Oral Answers to Questions

William Wragg Excerpts

Monday 14th November 2016 Commons Chamber

[William Wragg (Hazel Grove) (Con)]

Notwithstanding the generally higher funding for London schools, will my hon. Friend update the House on the progress towards a fairer funding formula for the rest of the country?

[Mr Gibb]

Yes. We are considering the consultation document we published in March. The consultation finished in April, and we are looking at the responses. We will respond to the consultation shortly.

Schools that work for Everyone

William Wragg Excerpts

Monday 12th September 2016 Commons Chamber

[Justine Greening]

As I understood the hon. Gentleman’s policy, it was simply to scrap charitable status, but what we want to do is to make sure that our independent schools actually earn that charitable status and truly deliver more public benefit taps than some are currently doing. It is fair to say, however, that the overwhelming number of independent schools already do much in their local communities.

[William Wragg (Hazel Grove) (Con)]

As a comprehensive schoolboy, may I commend my right hon. Friend for her bold new departure? Will she ensure, however, that at all times the language used by the Government focuses on people’s aptitudes rather than solely on their academic ability? I believe that, in that way, there are no losers; instead, all talents are championed and pupils are fulfilled.

[Justine Greening]

As a comprehensive schoolgirl, I think that is an excellent point. I can assure my hon. Friend that this is about making sure that we have diversity and choice in our schools system so that, whatever kinds of talents children have, they can find a school that will truly enable them to be developed successfully.

Educational Performance: Boys

William Wragg Excerpts

Tuesday 6th September 2016 Westminster Hall

[Karl MᶜCartney]

I agree with my colleague, who makes a very good point, and it is something that I will cover later on in my speech. I am happy to take as many interventions as possible.

Most males who are not in education, employment or training are unemployed. For those men with no or low skills, that has an impact on their mental health, employment and predilection to commit crime. Those men constitute the largest group in our criminal justice system. When it comes to apprenticeships, there are now 30,000 more female apprentices, a trend and gap that has been in place for at least the past five years. After university, a lower percentage of male graduates will be in full-time work, a higher percentage will be unemployed and far fewer enter the professions. Nowadays, there are more women becoming doctors, vets, dentists, solicitors and teachers than men every year, which reflects the numbers taking related degrees. Twice as many women are now training to be a GP as men.

We can see that all played out when it comes to wages. According to the Office for National Statistics, on average men in full-time or part-time work under 29 years of age are paid less per hour on average than similarly aged women. That remarkable transition flies in the face of the shrill equal pay brigade, who while proclaiming the need for equality seem quietly to gloss over that fact when shouting from the rooftops with regard to equal pay. I want equal pay for those with equivalent experience and qualifications and skill levels regardless of their gender or age.

What is causing the gap—a gap that broadly was not there before the 1980s but which has been increasing since then? That has been an area of some contention, which may partly explain why so little investigation has so far taken place, because it is difficult to agree or find solutions if there is no agreement on what is causing the problem. In essence there are a number of themes.

The first is that boys develop more slowly in their teen years than girls, so boys and girls are not at the same natural development level, even when they are the same age. Many of us long ago accepted that boys and girls are different. The second is around social attitudes and background. There is some evidence that boys have less positive attitudes towards education than girls have, and that they receive less support at home. The role of fathers and/or role models is seen as vital to instilling in their sons the importance of education.

[William Wragg (Hazel Grove) (Con)]

On that note of support at home, does my hon. Friend agree that one of the issues is with parents’ confidence in their own literacy? Reading to their children can be quite intimidating if their own standards of literacy are poor. Is it not therefore necessary for the Government to focus on that area to address the early years?

[Karl MᶜCartney]

My colleague from Hazel Grove makes a very good point.

Perhaps longer working hours and one-parent families where the father is not the primary carer are also an issue. The economy has changed, so the value of job opportunities in masculine-type work, such as in heavy industry, has changed, or such jobs are not as available as they once were.

Another theme is whether the education system is boy-friendly. I believe that the educational system, schools and the sector as a whole are not focused enough on supporting boys. That could be because schools lack understanding about boys and what makes them tick. Practical education, a level of freedom to think and act for themselves, clear goal-setting, career and subject choice support, all within a clear disciplinary framework, are needed, as is an environment that nurtures and celebrates, and does not denigrate, masculinity. The situation is exacerbated by a lack of male teachers and role models in schools. If boys see only women in schools, in whatever roles, that reinforces their view that education is just for girls.

I and others have noticed that the majority of pictures in the national papers recently—each year, it seems—were just of girls celebrating their exam success, not boys and girls, which perhaps sends a subliminal message to boys that education and success are a girl issue and not for them.

