Education and Adoption Bill

Andrew Gwynne Excerpts

Monday 22nd June 2015 Commons Chamber

[Nicky Morgan]

I am conscious, Madam Deputy Speaker, that funding is not at issue in the Bill, but it is important to all schools up and down the country. My hon. Friend might be aware that it was discussed a great deal at Education questions last Monday in this House, when I referred to our party’s clear manifesto commitment to make progress with fairer funding for our schools. I thank him for his support on that and know that it is an important issue to Members in all parts of the House.

Let me be clear about failing academies: failure has to be tackled wherever it occurs. We support academy status because we see that it works, but where individual academies are struggling, we do not hesitate to take swift action. The statutory legal framework that is being amended in the Bill applies only to maintained schools. Academies are not governed by the statutory framework because they are held to account through a legally binding contract known as a funding agreement. Each funding agreement sets out the controls that are in place for holding the trust to account and the mechanisms by which the Government can intervene to address concerns.

As I have set out, academies are generally performing very well and have progressed faster than their maintained school counterparts. Last week’s Ofsted figures reported that, of the more than 4,600 academies, 1,400 of which are sponsored academies—schools that were set up to transform some of the toughest cases of underperformance —only 145 are judged inadequate. However, as I have said clearly, one failing school is a failing school too many. That is why we have a tough regime to tackle academy failure, which allows us to intervene much more rapidly and effectively than we can in maintained schools.

Open academies are carefully monitored by regional schools commissioners and we take robust action where it is needed. As well as issuing 107 formal notices to underperforming academies, we have intervened and changed the sponsor in 75 cases of particular concern. The results of such intervention are evident.

[Andrew Gwynne (Denton and Reddish) (Lab)]

I am interested in what the right hon. Lady has to say about failing academies because, as she will know, the regional schools commissioner is involved in one academy in my constituency that Ofsted judges to be inadequate. Will she define what she means by a “coasting school”? That is important because we tend to think of schools as failing when they perform at a relatively low base, but is it not the case that a school can be coasting if it does not push highly academic pupils as hard as it can so that they achieve the best that they can?

[Madam Deputy Speaker (Natascha Engel)]

Order. An awful lot of Members want to speak and the interventions are getting very long. If we keep them shorter, everyone will, I hope, get a chance to speak.

--- Later in debate ---

[Andrew Gwynne (Denton and Reddish) (Lab)]

It is a pleasure to follow the hon. Member for Kingston and Surbiton (James Berry). I am fairly sure that his dad would be proud of him today. I know that both he and the hon. Member for Glasgow North West (Carol Monaghan) will make a valued contribution during their time in this House.

Although I have concerns about some of the measures in this Bill, there is much that I welcome. I start by paying tribute to the teachers across Tameside and Stockport, covering my constituency, because they do a good job and we should always remember the work that they do in our communities.

We always remember the good and the bad teachers, never the mediocre ones. I want to tell a little tale about a young person living in Denton who was in year 10 taking GCSE English. He had a teacher who perhaps would not be described as a good teacher, and classroom behaviour was not brilliant. By the end of year 10, that pupil only had one English essay at grade E; everything else was incomplete because the class had been completely disrupted. In year 11, that same pupil had an outstanding English teacher, Neville McGraw. We remember the names of really good teachers—in this case, because that year 11 pupil was me. Had it not been for Neville McGraw at Egerton Park Community High School in 1990, I would not be standing here with a GCSE in English, because my grades had plummeted. That is not because I was not able enough—I was; I came out with a good GCSE; it was because of the classroom behaviour, the lack of discipline and the fact that the teacher was not inspirational in the way that Neville McGraw was. I should like to pay tribute to Neville McGraw for my GCSE in English.

The Secretary of State knows that I talk at length about the problem of coasting schools being not just those that are under-performing or performing at a low level. I am just as adamant that secondary schools must do their best for all pupils, including highly academic pupils. I declare a bit of an interest because I am an associate director on the governing body of Denton West End Primary School in my constituency. I have been a governor of Denton West End for 20 years now; it is an excellent primary school. Lots of children leave that school with really superb standard assessment tests at level 5 and level 6, and yet when they go on to secondary school they do not do their very best. I want to impress on the Secretary of State the fact that schools can coast at a relatively high level. If children who left primary school with level 5 and level 6 SATs are not coming out of secondary school with A and A* grades, then that school is doing just as much of a disservice to those children as a low-performing school.

In my constituency we have some outstanding schools, as recognised by Ofsted, including St Mary’s Roman Catholic Primary School and St Thomas More Secondary School. They have the same catchment area as other schools in my constituency that are rated “requires improvement” or “inadequate”. The Secretary of State will know that I have two academies in my constituency—Reddish Vale High School and Audenshaw Academy. I declare an interest in that my son goes to Audenshaw Academy, so as a parent I am very interested in what goes on there. The regional schools commissioner, Paul Smith, is tackling the issues at those schools. I have been working with Paul and with the governing bodies of both schools to try to get a satisfactory outcome.

I impress on the Secretary of State the need to tackle failing academies as much as failing maintained schools. I do not see in this Bill some of the stronger measures that I would like to see so that we can tackle failing academies and bring all schools up to a decent standard.

[Robert Flello]

I am enjoying my hon. Friend’s speech. One issue I have with academies is that they have a body of directors with no democratic input. I am concerned about one particular headteacher who is also a director, but there is no way to get to the heart of what is going on in her school because the other directors are protecting her. Does my hon. Friend share my concern?

[Andrew Gwynne]

Absolutely. When there are concerns about a school they must be investigated and tackled appropriately.

That leads me nicely on to the issue of the statutory responsibilities of the directors of children’s services. I have talked to the children’s services directors in Tameside and in Stockport, who both raised their concern that they are statutorily responsible for all children within their borough but lack the tools to do much about poor school standards in academies. I want to see their role strengthened, in liaison with the regional schools commissioners, so that they can work together to drive up standards in all schools in both of those boroughs.

It would be unfair to say that all academies in my constituency are failing—they are not. Only today, Ofsted declared that Hawthorns special school in Audenshaw—I implore Ministers to visit it, as it is my favourite school in my constituency—is outstanding across the board. That shows what a brilliant school can do. The service the school gives to the children is excellent, and I pay tribute to Moira Thompson, the executive principal, and all the staff.

I say to the Secretary of State that, whatever the framework, the issue is not structures but delivering a good education for children. This is about real aspiration —we talk about aspiration, but education is about raising aspiration. We should be relentless on standards and on getting the best for all children, so that no child is left behind. That is why we need a concerted effort to make sure that the kind of experience I had in 1990 is not repeated in any other school in this land.

[Several hon. Members]

rose—