Oral Answers to Questions

Debate between Nick Gibb and John Bercow

Monday 2nd March 2015 Commons Chamber

[Mr Gibb]

My hon. Friend raised these issues when I visited Watford and a number of schools there recently. The pay reforms we have introduced over the last two years have given schools greater flexibility to decide how much they can pay a teacher and how quickly pay progresses. Our reforms are providing schools with the discretion they need to address any school-level recruitment and retention problems they may have. However, as my hon. Friend also knows, decisions about the definitions of inner and outer London and the London fringe area are ultimately a matter for the independent School Teachers Review Body.

[Mr Speaker]

It is good that we have got through all the substantive questions on the Order Paper.

--- Later in debate ---

[Mr Gibb]

In maths, 15-year-olds in Shanghai are three years ahead of 15-year-olds in this country in the programme for international student assessment tables. We look very carefully at international evidence, which is why we sent 71 teachers to Shanghai to study teaching methods there. Now 30 Shanghai teachers are in 20 primary schools in this country, teaching our teachers how to improve their maths teaching. They have a mastery model. Pupils face the front, learn their tables, concentrate for 35 minutes, and use textbooks. We are learning from the best in the world.

[Mr Speaker]

Order. I feel sure that there will be a full debate on this matter on one of the long summer evenings that lie ahead of us.

Oral Answers to Questions

Debate between Nick Gibb and John Bercow

Monday 1st December 2014 Commons Chamber

[Mr Gibb]

I am grateful to the right hon. Gentleman for his praise of the Falcons school. I wish I had been there: I am a great fan of vegetable samosas, but I am more of a fan of free schools of whatever faith that provide high-quality schools and high-quality education up and down the country.

[Mr Speaker]

It is always useful to have a bit of information about Ministers’ eating habits.

[Justin Tomlinson (North Swindon) (Con)]

23. [906352] I have championed the New College bid for a new free school in North Swindon, which would help to deliver much needed high-quality school places in my growing constituency. Will the Minister comment on the importance of local groups coming together to set up free schools?

Oral Answers to Questions

Debate between Nick Gibb and John Bercow

Monday 27th October 2014 Commons Chamber

[Mr Speaker]

That was five questions from a very experienced Member—and exceptionally cheeky chappie.

[Mr Gibb]

What parents want is every local school to be a good school, and that is what the academies programme is delivering. Sponsored schools that have been open for four years are showing a 5.7 percentage point improvement in their GCSE results compared with their predecessor schools, so it is a programme that is working. I am afraid that in the past too many schools were left languishing under local authority control.

Oral Answers to Questions

Debate between Nick Gibb and John Bercow

Monday 21st July 2014 Commons Chamber

[Barry Gardiner (Brent North) (Lab)]

May I, too, welcome the Minister back to the Dispatch Box? I would be interested to have his assessment over a coffee some time of his old boss versus his new boss.

As the Minister will be aware, Ofsted said that at one school, children’s reading ability had regressed, and of another school that

“too many pupils are in danger of leaving the school without being able to read and write properly.”

This was Ofsted’s report on two free schools. What early warning systems exist to spot problems in free schools before they become entrenched, and how many free schools are currently under investigation by the Education Funding Agency?

[Mr Speaker]

That is enough material for at least one Adjournment debate, and possibly two. I have a feeling the hon. Gentleman will be putting in his applications before very long.

[Mr Gibb]

I thank the hon. Gentleman for his warm welcome. As my hon. Friend the Member for Newbury (Richard Benyon) said to me on Wednesday, “It just shows that you can boil cabbage twice.” [Interruption.] I think it was meant kindly.

The Government are committed to eliminating illiteracy. We have introduced the phonic check and we are determined to raise reading standards right across the school system, but free schools and academies are taking action more swiftly than local authority schools to tackle failure in those schools.

PISA Results

Debate between Nick Gibb and John Bercow

Tuesday 3rd December 2013 Commons Chamber

[Mr Nick Gibb (Bognor Regis and Littlehampton) (Con)]

I refer to my interests in the register.

