Relationship Education in Schools

Debate between Angela Rayner and Nick Gibb

Tuesday 16th July 2019 Commons Chamber

[Nick Gibb]

Yes, my hon. Friend is right. The current controversy is about a curriculum that is in place now. Of course, we still support the school in wanting to teach LGBT issues. She is right that the guidance states, in paragraph 20:

“In all schools, when teaching these subjects, the religious background of all pupils must be taken into account when planning teaching, so that the topics that are included in the core content in this guidance are appropriately handled.”

Most schools will want to do that. My understanding and belief is that when parents are consulted and when they see the materials, the policy and the curriculum that the schools intend to teach, the vast majority of them will support the school in delivering that curriculum.

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

I thank you, Mr Speaker, for granting this important urgent question, and I thank my hon. Friend the Member for Kingston upon Hull West and Hessle (Emma Hardy) for asking it with such passion.

I commend the Department for Education and Ministers for their work—we have made great progress—but I urge them to go further and support the school. If they did, they would have the support of this House and the other place. This is not about consultation—I do not believe that the issues that have arisen are about consultation; they are about LGBT rights, the misinformation being put out and the bigotry being displayed by some minorities on our streets. We have to hit back.

I saw it myself only a few weeks ago after marching with the Terrence Higgins Trust at London Pride. I was trolled for supporting the LGBT+ community, but the support I have received from hon. Members across the House is evidence to all that we will not opt out of equality in this place. It is time for Ministers to provide the right guidance, resource and support to face down the protests and prejudice. Many parents will not be watching this debate. In addition to the measures the Minister has already outlined, what will his Department do to combat the misinformation and to allay parents’ fears?

In addition to the information for parents, training is meant to be available for teachers, but there is only £6 million to fund it, which averages at just £254 per school. Will the Minister confirm that his Department’s estimate of the amount needed was actually over £30 million and will he share details of how that funding is being allocated? The early adopters will be starting in September—just weeks away. Will that funding be available only for early-adopter schools? If so, what resource is available for others wishing to take up the programme?

We must provide the most comprehensive support for the teachers on the frontline, and this must continue under the new Prime Minister. Inclusive education must be a right for every single child. We will not go back to the days of section 28. Every child is a gift. I hope that the Minister will ensure that his team and the Government take every step over the summer to reinforce this.

[Nick Gibb]

I am grateful to the hon. Lady for her support for what is a landmark piece of legislation and statutory guidance. We should not allow this debate to overshadow the importance of what has been achieved. Thousands of schools do wish to adopt this policy early—in September—and we are producing an implementation guide for those early adopters on how to plan and develop the curriculum and to engage parents. We are also producing a guide on parental engagement planned for the early autumn about what the consultation means, what good practice is and where schools can get more support when they encounter the kind of problems we have seen in Birmingham.

The hon. Lady is right: we need to tackle misinformation. That is why we have produced these myth busters, which have been widely disseminated and are having an impact. On training, we are spending £6 million a year to develop online portals and material that we can spread to teachers who require that training. There should be a consensus in the House about the importance of updated guidance. It is 20 years since the last set of guidance on how to teach sex and relationships education in our schools, and she will know how much her party has helped achieve equality for LGBT people in this country in those 20 years and how the Conservative party, under the last Prime Minister, introduced the right of gay people to marry—a right that I am personally extremely grateful for. We have had to ensure that our guidance reflects modern society. I am convinced that when this guidance and the curriculum are rolled out nationally we will be helping people better to prepare for life in modern Britain.

Oral Answers to Questions

Debate between Angela Rayner and Nick Gibb

Monday 24th June 2019 Commons Chamber

[Nick Gibb]

I would be delighted to meet my hon. Friend and the headteachers of the schools concerned. We do specifically, in most cases, fund PFI costs that relate to schools through the national funding formula, but I do understand the pressures and problems that PFI can cause during the process of academy conversion. Our officials are becoming increasingly experienced at handling those challenges, but I will meet my hon. Friend with those headteachers.

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

The Minister talks about the funding going into schools, but the fact that he admits that those schools have increased costs shows that there are real-terms cuts to those schools. Members across the House have told him that many times, and he would be advised to take that on board. Let me see whether he will be more open about another report, which suggests that the national funding formula will be delayed by the Treasury in order to reserve money for a no-deal contingency fund. Can he give us any guarantee today on the timetable for that much-needed formula?

[Nick Gibb]

We are having discussions across Government on these issues of school funding and as we lead up to the spending review. We understand the need for schools to have clarity about their level of school funding and we are committed to the national funding formula, which is a much fairer way of distributing funding to our schools.

[Angela Rayner]

I am not sure we are any wiser about the outgoing Prime Minister’s plans, so let me turn to the future. The leading candidate—the blond one, not the bland one—promises minimum funding of £5,000 per pupil, but can the Minister confirm that this is under £50 million a year, an increase of just 0.1% in the total schools budget? Does he accept that this amount is less than the increase promised in his party’s manifesto, less than the amount that the outgoing Prime Minister apparently accepts is needed and, I hope, less than the amount that he will ask for at the spending review?

[Nick Gibb]

It would not be appropriate for me to comment on the specific proposals of the contenders, although I am very pleased that all the contenders in the leadership contest have made education a focus of their platforms. We are committed to ensuring that schools are properly funded, and that work is happening now as we prepare for the spending review.

Oral Answers to Questions

Debate between Angela Rayner and Nick Gibb

Monday 29th April 2019 Commons Chamber

[Nick Gibb]

The national funding formula allocates £287 million nationally in growth funding and local authorities also have the ability to top-slice their wider schools block funding if necessary to supplement growth funding. In 2018-19, Essex has been allocated £6.8 million in growth funding through the national funding formula growth factor, but we will, as my hon. Friend requests, make a strong case at the spending review for the right education funding for all areas.

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

From some of the answers from Ministers today, anyone would think they had not been in government for nearly a decade.

School places are really important for parents, but often at this time of the year many of them find it is not they who choose the school their sons and daughters will go to but the school that chooses which pupils to accept. Can I remind Ministers of the pledges they made before the last general election? Parents in Essex and across the country were promised a review of school admissions in the Conservative party manifesto. Will the Minister keep to that promise?

[Nick Gibb]

What I will tell the hon. Lady is that last year—which is the latest for which we have figures— 97.7% of families achieved one of their top three primary school choices, 91% achieved their first choice of primary school, and 93.8% achieved one of their top three choices of secondary school. In 2010, when we came to office, just 66% of pupils attended a good or outstanding school; today the figure is 86%.

Teacher Recruitment and Retention Strategy

Debate between Angela Rayner and Nick Gibb

Monday 28th January 2019 Commons Chamber

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

(Urgent Question): To ask the Secretary of State for Education if he will make a statement on the teacher recruitment and retention strategy.

