are 1.4 million more pupils in good and outstanding schools today than there were in 2010, that 120,000 more six-year-olds are reading better today than they were in 2010, and that there are 13,000 more teachers in our schools today than there were in 2010.

[Mrs Grant]

Will the Minister tell us whether the Government have done an impact assessment of the proposals? If so, will he tell us the financial cost of the registration and assessment process?

[Mr Gibb]

Those impact assessments will be done as we come to produce firm proposals. We, of course, assess the cost of all proposals as we develop policy.

May I congratulate my hon. Friend the Member for Gainsborough (Sir Edward Leigh) on securing this debate on the proposals for regulating out-of-school education settings? I welcome the constructive debate we have had and the thoughtful and passionate speeches from my hon. Friends the Members for Congleton (Fiona Bruce), for Aldershot (Sir Gerald Howarth), for St Austell and Newquay (Steve Double), for Eastbourne (Caroline Ansell) and for Beverley and Holderness (Graham Stuart), as well as my right hon. Friend the Member for Meriden (Mrs Spelman). We also heard very good speeches from the hon. Members for Glasgow North West (Carol Monaghan), for Strangford (Jim Shannon) and for Belfast East (Gavin Robinson), and the right hon. Member for East Ham (Stephen Timms).

All of the speeches made today will be taken into account as we consider the responses to the consultation, which closed on 11 January after six and a half weeks and to which we received more than 10,000 responses. Notwithstanding the valid points made by my hon. Friend the Member for Congleton, the consultation has been widely heard and responded to, and we will now consider all responses as we develop the policy in more detail.

Ensuring that parents have the freedom to decide how best to educate their children is a fundamental principle of our society and our education system. My hon. Friend the Member for Gainsborough referred to the long history of the churches’ role in education which, of course, predates that of the state.

Parents have always valued the education provided by religious organisations. They choose faith schools for their high academic standards and ethos and they appreciate the religious faith of those schools, which gives them confidence that their children will be taught to understand and respect the traditions and values of their faith. Responding to that demand, we have opened more than 300 free schools since 2010, of which 76 have a religious designation or ethos.

Out-of-school settings can also be of immense value. As my hon. Friend pointed out, many of those are run by religious groups and provide a distinctive education or activities that supplement and enhance that provided in mainstream schools. Such settings, including Sunday schools, can enrich children’s education and deepen their understanding of their own culture and heritage.

My hon. Friend made a powerful argument that the providers of this broader education, which is often staffed by dedicated volunteers, should be supported by the Government and not stifled by excessive regulation. I can assure him that we share that objective. The Government do, however, need to balance the need to protect and encourage high-quality out-of-school education with the need to keep children safe from any harm. That includes not only extremism, but the risk of physical punishment, unsuitable individuals working in some out-of-school settings and children being educated in unsafe or insanitary conditions.

A clear regulatory framework exists to protect children from those risks in childcare settings, and in state and independent schools. The call for evidence on out-of-school education, which closed last week, invited submissions on how to ensure that we are similarly able to safeguard children attending such settings—supplementary education —while avoiding disproportionate regulation. It reflects a commitment made in the Prevent strategy, published in June 2011, to reduce the risks of radicalisation occurring in out-of-school settings. It is the latest step in implementing the Prime Minister’s announcement in October last year that, if an institution is teaching children intensively, we will, as with any other school, make it register so that it can be inspected. He was also clear that, in addressing the risks that we have identified, we will uphold parents’ right to educate their children about their faith.

The call for evidence highlighted the fact that many settings already have robust measures in place to ensure safety. They may work under umbrella organisations that set high standards, be part of voluntary accreditation schemes or receive support from the local authority. However, that is not universal. We are therefore considering how best to address failures in the minority of settings that fail to meet their obligations while preserving everything that has made the vast majority of supplementary education so successful.

The responses to the call for evidence included many from Christian, Muslim and Jewish groups, and we will continue to discuss our developing proposals with those groups and others to ensure that they are proportionate and effective. Any final proposals will, of course, be subject to further discussions with interested parties.

At this stage, I hope I can provide assurances on some of the specific concerns raised by my hon. Friend and others.

[Graham Stuart]

Will the Minister deal with one of the practical points made by my hon. Friend the Member for Gainsborough (Sir Edward Leigh)? Those who wish to teach in this extremist way will effortlessly elude any regulation system that we set up. We will therefore have an expensive and burdensome system that captures so many organisations, but does not capture the very organisations that we need to capture. Is that not the central point? To me, it seems to be a rocket that explodes this whole policy and should cause the Minister to think again.

[Mr Gibb]

Well, no, because by not registering, such organisations are liable under strict liability to an offence, and we can then take much swifter action when we are made aware of those settings through our usual intelligence routes. That is why this has a double edge: we register the settings and only inspect settings where risks are identified; and we have very real powers to tackle the settings that do not register.

Let me go through some of the specific concerns that have been raised.

[Gavin Robinson]

Will the Minister give way?

[Mr Gibb]

If I may, I will continue for a little while, then give way to the hon. Gentleman.

