Cyber-bullying

Barry Sheerman Excerpts

Tuesday 3rd December 2013 Commons Chamber

[Tim Loughton]

And of course, as Members of Parliament, we know all too well that, for members of the press—not too many are present in the Press Gallery today—such activities are often part of their job description.

The internet affects everybody’s lives. It is un-cool, as we have heard, not to be on the internet or not to have the latest internet-enabled mobile device. Research by the National Society for the Prevention of Cruelty to Children has shown that almost 40% of our young people are affected by cyber-bullying. A survey by Nominet, which has done a lot of work in this area, showed that 65% of young people have experienced online bullying, or “trolling”, or know somebody else who has. For ChildLine, which is part of the NSPCC, bullying is the second most important issue, accounting for more than 10% of the counselling sessions arising out of the referrals it receives.

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

The hon. Gentleman and I have worked on many children’s issues together, and he will remember that the commission on stalking on which we worked found that this terrible use of the internet was destroying people’s lives. Is it not good news that we quickly got the law changed on stalking? People said that it could not be stopped, but we proved that it could be. Now, that same commission is being re-formed to look at cyber-bullying, I hope with the same success.

[Tim Loughton]

The hon. Gentleman is right. A recent debate in this place showed what can be done when we put our minds to it and listen to people who have solutions, rather than always listening to those who focus on the problems.

The Department for Education’s own research shows that 30% of secondary school-aged children have been deliberately targeted, threatened or humiliated by abuse on mobile phones or the internet. Cyber-bullying is an even more cowardly form of what we might have known as playground bullying, because it often hides behind anonymity, done by people in the comfort of their own bedroom. However, the psychological effects can be every bit as damaging as physical, face-to-face bullying, and such bullying has the capacity to be spread cancer-like among a much wider body of peers, at the press of a button. It can undermine a young person’s confidence and self-esteem, at a time when they are still finding their own identity. It can lead to depression, truancy, self-harm and even suicide; to a fear of returning to school to face one’s friends, who may be the authors of some of this cyber-bullying; and to a feeling of being permanently unsafe.

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[Tim Loughton]

The hon. Gentleman is right. It takes an extraordinary mentality to want to use the fantastic technology of the internet to abuse and, ultimately, to cause harm and even death. This is perhaps similar to those people who invent computer viruses and get a kick out of causing huge inconvenience and misery to large numbers of people.

I have been a bit gloomy so far, but I want to end by mentioning a few of the good things. Good progress has been made. The work of the Prime Minister and the Government internationally with the FBI on promoting filters and using greater powers to remove harmful images from the internet is very welcome. The profile of the problem has certainly been raised, which is also welcome. We now have better guidance on e-safety in schools, although my complaint is that that focuses too much on the mechanics of the technology and not enough on the ethics of what is good and not good and what cannot be trusted on the internet.

The Department for Education has awarded £4 million-worth of grants to BeatBullying, the Diana Award, Kidscape and the National Children’s Bureau, all of which are excellent organisations doing some really good practical stuff, but it is a drop in the ocean when we consider how many hundreds of millions of people are using social media. The Education Act 2011 gives teachers greater powers to search for and delete inappropriate images on electronic devices, which is welcome, as is the fact that Ofsted should now be inspecting behaviour as part of its assessment of schools and looking closely at the effectiveness of internal policies to prevent bullying and cyber-bullying. I also welcome the additional funding to enable the Internet Watch Foundation to use its new powers to take down inappropriate sites.

There is more that we need to do, however. We need to empower parents and pupils. We need to ensure that schools not only educate the kids but invite the parents in so that they can learn what the kids have learnt, so that they know what to look out for when they go back home. This is just like healthy eating: schools are very good at giving kids healthier meals and telling them about healthy eating, only to let them go home and be stuffed full of pies by parents who do not have the right attitude. We also need more in-your-face guidance from the Government, through the Department for Education and the Home Office, about the real dangers of what is going on.

[Mr Sheerman]

Does the hon. Gentleman agree that it is always possible to recognise a school that has a big question mark hanging over it when its head teacher says, “My responsibility ends at the school gate”? It could never end there in relation to bullying, because the bullies used to hang out on the street outside. Bullying of that kind, and bullying on the internet, must be tackled by head teachers managing their schools properly.

Child Care

Barry Sheerman Excerpts

Tuesday 19th November 2013 Commons Chamber

[Tristram Hunt]

My hon. Friend makes an important point. The provisions offered by Sure Start centres were part of a socialisation process, including parenting and getting children school-ready, that was vital to those families’ prospects. We know that children who do well at school also have parents invested in them doing well at school, and the Sure Start provision was part of that.

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

We have to be careful because many people in the press misinterpreted Baroness Morgan’s statement as meaning kids sitting in rows learning at two. It is early years stimulation we want, and we get that—it is affordable on the Danish model—if we employ people who are well trained to do it, like the social pedagogues in Denmark.

[Tristram Hunt]

As ever my hon. Friend makes the point for a broader understanding of education, for play, for creativity and, above all, a high quality of provision. That is about making sure that we have high-quality childminders, those involved in nurturing, education and play for young people.

Sadly, what we have had from the Government is a sustained assault on early years provision. The coalition’s child care crunch means that since the last election the cost of nursery places has risen by 30%. There are 578 fewer Sure Start centres, with three being lost on average every week. The cost of a nursery place is now the highest in history, at more than £100 a week to cover part-time hours, and parents working part time on average wages would need to work from Monday to Thursday before they paid off their weekly childcare costs.

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[Tristram Hunt]

We are delighted to work on a cross-party basis to make sure that we have as high-quality of child care provision as possible. All parties understand that those who look after toddlers and young people should have as much experience and training as possible, and we are always delighted to work with Ministers to see how we can go up the value chain.

[Mr Sheerman]

In the early days of being the Chair of the former Education Committee, I remember visiting settings just after the minimum wage was introduced. Many people were horrified, because up until then they had been paying £1 an hour. That was the desperate situation we were left with in 1997.

[Tristram Hunt]

What a valuable point, which reminds us that the Conservative party opposed the national minimum wage and proper payment for child care workers.

It is the Labour party that has a response to the cost of living crisis. In government, we will deal with the child care crunch by expanding free child care for three-year-olds and four-year-olds from 15 hours to 25 hours per week for working parents. The value of that child care is worth £1,500 per child per year. It would be paid for by increasing the bank levy, charged as a proportion of their liabilities, to raise an extra £800 million. In the past financial year, the banks paid a staggering £2.7 billion less in tax overall than they did in 2010. The Government have given the banks an extraordinary tax break and we would reintroduce some fairness into the system to support our child care plans. [Interruption.]

