Teacher Training and Supply

Debate between Bill Esterson and Nic Dakin

Tuesday 22nd October 2013 Westminster Hall

[Bill Esterson]

I congratulate my hon. Friend on getting an answer from the Department. I know how difficult that sometimes is. It is extraordinary that the Government do not know the details of what goes on in schools over which they have direct control. I can only imagine what their comments would be if information about what goes on in local authority schools were not available. Perhaps the Minister will respond to that. On qualified and unqualified teachers—who knows?—we may find out today just what Lib Dem policy is on the importance of having high-quality teachers.

Under the Department for Education’s School Direct programme, 9,000 teacher training places were transferred from universities to schools in 2012-13, with the expectation that schools would recruit trainee teachers who would commence training in September 2013. School Direct is led by schools, but is delivered in partnership with universities. According to the Department:

“School Direct is an exciting new training route for top graduates. Your school will have a job in mind just for you when you finish your training.”

Yet figures published in September suggest that the final numbers to be released in November will reveal a reduction in the number of new entrants to teaching. School Direct places have been going unfilled, with just 6,730 acceptances against an allocation of 9,580, unless the Minister has new figures for us today. In addition, the number being trained through the university route is down due to the lack of places being given to the institutions by the Department for Education as a result of the move towards School Direct.

[Nic Dakin (Scunthorpe) (Lab)]

I congratulate my hon. Friend on securing this important and timely debate. Does he agree not only that the figures he gave are worrying, but that the problem is exacerbated by the fact that the National College for Teaching and Leadership seemed reluctant to transfer those unfilled places from School Direct to universities, so there is a shortage of people being trained in subjects such as maths and physics, instead of them being up to complement?

[Bill Esterson]

I thank my hon. Friend for his intervention. Evidence to the Select Committee in its follow-up session was that that is exactly what has happened. Places that were not filled by School Direct were not transferred. In fact, some of the witnesses requested that that should happen, and that there should be virement between the different routes. Perhaps the Minister will respond to that.

When the application system for School Direct opened last November, the Government said there was overwhelming interest from prospective teachers, so what happened in between, given the gap between the number of places and the number of enrolments? Other hon. Members will want to address that question—so do I—but first let us look at some of the background.

In his report for McKinsey in 2007, Sir Michael Barber found that while high-performing systems such as those in Finland, Japan, Singapore and Korea had very different approaches to the curriculum, teaching methods and school structures, they all made the quality of teaching their top priority. Sir Michael concluded that the top two priorities for raising school standards are getting the right people to become teachers and developing them into effective instructors. In 2010, McKinsey published a follow-up that showed that

“building the instructional skills of teachers and management skills of principals”

is a common factor in improving school systems everywhere in the world. So far, so good; that ties in with what the Government are saying.

The Institute of Education also quotes research that shows the dramatic impact that different teachers have on pupil progress. It shows that pupils who are taught by the best teacher in a group of 50 will learn twice as fast as average, while those taught by the worst teacher make only half the average progress. The Government’s 2010 White Paper looked abroad for inspiration, noting admiringly that South Korea recruits teacher trainees from the top 5% and Finland from the top 10% of their school leavers. That brings us back to the question: how did we end up with School Direct and such a shortage of applicants?

To begin to answer that question, I go back to what the Secretary of State said: that teaching is a “craft”, best learned on the job. That statement perhaps gives a clue as to why there has been such an acceleration in the scale of School Direct this year. That in turn may explain the problems being identified by so many of those involved in teacher training. As a result of the Secretary of State’s view, the Government decided to shift teacher training from the universities into schools, creating teaching schools on the model of teaching hospitals. That all sounds very plausible.

In April 2012, the Education Committee published its report, “Great teachers: attracting, training and retaining the best”, and held a follow-up evidence session last month. Evidence to the original inquiry looked at existing good practice in the UK. The Committee found that

“the partnership between schools and universities was often the recipe for successful provision, with a balance of theoretical and practical training vital for any teacher”.

In other words, the existing arrangements were working well, and more than one witness at the Committee advised the Government to take great care not to throw out the baby with the bathwater when they set up School Direct.

Those giving evidence to the inquiry were clear that the partnership needed to remain a key part of the training system. At the time, it was clear that employment-based initial teacher training providers—EBITTs—delivered significant portions of their training through other partners, including universities. In other words, the role of universities is crucial in teacher training. Theoretical as well as practical training are important—is important; it is important to get the grammar right in an education debate, Mr Caton.

The Committee noted in its report that

“the best systems internationally—such as Singapore and Finland…have universities heavily involved in or leading the training of teachers.”

