Oral Answers to Questions

Debate between Nick Gibb and John Bercow

Monday 20th March 2017 Commons Chamber

[Mr Gibb]

My right hon. Friend knows how dealings with the Treasury work; one has to justify every penny. We managed to secure a very good deal with the Treasury, and we have the highest level of school funding— £40 billion, rising to £42 billion by 2019-20, as pupil numbers rise—at a time when we seek to continue to tackle the public sector deficit that we inherited from the Labour party.

[Mr Speaker]

We will have two questions from the hon. Member for Ashton-under-Lyne (Angela Rayner). They need to be extremely brief, otherwise we will just have to move on.

[Angela Rayner (Ashton-under-Lyne) (Lab)]

Earlier, I set the Secretary of State a simple maths question on free schools, but I do not think we had a clear answer. So let me set her one on verbal reasoning. If David promised to protect school spending per pupil and Justine’s new funding formula cuts spending per pupil in more than 9,000 schools, what does that make Theresa?

Oral Answers to Questions

Debate between Nick Gibb and John Bercow

Monday 6th February 2017 Commons Chamber

[Mr Gibb]

My hon. Friend will know that 22% of the schools in his borough will see an increase in funding, and per-pupil funding on average in Harrow remains high, at £4,792 per pupil. That is higher than in many local authority areas around the country.

[Mr Speaker]

Of topical length, please, Mr Greg Mulholland.

Oral Answers to Questions

Debate between Nick Gibb and John Bercow

Monday 19th December 2016 Commons Chamber

[Mr Gibb]

Well done! We have strengthened primary maths assessment to prioritise fluency in written calculation and we have removed the use of calculators from key stage 2 tests.

We have not made an assessment of the proportion of children in Northamptonshire or England who know their multiplication tables by heart, but we have pledged to introduce a multiplication tables check for primary school pupils in England to ensure that every child leaves primary school fluent in their times tables up to and including 12 times 12, which, as my hon. Friend the Member for Lichfield (Michael Fabricant) says, is 144.

[Mr Speaker]

We are all very much better informed.

[Mr Hollobone]

Does the Minister agree that learning the times tables is an absolutely essential part of success at maths? What is the Government’s official view on the best way for times tables to be taught and learned?

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[Mr Gibb]

I will do my utmost to ensure that they receive a letter. I enjoyed meeting them and they raised some very important points, but we are ensuring that we are filling teacher training places. There are more teachers in our initial teacher training system now than there were last year.

[Mr Speaker]

Well done.

Oral Answers to Questions

Debate between Nick Gibb and John Bercow

Monday 10th October 2016 Commons Chamber

[Mr Gibb]

I welcome the hon. Gentleman to the Education shadow Front-Bench team. I understand the challenges of the teaching profession, and we are taking action. That is why we set up the workload challenge in 2014. The report published today by the Education Policy Institute is based on the 2013 TALIS. When that survey was published we looked at it very carefully, which is why we conducted the survey that we did and are taking action. The key thing is that 1.4 million more pupils are in good and outstanding schools today than there were in 2010, including 4,500 more in such schools in Trafford and 27,900 more in the city of Manchester.

[Mr Speaker]

There is some sort of screed written in front of the Minister of State. He may find it profitable for himself and others to deposit it in the Library, where colleagues can consult it if they wish in the long winter evenings that lie ahead.

Teachers Strike

Debate between Nick Gibb and John Bercow

Tuesday 5th July 2016 Commons Chamber

[Mr Speaker]

Order. I do not wish to disrupt the flow of the hon. Gentleman’s eloquence or the eloquence of his flow, but at this point all he needs to do is ask his urgent question. His more detailed supplementary will come after he has heard what the Minister has to say, in which I am sure he is extremely interested.

[The Minister for Schools (Mr Nick Gibb)]

There is absolutely no justification for this strike. The National Union of Teachers asked for talks, and we are having talks. Since May, the Department for Education has been engaged in a new programme of talks with the major teaching unions, including the NUT, focused on all the concerns raised during the strike. Even before then we were engaged in round-table discussions with the trade unions, and both the Secretary of State and I meet the trade union leaders regularly to discuss their concerns.

This strike is politically motivated and has nothing to do with raising standards in education. In the words of Deborah Lawson, the general secretary of the non-striking teacher union Voice, today’s strike is a

“futile and politically motivated gesture”.

Kevin Courtney, the acting general secretary of the NUT, made it clear in his letter to the Secretary of State on 28 June that the strike was about school funding and teacher pay and conditions, yet this year’s school budget is greater than in any previous year, at £40 billion—some £4 billion higher than 2011-12. At a time when other areas of public spending have been significantly reduced, the Government have shown our commitment to education by protecting school spending.