I hear laughter from the Government Benches about our plans for the financial services industry, so I will quote from this Saturday’s Financial Times:

“Good times return as City gets in Christmas spirit,”

reported the paper.

“After years of yuletide austerity following the financial crisis, party organisers and venue owners are seeing a resurgence in the market for festive frivolity.”

Well, good luck to them. We on the Labour Benches like to see the return of some animal spirits, but all we are saying is that some of that festive frivolity could be spent on securing affordable child care. That is called progressive politics, and the Government parties should try it.

To give parents of primary age children peace of mind, Labour will set down in law a guarantee that they can access child care through their local school if they want it. Parents of primary age children will benefit most from a new guarantee, as this is when families most require child care support. Of course, parents will have to pay for that, just as they do now, but this is an opportunity to deliver sport, music, healthy eating and after-school clubs alongside child care support.

The truth of the matter is this: high-quality child care and early years services are the foundation stone of a successful approach to tackling child poverty and improving social mobility. The Labour party has a costed and effective plan to deliver both. The coalition has broken promises, has poor priorities and has arrogantly refused to deal with the cost of living crisis. I commend this motion to the House.

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[Elizabeth Truss]

I think the hon. Lady is having a laugh about her child care guarantee. It would not mean that schools have to offer extended hours; they would need only link to a child care provider on a website. That is not what parents mean by extended hours.

I note that the hon. Member for Stoke-on-Trent Central did not repeat his leader’s claim about the number of child care places. Could that be because his leader claimed there were only 1.3 million child care places in the country, when in fact there were more than 2 million, because they missed out the 800,000 places—30% of the market—available in schools? The number of settings is going up. It is strange, given that he has talked about his colleague Baroness Morgan advocating child care for two-year-olds in schools, that he does not know that schools provide child care and that his leader did not include those 800,000 places in his statistics. He also seems completely unaware that Building Schools for the Future was not for primary schools, but for secondary schools. Under his Government, funding for primary school places was cut by one quarter.

[Mr Sheerman]

Within the limits of this sort of debate, the hon. Lady is not making a bad speech, but many ordinary people and parents outside desperately want even better child care and are hanging on her words. What will the Government do to move to the next stage?

[Elizabeth Truss]

I will come to that point later, but first I need to correct some factual inaccuracies that the leader—sorry, I mean the shadow Education Secretary; I am promoting him already—made.

The Labour party claims it will fund extra child care places for three and four-year-olds through the bank levy. I think we have heard that somewhere before. To be precise, we have heard it 11 times before, because it is to be spent on: the youth jobs guarantee, which will cost £1.04 billion; reversing the VAT increase, £12.75 billion; more capital spending, £5.8 billion; reversing the child benefit savings, £3.1 billion; more regional growth fund spending, £200 million; reversing tax credit savings, £5.8 billion; cutting the deficit, no amount is specified; turning empty shops into community centres, £5 million; spending on public services, question mark; more housing, £1.2 billion; and now child care, £800 million.

Oral Answers to Questions

Barry Sheerman Excerpts

Monday 11th November 2013 Commons Chamber

[Mr Timpson]

The new statutory guidance is crystal clear about the responsibilities of all those who work with children, including in schools, and if they have a concern about a child’s welfare, safety or care they should report that to the appropriate authority. We do not believe that making failure to report a criminal offence will improve the protection of children. There is international evidence that suggests that that can make children less safe, but of course we always keep these things under review.

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

Does the Minister agree that the Baby Peter case and the tragic event of the death of that little boy highlighted the need for inter-agency co-operation? Will he also associate himself with my view that we in this House should all be ashamed of the inappropriate hunting down and scapegoating of Sharon Shoesmith?

[Mr Timpson]

In the light of the recent tragic case of Daniel Pelka, we look carefully at what we could learn from the serious case review. It seemed clear to us that the most important focus of our work had to be on understanding what went wrong and why, as opposed to trying to single out individuals at that stage of the investigation. We want everyone to prioritise the protection of children, whatever role they have, whether it is at the level of director of children’s services or working on the front line. We need to send out the message, “We are there to support you in your work, but where you need to be challenged, where there are basic practice failures, we will do so and make sure we put it right.”

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.

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[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.

Oral Answers to Questions

Barry Sheerman Excerpts

Thursday 24th October 2013 Commons Chamber

[Vince Cable]

Yes, it is a very positive story. The engagement of almost every employee of Royal Mail is extremely encouraging. I seem to remember that under the last Labour Government we lost in the order of 2 million working days through industrial action in every single year. This is a big change for the better.

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

May I remind the Secretary of State that before this privatisation every one of my constituents had a share in Royal Mail? It has been revealed that only a tiny number of people in most constituencies now have any shares at all and that the Prime Minister’s hedge fund friends own a lot of them.

[Vince Cable]

On the contrary, the share register is dominated by large long-term institutional investors, most of whom hold the savings of millions of our citizens.

Co-operatives in Education

Barry Sheerman Excerpts

Wednesday 23rd October 2013 Westminster Hall

[Steve Baker]

As the hon. Gentleman says, it is the Minister’s duty, but he has been most generous in the way he has approached the debate.

My reason for calling this debate is to support the Cressex school in my constituency, the young people it serves and the wider community from which they are drawn. It is undoubtedly the most disadvantaged community in my constituency. I want to cover the circumstances and successes of Cressex school, and the wider experience of co-operatives in education, and to ask the Government for action. I hope the Minister will forgive me if I say that although they have said some interesting and good things, they need to follow them through.

In a message of support, Dame Pauline Green, president of the International Co-operative Alliance, has set the definitive context for this debate. She said:

“Co-operatives have been involved in education from the very beginning, and there is an inextricable link between education and co-operative development. That is why we continued to place great emphasis on education when the co-operative principles were last revised in 1995, and why new guidance notes strongly reaffirm the importance of co-operative education.”

When I visited the Rochdale Pioneers museum, I was pleased to discover two things that explained a lot to me: autonomy, which I will return to, and the fact that one of the principles of co-operation has always been to educate, train and inform.

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

As something of an historian, I must tell the hon. Gentleman that the co-operative movement started long before the Rochdale co-operatives in Yorkshire and in Huddersfield in my constituency.

