Oral Answers to Questions

Barry Sheerman Excerpts

Monday 14th November 2016 Commons Chamber

[Joseph Johnson]

We certainly are not turning our back on genuine international students. We welcome them warmly. There are no limits on the number who can come here and no limit on the number who can switch into work after they finish their studies. We want to see more in the years ahead and we look forward to supporting our high quality institutions in recruiting successfully in countries such as the ones my hon. Friend mentioned.

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

The Minister must know what is going on in the universities. They are in turmoil about the future of demand from foreign students to come here. Has he seen what the vice-chancellor of Sheffield University said about the Prime Minister’s visit to India? Why are students still classed as immigrants when they come here merely to study?

[Joseph Johnson]

I advise hon. Members to send out a positive message about how welcoming we are in this country. When we look at the statistics, we see that international students are still coming here in record numbers. Visa applications from non-EU international students to study at British universities are up by 14% since 2010, so let us not paint a completely misleading picture of what is going on. The hon. Gentleman mentioned Sheffield, which is a Russell Group institution. Numbers are up 39% at Russell Group institutions since 2010.

Grammar and Faith Schools

Barry Sheerman Excerpts

Tuesday 8th November 2016 Commons Chamber

[Lisa Nandy]

The hon. Lady makes my point for me. Grammar schools tend to receive a lower funding allocation because, as the Minister has admitted, they tend not to take children from disadvantaged backgrounds, and the funding formula is skewed to provide additional funding for children from such backgrounds. In 2016, in Britain, we can do better than this.

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

The Minister who will reply to the debate was a member of the Select Committee when I was the Chair. We looked at this question and we specifically considered Kent, but we had the rule that we should have evidence-based policy. Where is the evidence that people in Kent or outside Kent benefit from an educational system that is split in this horrendous way?

[Lisa Nandy]

I do not always agree with my hon. Friend on these issues, but I certainly agree with him on that point. The issue of funding and how we spend resources that, as a result of choices made by this Government, are incredibly scarce, is important.

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[Lisa Nandy]

What I am asking the Minister to understand is that this new approach set out in the consultation document is based on no evidence. If he says that we have to discount all the evidence that we have had about the education system thus far, it is incumbent on the Government to prove that this new, expensive approach, which will be highly disruptive to children’s education and to the education system as a whole, will be better for children. This morning at the Education Committee the Minister was forced to admit that there is no evidence that it will be better.

My hon. Friend the Member for Gateshead (Ian Mearns) put to the Minister a simple proposition: there are areas of the country, as we have already heard, where selection still exists. Kent is the one that my hon. Friend mentioned to the Minister when he said that if the Minister is so sure that the new system will work and if he is so keen to explore new ways of working, why does he not pilot it in one area of the country. I ask him please not to inflict an experiment based on such flimsy evidence on millions of children who cannot afford for the Government to fail.

[Mr Sheerman]

As chair of the advisory board of the Sutton Trust, I get sick to death of Ministers in this Government quoting Sutton Trust research out of context and selectively. They should read the report and see what the Sutton Trust actually says.

[Lisa Nandy]

I am grateful to my hon. Friend. I was reflecting this morning when I listened to the evidence session that education policy is always plagued by ideology and by personal experiences. No Government have ever managed to escape from that, but I have never heard a Minister rely as selectively on the evidence base as I heard this morning. What the Government propose to do will have profound consequences for children. I welcome the fact that they are consulting, but I do not welcome the fact that so far, based on everything that I have seen from the Secretary of State, the Prime Minister and the Minister’s evidence this morning, the Government are not listening.

The consultation paper says that the Government might ask grammar schools to

“take a proportion of pupils from lower income households. This would ensure that selective education is not reserved for those with the means to move into the catchment area or pay for tuition to pass the test”.

That highlights a very real problem and it is a very strong statement. Can the Minister tell us what he means by it? Many free schools introduced in the previous Parliament by Ministers in the Government in which he served claimed to be inclusive, because the proportion of children on free school meals that they took was similar to the national average. However, a closer look at what those free schools were doing revealed that many, such as the West London free school, were admitting as high a proportion of children on free school meals as the national average, but fewer children on free school meals than in the local community. Can the Minister tell us whether the Government are committed to schools that reflect their neighbourhoods and, if so, whether he means by that statement in the consultation document that schools will reflect the levels of disadvantage and diversity in their own communities?

