Science, Engineering and Technology (Women)

Andrew Percy Excerpts

Tuesday 2nd November 2010 Westminster Hall

[Meg Munn (Sheffield, Heeley) (Lab/Co-op)]

I am delighted to have the opportunity to discuss Government policy on support for women in science, engineering and technology, and that it has attracted such interest across the main parties in Parliament.

Science, engineering and technology are important areas, where we need to increase research and improve productivity, in order that the UK economy can achieve sustained economic growth. It is the view of many that, to achieve these desirable goals, we have to increase the number of women working in those fields. That increase should come from both encouraging young women to enter and supporting women getting back into those fields when they have been away for some years. To do that means continuing to support the work being undertaken by a number of organisations, including the UK Resource Centre for women in science, engineering and technology, and the Institution of Engineering and Technology.

Employers increasingly worry about the under-representation of women, as it is directly affecting productivity and growth. In the private sector, in all SET occupations, there are around 417,000 female employees. Women made up only 12.3% of the work force in 2008, and the IET 2010 survey of engineering employers found that only 5% of engineers and 4% of engineering technicians are women. In the IT industry, men outnumber women by four to one.

Government strategy for women in SET was laid out in 2003, and the key mechanism for taking the strategy forward is the UKRC, which was launched in 2004. The UKRC works with British business to maximise the opportunities for professional women in the relevant areas of activity, and close the skills gap that the Department for Business, Innovation and Skills says is damaging UK competitiveness. It also collates statistics on women’s participation in SET education and employment and funds individual projects that aim to improve women’s progression and profile. The UKRC analysed its work to assess its value and effectiveness using the social return on investment methodology, as developed by the Cabinet Office and others. The social value generated by the UKRC is nearly £12 million above its grant funding. That means that for every pound invested in the UKRC, £5.27 of social value is created for organisations, women and their families.

My first question to the Minister concerns its future. I consider the UKRC an organisation that we should be supporting at this time to ensure our future economic growth. Are there any proposed cuts to its budget? Public sector cuts could also have a long-term impact on women working in a wide range of science, engineering and technology-related roles. The UKRC’s assistant director, Jane Butcher said:

“Nearly 45% of SET graduates working in the public sector are females; this is much higher than in the private sector....The UKRC is concerned that many women scientists, engineers and technologists may lose their jobs, and this will impact on the quality of public services and on the long-term profile and presence of women in SET.”

One positive sign for the future is that more girls are studying science, technology, engineering and mathematics courses, otherwise known as STEM. Girls and boys enter GCSE exams in those courses in almost equal numbers. Furthermore, the overall representation of girls in those subjects has improved in recent years, especially in physics, chemistry and biology.

[Andrew Percy (Brigg and Goole) (Con)]

The hon. Lady is right. However, girls and young women are often pressured later into a more academic route, as it is seen traditionally as female. I am keen to pursue joint pathways, where young people, particularly girls, can take both partly academic and partly vocational qualifications. Does the hon. Lady not think that if we can achieve that in our schools, we will encourage many more of our girls to go on much further in these subjects?

[Meg Munn]

The hon. Gentleman makes an important point. Although we are not largely concerned today with issues in schooling and the like, it is still important in terms of what happens.

Overall, we know that number of girls taking further mathematics, technology subjects, physics and other science subjects at A-level has increased, and it has increased proportionately more than the number of boys taking those subjects. So there is an interest there. The girls perform as well and often better in their GCSE and A-level courses. In 2009, girls outperformed boys in grades A* to C attainment in six out of 12 STEM GCSE subjects. They also outperformed boys in A-grade attainment in all but two A-level STEM subjects and had a slightly better pass rate than boys in all A-level STEM subjects. That level of success is good, but where are those bright young girls going? More young women are studying STEM courses, but female graduates are not heading towards employment in those areas.

Oral Answers to Questions

Andrew Percy Excerpts

Monday 11th October 2010 Commons Chamber

[Tim Loughton]

I think we all agree with the hon. Gentleman about the importance of play in so many different areas. It can help to affect social divisions, obesity and other health measures. Of course, we fully share his aspirations and, I am sure, those of the people behind the project in Aintree village. I pay tribute to the people in his constituency and in other communities who have striven hard for those play areas, but I repeat that the play funding was based on the dodgy accounting of the previous Government’s end-year flexibility system. On that basis, I am afraid that it has had to be reviewed, but I hope that there will be money forthcoming in due course so that other projects can proceed. He will hear about that in the next few weeks.

[Andrew Percy (Brigg and Goole) (Con)]

The Minister may be aware that I have made several representations on this subject regarding a number of play parks in my constituency, including in Winterton, Keadby, Crowle and Burringham. What is now coming back from some of those is the fact that there have been several delays in the process, through the fault of the local councils over the years. May we have an assurance that the Department will look favourably on the cases of park bids that have been delayed because of problems within the local authorities?

[Tim Loughton]

Again, I pay tribute to my hon. Friend and his concern for that important matter, but it is not for the Department for Education to specify which particular play projects are to go ahead. That area is not ring-fenced; it is up to the local authorities. Once we make the further announcement following the comprehensive spending review, I very much hope that those projects that are to go ahead do so with all speed.

Academies Bill [Lords]

Andrew Percy Excerpts

Monday 26th July 2010 Commons Chamber

[Dr Pugh]

When were elected this May—God, it seems years ago—we all knew that there was some prospect that politics in this place might never be quite the same again. Many of us, frankly, welcomed that. The huge and welcome influx of new Members gave us all hope that things could possibly be different. That, along with the odd arithmetic of this place and the challenging nature of the country’s problems, seemed to dictate that the way ahead would be through rational consensus and for a while—all too short a while—it appeared that tribalism and command-and-control politics were dead; the Chamber and Committees would be important and policy would have to be evidence-led, much to the disappointment of the media, whose preference is always for a good scrap.

What do we have with amendments to the Bill, however? We have the spectacle of Ministers who have already told us that they will accept no amendment, period, and the sight of Whips new and old cracking their knuckles off-stage and perfecting basilisk-like stares in the mirror, persuading people not to vote for amendments such as amendment 8 and others that, it could be argued, align with the spirit and improve the detail of the Bill. Paradoxically, they are doing that because they assume that is how coalition politics work. I say paradoxically, because the amendment-denying Ministers in front of us, whose agents the Whips are, seem to be the most mature, civilised and benign advocates of the new politics. I personally cannot associate myself with the recent comments made by my hon. Friend the Member for Westmorland and Lonsdale (Tim Farron); nor can I afford to drink in the Boot and Flogger. I am simply moving an amendment with which the Committee should be comfortable and, frankly, which any Member of any party can and should be free to support.

In the event of a governing body being divided, amendment 8 obliges a school to hold a ballot if a governor or a minority of governors object to an application for academy status. It therefore provides a restraint on a motivated group of governors misrepresenting or riding roughshod over parents’ wishes.

Mr Evans, you might recall that under Mrs Thatcher, in the Education Reform Act 1988, a parental ballot was an essential precondition of the change to grant-maintained status in any school. There were votes across the country on those matters. Sadly, subsequent Governments seem to have lost interest in the views of parents and, in my view, have disempowered parents, with one exception. Tony Blair insisted that the change from grammar school status required a parental ballot and that condition survives and is effectively incorporated in this Bill.