[The Minister for School Standards (Nick Gibb)]

Last year, we recruited more than 34,500 trainee teachers into the profession—more than 2,000 more than the year before—but the growing number of pupils means that we need even more teachers at a time when we have the most competitive labour market on record. Today, the Government launched the teacher recruitment and retention strategy, outlining our priorities ahead of the spending review. First, we are creating the right climate so headteachers can establish the right culture in their schools. Secondly, we are transforming the support for early career teachers. Thirdly, we are building a career structure that remains attractive as teachers’ lives and careers progress. Fourthly, we are making it easier for great people to become teachers.

At the heart of the strategy is the early career framework. Developed with teachers, headteachers, academics and experts, and endorsed by the Education Endowment Foundation, it underpins what all new teachers will be entitled to be trained in at the start of their career, in line with the best available evidence. The early career framework will underpin the fully funded two-year package of structured support for all early career teachers, including additional time off-timetable for teachers in their second year and fully funded mental health training.

By the time the new system is fully in place, we anticipate investing at least an additional £130 million every year to support the delivery in full of the early career framework. This will be a substantial investment, befitting the most significant change to the teaching profession since it became a graduate-only profession. In addition, the recruitment and retention strategy outlines how the Government will create the right climate for headteachers to establish supportive cultures in their schools in which unnecessary workload is driven down. This includes consulting on replacing the floor and coasting standards, with Ofsted’s “requires improvement” as the sole trigger for an offer of support.

The recruitment and retention strategy, including the early career framework, has been developed closely with the sector. Its publication marks a crucial milestone for the profession, as well as the start of a conversation between the Government and the profession about how best to deliver on the promise of this strategy.

[Angela Rayner]

The publication of this strategy is a credit to the school leaders, teachers and trade unions who have campaigned for years on this issue. Any serious attempt to tackle the workforce crisis, however overdue, is welcome, but today’s words must be matched by actions. Perhaps the Minister could start by acknowledging the scale of the problem. He has missed his targets six years running, and teacher numbers are declining as pupil numbers are increasing. Can he confirm that between 2016 and 2017 the number of full-time equivalent teachers in our classrooms fell by over 5,000?

The Minister mentioned the £180 million of funding, but at least £42 million of it was announced back in December 2017. How much is new money? The framework talks about

“at least an additional £130 million pounds a year”.

Is that new funding from the Treasury, or is it being taken from other education spending, and if so, where from? Has the Treasury committed to this funding in the upcoming spending review, and does the “at least” mean that more money will be available if needed?

The concept of the new framework is welcome and long overdue, but can the Minister guarantee that every new teacher will be able to benefit from it? Specifically, will academies also be required to offer the additional time off-timetable for newly qualified teachers in their second year? For many schools, timetabling makes part-time work challenging. Where will they find the additional staff needed to make job shares work? Has he made any assessment of the number of teachers this could keep in or bring back into the profession?

On initial teacher training, how will the Minister ensure that smaller teacher training providers, such as school-centred providers, will not lose places? He pledged a review of teaching schools. What issues will this address and how will it be carried out? The strategy suggests that their functions will be taken on by multi-academy trusts. Will other schools be excluded? Will the strategy offer something for more experienced teachers? His most recent pay deal means that 250,000 teachers—the majority, in fact—are facing another real-terms pay cut. Can he confirm that today’s strategy does nothing to stop continued real-terms pay cuts in our schools? Surely he can acknowledge that teachers need more than the offer of part-time work.

Finally, the teaching workforce crisis cannot be separated from the years of cuts to pay and education budgets. Our teachers do invaluable work every day raising our next generation, and I thank them all. I hope that the Government will start valuing them with more than just warm words.

[Nick Gibb]

I do not really know how to react to the hon. Lady’s tone. This is a very effective recruitment and retention strategy, which has the support of the sector, and I should have thought that she would want to support it as well. The concept and structure of the strategy were driven by my right hon. Friend the Secretary of State, and the details were developed by officials and by me in close consultation with the profession, the teachers’ unions and academics. I do not regard that as a matter for criticism.

The hon. Lady asks whether the £130 million is new money. It reflects what we think schools will need to support a 5% timetable reduction for early-years career teachers, for mental health training and time and for the training programme. The Government are clear that they are committed to that funding, and it is new funding. It does not include the £42 million teacher development premium.

The hon. Lady asks about more experienced teachers. As she will see when she has a chance to read the strategy, it includes support for non-leadership career pathways for teachers who want to remain in the classroom. There will be a teacher development national professional qualification to enable them to enhance their careers without necessarily taking on leadership positions. We shall be announcing a procurement tender for initial teacher training providers and others.

The principal challenge that we face in teacher recruitment is the fact that we have a strong economy, with record numbers of jobs and the lowest unemployment since the 1970s. We are competing with other professions, such as commerce and industry, for the best graduates in our economy. A strong economy is not a challenge likely to face any Labour Government. Whenever Labour is in office, it damages the public finances, damages the economy and destroys jobs, whereas the Conservatives repair our economy, take a balanced approach to the public finances and create jobs—millions of jobs.

Oral Answers to Questions

Debate between Angela Rayner and Nick Gibb

Monday 17th December 2018 Commons Chamber

[Nick Gibb]

Of course, we need all those European languages, as well as Mandarin and other languages, to be taught in our secondary schools. Since 2010, there has been an increase from 40% of the cohort taking a GCSE in a foreign language to 46% this year. However, we need to go further, which is why we have the target of 90% studying the EBacc combination of GCSEs by 2025.

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

Non, nee and nein are among the European words the Prime Minister has learned this week, but a generation of children is being denied the same opportunity, with nearly 20,000 fewer hours of modern languages taught in secondary schools now compared with 2010. The decline is particularly stark in German and French. Will the Minister commit today to reversing that trend, or is it only the Prime Minister who is being taught a lesson?

[Nick Gibb]

I must say, it is rich for Opposition Members to criticise the reduction in modern foreign language teaching. It was their Government—the Labour Government, in 2004—who downgraded the importance of foreign languages, and we are trying to reverse that. We have increased the proportion of young people studying a foreign language from 40% in 2010 to 46% this year, and we want to go further.

Oral Answers to Questions

Debate between Angela Rayner and Nick Gibb

Monday 25th June 2018 Commons Chamber

[Nick Gibb]

This Government have grasped the nettle and are introducing a fairer, more transparent funding system, which the previous Labour Government shied away from.

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

The Chancellor gave a guarantee that not a single school would lose a single penny—no ifs, no buts, no small print, but an ironclad, copper-bottomed guarantee. Now he is trying to wriggle out of it like a second-hand car salesman. If Private Pike is prepared to go to war to get funding for defence, why is the Education Secretary waving the white flag rather than meeting his guarantee on schools?