We want to work with the profession and with the teacher unions, and we have been doing that successfully in our joint endeavour to reduce unnecessary teacher workload. With 15,000 more teachers in the profession than in 2010, teaching remains one of the most popular and attractive professions in which to work. The industrial action by the NUT is pointless, but it is far from inconsequential. It disrupts children’s education, inconveniences parents, and damages the profession’s reputation in the eyes of the public, but our analysis shows that because of the dedication of the vast majority of teachers and headteachers, seven out of eight schools are refusing to close.

Our school workforce is and must remain a respected profession suitable for the 21st century, but this action is seeking to take the profession back in public perception to the tired and dated disputes of the 20th century. More importantly, this strike does not have a democratic mandate from a majority even of NUT members. It is based on a ballot for which the turnout was just 24.5%, representing less than 10% of the total teacher workforce.

Our ground-breaking education reforms are improving pupil outcomes, challenging low expectations and poor pupil behaviour in schools, and increasing the prestige of the teaching profession. This anachronistic and unnecessary strike is a march back into a past that nobody wants our schools to revisit.

Oral Answers to Questions

Debate between Nick Gibb and John Bercow

Monday 4th July 2016 Commons Chamber

[Mr Gibb]

I think it must be the record for the shortest-serving shadow Secretary of State. I am particularly offended, though, that there is no one to shadow me, and I wonder what I have done to deserve that offence.

[Mr Speaker]

I am sure the hon. Gentleman will bear up stoically and with fortitude under the burden.

[John Cryer (Leyton and Wanstead) (Lab)]

Could the Minister now answer the original question? Is he advocating the abolition of national pay scales, because that is what it sounds like he is saying?

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[Mr Gibb]

I was actually expecting a question on term-time holidays from my hon. Friend, but I am nevertheless delighted to join him in congratulating the Acorn AP academy. It is an excellent alternative provision academy with a real focus on academic achievement for vulnerable pupils. I certainly agree that outstanding alternative provision is vital, and in our education White Paper we set out reforms that will help to build a world-leading system of alternative provision. The reforms will incentivise schools to commission high-quality provision and make the schools more accountable for the outcomes of alternative provision pupils.

[Mr Speaker]

I can authoritatively pronounce from the Chair that the screeds written for Ministers at Education questions are significantly longer than those written for other ministerial Question Times. That is not a compliment.

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[Mr Gibb]

Yes, I would be delighted to join my hon. Friend in congratulating Havant Sixth Form College on harnessing the expertise and ingenuity of Google’s staff and products. The intelligent selection and use of technology in schools and colleges can be a great asset in helping to improve educational outcomes. I hope that this screed was within the time limit, Mr Speaker.

[Mr Speaker]

Just.

[Fiona Mactaggart (Slough) (Lab)]

Is the Minister of State surprised to learn that when I shared his latest response to my correspondence about teacher shortages in Slough with our local headteachers, they found it cynical and said that it failed to address the real recruitment and retention problems that they face? Will he meet me and those headteachers to discuss a practical arrangement to deal with the teacher shortages in our town?

Term-time Holidays

Debate between Nick Gibb and John Bercow

Thursday 19th May 2016 Commons Chamber

[The Minister for Schools (Mr Nick Gibb)]

The High Court oral judgment represents a significant threat to one of the Government’s most important achievements in education in the past six years: improving school attendance. For this reason, the Government will do everything in their power to ensure that headteachers are able to keep children in school.

There is abundant academic evidence showing that time spent in school is one of the single strongest determinants of a pupil’s academic success. At secondary school, even a week off can have a significant impact on a pupil’s GCSE grades. This is unfair to children and potentially damaging to their life chances. That is why we have unashamedly pursued a zero-tolerance policy on unauthorised absence. We have increased the fines issued to parents of pupils with persistent unauthorised absence, placed greater emphasis on school attendance levels in inspection outcomes and, crucially, we have clamped down on the practice of taking term-time holidays. Those measures have been strikingly successful: the number of persistent absentees in this country’s schools has dropped by over 40%, from 433,000 in 2010 to 246,000 in 2015, and some 4 million fewer days are lost due to unauthorised absence compared with 2012-2013. Overall absence rates have followed a significant downward trend from 6.5% in the academic year ending in 2007 to 4.6% in the academic year ending in 2015.

These are not just statistics. They mean that pupils are spending many more hours in school, being taught the knowledge and skills they need to succeed in life. It is for this reason that we amended the 2006 attendance regulations in 2013. Previously headteachers were permitted to grant a family holiday during term time for “special circumstances” of up to 10 days per school year. Of course, the need to take time off school in exceptional circumstances is important, but there are no special circumstances where a 10-day family holiday to Disney World should be allowed to trump the importance of school. The rules must apply to everyone as a matter of social justice. When parents with the income available to take their children out of school go to Florida, it sends a message to everyone that school attendance is not important.

