Apprenticeships and Teacher Training

Ben Bradley Excerpts

Wednesday 19th October 2022 Westminster Hall

[Ben Bradley (Mansfield) (Con)]

It is a pleasure to serve under your chairmanship for the second time today, Sir George. I thank my hon. Friend the Member for North West Durham (Mr Holden) for bringing forward this important debate. I will focus today on education, but I also totally agree with what he said about the apprenticeship levy and the opportunity, by making that more flexible, to open up a range of employment and training opportunities that do not currently exist. We should definitely have done that a long time ago, to be honest.

There are two things I wanted to raise today. The first is helping people to access teaching as a career, regardless of background. Insistence on degree qualifications makes for a less diverse workforce, although not less diverse in terms of physical characteristics—which the Minister knows I have all sorts of issues with, which I will come to in a minute—but less diverse in terms of background, views and experience.

Other areas of education, such as independent schools and colleges, are free to bring in a broader range of teachers and lecturers with different backgrounds. We regularly see colleges bringing in people from industry, for example, into teaching settings. That is sometimes to support more vocational or technical qualifications, or to support and advise on business or getting into private sector roles or entrepreneurship. I often hear businesses say that schools struggle to teach effectively about being in business, about entrepreneurship, and about being work ready and the expectations of private sector employment. In reality, that is less about qualifications and more about engagement, character and extracurricular interests.

Many groups and charities are working to get more business experience into schools, which is good. Even better, we could get that experience into teaching. To have a wider variety of routes and ways to get into teaching, without having to take years out to take a degree, would be incredibly beneficial. Giving schools more flexibility to employ a wider range of people would also be beneficial. It would help us to give our young people a wider range of options, as my hon. Friend the Member for North West Durham said, and a wider and better range of careers advice.

Often, the most effective role models for young people are those from their community. A young person who grew up on an estate who has done well, and who is capable and engaging and understands the local context and issues, is perhaps better placed than a graduate from another, very different area to mentor young people—to be a role model. Often, people get to grips with learning and qualifications later in life, having struggled at school. That is particularly true in very disadvantaged communities, where levels of post-16 qualifications can be very low. People being able to access teaching through apprenticeships and shorter courses, to transition from other sectors such as business, to work as a teaching assistant while they learn and qualify on the job, and opportunities such as those would help those people to get on, to give back to their community and to teach where they grew up, instead of going to do something else elsewhere. I extend that to other professions, as well—the police, for example. I would make the same case in that sector, but I do not have time to go into that today.

In other areas of education, having new ways into teaching could be hugely beneficial and create new opportunities. Just last week, I visited Crocodile Rock Day Care, an early years setting in Mansfield, where we spoke about a variety of things, including the challenge of recruiting and retaining staff. We spoke about the challenge of offering appropriate training and development with very tight budgets, and how many staff in the sector end up moving into retail or going to work at Amazon because it is better money. If those young people entering early years education could progress into primary teaching, for example, by learning on the job—by transferring their training and qualifications in early years to schools through apprenticeship-type options—we could open up a whole world of new opportunities, and also improve recruitment and retention in the sector.

If people could progress from an entry-level role in early years education to become more experienced and qualified, work in a nursery or reception setting at a school, gain experience with older children, learn as a teaching assistant and become a newly qualified teacher, and do all of that on the job, it would mean people would not have to take career breaks to requalify. It would also remove financial barriers and enable people to progress in settings within their own community—the community that they most care about—and then perhaps teach in their own area, not leave and go somewhere else. That is a real challenge for schools, particularly those in disadvantaged communities, so I hope the Minister will take those points away. I fully support what my hon. Friend the Member for North West Durham has said.

In the short time I have left, the second thing I want to raise with the Minister is the importance of male role models in teaching, which relates to this teacher training issue. I do not need to go into my issues with the Equality Act 2010 and the perverse outcomes it has led to: there are countless examples of trying to support women into university or into science, technology, engineering and mathematics, for example, but next to no examples of trying to support young men into teaching, even though the profession is 75% female, and even more so in primary education.

In the east midlands, 30% of schools do not have a single male teacher. That is really upsetting when we consider that in some of the most disadvantaged communities, that male teacher might be the only decent role model that a young man has. It is difficult and confusing to learn how to be a man in modern society when there is no male role model, or when the male role model at home is involved in domestic violence, for example, or unhealthy relationships. Where do young men learn those things from? I ask my hon. Friend the Minister to also take that point away, and look at how we might encourage more male role models for the children in those disadvantaged communities who most need them. Most importantly, as my hon. Friend the Member for North West Durham has said, we need to open up access to teaching to a much broader range of people, to make that easier for all our communities.

[Mrs Flick Drummond (Meon Valley) (Con)]

It is a pleasure to serve under your chairmanship, Sir George. I congratulate my hon. Friend the Member for North West Durham (Mr Holden) on securing the debate.