Can anyone in this Chamber give me an argument for why grammar school parents should be balloted before the status of their school changes and parents of children at other schools should not? I am at a loss to find such an argument. Why should grammar school parents have a right that primary school parents, comprehensive school parents and special school parents do not have? Will anyone agree with the former and present me with a good argument for voting against the latter?

[Andrew Percy (Brigg and Goole) (Con)]

Presumably, the reason is that a change from grammar school to non-grammar school involves a change in admission arrangements for the cohort coming in the new year. With an academy, the admissions code remains the same and all that effectively happens is that the school organisation changes.

[Dr Pugh]

That was very quick off the mark. I anticipated that point being made, but a change in governance is quite as significant as a change in admissions, and most parents would think so.

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[Roberta Blackman-Woods]

I did hear that answer, but many of us fear that, at that point, the process will already have gone too far in a particular direction for it to be stopped. In any case, the Government should adopt best practice, but it is not best practice to carry out a consultation when all but the very last stages of a decision process have already been completed. It would be more honest of the Government to admit that this clause had been inserted in the other place, that they did not want it in the Bill in the first place, and that there is no intention whatever to consult outside the governing bodies. Significantly, they should also admit that no attention will be paid to the outcome of any consultation exercise. This is not what the Government should be doing; it is not good practice.

[Andrew Percy (Brigg and Goole) (Con)]

I should like to speak to amendments 8 and 9 and new clause 1. I shall possibly touch on amendment 4 as well. Over the past few weeks, it has been interesting for me, as a new Member, to listen to Labour Members telling us that a figure of 51% is the correct one in any decision. Today, however, I think it was the hon. Member for Stockton North (Alex Cunningham) who told us that using a figure of 51% was an unacceptable way of coming to a decision. I am interested that their consistency on one argument does not necessarily carry over into another.

There are some sensible reasons behind amendment 9, in that one would probably want a consultation to have begun—and possibly even finished—before making an academy order. I suspect that as schools move along this route, that will indeed be the case. Today, however, I have been struck by the lack of confidence in our governing bodies and our head teachers. It has been staggering to listen to that. I sit as a school governor and I was until recently a school teacher. Perhaps I am judging hon. Members unfairly, but they seem to be giving the impression that governing bodies are educational asset strippers who want to move forward as quickly as possible without any consultation with parents. As a governor and someone who has worked as a teacher, I do not recognise that portrayal of governors as some kind of strange being.

[Lisa Nandy (Wigan) (Lab)]

I take the hon. Gentleman’s point about Members not taking governors’ commitment seriously. I want to reassure him that that is certainly not the argument that many of us are putting forward. The point about governors, of which I am one, is that they have a strong duty to take into consideration the impact of changes on the children in their school. They attach the utmost importance to that duty. We are also asking them to take into account the impact of the proposed changes on the wider community, but they will be able to do that only if they consult the wider community. Many of us are concerned that that will not happen unless such a requirement is incorporated in the Bill.

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[Andrew Percy]

I thank the hon. Lady for her intervention. Amendment 8 does not mention the wider community; it simply mentions parents. We also now have community governors to represent the interests of the wider community. So it is untrue—sorry, it is incorrect to suggest that governors do not take into account the role of their school in the community. In fact, over the past few years, one of the great moves forward for most schools is that they now recognise their position at the centre of the local community, and no longer see their responsibility ending at the school gate or the perimeter fence. Most schools now work incredibly hard to build links with their communities.

[Lisa Nandy]

I accept that most schools see their role as being at the heart of their community, and I am grateful for that. The problem arises when a school does not see that as its role, and that is what many of these amendments are seeking to address.

[Andrew Percy]

I suspect that the hon. Lady and I will have to agree to differ on this point, otherwise we will end up bouncing backwards and forwards. Head teachers, teachers, governors and those who have attended a governors’ training course are generally well aware of their responsibilities beyond the boundary fence of their school.

[Sammy Wilson]

Does the hon. Gentleman not agree that any school that wants a long-term future and wants to attract the necessary intake of pupils to maintain its position will have to take cognisance of what is going on in the community, because without community support it will not get a supply of pupils?

[Andrew Percy]

My hon. Friend makes that point better than I could. That is precisely why I am making the point today that governing bodies are not full of educational asset strippers. They consist of people who care deeply about their schools and communities and who will not change the governance arrangements of their school without proper consultation with parents, pupils and the wider community. We should pay respect to the people who serve as governors. They are dedicated individuals who understand their responsibilities full well, and they will not proceed without proper consultation.

[Mr David Ward (Bradford East) (LD)]

There seems to be a view that a particular school serves a community, but in many areas the reality is that it serves different communities. A catchment area will include a range of different communities, not all of which might be represented on the governing body.

[Andrew Percy]

The hon. Gentleman makes the point that I was going to make about amendment 8, which limits consultation on the ballot to the parents at the school at the time, taking no account of the wider community or communities. One of the biggest problems that I have with the suggestion of a ballot for parents is this: given that orders can take up to a year to go through, who do we ballot? Do we ballot year 11 parents? Do we ballot year 6 parents from feeder schools? Do we ballot people who might be thinking of having a child at some point? The impossibility of drawing a correct boundary around those to be balloted is the weakness of the ballot process.

Having served as a local councillor who has been through the Building Schools for the Future process, I would like to ask Labour Members who propose ballots this question: where were our ballots on the proposal to merge schools? Where were our ballots on the proposal to close schools? Where were our ballots on the proposal to move ahead with academies, put forward by the previous Government? Such ballots did not exist, and the Government were right not to call for them. Proper consultation with the governing bodies, involving consultation with parents and schools, was the best course of action.

The same applies to health services. In my area, a number of health services have been lost. Trusts have become foundation trusts, and their governance arrangements have changed, but we had no ballots on those proposals either.

[Ian Mearns (Gateshead) (Lab)]

The hon. Gentleman makes a cogent argument for the retention and strengthening of the strategic role of the local authority in education provision, which seems to run against the logic of establishing academies across the piece.

[Andrew Percy]

The hon. Gentleman will probably be disappointed, as I was about to move on to that point. Labour Members have said a great deal about the role of the local authority, and of parents in relation to it, in control of schools. In the area I represented as a councillor, when parents were up in arms about proposals to close our primary schools, the local education authority was in no position to fight such proposals or to act as a guardian for our local schools, because there is no genuine control by the local authority over education. The surplus places legislation and the Ofsted framework come down from central Government. It is a fallacy that parents are continuously engaged with their LEA about the structure of education in their area. The theory might look and sound good, but the reality is different.

The Bill gives parents a choice—I limit my comments here to maintained schools that become academy schools—to vote with their feet. The hon. Member for Southport (Dr Pugh) wants parents to vote in some form, and I suggest that providing a range of different education facilities in an area enables parents to decide not with a tick in a box but with their feet.

