Education and Adoption Bill (Sixth sitting)

Anne-Marie Trevelyan Excerpts

Tuesday 7th July 2015 Public Bill Committees

[Mr Gibb]

We are bringing down the deficit. It has been reduced from 11% of GDP to under 5% and we will bring it down further. I say to the hon. Member for Sheffield, Heeley that over 90% of teachers continue in the profession following their first year of teaching, which has been the case for more than 20 years. Figures that say otherwise are simply inaccurate. I think that it was the Association of Teachers and Lecturers that cited some figures in the lead-up to its conference last year that were proven to be inaccurate.

The proportion of teachers joining the profession has risen—it is now 53,000 a year—and over three quarters, 76%, of new teachers are still in the profession after five years of service. More than half, 55%, of teachers who qualified in 1996 were still teaching 17 years later. I reiterate the point that I made in the evidence session that there has never been a better time than now to be a teacher, particularly an ambitious teacher. There are so many more opportunities now to lead—to lead at a younger age or to lead an academy chain—and to have the support for able and ambitious young teachers to become leaders in their profession early on. Organisations such as Teaching Leaders and Future Leaders are doing a wonderful job in helping young people to become leaders in their profession.

Amendment 27 focuses on teachers’ pay and conditions and proposes adding a new subsection to clause 4. Before exercising the power to require a governing body to enter into arrangements to help deliver school improvement, the Secretary of State would be required, under the amendment, to consider the long-term impact on the pay and terms and conditions of employees. In particular, the hon. Member for Sheffield, Heeley appears to be concerned that an assessment should take place on whether any change might reduce the ability of a governing body to recruit. I understand that she is concerned about the impact of academisation.

I refer back to the core purpose of the Bill: tackling failing and coasting schools as a way of ensuring that every child in this country receives a good or outstanding education. I say this because any action that the regional schools commissioner would take on behalf of the Secretary of State would always be predicated on improving the standards of the school. Some of the actions taken might, for instance, require a school to enter into a stronger collaboration, such as a federation. That is what it is all about—this clause is not about academisation; it is about intervention in maintained schools to secure improved standards. The hon. Lady is making her argument about academies; indeed, other clauses would give regional schools commissioners greater powers to require underperforming schools to become academies. In some circumstances, academisation may in fact make it easier for a school to manage and recruit staff as well as to offer more exciting CPD opportunities. An example of this is the Templar Academy Schools Trust, which was formed in 2011 in south Devon and now contains four schools, two primary and two secondary. The staff benefit from collaboration because all four schools in the trust allow teachers to move between schools, to develop their skills and to further their careers.

[Mrs Anne-Marie Trevelyan (Berwick-upon-Tweed) (Con)]

While a Trappist monk’s or nun’s main focus is to get a particular project carried out efficiently when choosing to engage in a community discussion, total silence is not an explicit vow. I want to share with the Minister that at Berwick academy—where I am a governor and led it to be an academy a few years ago—we have radically changed how we use teaching assistants, mentioned by the hon. Member for Sheffield, Heeley. We are taking on more qualified people on better pay scales to boost the impact they can make in the teaching and learning programme, both in and out of the classroom, for the children who most need that extra support.

Equal Pay and the Gender Pay Gap

Anne-Marie Trevelyan Excerpts

Wednesday 1st July 2015 Commons Chamber

[Rebecca Pow (Taunton Deane) (Con)]

I congratulate the hon. Member for Inverclyde (Ronnie Cowan). I am so pleased to hear that his constituency is open for business and I am delighted that he is living out his early dreams by finally getting into politics. He speaks passionately about his area and I know that he will speak up for it well while he is here. I also want to congratulate the other Members who made maiden speeches today. We had two excellent speeches from the two Bs, Bermondsey and Bury St Edmunds—the hon. Member for Bermondsey and Old Southwark (Neil Coyle) and my hon. Friend the Member for Bury St Edmunds (Jo Churchill). I know that they will both be a working part of the operation of this Chamber and I welcome them.

I also want to congratulate everyone who has contributed to today’s debate. I speak as a woman who not only set up my own small business in my constituency some 12 years ago but has juggled work for large companies and corporations, including the National Farmers Union, the BBC and ITV, with family life since leaving university. Yes, that was a long time ago, but all that has happened since. I am now the first female Conservative MP for Taunton Deane, so I have a particular interest in today’s debate, as do many other Members.