The measure has been welcomed by teachers and schools. Unauthorised absences do not affect just the child who is absent; they damage everyone’s education as teachers find themselves having to play catch-up. Because learning is cumulative, pupils cannot understand the division of fractions if they have not first understood their multiplication. Pupils cannot understand why world war one ended if they do not know why it started, and they cannot enjoy the second half of a novel if they have not read the first half. If a vital block of prerequisite knowledge is missed in April, a pupil’s understanding of the subject will be harmed in May.

The Government understand, however, that many school holidays being taken at roughly the same time leads to a hike in prices. That is precisely the reason that we have given academies the power to set their own term dates in a way that works for their parents and their local communities. Already schools such as Hatcham College in London and the David Young Community Academy in Leeds are doing just that. In areas of the country such as the south-west, where a large number of the local population are employed in the tourist industry, there is nothing to stop schools clubbing together and collectively changing or extending the dates of their summer holidays or doing so as part of a multi-academy trust. In fact, this Government would encourage them to do so.

[Mr Speaker]

Has the Minister concluded?

[Mr Gibb]

I am about to conclude, Mr Speaker.

We are awaiting the written judgment from the High Court and will outline our next steps in due course. The House should be assured that we will seek to take whatever measures are necessary to give schools and local authorities the power and clarity to ensure that children attend school when they should.

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[Mr Gibb]

I listened carefully to the hon. Gentleman, but I do feel that he is not on the same side as us with regard to raising school standards. Improving school attendance is absolutely key to raising academic standards. Under the previous Labour Government, it became accepted wisdom that parents could take their children out of school for term-time holidays for up to 10 days a year. Those numbers were causing an issue for us. We had to address the problem that we inherited from the previous Labour Government—[Interruption.]

[Mr Speaker]

Order. The Minister of State is going about his duty in the conscientious way that we have come to expect. A significant number of young children are observing our proceedings this morning, and I rather doubt they will be greatly impressed by the Front-Bench deputies on each side of the House conducting a kind of verbal tug of war from which each of them should desist, partly in consideration of the children and partly out of respect for the Minister of State, from whom we should hear.

[Mr Gibb]

I am most grateful to you, Mr Speaker.

Under the previous Labour Government it had become accepted wisdom that parents could take their children out of school for term-time holidays for up to 10 days a year. We had to address that popular perception, and that is why the regulations were changed in 2013. In 2012, 32.7 million pupil days were lost owing to authorised absences. That figure has fallen to 28.6 million in 2014-15—that is, some 4 million fewer pupil school days lost as a consequence of the changes to the 2013 regulations. That is a huge success, and I wish that the hon. Member for Scunthorpe (Nic Dakin) would support the change.

All Saints National Academy, Walsall

Debate between Nick Gibb and John Bercow

Tuesday 26th April 2016 Commons Chamber

[Mr Gibb]

I know the hon. Gentleman said June, and he drives a hard bargain, but I am meeting him halfway. I will commit to visiting the school before it breaks for the summer holidays.

I am grateful to the hon. Gentleman for the opportunity to air this debate. He is certainly fulfilling his duty as a conscientious Member in bringing this issue to the House. I am happy to visit the school and to discuss the matter further.

[Mr Speaker]

The hon. Member for Walsall North (Mr Winnick) will pursue this matter over and over again, until his school building is refurbished to his satisfaction. This much I think we know.

Question put and agreed to.

Oral Answers to Questions

Debate between Nick Gibb and John Bercow

Monday 25th April 2016 Commons Chamber

[Mr Gibb]

I am pleased that the headteacher of Jerry Clay academy is exploring the possibility of joining a multi-academy trust. The regional schools commissioner has discussed the matter with the school and continues to support it as it considers the opportunity. We are supporting leaders of trusts to succeed in their vital role through programmes such as the successful multi-academy trust chief executive programme and the academy ambassadors programme, which have resulted in over 190 experienced business leaders joining trust boards.

[Mr Speaker]

We have now exceeded the time available for the Minister’s exam, and we come now to topical questions.

Oral Answers to Questions

Debate between Nick Gibb and John Bercow

Monday 25th January 2016 Commons Chamber

[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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[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.

Oral Answers to Questions

Debate between Nick Gibb and John Bercow

Monday 30th November 2015 Commons Chamber

[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.

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[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.

Oral Answers to Questions

Debate between Nick Gibb and John Bercow

Monday 20th July 2015 Commons Chamber

[Mr Speaker]

Minister of State Gibb.

[The Minister for Schools (Mr Nick Gibb)]

Thank you, Mr Speaker Bercow.

Subject knowledge enhancement courses allow trainee teachers to build on their existing knowledge to enable them to teach their chosen subject. We have reformed the programme so that the courses can now be delivered by schools and universities, and we are promoting the courses through the successful “Get into Teaching” marketing campaign. The additional training is free of charge and most participants also receive a bursary. New chemistry trainees are also eligible for a bursary of up to £25,000 in 2015-16.