My concerns about new clause 1 echo many of those put forward by my hon. Friend the Member for Crewe and Nantwich (Mr Timpson). We might end up with the strange situation in which 10% of parents are continually unhappy with the governance arrangements and go back for a second, third or fourth bite at the cherry. That is the problem with a 10% threshold, or a 30%, 40% or 49.9% threshold—

[Ian Mearns]

Or 55%.

[Andrew Percy]

I am pleased that the hon. Gentleman has come round to the idea of having a 55% rule in certain circumstances.

With the ballots proposal, the risk is that we end up with vexatious and frivolous requests for ballots.

[Caroline Lucas]

The hon. Gentleman’s points underline the fact that we do not have time to discuss the amendments properly. He focuses not on the principle of providing some way for academies to revert to maintained status, but on whether the threshold should be 10% and whether there will be vexatious uses. It is not beyond the wit of mankind to devise ways of further amending the proposal to ensure that it is not put to vexatious use. Will he focus on the principle of the amendment, and say whether he agrees with it?

[Andrew Percy]

As someone who has been a teacher, I hope that governing bodies will have a way not only to move in one direction but, potentially, to move back.

[Dan Rogerson]

I agree with the hon. Gentleman that such mechanisms are important, but would he be satisfied with the current provision that at the end of seven years, if the agreement is not renewed, the school would revert to maintained status?

[Andrew Percy]

My hon. Friend has, I hope, allayed some of the fears of the hon. Member for Brighton, Pavilion (Caroline Lucas). Should the measures not succeed, or should the school not be happy with the position, the Bill would provide a route back.

We should trust governing bodies and governors to do their job. They are dedicated people, education professionals, well-intentioned parents, and well-intentioned people from local communities. They will not steamroller ahead against the wishes of parents and the wider community. They will take on board seriously the views and aspirations of local people. The weakness of not having a range of education provision is that we deny parents and pupils a choice over the curriculum that they want to follow. We end up with parents choosing between school A and school B, which are identical. There is nothing wrong with some competition, with giving parents the choice and with allowing them to vote with their feet. I urge the Committee to vote against the amendments.

[Lisa Nandy]

I want to speak particularly to my amendment 86, which is a probing amendment designed to understand the Government’s reasons for not including in the Bill consultation with key groups, including the wider community, prior to a school seeking academy status.

Previously, when maintained schools converted to academies, the local authority was obliged to consult widely. Although there was no legal requirement for public consultation where a new academy was to be established, the local authority at least had to be consulted. I am worried that that is not being replicated in the Bill. Despite some progress, the current wording on consultation is inadequate, requiring consultation only with

“such persons as they think appropriate”.

It is of the utmost importance that parents, pupils, staff and the local authority are consulted.

We have already talked a little about the importance of consulting children. I want also to draw attention to the United Nations convention on the rights of the child, which successive Governments have supported, and which sets the standard by which we expect children to be treated in this country. Part of that is about talking to children and listening to their views on matters that affect them. Few matters could affect children more than that currently under consideration by the Committee.

The changes will impact on all the groups to which I have referred, including the wider community, children who are not currently at school, children who are going on to school, and children who are at other schools. I will not rehearse the arguments that were advanced on Second Reading, but it is important to consider those in the context of the amendments.

The Government have said that they are committed to giving parents a greater voice. The National Governors Association has said that, in that case, it would like to see consultation with parents as part of that principle. I reiterate the point I made earlier that governors have a strong duty to put the children in their school first. I would like a provision for prior consultation with the wider community to be included in the Bill. That would mean that, before taking the decision to seek academy status, the governors were in command of the full facts. That cannot be controversial, and I cannot understand why the provision is not in the Bill.

Several groups have raised the concern with me that the wording of the Bill is so broad as to leave governing bodies open to legal action should they not carry out consultation with groups in a way that is considered proper. Will the Minister consider that in his response, as I would hate to see that happening to governing bodies? As a school governor, I would find it extremely worrying to find my school in that position.

[Lisa Nandy]

That brings me to a point that was raised with me by the TUC. The Government’s concept of the big society appears to feature the involvement of more and more people in the services that they own as members of the community, but this proposal, like some of the other measures that have been pushed through, seems to be directly at odds with that principle.

[Andrew Percy]

Would the hon. Lady care to comment on the previous Government’s conversion of schools to academies, and their school closures? Does she believe that there was proper consultation with parents and pupils then, and does she feel that there should have been ballots?

[Lisa Nandy]

I believe that we can always do better when it comes to consultation, but I also believe that the standard being set in the Committee today marks an extraordinarily low point in the history of consultation. I think that we should move on from what was done by the previous Government, and ensure that there is more consultation, not less.

Let me emphasise to the Minister that schools are at the heart of their local communities. If there is no consultation with the people who will be affected by the Bill, schools will drive a wedge between themselves and their communities, and I believe that we have an obligation to prevent that from happening. My amendment seeks to establish why the Government do not wish to ensure that the views of the community inform the decisions of schools. I should be grateful if the Minister could answer that question.

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That is a problem. I agree with the principle of the new clause and I await with interest the answer to the question that I posed about localism and what it means to the Minister. It is a fundamental question, so I shall repeat it. Do the Government support the localism agenda as long as people agree with them, or, as soon as those people disagree, will the Government say that they do not really agree with the localism agenda?

[Andrew Percy]

I agree with the shadow Minister that there should always be a way back, but I fail to understand the following fact. When his party were in government, there were plenty of forced mergers and forced school closures through the transforming our primary schools programme and the surplus places legislation. There were thousands of names on petitions against irreversible school closures. Where were the democracy and localism in those decisions?

[Vernon Coaker]

There are two points. I shall come back to the local point in the moment, but all the way through these discussions—the hon. Gentleman, to his credit, has been in the Chamber for many hours of the debate on the Bill—I have pointed out significant and substantial differences between the academies programme pursued under the last Government and the academies programme and model proposed by the Bill. Our model concentrated on areas of educational underperformance and social disadvantage. That was the key driver for the use of the academy model. The Bill turns that on its head and says we will allow schools that are doing well under the current system to become academies, with all the worries and concerns that have arisen.

I know that the hon. Gentleman has been involved in this area and has worked hard in his constituency on the issue of school reorganisation. However, in virtually every circumstance in which academies have been agreed—that includes the 200 that were agreed and the number that were to go forward in September with secondary school reorganisation attached to educational transformation—the local authorities were key partners in those decisions. Some of those decisions were difficult. We have not tabled the amendments to say that any of this is easy, that there is a panacea or that someone can wave a magic wand to bring about school reorganisation in way that is never controversial or painful. We are saying that under our model, local authorities and local partners were specifically included. There were still difficulties, and sometimes tough decisions had to be made, but local authorities and local decision makers were involved. The way that the Bill is drafted specifically excludes those people from being involved other than in the way that a wish list of good practice would say that they should be involved.

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[Andrew Percy]

I am failing to get my head round the arguments of Opposition Members. There was plenty of consultation—admittedly under the previous Government—on Building Schools for the Future and on transforming our primary school agenda, and it threw up thousands of names on petitions from parents who did not want their schools closed, yet their schools were still closed. Where was the consultation? The failings the hon. Gentleman is outlining are exactly those that took place under the last Government.