[Nick Gibb]

The national fairer funding system is giving every local authority in the country more money for every pupil in every school in 2018-19 and 2019-20, and the Institute for Fiscal Studies says that school funding will be maintained in real terms per pupil in those two years. But we have always been clear that for these two years we will allow some discretion to local authorities as to how they allocate that funding to each of their local schools, and that is why the points the hon. Lady made arise: because we have given discretion to local authorities.

School Funding

Debate between Angela Rayner and Nick Gibb

Wednesday 25th April 2018 Commons Chamber

[Nick Gibb]

I share the hon. Lady’s support for Labour’s academisation programme, which is why we expanded it from 200 academies to over 6,000. She is fortunate to have in her constituency the Harris Federation, which is one of the most successful multi-academy trusts and school sponsors in the country. She should also want to acknowledge that funding for schools in Mitcham and Morden will rise by 7.3% under the national funding formula, and that Merton will receive an extra £6.3 million by 2019-20—a 5.4% increase in funding.[Official Report, 22 May 2018, Vol. 641, c. 5MC.]

My hon. Friend the Member for Mid Dorset and North Poole (Michael Tomlinson), in yet another highly effective speech on education, rightly pointed out that Dorset will receive a 4.2% increase and Poole a 3.8% increase under the full national funding formula. He also highlighted that England is rising up the PIRLS league table for the reading ability of our nine-year-olds. Reading is the basic fundamental building block, as the hon. Member for Luton North (Kelvin Hopkins), who is sitting on the Opposition Back Bench, would acknowledge. This country’s adoption of phonics and the hard work of primary school teachers up and down the country mean that we have risen from joint 10th to joint eighth in the PIRLS world league table.

In her strong contribution, my hon. Friend the Member for Lewes (Maria Caulfield), like my hon. Friend the Member for Mid Dorset and North Poole, effectively revealed Labour’s and the unions’ political motives for raising school funding. Lewes’s schools will see a 4.3% increase in funding under the national funding formula, but I will certainly come back to her on the three requests from the primary schools in her constituency.

Although I think there is some consensus in the House about the principles underlying the national funding formula, we disagree with the Opposition on the overall amount. Is the £42.4 billion we are spending this year enough, and can our public finances afford more? Last July, we announced an additional £1.3 billion increase in overall school and high needs funding, over and above the increases agreed in the 2015 spending review—£416 million more for 2018-19 and £884 million more for 2019-20. The Institute for Fiscal Studies says that school funding will be 50% higher in real terms per pupil by 2019-20 than in 2000.

However, we know that in the past two years schools have incurred increased costs, such as higher employer’s national insurance contributions and higher pensions contributions. Of course, both have applied to other public services, and higher national insurance has also applied to private sector employers. Those costs are all part of tax and revenue-raising measures that were introduced to help reduce the public sector budget deficit, which stood at £150 billion per year—10% of our GDP—when we came into office in 2010. That was unsustainable and would have been bankrupting if we had not addressed it. Thanks to the hard work of the British people and a series of difficult decisions, that deficit has reduced to £42.6 billion—2.1% of GDP—and is set to fall further.

Without that balanced approach to public spending and the public finances, we would not now have a strong economy providing young people with the job opportunities that a record number of jobs in the economy brings. Without that careful and balanced approach, we would not have been able to spend £42.4 billion on schools this year and allocate more than £23 billion to capital spending from 2016 to 2021, and we would not have created more than 800,000 new school places, with more in the pipeline; seen a rise in reading standards in our schools; helped schools raise the standard of maths teaching; allocated significant funds to music and the arts; ensured that 91% of 16-year-olds studied at least two science GCSEs, up from 62% in 2011; or seen 1.9 million more pupils in schools rated “good” or “outstanding” by Ofsted than in 2010.

None of that would have been achieved if we had taken the hard left-wing approach to the public finances set out by Labour during and since the general election. Labour’s spend, spend, spend plans would mean £106 billion more public spending, wiping out in one blow eight years of hard work on deficit reduction. Its plans to nationalise a raft of industries would add £176 billion to the national debt. Its other plans would bring the increase in debt to £350 billion, costing us another £8 billion a year in higher interest charges—an amount equal to nearly a fifth of the schools budget blown on increased debt interest charges to fund Labour’s spending plans.

What do we know about Labour’s statements and promises on spending? We know that they cannot be delivered without bankrupting the country. It would lead to a run on the pound, a flight of investment and a rise in unemployment—the hallmark of every period of Labour in office. That is why, no doubt, the hon. Member for Ashton-under-Lyne, in a moment of candour, described Labour’s economic policy as “a bit of a” something “or bust” policy.

By contrast, because of our balanced approach to public spending, funding for schools under the national formula will ensure that every school attracts at least 0.5% more per pupil funding this year and 1% next year than in 2017, with thousands of schools receiving significantly more. It means that for schools that have historically had the very lowest funding, we can introduce a minimum of £3,500 per pupil for primary schools and £4,800 per pupil for secondary schools. It means that we can increase funding for special educational needs from £5 billion in 2013 to £6 billion this year.

Delivery, not promises, is what matters and this Government are delivering—delivering on the economy, delivering on jobs, delivering on school funding and delivering on academic standards.

Question put and agreed to.

Resolved,

That this House notes the Conservative Party manifesto pledge to make sure that no school has its budget cut as a result of the new national funding formula, the statement by the Secretary of State for Education that each school will see at least a small cash terms increase and the Chancellor of the Exchequer’s guarantee that every school would receive a cash terms increase; endorses the aim of ensuring that there is a cash increase in every school’s budget; agrees with the UK Statistics Authority that such an increase is not guaranteed by the national funding formula, which allows for reductions of up to 1.5 per cent in per pupil funding for schools; and calls on the Government to meet its guarantee, ensuring that every single school receives a cash increase in per pupil funding in every financial year of the 2017 Parliament.

[Angela Rayner]

On a point of order, Madam Deputy Speaker. I wonder if you can help me with something. Earlier today, the Prime Minister said that the Leader of the Opposition had said that he would ameliorate student debt and suggested that he was no longer looking at that. That is not something that the Leader of the Opposition is not doing. Is there anything you can do, Madam Deputy Speaker, to help me correct the record to ensure that the Leader of the Opposition is represented fairly?

Oral Answers to Questions

Debate between Angela Rayner and Nick Gibb

Monday 11th December 2017 Commons Chamber

[Nick Gibb]

Yes, I would be happy to meet my hon. Friend to discuss the financial and academic future of that school.

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

Can the Minister confirm that the Budget actually cut education capital funding by £1 billion in this spending review, and that part of that cut involves removing more than three quarters of the healthy pupils capital programme? Perhaps he recalls the Government’s pledge earlier this year that the healthy pupils fund would not fall below £415 million, regardless. Will he now apologise for breaking that promise?