The plans for a more inclusive intake get thinner by the minute. As I said earlier, by the age of 11 disadvantaged children are 10 months behind their peers. Does the Minister have any evidence that asking grammar schools to work with primary schools, which seems to be the big idea to address the issue, will eradicate that difference? How quickly does he think that will happen? More troubling is the finding from the Education Policy Institute that the more selective an area, the fewer the benefits to children in grammar schools. A wealth of evidence already exists. When that is assessed against the Government’s stated goals, it shows their plans to be deeply, deeply flawed.

The consultation paper makes no mention of the impact on society. It is not that long since the Conservatives had a party leader who appealed to their one-nation tradition. Surely no Government of that one-nation stripe would seek to deny children and young people in this country the opportunity to get to know one another. Surely the goal of an education system is to give every child the opportunity to fulfil their potential, both academically and socially, and to allow children to gain social enlightenment, not just social advantage, and live a larger, richer, deeper life as a consequence.

Instead, this Government appear to be set on a path that will pit children against one another and make losers of us all. The tragedy, as my hon. Friend the Member for Manchester Central (Lucy Powell) has highlighted so often, is that there are real problems in the education system. Attracting and retaining teachers remains one of our biggest challenges. The National Audit Office report highlighted a shocking rise in the number of teacher vacancies between 2011 and 2014. In the face of this, it is baffling why the Government are rushing headlong down a road that will make the situation worse. A poll for The Times Educational Supplement found that more than half of teachers would not work in a grammar school. Three quarters of teachers and headteachers are opposed to these plans. Why does the Minister think he knows better than all of them?

It would make more sense if the Government said, “Look, we’ve considered every option for dealing with some of the problems in our schools system. We can’t find anything else that works, so this is something that we are prepared to try”, but I saw recently that the hon. Member for North Swindon (Justin Tomlinson) had asked the Government whether they had considered the merits of streaming children in comprehensive schools, rather than pursuing the grammar schools route. The answer came back that they had not. This is the worst sort of dogma, of which we have seen too much in education policy over the years. Worse than that, it will cost the nation dearly.

There is no other country in the world that is proceeding in the direction of trying to segregate children over and over again. Poland, for example, which has delayed selection in recent years to improve its results, has seen a boost in maths, reading and science as a result. Finland used to be a favourite of Education Ministers. When I served on the Education Committee, we used to hear a lot from the former Education Secretary about how brilliant Finland was. We went to have a look for ourselves. It is one of the least selective countries in the world.

Many counties are now trying to end the divide between technical, vocational and academic education, recognising that in the decades to come most of us will need a combination of all three. The hon. Member for Stroud and I visited Germany a few years ago to look at its education system. As Sir Michael Wilshaw recently pointed out, Germany has had a similar model for most of the post-war years and is now attempting to disassemble it, because of worries about its effects both on students and on the country’s productivity, not to mention international rankings.

In the coming years, we will succeed less for what we know, and more for how we use that knowledge. The system of education that this Government are pursuing was not fit for the economy of the 1950s, let alone that of the 2020s and a world in which Britain stands outside the European Union, and we urgently need to address our growing skills gap.

This morning, the Minister told the Education Committee that those who shout the loudest in opposition to his plans are doing the least to address the problems we face. Let me say to him now, on behalf of everybody who cares about children’s education in this country, that that is profoundly offensive. Let me ask him first to put the interests of children above party politics. Will he acknowledge that the previous Labour Government put significant funding into the education system, bringing us up to the European average after years of our schools being terribly and harmfully neglected? As a result, we saw a 31% rise in the proportion of children and young people getting good GCSEs, and I know that because I was working with them in the voluntary sector at the time. The difference in those years was stark: there were more teachers, better buildings, and IT facilities in schools, often for the first time.