I particularly want not to be negative but to highlight that although there might be a long way to go with differences in pay between men and women, we have made enormous strides. More women are in work than ever before, 14.4 million nationally, and there are more women-led businesses than ever before. To prove that point, in Somerset there are 1,957 women members of the Federation of Small Businesses, with 577 of them within the Taunton postcode area.

I want to focus especially on the growing surge in women running their own businesses, which, of course, puts them in control of their own pay. Some 20% of small and medium-sized enterprises are either run by women or are women-heavy—and by that I do not mean anything about weight: I mean, of course, that they are predominantly run by women. SMEs led by women contributed £75 billion to the economy in 2012, which was the latest figure I could find.

In my experience in Taunton Deane and through joining and working with a range of women’s business groups, women-centric businesses are growing and they are successful. The Government must do all they can to enable and encourage those businesses to grow. Let me give just one example of a very successful small business in Taunton Deane. It is called Mastergen and is in a very rural location, in the village of West Bagborough. It is a women-only company made up of six women. The managing director is Alison Dunphy, and I spoke to her earlier for an update on how they are doing. I am pleased to report that the company is doing well. It specialises in supplying quality dairy and beef genetics to farmers throughout the UK. To the uninitiated, that means bull semen, and very important it is too. So successful is the company that turnover has doubled in under nine months and the company won the Taunton business incentive award last year.

[Mrs Anne-Marie Trevelyan (Berwick-upon-Tweed) (Con)]

My hon. Friend’s comments bring me on to an issue that I want to raise. In my constituency of Berwick-upon-Tweed—another B—we are all to a man very proud to support the Bronze family, who have spent years travelling hundreds of miles each week to help their daughter Lucy fulfil her passion for football. That young woman is now kicking winning goals for our England women’s team and hopefully will do so again tonight against Japan. I hope that Members will keep their fingers crossed. Does my hon. Friend agree that we should encourage the lottery sports fund to focus on investing in sports clubs and facilities that are committed to investing in girls’ sports such as cricket and football? I ask because the subject of bull semen leads us to the male sports, and in cricket and football we are seeing spectacular results from our female players—

[Mr Speaker]

We are extremely grateful to the hon. Lady.

Education and Adoption Bill (First sitting)

Anne-Marie Trevelyan Excerpts

Tuesday 30th June 2015 Public Bill Committees

[The Chair]

I want to fit in one more question.

[Mrs Anne-Marie Trevelyan (Berwick-upon-Tweed) (Con)]

Q 103 I declare that I am a governor of Berwick academy.

The question of the Bill being aimed at maintained schools, not academy schools, has been mentioned a lot. Is it your view that the existing regional schools commissioner framework is already working well enough to manage academy schools? We are obviously looking to send a lot more schools into that framework to manage the coasting or inadequacy issues within the academy framework.

Dr Coulson: The regional structure we have had for the past year has begun to address that, but we need to go further. The focus on coasting schools will give us an additional focus on coasting academies as well as on coasting maintained schools. We have more to live up to on coasting schools. The focus to date has probably been more on the inadequate academies, but we do have the mechanisms to focus on coasting academies.

Lee Elliot Major: Again, I have no evidence, but my gut instinct is that you will need more capacity—I cannot see it any other way. If you are going to look at how academies are performing as well as at coasting schools, you need good people and more of them, in a regional capacity.

Zoe Carr: We need to work through the system leaders we have to mobilise more of the school education system. If our school-led system is to work effectively, it is not only about the few who are supporting others, but about getting more and more of our outstanding headteachers into this agenda to get them to spread out and build small, multi-academy trusts in local proximity to one another. I think that that is how the system will move forward effectively.

[The Chair]

I will give the last word to the Minister. You have one minute.

Education and Adoption Bill (Second sitting)

Anne-Marie Trevelyan Excerpts

Tuesday 30th June 2015 Public Bill Committees

[Mrs Lewell-Buck]

Q 22 Good afternoon. As you are aware, adoption is only proposed for a child after all other avenues have been explored. Do you think that some of the money that the Government spend on these reforms might be better spent in social work teams, so that they could assess quicker and rule out or rule in family members before they get to the plan for adoption?

