Qualified Teachers

Barry Sheerman Excerpts

Wednesday 30th October 2013 Commons Chamber

[Tristram Hunt]

I should be delighted to give way to my hon. Friend the. Member for Huddersfield (Mr Sheerman).

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

Before my hon. Friend gives way to a Government Member, may I remind him that in the past a Labour Government went out of their way to secure talented teachers from a much broader background? They introduced all sorts of ways of getting into teaching that were innovative and good, and I saw real changes in our teaching force as a result. We did some very good things, and they did not lead to the employment of unqualified teachers..

[Tristram Hunt]

My hon. Friend has made the crucial point that Teach First was a Labour innovation. We believe in innovation, but we also believe in some basic standards in our schools.

The Secretary of State used to praise teaching standards in Finland, South Korea and Singapore, saying:

“In all those countries teaching is a high prestige profession.”

How would the Government ensure that it remained so?

“By making it difficult to become a teacher.”

But what has the Secretary of State done in office? He has done everything possible to make it as easy as possible to assume control of a classroom. He has undermined the profession, sought to remove teacher training from universities, and adopted a policy of wholesale deregulation. That has led to a 141% increase in the number of unqualified teachers in free schools and academies. The surprising truth is that under this Government, people need more qualifications to get a job in a burger bar than to teach in an English school. While I salute the efforts of restaurant chains to improve the skills of their work forces, I should like history teachers, as well as hamburger restaurant managers, to have some basic qualifications.

--- Later in debate ---

[Michael Gove]

As ever, my hon. Friend is absolutely right. He speaks with experience from the front line and he knows that it was under Labour that, unfortunately, there was a growth in the use of cover supervisors in a number of schools. Unfortunately, in tough schools such as the one he helped to turn round we did not have people with the qualities needed to hold the attention of a class and to transform young lives. That is changing now, and one reason for that, which the hon. Member for Stoke-on-Trent Central failed to acknowledge, is that we are introducing a raft of reforms that are helping to improve teaching in all our schools.

[Mr Sheerman]

Will the right hon. Gentleman give way?

[Michael Gove]

I am always happy to give way to the hon. Gentleman.

[Mr Sheerman]

May I, for a moment, just raise the level of debate, rather than have this ding-dong? We all want well-qualified, well-motivated teachers who are continuously professionally developed—that is the truth. We should agree on this across the Benches and get on with it, rather than raking over daft stats from the past.

[Michael Gove]

I am only too happy to agree with the hon. Gentleman, who, as ever, speaks sense. However, it was not the Government who brought this motion and it was not me who failed to answer the question politely put by my right hon. Friend the Member for Bermondsey and Old Southwark. I am enlightening the House in a way that, I am afraid, the hon. Gentleman’s Front-Bench team failed to do. I agree with him about continuous professional development, which is why we are changing the way in which we support teachers, through the establishment of teaching schools. We have 357 teaching schools that have been established. I presume that the hon. Member for Stoke-on-Trent Central supports that initiative, applauds the teachers who are involved in it and believes it is the right thing to do. It will be interesting to see whether the hon. Member for Cardiff West (Kevin Brennan) backs it when the opportunity comes.

We are also changing the way in which teachers are trained. The Times Higher Education has reported that under its new inspection regime Ofsted pointed out that school-centred initial teacher training—SCITT—is in many cases better than higher education initial teacher training. According to Times Higher Education, 31% of the school-centred initial teacher training centres inspected were outstanding whereas only 13% of higher-education institution centres were. So we are moving teacher training from those institutions that are performing less well relatively—some of them are still “outstanding”—to those that are performing better. That is a real improvement in the quality of teacher training and professional development.

We have also introduced tougher standards, by which all teachers are judged. We got rid of the fuzzy standards that used to prevail under the previous Government and we have drawn up new, professional standards. They were drawn up by Sally Coates, the head teacher of Burlington Danes academy, in alliance with Joan Deslandes of Kingsford community school, Patricia Sowter of Cuckoo Hall and Sir Dan Moynihan of Harris academies. Again, the question for the hon. Member for Stoke-on-Trent Central and his Front-Bench colleagues is: do they believe that the introduction of these new teacher standards was the right thing to do? Do they support them? Do they back them? Do they recognise that they drive improved performance in the classroom? Do they also recognise that as a result of our changes the quality of teaching is higher than ever before?

My hon. Friend the Member for Beverley and Holderness (Mr Stuart) rightly pointed out that we have a tougher Ofsted regime and a more rigorous accountability regime than ever before; it is tougher for someone to prove that they are outstanding. Under Labour 13% of teaching at primary schools and 11% of secondary teaching was outstanding, whereas the latest figures show that under the coalition Government those proportions have risen. The number of outstanding primary lessons has increased by 12% and the number of secondary lessons judged “outstanding” has gone up by a third. So more quality teaching is benefiting more students in more schools as a result of the changes we have made.

I also hope that the Opposition will applaud the increase in the number of highly qualified graduates from our top universities in our schools. When we came to power only 62% of those entering the teaching profession had a 2:1 or better, whereas the figure now is 71%. So we have a prestigious profession attracting more highly qualified people and transforming more lives.