One of the things we learnt in those years in government is that frequent interference in the education system can be incredibly damaging; it can undermine the morale of teachers and school leaders and children’s achievement. Perhaps the Government could learn from what Labour got wrong in office, but they should please also learn from what we got right.

If we are to try to end the dogma, let us think about how we learn from the best schools. This morning, the Minister said that grammar schools are very good—I have heard him say that repeatedly—but just for once could he admit that some comprehensive schools in this country are very good, too? The Education Policy Institute said in September:

“If you compare high attaining pupils in grammar schools with similar pupils who attend high quality non selective schools, there are five times as many high quality non selective schools as there are grammar schools.”

Sir Michael Wilshaw said this weekend:

“The latest research shows that the best comprehensives are doing better than grammar schools for the most able children.”

Why are the Government not praising them and looking to them?

I will tell Members why I think that is such a great problem. As Estelle Morris, the former Education Secretary, pointed out last month:

“Many selective schools do well by the children they choose, and of course they should contribute to education beyond their own doors. But does their success with bright, motivated young people from supportive home backgrounds give them the skills and experience to turn round schools with large numbers of struggling and disaffected children?”

The answer lies on Ministers’ own doorsteps, and if they would only take the ideological blinkers off, they would be able to see it for the benefit of children. The Minister recently admitted in a Westminster Hall debate on grammar school funding that grammar schools are, by definition, unlikely to take children who are struggling or on free school meals. Why, then, would they be the major source of expertise on how to help those children succeed?

Further to the point made by my hon. Friend the Member for Leicester West (Liz Kendall), there are lessons we can learn about what works. The most dramatic improvements in education that we have seen in my adult lifetime came as a result of the London Challenge programme, which brought comprehensive schools together to lift standards for all their children. We replicated that in Greater Manchester, where I live, with great success—so much so that, even when the Government dismantled the scheme, those teachers carried on working together because they said, “If there is a child in any school in Greater Manchester who is not doing well, that is our collective responsibility and we will come together to sort it out.” They understand that collaboration is the key driver of school improvement, not competition, and that, as the OECD has repeatedly proven, strong autonomy coupled with strong accountability are the ingredients of a great education system.

Ministers have rightly pointed to the absurd situation we have at present where in some parts of the country we already have selection, by wealth and house price. I would have more sympathy with that argument if the Government had not pushed through a benefits cap that has socially cleansed large areas of the country and forced tens of thousands of poorer families to move out of inner London, and if they had not introduced a model of free schools in the last Parliament that allowed schools to draw their own catchment areas and exclude poorer areas.

The answer to the Minister’s problem is surely to make every school a good school. The fact that the Government appear to have completely given up on that, in Britain in 2016, is such a pitiful sight for young people in this country. There are far too many—

Oral Answers to Questions

Barry Sheerman Excerpts

Thursday 27th October 2016 Commons Chamber

[The Solicitor General]

I pay tribute to my right hon. Friend for the work she has done and continues to do to tighten up the law on offences such as revenge pornography. I believe it is incumbent on the police and on prosecutors to use the existing law more thoroughly, but if there is a case for further reform, the Government will of course look at it very carefully.

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

Has the Solicitor General seen that over 100 Members of Parliament have now signed a letter to President Obama on the case of Lauri Love, who is going to be extradited to the United States to face trial for hacking into government files? Does he realise that this young man is on the autism spectrum, has severe mental health challenges and may not survive such a journey?

[The Solicitor General]

I am very conscious of that case, as I have a strong interest in autism issues. I have to emphasise that it is of course a matter for the courts—there has been a court procedure relating to this issue—so I am loth to make direct comment on the case, but I am certainly following it very carefully.

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[The Parliamentary Under-Secretary of State for Women and Equalities (Caroline Dinenage)]

I am so pleased that my hon. Friend mentions Clover Lewis Swimwear. I have met Clover Lewis, who does outstanding work creating swimwear for women who have undergone mastectomy surgery. We are absolutely committed to supporting women to start and grow their own businesses, and I am proud that Britain has been named as one of the best places in Europe for female entrepreneurs. My hon. Friend will be as pleased as I am that 40% of the loans given out by the Government’s StartUp loans company since it was established have gone to women, providing funding to more than 15,500 women and totalling £87 million.