We all know good and bad teachers: they shape our lives, and therefore can be considered the most important influence after parents and carers. Our economy depends on skills and apprenticeships, and I welcome ways into career paths that open them to people from a range of backgrounds. However, I have huge concerns about the number of ways of getting into teaching, and whether they all guarantee the preparedness of teachers. Depending on what equivalence we attach to similarly operating pathways, there are around 10 ways of getting qualified teacher status. It is now proposed to introduce a level 5 associate teacher apprenticeship aimed at teaching assistants, both as a route into teaching and a continuing professional development activity. We should remember that most TA roles are based on a level 3 qualification, or level 4 in some cases.

If, as I have said, teaching is the most important influence, we should be making sure that teachers are well trained and motivated. Teaching is a vocation, but that does not mean that everyone is good at it. There needs to be rigorous training over years to enable good teaching, which includes child pedagogy. It requires a mixture of sciences, such as child development, as well as subject teaching. Finland, which comes top of most education surveys, has primary school teacher training for four years and secondary school teaching programmes for five years. Candidates then have to do a year of pedagogical training; alongside that, they do a research thesis on a topic of their choice and spend a full year teaching in a university-affiliated school before graduation.

This gives status to teachers, and confidence that teachers are well prepared. Compare that with the lack of that foundation in some routes in England, which particularly concerns me, because we cannot rely on stretched schools and their teachers to provide additional support to newly qualified teachers who are expected to learn from others on the job. Additionally, we cannot put children and young people in a position where they may have an unqualified or struggling teacher for a whole year. The new apprenticeships specification builds in so much overlap with the qualified teacher status that it is inevitable that the distinction will be lost or overlooked.

We lose far too many of these valuable recruits early in their careers because they feel unprepared in the classroom. The average rate for teachers leaving the profession is around 10% per year. However, among early career teachers the rates are a lot worse; some 12.5% have already left within a year of qualifying. Some 17%—

[Ben Bradley]

Will my hon. Friend give way?

[Mrs Drummond]

I will not, because we do not get extra time.

[Ben Bradley]

We get a minute back at the end.

[Mrs Drummond]

No, we do not get a minute back in here, I am afraid.

Some 17% will have left within two years. After five years a third have left, and 40% of teachers who qualified 10 years ago have left teaching. Besides being a failure of current policy, this also undermines our ability to develop a cadre of experienced teachers who can help the next generation.

I am a huge fan of apprenticeships, vocational education and learning while working, but the stakes are so high in education that we must be cautious. Classroom-based professional development can help qualified teachers learn themselves and stay in teaching, but it is not a substitute for giving teachers a solid foundation at the start. We certainly should not be circumventing routes to it, which I am concerned the kinds of apprenticeships now being proposed will do.

--- Later in debate ---

[Jonathan Gullis]

They were the ones I dreaded when I was in the classroom. It is absolutely brilliant that she has that insight into the profession. I understand the importance of maintaining that high-quality education and ensuring that that the skill and knowledge base is there, particularly with the important reforms that we have made to GCSEs and A-levels. That is why I am certainly intrigued to explore further what my hon. Friend the Member for North West Durham said about primary education as potentially a pilot route.

[Ben Bradley]

I thank the Minister for giving up a few seconds. On the primary environment—the hon. Member for Chesterfield (Mr Perkins) touched on this earlier—the challenges in disadvantaged communities mean that teachers are often seen as social workers, and some of the issues that come through the door are more akin to those experienced in an early years setting than in what we would traditionally associated with a teaching setting. Does the Minister agree that the opportunity to drag people from those care and early years settings and place them in those primary environments might be of huge benefit? That is slightly separate to the discussion about academic excellence and brilliance at post-16, which has been mentioned.

[Jonathan Gullis]

My hon. Friend makes fantastic points. I visited a school in Wolverhampton recently to hear how the multi-academy trust had hired its own social worker to work among its schools. I found that very inspiring. Absolutely, looking at how we can build that relationship between the early years sector and the primary school sector—that knowledge base, that understanding and that familiarity with the local people—is so important.

My hon. Friend the Member for Darlington (Peter Gibson) is a doughty champion. He has been lobbying and banging the door over Carmel College and its fantastic CEO, Mike Shorten. We know that an appeal is coming, so my hon. Friend will appreciate, as I have said before, that I cannot make any comment, but his and Mike’s comments have been heard and will be taken into consideration when the appeal is made.

I am grateful to the hon. Member for Chesterfield (Mr Perkins), who also represents Staveley, for his kind words. I am sad that my natural counterpart, the hon. Member for Portsmouth South (Stephen Morgan), is not here. I assume that he is still in detention with the Commissioner for Standards, having been a bit of a naughty boy recently when he sent a letter about me to The Guardian before she had made a comment. However, I really do appreciate the opportunity to hear the fine words of the hon. Member for Chesterfield and about his passion for level 2 and level 3 apprenticeships, which are absolutely important and should not in any way be seen as unimportant by this Department. Yes, we have put a lot of work into the degree level, but we want those take-ups at level 2 and level 3, and we are very pleased that that is continuing.

Finally, on teacher numbers, we have 466,000 full-time teachers on the books. That is a record number and 24,000 more than in 2010. While there are, of course, rising teacher vacancy rates, it is important to understand the context. The situation across all sectors is challenging, but I will ensure that we challenge that head-on with recruitment and retention strategies.