Hugh Thornbery: I do not have a particularly strong view. We are clearly in a time when pressure on public expenditure is very severe. The adoption system has two parts to it. It has the part where the assessment of children and the assessment of different options available within the children’s teams take place. Then there are the specialist adoption workers, family finding, supporting with matching and post-placement support.

I think it is entirely right that there has been investment in the areas where it is required within the specialist adoption sector. We still feel that not enough is being done to support adoptive families, but we have seen very good developments such as the adoption support fund and the pupil premium. It is right that money is being spent there because many of those families have been in crisis.

I think there is the opportunity within the proposals, particularly as set out in the Government’s paper, to consider how one might move from adoption agencies coming together to agencies that are not able to deal with a broader range of the aspects of permanence. I think we have some failings in the system at the moment in terms of being able quickly and accurately to assess what options are available and moving as quickly as possible to the right decision, whether that is adoption or some other pathway to permanence.

Andy Leary-May: Yes, I do think that the Bill misses an opportunity to focus on the other routes to permanence and to address that. To answer the question specifically, I think we should spend money on both. Given how incredibly important it is to invest in the future of these vulnerable children and given the benefits to society financially and otherwise, I would say spend money on both.

[Mrs Trevelyan]

Q 23 You mentioned in your written submission that this may prove more difficult for children with complex needs, although it might be successful for children who are less needy. Could you expand on why you think that is the case?

Andy Leary-May: Yes, it is based on some anecdotal evidence, but also on the study that the DFE commissioned in 2010, which is referred to in the briefing paper on this. It points to the fact that, as the study found, some local authorities—some agencies—wait too long to look widely for a match for children. It is quite right that that causes harm. It also specifically pointed out that the larger local authorities were the worst at this. From talking to agencies in my role, I see that there is a tendency for the larger local authorities to feel so self-sufficient in their own supply of adopters that they feel there is less need to look outside for placements.

If you accept the fact that interagency placement is not working, and you do not try to address that problem, in some ways increasing the scale of the agencies would help, because there would be a larger pool. Our service has only been running for a year and we have only matched just over 250 children, but our experience is that half the placements that have been made—and these tend to be the harder-to-place children that we see—are between neighbouring regions. That indicates to me that there are children for whom it is necessary to go outside their region to find the right placement—the right family. I worry that if we increase the scale of agencies, and I think there could be many benefits to consolidating and increasing their size, unless we address the problems that exist—the barriers to inter-agency matching—the children with the most complex needs may wait longer to find a suitable placement.

[Bill Esterson]

Q 24 You said earlier that you wanted to clarify what the problems are that the Bill is addressing. You mentioned issues around children with complex needs; is that the primary one or are there others?

Andy Leary-May: Not defined by who it is trying to help, necessarily, but I think it would be helpful if, rather than looking at the number of adoptions, for example, there were measures looking at the outcomes for the children, if at all possible, and some measure of how agencies may already be collaborating together. We did a quick survey last week of the adoption social workers using our system, and by far the majority of them commented that they felt that they were already collaborating as well as they possibly could. That is not necessarily true in all cases, but I think the possibility that there may be a group of agencies doing everything that you would hope that they would be doing should be looked at. There should be something that would help local authorities and agencies to know if they are doing as well as expected.

Education and Adoption Bill

Anne-Marie Trevelyan Excerpts

Monday 22nd June 2015 Commons Chamber

[Kevin Brennan (Cardiff West) (Lab)]

It is an early hour for me to be speaking in such a debate, but I am pleased to have the opportunity to respond on behalf of the Labour Opposition to the Bill.

We have had a very good debate and a great number of contributions—in the end, we had, I think, 30 contributions from the Back Benches. We heard from the right hon. Member for Meriden (Mrs Spelman), and the hon. Member for Glasgow North West (Carol Monaghan), who is in her place, made her maiden speech. I join those who have congratulated her on it. She told us that, prior to coming to the House, she had been a physics teacher, and had then decided to retrain as a stonemason. She offered her services to the House in the massive refurbishment that is likely to have to take place in years to come. I have to tell her—she may be disappointed—that, if she is not engaged by the House of Commons as a stonemason, unfortunately the Labour party will not be in need of the services of a stonemason for the foreseeable future, and probably never in the future will we need her services. I congratulate her on her maiden speech, which was extremely effective and fluent. I hope she makes many more such contributions during her time in the House.