[Nick Gibb]

The hon. Lady has misunderstood the budget process. We have not cut £1 billion from the capital spending of schools. What we have done is convert an element of the healthy schools budget into revenue spending, to ensure that schools are properly funded on the frontline, because we believe that schools need to be properly funded and that is how we have managed to allocate an extra £1.3 billion to school funding—something that she and the school system have called for.

Oral Answers to Questions

Debate between Angela Rayner and Nick Gibb

Monday 6th November 2017 Commons Chamber

[Nick Gibb]

My hon. Friend is right to raise this issue. High Crags Primary School was put into special measures in June 2015, before it became a sponsored academy. In 2016, just 23% of its pupils reached the expected standard in reading, writing and maths, compared to a national average of 53%. The school is now being re-brokered to be supported by the highly successful Tauheedul Education Trust, and Wakefield City Academies Trust will not be able to retain any of the reserves that it holds at the point of dissolution. Schools, including High Crags, will receive the resources and support that they need in order to raise academic standards.

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

Last week the Minister told me in a written answer that he would not publish a report on Wakefield City Academies Trust by the Education and Skills Funding Agency because it would be

“obstructive to the process of ensuring all the schools are placed with new trusts.”

Surely any financial issues are being disclosed to potential new trusts. What on earth is in the report that is so damaging to schools that it cannot be disclosed—or is it just so embarrassing to Ministers that they would rather hide behind excuses?

[Nick Gibb]

The issue of Wakefield City Academies Trust was not about finances, but about academic standards in the schools in that trust. That is why we are re-brokering all the schools in WCAT to other, more successful multi-academy trusts in the area. We are concerned not with making party political points, but with raising academic standards in each of the schools that serve pupils in those areas.

Oral Answers to Questions

Debate between Angela Rayner and Nick Gibb

Monday 11th September 2017 Commons Chamber

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

My hon. Friend the Member for Manchester, Withington (Jeff Smith) made a very good point, and the School Teachers Review Body, the Education Select Committee and the Secretary of State’s predecessor have all said that pay has contributed to the crisis in teacher recruitment, but—notably—not the Prime Minister. Last week, our research showed that the Government’s freeze and cap on public sector pay has left the average teacher more than £5,000 a year worse off. Will the Secretary of State get the cap lifted for schools or is she telling us that nothing has changed?

[Nick Gibb]

We rely on the expertise of the School Teachers Review Body and the extensive and thorough review carried out by it. It has made recommendations, which we have accepted, that the main pay bands should increase by 2%—the minimum and maximum—and that the bands for more senior teachers should increase by 1%.

There are 15,500 more teachers today than when Labour left office in 2010. We are meeting 93% of the target of recruiting graduates into teacher training. More returners are coming back into teaching in 2016 than in 2011, and more people came into teaching than left last year.

Education: Public Funding

Debate between Angela Rayner and Nick Gibb

Tuesday 4th July 2017 Commons Chamber

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

(Urgent Question): To ask the Secretary of State if she will make a statement on the Government’s plans for the public funding of education.

[The Minister for School Standards (Nick Gibb)]

This Government are determined to ensure that all pupils regardless of where they live receive a world-class education. Over the past seven years, we have made significant progress. There are now 1.8 million more children in schools that are rated good or outstanding than there were in 2010. Today, we saw an eight percentage point rise in key stage 2 results, as pupils and teachers rise to meet the challenge of the new, more demanding, curriculum and assessments.

Looking beyond schools, the Government have prioritised funding for all phases of education. At the spending review, we announced that we will be investing an additional £1 billion a year in early education entitlements, including funding for the new 30-hours’ entitlement and funding to increase the per child rate that providers receive. We protected the national base rate per pupil for 16 to 19-year-olds in sixth forms, sixth form colleges and further education colleges in England. In the spring Budget, my right hon. Friend the Chancellor announced new investment in technical education for 16 to 19-year-olds, rising to an additional £500 million per year.

We have maintained funding for the adult education budget, which supports adult skills participation, in cash terms at £1.5 billion per year. We have implemented reforms to higher education to drive greater competition and teaching standards. Together that adds up to a comprehensive package of support for education at all stages of life.

We want to ensure that every school has the resources it needs, which is why we have protected the schools budget in real terms since 2010. We set out in our manifesto our intention to increase funding further as well as to continue to protect the pupil premium to support the most disadvantaged pupils. We recognise that schools face cost pressures beyond the total amount of funding going in and we know that there are two crucial questions. First, we know that how schools use their money is important in delivering the best outcomes for pupils, and we will continue to provide support to help schools to use their funding effectively. Secondly, we know that how funding is distributed across the country is anachronistic and unfair and that the current system is in desperate need of urgent reform.

We have gone further than any previous Government in reforming school funding. The second stage of our consultation on a national funding formula for schools closed in March and I am grateful to the 25,000 people who responded, as well as to hon. Members who contributed during the more than 10 hours of parliamentary debates on school funding and during many face-to-face meetings over that period. It is important that we consider carefully how to proceed and, as outlined in our manifesto, we will make sure that no school has its budget cut as a result of the new formula. We remain committed to working with Parliament and introducing proposals that will command consensus. We will set out our plans shortly.

[Angela Rayner]

I thank the Minister, but there is no sign of the Education Secretary. And where is the Prime Minister? She isn’t running her party any more, Mr Speaker —she is running away from her party. The Education Secretary put in a bid for extra money for schools this weekend, not at Cabinet but on the front page of the Torygraph, and no wonder when Arlene Foster got £1 billion—she must be the most expensive right winger since Cristiano Ronaldo. Will the Minister confirm that that was an increase in school funding of £150 per pupil in Northern Ireland? And is there any extra Treasury funding for education in the rest of the country, or not?

The Minister has said that the new funding formula will avoid cash cuts, so where is the funding for that coming from? New money, or just cuts elsewhere? When he says that no school will lose out, can he confirm that that is in cash terms, not real terms? The Conservatives promised an extra £4 billion for schools in their manifesto. Is that now Government policy, and how much of that is for each year? They were going to raise the money by scrapping infant school meals. Is that still policy? Will the Minister provide universal free breakfasts in primary schools, and does he finally have proper costings for that? Is he still planning to fund new and expanded grammar schools, or has that now been abandoned as well?

The Education Secretary was not the only one haggling with the Chancellor in the Sunday papers. Her predecessor, now the Environment Secretary, said that he always listened to public sector pay bodies. He must have forgotten that he actually abolished the school support staff negotiating body. Will the Minister now look at reinstating a pay body for support staff, and does he support lifting the 1% pay cap in education?

The First Secretary of State also called for a national debate on tuition fees, so will the Minister give us one on the Floor of the House on the Government’s latest fee hike, which they sneaked through during the election campaign? Finally, will he centrally fund any safety measures for school buildings, and update the House before the recess, as well as looking at student halls? Just two years ago, the Government were elected on a manifesto that promised no cuts to the funding of any school or any pupil. Will they finally meet that promise?