However, in evidence to the Committee, the Government made clear their intention to see a significant increase in school-led teacher training, and the Minister for Schools has confirmed that School Direct could mean a move to a schools-based commissioning approach.

To be clear, there is strong support for school involvement in initial teacher training; after all, how else can trainees learn the practical skills that they need to become great teachers? However, warnings were given about the possible downside of unbalancing the partnership arrangements. Keele university argued that

“there is little or no evidence that schools have either the appetite or the capacity to take over the responsibility for the recruitment and training of teachers”.

Remember the Government’s comment about “overwhelming” interest from prospective teachers? Well, maybe that was not quite matched by the attitude of schools.

The Committee was also told that

“the balance is fairly good at the moment”

between schools and universities, and as one secondary head told the Committee, if the landscape

“swung all the way to school-based training…a lot would be lost.”

Martin Thompson, president of the National Association of School-Based Teacher Trainers, said the sector was not

“looking for a great change”

and that there were “dangers in a lurch”. However, the then Schools Minister, the hon. Member for Bognor Regis and Littlehampton (Mr Gibb),

“said the policy”—

the School Direct policy—

“had met with such demand that nearly double as many places as envisaged will be offered initially.”

I have my doubts about the grammar of that statement, but that was a quote. We have to wonder what happened between that apparently high demand and the massive under-recruitment in key subjects, and why the Government did not take more account of the warnings that were given.

The Committee agreed that School Direct could provide a valuable opportunity for those schools that have the capacity and appetite to offer teacher training, although I would argue that that was not the same as calling for a rapid expansion of the programme. The Committee also warned that a diminution of the universities’ role in teacher training could bring considerable demerits, and that it would caution against it. It concluded that

“partnership between schools and universities is likely to provide the highest-quality initial teacher education, the content of which will involve significant school experience but include theoretical and research elements as well, as in the best systems internationally and in much provision”

in this country.

In the follow-up session last month, the Committee was given some idea of why School Direct has under-recruited overall. Martin Thompson from NASBTT said that

“our experience, working with head teachers who have been doing recruitment and selection with us as a school-based provider for something like 10 years, is that they are finding that those schools that do not have the experience are looking for teachers and not trainees. They are not selecting, and we are getting returned to us people who we would probably have put on the course but they do not, because they clearly do not represent the finished article. If schools have not had significant experience in ITT recruitment as opposed to teacher recruitment, they tend to miss some of the opportunities that are presented to them”.

I hope that the Minister has taken full account of that—I know he was at the session and heard that statement at the time.

Mr Thompson made the point that head teachers who are used to recruiting trainees make the distinction between recruiting a trainee who has potential and finding the finished article before they have started training. Chris Husbands from the Institute of Education told the Committee that some schools are considering people whom they think would be good but who do not have the minimum entry requirements, such as GCSEs in English, maths and science at grade C or better. As the Chair of the Committee, the hon. Member for Beverley and Holderness (Mr Stuart), pointed out, academies and free schools are already free to do just that by employing unqualified teachers. The Minister will need to address the point about unqualified teachers, not least given the remarks of the Deputy Prime Minister.

It is perhaps not surprising that some maintained schools look at so-called academy freedoms and wonder why they, too, cannot recruit unqualified teachers. That evidence, again, came to the Committee. The Minister really needs to explain how he can say that he supports the highest possible standards in teacher training on the one hand, while encouraging the employment of unqualified teachers on the other.

I come back to concerns about the role of universities. It is clear that any threat to the ongoing involvement of universities is a major concern, given the implications for the quality of training that follow from the evidence I quoted earlier, when it comes to the importance of having equal partnerships with universities, and of theoretical, reflective learning, not to mention academic study in continuing professional development. Potentially, a key part of teacher training is under strain, according to what university teacher training departments are saying.

Returning to the setting-up of School Direct, evidence to the Committee suggested that planning for the set-up was inadequate. That included a lack of communication with universities, which made administration very difficult, and a lack of thought about how a school-based system would operate and about how schools would work with universities. As a result, universities were left with a lack of certainty, which makes planning impossible and means that they do not know whether they will be viable next year.

Chris Husbands told the Committee that schools cannot plan school places and therefore cannot plan teacher supply. In his view, School Direct has so far struck the wrong balance between schools and universities, which could lead to a shortage of teachers. James Noble-Rogers from the Universities Council for the Education of Teachers confirmed that the way that School Direct had been set up could destabilise existing high-quality provision. That would be the result of the transfer of places to School Direct from postgraduate certificates in education. According to Mr Noble-Rogers, the implication of the way School Direct has been set up is that it will become the only way into initial teacher training.