My right hon. Friend is right to conclude that Britain’s poor standing in the PISA rankings is a reflection of Labour’s education policies and its supine relationship with the teacher unions. Does he share my view that university education faculties, which have trained generations of teachers, should take their share of blame? Should not the Institute of Education and Canterbury Christ Church, two of the biggest teacher training institutions, be held to account, not only for today’s poor figures but for the country’s long tail of underachievement? Education academics are quick to condemn much-needed reform, but there is always a deafening silence from them on days—

[Mr Speaker]

Order. I am extremely grateful to the hon. Gentleman. We must have short questions and short answers.

GCSEs

Debate between Nick Gibb and John Bercow

Tuesday 11th June 2013 Commons Chamber

[Mr Speaker]

I hope the hon. Lady can recover from that.

[Mr Nick Gibb (Bognor Regis and Littlehampton) (Con)]

I congratulate my right hon. Friend on his statement and, in particular, the reforms to ensure that essay writing skills are tested in English and history GCSEs, and the reforms that ensure a deeper understanding of and facility with mathematical processes and formulae in the maths and science exams, with less predictable and more demanding questions. Will he assure me that the exam boards, chastened as they are by universal criticisms of their failure on the stewardship of grade values, will not allow grade inflation to creep into these newly reformed GCSEs?

Oral Answers to Questions

Debate between Nick Gibb and John Bercow

Thursday 16th May 2013 Commons Chamber

[Mr Nick Gibb (Bognor Regis and Littlehampton) (Con)]

I welcome the Secretary of State’s announcement. Residents of Pagham and Middleton-on-Sea, in my constituency, greatly valued the visit by the Under-Secretary of State for Environment, Food and Rural Affairs, my hon. Friend the Member for Newbury (Richard Benyon), on 29 April. Surface water flooding was a huge problem in my constituency on 10 June last year, and it is now becoming clear that silt build-up in the Pagham and Aldingbourne rifes exacerbated that flooding. Will my right hon. Friend encourage the Environment Agency to give greater priority to routine clearing and dredging of the main river water courses that are so important in preventing and mitigating flood damage?

[Mr Speaker]

Perhaps the hon. Gentleman should seek an Adjournment on the matter. He might even get it.

Tax Fairness

Debate between Nick Gibb and John Bercow

Tuesday 12th March 2013 Commons Chamber

[Mr Gibb]

rose—

[Mr Speaker]

I do not think the hon. Member for Nottingham East is giving way; he has completed his speech. I call Mr David Gauke.

Curriculum and Exam Reform

Debate between Nick Gibb and John Bercow

Thursday 7th February 2013 Commons Chamber

[Mr Speaker]

Order. There is much interest in this subject, which the Chair is keen to accommodate, but I remind the House that there are two debates to take place under the auspices of the Backbench Business Committee, the time for which is not protected. We have to finish the main business by 5 o’clock, so I need short questions and short answers. We will be led in this exercise by the hon. Member for Bognor Regis and Littlehampton.

[Mr Nick Gibb (Bognor Regis and Littlehampton) (Con)]

I congratulate my right hon. Friend on his statement and, in particular, on the publication of the new national curriculum. Does he share my view that the 2007 curriculum, written by the Qualifications and Curriculum Authority and introduced by the last Government, was hugely damaging to educational standards in this country and the cultural and scientific literacy of school students, and that the new, knowledge-based curriculum published today will do an enormous amount to raise standards, undo that damage and put our curriculum on a par with the best in the world?

Oral Answers to Questions

Debate between Nick Gibb and John Bercow

Monday 16th April 2012 Commons Chamber

[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.

Education Bill

Debate between Nick Gibb and John Bercow

Monday 14th November 2011 Commons Chamber

[The Minister of State, Department for Education (Mr Nick Gibb)]

I beg to move, That this House agrees with Lords amendment 1.

[Mr Speaker]

With this it will be convenient to consider Lords amendments 2 to 18.

Lords amendment 19, and amendment (a) thereto.

Lords amendments 20 to 22.

Lords amendment 23, and amendment (b) thereto.

Lords amendment 24, and amendment (a) thereto.