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

T6. Will the Secretary of State welcome the Women into Tech initiative, which just goes to show how many women can get into business in tech? Will she help our campaign to improve the numeracy of girls and young women, as that is the key link between success in management later and everything else?

[Justine Greening]

We had a question earlier about STEM subjects—science, technology, engineering and maths—and the importance of ensuring that girls are taking those. It is important not just for those wishing to pursue a career in engineering, for example; these subjects, and maths in particular, open up all sorts of doors for our young girls. That is why it is so important that the kinds of initiatives the hon. Gentleman has just talked about are in place to help deliver on those aspirations.

--- Later in debate ---

[Mr Lidington]

The points my hon. Friend makes about the pressures of parliamentary life on Members’ families are true, and I think they are true of Members right across the House. As we all know, IPSA is an independent body, and it will, I am sure, consider carefully the representations from hon. Members and others, and then come to a decision at the end of its consultation.

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

The Leader of the House, and all Members of the House, will remember so clearly the dreadful killing of Jo Cox only in June. Since that time, has he had any intelligent communication and conversation with IPSA about how Members are better protected here, in their constituencies and on their travels between them?

[Mr Lidington]

As I hope all Members of the House know, Members’ security was the subject of very urgent consideration following the shocking murder of our late colleague. Under the leadership of the Chairman of Ways and Means, a new package of security measures has been made available to all right hon. and hon. Members, with a fast track for delivering those security improvements, where they are needed.

Oral Answers to Questions

Barry Sheerman Excerpts

Monday 10th October 2016 Commons Chamber

[Mr Gibb]

The EBacc is about a small number of core academic subjects, focused on those subjects that keep options open. I am confident that the new, reformed design and technology GCSE will lead to even more young people wanting to take this qualification in future years, once the new curriculum is in place. However, our policy objective is for more students, particularly those taking design and technology, to study the traditional sciences.

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

Will the Minister take seriously the role of technical education in our schools? Design and technology has been peripheralised in the opinion of many people. On the day that the Royal Greenwich University Technical College is to close, with university technical colleges closing up and down the country, there is something rotten at the heart of Government policy.

[Mr Gibb]

No. We have engaged in a huge reform to improve the quality of technical qualifications. That is what the Alison Wolf review did in 2011, by removing from performance tables the qualifications for which students were entered but that were not valued in the workplace. Technical qualifications taken by young people now have real value and provide proper jobs. We have also improved the quality of the apprenticeship scheme, which the Minister of State, Department for Education, my right hon. Friend the Member for Harlow (Robert Halfon), talked about earlier.

Schools that work for Everyone

Barry Sheerman Excerpts

Monday 12th September 2016 Commons Chamber

[Justine Greening]

I very much pay tribute to all my hon. Friend’s work as Chair of the Education Committee. This is about building capacity; fundamentally, it is about having more good school places for children around Britain. The test of its success will be a continued improvement in attainment—very much following on from what my right hon. Friend the Member for Surrey Heath (Michael Gove) has said—focusing in particular on those children who do not get as far as they should and have not been able to enjoy and benefit from the broader reforms that so many more children are now benefiting from.

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

Let me tell the Secretary of State that this country has made steady progress on education over the years, under all parties. There has been real improvement in our education system; is she aware that sending a message that that is a history of failure is not very encouraging to teachers and the people who deliver education? I beg her not to start what we have already seen in the Chamber, namely a bitter turf war about comprehensives against grammars. If she likes grammar schools, she should provide the evidence. Provide what is best for our students and our kids in this country, but do not start an ideological turf war that will be very damaging to our country.

[Justine Greening]

I agree with the hon. Gentleman. We need to open up a measured debate that is based on evidence on what it will take to improve our school system, and particularly on what it will take to enable those who do not have access to a good school place to have one. We believe that selection can play a role, and that we should look at how that can be done more effectively.