[Nick Gibb]

We are spending record amounts on school funding: £41 billion this year, rising to £42 billion in 2019-20 with increasing pupil numbers. We will respond to the consultation shortly, but the public can be confident that what we promise in our response will be deliverable and will be delivered.

Most economic commentators know that the wild promises made by Labour during the general election to spend billions of pounds a year of taxpayers’ money nationalising the energy industry, the water industry and the rail industry, and billions of pounds on promises across a range of spending areas, will simply add more than £50 billion a year to our annual deficit, leading to a crisis of confidence among those who Labour expects to lend the Government that money. That in turn would lead to catastrophic damage to our economy, an economy that today, under this Government, has produced strong economic growth, record numbers of jobs and the lowest level of unemployment for more than 40 years. A strong economy funds public services; economic chaos leads straight to the International Monetary Fund and to emergency cuts.

The hon. Lady asked a number of questions. The School Teachers Review Body has submitted its 27th report to the Secretary of State, and it makes recommendations for the 2017 pay award for teachers and school leaders. We continue to consider the report carefully, and we will publish it, together with our response and a draft revised schoolteachers pay and conditions document, as soon as possible. The hon. Lady asked about universal infant free school meals. We have listened carefully to the sector’s views on the proposal to remove infant free school meals, and we have decided that it is right to retain the existing provision. Universal infant free school meals ensure that children receive a nutritious meal during the day, which saves hard-working families hundreds of pounds a year and boosts educational achievement, especially among children from the most disadvantaged backgrounds.

The hon. Lady also asked about fire safety in schools. We are conducting a survey of all schools to find out what cladding they have on their buildings. For schools over four storeys or 18 metres that have cladding we are asking fire inspectors to conduct an urgent inspection of fire safety.

Oral Answers to Questions

Debate between Angela Rayner and Nick Gibb

Monday 20th March 2017 Commons Chamber

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

Earlier, I set the Secretary of State a simple maths question on free schools, but I do not think we had a clear answer. So let me set her one on verbal reasoning. If David promised to protect school spending per pupil and Justine’s new funding formula cuts spending per pupil in more than 9,000 schools, what does that make Theresa?

[Mr Gibb]

In our manifesto, we said that we would protect school funding in real terms. We have protected school funding in real terms. It is at £40 billion—the highest level on record—and it will rise to £42 billion by 2019-20, as school pupil numbers rise. Given the way in which the Labour party managed our economy in the past and the way in which it intends to do so in future, I do not believe that if the party ever got into power, it would be able to match that level of funding.

[Angela Rayner]

I do not think I heard an answer about the promise that the Conservative party made. At this rate, the Conservative manifesto will turn out to be the greatest work of fiction since Paul Nuttall last did his CV. We are in favour of fairer funding, but this is not fair and it is not funded, either. Will the Secretary of State finally tell us whether the Conservatives are going to keep the promise made by the last Prime Minister that not one pupil would lose one penny in school funding throughout this Parliament?

[Mr Gibb]

We made it clear that we would maintain the funding of schools, in real terms, and that is precisely what we are doing. At a time of fiscal constraint, when we have to tackle a £150 billion public sector budget deficit inherited from the Labour party, we have still protected school funding in real terms. At the same time, we are introducing a fairer funding system—something that the Labour party failed to do in all the years that it was in office.

Oral Answers to Questions

Debate between Angela Rayner and Nick Gibb

Monday 6th February 2017 Commons Chamber

[Mr Gibb]

Yes, of course. The consultation is genuine and has been extended for two weeks until 22 March so that we can hear representations from my hon. Friend, from other Members and from members of the public.

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

Will the Minister confirm last week’s report that the Secretary of State handed back to the Treasury £384 million that was earmarked for school improvement? Does he agree with the estimate of London Councils that it would take £335 million to ensure that no school loses out under the new funding formula?

[Mr Gibb]

The hon. Lady should know how negotiations with the Treasury work. We negotiated a good agreement with the Treasury and have protected core school funding in real terms. We are spending £40 billion a year on school funding—a record high figure—and that is set to rise, as pupil numbers rise over the next two years, to £42 billion by 2019-20. The figure that she refers to is about the cost of academisation. That proposal continues, but we are not targeting the same timetable that was agreed in the previous White Paper.

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[Mr Gibb]

The new funding formula is designed to ensure that funding is properly matched to need. It uses up-to-date data so that children who face entrenched barriers to their education receive the teaching and support that they need. I recognise that my hon. Friend will be disappointed by the impact of the proposals, on the basis of illustrative figures for the 2016-17 year for schools in Southend. As he knows, we are conducting a full consultation on the formula’s details, and I know he will continue to make his views known through that process.

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

To return to the point made by my hon. Friend the Member for Great Grimsby (Melanie Onn) about funding for academies, what will the Minister do to help schools such as the Whitehaven academy in Cumbria, which has been left with a crumbling building after his Government axed its capital funding, and where the teachers are now prevented from photocopying to save money? Will the Government help the pupils and parents who need support?

[Mr Gibb]

It is nice to hear from the hon. Lady for the third time. We are spending record amounts on capital: £23 billion has been allocated for capital spending over this spending review period. We created 600,000 more school places in the previous Parliament, and we are committed to creating another 600,000 in this Parliament. We are spending £40 billion a year on revenue funding for schools—a record amount that over the next two years will rise, as pupil numbers rise, to £42 billion. None of that would be possible if we relied on the Labour party to oversee the economy. We have a strong economy and we are rescuing it from the fiasco of the previous Labour Government.

Educational Performance: Boys

Debate between Angela Rayner and Nick Gibb

Tuesday 6th September 2016 Westminster Hall

[The Minister for Schools (Mr Nick Gibb)]

Well, let me get on with it, Mr Walker. It is a pleasure to serve under your chairmanship.

I congratulate my hon. Friend the Member for Lincoln (Karl MᶜCartney) on securing this important debate. It has been an excellent and pacy debate, with excellent speeches on both sides of the Chamber, particularly the passionate speech, based on personal experience, of my hon. Friend the Member for Weaver Vale (Graham Evans), the thoughtful speeches of my hon. Friends the Members for Congleton (Fiona Bruce), for Telford (Lucy Allan) and for Portsmouth South (Mrs Drummond), and other speeches that I will refer to in a moment.

As my hon. Friend the Member for Lincoln and the hon. Member for Mitcham and Morden (Siobhain McDonagh) have so clearly set out, there are still far too many young people—boys and girls—who are held back by their background and circumstances and who leave school without the basic building blocks for a successful future. The Government are determined to tackle those issues. Tackling educational inequality means raising the bar, setting the highest expectations for all pupils at every stage and raising standards so that every school can deliver a world-class education.