Lords amendments 25 and 26.

Lords amendment 27, and amendments (a) and (b) thereto.

Lords amendments 30 to 35, 37, 38, 40 to 42, 44 to 46 and 72 to 98.

[Mr Gibb]

It is with great pleasure that I bring the Education Bill back before the House. It received detailed scrutiny here in the spring, in the course of 22 Committee sittings, before it went off to the other place. Their lordships have given it the full benefit of their diligence and expertise and I am pleased to say that its core content is as it was when it left this House. Before I address the amendments, it might be helpful if I briefly remind the House of the core content. Its main purpose is to give legislative effect to the proposals in the education White Paper, “The Importance of Teaching”, published last November. It also contains some measures from the Department for Business Innovations and Skills, which my hon. Friend the Minister for Further Education, Skills and Lifelong Learning will discuss in due course.

The Bill has four main themes. First, it seeks to give teachers and head teachers greater freedom and flexibility to use their judgment and expertise to get the best results for their pupils. International evidence shows that greater school autonomy characterises the best performing education systems. The Bill seeks to remove unnecessary legislative duties from schools and extends the benefits of the academies programme to 16 to 19-year-old pupils and vulnerable pupils in need of alternative provision.

Secondly, the Bill seeks to strengthen the powers and authority of teachers in relation to classroom discipline. We want all children to be educated in a safe environment that is free from disruption and we want all teachers and prospective teachers to feel confident that they have society’s backing in tackling poor behaviour. The Bill will allow same-day after-school detentions and will provide a power to search pupils for any item likely to cause harm or injury. It will also give teachers pre-charge anonymity when faced with an allegation by a pupil that they have committed an offence.

Thirdly, the Bill matches the increased autonomy it seeks to introduce with sharpened accountability and seeks to focus Ofsted inspections on the four most important aspects of a school’s work. It will require Ofqual, the independent regulator, to secure that the standards of English qualifications are comparable with the best in the world, and it will strengthen the powers of the Secretary of State to intervene in poorly performing schools. It will abolish five arm’s length bodies to reduce wasteful duplication and will ensure that there is accountability to Parliament, through the Secretary of State, for functions that need to be carried out nationally.

Fourthly, the Bill seeks to promote greater fairness in the context of current fiscal constraints. It will give disadvantaged two-year-olds an entitlement to free early-years provision, and for new higher education students it will enable the new student finance arrangements to come into force.

There have been a relatively small number of technical and drafting amendments, but their Lordships have also made a number of substantive amendments to improve the Bill, and I shall now explain them.

--- Later in debate ---

[Mr Gibb]

My hon. Friend makes an important point. Performance tables are an important piece of the jigsaw of measures that holds publicly funded schools to account. We are not going to pursue the contextual value added measure, because of its flaws, not least of which is the fact that it tends to entrench low expectations for certain sections of society, which we do not believe is right. All children, from all backgrounds, should be expected to reach the best of their academic ability at school, and schools should deliver a high quality of education to all young people. However, there are other important progress measures, such as how a child performs at the end of key stage 2 compared with how they perform in their GCSEs.

As I said earlier, in the performance tables to be published in January, we intend to have separate columns indicating how well a school performs in relation to children who enter secondary school with a level 5 at key stage 2 and those who enter with a level 3.

[Mr Speaker]

Order. May I say gently to the Minister that I know he is making full efforts to satisfy his audience, and in one sense that is appreciated—if this were a seminar it would be an extremely therapeutic and informative one—but it is important that we tend to the specifics of the amendments with which we are dealing. For the benefit of colleagues who might labour under a misapprehension to the contrary, this is not a Second Reading debate on coasting schools. We are attending to narrow and particular amendments, to the consideration of which I know the Minister will now return.

[Mr Gibb]

I am grateful for that ruling, Mr Speaker, and I will press on by turning to academies.