[Steve Baker]

I am grateful to the hon. Gentleman for the information and the way he provided it. When watching some of the films about the pioneers, I noted that although they were not the first, they were perhaps the earliest successful ones.

[Mr Sheerman]

They had good PR.

[Steve Baker]

They had very good PR. A couple of things struck me. First, they did not trade on credit, so people did not get into debt to consume, which is an interesting lesson for present times. Secondly, they made a surplus. They did not like to call it a profit, but they realised that they had to make a surplus over time, and doing so enabled them to succeed. A lot of interesting language was involved in that conversation, and I am grateful to the hon. Gentleman for his information.

In April 2010, Cressex community school became part of the Cressex Co-operative Learning Trust. I remember my first visit to the school after the election because I encountered a defiant spirit of autonomy and independence. There was a whisper of forced academisation because of its results, but there was fierce determination to remain a co-operative because of the way that the co-operative structure allows all parties to be engaged across the community.

The proper context of the results includes the selective system. As a Conservative in Buckinghamshire, I am expected to support selective education, but a whole tier of students at Cressex has been taken off to another school, which naturally depresses the overall results. There is no denying that Buckinghamshire county council is one of the most affluent in the south-east, but a high proportion of Cressex students and their families experience levels of disadvantage equal to those in northern cities. Nearly half of Cressex students live on estates that are among the most economically disadvantaged in England, with areas of entrenched poverty and low skills. The proportion of families with experience of higher education is below the national average and the proportion of children living in overcrowded households exceeds the national average. More than half of students have been eligible for free school meals in the past six years and are entitled to the pupil premium.

Although Wycombe has an ethnic minority population of around one fifth, 80% of the school’s pupils are from minorities and the school now receives increasing numbers of students from eastern Europe. Crucially, about three quarters of the students do not speak English as their first language. That is the context for Cressex school, and that is the challenge to which it must rise.

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[Steve Baker]

Absolutely. I think we are in danger of fierce agreement in the Chamber.

Cressex school is keen to support business and enterprise, and that demonstrates its wider commitment. In particular, it hosts the Wycombe business expo. The principles of co-operation and engagement allow a school to reach out more broadly.

I turn to the challenge to which Cressex must rise. Last year, 36.4% of pupils across England who were known to be entitled to free school meals gained five or more GCSEs at grade A* to C, including English and maths, but Cressex did better. At the time, 39.1% of students were receiving free school meals. Over the last six years, the number achieving those GCSEs has risen to 48%. Of course, the school aims higher than 48%, but it represents a dramatic improvement in results and they are the best in the history of the school.

The head teacher, David Hood, recently provided details. Of the students who left year 11 in 2013, 46.5% gained five or more GCSE passes including English and maths, a rise from 27% in the previous year, and 64.8% gained five or more GCSEs in any subject. The overall results represent a considerable increase over the previous year.

[Mr Sheerman]

To someone who has chaired a Select Committee for many years, that sounds really good, but when such figures are read out I sometimes insist that we ask how many pupils left with no qualifications or barely one GCSE, as 25% of kids at our schools do. It is important to get the balance right when looking at the figures.

[Steve Baker]

I am grateful to the hon. Gentleman. He is of course right that we sometimes forget to look at such points. It is crucial that no one should be left behind and the ethos of the school, as he will appreciate, is that the co-operators involved are determined to lift everyone up. I appreciate his point and I apologise that I do not have that information to hand.

Mr Hood made the point that performance in all core subjects rose markedly. In particular, Cressex has risen well above the national average in maths for the first time. He said that that is an exceptional achievement and he is right. Cressex is improving itself, which goes back to the point about defiant spirit. Cressex does not wish to have a model imposed on it; it is improving itself.

I have been on a journey, discovering something of the traditions of the left and the co-operative movement, and to me, that was the essential thing to understand. It is about self-help—a difficult term for a Conservative to use—mutuality, self-responsibility, direct democratic control, equality and solidarity. Such terms are perhaps vexed for Conservatives, but separated from state power, they actually just represent values and ideals that any fully formed human being should support. That, to me, explains the defiant spirit of autonomy that I found. Those values are being used by the Cressex school to engage with the community around it, and they are values transforming the lives and prospects of individuals whom we cannot allow to fall into neglect. Those people must be supported with a degree of delicacy if they are to flourish, which, in the end, is what we want for all the people in our constituencies, irrespective of their voting habits.

I turn to what it means to be a co-operative, and how Cressex has applied some of those principles. In the co-operative statement on identity, we find a definition that I think anyone could support and welcome:

“A co-operative is an autonomous association of persons united voluntarily to meet their common economic, social, and cultural needs and aspirations through a jointly-owned and democratically-controlled enterprise.”

That crucial element of voluntarism surprised me. I hope that Members on the left will forgive me if I say that I have always misunderstood socialism to mean compulsion, and I was amazed to discover that on the left, there is this great tradition of voluntarism. When I look down through the values—

“ethical values of honesty, openness, social responsibility and caring for others”—

who could possibly disagree with them?

I turn to the principles: “Voluntary and Open Membership”—of course, a school should certainly comply with that. When I look at “Democratic Member Control”, I start thinking that the Government need to act, because it seems to me that across the whole suite of policy areas in education, the Government need to ensure that when parents, staff and others in the community are engaged in a school, they have the opportunity for their democratic control to be meaningful. The next principle is “Member Economic Participation”—although I paid £1 to become a member of Cressex co-operative, it does not seem to me, unless an Opposition Member would like to correct me, that anyone is immediately leaping to suggest that there should be economic participation in schools. However, “Autonomy and Independence”—what a marvellous idea, which seems to go directly to the heart of the Government’s policies. We then have “Education, Training and Information”, “Co-operation among Co-operatives”, and “Concern for Community”.

Those are some of the values that the Cressex co-operative trust has implemented, and which I think could allow other schools to follow suit, particularly where they are smaller and need to combine in order to be viable. The partnership with Cressex school has included Buckinghamshire New university, Dr Challoner’s grammar school, Wycombe Abbey school, the local authority and the Co-operative college.

After years of campaigning, the school moved into a new building, which certainly lifted spirits, and I have to say that we are grateful to the previous Government and all those involved locally for giving us those new premises. The community’s values were naturally aligned to those of the co-operative movement, and particularly the notion of being values-driven and faith-neutral, which, in my constituency, is highly relevant. The community engages actively, and as I mentioned in response to an intervention, is a specialist business and enterprise school.

