Teaching Quality

Angus Brendan MacNeil Excerpts

Wednesday 29th January 2014 Commons Chamber

[Michael Gove]

I will name him in due course.

The motion states:

“That this House believes that no school system can surpass the quality of its teachers; and therefore resolves”.

My friend said:

“A clause following a semi-colon needs an expressly stated subject (as opposed to a merely ‘understood’ one, just as a complete sentence does. In other words, either the semi-colon must be replaced by a comma or the clause after it must be changed to something like ‘and that this house therefore resolves’ or ‘and that it therefore resolves’. As it stands, the construction is ungrammatical.”

He went on to the next phrase, which refers to

“all teachers in all state-funded schools”

and stated that

“one or other of the two ‘alls’ is redundant and should be deleted”.

He then looked at the phrase

“should be qualified or working towards Qualified Teacher Status”.

He acknowledged that it was

“better, because less awkward-looking”,

but suggested that “should” as well as “be” should be at the beginning of each of the clauses.

He then pointed out that the reference to “ongoing continuing professional development” was tautologous, because continuing professional development is, by definition, ongoing. He also noted that the claim that that was

“in order to support them to excel in the classroom”

was an example of “Shocking grammar.” One cannot support someone to do something—following the word “support” with an infinitive. Rather, one supports someone in his or her attempt to do something. He went on in a similar vein and concluded: “Regrettably, this motion is, in total, a shocking piece of English.”

The reason I mention that is that I have enormous respect and affection for the hon. Member for Stoke-on-Trent Central (Tristram Hunt). He and I are fans of both George Eliot and George Orwell. George Orwell wrote that

“the fight against bad English is not frivolous and is not the exclusive concern of professional writers”

because

“the slovenliness of our language makes it easier for us to have foolish thoughts… Political language”—

of the kind we see in the Opposition’s motion—

“is designed to make lies sound truthful and murder respectable, and to give an appearance of solidity to pure wind.”

Sadly, that is what the Opposition’s case today is—pure wind without solidity.

The Opposition appear to be arguing that there is some sort of crisis in teaching, specifically recruitment to teaching, but the number of graduates with top degrees is up. Almost three quarters of graduates starting teacher training in this academic year have a first-class or 2:1 degree. That is the highest quality of graduates starting teacher training since records began. It is also the case that the number entering the teaching profession from top universities is up. Some 14% of graduates leaving Oxford in the past three years have chosen teaching as their profession, making it the single most popular destination for students from that university.

The quality of teaching has never been better. Ofsted figures show that it has improved significantly since 2010. Under Labour, the percentage of teaching that was “good” or “outstanding” in primary schools was 69%, but recent figures show that it is now 79%. Under Labour, the percentage of teaching that was “good” or “outstanding” in secondary schools was 65%, but now it is 72%. That is significant improvement under this coalition Government.

[Mr Angus Brendan MacNeil (Na h-Eileanan an Iar) (SNP)]

rose—

[Michael Gove]

I am delighted to give way to my old friend from Stornoway.

[Mr MacNeil]

The right hon. Gentleman laboured heavily on grammar. I would like to know whether, in the recesses of his mind, he sees grammar as something that is fixed for ever. Does he see grammar as being prescriptive or descriptive?

[Michael Gove]

That is probably the best intervention we have had for some time on the question of education, because it actually relates to what is taught. I believe that we need proper grammatical rules in order to ensure that words are used with precision. Like all bodies of knowledge, however, it evolves over time. There is no tension between recognising that there are certain grammatical rules and that they change, in the same way as there is no tension between recognising that there are certain literary works that should always be in the canon and that over time they change. For example, Macpherson’s “Ossian” is out of the canon, but Burns will always be in.