Education and Social Mobility

Angela Rayner Excerpts

Tuesday 22nd November 2016 Commons Chamber

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

I beg to move,

That this House believes that every child throughout the UK must be given the opportunity to reach their full potential; further believes that there is no evidence that additional academic selection in the school system will improve social mobility; and calls on the Government to instead concentrate on providing the best education possible for all children.

Thank you, Mr Speaker. I hope to be brief but substantive in my comments. I start by thanking the emergency services across the UK who helped many of our constituents during the floods yesterday, particularly my constituents and businesses across Tameside and Oldham.

It should be the duty of all Governments to provide the best education for every child. Today we call on the whole House to show that it shares this commitment. Only last Wednesday, we heard that Britain has a “deep social mobility problem”; that for this generation of young people, in particular, it is getting worse, not better; and that this is the result of an unfair education system, a two-tier labour market, an imbalanced economy, and an unaffordable housing market. That is not an accusation from the Opposition, but the conclusion of the Government’s own Social Mobility Commission. The commission made many recommendations on how we can offer the best start in life for every child— but, crucially, new academic selection was not one of them.

[James Berry (Kingston and Surbiton) (Con)]

Will the hon. Lady inform the House of precisely how many grammar schools she visited as shadow Education Secretary before deciding to oppose the policy in the Green Paper and lay this motion?

[Angela Rayner]

As a parent, as a school governor, and as a Member who used to represent trade union members, I have visited many grammar schools. My contribution to this debate will be based on fact and evidence. I hope that the hon. Gentleman will look at the facts and evidence and vote accordingly. In fact, the Social Mobility Commission offered a clear recommendation to abandon any plans for further academic selection. It did so because it knows that social mobility is facing a crisis and that further academic selection is simply not the answer; in fact, it will only entrench the problem.

[Mike Wood (Dudley South) (Con)]

Could the hon. Lady explain why it is right for my constituents to be able to go to a grammar school in Birmingham but not to be able to go to a grammar school in Brierley Hill, because there is no existing provision there?

[Angela Rayner]

In my contribution, I hope to explain exactly why we need to move away from selection and towards inclusion in our education system.

The conclusions of the Social Mobility Commission will find much support in this House, not just among Opposition Members but, I hope, among Government Members as well. We still have not heard from the Prime Minister whether any of the recommendations will be adopted.

[Ian Austin (Dudley North) (Lab)]

Before we have to listen to the sixth-form debating points from Conservative Members, does my hon. Friend agree that what they ought to do is to set out the evidence for this policy? They should tell us where these schools will be, how many of them there will be, how much the policy will cost, how these schools will select their pupils, where the resources will come from, what the pupils will learn and how the schools will differ from existing ones.

[Angela Rayner]

I absolutely agree with my hon. Friend. There are clearly many questions to be answered about the evidence for such a policy.

I want to give the Education Secretary the chance to end this uncertainty in our school system. Can she tell us which of the commission’s recommendations she will be accepting, and whether the Government have rejected the recommendation on schools, in particular? The challenges that we face as a country go much further than this one misguided policy.

[Gloria De Piero (Ashfield) (Lab)]

Last year in Ashfield 66% of children from disadvantaged backgrounds did not get five A* to C GCSEs. We are the 13th lowest constituency at sending 18-year-olds to higher education. That is the real scandal, is it not—not the grammar school proposals?

[Angela Rayner]

I thank my hon. Friend for her absolutely splendid intervention, because we know that increasing selection is not the answer to the crisis that is facing our school system.

[Mr Stephen Hepburn (Jarrow) (Lab)]

Is it not a fact that the demand for grammar schools is coming from wealthy parents who are seeing private education become more and more priced out of their reach, with fees of more than £21,000 a year? It is a fact that there are four times more children from privately paid prep schools getting into grammar schools than there are kids from state schools. Surely we should not let people get an elite education on the cheap, paid for by the taxpayer.

[Angela Rayner]

I thank my hon. Friend for his contribution. The report by the Social Mobility Commission that came out last week stated that the people who were finding it hardest to progress were not just the most disadvantaged, but those earning around £22,000 a year. Those are the hard-working families—the people who are just getting by—that this Prime Minister pledged to support on the steps of 10 Downing Street. I want to find common cause with Members from all parts of the House and all parties in making Britain a country in which every child gets an excellent education and the best start in life.