I am particularly pleased that Johnson & Johnson’s Dr Cesar Rodriguez Valdajos, a Spaniard, has engaged with the school and become a governor. At a time when we are challenging how capitalism is working and where it has gone wrong, it is particularly interesting that someone from Johnson & Johnson has engaged with the school. When capitalism previously failed, that company showed, through its credo, how private enterprise could step up. What I find encouraging is that the notion of enterprise being people-centred is actually highly inclusive. Wycombe Abbey school is one of the finest independent girls’ schools in the country, and its engagement with Cressex has been not only crucial but mutual, because it is in those sixth-form pupils’ interests that they engage with the school and help with literacy and numeracy.

Crucially, the pupils share the school’s co-operative vision and values. As a former head boy told the governors recently:

“High achievement for all is certainly our shared responsibility. I can say for a fact that Cressex is a rising star. It’s climbing to the top and I am proud to be head boy.”

I have to say that Cressex has travelled a long way very quickly, since when I first visited the school as a candidate and saw a collection of prefab buildings and some people who were rather long in the face. There were some poor results, but Cressex is transforming itself very rapidly.

I am aware of the time, and that other Members would like to speak, so I shall abridge some of my other remarks on other co-operatives, but I particularly want to point to the experience of Mondragon university from the Library debate pack. Mondragon university is a Spanish institution owned by its staff, and an article, in the course of describing it, interviews a British academic, saying that

“many of the principles on which cooperatives are based are not necessarily that radical in higher education. Cook”—

Dan Cook—

“points out that the University of Cambridge ‘is already configured as a sort of workers’ co-op’ because every academic is part of the governing body…he adds: ‘I don’t think anyone has told them yet.’”

Therefore, it may well be that co-operatives are more advanced in the United Kingdom at all levels than has generally been believed.

Co-operative schools are now the third largest network of schools in the country, following Church of England and Roman Catholic schools. More than a quarter of a million young people attend a co-op school and more than £4 billion of assets have been transferred from local education authorities to co-operative trusts. In September 2011, co-op trusts ran 63 secondary schools. There are now 94 and the figure is predicted to be 102 by December. In the same period, co-op primary schools increased from 76 to a surprising 389, which is predicted to be 444 by December. Overall, co-operative schools have grown from 188 in September 2011 to a predicted 714 in December this year. That is an astonishing vote in support of autonomy and self-governance in relationship with others. To me, it is an enormous endorsement of liberty and civil society, and I believe that the Government should row in behind it.

The first co-op free school will be in Swanage, which demonstrates that co-ops are not incompatible with the Government’s free school programme. However, I look ahead to 2014, and I must say to the Government that at this time there are real imperatives for action, because about half of secondary schools and almost 90% of primaries still need to determine their long-term structure. There is every likelihood that they could choose to be co-operatives. If co-operation is a necessary requirement to enable small schools to flourish, the Government certainly need to act fast to put in place whatever is necessary to allow co-operation to thrive.

The Government ought not to fear co-operatives. I know that the co-operative movement began with figures such as Robert Owen, who was a utopian socialist, but the values and principles, and the place reached by the co-operative movement today, are not to be feared by people on the Government side of the House of Commons. Co-operatives are, above all, people-centred businesses, and it strikes me that co-operatives can resolve a number of conflicts of interest and ideology.

On markets versus collectivism, we have democratic, collective ownership of property, and yet co-operatives participate—and always have participated—in markets. I observe that one of the crucial reasons why state socialism can never work is that it eliminates markets in capital goods. Co-operation does not do that.

On employer versus worker, the Co-operative party’s website recognises that producer interest can effectively be dealt with through co-operation. I would suggest that some problems that the Government are currently experiencing could be ameliorated if more schools were directly controlled by parents, staff and the community, so that not only were industrial relations easier from the outset, but if difficulties did arise, they would be easier to resolve, because it would be clear who was negotiating with whom, and to what end.

It seems to me that today, sometimes co-operative schools are succeeding despite obstacles. That may well be in the spirit of the co-operative movement, but it seems that the Government ought to do more to ensure a crisp, simple and effective legal framework. I do not wish to pre-empt the remarks of the hon. Member for Sheffield, Heeley (Meg Munn), but I would like to ask the Government to look closely at the ten-minute rule Bill that she brought forward. She proposed a measure that would enable schools to register as industrial and provident societies and enable nursery schools to be established as school trusts. That seems an extremely good idea, not only to complete that scale of education from nursery through to—it turns out—university level, but to ensure that things are viable and sustainable. I expect the Government to go down that road because of what has been said, and I would like to provide a little detail on what has gone before.

My right hon. Friend the Secretary of State for Education said:

“First, let me pay tribute to the work of the co-operative movement. Since it started in Rochdale, many of us have been inspired by its achievements. I believe that the academies programme and particularly the free schools programme provide an opportunity for the ideals of the original co-operative movement to be embedded in our schools. The idea that all work together for the good of their community and for the fulfilment of higher ideals is one that Government Members wholeheartedly applaud.”—[Official Report, 16 January 2012; Vol. 538, c. 468.]

Cabinet Office Ministers have been outspoken in support of co-operatives. My right hon. Friend the Minister for the Cabinet Office and Paymaster General said of mutuals and the Government’s policies:

“The right to provide will challenge traditional public service structures and unleash the pent up ideas and innovation that has been stifled by bureaucracy.”

That chimes directly with the Co-operative party’s message that co-operative models offer the best model for the reform of the public services or public service delivery.

In November 2007, my right hon. Friend the Prime Minister spoke of co-operatives in Manchester and developed arguments leading to the tantalising prospect of

“a new generation of co-operative schools in Britain—funded by the taxpayer but owned by parents and the local community.”

In January 2012, he also held out the prospect of a new co-operatives Bill. Without wishing to give succour to Opposition Members, I say gently to the Government that the Prime Minister ought now to find time to bring forward that Bill, encompassing the proposals of the hon. Member for Sheffield, Heeley, if we are to avoid the allegation of mere posturing. I want us to get behind co-operative schools, and more broadly co-operatives in education, in the general interest, to transcend some of the partisan debate that has gone to and fro, because I know that, in Wycombe, co-operative principles are transforming Cressex school. Those principles are proving increasingly popular across the country.

Today, a revolution in autonomy for schools is taking place, but it seems to me that it is taking place despite obstacles, so I ask the Government please to work more closely with the co-operative movement in establishing new free schools and helping academies to become co-op trusts. Will they bring forward the co-operatives Bill and will they look closely at the hon. Lady’s proposals? I am sure that Ministers will be welcome at Cressex school if they wish to see how it works in practice.