The hon. Gentleman was at the urgent question on Thursday. I recognise how emotive the issue is on both sides of the House—it is emotive because it matters for all of our children. The wrong thing to do would be simply to see the concerns that Labour Members express and put them in a box, unprepared to look at how we can make grammars work more effectively for disadvantaged children. We should recognise that every child is different. Those who are academic need schools that can help them stretch themselves.

New Grammar Schools

Barry Sheerman Excerpts

Thursday 8th September 2016 Commons Chamber

[Justine Greening]

We need to improve diversity and choice. As the Prime Minister has said, the reality is that too often in Britain we do have selection, but it is on the basis of house prices, which is totally unacceptable in a modern Britain. We need to challenge ourselves to talk about how we can change that and improve standards for children, wherever they are in our country. Simply saying that something is off the table because of political ideology and dogma does not serve the children whose future prospects we want to improve.

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

May I beg the new Secretary of State to listen to the expertise that is out there? She might know that I chair the advisory council of the Sutton Trust. I ask her to listen to the Sutton Trust, because we believe in evidence-based policy, and to the chief inspector of schools, and to look at those areas that have for years had this kind of education, with the 11-plus, and at what it has done to the entirety. If she looks at Kent in depth, she will learn some lessons that might push her in a different direction.

[Justine Greening]

It is time that we look at the Kent experience. I know that Kent has done a lot of work to dig into how it can get more children from disadvantaged backgrounds into its grammar schools. The hon. Gentleman has raised issues of principle, but my attitude and response is, if that is how he feels, why would he want us to discount looking at how we can make grammars work more effectively with the rest of their local communities, and not just for those children who get to them, but for those who do not? It seems to me that the Labour party’s response to all of those challenges is to raise them, but to then simply put them to one side and ignore them. I do not think that that is sensible.

School Funding

Barry Sheerman Excerpts

Thursday 21st July 2016 Commons Chamber

[Justine Greening]

I have set out how local authorities, including my hon. Friend’s, will not be seeing a reduction in funding for 2017-18. Targeting the parts of our country where children are just not getting the start they deserve and need in order to do well in life will be central to my efforts, alongside making sure that we continue to lift outcomes for children overall across the rest of the country.

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

I warmly welcome the Secretary of State to her post and the other new Minister, the skills Minister, as well as some of the old team. I chair the advisory council of the Sutton Trust, and we look forward to working positively and creatively with the Secretary of State. May I remind her that England is a vast society that is changing all the time? Other Governments, including Labour Governments, have not cracked the problem of getting the funding to the right places at the right time, so will she consider having an independent group, even a commission, to look at this, year on year, month on month, so that we get it right? That is just a germ of an idea, but will she consider it, because we all get this wrong at some stage?

[Justine Greening]

I make two points in response to the hon. Gentleman’s important point. First, we have to make sure that although we set policy at the Whitehall level, we understand how best to ensure it can have the impact we seek at the individual child level. That is not always easy. We can learn from examples such as city deals, where local areas have taken ownership of physical infrastructure to make sure that there is a common plan that the Government nationally are investing in alongside a local plan. His point is a really strong one.

Secondly, I want my Department to be a central engine for social mobility more broadly. We need to challenge ourselves across government, and the Department for Education has a key role to play in this in saying that not only do we want children to be coming out of our schools better educated, but we want to make sure that the jobs and careers are there for them to be able to make the most of their potential. In the end, a country’s most important asset is its people, which is why I am so delighted I am in the job I am in.

Higher Education and Research Bill

Barry Sheerman Excerpts

2nd reading: House of Commons & Money resolution: House of Commons & Programme motion: House of Commons & Ways and Means resolution: House of Commons
Tuesday 19th July 2016 Commons Chamber

[Jo Churchill]

I agree that some of it is coming from the European Union. I am not sure whether the Government need to, or will be able to, dip into their pocket to assure that. They must look at possibly more exciting ways of loaning between business and universities, and stimulating particular areas and sectors in order that they contribute to driving the skills base forward. As my hon. Friend the Member for Taunton Deane (Rebecca Pow) said, we have many high-powered industries in this country—nuclear, pharmaceuticals, and so on—that are more than adept at this. Indeed, I have spoken to the Minister about our telecoms industry, which is more than adept at putting some of its own money into ensuring that skills come through. While I would agree that there needs to be some certainty, I would not necessarily say that it should come purely from Government.