SATs Results

William Wragg Excerpts

Tuesday 12th July 2016 Commons Chamber

[Nicky Morgan]

I agree entirely with the Chairman of the Education Committee. Numeracy and literacy are basic skills and building blocks—the Prime Minister has called them the ultimate vocational subjects. Everybody needs to have confidence in them. On post-16 funding, this Government have required those who do not have a grade C at GCSE English and maths to continue to take the subject. It is worth noting that 70% of key stage 2 pupils who took the new test last week achieved the expected standard in mathematics. They are to be congratulated on their hard work.

This Government refused to accept the status quo that let young people down. That was why, in consultation with experts from across the education sector, we introduced a new, world-class primary school curriculum. That curriculum raised the bar on what counts as a good enough standard in the three R’s so that children would leave primary school genuinely ready for success in their secondary studies.

To measure how schools and pupils were performing against the new curriculum, new tests were required. I know that some oppose testing, but they could not be more wrong. The hon. Member for Ashton-under-Lyne was challenged by my hon. Friend the Member for Beverley and Holderness (Graham Stuart) about what tests she would introduce, but she could not answer that question. I think we can agree that tests are a vital part of teaching because they allow teachers to know whether a pupil has understood key subjects, give parents confidence that their children are on track and allow schools to identify where extra support is needed.

These tests are not about holding children to account and they are not exams. The best schools try to make sure that taking SATs involves as little stress as possible. As one teacher said to me just last week, “The children had such a positive attitude towards the SATs, which definitely paid off.”

[William Wragg (Hazel Grove) (Con)]

My right hon. Friend knows about teachers’ concerns on this issue. What is she doing to assuage these concerns and to engage with the profession? More importantly, what is she doing to ensure that, next year, more than 53% of children in our primary schools meet the expected standards?

[Nicky Morgan]

I am of course aware of the concerns. I read emails and letters from teachers, and I have conversations with teachers at every school that I visit. Those concerns were inevitable, given that this was the first year. This was always going to be a challenging year, as is the case for the first year of any new tests. I say that as someone who took the new GCSEs in their first year, way back in the late 1980s. We have made moves to tackle the workload and we are, of course, listening to the feedback that teachers have given us this year as we think about the structure of the assessment frameworks for next year. We will continue to do that.

I talked about a positive attitude towards SATs because that is not unique. Polling from ComRes of 10 and 11-year-olds found that 62% of pupils either “don’t mind” or “enjoy” taking the tests. That is far more than the number who say that they “don’t like” or “hate” taking the tests.

As I said, I know that in the first year of these tests being rolled out, the administration was not as smooth as it could have been, and for that we have apologised. However, in the few cases where errors occurred, we took immediate action, ensuring that the overall roll-out of the new SATs was a success. Lower results do not represent a failure of our reforms. I have been very clear that it is not possible to compare this year’s results with last year’s. We have always been clear that because we not only introduced a new curriculum but raised the bar, results would be lower as the new curriculum is bedding in.

That brings into sharp relief the contrast between this Government and the Labour party. We want children to really understand the curriculum so that they can compete with the best in the world. We do not want to run the risk of them leaving school without the knowledge and skills that they need to succeed. The Labour party, in contrast, clearly appears quite happy for that to happen. Labour Members forget that it is not the children in schools in leafy areas with supportive parents who read to them every night who most need their primary curriculum to set them up for life. It is the ones who are not brought up with high aspirations and interested parents who need their teachers and schools to aim high for them, and that is what these tests and the new curriculum are about.

In fact, the results showed that schools have resoundingly risen to meet the higher bar: two thirds of pupils achieved the expected standard in reading; seven in 10 achieved it in mathematics; and almost three quarters achieved it in writing. Despite the doom-mongering from Labour Members, more than half of young people achieved the expected standard in all three subjects. That number will rise as schools and pupils experience more of the new curriculum.

What does this mean for children who did not meet the expected standard? It means one thing: secondary schools are now aware of that and are able to give those pupils the support that they need to catch up. It absolutely does not mean, and never has meant, that those children have somehow failed. The only people who have used these results to label children failures are the National Union of Teachers and now the Labour party. That is absolutely shameful.

Term-time Holidays

William Wragg Excerpts

Thursday 19th May 2016 Commons Chamber

[Mr Gibb]

We are still waiting to receive the written judgment of the High Court, and as soon as we do we will revert to the hon. Gentleman and the House.

[William Wragg (Hazel Grove) (Con)]

It is irrefutable that good school attendance is essential for both progress and achievement. Does my hon. Friend share my concern that the High Court judgment used a 90% attendance threshold, whereas Ofsted criticises and penalises schools with attendance below 95%?