The Government ought just to do the right thing. Principles of co-operation entrench liberty and civil society. They produce self-esteem, confidence and resilience. They are evidently popular with the public. The Government should now move heaven and earth to liberate the co-operative spirit in education.

--- Later in debate ---

[Meg Munn (Sheffield, Heeley) (Lab/Co-op)]

Thank you, I think, Mr Hollobone. It is a delight to take part in the debate. Of course, I must start by congratulating the hon. Member for Wycombe (Steve Baker) not just on having secured the debate and established such good cross-party support for it, but on his speech. He spoke very eloquently of the reasons why some of us in this room have been co-operators for many a decade, not just many a year. I warmly welcome him to the cause of co-operation. It is everything he says it is and should be spread more widely, not least in our schools. I have always been proud to be a Labour Member of Parliament, but I am more proud to be a Labour and Co-operative Member of Parliament. Some of my colleagues also bear that title. Other Labour Members do not stand as Labour and Co-operative, but are members of the Co-operative party. It is a set of principles and a vision that are widely shared.

I shall not repeat what the values are, as the hon. Gentleman has done justice to that. I shall simply say that I wholeheartedly agree with him that the values of co-operation could not be more appropriate for schools. This is about having all parts of the community—not just the teachers and parents, but people from the community and pupils—involved in the schools. It is about helping them to understand what it means to take on responsibility for themselves, helping them to understand that they have a role in the school and embedding the school firmly where it is—in its local community.

We heard the excellent example from the hon. Gentleman of the school in his constituency that has done so much to persuade him of the values of co-operation, but that is happening up and down our country. We are talking about values such as business and enterprise, and values that are enabling young people to think about going into the world of work, but in a different way—not a competitive way that is unhelpful, but one that focuses on the benefits of co-operation.

Real strength and depth is emerging in parts of the country, including the south-west, my own beloved Yorkshire and Humberside and the north-west, which I am sure we will hear from. Of course, Cornwall, which I am sure the hon. Member for Truro and Falmouth (Sarah Newton) will speak about in due course, is looking to become the first county in the country in which the majority of schools work together mutually to pool resources in co-operative ways. This revolution in structures and governance is gaining momentum, and we should all be supporting it. That is why I want the Government to take more seriously the proposals that I made back in April this year in my ten-minute rule Bill.

I support choice in education, but there are barriers that should be removed to allow more schools to follow the successful model of co-operation. As the hon. Member for Wycombe said, the legal forms currently available are industrial and provident societies and co-operative and community benefit societies. There is no specific provision in relevant Acts for co-operative schools, so although they have done well so far and they exist, they are having to work around the existing structures and legislation. They have been helped enormously in that by the relevant parts of the co-operative movement, Co-operatives UK and the Schools Co-operative Society, but that is not enough. We want this to go further.

I am an optimist: I believe that one clause could deal with the issue. Of course, it would be a powerful clause. I have a draft of the Bill that I put forward, and would be delighted to pass it to the Minister later. It suggests that we allow Education Acts to be amended to include the legal forms that I just mentioned and ensure a level playing field with other school structures. Of course, I know that any legislation has to stand up to proper scrutiny. I would warmly welcome the Government looking at what I have proposed and coming to a view on whether it is the right way forward. I would like to press the Minister on taking that forward.

[Mr Sheerman]

As greater ammunition, is my hon. Friend aware that a change in the tax structure is coming out of the Treasury imminently and will be very helpful to co-operatives, community interest companies and social enterprise generally? Harnessed to that tax change, a change in regulation might be quite easy and simple to do.

--- Later in debate ---

[Meg Munn]

I entirely agree and am grateful for the example. The important aspect is that parents obviously first become involved with schools as institutions at nursery. They are often more likely to be present in the building, because they bring their children there, and possibly take part in parents’ groups, so if they were introduced to the values of co-operation at that point, they would see it as a normal way to get involved in their child’s education and schooling throughout the age groups.

One of the most powerful aspects of Sure Start, which the previous Government introduced, was that, in a non-threatening, non-stigmatising way, parents from all parts of society were made to feel welcome entering the building where their children were being supported in their education. I know from my constituency and my experience working in social services that many young parents who have had not good experiences in school do not like to cross the threshold, because doing so brings back bad memories. It is enormously powerful to involve, from that early point, the values of co-operation and support, and to say not only, “Come in, because your child is here,” but “Come in and have your say. We are all equal; all have equal membership.” From the first, it creates a different relationship between the parents and the people providing the education and support for children. The Minister should look closely at that second change.

[Mr Sheerman]

My hon. Friend and I are both Co-operative Members, and she knows that I have set up a few co-operatives myself. Does she agree that being a co-operative is not a panacea? On this sad day of the demise of the Co-operative bank as an independent co-operative, it would be wrong of us, as Co-operative Members, not to put on the record that sometimes people get into co-operatives for reasons of venality, and that through incompetence things can go wrong. Full involvement in a co-operative is needed to stop that happening. Today is a sad day for many co-operators.

[Meg Munn]

My hon. Friend has put his concerns on the record and he is absolutely right. There is strength in the co-operative movement; it is not about co-operative schools managing on their own and being separate academies or free schools, but about their being part of a movement that, as the hon. Member for Wycombe indicated, naturally gives support—there is support from Co-operatives UK and co-operative schools organisations —and sets up mutuality with other schools that can be helpful and supportive.

--- Later in debate ---

[Gavin Shuker (Luton South) (Lab/Co-op)]

It is a pleasure to speak in this important debate. I congratulate the hon. Member for Wycombe (Steve Baker) on securing the debate and on his eloquence in furthering the arguments I support. Despite co-operatives and the co-operative movement having a strong association and history with the Labour party, not least through the 32 Labour and Co-operative MPs in this Parliament, of which I am one, it is praiseworthy that the ideas that power them are not owned by a political party. They are represented by a political party, but they are owned by all of us. It is incumbent on us, in each of our political traditions, to uncover those self-sustaining values for the time we are in now, and the hon. Gentleman has been a powerful advocate today.

I want to start by talking about some of the shifts that we have seen in education in recent years and conclude by talking about some of the ways in which the co-operative movement may be able to contribute to and shape that story, rather than merely being subject to it. We have already discussed several excellent co-operative schools across the country. Cressex, to which the hon. Member for Wycombe (Steve Baker) referred, is a fine and outstanding example of a co-operative school.