First, I can confirm that the Government are not proposing to regulate settings teaching children for a short period every week, such as Sunday schools or the scouts, nor will it apply to one-off residential activities, such as a week-long summer camp. We are looking specifically at places where children receive intensive education outside schools, where they could typically be spending more than six to eight hours a week.

[Several hon. Members rose—]

[Mr Gibb]

I will give way in a moment, but I want to go through these four specific points in the time available.

Secondly, providers wishing to set up and run out-of-school education settings will not need to seek the Government’s approval to do so. Although our proposals envisage that such settings operating intensively should register, the aim of that is simply to improve the visibility of such settings. There would not be an application process and registration would be automatic. We have no intention of tying up voluntary and private sector organisations in red tape.

Thirdly, we are not proposing that settings eligible to register should be routinely inspected. This would be wholly disproportionate and an inefficient use of resources. We think that an inspection should only happen when there is evidence that certain prohibited activities might be taking place within a particular setting. Settings that provide a safe environment for children to learn in could legitimately expect never to be inspected.

Fourthly, we have no intention of seeking to regulate religion or to interfere in parents’ right to teach children about their faith and heritage. Protecting religious liberty is a fundamental principle. Out-of-school settings will not have the same obligations as schools actively to promote fundamental British values. Although out-of-school settings of all types can, and do, impart positive values to children, they are not the main providers of children’s education, and it is certainly not the state’s role to prescribe what they should teach, just as we are not seeking to prescribe other aspects of how they operate. I can therefore confirm to my hon. Friend the Member for Gainsborough and other hon. Members that Sunday schools will not be under any requirement to teach any other religions.

[Gavin Robinson]

I am grateful to the Minister for giving way, and I am glad that he has indicated he will consider the contributions as part of the consultation. He has reiterated the Prime Minister’s point that Sunday schools will not be included, but will he consider the cumulative effect of all the activities taking place under one church roof? That includes Sunday schools, youth clubs, the scouts, worship, choirs and whatever else people may be engaged in. It will all add up to more than six hours.

[Mr Gibb]

The plans are for the threshold to be hit when a child attends a setting for more than six hours a week and that activities run by one setting would be aggregated but, following the call for evidence, we are considering a range of issues and how to take forward the proposals. We will look at whether it is appropriate to disaggregate particular activities or indeed, exempt particular activities altogether. That question was in the call for evidence.

[Fiona Bruce]

The Minister says that the Government do not wish to inhibit religious freedom, but is he aware that the very existence of such regulations could have a serious impact? The proposals carry the risk of a so-called chilling effect on free speech, and they could shut down debate because of the fear, on the part of, say, youth workers teaching young people, of speaking on issues that might not be mainstream. They may fear that someone is listening who, perhaps out of mischief or with a particular agenda, may report them as undesirable—as not being in line with British values—and in itself, that would shut down free speech and debate.

[Mr Gibb]

That is not the intention of the regulations. They are not a way of regulating religion. We are not infringing on people’s freedom to follow particular faiths or hold particular beliefs. In fact, the mutual respect and tolerance of those with different faiths and beliefs is one of our core British values, alongside democracy, rule of law and individual liberty, and nothing in the proposals infringes on that.

In view of time, I will finish by saying that we welcome the suggestions that a number of faith organisations have made about how to ensure that any system of regulation is targeted, proportionate and focused on those settings that are failing to safeguard and promote the welfare of children. We wish to continue that dialogue and, once again, I am grateful to hon. Members for their contributions today.

Feminism in the School Curriculum

Nick Gibb Excerpts

Monday 11th January 2016 Commons Chamber

[The Minister for Schools (Mr Nick Gibb)]

It is a pleasure to respond to this important debate, which I congratulate the hon. Member for Ealing Central and Acton (Dr Huq) on securing. To quote her, it gives me the opportunity to lay out the Government’s position on the A-level reforms and the broader issues raised.

The Government recognise the importance of feminism and its goals of equality and social justice. Tackling gender inequality at all ages and levels is at the heart of our commitment to extending opportunity for all. As the Prime Minister said in October about measures to eradicate gender pay inequality, opportunity is nothing without equality.

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Motion made, and Question proposed, That this House do now adjourn.—(Margot James.)

[Mr Gibb]

We believe that pupils must learn from a young age that treating everyone equally and fairly in all spheres of life is part of the democratic values we are proud to enjoy and uphold.

[Ruth Cadbury]

Given what the Minister just said about the value the Government place on women’s involvement in all areas of society and policy, does he think they have spent enough energy on impact assessments of their policies, particularly their income and welfare policies?

[Mr Gibb]

That is not an issue for this debate, but yes the Government carry out equality impact assessments in all major areas of policy.

If pupils are to understand their responsibilities as members of a democratic society, it is important that they are exposed to a curriculum and qualifications that not only promote and discuss the concepts of equity and fairness but recognise the huge achievements and contribution of women to our society and history, in politics, science, literature, music and the arts. I am proud that the new national curriculum, introduced from September 2014, does this. It sets out the essential knowledge around which teachers can develop lessons to build pupils’ knowledge and understanding of the lives and works of influential women.