We heard contributions from the hon. Member for Stroud (Neil Carmichael) and from my right hon. Friend the Member for Tottenham (Mr Lammy), and a maiden speech from the hon. Member for Kingston and Surbiton (James Berry), who is not yet back in his place. I am sure messages are being sent to hon. Members in the various corners of the building and that they are working very hard to return for the winding-up speeches.

The hon. Gentleman’s maiden speech was very fluent. He reminded us that he is not the only Berry in the House. [Interruption.] I welcome him back to his place. Before he arrived, I was just saying how much the House enjoyed his maiden speech, which I congratulate him on. I understand the problem he has been encountering with his parliamentary mail as a result of not being the only Berry in the House. My right hon. Friend the Member for Rother Valley (Kevin Barron) and I share similar but not exactly identical names. On new year’s eve a couple of years ago, I was very briefly knighted by the Daily Mail online as a result of the similarities of our names. I had to explain that I was more shovelry than chivalry, and that the knighthood probably was not intended for me.

We also had a speech from my hon. Friend the Member for Denton and Reddish (Andrew Gwynne), who movingly told us about the GCSE English teacher who made a great contribution to his life and future prospects. My hon. Friend is right: it is the quality of teaching that counts, so research shows, more than the quality of or the differences between schools. It is the difference between teachers in schools that is even more important, and we should all seek to raise the standing and quality of the teaching workforce. As a former teacher, I often meet ex-pupils in all sorts of places. They have not yet made any complaints, but I doubt that I would ever get as great an endorsement as the one my hon. Friend gave to his English teacher. I am sure that he will be very proud of the mention he got in the House.

We had speeches from the hon. Member for South West Devon (Mr Streeter), who spoke about adoption; from the hon. Member for Kilmarnock and Loudoun (Alan Brown); and from the hon. Member for Hazel Grove (William Wragg), who also told us that he was a former teacher and brought his expertise to the debate. I was going to say “Llongyfarchiadau” to the hon. Member for Dwyfor Meirionnydd (Liz Saville Roberts), but she is not yet back in her place—that is not her fault because the wind-up speeches started early. She made an impressive maiden speech and I congratulate her on it. I also congratulate her on her mastery of the Welsh language for someone who was born in London. It is far greater than mine, even though I was born in Wales.

We also had a maiden speech from the hon. Member for Thornbury and Yate (Luke Hall), and he told us of his experience in the retail sector. We have that in common, as I was once a Saturday boy in Marks and Spencer, as well as a warehouse cleaner in Fine Fare, at 48.5p an hour, which shows how long ago it was—long before the Labour Government brought in the minimum wage.

We heard from my hon. Friend the Member for York Central (Rachael Maskell), although I must correct her slightly. She referred several times to the Bill as “draft legislation”. It is understandable why, as a new Member, she might think it is a draft Bill, and many hon. Members have pointed out that it has the lack of quality of a draft Bill, but it is the actual Bill. This is what the Government have introduced, and they are asking us to give it a Second Reading. I am not surprised that she has decided not to support it tonight, given that in her eyes it is only a draft Bill.

We had a contribution from the hon. Member for Mid Dorset and North Poole (Michael Tomlinson)—I am glad to see him in his place—who told us that his wife struggles to get our proceedings on broadband in his constituency, so that she can watch his speeches. I recommend the BBC Parliament channel, where his wife could join dozens of other viewers in enjoying our proceedings. [Laughter.]

My hon. Friend the Member for South Shields (Mrs Lewell-Buck) spoke passionately and with great knowledge about adoption. We heard from the hon. Member for Telford (Lucy Allan), who is not yet in her place. I am sure she will be with us shortly. We heard a very fine speech from my hon. Friend the Member for Walsall South (Valerie Vaz), who put her finger on the shortfalls in the Bill. In particular, she emphasised its illiberality, and I will return to that issue later.

We had contributions from the hon. Member for Faversham and Mid Kent (Helen Whately) and from my hon. Friend the Member for Sefton Central (Bill Esterson), who brought his great experience from the Education Committee, and pointed out that the Bill does not seem to be based on the Committee reports published earlier this year.