[Bill Esterson]

Consultation is not a referendum; it will not necessarily produce the answer that the majority are pushing for, but there is a fundamental difference between holding a consultation and not holding one at all. The problem with the Bill is that unless the governing body agrees, there will be no consultation at all.

[Andrew Percy]

I think I heard the hon. Gentleman correctly and that he was saying that the Opposition are arguing that they want consultation simply so that they can say they have had it, but they are not all that bothered about the outcome.

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[Andrew Percy]

I was not planning to speak on Third Reading, but I want to respond to a couple of points made by the shadow Secretary of State, particularly relating to Labour Members’ concerns about special educational needs and inclusion. We should always use temperate language, and although debate on the Bill has been interesting and measured on both sides of the House, the extreme language used—we heard some recently from the hon. Member for Hampstead and Kilburn (Glenda Jackson)—about social division, apartheid and exclusion has been incredibly unfortunate. As the Bill has progressed, we have received assurances from Ministers about the content of funding agreements with regard to social inclusion and SEN. It is incorrect to suggest that only Labour Members are interested in those issues. Many Members have raised concerns and received assurances from Ministers.

The Bill has been improved in another place, and welcome assurances have been received from Ministers. Ultimately, we should accept that parents will be given a choice, and it is for parents and governors to take the Bill forward and make what they can of it. The suggestion that schools will, in some way, do something bad for their community is a nonsense.

Question put, That the Bill be now read the Third time.

The House divided: Ayes 317, Noes 225.

Academies Bill [Lords]

Andrew Percy Excerpts

Monday 19th July 2010 Commons Chamber

[Ed Balls]

Thank you, Mr Speaker.

On the subject of the consultation, we had an interesting answer on the question of schools becoming academies. We were told that there would be consultation. The fact is that the Bill that was published a few weeks ago contained no obligation for any consultation at all. It was only as a result of intervention in the other place that a provision was added to say that there should be consultation, but what obligation does that provision place on schools and governing bodies? It says that they need only consult whomever they think appropriate, and that they can consult before they decide to become an academy or after they have done the deed. The idea that that represents consultation is complete and utter nonsense.

[Andrew Percy (Brigg and Goole) (Con)]

Listening to the right hon. Gentleman has certainly taken me back to my previous job as a class 1 teacher. On the issue of consultation, is he honestly suggesting that governing bodies, which are made up of schoolteachers, head teachers, parents and interested people from the community, are going to push ahead without going out and talking to parents and other interested parties? If he is saying that, it is a fairly despicable way to describe governing bodies.

[Ed Balls]

I am afraid that the reason why the Secretary of State and his Front-Bench team have added in an obligation to consult is, presumably, that they disagree with the hon. Gentleman. If they were going to consult anyway, there would be no need to build the provision into the Bill. It is there because they know some head teachers and chairs of governors would consult nobody at all, which would be undemocratic and unfair. The reality is that under our academies policy—look, let me turn to the details of the Bill. [Interruption.] Government Members should note that I am at least talking about the Bill, unlike the Secretary of State who did not talk about it at all, and did not mention any clause, any provision or any of the completely undemocratic ways in which our schools system is being railroaded and undermined.

I turn to deal with the detail of the Bill. This Bill does not build on or expand on our academy scheme at all. It is a total and utter perversion of it. Our academies were in the poorest communities and were turning around underperforming schools. As I exposed earlier, the right hon. Gentleman’s policy is about outstanding schools supporting only other outstanding schools—schools that are disproportionately in higher income areas with fewer children with disabilities or special educational needs.

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[Mr Stuart]

I am grateful to the hon. Lady for her intervention and I share some of those concerns. I hope that, in this coming week, those on the Government Front Bench will be able to allay those concerns. Last week I visited an academy, called the Ashcroft technology academy. It has a centre it calls the ARC, which specialises in looking after children on the autistic spectrum, and an AWA—an academy within an academy—for children otherwise at risk of exclusion. By using those innovations, the academy has done a tremendous job of looking after those with special educational needs as well as intervening to ensure that there is not a higher than average number of exclusions from the school. Academies can be part of the answer and the innovation that they allow can improve the situation in the average school today.

[Andrew Percy]

I thank my next-door neighbour but one for giving way. On that point, does he agree that academies must not be allowed to use exclusions as a way of driving up standards? Does he also agree that what we heard from the shadow Secretary of State failed to recognise that the people in academies are teachers—professionals, and people in a caring profession who went into it for the right reasons? They care about children, and they are the same as teachers in any other state school.

[Mr Stuart]

I am grateful to my hon. Friend for his intervention and the last thing I would want to do is to disrespect those in the teaching profession. On the other hand, however, in any change in Government, it is enormously important to examine the incentives created for those on the front line. If those incentives incentivise the wrong behaviour, we can expect more of that behaviour.

It is true that academies have twice the rate of permanent exclusions of the average school. A question for those on the Front Bench to answer—perhaps the Schools Minister will do that when he winds up—concerns what steps can be taken to ensure that that rate of exclusions does not continue. What if that rate accelerates under the incentives for the schools in the academy system that have been made free? What powers will remain with the Secretary of State and with local authorities to ensure that that does not happen? We need to understand the incentives in the system. Not every teacher will be the best teacher and not every head will always be driven by the highest possible motives. It is necessary to build a system that is robust, even when it is staffed by people who are not of the highest possible calibre.

Such issues are why I am concerned by the speed at which the legislation is going through Parliament. It would be a great shame if something so potentially beneficial were damaged or discredited by over-hasty execution. The Bill delivers a Conservative manifesto commitment on a policy that has been clear for years, but none the less parliamentary scrutiny is necessary and beneficial for any policy. It should not be rushed and when it is, as the last Administration found, the errors usually rebound on the Government who put it through. I ask Ministers to think carefully about implementation this September—whether we are talking about hundreds or, perhaps, as few as 50 schools. Is it worth the candle to put the Bill through so swiftly? I shall leave Ministers to think about that.

I felt that the Secretary of State was quite right to move swiftly to halt the scandalous waste involved in the Building Schools for the Future programme, notwithstanding the fact that my Committee will take evidence from both the shadow Secretary of State and the Secretary of State next week. I am clear in my opinion on this subject, although I shall of course listen to the evidence and weigh it carefully along with my Committee colleagues.

The embarrassments caused were of the programme’s making, not the Secretary of State’s. His swift action took courage and will result in more building improvements to more schools in more need. Every day of delay cost money and cheated children and he did the right thing. I am not so sure about the speed of this measure, however, and that is why I ask him to reflect on that, but I am absolutely sure that history will judge his move on Building Schools for the Future as both brave and right.

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[Pat Glass]

That is the problem—we simply do not know. We have not got the detail. I do not know what the pupil premium will bring. I was talking to a head teacher today who told me, “On the face of it, the premium looks attractive. However, I suspect that when I get it, I will actually lose the standards fund and lose additional educational needs funding. I may end up with less, not more funding for my vulnerable children.” That is the problem. The devil is in the detail and we do not have the detail. The Bill is being rushed through, without giving us the opportunity to look at those matters.