We expect schools to highlight the issues faced by women and their contribution as part of their legal duty to provide a broad and balanced curriculum. In the history curriculum, for example, the programmes of study promote examples of the lives and achievements of prominent women. At key stage 1, it promotes the examples of Elizabeth I, Queen Victoria, Rosa Park, Emily Davison, Mary Seacole, Florence Nightingale and Edith Cavell. Furthermore, good schools already teach their pupils about key moments in British history, including the suffragette movement, and highlight the bravery and successes of women from all walks of life and ages in history.

In science, at primary school level, pupils can be taught about the work of Jane Goodall, the renowned anthropologist, and the palaeontologist Mary Anning. At secondary school, they can be taught about the work of prominent female scientists, such as the role played by Rosalind Franklin in the development of the DNA model, and Marie Curie, the only person to be awarded the Nobel prize for physics and chemistry.

As she said, the hon. Lady successfully supported one of her constituents, Jessy McCabe, who last year raised concerns about Edexcel’s music A-level specification. I am pleased that the specification now includes a number of set works by female composers. I am also pleased that Edexcel undertook to review the specifications of its other qualifications to ensure they were diverse and inclusive.

All schools are subject to the provisions of the Equality Act 2010 and the public sector equality duty, which requires a school and its trustees, both in planning and running the school, to have regard to the need to eliminate discrimination, harassment and victimisation; to advance equality of opportunity; and to foster good relations between communities. All schools are required to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. This includes challenging prejudice and promoting tolerance.

In addition to the role they play in teaching children about the lives and contribution of women, schools can teach feminism as part of citizenship education, which is in the national curriculum at key stages 3 and 4 and is designed to foster pupils’ awareness and understanding of democracy, governance and how laws are made and upheld, of which the suffrage movement is a vital part.

The programme of study for personal, social, health and economic education includes teaching pupils that they have equal rights to opportunities in education and work, and to recognise and challenge the stereotypes that may limit their aspirations. It also makes clear the unacceptability of sexist language and behaviour, the need to challenge it and how to do so. PSHE lessons are also an ideal opportunity to discuss prejudice and open up discussion about gender stereotypes and similar issues. That is why we want all schools to offer high quality PSHE, using trained teachers and drawing on the best resources.

[Angela Rayner]

As somebody who did not go into further and higher education, I commend everything the Minister has said so far—I think it is absolutely fantastic. However, does he agree that it is completely unacceptable to have only one female political thinker among the 16 identified at A-level? In the light of everything he has just said, will the Government do something to change that?

[Mr Gibb]

Yes, and I will come to that in more detail shortly.

In addition to the reformed national curriculum and GCSEs, our reforms to A-levels are aimed at equipping all pupils with the knowledge and skills they need to progress to higher education. The proposed new content for the politics A-level will require for the first time that all students study some core political theories in detail. Students will be required to study liberalism, conservatism and socialism—[Hon. Members: “Hear, hear.”] Yes, we left that in mainly because it is likely to become even more important as the Labour party struggles to find its heart. Students will be required to study those theories and the ideas of their key thinkers, which will enable them to understand these fundamental political theories and provide a foundation for the study of politics at university.

We recognise that the work of female political thinkers was not given due weight in the draft content. The final content will set out clearly those female political thinkers whose work should be studied. Suggestions have included Simone de Beauvoir, as mentioned by the hon. Member for Ealing Central and Acton, as well as Hannah Arendt and Rosa Luxemburg, to name but a few.

There is always a balance to be struck in designing qualifications between establishing breadth of study, making sure that each of the areas to be studied can be covered in sufficient depth, and avoiding qualifications becoming unmanageably large. Feminism is an optional area of study in current specifications. It was never our intention to exclude the study of feminism from the reformed A-level. We said we would listen to the consultation, which opened on 3 November and closed on 15 December. We have seen the strength of feeling about this issue among those who have responded to the consultation. The Secretary of State for Education, whom the hon. Lady mentioned and who is also the Minister for Women and Equalities, has also taken a close interest in this issue.

As was recently mentioned in the other place, feminism can also be studied within other A-levels. For example, in the reformed sociology A-level, students must study issues of gender. Exam boards are responsible for setting the detailed content of qualifications in their specifications, and schools are free to decide which figures they teach about in their classrooms. Following the consultation on the politics A-level, exam boards are making changes to the final content to respond to the concerns raised. We will publish our response shortly, but I can assure the hon. Lady that the final politics A-level will give all students the opportunity to study the core ideas of feminism.

Promoting the goals of feminism means that we have to go further than teaching pupils about justice and equality. That is why the Government are determined to increase the number of young people studying science, technology, engineering and maths subjects post-16. In particular, we want to encourage more girls to take those subjects.

[Dr Huq]

Before the Minister moves on to the sciences, will he say how many replies there were to the consultation? I am curious to know how many there were, if the figures of 50,000, and 4,000 on the other petition, are any indication, given that the Minister referred to the weight of opinion.