Given evidence that schools cannot plan the number of teaching places, the very real danger is that we will end up with a shortage of teachers year after year in certain subjects. Instead of raising standards, the Government could suppress them because of the way that School Direct has been set up. Some will say that universities and other teacher training providers have a vested interest in opposing change. The Minister may even say that—he is smiling at me; I wonder what that means. Chris Husbands’ reply to that point in the Committee suggested otherwise:

“I run an organisation of which initial teacher training is part of the core business. It makes up about 18% of my turnover. I think we do it well, and we do it because we are committed to high quality and standards. If someone comes along and says, ‘Here is a better and more effective way of doing it,’ I am prepared to accept that. What makes me feel uncomfortable is that we are being offered something to replace something that we know is broadly effective. The vast majority of provision in universities is good or outstanding, and we are being asked to replace that with an unknown quantity, but being told that that is becoming de facto.

I am not sure whether that is self-interest. It does not feel like self-interest to me. This is, ‘We cannot carry on; we are doing something else instead.’ But the basis on which I think it is being developed quickly does not to me make sense.”

said:

“We cannot carry on; we are doing something else instead”.

I think he was paraphrasing what the Government might have been saying.

The panel at the Committee’s follow-up session debated how School Direct had improved on existing school-led initial teacher training. I am afraid that the panel’s response will have disappointed the Minister. Its members suggested that there was nothing new. In fact, the view expressed was that the involvement of schools in the existing system was already strong enough. That prompts the question, why was that view not considered before the system was set up?

The Government say that they believe that having the best teachers is the single most important factor in ensuring high standards and good results. They also believe that we need to learn from other countries, where teachers invariably come from the ranks of the best-qualified graduates. That suggests that teaching should be one of the most desirable professions for graduates. International comparisons show that university involvement in teacher training is of the highest importance. However, serious concerns are being expressed about the viability of university teacher training departments as a result of changes made by the Government.

This year, in maths and physics—two subjects that are crucial to our economic success—we see that there is a chronic shortage of applicants. There are also shortages in other vital subjects, including computer science. Those shortages are occurring at the same time that significant changes have taken place in teacher training. They also indicate that the graduates with the best results are not applying to become teachers, including in subjects in which young people need the very best.

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[Bill Esterson]

Given his 30 years’ experience, would my hon. Friend care to comment on the importance of continuing professional development and the impact of the reforms on it, as universities have raised concerns over the viability of their teacher training departments?

[Nic Dakin]

My hon. Friend is right to draw attention to the overall ecology of support for teacher education and development. Other professionals work in the education industry and it is necessity for universities to provide part of the infrastructure. If the Government pull at one part of the infrastructure, other things will happen.

I told my head teacher friend whom I bumped into at the weekend that I thought things were in a spot of bother and might get worse. To my surprise, he said that teacher education and supply were already in chaos—that is from someone on the front line—adding that he did not understand why the effective graduate teacher programme had been scrapped. With a bit more digging—speaking to north Lincolnshire’s excellent lead for teacher induction, Kim Francis—I discovered that the restructuring and the reduction in staffing, with the responsibilities passed to the National College for Teaching and Leadership, coupled with systemic change in initial teacher training have resulted in widespread frustration for providers of initial teacher education. Lines of communication have become fractured and unreliable.

The Government’s single driver for policy implementation appears to be focused on School Direct, but given that schools need to be linked to accredited providers, serious confusion has reigned. Many schools are bewildered and question whether they have the capacity to implement and quality-assure initial teacher training. Locally, schools are ambivalent and lukewarm about taking on the responsibility.

Examination Reform

Debate between Bill Esterson and Nic Dakin

Wednesday 16th January 2013 Commons Chamber

[Nic Dakin (Scunthorpe) (Lab)]

I am delighted to follow the hon. Member for North Cornwall (Dan Rogerson). I am pleased that he focused on young people themselves. We need a bit of “back to basics” on this subject. We must ask fundamental questions about what we are doing. What are these assessments at 16 for, and who are they for? If we ask about the what and the who, everything else will flow sensibly from that.

We need to bear in mind that we are speaking in a context that is changing. We are not only facing the challenges of the 21st century, not the 19th or the 18th century, but we are at a point where there has been cross-party consensus on raising the participation age first to 17 and then to 18. GCSEs were brought in as a “leaving the system and going into employment” exam, and then that framework was changed so that people leave not at 16 but at 17 or 18. That raises serious questions about what these exams should be like and who they are for.