[John Redwood (Wokingham) (Con)]

When the hon. Lady goes to watch one of our best sports teams, does she think that it is a problem that its members were selected and given an elite education?

[Angela Rayner]

The right hon. Gentleman knows that this is a completely different issue. I say to him, as I say to all hon. Members from across the House, “Follow the evidence.”

[Seema Malhotra (Feltham and Heston) (Lab/Co-op)]

Talking of excellence in sport, does my hon. Friend agree that we should celebrate the fact that Mo Farah, who grew up and went to a state school in my constituency, has succeeded on the world stage? The school that he attended is now suffering from cuts, which mean that it is referring more than 40% of its pupils for mental health support services.

[Mr Speaker]

He is also a staunch Arsenal fan, which makes him an even greater man.

[Angela Rayner]

I thank my hon. Friend for making that point. We need to make sure that every child, regardless of their background, makes the best progress in life. We know that selection is not the way forward.

[Several hon. Members rose—]

[Angela Rayner]

I am going to make some progress before I take any more interventions.

I want to find common cause, and I know that many Government Members agree with me that expanding academic selection is hardly the best way to ensure that every child makes the best progress. Members of all parties know that all the evidence tells us that providing an excellent education starts at the earliest point. Access to childcare and early years education is absolutely vital, not just in helping children, but in helping every family to fulfil its potential. Indeed, by the time they would take the 11-plus, children from the most disadvantaged backgrounds are already, on average, 10 months behind. The evidence shows that investment in early years is the best way to close the attainment gap between the most disadvantaged children and their affluent peers.

[Lyn Brown (West Ham) (Lab)]

Does my hon. Friend agree with David Cameron, who said:

“There is a kind of hopelessness about the demand to bring back grammars on the assumption that this country will only ever be able to offer a decent education to a select few”?

[Angela Rayner]

I find myself agreeing with the former Prime Minister, who was elected to make those contributions to the debate. That was the platform and the manifesto on which the Conservative Government stood, which they are currently rejecting.

I know from personal experience, as will parents from across this Chamber, the incredible impact that childcare can have, not just on children and their education, but on entire families. Leaving school at 16, with no qualifications and a newborn son, Labour’s Sure Start centres helped me to learn to be a better parent to my son. I know that I would not be speaking in this House today without those programmes, and that they have helped to offer my son the opportunities I never had growing up.

[Chris Philp (Croydon South) (Con)]

What would the hon. Lady say to parents in my constituency and in the rest of Croydon—where there are no grammar schools—who have to travel for miles and miles to an adjacent grammar school in either Sutton or Bromley? She is seeking to deny those parents choice, is she not?

[Angela Rayner]

I am seeking to ensure that every child has the best opportunities in life and a great start. I do not want the hon. Gentleman’s constituents to have to travel miles away from his constituency; I want them to have absolutely the best education possible, and selection does not provide that for every child.

[Lucy Powell (Manchester Central) (Lab/Co-op)]

My hon. Friend is making an outstanding opening speech. Does she agree that in this debate the point about choice is really a non-starter? The choice lies not with the parents, but with the school. The school gets to choose the kids; the parents do not get to choose the school. Invariably, the school chooses the children on their financial and social wellbeing rather than on anything else.

[Angela Rayner]

I absolutely agree with my hon. Friend, and I pay tribute to her for the outstanding work that she did when she was on the Front Bench.

[Several hon. Members rose—]

[Angela Rayner]

I am going to make some more progress.

The Social Mobility Commission talked about treadmill families, who are running fast but are stuck in the same place, and who are working hard but do not have anything to show for it at the end of the week. Childcare and early years intervention will do far more to address those problems than would a focus on new academic selection at age 11. Yet we have seen the closure of more than 800 Sure Start centres since 2010, the loss of around 45,000 childcare places and the closure of 1,000 childcare providers in the last five years.

There are similar challenges facing our existing schools. The Institute for Fiscal Studies has shown that our schools are facing the first real-terms cuts to their budgets in nearly two decades, just as demand for school places is growing. We already know the consequences: more staff leaving, more schools in disrepair and more courses being cut. The Department for Education has missed its teacher training targets for four years in a row, while more experienced teachers are leaving the profession in record numbers and half a million pupils are being taught in super-sized classes. It should be our mission to provide an excellent education for all children, and we know what is needed to provide that: high-quality early years education, and the best heads and teachers teaching the right curriculum to manageable classes in decent school buildings, with high standards and good behaviour.