Innovations in life sciences, pharmaceuticals and the 100,000 Genomes Project show that a strong university sector is key to both the health and the wealth of our nation. Organisations have a large part to play. Businesses want skills, but in order to build them up they must communicate more with the higher and further education sectors. They are playing an increasingly important part in our university institutions.

Last year, one of my daughters graduated across the river, and this week another graduated in Lancaster, which I consider to be truly northern. Another of my daughters is in Newcastle, and another is waiting to go—[Interruption.] I could go on for ages. I have a vast amount of experience visiting university campuses across the UK, although not so much those in Scotland. I am constantly amazed by, for example, Heston Blumenthal’s interaction with the University of Reading and Tata’s interaction with the University of Warwick, which underpin the importance of the relationship between business and universities. Such relationships are already in place and the Bill builds on them, makes them more transparent and develops the connection between further and higher education and business. Our focus on teaching and research allows us to provide opportunities for businesses with specific needs. In his review, Sir Paul Nurse asked for coherence, and I want the Minister to drive that into the Bill.

We have a chance to export education and improve research collaborations. We need to ensure that marketisation is monitored and that there is no oversupply. Although competition is good, oversupply can lead to the problems that have been mentioned. If there is too much freedom in a market, deliverers will always pick the easy route, so there must be an assurance that the low-hanging fruit will not be taken. I have spoken to vice-chancellors this week and our home universities are already looking for students with lower grades to fill the spaces left by EU students who have fallen away. We need to be aware of that and ensure that oversupply does not lead to a downgrade in quality.

Turning to social mobility, any graduate—my daughters, for example—will be in the marketplace for 50 years. That is an awfully long time and not one person who comes to this place will have had the same job for 50 years. We need to take a more flexible approach. We have spoken too much about the young—important though they are and mother of loads as I am—but mature students and part-time students also have needs. The right hon. Member for Tottenham (Mr Lammy) mentioned the statistics for Oxford and Cambridge, but he failed to take account of the fact—this is the crux of the argument—that some of the young people to whom I speak in my constituency are looked-after children, family carers and mothers. They do not have the flexibility just to choose a university. That is why reputation, quality and availability are so important. This is not about being able to go to top-flight universities; it is about being enabled to rise.

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

The hon. Lady stimulates me to intervene. It is very dangerous to talk about top-flight universities. I represent Huddersfield, which has a wonderful university with some of the best departments in the country, including for design, innovation and engineering. It is very easy to say what is top flight and what is not. Many of our departments are better than those at Cambridge, and I am sitting next to my hon. Friend the Member for Cambridge (Daniel Zeichner).

[Jo Churchill]

Indeed you are. The words “top flight” came from the top of my head and I fully agree with the hon. Gentleman. My daughters have enjoyed red brick universities, but my friends’ children have been to all manner of providers, including good further education colleges and good apprenticeship schemes. There are fewer degree apprentices at the moment, because that system has not filtered through. More than anything, people need the appropriate qualifications.

I do not want to go on about the statistics around white young men and those from black and minority ethnic backgrounds, because they speak for themselves. I would instead like to articulate the situation of career changers: mature members of our society who, in their 30s and 40s, when they have mortgages and children, want to change careers. That includes the nurses who want to become doctors, and the parliamentarians who want to become teachers.

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[Mr Deputy Speaker (Mr Lindsay Hoyle)]

Order. Will the Front Benchers take note of this? The hon. Member for Sheffield Central (Paul Blomfield) is making reference to the Front Benchers, and they appear to be having a conversation. I am sure that everybody wants to hear what the hon. Gentleman wants to say.

[Mr Sheerman]

My hon. Friend was trying to be nice.

[Paul Blomfield]

I will continue to be nice, because I recognise the thought and effort that the Minister has put into developing the Bill. I commend him for the way in which he has listened to those across the sector and other stakeholders in shifting thinking, as discourse has moved forward. There is a lot more listening to do, because there are still a number of reservations.