[Mr Gibb]

We will respond to the consultation shortly. At the moment, officials are going through all the responses. We have seen a number—[Interruption.] I was hoping for some in-flight refuelling on the precise number to answer the hon. Lady’s question. On the basis of the responses so far, I believe a large number of people have responded on this point. [Interruption.] Unfortunately, it was not very helpful, so I will have to pass on that. The fact remains that the issues will be made public once we have responded to the consultation document. We will set out fairly soon, in great detail, a summary of all the responses, so the hon. Lady will not have to wait long for a full answer to the very reasonable question she asked.

We are funding programmes such as the Stimulating Physics network and the Further Mathematics Support programme to support schools to increase take-up of maths and physics A-levels, with a particular focus on engaging more girls. The national network of maths hubs is also leading a national project aimed at increasing participation among post-16 students in A-level mathematics and further mathematics courses, and other level 3 courses, such as core maths. In this context, many hubs are exploring ways of increasing the proportion of girls studying maths at this level and beyond.

The STEM ambassadors programme raises awareness among children of the range of careers that science can offer. It is worth noting that 40% of the 31,000 STEM ambassadors are women. We funded Engineering UK to deliver a programme of Big Bang Near Me activities—local versions of the national Big Bang fair—that reached more than 100,000 young people, half of whom were girls, in 2015.

Excellent teaching is, of course, vital if we are to engage more girls in STEM subjects. We are undertaking a number of initiatives to support this, including supporting maths and science teachers through the National Science Learning network and the national network of maths hubs; attracting top STEM graduates into teaching through generous bursaries and scholarships; investing £67 million to train an additional 2,500 teachers and upskill 15,000 non-specialist teachers in maths and physics over the next five years; and the triple science support programme, which supports schools to offer three separate science GCSEs.

The Government are also backing the excellent Your Life campaign to increase significantly the numbers taking A-level physics and maths, particularly girls. This is a digital campaign to demonstrate the range of opportunities that maths and science can lead to. Positive signs are now beginning to emerge. Similar numbers of girls and boys take science and maths at GCSE, and achieve similar results. Although fewer girls than boys progress to maths and physics at A-level, we have worked hard in recent years and made some progress. Provisional 2015 results show that since 2010 the number of girls taking maths A-level has increased by just over 3,500 and physics by just under 1,000. Overall, there have been 12,000 more entries for girls in all maths and science A-level subjects.

Our education system has an essential role to play in creating a fair society with opportunity for all. We are confident that our world-class knowledge-based curriculum and other changes that we are introducing will contribute to this goal. I am enormously grateful to the hon. Lady for raising this issue today. She has made some important and compelling points, and I hope she recognises that the Government understand these concerns, and feels that they are being addressed.

Question put and agreed to.

Primary Schools Admissions Criteria

Nick Gibb Excerpts

Thursday 7th January 2016 Commons Chamber

[The Minister for Schools (Mr Nick Gibb)]

I congratulate my hon. Friend the Member for Fareham (Suella Fernandes) on securing this debate, and I thank her for opening kind comments. She, too, is a passionate supporter of high academic standards in our schools, and her pioneering work in chairing the Michaela community school board of governors is having far-reaching consequences—beyond Brent and throughout the country. She is absolutely right when she says that education is the engine of aspiration. I look forward to visiting some of the schools in her constituency, which she has kindly invited me to see.

This debate is timely, as we are currently reviewing the school admissions code and are considering at the same time whether it would be appropriate to make changes to the school admissions appeals code. The debate also provides me with the opportunity to set out how the school admissions process supports vulnerable children, as well as the importance of the infant class size limit in supporting the progress of all younger children.

I understand the concerns raised by my hon. Friend about the small number of cases where neither the school nor the appeals panel can offer a place to a child who, owing to an extreme change of circumstance, becomes vulnerable with a compelling case to admit them to the school in question. The Government’s aim is to ensure that the most vulnerable children in society are provided with a place at the school that best meets their needs.

The admissions code makes it clear that the responsibility for setting admission arrangements rests with school admissions authorities. However, all schools must admit children with a statement of special educational needs or an education, health and care plan that names the school. The code also requires that all schools must offer first priority to children either in, or previously in, local authority care. Those who have suffered domestic violence or bereavement are, of course, vulnerable, too. This is why the admissions code allows all admissions authorities to prioritise children with a social or medical need.

We are determined that a child’s economic circumstances should not predict the outcomes of that child’s education or life chances. Our aim is to raise the attainment of disadvantaged children and thereby improve social mobility in the long term, breaking the cycle of disadvantage from one generation to the next. That is why we amended the admissions code in 2014 to extend to all state schools the freedom to prioritise children who are eligible for free school meals, the pupil premium or the service premium. Previously, only academies and free schools had that freedom.

The Government want all children to receive the best possible education, no matter where they live or what their circumstances are. To ensure that all children had access to good school places, the Government in the last Parliament invested £5 billion between 2011 and 2015 to create the places required. Those funds helped to create 445,000 school places between 2010 and 2014, with many more in the pipeline.

As we announced in the spending review, we shall be spending £23 billion on school buildings between 2016 and 2021 to create 600,000 new school places, open 500 new free schools, and address essential maintenance needs. We are also increasing the number of good school places by tackling underperformance where it exists, and allowing good schools to expand without the restrictions and bureaucracy they have faced in the past.