I am concerned that academies will be reluctant to admit vulnerable children because, through no fault of their own, they do not perform as well as their peers. The likelihood of vulnerable children gaining admission, particularly to outstanding schools, will therefore be reduced. I could see nothing in the Bill—I have looked at it carefully—about making the admission of vulnerable children a must. I know only too well that telling head teachers and governors that they should admit is very different from telling them that they must do so. I would like further reassurances that academies’ admissions policies will ensure that children with special educational needs are not disadvantaged.

I am concerned about the accountability framework, particularly for children with SEN. There is no clarity in the Bill on where a parent goes for redress if an academy fails to deliver on SEN, whether the child is statemented or not. Currently, parents can go to the local authority if a school fails to deliver, and ultimately to the SEN tribunal. If a school fails to deliver, a parent has redress through judicial review, but there is no clarity on whether such redress will be available under the Bill, so parents simply will not know where to go if an academy fails to deliver.

It is unclear who will monitor the progress of SEN children in academies. If we have learned anything in the past 10 or 15 years, it is that when the spotlight is put on the performance of vulnerable children, they improve. We have seen that with looked-after children. If there is no clarity on who is monitoring the performance of SEN children, they will simply be lost in the system.

Before my voice packs up altogether, I shall move on to exclusions. I have worked in a number of local authorities, in each of which I have analysed permanent and fixed-term exclusions. The pattern is the same. In my experience, 75% of children who are excluded on a fixed-term or permanent basis have special educational needs. Of those, my analysis shows that 100% have either behavioural difficulties linked to autistic spectrum disorder or attention deficit hyperactivity disorder.

TreeHouse, a charity that works with children with autism, has found that SEN children are nine times more likely to be excluded from school, and the situation is more acute in academies. If we massively increase the number of academies, we will increase the problem.

[Andrew Percy]

The hon. Lady makes a powerful point, with which I have some sympathy, but she must also accept that the Bill gives schools the ability to tailor their curriculum much more. She will know that part of the problem of dealing with some of our more difficult children is that the curriculum is too restrictive for them. The Bill will give schools more freedom, so it has some positive aspects.

[Pat Glass]

I entirely agree that part of the exclusion problem is the formalisation of the curriculum, which in many cases happens far too early. However, my experience of academies does not give me hope. I do not expect that vast numbers of academies will amend the curriculum to meet the needs of SEN children. Which children are failing? The gap between those who achieve the most and those at the bottom is greatest at outstanding or high-achieving schools. Although I welcome freedom in the curriculum, I have no hope that it will be used for SEN children.

The proposals in the Bill are not well thought out and they are likely to affect adversely the education and life chances of children with SEN. They will make the already difficult lives of children and parents harder, and they will become part of the problem, not part of the solution. I ask simply that we take the time to look at the Bill in relation to the most vulnerable children in our society. If we take that time, the chances are that we will make the Bill that much better for that many more children.

--- Later in debate ---

[Glenda Jackson (Hampstead and Kilburn) (Lab)]

The House has been blessed this afternoon that so many contributions have emanated from people who have such experience in matters of education, so it is my choice to lower the tone somewhat drastically.

I have absolutely no doubt in my mind that the Government’s proposals are ideologically based. This seems to me to be a harking back to almost two decades ago, when the given text for the Conservative Government was essentially “privatising the world”. We have already seen their first incursion into attempting to privatise the NHS and it is clear to me that what is being proposed in this Bill is the first step in, essentially, privatising education. If it does not privatise education in the overt monetary sense, it will certainly revert back to the bad old days of the 11-plus, of a grammar school system and of secondary schools that were much lower than bog-standard. It seems to me that that is what the Government are working for.

For example, my constituency is served by two local authorities—Brent and Camden. Both are looking at a serious shortfall for available school places not only in secondary schools but in junior schools for a variety of reasons, not least the increase in population. Both were savagely disappointed because their schools were taken out of the Building Schools for the Future programme. No one on the Government Benches has been able to give me or any of the head teachers, governors, parents and pupils in Brent and Camden a reason why their schools have been excised—we have been given no economic reasons and certainly no educational reasons.

These local authorities in my constituency are blessed with a multiracial, multi-ethnic society, and it is absurd for the Government to believe that the kind of freedom that they argue will automatically be brought about by the expansion of the academies programme will help some of the most disadvantaged of our children in some of the most disadvantaged areas.

I thought that we had already established in this country that if we truly wish to ensure that disadvantaged areas and disadvantaged children receive the benefits that we expect for our own children—all of us in this Chamber would not accept for our children what it seems to me that the Government intend to impose on other people’s children—we must learn the basic lesson that a school alone cannot do it alone, however much money we pour into it, however much we expand it and however much the teachers wish to work there. That is a point that no one has raised, which is also reflected in a sense in the NHS: there are certainly very deprived areas that teachers do not wish to work in. How will we persuade them to go into there? By giving them more money? Apparently not, because this Government are saying that there is absolutely no money anywhere. The same is true as far as the NHS is concerned—there are certain deprived areas in which GPs do not wish to work.

We cannot simply say to one organ of society that it has to be the sole repository of transforming those areas of our society that we wish to see transformed. We already heard a most thoughtful, highly detailed contribution, clearly coming from many years of experience, about the difficulties experienced in some schools by some children with special educational needs. I have seen this for myself within my schools.

Not infrequently, the issues that create behaviour in an individual child in a school have nothing to do with the curriculum, the teachers or the physical environment in which a child finds itself. That child might have to live in seriously substandard housing in very overcrowded conditions. If we are saying that we genuinely want to ensure that every child in our society should have the best of educations, we must look much more widely at the external influences that in many instances could make it virtually impossible for children to learn, and that is not exclusively to do with the issue of special educational needs.

I am deeply cynical—I frankly and freely admit it—about what the Government are proposing for education. My constituency was Hampstead and Highgate; now, through boundary changes, it is Hampstead and Kilburn, and I can remember distinctly what every single state school in my constituency was like in 1992. Every spare moment that every teacher, every governor, every parent and, not infrequently, the pupils had was engaged in trying to raise money. They were attempting to raise funds to buy basics such as paper, pencils and books for the school library. Not in every school, but in the majority of schools in my constituency at that time the plaster was kept on the walls by the artwork of the pupils and miles and miles of Sellotape affixed by the teachers. Books were unknown as a teaching tool—pupils were lucky if they had a copy of the chapter they were looking at that day. If a computer was found in one of my schools, that was headline news—it was the equivalent of finding the educational holy grail.

Now, the situation in every one of my schools has been transformed beyond recognition. They have been physically improved, the quality of teaching has improved, visitors are tripping over whiteboards and children have computers that they can take home with them. Educational standards were always high because when I was first elected and for many years after that, the local authority was a Labour-controlled local authority and, despite the savage underfunding of year after year of Conservative Government, it always prioritised education. The standards were always high and the schools have always been oversubscribed, but if we go down the road advocated by this Conservative Government, I can see—as others have said tonight—not only a deterioration of educational standards but a serious breakdown in social cohesion.