The Bill raises some very important issues: on teaching quality, clearly; on widening participation; on reopening the debate on credit accumulation and transfer; and on several other areas. Sadly, however, as other hon. Members have highlighted, those are not necessarily the key challenges for the sector right now. The Secretary of State was right to say in her opening remarks that our university system punches above its weight. Our universities are hugely important in the transformational impact they have on those who study in them, in building the skills base of our country and in contributing over £11 billion to our export earnings, and this hugely successful sector of course contributes through research and innovation to the wider development of our economy. We have one of the world’s best university systems, but universities face real challenges, many of which, frankly, are not covered by the Bill.

Let me turn back to Brexit. The hon. Member for Bury St Edmunds said that we should look at the opportunities of Brexit. Whether we describe them as opportunities or as challenges, there are real issues to face. She highlighted the fact that we are in the top 10 for research. One reason for that is the enormous funding we have had through FP7—Horizon 2020, as it is now—from the European Union. The EU is spending about £70 billion through Horizon 2020, and until 23 June more was allocated to British-led partnerships than to any other member state. Without that, our research capacity will be deeply affected, with huge economic consequences.

The Minister will recall that I asked him, just days after the Brexit vote, what action he was taking to protect that funding. Reassuringly, he said that we should not worry about anything for the next couple of years because we would still be in the European Union and fully accessing Horizon 2020. That was not an unreasonable answer at that moment—I would have probably given the same one—but when I talked to the vice-chancellors of my two universities in Sheffield two days later, they both reported that locally led research teams had been asked to pull out of trans-European projects bidding for Horizon 2020, because a UK research teams would be a drag on securing funding, given all the associated uncertainty. Mike Galsworthy, who is the director of Scientists for EU, has been trying to monitor the impact on research. He reports that already—just a couple of weeks on—of the 378 responses he has received from research teams, over a quarter are reporting difficulties because everyone fears the risk of having a team from non-EU Britain as a partner.

The Government therefore need, and I hope that the Minister will address this when he winds up, to consider urgently—more urgently than many of the other issues covered by the Bill—what he intends to do to offset the impact we are already seeing. He should commit to underwriting all Horizon 2020 funding to give research teams the reassurance that they can go forward confidently without letting down their partners. He should also talk to those quite close to him—[Interruption] I was thinking of a different form of relationship, but that one will do—about making an early commitment to putting Horizon 2020 at the top of the agenda in our negotiations on what post-Brexit Britain will look like.

The second issue is about recruiting and retaining talent. Between our two universities in Sheffield, there are 406 EU nationals on a salary of less than £35,000. That figure is important because it means that they would not meet the criteria for successful tier 2 visa applications. These are early-career academics—the talent of the future—who will be driving the research and the teaching quality of the future in our universities. Unless we can give them the confidence that they and their successors from European countries can come to this country to work, teach and research in our universities, we will be severely weakening our talent base.

Such issues are not addressed in the Bill, but it threatens to do more damage in the third area of concern in universities, which is international students—an issue on which the Minister and I agree, and about which many Government Members have made the same point. As the right hon. Member for East Devon (Mr Swire) pointed out, the Home Office has done enormous damage to our ability to compete in the growing international marketplace to recruit international students. Brexit threatens greater damage in relation not just to the 185,000 EU students who are here, but to the 320,000 or so non-EU students. Hobsons, the major international student recruitment consultants, reported just a couple of weeks before the Brexit vote that about a third of non-EU nationals considering coming to the UK would find Britain a less attractive place to study if it exited the European Union, and one can understand why.

The Bill could make the situation worse by undermining the strength of the UK’s university brand through the teaching excellence framework. A one-level TEF might not have that consequence, because it would be a straightforward exercise that, subject to ticking certain boxes, most universities would glide through. However, the subsequent grading system creates a risk of brand damage, because we are developing it unilaterally. If we were measuring our universities equitably in parallel and in partnership with every country in the world, perhaps it would be different, but we are not. We are stepping outside what our competitors are doing and saying that we will spotlight our universities in a very different way. We will say that some are okay, some are outstanding and some are excellent. That will send out the message about those that do not reach the very top grade that international students ought to think twice about going there. I appreciate that that is not the Government’s intention, but it is a potential consequence that they need to consider closely. We already have a quality assurance system through the Quality Assurance Agency for Higher Education that is widely respected around the world.