The changes that we have made are working, and, despite the unprecedented rise in the number of children requiring infant school places, the average infant class size remains at 27.4, well within the statutory limit of 30. Furthermore, 96.5% of families received an offer of a place at one of their preferred primary schools. That is encouraging, but, as I am sure my hon. Friend understands as a result of her work as chair of the governors at the Michaela community school, good schools will always receive more applications than they have places for.

It may be helpful if I clarify the position relating to the infant class size limit. As my hon. Friend knows, the statutory infant class size limit is 30 pupils per school teacher. The law requires schools to limit numbers in that way because research shows that smaller classes allow teachers to spend more time with individual pupils and that that can have a positive effect on the progress of younger pupils, particularly in the case of maths and literacy. The limit does mean that the admissions process for infant classes differs slightly from that applying to other year groups, as schools are restricted in terms of the number of pupils that they can admit to an infant class. There are, however, a small number of prescribed exceptions to protect the most vulnerable children, such as those in care, or those who move into an area where no suitable school places are available. The excepted pupils do not have priority over other children, but a school can lawfully admit them to a class of 30 without breaking the statutory requirements.

When parents are refused a school place for which they have applied, they have the right to appeal to an independent panel. The panel can uphold a non-infant class size appeal if it considers that the admission of an additional child would not adversely affect the school’s ability to operate effectively. The panel can also uphold an appeal if it considers that the parents’ reasons for wanting their child to attend the school outweigh the school’s reasons for refusal. To ensure that the statutory class size limit is not breached, the school admissions appeals code requires infant class size appeals to be treated differently from those applying to other year groups. When a child is refused a school place because it would breach the infant class size limit, the appeal can be upheld only if the admissions arrangements were unlawful or had not been applied properly, or if the decision for refusal was not one that a reasonable admission authority would make.

There will, of course, always be circumstances in which good schools are full and unable to increase the number of pupils whom they admit. In such cases, an appeals panel is unlikely to uphold the appeal, even when the child in question is an excepted pupil. My hon. Friend is suggesting an amendment to paragraph 2.15 of the School Admissions Code and the infant class size regulations, to include a new category of excepted pupil for children in crisis whose mental health or physical wellbeing mean it is in their interests to be admitted to a particular school. The important point my hon. Friend makes is that, although admissions authorities are able to give priority to children with social or medical needs, when those particular needs only arise after applications have been made, the infant class size limit means admission authorities are unable to admit the child and an appeal panel would not feel able to uphold their appeal.

We are currently considering a number of possible changes to the admissions system to support families and schools while ensuring the system remains fair for all, and we will look at my hon. Friend’s suggestions in carrying out this work. I am grateful to her for raising this important issue today. I hope that she is reassured to learn that we will look carefully at the important issues she has raised and consider her suggestions for changes to the codes.

Question put and agreed to.

Reformed GCSE and A-level Content

Nick Gibb Excerpts

Thursday 17th December 2015 Written Statements

[The Minister for Schools (Mr Nick Gibb)]

The Government are reforming GCSEs and A-levels to be rigorous and more knowledge-based and to match the qualifications used in the best education systems in the world.

Schools are now teaching some of the new reformed GCSEs and A-levels, and we have already published reformed subject content for those GCSEs and A-levels to be taught from September 2016. Content for reformed GCSE subjects can be found on the Department for Education website for AS and A-level subjects.

The new GCSEs will be more academically demanding and will be qualifications that command the confidence of students, employers, and further and higher education institutions. At A-level, our reforms aim to ensure that they prepare students for undergraduate study and the world of work.

Today I am publishing revised subject content for some of the GCSEs and AS and A-levels that will be taught in schools from September 2017:

GCSEs in astronomy, business, economics, engineering, geology and psychology; and

AS and A-levels in environmental science, design and technology, music technology and philosophy.

The astronomy GCSE requires greater depth of knowledge, for example by expanding topic areas such as the evolution of the stars. The content has also been brought up to date to reflect the latest knowledge, and the mathematical requirements are more demanding.

The business GCSE content has added breadth and depth with new requirements to understand business decision-making in more detail, including business growth and development.

The new economics GCSE content is more demanding and includes detailed requirements for specific mathematical knowledge. All students will now be required to understand more of the essential concepts of economics, and depth and breadth have been increased by adding a number of new topics.

The engineering GCSE has increased demand through a greater emphasis on systems-related content and requiring additional mathematical knowledge. A detailed section on testing and investigation has been introduced which includes content such as predicting performance through calculations, simulations and modelling.

Environmental science AS and A-level requires students to know and understand the science behind environmental issues and, in line with other reformed science A-levels, to use scientific theories, models and ideas.

The new geology GCSE content has increased demand by requiring increased mathematical knowledge, and the study of new content on planetary geology and a greater number of minerals, rock types and fossil groups. Fieldwork remains a fundamental part of the subject, with students required to spend at least two days engaged in fieldwork.

In music technology AS and A-level content, students are now required to develop an in-depth knowledge of the principles of sound and audio technology and the development of recording and production technology. Recording and production techniques for both corrective and creative purposes are also included.