[Mr Gibb]

My hon. Friend makes a good point. A 10% absence rate equates to one day off a fortnight, and I do not think we should encourage that type of attendance record in our schools.

Key Stage 2 Tests

William Wragg Excerpts

Tuesday 10th May 2016 Commons Chamber

[Mr Gibb]

I did apologise for the problem with the key stage 1 spelling test when that material was inadvertently put online. This issue has not damaged the integrity of the grammar, punctuation and spelling test being taken by 600,000 10 and 11-year-olds today. It was put on to a secure website, protected by password and available only to markers, and 93 of those markers examined the material. We have looked on the websites and at social media—officials were doing this work through the night—to see whether there was any compromising of the test. There is no such evidence.

The Standards and Testing Agency is confident that the test has integrity and it will go ahead. This is a complex process of administering these tests for 600,000 pupils every year. This year was always going to be a challenging year, as it is the first to assess the new and more demanding national curriculum that came into force in September 2014 and that schools have had since July 2013. There is therefore an element of controversy to it. We do not apologise for that controversy, because we believe as a Government in raising academic standards in schools. That is what we came into office to achieve.

We are a Government that will achieve and are achieving those high academic standards, but there are some—I assume that there are no such people on the Opposition Benches—who do not necessarily agree with us that it is important to raise academic standards. Somebody decided that their own opinions were more important than their professional integrity, and decided to breach the trust they had been given and the confidentiality contract into which they had entered, and leaked one of those tests to the media.

[William Wragg (Hazel Grove) (Con)]

I begin by wishing the thousands of children undertaking their SATs this week the very best of luck. I am sure they are taking place in classrooms far calmer than our Chamber this morning. If there has indeed been a deliberate leaking of the SATs material, that is very serious. What is my hon. Friend doing to ensure the continued viability of this year’s key stage 2 SATs?

[Mr Gibb]

Following the problem with the key stage 1 spelling test, we asked the Standards and Testing Agency to go through all the material with a fine-toothed comb to ensure that there were no further problems at either key stage 1 or key stage 2. We have been assured by the chief executive of the Standards and Testing Agency that those tests are safe and secure. Also, I spoke to Rod Bristow, the president of Pearson UK, this morning, and he assures me that Pearson UK is making sure that its processes are secure and tight so that such breaches cannot occur in the future.

“Educational Excellence Everywhere”: Academies

William Wragg Excerpts

Monday 9th May 2016 Commons Chamber

[Nicky Morgan]

I have met Vic Goddard, and I have had the pleasure of visiting his school and seeing just how committed and dedicated a headteacher he is. My first point, in answer to the hon. Gentleman’s question, is that the admissions code makes it extremely clear that schools cannot screen out or not take on certain pupils. If there is evidence of that, it needs to be reported. My second point is that, as I am sure he knows as a former member of the Select Committee on Education, we are moving towards the progress 8 measure, under which we will move away from looking at children on the C-D borderline and look instead at the progress that all students make over the course of their schooling. Schools such as Vic Goddard’s will be particularly good at making sure that that is done well.

[William Wragg (Hazel Grove) (Con)]

As a former teacher, I welcome my right hon. Friend’s decision to reconsider compulsory academisation. Does she recognise that it is vital to engage with the teaching profession as she seeks to implement the other important measures contained in the White Paper? I encourage her to press ahead with those, despite the low-level disruption that she faces from those in front of her.

[Nicky Morgan]

I thank my hon. Friend very much for what he has said. He is, I am sure, an expert at dealing with low-level disruption. On a more serious point, engaging with teachers is something that I take very seriously and enjoy doing. One of the best things that I do is to get out of Westminster to visit schools and take part in the “teacher direct” sessions that I arrange.

Oral Answers to Questions

William Wragg Excerpts

Tuesday 3rd May 2016 Commons Chamber

[William Wragg (Hazel Grove) (Con)]

13. What steps he is taking to reduce the level of business regulation.

[The Secretary of State for Business, Innovation and Skills and President of the Board of Trade (Sajid Javid)]

The Government committed in their manifesto to cut £10 billion of business red tape through the business impact target. We will report on our progress in June this year.

[William Wragg]

The Government are doing well to cut regulation at home, but we cannot ignore the fact that the most burdensome regulations on British companies come from the European Union and cost British business £22 billion a year. Given that there were 1,469 new pieces of EU regulation and 51 EU directives in 2015, is it not clear that the only way to end the cost to British business is to vote to leave?