There is not a single school in my constituency at a junior level where there are fewer than 49 to 53 different languages spoken. I can distinctly remember when I was first elected going with groups of my colleagues, mostly from London I admit, to argue frantically for section 11 money still to be there to assist in the teaching of English as a second language. There are enormous benefits for all our children in what we see in our schools. I recently visited a junior school in my constituency in which, because of the influx of people from the European Union and other parts of the world, the children are now learning Portuguese and Somali. When I was that age, I did not even know that those languages existed. There are huge benefits from that, but the divisive process that the Government are committed to reintroducing will savagely attack all that has been achieved not only on an educational level but in the social cohesion that I, as a London MP, believe is one of the blessings of living in this great capital city. The Government’s approach will move us back to the terrible days of the 11-plus, of grammar schools and of children being discounted utterly at the age of 11 if they did not pass the 11-plus.

[Andrew Percy]

The hon. Lady said that she knew nothing about education, or very little, and, certainly, some of the points she has made are interesting, to be polite. I have read the Bill from start to finish and I have not seen anything in it about expanding selection. Can she tell me where it says anything about that?

--- Later in debate ---

[Tristram Hunt (Stoke-on-Trent Central) (Lab)]

It is a great pleasure to follow the hon. Member for Bradford East (Mr Ward). No doubt we shall be seeing him later.

I want to make a rather basic intervention. Amidst all the language of funding models, burdens of bureaucracy, accountability and pupil premiums, I thought that it would be germane to raise the question of what children might learn under these new school reforms. We are being invited to extend the academy model in one form or another on the specific rationale that those schools raise educational attainment, in particular through a rapidly improving results framework, with almost double the number of A* to C grades at GCSE. At the beginning of the Secretary of State’s speech, we heard the litany of schools that are doing so well, and in The Daily Telegraph on Friday, the Department for Education repeated the mantra that academies were outstanding. But what are they outstanding at? How have the results improved so markedly?

Although much of the success can be attributed to strong leadership, inspiring teaching, improved facilities and the new ethos of learning that my hon. Friend the Member for Liverpool, West Derby (Stephen Twigg) outlined so well, in some cases improved results are the product of directing students into less demanding examination options that in the end improve no one’s life chances. We are being asked to implement an educational model whose validity is open to question. Indeed, there should have been an element of scepticism about the academies when they were not subject to freedom of information legislation. With a degree of ease, some academies were able to disguise some of the data behind their results surge.

[Andrew Percy]

It was not necessarily only academies that went down that route: all kinds of schools throughout the country forced children on to GNVQs and equivalent qualifications to force up their results. It was not unique to academies.

[Mr Hunt]

As the hon. Gentleman will hear later, the statistics are rather sharp on the difference between academies and the rest of the maintained sector. Moreover, the academies were unwilling to divulge the difference between academic qualifications and academic equivalent qualifications in vocational subjects.

Let us be clear that we are not debating the relative merits of academic versus vocational education. The equivalent qualifications sold as vocational are, in fact, rarely so. Many academy pupils are directed towards what might be described as semi-vocational or semi-academic subjects that do not provide the rigorous technical training that might lead to an apprenticeship but are simply weaker versions of GCSEs, such as BTEC science or OCR national certificates in information and communications technology.

[Mr Hunt]

Clearly, the hon. Lady has not discovered the new politics. This is not about party political point scoring. [Interruption.] As I said at the beginning of my speech, this is about what children learn in our schools, and Government Members would do well to remember that amid their guffawing. Although a BTEC can officially be worth two GCSEs, or an OCR national certificate worth four GCSEs, that equation is not necessarily accepted by further or higher education colleges or other academic institutions, so often the pupil is short-changed even as grade results are inflated.

[Andrew Percy]

I could not agree with the hon. Gentleman more on that point, but it is important that he understand that, very often, local authorities that controlled schools were forcing them down that route. That will not be allowed to happen if the Bill is passed.

[Mr Hunt]

Academies are going down that road to raise their league table offering.

[Andrew Percy]

rose—

[Mr Hunt]

If the hon. Gentleman will wait a moment, the statistics that might quiet him will come.

Returning to the academies offer, the important point is that pupils have true options. First, they should have the choice to pursue academic subjects, even if that is to the detriment of the school’s results. After all, whose interests are the schools serving, apart from their pupils? Secondly, pupils should not be misled into thinking that undertaking equivalent qualifications will give them the same standing as GCSEs in history, modern languages, geography or the hard sciences; they will not.

The facts are stark. A series of parliamentary questions has shown that academies succeed disproportionately in equivalent qualifications and that academic subjects are in steeper decline in academies than in maintained schools. Just 17% of pupils in academies take geography GCSE, compared with 27% in the maintained sector, and 21% of pupils in academies take history GCSE, compared with 31% in the maintained sector. Whereas only 26% of academy pupils take a modern language, some 44% of maintained pupils do so. A similar story could be told for English literature, where one learns the rudiments of grammar, and for physics, chemistry and biology.

Education Funding

Andrew Percy Excerpts

Monday 5th July 2010 Commons Chamber

[Michael Gove]

The hon. Gentleman makes the point that we need to know what is going on in our constituencies. The point that I would make is that inevitably, because of the complicated way in which Building Schools for the Future was arranged, there is confusion. However, I can say that I believe that the phase 1 projects in his constituency—I hope that he will confirm this—of Broadoak, Crown Woods, Eltham Hill and Thomas Tallis are unaffected. The academy base for Eltham Hill is under discussion, but I am afraid that in four other areas the later wave of projects has been stopped because they have not yet reached financial close.

[Andrew Percy (Brigg and Goole) (Con)]

As somebody who completed their teacher training in a new school that did not originally have enough entrances to get the pupils in, I certainly welcome the common-sense approach to new school design. Does my right hon. Friend accept that it is not just about buildings, but about what goes on inside them, and that there are plenty of schools and authorities throughout the country that did not qualify for BSF? Can we therefore have an assurance that he will ignore the petty, party point scoring from the Opposition? Does he agree that, as we move forward, we need to divert resources to the most needy children in our local communities, and especially those who are excluded?

[Michael Gove]

I quite agree. My hon. Friend has consistently made it clear that the care of excluded children is one of the most important things on his mind. When it comes to future investment—for example, in pupil referral units or alternative provision—we want to ensure that we do everything possible to bear down on costs and make sure that more provision can be secured for those vulnerable children.

Free Schools Policy

Andrew Percy Excerpts

Monday 21st June 2010 Commons Chamber

[Michael Gove]

I congratulate the hon. Lady on being elected as secretary of the Labour party’s Back-Bench education committee. May I extend an invitation to her and other members of the committee to come to the Department, so that we can talk not just about the issues in Babington, but more broadly? We want to ensure that national challenge trust schools and those schools that have been in difficulty continue to receive funding and, more importantly, that they continue to receive the support that they need from national leaders of education, in order to drive up standards.

[Andrew Percy (Brigg and Goole) (Con)]

As we move forward on the innovative free schools idea, can we have an assurance that their responsibilities towards excluded children will be exactly the same as those of any other school in the state system?

Bullying (Schools)

Andrew Percy Excerpts

Wednesday 16th June 2010 Westminster Hall

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

I thank my hon. Friend the Member for Mid Dorset and North Poole (Annette Brooke) for her kind comments. It is nice, after all these years, to call one another “honourable Friend”. I congratulate her on securing this important debate.

