Oral Answers to Questions
Debate between Lord Coaker and Chris Skidmore(5 years, 5 months ago)
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Vernon Coaker (Gedling) (Lab)
Is not part of the problem of encouraging youth entrepreneurship that vocational education is seen as second rate? How will we change that?
Chris Skidmore
The hon. Gentleman raises a very important point, which is why the Government have commissioned the Augur review to look at post-18 education. In addition, we are developing a full range of T-levels that will soon be operational. It is absolutely important that we level the playing field and ensure that the 50% of people who are not going to university have that opportunity to develop their skills going forward, particularly around technical education.
Academies Bill [Lords]
Debate between Lord Coaker and Chris Skidmore(13 years, 11 months ago)
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Vernon Coaker
Let me finish the point, and then I will, of course. We are in Committee, so things are a bit calmer.
It is no good giving one person or school freedom without considering how it will impact on the freedom of others. I believe that my hon. Friend the Member for North West Durham (Pat Glass) made that same point, particularly with respect to disadvantaged children, children with special needs and so forth. The hon. Member for North Cornwall (Dan Rogerson) tabled amendments with a similar point in mind for the Liberal Democrats, so these concerns are not restricted to Labour Members.
Chris Skidmore (Kingswood) (Con)
Will the hon. Gentleman remind the House who said:
“We need to make it easier for every school to acquire the drive and essential freedoms of Academies…We want every school to be able quickly and easily to become a self-governing independent state school…All schools will be able to have Academy-style freedoms”?
Was it not his former leader, one Anthony Blair? If the hon. Gentleman no longer agrees with those views, when did he depart from them?
Vernon Coaker
I have seen that briefing. I have explained how we have moved on from that point. We are now debating the particular model that the Government are introducing. The context in which those remarks were made was therefore totally different. We are considering how to move from where we are to where we want to be in giving schools more freedom. Our view is different from the hon. Gentleman’s and that of his Front Benchers. We believe that, if there is a free-for-all and the local authority’s role is taken away, the process is open to danger. That is the point of difference. The hon. Gentleman may think that it is better that whether a school becomes an academy is determined not by the local authority and local people but by the Secretary of State. That is nonsensical. However, he will doubtless defend that position.
Chris Skidmore
The hon. Gentleman has rightly praised the work of special schools. If he is such a fan of them, why did 9,000 special school places and 160 special schools close under the previous Government? He and I are not special school teachers. We are not experts in this field, but if we were, I would hope that the Government would give us the freedom to set up schools and teach in a way that we know we are able to teach as professionals. I hope that he agrees with that statement.
Vernon Coaker
The Minister has not set the evidence out. The impact assessments mention CTCs, but not primary schools. The Minister makes a good debating point when he says that CTCs have primary sections, and they are therefore covered. I think that if the Government could rewind the clock three, four or five weeks—whenever the assessments were prepared—the Minister would ensure that primary schools and special schools were included, particularly in the equality impact assessment.
Chris Skidmore
The hon. Gentleman talks about evidence, and we have that of GCSE performance. I am sure that he welcomes the performance of secondary schools that have become academies. For example, when Mossbourne academy was Hackney Downs school, 10% of pupils got five good GCSEs, but now more than 80% get five good GCSEs as a result of the school gaining academy freedoms. Primary schools have not yet had the opportunity to enjoy those freedoms, but we know that 40% of primary school pupils currently do not get the three R’s at level 4, key stage 2 and that fewer than 50% of pupils in around 500 primary schools achieve the required standard in English and maths. Does the hon. Gentleman think that that is acceptable, or that those schools should have the same chance as Mossbourne to change?
Vernon Coaker
The dramatic rise in standards—the improvements in reading, writing and maths—in primary schools is significant. The hon. Gentleman asks whether we want higher standards and even faster progress. Of course we all do. However, the Government want to achieve that by allowing outstanding primary schools initially—we will find out how many shortly—to fast-track to academy status in September. If that is the Government’s policy direction, where is the evidence to demonstrate that the results will be as he predicts? The whole point of a Bill’s impact assessment, as the Chair of the Select Committee knows from his days as a member of that Committee, is to present evidence.
Vernon Coaker
I will give way again, but I want to make progress, otherwise, at 10 o’clock, everyone will say, “We’ve only done two sets amendments.”
Chris Skidmore
The fact that nearly 300,000 pupils are not achieving level 4 in the three R’s at key stage 2 is clearly not acceptable. Yes, we admit that standards have risen since 1997, but at level 4 they have stalled and begun to go backwards. Will the hon. Gentleman not admit that? During the next stage of the march, we need to think about freedoms. We need to think about giving teachers freedom to seek academy status if they wish, so that they can push forward as secondary school teachers have at Mossbourne school.