Philosophy AS and A-level content will enable students to gain a thorough grounding in key philosophical questions and concepts. Students are required to study the ideas of key philosophers.

Psychology GCSE content will require all students to study five compulsory topics (development; memory; psychological problems; social influence; and the brain and neuropsychology) and two optional topics. The study of these is underpinned by the study of key theories and all students will be required to develop a strong understanding of research methods, including quantitative analysis.

The new design and technology A-level will require all students to study the iterative design processes and technical principles that are at the core of contemporary design practice. There will be options in design engineering, product design and fashion textiles to allow students to specialise. Students will also undertake a substantial design and make task at A-level.

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Oral Answers to Questions

Nick Gibb Excerpts

Monday 30th November 2015 Commons Chamber

[Caroline Nokes (Romsey and Southampton North) (Con)]

9. What plans the Government has to improve attendance in schools.

[The Minister for Schools (Mr Nick Gibb)]

Regular attendance at school is vital for academic success. Overall absence rates are down from 6% in 2009-10 to 4.4% in 2013-14, amounting to some 14.5 million fewer school days lost. We have supported head teachers to improve school behaviour, and we have addressed the misconception that pupils are entitled to time off for holidays in term time. Some 200,000 fewer pupils regularly miss school compared with 2010.

[Mr Speaker]

While we are on the subject of congratulations, I congratulate in public, as I have congratulated him in private, the Minister of State on his recent marriage. [Hon. Members: “Hear, hear.”]

[Caroline Nokes]

I echo the Speaker’s comments. Does my hon. Friend agree that improving attendance can sometimes come about as a result of a range of innovative and interesting measures? The all-girls breakfast club at Cantell school in Southampton is a brilliant example of how building a strong and cohesive school community can improve attendance.

[Mr Gibb]

I am grateful to you, Mr Speaker, and to my hon. Friend for the congratulations. I echo the words of the Under-Secretary of State for Education, my hon. Friend the Member for East Surrey (Mr Gyimah): we are better together.

I am delighted to pay tribute to the work of the breakfast club at Cantell school in Southampton, which is an excellent example of the innovative approaches that many schools take to improve attendance. The Department funds the charity Magic Breakfast to provide free, sustainable breakfast clubs in 184 schools in disadvantaged areas. We are also giving parents new rights to request breakfast clubs and other wrap-around care, which should expand their availability.

[Paula Sherriff (Dewsbury) (Lab)]

Has the Minister considered the impact of the Government’s welfare policies on school attendance by disabled pupils over 16 who are required to attend interviews for the personal independence payment? I have been dealing with the case of a constituent who has been summoned under threat of sanction for this stressful process in the middle of their exams. Will the Government take action to ensure that the timing of PIP assessments for those in full-time education works around the school year and the timetable?

[Mr Gibb]

I am grateful to the hon. Lady for raising that matter with me. I will, of course, look at the case in detail and write to her.

[Mike Wood (Dudley South) (Con)]

11. What steps the Government is taking to give parents a greater say in access to holiday and wrap-around care.

--- Later in debate ---

[Sir Simon Burns (Chelmsford) (Con)]

13. What steps she is taking to ensure adequate recruitment of teachers by primary and secondary schools; and if she will make a statement.

[The Minister for Schools (Mr Nick Gibb)]

There are now more better qualified teachers in England’s classrooms than ever before. We are attracting top graduates and career changers with generous incentives, including tax-free bursaries worth up to £30,000 and the opportunity to earn a salary while training. This year over 2,000 more post-graduate trainee teachers were recruited than in 2014-15. We exceeded our target for new primary teachers and finished ahead of last year in key secondary subjects such as maths and physics.

[Sir Simon Burns]

I am grateful to my hon. Friend for his response, but can he explain how schools that have historically struggled to attract great teachers can find the best and brightest teachers for their areas?

[Mr Gibb]

My right hon. Friend raises an important point. That is why we have established the new national teaching service, which by 2020 will place 1,500 outstanding teachers and middle leaders in underperforming schools in areas that, as he suggests, find it hardest to attract, recruit and retain good teachers.

[Valerie Vaz (Walsall South) (Lab)]

UCAS has reported a shortfall in trainee teachers for chemistry and physics. What bold steps will the Minister take to ensure that young people are taught by qualified teachers in science, technology, engineering and maths?

[Mr Gibb]

We have introduced generous bursaries—up to £30,000—for top physics graduates coming into teaching. If we look at this year’s teacher training recruitment, we see that in physics we recruited 746 graduates, compared with 637 last year, and in mathematics we recruited 2,407 graduates, compared with 2,170 last year. There is more to do, but we are heading in the right direction.

[James Berry (Kingston and Surbiton) (Con)]

Head teachers in my constituency tell me that the biggest block to the recruitment and retention of teachers is the cost of housing. Can my hon. Friend confirm that in the review of the funding formula the price of property in local areas where teachers have to rent or buy will be factored in?

[Mr Gibb]

As the Secretary of State has said, we are determined to tackle the historic unfairness of the funding formula. The Secretary of State and the Under-Secretary of State, my hon. Friend the Member for East Surrey (Mr Gyimah), will be consulting on that in the new year.