The hon. Member for Portsmouth South (Mrs Drummond), who is in her place, told us that she had been a lay inspector, and I very much welcome the expertise she brought to the debate. In responding to my intervention, she showed the difficulty with the vagueness of the definition of coasting. She seemed to suggest that only inadequate schools could be deemed to be coasting. Obviously, there is a lot more we need to tease out in Committee on what exactly the Government’s thinking is on this matter. A lot of hon. Members seemed to suggest that they knew what a coasting school was, but there seemed to be very different interpretations of that.

My hon. Friend the Member for Islwyn (Chris Evans) spoke passionately about the importance of education and in particular the quality of teaching, and we heard from the hon. and learned Member for South East Cambridgeshire (Lucy Frazer). My hon. Friend the Member for Brentford and Isleworth (Ruth Cadbury) emphasised that the Bill is deficient in not dealing with the key issue of teacher shortages, which we predict will be a problem in the next few years. The hon. Member for Fareham (Suella Fernandes) made a very fine speech, as did my hon. Friend the Member for Hove (Peter Kyle), who spoke passionately about schools in his constituency and the need for all of us to be passionate about school improvement.

We had a contribution from my hon. Friend the Member for City of Chester (Christian Matheson). My hon. Friend the Member for Ilford North (Wes Streeting) made a brilliant speech and put his finger right on the problems in the Bill and why it is not worthy to be placed in front of the House of Commons. We had contributions from the hon. Member for Congleton (Fiona Bruce) and my hon. Friend the Member for Norwich South (Clive Lewis). He took the trouble to congratulate all hon. Members who have made their maiden speeches by saying: “It’s a lovely feeling when you’ve nailed it—I know what it’s like.” He did not add, “even if I say so myself.” He raised extremely important and powerful points about conflicts of interest and the use of public funds and public resources. I am sure we will hear more about that in the weeks to come.

We had a very fine speech from my hon. Friend the Member for Sheffield, Heeley (Louise Haigh). There were contributions from my hon. Friend the Member for Cambridge (Daniel Zeichner), who spoke extremely well about schools in his constituency, and from my hon. Friend the Member for Edmonton (Kate Osamor). There were 30 contributions in all from the Back Benches and it was an excellent debate.

[Mrs Anne-Marie Trevelyan (Berwick-upon-Tweed) (Con)]

Fairer funding is vital to my area. Do the hon. Gentleman and the Labour party back the F40 fairer funding campaign that is so key to my constituents in Northumberland?

[Kevin Brennan]

I recommend to the hon. Lady the very good debate we had on this matter in Westminster Hall just before the end of the previous Parliament. I spoke for the Opposition and said we absolutely support fairer funding. If she would like to consult that debate—it is not the subject under discussion today—she will see our position in more detail.

We have had a very good debate. I will deal principally with the education part of the Bill, as my hon. Friend the Member for Stoke-on-Trent Central (Tristram Hunt) dealt with the clauses on adoption, but there are a few points in relation to adoption that I would like to put on the record. I understand that the solution put forward in the Bill is extremely similar to the one the Government withdrew last year when the measures were put in front of the House of Lords. If I am wrong about that, I am sure the Minister will correct us in Committee, but it does seem that this is perhaps a second bite of the cherry. We will be interested to know from Ministers, if that is the case, why they have come back with this having withdrawn similar proposals extremely recently.

We are concerned about the impact on small specialist agencies and we are also worried about those children who may not be suitable for adoption. I am disappointed that the Bill has so little to say about special guardianship, kinship care, grandparents and long-term fostering. We will want to take up those issues in Committee.



I hope that Members on both sides of the House agree that, fundamentally, all of us—heads, teachers, support staff, governors, parents and even politicians—want the best for our children. I was going to say “politicians, and even parents”, because parents’ rights have been rubbed out by the Bill, but I decided against that in favour of trying to try to establish a point of consensus at the outset of my speech. If all of us want the best for our children, however, why do the Government consistently pursue paths that are not based on evidence of what is best for our children’s education? We have reached an extraordinary state of affairs. A Bill that was cobbled together during the two weeks after the election has been presented as if it were the answer to all the educational problems in the country, although it patently is not. As the Education Committee said earlier this year,

“the Government should stop exaggerating”.