[Sajid Javid]

My hon. Friend is absolutely right to raise the issue of cutting business regulation, but I do not recognise the £22 billion a year figure for EU regulation. I am sure that he will agree that as well as looking at the costs of regulation, we should consider the benefits of the single market. With 500 million consumers, it is the world’s largest economic zone, and there is no doubt that it helps to generate jobs throughout Britain, including in Greater Manchester.

Trade Union Bill

William Wragg Excerpts

Monday 14th September 2015 Commons Chamber

[William Wragg (Hazel Grove) (Con)]

I rise perhaps in the same spirit as my right hon. Friend the Member for Haltemprice and Howden (Mr Davis) in that what I have to say may put me out of favour on both sides of the House. I rise as a seemingly rare thing—a Conservative who is a member of a trade union, in my case the teaching union ATL, the Association of Teachers and Lecturers. My reticence stems perhaps from the fact that many would not see the two sitting comfortably together. However, I see no contradiction in being both a Conservative and a member of a trade union. Indeed, although we get little credit for it, it was the Conservative party that first legislated to fully legalise trade unions under Benjamin Disraeli.

I want first to express a general opinion on trade unions before moving on to deal with two particular aspects of the Bill about which I have reservations. A trade union should be, I believe, a body that concerns itself with the rights and welfare of its members. It should be an organisation that strives to improve the working lives of people. It should always seek to work in partnership with employers, engaging in constructive dialogue and discussion. What a trade union should not be is a deliberately destructive force, seeking to hold back the economy of the country and unduly inconvenience, or—worse still—endanger other members of society. The ultimate power of calling a strike should always be the last resort, following exhaustive efforts to seek the resolution of disputes. Let me be clear: the withdrawal of labour is a fundamental right, but it is a right that must be tempered with responsibility.

The Bill contains a number of sensible measures: for example, the expiry of the mandate to strike four months after the date of the ballot, and the prevention of the unacceptable scenario of union bosses using ballots, sometimes years old, to call strikes when the issues at hand, and crucially the opinions of workers, might since have shifted. Also the two-week notice period for employers is welcome, so that proper planning can take place. Furthermore, I support the Government’s view that the political contributions of union members should constitute an act of free will, which is not the case under the current arrangements.

My first reservation about the Bill—and I am grateful for the Minister’s consideration of it—concerns “facility time”, which clause 12(8) defines as paid time in which union representatives can undertake unions duties and activities. I am concerned about the fact that “facility time” conflates trade union “duties” and trade union “activities”. It should be clear that such time should not be used for political activities such as the organisation of strikes and political lobbying, but should meet the genuine need for union representatives to be involved in important HR issues between individual union members and employers.

I suggest to the Minister that seeking to reduce “facility time” by publicising it, which does not take account of its exact nature, poses a risk that genuine HR matters may be unfairly neglected. I think that the Bill should clarify the position by making a subtle but important distinction between the sub-types of facility time, which should be carried through to the point of publication that the Bill stipulates. Such a clarification would surely be in line with the spirit of a measure that is, after all, designed to promote transparency and public scrutiny of “facility time”.

[Stephen Doughty (Cardiff South and Penarth) (Lab/Co-op)]

Does the hon. Gentleman believe that the same argument should apply to the Bill’s provisions on health and safety regulations?

[William Wragg]

I consider health and safety to be a union duty rather than a union activity, so I agree with that.

Surely transparency can only be enhanced by the introduction of an additional layer of detail, rather than the conflation which I fear could arise from the Bill’s current wording.

My second concern relates to the possibility of the use of agency workers to cover striking workers. I agree with every word that was said about it by my hon. Friend the Member for Elmet and Rothwell (Alec Shelbrooke), and I urge the Government not to go down that path.

Having raised those issues that concern me, I should add that I am minded to support the Bill, because I believe that we have a Minister who listens and can consider fairly arguments that are put to him in the House. I look forward to further discussions with him.

Let me end by saying that, while the events of the weekend may have revealed the Labour party’s desire to step back into the 1970s and 1980s, thus making themselves a political irrelevance, we Conservatives must show ourselves to be beyond that. We must show ourselves to be reasonable, responsible and, above all, relevant to the needs of the country. Yes, that means reform of the trade unions; but we must be careful not to be seen to erode fundamental rights and liberties of workers who are the foundation of our economy. We must look at measures objectively, and not risk fighting the battles of the past.

Education and Adoption Bill

William Wragg Excerpts

Monday 22nd June 2015 Commons Chamber

[William Wragg (Hazel Grove) (Con)]

It is a pleasure to follow my hon. Friend the Member for Kingston and Surbiton (James Berry), and the hon. Members for Glasgow North West (Carol Monaghan) and for Kilmarnock and Loudoun (Alan Brown), who all made excellent maiden speeches.