Assessment is a fundamental part of the educative process. Across this House, there is a joint, consistent commitment to the value of assessment. Formative assessment, which goes on day in, day out in every classroom—it will be going on at this moment in myriad different contexts—determines how learning is driven forward for each individual or clusters of individuals to get the best out of them. That is going on all the time, and it is far more complex than summative assessment. We spend nearly all our time getting excited about summative assessment and the nature of the exams or assessments that take place at 16, 17 or 18, or indeed at other times, but we must get the formative assessment right to make sure that it drives better teaching and better learning.

Members from all parties have made some excellent contributions. I would pick out in particular my constituency neighbour, the hon. Member for Brigg and Goole (Andrew Percy), who spoke from experience. Often, in debates such as these, some Members speak from experience and their views resonate because they have sense and power behind them, but others speak as a result of their beliefs. That is not to say that those beliefs are not valid—they often are—but belief as against experience is an interesting dilemma and battle of ideas.

[Bill Esterson]

My hon. Friend is absolutely right. He often says that our policy needs to be evidence-based. Could he give some examples of the exact evidence in addition to that from the teaching profession?

[Nic Dakin]

My hon. Friend makes a good point. Let me pick out just one quote from Deborah Annetts, the chief executive of the Incorporated Society of Musicians:

“It is as if the Olympics never happened. Design—gone, technology—gone, music—gone. This short sighted, wholesale attack on secondary music education will emasculate not only our world class music education system but also our entire creative economy”.

Those may be apocalyptic words, but they reflect the depth and breadth of the views of people who really care. I recognise that all parties involved in the argument care, but I shiver a little when I hear belief after belief, but no evidence. That is a dangerous way of changing and making policy, and it imperils the quality of what goes on both inside and outside our classrooms.

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[Bill Esterson (Sefton Central) (Lab)]

In following the hon. Member for Kingswood (Chris Skidmore) I should like to consider what he said about the profound effect of the EBacc. We can all agree that it has indeed had a profound effect on creative subjects such as art, design, drama and music, which are clearly being sidelined despite the incredible value that our creative sector brings to the UK economy. Some 15% of schools have dropped one or more arts subjects since the EBacc was introduced, and the latest figures, from summer 2012, show a serious decline in the number of entrants for design and technology: down 5.1%, for art and design, down 2.4%, for music, down 3.6%, and for drama down 6.3%. I therefore agree with the hon. Gentleman that the introduction of the EBacc has had a profound effect.

I want to pick up on the theme pursued by other Members who talked about preparation for work and for life, and ask the Secretary of State some questions that I hope he is considering. What are qualifications for? What is education for at age 16 and beyond? What are we trying to achieve with our qualifications? What is in it for young people and for the country? In a globally competitive world in which we struggle to keep up with countries that, until recently, were regarded as developing, we have different needs for our future work force. In a world with technology on a scale that many of us never imagined when we were at school, the needs of young people are completely different from those considered when GCSEs were created.

In September, the Secretary of State said in his statement that

“nations that were slow developers 20 years ago are outstripping us economically, and now that ways of learning have been so dramatically transformed in all our lifetimes, it is right that we reform our examination system. We know that the old model—the ’80s model—is no longer right for now…We know that employers and academics have become less confident in the worth of GCSE passes because they fear that students lack the skills for the modern workplace and the knowledge for advanced study.”—[Official Report, 17 September 2012; Vol. 550, c. 653.]

No one in this Chamber would disagree with a word of what the Secretary of State said in that statement, but the question is what we need now from qualifications, schools, education, and for and from our young people. How do we compete in a world where we are rapidly being overtaken by China, India, Brazil and countless other countries?

Employers tell me that they want young people who can solve problems and who have strong communication skills and an ability to get on with others, but good sets of GCSE passes—or other written exam passes—do not necessarily correspond to those three skills. Businesses need staff who will help them to thrive, and we also need people who will start and grow their own businesses. We need excellence in the services that support our creative industries and our high-tech manufacturing that will produce the jobs and growth that will enable this country to thrive and our people to enjoy prosperity.

There is no question but that we need academic qualifications. High standards in English and maths are the cornerstone of success for this country, but so too are qualifications in engineering and the arts. The young people I speak to want to study vocational subjects—engineering, design and technology, music, art, catering and hairdressing. Those subjects are crucial for young people who want to pursue their chosen career and a country that wants its economy to succeed. In short, success in school and beyond results from the combination of academic and vocational study, and our qualification system needs to reflect that mix.

[Nic Dakin]

My hon. Friend is spelling things out very clearly. Does he think that the CBI put its finger on the pulse of the issue when it said that there is a risk of making the mistakes of the past by trying to micro-manage what is going on, instead of allowing other things to happen?