We have already made enormous strides. More than 1.4 million more pupils are now being taught in schools judged good or outstanding by Ofsted than in 2010. Once again, this year’s A-level and GCSE results are testimony to the hard work of thousands of pupils and teachers. But while it is right that we celebrate those achievements, we must also recognise that there are groups of pupils for whom the chances of achieving good GCSEs and A-levels are simply too low.

Tackling the inequality driven by socio-economic background is a key priority for the Government, as is tackling the inequality driven by gender. Whichever way we read the data, they show that girls outperform boys at all educational stages in most areas of the curriculum. In 2015, there was a gap of nearly 16 percentage points between girls and boys judged to be achieving a good level of development at the end of the early years foundation stage: 74.3% for girls and 58.6% for boys. The gap persists at primary school in most, but not all, subjects.

In 2015, while boys’ and girls’ performance in mathematics was consistent—87% of boys and girls achieving level 4 or higher in the key stage 2 maths assessment—a significantly higher percentage of girls than boys achieved the expected standard in reading, writing and grammar, punctuation and spelling. In reading, writing and maths, 83% of all girls achieved at least the expected standard, compared with 77% of boys.

By the time pupils reach the end of key stage 4 at secondary school, the gender gap in attainment has increased. Girls outperform boys across all major curriculum subjects, although the size of the gap varies considerably by subject. For example, in 2015, girls only just outperformed boys in maths and individual sciences, but in English the gap was nearly 15 percentage points, and in the most commonly studied languages—French, German and Spanish—it was around 10 percentage points. Girls remain more likely than boys to be entered for the English baccalaureate: in 2015, more than 43% of girls studied the suite of English baccalaureate qualifying subjects, compared with 34% of boys. More girls than boys achieved it, too: 29% of girls, compared with around 19% of boys.

The cumulative impact of low prior attainment during primary and secondary school is likely to be one of the main factors influencing the slightly lower proportion of boys progressing to a sustained college or sixth form at 16 and the slightly higher likelihood that boys will be not in education, employment or training at the same age. In England, young women are 36% more likely to apply to university than young men; the difference in application rates between them is the highest on record.

It is important to note, however, that gender gaps are a common occurrence internationally, as the hon. Member for North Ayrshire and Arran (Patricia Gibson) pointed out. They are in favour of girls in reading, in favour of boys in mathematics but mixed in science. According to the most recent PISA study—the programme for international student assessment, conducted by the OECD—the reading ability of girls is higher than that of boys in every country.

On average across OECD countries, 15-year-old girls are around a year ahead of boys—38 PISA points. The size of that gap is narrower in England: our girls outperform boys by 24 PISA points. The gender gap in maths is reversed—boys do better—and is not as large: 11 PISA points, or four months of education, across the OECD. In fact, boys only scored significantly better than girls in 27 out of 65 countries, and the gender gap remains in favour of girls in Jordan, Qatar, Thailand, Malaysia and Iceland, as I think the hon. Lady referred to. The size of the gap is similar in England to the average across all OECD countries, which is 13 PISA points.

What are the drivers of boys’ under-achievement? I listened very carefully to the excellent speech of my hon. Friend the Member for Portsmouth South. While there is a plethora of data to show where and by how much girls do better than boys in education, there is only limited evidence that explains precisely why boys do not perform as well as girls. There is no shortage of theories, but many of them are not supported by robust research evidence. For example, it has been argued that boys naturally prefer examinations and girls prefer coursework, so boys may have been disadvantaged by the move from exam-based assessments to GCSEs, which place a greater emphasis on coursework. In fact, the attainment of girls at the end of secondary school was already improving before the introduction of GCSEs, and subsequent reductions in the weighting of the coursework component of GCSEs have had little impact on gender attainment patterns.

Another view, which my hon. Friend the Member for Lincoln referred to, is that the performance of boys is held back by the lack of male teachers in schools, particularly during the primary phase. He is right to point out that there is a huge disparity in the numbers of men and women teaching in primary schools, but studies that have looked for correlation between teacher gender and pupil attainment have mostly found no relationship of improved attainment when boys are taught by male teachers—although that does not mean we do not want to address the imbalance in the gender of primary school teachers.

The research evidence does suggest that the behaviour and attitudes of boys and girls towards school and academic study tend to differ in a number of ways—my hon. Friend the Member for Portsmouth South referred to some of those. Pupil-level factors appear to play an important role in the gender attainment gap. We know that there are some schools in which pupil attainment is high and the gap between girls and boys is small or non-existent. Those schools tend to be characterised by a positive attitude to study, high expectations of all pupils, high-quality teaching and classroom management, and close tracking of individual pupils’ achievement.

As the hon. Member for Mitcham and Morden so passionately and ably pointed out, academies in the Harris Federation in her constituency are improving educational standards for pupils from poorer backgrounds because they adopt those attitudes to education. I have not yet seen evidence of the gap closing, because I do not have the data, but if the hon. Lady has them, or if I can get them from Dan Moynihan, it would be interesting to see the extent to which the Harris Federation’s approach to education is having an impact on the gender gap.

It is important not to generalise. It is simply not true that all boys do badly and that all girls do well. For example, white British girls who are eligible for free school meals generally do much worse than white British boys who are not. Indeed, there is clear evidence that poverty is a much bigger predictor of poor educational attainment than gender, as the shadow Education Secretary pointed out. While gender imposes a relatively consistent educational performance gap across all ethnic groups, the impact is compounded significantly by deprivation. As the Prime Minister noted in her inaugural speech, the chances of going to university are extremely low for white working-class boys. In 2015, fewer than one in four white British boys eligible for free school meals achieved five A* to C grades at GCSE, including English and maths, compared with more than 56% of non-disadvantaged white British boys.

The question is: how are we tackling educational underachievement? The Government’s approach is to set high expectations for what all pupils will achieve by introducing an ambitious and stretching national curriculum and world-class qualifications. To deliver such reforms, we are building a school-led, self-improving education system, characterised by high levels of autonomy and strong accountability arrangements, through which the characteristics of high-performing schools, such as those referred to by the hon. Member for Mitcham and Morden, can be shared and embedded across the whole system.

We want all pupils to secure the basics in literacy and numeracy by the end of primary school, and we have set higher standards in those areas of the curriculum. We have embedded the teaching of phonics in key stage 1, which we know is the most effective way of teaching reading for all children, and we are providing catch-up funding to secondary schools to support those pupils who do not achieve the expected standard at 11. As a result, 120,000 more six-year-olds are on track to become fluent readers. Our introduction of the English baccalaureate sets a strong expectation that all pupils will receive a rigorous academic education that prepares them for adult life and success in our modern economy. We have made clear our aim that, by 2020, the vast majority of pupils, boys and girls alike, will take those facilitating subjects as part of a well-rounded education that opens the door to education and employment.