Tackling poor behaviour both in and, as my hon. Friend pointed out in her compelling remarks, out of school is one of this Government’s top priorities. I know that she has been a tireless advocate on this issue in her constituency and in championing the work of 4Children, Beatbullying—a charity I know very well—and others to improve pupils’ behaviour in the wider community.

Our coalition agreement places a sharp focus on robust standards across the education system, the highest quality of teaching and high standards of discipline in the classroom. Poor behaviour is a real concern. Pupils cannot learn if they are late to class or if their lessons are disrupted. Teachers do not want to stay in the profession if they feel intimidated by poor behaviour. Parents need assurance that their child’s school provides a secure, happy environment in which their child is focused on their education. However, the fundamental driver for dealing with poor behaviour is the impact on pupils themselves. The disruption and distress caused by bullying can be very damaging, as my hon. Friend said. Education is important, but children’s safety is paramount, so we have made an explicit commitment in the coalition agreement to help schools to tackle bullying, especially homophobic bullying.

As my hon. Friend said, the problem is not confined to the classroom. There has been much recent media coverage of extreme cases of poor behaviour, linking bullying to suicide. She cited the statistics and research produced by Beatbullying, and spoke about how bullying has directly affected some of her constituents. I, too, have met Paul Vodden, the father of Ben. The case of his son, who tragically committed suicide as a result of bullying on a school bus, highlights the catastrophic effects that bullying can have and the urgent need for action.

As my hon. Friend the Member for South Swindon (Mr Buckland) pointed out in his intervention, bullying can lead to serious mental health problems, and children with special educational needs can be particularly vulnerable to it. The Department for Education, through the anti-bullying alliance, is looking at the most effective way to deal with the bullying of children with special educational needs and disabilities. Although guidance on bullying on school transport was produced in April last year, we will look closely at the issue as we review the work on bullying and behaviour more widely. This is a top priority for our Government and, as my hon. Friend the Member for Mid Dorset and North Poole said, there is much room for improvement.

In a survey last year, 28% of pupils said that they had been bullied in the last year and 59% said that they feel that their schools deal with bullying well, which prompts questions about the other 41%—the four in 10 who feel that their schools should be doing more. Currently, a raft of guidance advises schools on anti-bullying policies, written policies and specific forms of bullying. It is lengthy and confusing, so we have asked officials to sharpen and strengthen it to ensure that it has practical value and, as my hon. Friend points out, is implemented in our schools. We also need to make sure that the law is clear so that teachers feel confident when they use the powers that Parliament has vested in them.

Schools have a duty to prevent and tackle bullying but in tackling bullying they need to address the specific problems that their schools face, based on intelligence about what is driving bullying and where it is taking place. I recently visited a school where pupils were desperate to get home at the end of the day and did not take part in any of the school’s extracurricular activities. The reason they were hurrying home was not that they wanted to watch “The Magic Roundabout” or “The Flintstones”, but that they were thirsty. Further investigation revealed that the reason they were thirsty was that they were not drinking any water during the day because they did not want to go into the school toilets where the gangs were hanging out. That problem was relatively straightforward to solve once it was known what was happening. Building that awareness and sharing information within the school is very important so that teachers know what is going on in their school.

We also need to be sure that teachers can confidently and effectively deal with poor behaviour. Trainees on initial teacher training routes need to demonstrate that they have met certain standards, including standards relating to discipline, behaviour management and bullying.

[Andrew Percy (Brigg and Goole) (Con)]

The Minister is talking very eloquently about the need to ensure that proper training is in place and I fully support that, but we also need to ensure that, once teachers have been trained and are in post, the pressures on them from above do not work against dealing with bullying. At present, the exclusion targets, the emphasis on social inclusion and the pressure on teachers within schools in some cases almost to deny that there are any behaviour problems work against the interests of the school and ultimately against the interests of pupils. We have to make sure that teachers feel able to deal with the problems and that means having proper powers in place to ensure discipline.

[Mr Gibb]

I am grateful to my hon. Friend for that important intervention. He is absolutely right. One of the things that I have discovered from visiting schools is the importance of support from the head teacher for teachers, so that when parents come into the school to complain about a teacher, the head supports that teacher—certainly unless there are serious allegations. If teachers do not know that they have the backing of the head teacher, it makes their job twice as hard as it need be.

We have committed in the coalition agreement to

“give heads and teachers the powers they need to ensure discipline in the classroom and promote good behaviour.”

We will introduce legislation in the autumn that will give teachers the right to remove disruptive children from the classroom without fear of legal action and give them greater powers to search pupils for particular banned items. The list of banned items will be extended beyond the list that my hon. Friend the Member for Mid Dorset and North Poole and I discussed during the Committee stage of the last couple of education Bills that went through the House. There will also be no-notice inspections for schools where behaviour is a serious problem.

All schools must look at behaviour and not be complacent. It is not always a given that poor behaviour happens in the most challenging areas. Over the past five years, I have visited nearly 300 schools around the country. I have been to schools in very affluent areas where behaviour is a real problem because the processes and policies for dealing within bullying are simply not sufficient. Sometimes, as my hon. Friend said, those policies are not implemented on the ground. It is all very well having them written down, but they have to put into practice. In contrast, a school such as Mossbourne community academy in Hackney—one of the most deprived parts of London—has an immaculate behaviour record.

In its inspection framework, in relation to behaviour, Ofsted draws a clear distinction between good schools and outstanding schools. In good schools, pupils are compliant with the rules, fearing the consequences if they misbehave; but in outstanding schools, pupils do not just comply, but take responsibility for their own behaviour. That is the gold standard that I am sure my hon. Friend and I both want to achieve throughout schools in this country.

I had lunch fairly recently with some pupils in the school canteen at Mossbourne academy, and I asked them about bullying. They told me that bullying does not happen in their school and said, “We’re not allowed to engage in verbal bullying.” They volunteered that information to me, which showed an acute awareness of what constitutes bullying and its impact on others. When such an approach works well, the effects are often seen in the wider community, too. On becoming an academy last September, a school in my constituency introduced a new blazer and tie uniform and shaped a clear ethos and identity for the school. Pupils’ behaviour improved in the school to such an extent that it was noticeable in the town. People have commented to me about the behaviour of young people in the town since the school had adopted that new approach to behaviour.

We must be clear about responsibilities outside schools. Under the Education and Inspections Act 2006, schools have powers to take measures to regulate the conduct of pupils off-site, including journeys to and from school. The best schools take that responsibility very seriously and use those powers when appropriate. A head teacher in Cumbria told me that he felt responsible not just as a head, but as a member of the local community. Any poor behaviour that he heard about in, say, the town during the weekend, he took up with pupils first thing on the Monday morning, and because it was a tight-knit community, he could often trace and track the perpetrators of the poor behaviour. Such behaviour creates a bigger challenge if the school is situated in a larger, urban city such as London, but the answer to the problem must be partnership.

Industry (Government Support)

Andrew Percy Excerpts

Wednesday 16th June 2010 Commons Chamber

[Andrew Percy (Brigg and Goole) (Con)]

As someone who represents a constituency in Yorkshire and Humber, may I welcome the moves to abolish the RDAs, which in my area have been driven by the interests of West Yorkshire at the expense of East Yorkshire and north Lincolnshire? As we move towards whatever replaces them, will the Secretary of State confirm that local, sub-regional identities and economies will be respected, and that local people will have a real input?