[John Pugh (Southport) (LD)]

Recent Government figures show that there is a 50% recruitment shortfall in design and technology. Is not there a case for urgent and special attention?

[Mr Gibb]

We continue to offer bursaries for graduates coming into teaching design and technology. We have also revised the curriculum, which we believe has made it a more attractive and rigorous qualification. The number of students taking it at GCSE and A-level has been falling over a number of years, and to tackle that we have improved the qualifications in that subject. That should follow through into more people becoming graduates in those subjects and moving into teaching.

[Rob Marris (Wolverhampton South West) (Lab)]

Retention in teaching is a far bigger problem than recruitment. We are haemorrhaging teachers. That is caused largely by the adverse workload that teachers are placed under. What specific steps are the Government taking to lessen teacher workloads in England?

[Mr Gibb]

The doom-mongering notion that the hon. Gentleman is citing is wrong. Eighty-seven per cent. of teachers who qualified in 2013 were still teaching a year later, and 72% of those who qualified in 2009 are still teaching five years later. He should stop talking down what is a very popular profession in this country. We are tackling the excessive workload that teachers inherited from the previous Labour Government. My right hon. Friend the Secretary of State introduced the workload challenge, and we have three working groups specifically tasked with tackling the issues that were identified in it.

[Hannah Bardell (Livingston) (SNP)]

14. What steps her Department is taking to use EU funding to improve learning outcomes.

[The Minister for Schools (Mr Nick Gibb)]

The main sources of EU funding for education are the European social funds and the Erasmus+ programme. Many schools take advantage of the Erasmus+ programme, which supports partnerships among schools across the EU, including through the funding of foreign language assistance. The Department works to ensure effective use of the European social funds, which contribute to technical education, including apprenticeships and 16-to-19 training.

[Hannah Bardell]

I thank the Minister; I am glad we got someone to answer in the end. Has he considered the consequences that a vote to leave the EU would have for the funding channels for programmes such as Erasmus, with an outcome that would destroy the rich cultural and linguistic programmes that the EU offers, including Erasmus and school trips to visit key institutions such as the Commission and the European Parliament?

[Mr Gibb]

The Prime Minister is focused on a successful negotiation. The Government are clear that Britain’s best future lies within a reformed European Union if the necessary changes can be agreed. He set out the United Kingdom’s position in his recent letter to the President of the European Council, Mr Tusk.

[Mr Peter Bone (Wellingborough) (Con)]

24. Does the Minister agree that as the United Kingdom sends £350 million each and every week to Brussels, just a small amount of that spent on teachers and schools would be of great advantage? Is not that one of the reasons for coming out of the EU?

[Mr Gibb]

These are the issues that the Prime Minister is tackling, and we will debate them in due course.

[Mr David Nuttall (Bury North) (Con)]

Further to that point, does my hon. Friend agree that if schools use propaganda provided by the European Union, teachers must make certain that both sides of the argument on our membership of the European Union are fairly and properly put to pupils?

[Mr Speaker]

Order. The question is about learning outcomes.

[Mr Gibb]

In the name of improving educational outcomes, Mr Speaker, the Education Act 1944 made it absolutely clear that any lessons involving political issues have to be balanced.

[John Pugh (Southport) (LD)]

T1. If she will make a statement on her departmental responsibilities.

--- Later in debate ---

[Chris Green (Bolton West) (Con)]

T2. What are the Government doing to encourage more young people to study maths and numeracy subjects in school?

[The Minister for Schools (Mr Nick Gibb)]

Our ambition is that by 2020 the vast majority of young people will study maths to the age of 18. We have strengthened GCSE maths, to provide a more secure basis for studying the subject at A-level. We have increased mathematical content in science GCSEs and A-levels. We have introduced the new core maths qualifications so that all students have the opportunity to study the subject after the age of 16. We have also launched the Your Life campaign, to promote to young people the value of studying mathematics and science.

[Lucy Powell (Manchester Central) (Lab/Co-op)]

Thank you, Mr Speaker, for allowing me to arrive a few moments late, as I had to attend a very high-profile meeting elsewhere on the estate. Members can read all about it in the papers later.

Does the Secretary of State now accept that there is a growing teacher shortage in our schools?

--- Later in debate ---

[Neil Carmichael (Stroud) (Con)]

T9. Will the Secretary of State join me in saluting the work of STEM ambassadors and tell the House what further steps have been taken to ensure that more children do STEM subjects in schools?

[Mr Gibb]

I join my hon. Friend in saluting the work of STEM ambassadors. Since 2010, A-level entries into STEM subjects have increased significantly by 15% for chemistry, 15% for physics and 18% for maths. Maths is now the single most popular A-level choice, with 92,000 entries last year. We want to go further. The Your Life campaign, for example, is targeting year 11 pupils as they make their A-level choices, with the aim of increasing the uptake of the physics A-level by 50% in three years.

[Mr Jim Cunningham (Coventry South) (Lab)]

Will the Minister for Schools meet me to discuss funding for the new Ernesford Grange school in Coventry?

[Mr Gibb]

I am very happy to have such a meeting.