Our new performance accountability measures are also intended to drive up attainment across the board. Secondary school performance tables now report on pupils’ progress from the end of primary school to the end of secondary school, as well as their GCSE attainment. The new measures, known as progress 8 and attainment 8, will encourage schools to focus their attention on the progress and attainment of every pupil, not just those at or near the borderline of a particular performance threshold.

Looking beyond the curriculum, our commitment to character education seeks to ensure that all pupils develop the essential qualities of resilience, perseverance and self-control, all of which are critical for success in both education and adult life.

[Angela Rayner]

In the spirit of this debate, and bearing in mind what is happening in the media, does the Minister believe that grammar schools will help with his aspirations or make things harder?

[Mr Gibb]

The Prime Minister and the Secretary of State have been clear that we need to build a country that works for everyone. We are looking at a range of options to allow more children to go to a school that helps them to rise as far as their talents will take them. We will, of course, say more in due course, as policy is developed under the new Secretary of State.

Our vision for a self-improving school system is fast becoming a reality. Our growing network of teaching schools and multi-academy trusts is ensuring that institutions can collaborate and receive the support they need to raise standards. We are working hard to create a sustainable and diverse succession plan of high-quality school leaders and headteachers, and our expansion of the highly successful Teach First programme—

Teachers Strike

Debate between Angela Rayner and Nick Gibb

Tuesday 5th July 2016 Commons Chamber

[Mr Gibb]

My hon. Friend is right. These strikes not only damage children’s education, with every extra day of school missed damaging the outcomes for those children, but hugely inconvenience working parents, who have to make childcare arrangements or take a day off work in order to look after their children. So I share my hon. Friend’s comments, and I pay tribute to the vast majority of teachers and head teachers who are working today, resulting in seven out of eight schools refusing to close.

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

As in the case of the junior doctors dispute, I am sure that the general public watching this debate will see through this Government’s mirage and their fascination with what they seem to think is the picture out there. Taking strike action is one of the most difficult decisions any teacher makes. No one takes that decision lightly, but teachers have said enough is enough. They are fed up with the cuts, which 70% of heads say are directly affecting educational standards. Will the Minister now accept that class sizes are increasing, pupils are getting less choice about the subjects they learn, jobs are going and children are getting less individual time with staff?

I find the Minister’s faith in the free market’s ability to decide teachers’ salaries touchingly naive, on a day when the pound has fallen to a 31-year low. Can he tell us whether there is any limit to how far he is prepared to see teachers’ salaries fall? Meanwhile, the Secretary of State has refused to say anything about what will happen to teachers’ pay and conditions in September, and we have still not heard anything about that from the Minister. We are less than a month from the end of term, so will he finally end the uncertainty and update the House on what teachers can expect?

Unfortunately, the Secretary of State seems to be spending more time on the Justice Secretary’s campaign for the Tory leadership than on her day job. Will the Minister now agree to get around the table and thrash out a better deal for the next generation, which is what every parent across the country wants? The working conditions of our teachers are the learning conditions of our children, and our children deserve the very best.

[Mr Gibb]

What the public are seeing is a Labour party that is equivocal about whether it agrees with strike action that is disrupting children’s education. The hon. Lady is not prepared to condemn strike action that is not only damaging children’s education but hugely inconveniencing working parents, who have to make alternative arrangements for looking after their children.

The hon. Lady talks about class sizes, but the average infant class size has remained at 27.4—unchanged from 2015. Indeed, of the 3,066 infant classes with 31 or more pupils, 80% have just 31 pupils, and that is because of the flexibility we have built in to allow one or two extra children—for example, twins—to have access to those schools. Will the hon. Lady condemn that policy?

I have said that we will publish the STRB report when consideration of it is complete. We will consult teachers and stakeholders about the future of the STRB and about the arrangements when all schools are academies. However, let me give the hon. Lady one final chance to say, on behalf of the Labour party, that it condemns this unnecessary and futile strike by the National Union of Teachers.

Oral Answers to Questions

Debate between Angela Rayner and Nick Gibb

Monday 4th July 2016 Commons Chamber

[Mr Gibb]

Academies’ funding rates are the same as those for the area in which they are situated. My right hon. Friend the Secretary of State will say something shortly about the national fair funding formula, which we hope will make funding across the country fairer.

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

It is a pleasure to face the Minister for the first time today. As he mentioned, we have discussed education issues in one of the areas in my constituency, in Oldham. It has been an interesting week, and I am really pleased that there are still two women at the Dispatch Box overseeing education; that is really good news.

We face a crisis in the teaching workforce, and it has not been made any better by the potential problems with teachers’ pay. Almost 50,000 teachers quit this year—the highest figure ever. More teachers left than were recruited, and applications are still falling. The crisis has left academies spending nearly £200 million more on supply teachers in the last year. Is the Minister now prepared to apologise for the Government’s accusation that the Opposition were scaremongering in raising this issue?

[Mr Gibb]

The truth is that there are record numbers of teachers in the profession today. There are 456,000 teachers—15,000 more than there were in 2010. Some 43,000 teachers left the profession in 2015, but they were replaced by 45,000 coming into it. Talking down the teaching profession does not help to encourage graduates to come into it. Wherever I go, I talk up the profession. I hope that the hon. Lady, in her role, will do the same.

[Angela Rayner]

I think that every single teacher does an absolutely superb job. Ministers should listen to teachers when they talk about the issues that teachers face every single day in the classroom. On today’s evidence, it seems that Ministers are failing and not coasting. They are not prepared to apologise. Where is the evidence that devolving terms and conditions to school level will lead to higher standards? Can the Minister tell us of any other high-performing country in which this has been done?

[Mr Gibb]

Academies are improving their standards at twice the rate of local authority schools; that is particularly the case for primary schools that have been underperforming and have been turned into academies. After two years, they are improving their standards by 10 percentage points—twice the rate of local authority schools—and using their flexibilities to ensure that they can recruit the best teachers into their classrooms.

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[Mr Gibb]

What it says is that the regional schools commissioners are very selective about the sponsors that oversee our academies programme. That is why two thirds of secondary schools are now academies, one in five primary schools is now an academy and standards are rising faster in academies than in local authority schools.

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

I would also like to pay tribute to my predecessor, my hon. Friend the Member for Manchester Central (Lucy Powell), and her team for the work that they did with MPs from across the House to convince the Secretary of State that full-scale forced academisation is not right for our children or our communities. As glad as we are that the right hon. Lady was for turning, she still plans to convert schools into academies across vast swathes of our country. Will she now rethink her description of parents as “vested interests”, which added insult to injury?