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[Bill Esterson]

My hon. Friend has vast experience as the former principal of a sixth-form college and he knows exactly what he is talking about. Yes, the CBI made it clear in its report that high-stakes testing at 16 must not be a barrier to achievement at 18. It said:

“There is a risk that the mistakes of the past—both teaching to the test by schools and micro-management of the school system through the means of exams and league tables—may be repeated in the EBC. For this reason, we favour pausing to ask a more fundamental question about the role of examinations before 18, namely what their purpose is.”

I hope that the Secretary of State—while he is sending something out on Twitter or texting one his staff—will perhaps find the answer to that question so that when he sums up the debate he can tell me and, more importantly, the CBI.

The Secretary of State’s proposals indicate a preference for an end-of-year exam, with no assessment or coursework, in a number of subjects, but in the real world how useful is the ability to succeed in a three-hour written exam? I would question whether it is of much use at all. In many jobs, the ability to perform tasks is essential, and, yes, success in work is closely linked to an ability to perform under pressure, often under time pressure. However, in the long run it is the quality of the product or service that an organisation delivers that is critical to success. The role of the individual in contributing to that success does not appear, as far as I can see, to be in any way linked to the ability to pass an exam.

The ability to solve problems, to think on one’s feet, and to communicate effectively face to face, on the phone, by e-mail, in a letter or in a report are all essential skills in the world of work and outside it. They all depend on good English, yet there will be no spoken communication element in the EBC, no testing of real world skills linked to the use of IT in English and no testing of key communication skills such as customer service, which is a vital skill in today’s world. I am not saying that GCSEs were perfect, but surely we are moving further away from a qualification and examination system that measures those real world skills, not closer to it.

[Nic Dakin]

Does my hon. Friend think that the reasons he has set out explain why Lord Baker, who has much experience in this matter, describes the proposals as “a huge mistake” and fears that they will not survive a change of Government?

[Bill Esterson]

Yes, and of course Lord Baker was one of the architects of the GCSE system. He recognised the need for change, so he is in a strong position on this matter. He has credibility and a track record, and the Government should certainly listen closely to what he has to say.

Standards in English and maths are crucial. We can all agree on that and we all do, but the question is how those standards are measured. I do not believe that we measure them effectively, either for young people or for the economy, purely through the use of a linear exam system.

In my business career I worked with many young people in telephone call centres, among other places. Call centre managers often bemoaned the lack of basic literacy of the younger recruits. Often those with GCSEs in English of grade C or better were unable to write properly and struggled when talking to customers on the phone. There is clearly a problem, but the solution we found was to help young trainees with practical skills. They included literacy skills, because they had not picked them up at school. The key was to make training practical—to make it relevant to their jobs and to their lives outside of work. Because the training took place at work, it was in context and they understood for that reason. The students were motivated to learn and to do well at work. How do we replicate that within the education system before students go to work? I do not see how it can be done in the artificial environment of a linear exam process.

To make learning practical and real is a simple concept, and we should be able to do it in school. In short, we should be able to design a system where young people learn what they need for life, in a way that motivates them and helps businesses to flourish. However, to make sure young people are ready for life, they need to learn skills that they can use and which are of use to employers.

Post-16 Students

Debate between Bill Esterson and Nic Dakin

Tuesday 1st February 2011 Commons Chamber

[Nic Dakin]

The hon. Gentleman makes a very good point, drawing on a clear case study from Alton college, an excellent college in his constituency. He makes the point that it is crucial to strike the right balance and ensure that colleges can continue their excellent work in developing the whole person and allowing young people from a state education background to access the best universities. Alton, and other colleges up and down the land, have done this very well over the years. He also draws attention to what is happening to the money for disadvantaged students, which it appears is being creamed off. It is not yet clear how it will be distributed, and that is at the heart of this issue.

[Bill Esterson (Sefton Central) (Lab)]

A friend of mine who used to teach at a college in my hon. Friend’s constituency told me of my hon. Friend’s fine reputation in his previous role. My hon. Friend was talking about the funding cuts for 16 to 18-year-olds. I have here a note from the principal of Hugh Baird college in Sefton, who tells me:

“The very significant cut in entitlement funding for 16-18 year olds will make it a real challenge for many colleges…to give learners the excellent pastoral support, the personal and social responsibility and employability skills which they deserve and need to positively contribute to the economic recovery and society in general.”

Would my hon. Friend care to comment on that information?

[Nic Dakin]

My hon. Friend makes a clear and cogent point and draws on another case study from another very good college, this time in his constituency. In many ways he makes the same point as the hon. Member for East Hampshire (Damian Hinds) about how entitlement funding helps to develop the whole person and is crucial to the thrust of our education service and to what colleges have done so well for so many years.