Oral Answers to Questions
Debate between Bill Esterson and Robin Walker(2 years, 4 months ago)
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Mr Walker
I know that my hon. Friend has passionately and repeatedly made the case to Ministers for investment in replacing temporary buildings at The Gryphon School. Nominations to the school rebuilding programme are being assessed, and we expect to confirm up to 300 schools this year. He will understand that I cannot make commitments to an individual school at this stage. I understand that the Dorchester Middle School submitted an appeal to its unsuccessful condition improvement fund application. All appeals are now being carefully considered, and we expect to announce outcomes shortly.
Bill Esterson (Sefton Central) (Lab)
I know that schools in Dorset applied to the schools rebuilding programme. I know, too, that the Minister appreciates the importance of informing schools of their place on the programme as soon as possible. However, Under-Secretary of State for Education Baroness Barran told me that schools will be informed later this year. Can the Minister say when schools in Dorset and Lydiate Primary School in my constituency will be told whether they will receive the money that they desperately need?
Mr Walker
I recognise that the hon. Gentleman has also pressed the case for Lydiate Primary School previously. The Department has engaged with the school and Sefton local authority, and we are aware that it was disappointed not to be included in the first two rounds of the rebuilding programme. All local authorities, including Sefton Council, were contacted about how they can nominate schools for the next round. We do expect to announce schools that were successful later this year, but some of them will be informed sooner.
Oral Answers to Questions
Debate between Bill Esterson and Robin Walker(2 years, 8 months ago)
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Mr Walker
I am grateful to my hon. Friend for his non-invitation. Kirkby College was confirmed in the school rebuilding programme in July 2021, and the project will make a huge difference to the community. I am happy to commit to delivering it as quickly as possible. We are working closely with the incoming trust to scope the project before securing a construction partner, and we aim for construction to start in 2023.
Bill Esterson (Sefton Central) (Lab)
Mr Walker
I hear what the hon. Gentleman says. We have consulted on the approach to be taken to assessing such schemes. As we discussed earlier, a change in condition is one factor that the Department can take into consideration in such cases, so I ask him please to write to us with more of the detail.
Oral Answers to Questions
Debate between Bill Esterson and Robin Walker(2 years, 9 months ago)
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Bill Esterson (Sefton Central) (Lab)
The Minister for School Standards (Mr Robin Walker)
As I mentioned to my hon. Friend the Member for Harrow East (Bob Blackman), the Government continue to support a number of proportionate measures to reduce the spread of covid-19, testing regularly across settings, delivering 353,000 carbon dioxide monitors and up to 9,000 air cleaning units to ensure adequate ventilation, and committing a further £8 million to support the in-school vaccination programme. All that helps to protect face-to-face education.
Bill Esterson
The Scientific Advisory Group for Emergencies advised the Government to improve ventilation in schools in May 2020. It warned the Government to prepare for winter in July 2020. More than 10 million days of in-person teaching were lost last term. More than 400,000 children were out of school with covid last week. A quarter of schools faced teacher absences of 15% or more. Air cleaning devices are more than 18 months late, and are being offered to fewer than one in 30 classrooms. Why did Ministers ignore the advice about the importance of ventilation in schools for so long?
Oral Answers to Questions
Debate between Bill Esterson and Robin Walker(2 years, 11 months ago)
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Mr Walker
As I have said, the programme is on track in terms of recruitment, and like schools throughout the country, those in Mansfield can benefit from Government-funded tutoring to help children to catch up after months of lost learning during the pandemic. Mansfield’s schools can also take advantage of the chance to appoint an academic mentor, or to provide tutoring support in-house.
Bill Esterson (Sefton Central) (Lab)
The Minister for School Standards (Mr Robin Walker)
I understand that Lydiate Primary has been facing challenges with buildings in poor condition, and the former Minister for the School System met the hon. Member to discuss that school in particular. The Department spoke to Sefton Council last year, and I would encourage the school to continue to work with the council on its plans for investment. We will also set out details for future rounds of the school rebuilding programme next year.
Bill Esterson
Staff at Lydiate Primary School do an excellent job, but the building is damp, the heating system needs constant repairs, the roof leaks, the basement floods, and parts of the building are unsafe. The Department has just carried out a survey, and the surveyor has told the school that he is extremely concerned about the state of the building. Does the Minister agree that no child should have to go to school in such a poor environment? Can he tell me when the survey will be published, and will the Government commit themselves to giving the children and staff at Lydiate Primary School what they need if, as seems likely, that is what their own survey recommends?