If the Government are going down the TEF route, let us get it right. The thinking on this is significantly underdeveloped. I welcome the way in which, during the discussion about teaching quality, the Minister has moved away from an overdependence on quantitative metrics towards a more qualitative approach that involves institutions in the assessment process. However, there is still a focus on quantitative metrics that, as other Members have highlighted, are deeply flawed.

Employment destination is a key metric, but we all know that that is an unsatisfactory way of measuring teaching quality. Someone who comes from the right family, goes to the right school, goes to the right university and comes out with a passable degree will get a good job, because they have the contacts. [Interruption.] I did not catch the Minister’s observation, but I have no doubt he will make his point later. Employment destination might be a measure of the privilege someone was born into, but it is not a measure of teaching quality. We know that privately educated students are more likely to get a good degree than state educated students. We also know that graduate destination can be affected by the regional economy, so it is a very unsatisfactory metric.

In trying to widen participation, I admire the Government’s focus not simply on entry to university, but on success at university and beyond. However, using retention as a metric is potentially flawed, because the easiest way—I am not for a moment suggesting that any of our universities would do this—to get a good retention score is not to accept students who are likely to fail.

Teachers Strike

Barry Sheerman Excerpts

Tuesday 5th July 2016 Commons Chamber

[Mr Gibb]

It has gone up in real terms overall, as I have said, and £40 billion is the highest ever level of spending. We have had to take some very difficult public spending decisions over the past six years because of the mismanagement of the public finances by the Labour Government—a party and a Government whom the hon. Gentleman supported. As a consequence of taking those difficult decisions, we are not facing the challenges that other countries in Europe that have had similar levels of public sector deficit have had to face.

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

I think that our constituents would expect us to try to cool the temperature here. Those of us who have been around in education for some time know that previous Labour Governments have had their disagreements with the NUT. The fact of the matter is that there are a lot of unhappy teachers out there at the moment, and they do have some real concerns. This is an important statement. Indeed, what other statement could have got the whole ragtag and bobtail that remains of the Government Front Bench here at one time? This is a serious matter. Let us cool the temperature, talk to teachers, meet their concerns, and get them back to work.

[Mr Gibb]

I totally agree with the hon. Gentleman and former Chair of the Education Committee; he is right. We do talk to the teaching profession. We have regular discussions. The Secretary of State and I, and other Ministers, regularly visit schools up and down the country and talk to teachers. There is no question but that the reforms that have been put in place over the past five or six years have been very significant; we do not resile from stating that. It was important that we raised standards of reading and arithmetic in primary schools, that we reintroduced grammar into the primary curriculum, and that we revised and improved the curriculum in secondary education. We have to make sure that our young people are prepared for life in modern Britain and prepared to compete in an increasingly competitive global jobs market, and we are delivering on that. I am delighted by the way in which the profession has responded to those challenges.

Oral Answers to Questions

Barry Sheerman Excerpts

Tuesday 28th June 2016 Commons Chamber

[Sajid Javid]

I will certainly discuss that with the Secretary of State for Culture, Media and Sport. I was pleased to have introduced that scheme in my previous role as Culture Secretary, and it has been making progress. My hon. Friend would perhaps also like to know that infrastructure will be absolutely key to the new national innovation plan, which will be published shortly.

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

Mr Speaker, you will know well, because you were with me, that I met representatives of the textiles industry and the university in my constituency last Friday. They are absolutely appalled by the decision to leave the European Union. Surely we need more than the rather calm words we have heard this morning. There should be an emergency package to deal with the real concerns of the great exporters and innovators of this country.

[Sajid Javid]

Of course there will be a number of companies, whether in textiles or other sectors, that will have concerns, particularly about the short term. That is why my colleagues and I are already in touch with a number of companies and businesses around the country. This afternoon, for example, I will be holding a round table with businesses representing every sector of the economy, and we will be following up on precisely those issues.