In Luton South we do not have a co-operative school, but we are keen to have one. Co-operative schools, and co-operative education in general, empower local people to take responsibility for the education that they best understand. Co-operative education avoids many of the traps inherent in the fragmentation of education that has occurred in recent years, particularly when it comes to the dispersal of power, which is abused in the education system more often than we tend to admit.

In the past 10 or 20 years, under successive Governments, control and responsibility for education has shifted from local authorities to individual schools. As many Opposition Members have argued in recent years, however, I believe that under the coalition Government we have seen an expression not of localism but of centralism. In other words, the Secretary of State has been given direct responsibility over individual schools. In Luton, we have real issues around community cohesion, we are a good size to allow democratic control to be exercised across all our schools, and schools working in partnership are a key part of where we hope to be in future and the kind of community that we seek to shape. Many of the Government’s choices and decisions have, therefore, been unfortunate for our attempts to pursue our ends.

Whatever we feel about the shift, under either of the previous two Governments, towards more individual schools taking responsibility, taking ownership and taking governance, the change has happened. We see that in the statistics on the adoption of the academy and free school models. Co-operative education provides a powerful mechanism for harnessing some of the positives of that shift, such as the exercise of leadership and good teaching quality, which we understand to be most crucial for raising standards in schools and the provision of education.

[Mr Sheerman]

May I suggest to my hon. Friend that if he wants to be slightly subversive, the best example I have seen of a co-operative is one in which the pupils are empowered to help run the school through Learning to Lead? That combination is liberating and amazing, and it provides a revolutionary structure of governance. It now exists in more than 100 schools.

[Gavin Shuker]

My hon. Friend does not anticipate my remarks, as is often said when someone makes a good point that we would like to adopt. He does, however, pre-empt my central argument about the distribution of power in the education system. How do we reap the benefits of allowing people to get on and lead in their own context, while sharing the responsibilities and ensuring that abuses of power do not take place, without sidestepping effective governance? That is where I believe that co-operative schools can be truly helpful.

In my own experience of mixed provision of education, public interest units can sometimes run schools autonomously, which can be good for local authorities. In Luton, two of our high schools became academies under the previous Government’s academies programme, which was designed for schools that were struggling to keep up with others. A further education provider came in and ran those schools. There has been, and continues to be, a strand of scepticism and concern in the community when schools are taken over, which we must acknowledge, but the education provider had a trusted relationship with the local authority and was able to step in and improve results.

A free school has opened in the centre of my constituency. It seemed bizarre to me that the only way in which we could get the basic primary school allocation of places was to bar the local authority from running the school, but we had to find a way to get that allocation, because there is a massive push on places. We found an arm’s-length council body to run the free school. It was a good example of how to use the existing system and to link it back into the community, and I believe that it is a really positive development.

In the mix of those different models, I believe that the co-operative model presents one of the best ways in which to harness elements of the co-operative tradition, even now, when the Labour party does not control but seeks to shape education policy in opposition. We should encourage local authorities and others to adopt the co-operative model to ensure that we reap the benefits of choice and autonomy in the education system. I note the comment of Peter Laurence, who is development director in the Brigshaw Federation, one of the first co-operative trusts in Leeds:

“We could all see the direction of travel of Government policy and the rapidly changing role of the LA. To us self-help is a natural solution.”

Is that not exactly the point? From the rich traditions of the co-operative movement, we find mechanisms that are appropriate to us today.

Teacher Training and Supply

Barry Sheerman Excerpts

Tuesday 22nd October 2013 Westminster Hall

[Kevin Brennan (Cardiff West) (Lab)]

This must remind you, Mr Caton, of your election to the House of Commons in 1997, for a Welsh constituency, because we seem to be in a Tory-free zone in the Chamber. Is that a Tory on the Bench behind the Minister? [Interruption.] No, he is a Liberal as well—so it is a Tory-free zone.

I congratulate those who have come to take part: my hon. Friend the Member for Sefton Central (Bill Esterson), who secured this important debate; my hon. Friend the Member for Washington and Sunderland West (Mrs Hodgson); and my hon. Friend the Member for Scunthorpe (Nic Dakin), who once again drew on his experience. I visited his college when he was a head teacher and I was a Minister, and a fine and well-led college it was. I congratulate him on delivering his speech to the accompaniment of the Household Cavalry outside; it was impressive how he kept going despite the drumbeat. My hon. Friend the Member for North West Durham (Pat Glass) also contributed, along with the occasional chipping in from the hon. Member for Chippenham (Duncan Hames), which was welcome. I found very little to disagree with in his interventions.

At the root of this debate is the fact that the Secretary of State for Education does not believe that teaching is a profession at all. He has made it clear that he thinks it is a craft to be picked up on the job, which is why he does not really care whether teachers in taxpayer-funded schools are qualified. That is his policy: teachers in academies and free schools need not be qualified. Bearing in mind that more than half of secondary schools are now academies, that represents the majority of schools in the country for children over the age of 11.

As far as the Secretary of State is concerned, as long as teachers have good subject knowledge, that is sufficient. Knowledge is important, but as the great Peter Kay said, knowledge is knowing a tomato is a fruit; wisdom is not putting it in a fruit salad. Let me make it clear that Labour believes, just as we now know the Deputy Prime Minister believes, that it is wisdom to ensure that teachers in our taxpayer-funded schools have or are en route to gaining a teaching qualification, and that they enhance those qualifications throughout their career through continuing professional development. Like my hon. Friend the Member for Scunthorpe, I did a postgraduate certificate in education many years ago. They were not always of the highest quality. We must always be trying to improve the quality of teacher training. During my teaching career, I went on to do an MSc in education management. It was an important part of the structure of a career.

I will not dwell on the disastrous recent news about the Al-Madinah free school, or from Pimlico, but the Government should reflect on some of those lessons during the next few weeks and months. In this debate, I will talk a little about current problems.

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

Will my hon. Friend give way?

[Kevin Brennan]

Of course I will give way to the former Chair of the Select Committee on Education.

[Mr Sheerman]

I apologise for not being here earlier; I had soldiers returning today, and I had to greet them downstairs. I am sorry that they made a bit of noise.

The Education Committee of which I was Chair did a thorough investigation into the quality of teacher training. It can be improved, but there is a whole culture out there. I am a visiting professor at the Institute of Education. This is the week of the professions, when 15 professions have come together to say how important the professions are in setting standards and creating the culture of a profession. Does my hon. Friend agree that is more important in teaching than in almost any other profession?