Mr Walker
As the hon. Member will recognise, the Government allocate billions of pounds every year in capital funding through local authorities, and work alongside them in this respect. We will continue to work with Sefton Council to ensure that the right funding and the right response to the report are produced. However, I am sure the hon. Member will welcome the fact that schools in his constituency are being supported by both the outgoing priority school building programme and the new rebuilding programme, and that is something that we want to continue.
Oral Answers to Questions
Debate between Bill Esterson and Robin Walker(4 years ago)
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Rachel Hopkins (Luton South) (Lab)
The Minister of State, Northern Ireland Office (Mr Robin Walker)
The UK Government have provided unprecedented levels of support to families and employers throughout the covid crisis. We want to see a prospering economy that reduces child poverty. Welfare is a devolved matter in Northern Ireland, with no official statistical information yet available on its impact in the current year. However, the Northern Ireland Executive are committed to combating poverty via the anti-poverty and child poverty strategies, which were agreed in “New Decade, New Approach”.
Bill Esterson
The first lockdown saw an 80% increase in universal credit claims in Northern Ireland. The five- week wait for universal credit increases family debt and child poverty. With Christmas seven weeks away, and in the middle of a second lockdown, is it not now time to end the five-week delay?
Mr Walker
I say to the hon. Gentleman that nobody has to wait five weeks for a payment under universal credit. Advances are a mechanism for getting claimants faster access to their entitlement, allowing them to receive 13 payments over 12 months, with up to 12 months to repay the advance. Basic eligibility checks for advances are now completed remotely, allowing people to access the support they need despite covid-19 restrictions. The repayment time for advances has already been extended to 12 months, and it will be further extended to 24 months from October 2021.
Teacher Training and Supply
Debate between Bill Esterson and Robin Walker(11 years, 1 month ago)
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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.
Mr Robin Walker (Worcester) (Con)
I congratulate the hon. Gentleman on securing the debate. This is a very important issue, but will he acknowledge that there have been shortages for a long time in the numbers of people coming through to teach maths and physics? That has not necessarily been caused by changes to the system. It went on for many years under the previous Government and is also going on under this one.
Bill Esterson
I am glad that the hon. Gentleman has made that point, because this has been a problem for a very long time. It is an international problem as well. However, the reality is that it has got worse in recent years, and when comparative studies were done between the applications for School Direct places and for places in existing provision, there was a bigger problem with the gaps in the School Direct system, which does not bode well for it. I am glad that he reminded me of that point, because it is a further example of where School Direct has not got it right yet.
The Government need to look at the evidence on what has happened, what works elsewhere, the importance of universities in teacher training, and how they avoid a crisis in the coming year as university teaching departments’ viability is considered. The Select Committee report’s evidence warned about rushing a change from the old system to a school commissioning system. Those warnings appear to have been ignored, and the evidence taken in the follow-up session shows that the rushed change has caused potentially serious problems in teacher training.
The Government should go back to the Committee’s original report and look at last month’s evidence session. They should also listen to the professionals who have a proven track record of delivering quality, and of improving teacher training so that it delivers for teachers and schools, ensures the long-term supply of teachers and, above all, delivers for children and young people. The Government should act quickly and make absolutely sure that teacher training is on track, involving successful partnerships between universities and schools, rather than the unbalanced approach that may have been created by their haste to grow School Direct.
BBC Local Radio
Debate between Bill Esterson and Robin Walker(13 years, 1 month ago)
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Bill Esterson (Sefton Central) (Lab)
I congratulate the hon. Gentleman on securing the debate. He mentions a figure of between 10% and 12%, but the figure for BBC Radio Merseyside is 20%, which is a disproportionate and massive cut compared with the overall position. It will result in a saving of £420,000 and the loss of up to 15 jobs. BBC Radio Merseyside serves a predominantly older and poorer audience, who do not listen to national radio, and those people will lose out. Is that a common experience for him?
Mr Walker
The hon. Gentleman pre-empts my next point beautifully, and I know that BBC Radio Merseyside is well represented in this Chamber today. The BBC goes on to point out that
“the savings feel higher because the cost of buildings and technology needed to broadcast in 40 locations means that we cannot avoid cuts being made to the number of programme makers. That’s why in some stations we will be reducing teams by over 20%.”