The Bill retains important measures to facilitate the Government’s ambitious plan to extend the proven benefits of the academy programme to a much greater number of pupils. One of those measures is the extension of the academy model to alternative provision and the 16-to-19 sector. Lords amendments 72 to 81 are consequential on the creation of those new types of academy, and the Government tabled them in line with a commitment that I gave in Committee to put more such consequential amendments into the Bill. In addition, Lords amendment 89 reduces the reach of the powers given to the Secretary of State by schedule 14 in the case of private land leased to new academies.

In addition, three new clauses were added to the Bill in the other place, the first of which is in Lords amendment 34. Under section 6(2) of the Academies Act 2010, a local authority must cease to maintain—that is, cover all the costs of—a school once it converts to academy status. Some banks and local authorities have asked whether that prohibition on maintenance might prevent a local authority from making payments under private finance initiative or other contracts in relation to schools that have converted into academies.

Local authorities have always been able to use their own resources to provide assistance, including financial assistance, to academies, and to enter into contractual commitments and incur liabilities on their behalf. We are clear that their continuing to do those things would not have been prevented by the wording of section 6(2) of the Academies Act, and that was not the intention behind the Act. All academies are, and will continue to be, maintained by the Secretary of State under funding arrangements entered into under section 1 of that Act. Any assistance that local authorities provide to academies, whether financial or otherwise, will only ever be a proportion of the total expense of running an academy. Lords amendment 34 therefore confirms that local authorities can continue to make payments for academies under PFI and other contracts.

Oral Answers to Questions

Debate between Nick Gibb and John Bercow

Monday 11th July 2011 Commons Chamber

[Mr Gibb]

My hon. Friend raises a good point, which is a major concern of this Government. More than one in six parents have children who are not offered a place at their preferred school. That has led to 85,000 appeals. We are reviewing the admissions process, which is far too complex to understand and administer. One of the proposals is to allow good schools to raise the pupil admissions number. We have had a very good response to the consultation so far and will announce our response in due course.

[Mr Speaker]

Order. It is much better when the hon. Gentleman addresses the House. We always look forward to that.

Academies (Funding)

Debate between Nick Gibb and John Bercow

Thursday 16th June 2011 Commons Chamber

[Mr Speaker]

Order. That is enough. The hon. Gentleman has had a good outing and I am sure he has enjoyed it.

[Mr Gibb]

My hon. Friend is absolutely right and asked a good question. Many local authorities have been raising this issue for many years; they campaigned on it and lobbied the previous Government about the unfairness of the school funding system. That is what we are determined to sort out with the school funding review.

Oral Answers to Questions

Debate between Nick Gibb and John Bercow

Monday 23rd May 2011 Commons Chamber

[Mr Gibb]

It is always a concern if schools are not entering students for qualifications that best meet their interests. That is what is behind the introduction of the English baccalaureate measure. We want to undo some of the perverse incentives that already exist in the league table situation. We would not want to see pupils being transferred mid-course to English baccalaureate subjects simply for the league table position.

[Mr Speaker]

Order. May I gently appeal to the Minister of State to face the House when giving his replies so that we can all hear them?

[Kevin Brennan (Cardiff West) (Lab)]

I am sure the Minister has read the bishops’ e-alert which arrived from the Catholic Bishops’ Conference of England and Wales at 2.18 pm this afternoon, in which the bishops say that they

“have serious reservations over the omission of Religious Education from the English Baccalaureate”

and

“urge the government to reconsider its decision”.

Given the state of rebellion on the Government Benches about this and the uncertainty across the country, will the Minister take this opportunity to confirm that he is not planning another U-turn, this time about RE and the E-bac?

Education Bill

Debate between Nick Gibb and John Bercow

Wednesday 11th May 2011 Commons Chamber

[Mr Gibb]

I find it upsetting when people complain about my presence in debates. Frankly, I think that the hon. Gentleman has secured a very good deal.