[Tom Pursglove (Corby) (Con)]

Prince William school in Oundle recently converted to an academy, but for many years it has suffered from a chronic lack of investment. I am grateful to Ministers for the interest that they have shown to date, but what reassurance can they give that such schools will be at the top of the Government’s investment priorities?

[Mr Gibb]

We are planning to spend £23 billion on school buildings between 2016 and 2021. In February, we announced allocations of £4.2 billion for between 2015 and 2018 to improve the condition of existing schools. That includes the condition improvement fund, for which Prince William school is eligible to apply. The core priority of the CIF is to keep buildings at academies and sixth-form colleges safe and in good working order. I am happy to discuss the issue further with my hon. Friend.

[Steven Paterson (Stirling) (SNP)]

In June, the Scottish Government launched the new children, young people and families early intervention fund, which is focused on reducing educational inequality and allowing young people to achieve their potential. Given that today is St Andrew’s day, are the Government prepared to say that they will look at that fine example in Scotland and implement something similar down here in England?

--- Later in debate ---

[Mr Gibb]

We do not collect data on that, but it is an issue for the headteacher and governing body of a school. By law, they have to act reasonably and as a public body.

[Mrs Emma Lewell-Buck (South Shields) (Lab)]

The Government’s own findings show that the 26-week timescale that is applied in care proceedings is leading to rushed and unsuitable placements for children under special guardianship orders. In the light of that, will the Minister accept what the social work profession has known all along: that 26 weeks is not sufficient to plan properly for a vulnerable child’s life?

National Reference Test Consultation

Nick Gibb Excerpts

Monday 30th November 2015 Written Statements

[The Minister for Schools (Mr Nick Gibb)]

The statement is as follows:

Consultation on arrangements to implement the National Reference Test

Today, 30 November 2015, I am launching a public consultation on the introduction of secondary legislation to require selected schools to take part in the National Reference Test (NRT). The legislation will come into force on 1 September 2016 and the first full NRT will take place in March 2017.

The NRT is the next step in the Government’s reform agenda, which will deliver robust and rigorous qualifications for England’s students. Before 2010, pupils received successively higher grades at GCSE each year, but in international league tables England’s performance stagnated. Ofqual has halted this grade inflation through the use of comparable outcomes.¹

Ofqual is now introducing the NRT which will indicate if GCSE results should change from year to year. Over time, this will provide an additional method of measuring real changes in national performance at GCSE which is distinct from the use of international comparisons such as the PISA study.

This consultation is an opportunity for teachers, parents, pupils, and all those with an interest to provide their views, which will be taken into account when preparing the final legislation.

The National Reference Test

Each year, a different sample of 300 secondary schools, both in the state and independent sectors, will be selected to take part. Random samples of pupils from each selected school will take a test lasting about an hour. About 30 pupils will take the English language test and another 30 will take the mathematics test. Ofqual will publish information about overall test performance each summer when GCSE results are announced. The results will not be used for school accountability purposes and results will not be given to individual pupils. Instead, the NRT will provide Ofqual with additional evidence on year-on-year changes in performance.

Participation in the test will benefit both schools and pupils, as it will help to provide more direct evidence of improving school performance at the national level which can be reflected in the grades that are awarded at GCSE, ensuring higher-attaining cohorts are rewarded.

The proposed legislation would apply to maintained schools. It would also apply to most academies and free schools through an existing provision in their funding agreement that requires them to comply with guidance issued by the Secretary of State in relation to assessments. It would not apply to independent schools although pupils at independent schools will also be asked to take the test to ensure that the sample of pupils that take the test is nationally representative.

¹ For further information, see https://ofqual.blog.gov.uk/2015/08/05/gcse-marking-and-grading/

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Design and Technology GCSE

Nick Gibb Excerpts

Wednesday 4th November 2015 Written Statements

[The Minister for Schools (Mr Nick Gibb)]

We are reforming GCSEs to make sure that they give students the best possible preparation for further and higher education, and for employment. We want new GCSEs to set expectations which match those of the best education systems in the world, with rigorous assessment that provides a reliable measure of students’ achievement. The reforms are extensive and represent a new qualification gold standard.

Today, I am publishing subject content for design and technology GCSE, for first teaching in 2017. This follows a public consultation which ran from 1 July 2015 until 26 August 2015. The new content moves the subject on from its craft based roots into a cutting edge qualification focused upon both design and making, that will better prepare students for further study and careers.

The content emphasises the iterative design processes that all students should understand and be able to demonstrate and which is at the core of contemporary practice. It will allow both breadth and depth of knowledge, without limiting students on the materials they can work with, enabling them to make choices appropriate to their design, rather than creating a design around a particular material.

The new GCSE also sets out in greater detail the mathematical and scientific content that students must know and understand in relation to design and technology.

These changes aim to ensure that all students have the knowledge and skills to design and make prototypes, using the best material, equipment and techniques, to solve real world and relevant problems across a range of contexts.

The new GCSE in design and technology will be introduced for first teaching in September 2017.

The GCSE content document, and the Government’s response to the consultation are attached to this statement.

Attachments can be viewed online at: http:// www.parliament.uk/business/publications.

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