Let me say to the Education Secretary and all Government Members that if they take serious action to make the changes our education system needs, I will be the first to support them, because education policy should not be about ideological dogma, but about looking at all the evidence and pursuing policies that will improve the lives of all children.

[Anna Soubry (Broxtowe) (Con)]

Does the hon. Lady agree that the academy programme has delivered considerable success? Will she give it her unequivocal support, and will she condemn the members of the National Union of Teachers who picketed the Kimberley School in my constituency when it had the temerity to break free of the local authority and establish an excellent academy?

[Angela Rayner]

Education—I hope we can agree on this—is not about the vehicle, but about the drivers. Focusing on the vehicle does not deal with the fundamental issues of collaboration, leadership and good teaching in our school system.

[Several hon. Members rose—]

[Angela Rayner]

I will make some more progress.

The purpose of today’s debate is to send a message that Members from all parties are committed to an evidence-based approach to education policy, not to pursuing the failed policy of academic selection. We know that such a policy is not the answer to Britain’s social mobility crisis, and the Government knew that, too, until very recently. Indeed, the former leader of the Conservative Party—the one who won an election—had explicitly promised not to do so: only just gone, but so quickly forgotten. Why has that pledge been ripped up by the new Prime Minister? The Education Secretary has said it is to help solve Britain’s social mobility crisis, but the evidence for that is scant. I will not recite this point at length, but that was conclusively demonstrated in the recent Back-Bench business debate, which focused precisely on the evidence, secured by my hon. Friend the Member for Wigan (Lisa Nandy) and the hon. Member for Stroud (Neil Carmichael), the Chair of the Education Committee.

[Several hon. Members rose—]

[Angela Rayner]

I am not going to take interventions on that point. I will make some progress.

We know that those from disadvantaged backgrounds are far less likely to get into selective schools, even if they are just as bright as their better-off peers, and we know that even if they do get in, the impact on their attainment is minimal at best. It is not just Labour Members who know it; dozens of the Education Secretary’s own Back Benchers know it. The greatest concerns are about the mistaken priorities revealed by this policy.

[Several hon. Members rose—]

--- Later in debate ---

[Angela Rayner]

I want to make some progress, because I will wrap up shortly.

In the consultation document launched in November, the Government have already pledged £50 million to help existing grammar schools to expand. The same Green Paper made a series of substantial, uncosted pledges to schools that want to become grammars or to academy chains that want to open them. Now, just this weekend, Government sources briefed The Sunday Times that there will be “tens of millions” more to help grammar schools to expand.

The idea that this is the way in which the Government should spend taxpayers’ money is simply baffling. When nurseries across the country are facing closure because the Government will not deliver the investment needed to deliver on their manifesto pledge to provide 30 hours of free childcare a week and our schools are facing deeper cuts in their budgets than at any time since the 1970s, why is this money being taken away from them?

[Andy Burnham (Leigh) (Lab)]

My hon. Friend is making an outstanding speech. Have we not seen the problem with Tory education thinking this afternoon? Government Members think that some types of schools are better than others and that some children deserve better opportunities than others. That is what is so entirely wrong with what they are arguing today.

[Angela Rayner]

Do you know what? That is the real rub: that is the difference between Labour Members and Government Members. We believe that teachers are invaluable in making sure that our schools are the best they can possibly be, rather than focusing on the vehicle in which those teachers and drivers take forward that mission.

We know that Members across this House agree that this is not the way we should spend school budgets. Members in the devolved nations will want to know the implications for their own school budgets, too. I know that many Government Members share the view of Labour Members that education is the key to social mobility, and that for all our differences on policy, they would not want the Government to waste the Department for Education’s budget on an ineffective vanity project. That must be the key test of every spending commitment made by the Secretary of State.

[Tom Pursglove (Corby) (Con)]

Will the hon. Lady provide some clarification? We have heard loud and clear her position on grammar schools, but is it also her position that the Government should close all the grammar schools that already exist?

[Angela Rayner]

Again, I reiterate my point that Members on both sides of the House have the absolute responsibility to make sure that the policies they introduce in this House for the education of all our children are in their best interests and are evidence-based. This must be the key test of every spending commitment made by the Secretary of State: will this money be spent on something that we know will improve the lives of children across this country, whatever their background? That is the point of our motion, and I urge all Members on both sides of the House to ensure that our collective endeavour is always for the best education for every child.