There is no bigger barrier to the recruitment and retention of good teachers than poor pupil behaviour. Figures published last month showed that in nearly one in five secondary schools, behaviour is judged as being no better than satisfactory. In the latest year for which we have figures there were over 363,000 fixed-period exclusions, of which 80,000 were issued for threatening behaviour or verbal abuse against an adult. Recent polls by the Association of Teachers and Lecturers found that two in five teachers had dealt with physical aggression during that year, and that a quarter had been subjected to a false allegation by a pupil. That underlines the fact that too many teachers have been hindered in doing their jobs because of poor behaviour. I fully understand why teachers have felt that the system, and the Government, have not always been on their side. The Education Bill will ensure that the pendulum swings back in their favour by strengthening teachers’ powers. They will be able to issue same-day detentions, and to search for, and confiscate, items such as mobile phones and video cameras. We considered these measures in detail in Committee. I hope they are used only very rarely, but I would rather teachers were able to decide for themselves whether to use them and I am confident that they will help protect the rights of all children to learn in an environment free from disruption and bullying.

Just as importantly, the Bill will also extend better protection to teachers from false and malicious allegations. Teachers will now have pre-charge anonymity when faced with an allegation of an offence by a pupil, to prevent false accusations being used to undermine teachers’ authority. Teachers have campaigned for that for years, and it has been delivered by this Government in our first year. Of course, we will continue to listen to those who seek to extend these provisions to other staff in schools and colleges, but we also need to tread carefully in relation to cherished rights of free speech in a free society.

Discipline is just one area in which teachers have not been afforded the trust and respect they deserve. Over the past decade, for every step forward, there have been three steps backwards as yet more targets and diktats were issued to schools from the centre. Understandably, much of the debate in Committee was about whether to retain the legislation that piled up under the previous Government. I do not doubt that much of that was well-intentioned, but it has clearly failed to address the performance gap this country faces, especially for those from disadvantaged backgrounds.

We are determined to raise the professional status of teachers by giving them the space and flexibility they need. Since the Academies Act 2010 the number of academies has more than trebled, from 203 to 658. All those schools are able to decide what is best to raise standards for their pupils, free from red tape and political interference. That is why it has attracted not only Toby Young, but Peter Hyman, Tony Blair’s former director of strategy and author of the autobiographical book, “1 out of 10: from Downing street vision to classroom reality”. Peter Hyman is setting up a free school in Newham. Newham School 21 will teach children between the ages of four and 18 and aims to be open in September 2012. The Bill provides for two new types of academies: alternative provision academies, and 16-to-19 academies, which will extend the benefits of the programme even further.

The Opposition have complained that the Bill centralises power, yet at the same time they complain when we strip back the layers of instruction and guidance telling schools and colleges how to co-operate, which they put in place. Similarly, they protest when we end the requirement on every local authority to set up forums, irrespective of their actual needs or unique circumstances. The Bill will help us bring an end to the perpetual revolution that has been inflicted upon schools, by allowing professionals—not the Qualifications and Curriculum Development Agency or the General Teaching Council—to do what is best for them.

Just as we are liberating professionals from bureaucracy, so we are ensuring that there is stronger accountability to parents. The Bill will sharpen school accountability by reducing the number of areas in which Ofsted inspects to just four—pupil achievement, quality of teaching, leadership and management, and behaviour and safety—with outstanding schools and colleges also being freed from routine inspection, so that more focus can be diverted towards those that need it most.

The independent regulator, Ofqual, will ensure that our qualifications stand comparison with the best in the world by measuring our relative performance. Because we are prepared to take action where schools and local authorities fail to give children their one chance of a good education, the Bill strengthens the Government’s power to intervene in poorly performing schools, which often have higher proportions of disadvantaged pupils. The Minister for children, my hon. Friend the Member for Brent Central (Sarah Teather), is introducing an entitlement to free early-years provision for 130,000 disadvantaged two-year-olds across the country. The scrutiny in Committee has allowed us to set out clearly that we will maintain the free entitlement for all three and four-year-olds at 15 hours, and that we will ask Ofsted to review the impact of the two-year entitlement.