I am grateful, as a former teacher, to be afforded the opportunity to make my maiden speech during this debate. Only time will tell if my audience this evening is as receptive as my former students, or indeed, whether the Secretary of State will rate my speech, through the lens of Ofsted, as either “Outstanding” or “Good”—or perhaps “Requiring Improvement”, although I hope not “Inadequate”.

It is the greatest honour of my life to have been elected to this House as the Member of Parliament for my lifelong home of Hazel Grove. I pay tribute to my predecessor, Sir Andrew Stunell, who retired at the last election. Sir Andrew had been an assiduous Member for the constituency since 1997 and was held in high regard by many. He secured a reputation as a strong constituency MP, which is something I seek to emulate. I wish him and his wife, Gillian, a happy retirement.

Since arriving at this House, I have been very disappointed by hon. Members’ geography skills—there is clearly some work to be done there, Minister. When I say “Hazel Grove”, the question all too often has been, “Where’s that?” Saying “Near Stockport” helps some. “Near Manchester” helps a few more, but so far “The North” has sufficed for most. Indeed, several hon. Members have inquired not “Where?”, but rather “Who?” this newbie by the name of “Hazel Grove” is—only to be disappointed that she is not one of “Cameron’s cuties”. “Hazel Grove” is not simply my weekend name; it is the constituency of my birth, where I was educated and have lived all my life.

If the orientation and name of the constituency confuse hon. Members, the fact that it contains numerous and varied villages and small towns besides Hazel Grove itself will only muddy the waters further. From Bredbury and Woodley in the north to High Lane in the south, and from Marple Bridge and Compstall in the east to Offerton and Great Moor in the west, the constituency is united by a rich history and strong community spirit.

It was Marple where John Bradshaw, lead judge at the trial of Charles I, heralded from. The same place gave Agatha Christie the name of her eponymous detective heroine. Lacking inspiration one day, her train pulled into Marple station and out of the window—there it was, and the character of Miss Marple was born.

Parts of my constituency feature in the Domesday Book. In 1066, Bredbury, Romiley, Norbury and Ludworth collectively generated a total taxable income of £7. I am pleased to inform the House that living standards, as well as tax receipts, have risen in the area considerably since then, not least in recent times, because of Her Majesty’s Government’s long-term economic plan.

The name “Hazel Grove” came about in 1836 as a rebranding exercise. The old name, “Bullock Smithy”, had somewhat negative connotations. It was infamous for drunkenness and criminality—indeed, the number of pubs and alehouses rivalled the number in the Palace of Westminster. In 1750, the Methodist leader John Wesley preached in Bullock Smithy, describing it as

“one of the most famous villages in the country for all manner of wickedness.”

Quite what he would have made of the Westminster village, I am not too sure. However, he was kinder to another part of my constituency, Mellor, describing the views from the foothills of the Pennines as “paradise”.

As Hazel Grove is a commuter district of Greater Manchester, the issues of travel, public transport, road and rail links receive a great deal of attention from local residents. I have long campaigned for improvements to road schemes and the A6 to M60 link road in particular is something that I am keen to see delivered. Other priorities of mine will be to champion improvements in local healthcare, including in mental health provision.

I also hope that my experience as a teacher will stand me in good stead for pursuing improvements in education for our children, so that they can get the best start in life and fully develop their talents. I would like to place it on the record that the children I have taught and worked with have been the single greatest inspiration to me: their creativity, humour and resilience are truly qualities to be cherished.

I am pleased that the new Government intend to further improve education, particularly in the area of funding by protecting the total schools budget and introducing a fairer funding formula, so that similar pupils get the same funding, no matter what part of the country they live in. The Bill concerns raising the standards in our schools still further through their conversion to academies, where that is deemed to be the most appropriate course of action. Part of the Government’s plan for education over the next five years is to tackle coasting schools. For some of those schools, becoming an academy may be the best route to sustained improvement. However, as my right hon. Friend the Secretary of State for Education has made clear, where head teachers have a plan and the capacity to deliver it, they will be given time to improve on their own.

I welcome the approach that has been taken by my right hon. Friend the Secretary of State in engaging with the teaching profession. A collaborative approach is the best way to secure improvements. The Workload Challenge was a positive step from the Government and I would like to see more of that approach. We need to take seriously the issue of teacher retention and morale. Above all, we must endeavour to make the Ofsted process more something that is done with, rather than done to, schools.

It has been a pleasure to make my maiden speech in the House today. I am proud to support the Bill, delighted to speak in this debate and honoured to serve my constituents in Hazel Grove.