[Kevin Brennan]

I certainly do. The distinguished former Chair of the Education Committee makes a powerful point. The mood music from Government is important too in whether teaching is regarded as a profession, and it is highly important that teaching, of all professions, should be. We have worked hard in recent years, including through the efforts of my hon. Friend and his former Committee, to raise the status of teachers to the point where we could say with confidence and Ofsted’s support that we had the best ever generation of teachers in this country. That is in danger of being undermined by the current Government’s approach to the issue.

On the current problems, we support and have supported the trend for student teachers to spend more time in schools. We started the support of Teach First when we were in government—to listen to the Secretary of State, one would think that he invented it—and we supported its expansion. However, the trend should be managed properly. The problem is that in their eagerness to propagandise and oversell the School Direct policy, the Government have abdicated their role in securing enough teacher training places, they are not ensuring an even geographical subject spread and they are destabilising university teacher training. We heard about the example of Bath, an institution rated outstanding in teacher training, is considering giving up its teacher training programme next year due to the uncertainty created.

[Kevin Brennan]

I agree that the hon. Gentleman may not have said so, but they have said it themselves, in evidence to the Education Committee. It is on the record if he wants to check it.

We say yes to a diversity of routes into teacher training and a greater role in teacher training for good schools, but no to leaving the supply of teachers to the vagueness of an imperfect market, generating greater uncertainty and possibly leading outstanding higher education providers to close down courses. Will the Minister listen to the concerns, ensure that core allocation to good universities is sufficient, bearing in mind that they also supply support to School Direct partnerships, and give enough certainty to allow them to commit to future investment in teacher training? I am sure that, as an economist, he will understand the importance for future investment of having some certainty within the market. Will the Minister also make it easier, as my hon. Friends have asked, to transfer or vire allocations between different routes, so that good candidates are not turned away from teacher training unnecessarily?

[Mr Sheerman]

Will my hon. Friend bear in mind that when my former Committee investigated the training of teachers, we also considered the training of social workers? Social worker training is an interesting warning sign. When we destabilised the training of social workers, many of the finest centres, such as the London School of Economics, said, “This is too much bother,” and withdrew from training social workers. We are in danger of doing that to the teaching professions. Good institutions will leave the market, as will some of the leading research institutions that also train teachers.

--- Later in debate ---

[Mr Laws]

I am happy to write to the hon. Lady with the exact figures, which I do not have to hand, but there were considerable undershoots on both, so we have not been suppressing demand for places in higher education institutions, particularly in those shortage subjects. As she will know, maths and physics are subjects that have traditionally been challenging to recruit for, although we recruited a record number of physics trainees last year. We would need 37% of all physics graduates to come into teacher training to meet our target for physics teachers alone.

We recognise that we need to do more to improve recruitment in shortage subjects, and to increase the number of people taking A-levels, which is likely to increase the pool of people who can be drawn into those subjects. That is why we announced last week that we will make more scholarships available and change bursaries to help recruit the most talented graduates in key subjects. Scholarships awarded by respected subject organisations will be made available to the top maths, physics, chemistry and computing trainees, which will build on the existing scholarships that have proved highly popular. Since the Government introduced scholarships in 2011, 425 high-quality graduates in maths, physics, chemistry and computing have been attracted to teaching through the scheme.

[Mr Sheerman]

Will the Minister give way on that point about science?

[Mr Laws]

I will briefly give way, and then I must press on.

--- Later in debate ---

[Mr Sheerman]

The Minister for Schools is yet again articulating the shortages in maths and physics. Does he subscribe to the view that universities ought to have a much greater specialism in training teachers so that there is a culture in which teaching is attractive to science and maths graduates generally?

[Mr Laws]

Yes, I strongly agree. We must also do more to get more people to take both A-levels and degrees in those subjects.

A further 680 teacher training scholarships will be available for trainees starting in the 2014-15 academic year, with scholarships increasing to £25,000 in September 2014. Bursaries will continue to be available in maths, physics, chemistry, computing and languages, as well as in a range of other subjects, and we will increase some bursary payments for maths, physics and computing to reflect the challenges faced in recruitment to initial teacher training this year. Hon. Members will be aware of the new bursary figures that we published last week.

Furthermore, A-level results published in August by the Joint Council for Qualifications show that there has been a big rise in the number and proportion of young people taking A-levels in maths and physics. More students—both the number of entries and the percentage of the cohort—now do maths, further maths and physics at A-level than ever before, which means that we expect to have a bigger pool of potential shortage subject candidates.

Shortfalls in recruitment are mitigated by the fact that newly qualified teachers make up only about half—23,500—of the 45,000 new teachers in English state schools in 2010-11; of the rest, a third of the total or 14,700 people had qualified in previous years, and a fifth of the total or 8,200 people were returners. Initial teacher training targets are set in the context of longer-term recruitment patterns and anticipated need over a number of years, so over-recruitment in previous years, including in maths and chemistry, is taken into account in the targets set for future years. Therefore, over-recruitment in previous years gives some protection against under-recruitment in one year. We have over-recruited in some areas over the past few years.

Alongside getting teachers into the key subject areas, we must still maintain our strong focus on teacher quality in all subjects. We know that we have the highest quality of trainee teachers ever. In 2012, more than 70% of graduates starting teacher training had a 2:1 or higher, which is the highest proportion ever recorded. We are increasing teacher quality through a number of reforms. We have provided schools with increased flexibility to decide how much they pay a teacher and how quickly pay progresses, which will enable schools to target school-level recruitment and retention problems. We are reforming initial teacher training so that schools play a greater role in the selection and training of teachers, through the expansion of School Direct and with more schools becoming accredited ITT providers. That will provide schools with greater choice and influence over the quality of both training and trainees.

The introduction of School Direct marks a sea change in how schools are involved in the recruitment and training of teachers. It effectively gives head teachers more influence over training and recruitment issues. Many of them welcome that, which is why schools are so keen to participate in the School Direct programme, albeit that they have proved themselves, in the first year, to be highly discriminating about the applicants whom they decide to take on. That is a good thing, although it is a challenge to ensure that we get the allocations right. The director of the leading Arthur Terry teaching school in Birmingham has said:

“It is very much the vision that all future appointments will be from our pool of training teachers and reduce the need to advertise nationally.”