We are also ensuring that more resources are targeted at the education of the poorest through the pupil premium, which will be worth £2.5 billion every year by 2014-15, and the Bill will ensure that funding for apprenticeship training takes priority when young people have a place, so that we deliver on our ambitions to expand the programme and make it the primary work-based learning route for raising the participation age. Thanks to the vigilance and scrutiny of the Chairman of the Education Committee, we have now removed a reserve power to suspend this offer, which underlines our commitment further. In addition, the scrutiny provided and arguments put forward by my hon. Friends the Members for North Cornwall (Dan Rogerson) and for Wells (Tessa Munt) on the issue of school governors and the proposals in clause 37 have allowed us to improve our policy in this area. We have retained the principle of governor appointments based primarily on skills, while also meeting their desire to reflect stakeholder groups with an interest in schools, in particular staff and local authorities.

The schools White Paper, “The Importance of Teaching”, set out a pathway to close the attainment gap between those from the poorest and wealthiest backgrounds, and to reverse this country’s decline in international performance tables, so that all who are educated in our state schools have the opportunity to compete with the school leavers and graduates of countries with the best-performing education systems. This Education Bill will allow us to take important steps on that journey, and I commend it to the House.

[Mr Speaker]

May I gently point out to the shadow Secretary of State, as I equally could to the Minister, that there are Back Benchers who would also like to contribute and that would help the House?

Education Bill

Debate between Nick Gibb and John Bercow

Tuesday 8th February 2011 Commons Chamber

[The Minister of State, Department for Education (Mr Nick Gibb)]

This has been an excellent debate, with speeches delivered with passion and expertise on a subject that could not be more important. In the words of the hon. Member for Vauxhall (Kate Hoey), who made a principled speech in support of the Bill, the debate is about the education of the next generation and a Bill that will determine the kind of society we have in 20 or 30 years’ time.

Between April 2009 and March 2010, 20,094 children rang ChildLine because they were being bullied at school. The median age of the children concerned was between 10 and 14, and 342 of those children were so traumatised that they were considering suicide. It is unacceptable that a child’s education and childhood should be blighted by such stress. The coalition Government are committed to tackling all forms of bullying in our schools, including homophobic bullying, and the Bill makes a start by tackling the root cause of bullying—poor behaviour in our schools.

Last year, 2,890 pupils were expelled from school for violent or abusive behaviour, and, as my hon. Friend the Member for Reading East (Mr Wilson) pointed out, 1,000 pupils were suspended every day for such behaviour. The Bill ensures that when such a pupil is expelled, the appeals panel will be unable to require a school to take them back against its wishes.

We want to tackle violent behaviour, but we also want to tackle the widespread and corrosive, low-level disruption that challenges teachers throughout the day, which serves to deter people from entering the profession and pushes many to leave it. According to the National Foundation for Educational Research, two thirds of teachers say that negative behaviour is driving teachers out of the profession. Dealing with that is about even more than tackling low level disruption. In some schools, children refuse to do their homework and teachers know that their pupils will not do their French vocabulary or read the next chapter of the set novel. Tackling that culture of low expectation and the school ethos by which it is not cool to study and work hard is central to our educational reforms, because that culture is at its strongest in the weakest schools in the most disadvantaged areas.

The attainment gap between those from wealthy and poor backgrounds is unacceptably wide. Fifty-nine per cent. of non-free school meal pupils last year achieved five or more good GCSEs, compared with 31% of pupils who qualify for free school meals. That 28-point gap has remained stubbornly constant over the years. Our objective is to shift the balance of authority in schools away from the pupil and towards the teachers and heads—away from the child to the adult.

My hon. Friend the Member for East Hampshire (Damian Hinds) is right that we need to tackle the I-know-my-rights attitude of the disruptive child and enforce the rights of the overwhelming majority of children in schools, who just want to get on and learn in a safe, happy and stress-free environment. Pupils in schools make it clear that they know when they are being let down by poor behaviour, an inadequate curriculum or poor teaching. Addressing those issues is at the core of the Bill.

That is also why we have launched a major review of the national curriculum—we want to ensure that our schools are teaching at least the core knowledge of the main academic disciplines—and why we have introduced the English baccalaureate to include GCSEs in English, maths, science, history or geography and a language. My hon. Friend the Member for Bristol North West (Charlotte Leslie) was right to argue in a powerful speech that this is not an elitist education. It is elitist to say that children from poorer backgrounds are not entitled to a broad academic education. That is elitist and backward looking. It is that attitude that has led to this country having wider equality gaps than most other countries in the OECD.