[Mr Gibb]

May I correct the hon. Lady? Her predecessor was not the hon. Member for Manchester Central (Lucy Powell); it was the hon. Member for North West Durham (Pat Glass), and I regret that she felt it necessary to resign. The academies programme is very successful, even without taking the powers that we had suggested. The programme is moving at pace—there were 200 academy conversions last month—and sponsored academies are improving faster under this arrangement. I hope that the hon. Member for Ashton-under-Lyne (Angela Rayner) will support a programme that began under the Labour party, although it began under a new Labour Government, not this old Labour Opposition.

Oral Answers to Questions

Debate between Angela Rayner and Nick Gibb

Monday 25th April 2016 Commons Chamber

[Julie Cooper (Burnley) (Lab)]

16. What recent assessment she has made of the adequacy of teacher recruitment and retention.

[The Minister for Schools (Mr Nick Gibb)]

We have record numbers of teachers in our classrooms, and retention rates have remained broadly stable for the past 20 years. I recognise that recruitment has become more challenging for some schools, which is why our White Paper sets out clear plans to boost teacher recruitment, build on the success of measures we have already put in place, such as the £67 million package to improve recruitment of STEM teachers, and generous training bursaries and scholarships.

[Angela Rayner]

Excessive workload is the top reason for teachers leaving the profession. Figures released by the National Union of Teachers show that three quarters of teachers say their workload has increased since the Secretary of State launched the 2014 workload challenge, which was supposed to address the concerns about increasing and excessive work. Why has her workload challenge failed to reduce the workload crisis, and will she agree to meet me and my Labour colleagues in Oldham and Tameside about our local challenges?

Feminism in the School Curriculum

Debate between Angela Rayner and Nick Gibb

Monday 11th January 2016 Commons Chamber

[Mr Gibb]

That is not an issue for this debate, but yes the Government carry out equality impact assessments in all major areas of policy.

If pupils are to understand their responsibilities as members of a democratic society, it is important that they are exposed to a curriculum and qualifications that not only promote and discuss the concepts of equity and fairness but recognise the huge achievements and contribution of women to our society and history, in politics, science, literature, music and the arts. I am proud that the new national curriculum, introduced from September 2014, does this. It sets out the essential knowledge around which teachers can develop lessons to build pupils’ knowledge and understanding of the lives and works of influential women.

We expect schools to highlight the issues faced by women and their contribution as part of their legal duty to provide a broad and balanced curriculum. In the history curriculum, for example, the programmes of study promote examples of the lives and achievements of prominent women. At key stage 1, it promotes the examples of Elizabeth I, Queen Victoria, Rosa Park, Emily Davison, Mary Seacole, Florence Nightingale and Edith Cavell. Furthermore, good schools already teach their pupils about key moments in British history, including the suffragette movement, and highlight the bravery and successes of women from all walks of life and ages in history.

In science, at primary school level, pupils can be taught about the work of Jane Goodall, the renowned anthropologist, and the palaeontologist Mary Anning. At secondary school, they can be taught about the work of prominent female scientists, such as the role played by Rosalind Franklin in the development of the DNA model, and Marie Curie, the only person to be awarded the Nobel prize for physics and chemistry.

As she said, the hon. Lady successfully supported one of her constituents, Jessy McCabe, who last year raised concerns about Edexcel’s music A-level specification. I am pleased that the specification now includes a number of set works by female composers. I am also pleased that Edexcel undertook to review the specifications of its other qualifications to ensure they were diverse and inclusive.

All schools are subject to the provisions of the Equality Act 2010 and the public sector equality duty, which requires a school and its trustees, both in planning and running the school, to have regard to the need to eliminate discrimination, harassment and victimisation; to advance equality of opportunity; and to foster good relations between communities. All schools are required to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. This includes challenging prejudice and promoting tolerance.

In addition to the role they play in teaching children about the lives and contribution of women, schools can teach feminism as part of citizenship education, which is in the national curriculum at key stages 3 and 4 and is designed to foster pupils’ awareness and understanding of democracy, governance and how laws are made and upheld, of which the suffrage movement is a vital part.

The programme of study for personal, social, health and economic education includes teaching pupils that they have equal rights to opportunities in education and work, and to recognise and challenge the stereotypes that may limit their aspirations. It also makes clear the unacceptability of sexist language and behaviour, the need to challenge it and how to do so. PSHE lessons are also an ideal opportunity to discuss prejudice and open up discussion about gender stereotypes and similar issues. That is why we want all schools to offer high quality PSHE, using trained teachers and drawing on the best resources.

[Angela Rayner]

As somebody who did not go into further and higher education, I commend everything the Minister has said so far—I think it is absolutely fantastic. However, does he agree that it is completely unacceptable to have only one female political thinker among the 16 identified at A-level? In the light of everything he has just said, will the Government do something to change that?

[Mr Gibb]

Yes, and I will come to that in more detail shortly.

In addition to the reformed national curriculum and GCSEs, our reforms to A-levels are aimed at equipping all pupils with the knowledge and skills they need to progress to higher education. The proposed new content for the politics A-level will require for the first time that all students study some core political theories in detail. Students will be required to study liberalism, conservatism and socialism—[Hon. Members: “Hear, hear.”] Yes, we left that in mainly because it is likely to become even more important as the Labour party struggles to find its heart. Students will be required to study those theories and the ideas of their key thinkers, which will enable them to understand these fundamental political theories and provide a foundation for the study of politics at university.

We recognise that the work of female political thinkers was not given due weight in the draft content. The final content will set out clearly those female political thinkers whose work should be studied. Suggestions have included Simone de Beauvoir, as mentioned by the hon. Member for Ealing Central and Acton, as well as Hannah Arendt and Rosa Luxemburg, to name but a few.

There is always a balance to be struck in designing qualifications between establishing breadth of study, making sure that each of the areas to be studied can be covered in sufficient depth, and avoiding qualifications becoming unmanageably large. Feminism is an optional area of study in current specifications. It was never our intention to exclude the study of feminism from the reformed A-level. We said we would listen to the consultation, which opened on 3 November and closed on 15 December. We have seen the strength of feeling about this issue among those who have responded to the consultation. The Secretary of State for Education, whom the hon. Lady mentioned and who is also the Minister for Women and Equalities, has also taken a close interest in this issue.

As was recently mentioned in the other place, feminism can also be studied within other A-levels. For example, in the reformed sociology A-level, students must study issues of gender. Exam boards are responsible for setting the detailed content of qualifications in their specifications, and schools are free to decide which figures they teach about in their classrooms. Following the consultation on the politics A-level, exam boards are making changes to the final content to respond to the concerns raised. We will publish our response shortly, but I can assure the hon. Lady that the final politics A-level will give all students the opportunity to study the core ideas of feminism.

Promoting the goals of feminism means that we have to go further than teaching pupils about justice and equality. That is why the Government are determined to increase the number of young people studying science, technology, engineering and maths subjects post-16. In particular, we want to encourage more girls to take those subjects.