[Vince Cable]

That is exactly the point. In parts of the country, the sub-regional approach may be more sensible, and we want to create a framework in which that will happen.

--- Later in debate ---

[Margot James]

There is a big problem with apprenticeships for a lot of people in my constituency. The college funds NVQ level 2 and 3 training programmes and more and more students are trying to stay in college because they simply cannot get the apprenticeships outside as the employers are too hard up to provide them.

[Andrew Percy]

I am a former schoolteacher, and I am sure my hon. Friend will agree with me that what has happened in education over the last few years is that the gap between the best-performing and the worst-performing schools has widened, the number of children from poorer backgrounds going on to decent and good universities has fallen and more people are leaving school with poorer qualification levels and poorer standards in basic literacy and numeracy than did before the previous Government came to power.

[Margot James]

I thank my hon. Friend for that excellent intervention. I was going to go on to make that point myself, but I shall leave it to Sir Terry Leahy, the chief executive of Tesco, to make the point for me. He employs 41,000 people under the age of 20 in a total work force of 280,000. He said at the end of last year:

“Sadly, despite all the money that has been spent”

on education,

“standards are still woefully low in too many schools. Employers like us…are often left to pick up the pieces.”

That is one of the many problems that industry faces.

Let me go back to the points that I was making that follow on from the apprenticeship schemes. Stourbridge has a great many small to medium-sized enterprises. Indeed, in the metropolitan borough of Dudley, of which we are part, 90% of companies employ fewer than 50 people. It is all very well for business leaders to support regional development agencies, as some of them have in the past, but smaller companies cannot cut through the thicket of bureaucracy and have not benefited from them in any large number. In my constituency, where so much industry is classified as SME, that is a real problem.

Support for industry cannot exist in a vacuum. I must contest the Opposition’s claim, in their motion, about

“supporting businesses through the downturn”.

I have already made the point that a lot of the measures that the last Government took under the umbrella of support for industry had a very limited effect at best when set against the disastrous macro-economic policies that they pursued. The macro-economic environment is really what affects business, not this scheme and that scheme.

Stealth taxes were a cardinal sin of the last Chancellor but one, and in my constituency they had a disastrous effect on industry. Empty property relief was abolished and that had a very negative effect. That, the rise in business rates and the spiralling cost of energy and fuel are the things that really make a difference to business. Business was really let down and was not supported by the last Government, so I strongly contest the wording of the motion. The point on education has already been well made thanks to my hon. Friend the Member for Brigg and Goole (Andrew Percy).

What business needs, first and foremost, is for sanity to be restored to the public finances. My right hon. Friend the Secretary of State made that very clear in his response. A robust deficit reduction plan that will enable us to keep interest rates low is one thing that will support industry far more than this support programme and that support programme. I congratulate the Government on promising us—presumably we will hear more detail next Tuesday—a simpler and lower corporate tax regime, as that is crucial. Tax and regulation are two sides of the same coin, and I also applaud the regulation proposals of the new Business, Innovation and Skills team. My hon. Friend the Member for Banbury (Tony Baldry) mentioned the one in, one out regulation rule that is going to come in. I am hopeful that it might even develop into a one in, two out rule over the next couple of years, and I set that as an aspiration for the new BIS team. I was also delighted to hear the Prime Minister announce this week a review of health and safety regulations, which have got out of hand. They are a burden not just on the private sector but on the public sector.

I make a plea for the protection of our science base and our research and development base, so I am delighted that my right hon. Friend the Minister for Universities and Science is present. I will pay tribute to the last Government in one respect regarding the science base. The shadow Secretary of State, the right hon. Member for Wolverhampton South East (Mr McFadden), mentioned the new patent box tax incentive for drugs and biotechnology products that are researched in the UK. That tax break of 10% in corporation tax is a very useful and proper incentive that might help to stem the tide of research and development that is, tragically, going overseas, despite our having one of the best science and research bases in the world. The last Government belatedly came up with a solution and I very much hope that our Government will continue with that support.

I support the amendment to the motion, particularly in relation to the skills agenda. I am delighted that we will be giving additional funding for apprenticeships to drive business more in the direction of taking them up, as that is badly needed. I am also pleased to see at least some rescue of capital funding for the further education college sector. Stourbridge college in my constituency made a fantastic bid, and was encouraged so to do by the old Learning and Skills Council. It spent a lot of money pursuing that bid in quite a proper manner only to find at the death that all its plans had to be put on hold because the old LSC had over-committed its budget by at least four times. Stourbridge college is pursuing some of those plans, and I wish it all the best. I hope that I can find the right corner of the BIS Department to lobby for our college to get some of the additional £50 million in capital funding that is being made available.

The new skills agenda, the diversion of money from Train to Gain into apprenticeships and the diversion of money from RDAs into local enterprise partnerships will enable small firms and students in my constituency to access that funding directly, to operate under a lighter inspection regime and to get on with the job of training our young people so that they are fit for business. That is what I really applaud about the skills agenda, and I support 100% the amendment to the motion.

Oral Answers to Questions

Andrew Percy Excerpts

Thursday 3rd June 2010 Commons Chamber

[Mr Prisk]

I thank the hon. Gentleman for his kind remarks and look forward to jousting with him in a reverse of the situation we had before. I am very pleased to answer his point directly, because he raises the question of those regulations that are in the pipeline. I am pleased to tell the House that this Government will initiate a fundamental review of all regulation that is scheduled for introduction over the coming year. In the first few days of this Government, we have already identified several billion pounds of costs in those regulations, and we want to ensure that, where we can, we remove them so that business can get on and grow.

[Andrew Percy (Brigg and Goole) (Con)]

4. What his policy is on support for adult community learning.

[The Minister of State, Department for Business, Innovation and Skills (Mr John Hayes)]

My strong commitment to adult and community learning is well known. It is shared by my Secretary of State and the Prime Minster, who in a recent interview with “Adults Learning” made clear his belief that learning is

“about broadening the mind, giving people self-belief, strengthening the bonds of community”.

That is why in 2010-11 we are developing a skills strategy with increasing importance placed on those with disabilities, learning difficulties and disadvantaged families and communities, spending £210 million in that year alone.

But that is insufficiently elegiac for you, Mr Speaker, and for this House. Lifelong learning feeds hope—builds and rebuilds lives by seeding a hunger for knowledge. It shapes people, families and communities and feeds social justice.

[Andrew Percy]

I thank the Minister for that response. Does he agree that the success and value of adult education is measured not only in terms of qualifications and certificates? Will he assure us that, as this Government move forward, the past cuts in adult education, for courses that do not lead to qualifications, will if possible be reversed, and that value will be placed on all layers of community adult education?

[Mr Hayes]

I welcome my hon. Friend to the House. I know of his rich experience in learning as a former teacher, and he, like me, understands that learning has a value for its own sake. I do not want to be unkind to my predecessors, because that would be slightly vulgar; nevertheless, it has to be said that the dull utilitarianism that permeated the previous regime’s thinking on this subject has now, thankfully, come to an end.