The Bill has been so rushed and so inadequately drafted that it does not even provide a definition of its central term. Its first clause, on page 1, permits intervention in “Coasting schools”. We agree with the proposition that everyone should seek to tackle underperformance in schools, even schools that may be superficially performing well. Indeed, we championed it in government through, for example, the London Challenge and national challenge programmes. We introduced sponsored academies because we saw them as one way in which entrenched under- performance could be tackled, although not the only way. However, the Government have included the word “coasting” in the Bill without being able to tell anyone what it means. They have not been able to supply draft regulations to explain it in time for this debate, and I understand that they have now announced, through the usual channels, that they will not be able to supply such regulations in time for the start of the Committee stage. Perhaps we should rename this the Adoption and Education Bill, given that Ministers will have to deal with it back to front in Committee owing to their inability to provide a definition of “coasting” in time.

This is no way in which to make law that affects the education of millions of children throughout the country. A Bill should not be introduced when the Government cannot even explain or give a definition of its central term. I am reminded of a scene in the film “The Wrong Trousers”, starring Wallace and Gromit, when Gromit has to lay the track when the train is already racing along apace. If the Government cannot define “coasting” at the point when we are debating the Bill in the Chamber, they obviously deserve their own “inadequate” rating.

Why does the Bill have nothing to say about academies? Everyone who is involved in education knows that a school is a school, and that its success is built not on the nameplate on the sign outside, but on the quality of the leadership and teaching within. If the answer to turning around a failing school is always to make it an academy, what is the answer to turning around a failing academy? As the Secretary of State acknowledged recently, there are many of them—145, at the latest count—including IES Breckland, which is managed by a for-profit provider, and which has been deemed inadequate for more than a year without its sponsor being removed. So much for the right hon. Lady’s statement that

“a day spent in special measures is a day too long where a child’s education is concerned.”

That is not the case, it would seem, when the child attends an academy that is run by a favoured foreign edu-business. A fundamental flaw at the heart of the Government’s approach is that they do not even entertain that question in the Bill.

Why do the Government not listen to the Conservative councillor David Simmonds, the chairman of the Local Government Association’s children and young people board? He recently said:

“Hundreds of schools, often in disadvantaged areas, are being turned around thanks to the intervention of local councils.

It’s clear that strong leadership, outstanding classroom teaching and effective support staff and governors are the crucial factors in transforming standards in struggling schools.

We want to see bureaucratic barriers that have for a long time prevented councils from intervening swept away…We need to ensure that we focus our resources on ensuring there are enough outstanding school leaders, rather than on structures and legal status, as it is this which makes the difference we all want to see.”

That sounds to me like common sense from a Conservative councillor at the sharp end trying to deliver a quality local education, rather than the proclamations of remote Conservative Ministers who take their cue from right-wing think tanks and policy wonks with an ideological axe to grind.

Skills and Growth

Anne-Marie Trevelyan Excerpts

Wednesday 17th June 2015 Commons Chamber

[Nicky Morgan]

I do not recognise the hon. Gentleman’s point, because there is a statutory minimum of 12 months for apprenticeships. He may well be talking about the programme-led apprenticeships that were introduced by the last Labour Government.

Let us remember what we inherited in 2010 from the Labour party: standards were falling and vocational qualifications were debased, which the hon. Member for Stoke-on-Trent Central did have the grace to recognise. Indeed, at the heart of many of his problems is the fact that he agrees with an awful lot of what the Government have done. Even he has admitted that he failed to persuade his former party leader to take much interest in education during the election campaign.

Young people and students were failed by those debased vocational qualifications. Young people from the most disadvantaged backgrounds were told that academic qualifications were not for them, and those who wanted a vocational qualification were sold short by qualifications that were not backed by employers and did not lead to a job. Schools in England were stagnating in the international league tables, going from seventh to 25th in reading, eighth to 28th in maths and fourth to 16th in science.

[Mrs Anne-Marie Trevelyan (Berwick-upon-Tweed) (Con)]

Does the Secretary of State agree that, with female employment at a record high, we need to ensure that maths teaching in particular continues to improve so that we can encourage girls to follow a maths education right through their careers? I speak as a woman with a maths degree—a rare bird, I admit.