My hon. Friend the Member for Beverley and Holderness (Mr Stuart) asked whether the duties in the Bill on school provision of independent careers advice will apply to new academies. They will do so through their funding agreements. He also asked how we can prevent competition from damaging co-operation between schools. Our whole approach is to encourage the best professionals and schools to support the improvement of other schools. That is why outstanding and good schools converting to academies are required to support weaker schools, and why we are increasing the number of national and local education leaders. The hon. Member for Huddersfield (Mr Sheerman), the former Chairman of the then Select Committee on Children, Schools and Families, is right to say that we need to take the party battles out of the education debate, and to look at the evidence—an approach that he always took when I served under his excellent chairmanship of the Select Committee. I welcome his comments about the Bill.

I felt that the shadow Secretary of State, the right hon. Member for Leigh (Andy Burnham), overstated his case, perhaps for internal Labour party reasons and the need to be seen to oppose. However, he was also wrong on a number of issues. Local authorities will continue to be responsible for co-ordinating admissions, parents will continue to be able to complain to the school governing body and then to the Secretary of State, and, on exclusions, parents will have the right to appeal to an independent review panel. My hon. Friends the Members for North Cornwall (Dan Rogerson) and for Bedford (Richard Fuller) will be pleased to learn that we are considering the expertise on the panel, including that on special educational needs. The adjudicator will continue to investigate complaints, and we are extending his role to academies, which I hope will reassure my hon. Friend the Member for Mid Dorset and North Poole (Annette Brooke). The shadow Secretary of State was also wrong about apprenticeships. Under the Bill, every 16 to 18-year-old who secures an apprenticeship place will have their training funded. Next year’s budget will be more than £1.4 billion, funding more than 350,000 apprenticeships.

The key objectives of the Bill are to raise standards of behaviour in our schools, to return authority to teachers and head teachers, and to send a message to schools that this is a Government who will support teachers. If teachers tell us that we are not doing enough on discipline, we will do more: clarifying and strengthening the rights of teachers, anonymity when facing damaging false accusations and abolishing the statutory requirement for 24 hours’ written notice of detentions. We are sweeping away swathes of bureaucratic burdens from the desks and staff rooms of the teaching profession in order to send the message that we trust teachers as professionals. We are abolishing five quangos while strengthening accountability and increasing choice for parents. The White Paper, “The Importance of Teaching”, set out a programme of reform designed to close the attainment gap between those from the poorest and wealthiest backgrounds, and to reverse this country’s decline in international performance tables so that all who are educated in our state schools have the opportunity to compete with the school leavers and graduates of countries with the best performing education systems.

We want an education system in which left-leaning journalists no longer feel they have no choice but to send their children to the independent sector. We want an education system where high performing schools such as Durand primary school, Mossbourne academy in Hackney and Twyford Church of England school are no longer regarded as extraordinary. This is a Government serious about education reform. The White Paper sets out our path, and this Education Bill marks a further stride towards delivering high-quality education for all. I commend the Bill to the House.

Question put, That the Bill be now read a Second time.

The House proceeded to a Division.

[Mr Speaker]

I ask the Serjeant at Arms to investigate the delay in the No Lobby.

Oral Answers to Questions

Debate between Nick Gibb and John Bercow

Monday 7th June 2010 Commons Chamber

[The Minister of State, Department for Education (Mr Nick Gibb)]

I am grateful to my hon. Friend for that question. Teachers do not welcome perpetual revolution in the curriculum; schools need some stability, and we will shortly make some announcements about the review of the curriculum. Thereafter, it will not be our intention to have five-yearly-cycle reviews.

Regarding the Rose review and the decision by the previous Government to implement a new primary curriculum from September 2011, as both parties in the coalition made clear in opposition, we do not intend to proceed with the proposed new curriculum. We believe that the Rose review’s proposed approach was too prescriptive in terms of how schools should teach and diluted the focus of what they should teach—

[Mr Speaker]

Order. I am sorry but the answer is simply too long.