Over time, many teachers and head teachers will want to take more responsibility for managing initial teacher training. The number of schools that are interested in taking part in School Direct shows that there is an appetite for that, and it is right to respond positively to this enthusiasm. Although it is still early days, School Direct is proving a highly popular means of recruiting great candidates into high-quality school-led training. For 2013-14, more than 9,000 places were requested by 850 schools, more than a third of which were from teaching schools, and by May, about 22,500 people had applied for the 9,400 places available. Recruitment shortfalls cannot be attributed to the introduction of School Direct. So far School Direct has recruited 67% of the places it was allocated, and—I made this point earlier—the subjects that have struggled to recruit through School Direct have also struggled to recruit to core places in HEIs, which is why we are introducing more scholarships and increasing bursaries.

Al-Madinah Free School

Barry Sheerman Excerpts

Thursday 17th October 2013 Commons Chamber

[Mr Laws]

I can assure the hon. Gentleman—the Chairman of the Select Committee on Education—that Lord Nash and I are taking decisive action to ensure that the school improves its leadership and governance. The hon. Gentleman will understand why I cannot go into all the details of that, although the clear requirements are set out in the letter Lord Nash wrote to the school on 8 October, which has been published.

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

The leaked report has rung an alarm bell. Will the right hon. Gentleman learn the lessons from it, because what begins as a good idea—having unqualified and sometimes untrained teachers in an establishment—can, in some cases, be very dangerous and damaging? May we have an explicit word from him this morning to say that, in this country, no establishment and no school—this should not even happen in home schooling—should treat girls in a subservient way and differently from boys?

[Mr Laws]

The hon. Gentleman, the former Chair of the Select Committee, is absolutely right: different treatment for boys and girls is unacceptable. We have made that absolutely clear and required the school to change those practices immediately, for both pupils and teaching staff. He is a reasonable man and will know that it is sensible and responsible to draw the right conclusions from one school, and balance them against the success of many free schools. The hon. Member for Stoke-on-Trent Central (Tristram Hunt) wanted to praise and associate himself with that success on Sunday and withdrew his support by Tuesday.

Deaf Children and Young People

Barry Sheerman Excerpts

Thursday 17th October 2013 Commons Chamber

[Sir Malcolm Bruce (Gordon) (LD)]

I beg to move,

That this House recognises the importance of services for deaf children and young people and acknowledges the wide attainment gap; further recognises that communications support for deaf children and their parents is vital for social development and educational progress; acknowledges that the Government has stated there is an expectation that funding for vulnerable learners is protected, but is concerned about recent evidence uncovered by the National Deaf Children’s Society which shows that in 2013-14 over a third of local authorities plan to cut education services for deaf children; urges the Government to take steps to hold local authorities to account and support parents in doing so, including by asking Ofsted to inspect these vital services, improving access to communication support including sign language, and strengthening the Children and Families Bill currently before Parliament; and further urges the Government to deliver and implement reform of special educational needs.

It is a particular pleasure to be launching this debate under your chairmanship, Madam Deputy Speaker, having nominated you for the post. I know that you will conduct it with the usual good humour and common sense that is your characteristic, and I will do my best to respond in a similar fashion to any strictures you may impose on me.

I am particularly pleased to have the opportunity to launch this debate. I am grateful to 79 Members of the House who supported the call for us to debate this important subject, and to the Backbench Business Committee for agreeing to it. I have to declare an interest, in that I am a vice-president of the National Deaf Children’s Society and of Action on Hearing Loss, and I chair the all-party group on deafness. I can also declare a personal interest, as I have a deaf daughter. She is now grown up, but she was six when I was elected to the House, so throughout my time here, and for some time before, issues relating to deaf adults and deaf children have been of paramount concern to me.

I requested today’s debate because I am concerned that support for deaf children is being cut at a time when they need more, not less, support. Having campaigned on these issues for such a long time, I remain frustrated that this country does not support deaf people as well as I believe it should and as well as some other countries do. Ten years ago, I produced a report for the Council of Europe on sign languages. I secured support from the Parliamentary Assembly for legal recognition of sign languages across Europe; sadly, the Committee of Ministers never acted on it.

I still feel that we need to ensure that deaf children get the help they need, particularly in terms of communication support. More than 50,000 people have signed a petition calling on the Government to act on the issue and many MPs have signed the motion and shown support for the debate. There is considerable strength of interest in and support for the subject. The debate is being closely watched by deaf people and their families across the country and is being actively monitored in the Twittersphere by those who are most directly affected.

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

The right hon. Gentleman and I knew Jack Ashley, who then became Lord Ashley, very well and we remember his campaigning fervour and what a wonderful person he was. He was an exemplar—they said that a deaf person could not cope in this Chamber, but he showed that he could. I wanted to get his name on the record today, because we both worked with him and admired him greatly.

[Sir Malcolm Bruce]

I absolutely acknowledge that. Jack Ashley was the honorary president of the all-party group and, having at first been sceptical about setting up a discrete group for deaf people, he actively supported it once it was created. That is a key part of this debate. I accept that all kinds of children have special educational needs and have no doubt that the Minister will allude to Government policy on special educational needs, but I hope that he will also accept that deaf children have specific needs that need to be articulated expressly in policy and not just swept up in general issues of special needs and disability.

Secondary Schools (Accountability)

Barry Sheerman Excerpts

Monday 14th October 2013 Commons Chamber

[Mr Laws]

I am grateful to the Chair of the Select Committee for his kind comments about the proposals we have announced today. I am happy to pay tribute to him for the role he has played in ensuring the improvement of the proposals between the original announcement and consultation in February and today, when the final proposals were made. He is right that the new progress measure will ensure that the attention and focus is not only, as it was in the past, on the schools with the lowest levels of attainment, but on schools that appear to have high levels of attainment but where levels of progress are extremely low. Schools have been able to coast over the past decade because their overall levels of attainment look all right, when they have actually been failing young people by not getting much better results from them.

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

This is probably the best statement I have heard from a Minister since 2010, when the Government were formed. It is not all perfect, but the Government have listened and have modified the proposals. They should be congratulated on that. If they listened to last week’s debate on adult literacy and numeracy, will they take the lesson that the one area in which we still underachieve is the failure of at least 25% of our young people coming through education to get almost any qualification at 16? That is where the concentration must be and we need action soon.

[Mr Laws]

I am grateful to the hon. Gentleman, the former Chair of the Select Committee, for his kind comments. He is absolutely right that one of the big challenges we must address in education is the very large number of young people who are not getting through GCSEs with decent qualifications in English and maths. Shockingly, at the moment the overwhelming majority of those young people continue to fail beyond the age of 16. Many do not even attempt to retake those subjects to get that basic level of literacy and numeracy, and we must address that.