Educational Attainment: Yorkshire and the Humber

Caroline Flint Excerpts

Monday 18th April 2016 Commons Chamber

[Jo Cox (Batley and Spen) (Lab)]

I beg to move,

That this House notes that Yorkshire and the Humber was the lowest ranked region in England in 2013-14 for educational attainment; further notes that the January 2016 report from the Social Market Foundation entitled Educational Inequality in England and Wales found that geographical inequality was the most important factor in determining students’ educational attainment; and calls on the Government to take action to address the underlying causes of these inequalities as a matter of urgency and to set out the steps it is taking to ensure that children in Yorkshire and the Humber are equally likely to achieve good school qualifications as children in London.

First, may I thank the Members who made this debate possible this evening? For too long, attention has focused narrowly on socioeconomic inequality in determining academic achievement. We now know, however, that it is not just the relative wealth of parents that holds back the potential of our children—it is also where they live. New research in January by the Social Market Foundation found marked disparities in GCSE performance between the regions, with more than 70% of pupils in London achieving five good GCSEs compared with just 63% in Yorkshire and the Humber. These regional differences in attainment are already apparent by the end of primary school, and they are evident even when we account for other factors such as ethnicity and income. Furthermore, if we compare the performance of 11-year-olds born in 2000 with those born in 1970, it is clear that where someone is born has become a more powerful predictive factor of their performance at school than any other. Yorkshire and the Humber are a stark example of that. Tragically for our children, the region has gone from fifth lowest achieving in the 1970s to the worst in England today, with nearly a quarter of pupils attending schools that are rated less than good. That is despite the tireless effort, dedication and commitment of the headteachers, staff, parents and children across our great region.

As schools across Yorkshire and the Humber struggled, in London, with the targeted support and investment of the London Challenge, attainment surged. Indeed, according to the Government’s Social Mobility and Child Poverty Commission, London and the south are now pulling away from the rest of the country. This disparity is a disgrace, and education has become a postcode lottery. After 30 years of neglect and a lack of focus from Government, we now live in a country where a child in some regions has less chance of reaching their potential than one born in London. As London powers ahead in educational attainment, children in the so-called northern powerhouse are falling behind.

There is of course no silver bullet to improve educational attainment in our region overnight, but all the international evidence tells us that the key to a successful education system is the quality of its teachers. Evidence from the Sutton Trust and the London School of Economics shows that if we were to raise the performance of the least effective teachers in our schools just to the national average, England would rank in the top five systems in the world for reading and mathematics. Yet instead of taking action to support the profession, the Government have presided over a shocking teaching crisis. For four years, they have missed their target for recruiting trainees. Between 2011 and 2014, the number of teachers leaving the profession increased by 11%, which means that one in 10 schools is having to resort to using unqualified staff in the classroom. Instead of ensuring that every classroom has a world-class teacher, as Labour promised to deliver in its last manifesto, this Government remain obsessed with relentless tinkering of the curriculum and never-ending structural upheaval. As one of my local headteachers said to me last Friday:

“It is time to stop beating teachers and start giving us the support we need to do our job.”

The evidence is now so compelling about this gulf in regional attainment and the crippling impact it has on individuals, communities and the economy that it is time for a revolution in how we tackle the problem.

[Caroline Flint (Don Valley) (Lab)]

I thank my hon. Friend for giving way and congratulate her on securing this debate. Does she not agree that one of the problems we face, particularly in our post-industrial towns, is that we do not have the global companies on our doorsteps from which our children can get work experience and other opportunities? It does not matter what type of housing people live in or what the challenges are, those opportunities are on offer to the children of London, but not to our communities in Doncaster and elsewhere in Yorkshire.

[Jo Cox]

I thank my right hon. Friend for her incredibly insightful comment and I could not agree more.

More generally, in Yorkshire and the Humber, children are now being left behind, and no child should be left behind. We can no longer accept that young people in London are far more likely to achieve good outcomes at school than those in other regions.

--- Later in debate ---

[Caroline Flint (Don Valley) (Lab)]

It is a pleasure to follow the hon. Member for Cleethorpes (Martin Vickers). In different but similar ways, we share some of the same challenges when it comes to offering our young people and children ambition for what they can achieve, as often they do not have it locally on their doorstep to reach out and touch. That is such an important part of children’s aspirations—whether they can see themselves in some of the jobs that others take for granted. If one school in Don Valley ended up with half a dozen Cabinet members, people would say it was a conspiracy rather than just an opportunity given to some.

I am grateful to my hon. Friend the Member for Batley and Spen (Jo Cox) for securing this debate. I have been an MP living in Yorkshire and serving a Yorkshire constituency for almost 19 years. I also speak as a mum, as my children went to local schools in Doncaster. When I was a new MP in 1997, I remember there were dilapidated primary schools with outside toilets. It has to be said that the loss of jobs in mining and manufacturing cast a long shadow over children’s potential. Back then, it cut me to the quick to hear a headteacher question whether it was worth introducing computers to schools, as the jobs that used such skills were beyond pupils’ expectations.

It is of huge concern to me that, as well as my region having a high percentage of young people who are not in education, employment or training, Ofsted states that my region

“lags behind the rest of the country in its task to prepare young people for the future.”

As my hon. Friend said, Yorkshire and the Humber has slipped over the decades from a hardly inspiring seventh out of 10 regions in 1970 to 10th out of 10 in 2013-14. In decades gone by, when manual jobs were plentiful, a 16-year-old could go straight from school to work without any or with only a few qualifications—it may have been to a low-paid job, but it was probably a job for life. That world no longer exists. There were better paid volume jobs in one industry that dominated the town economically and socially. We need the Government to understand post-industrial towns in Yorkshire and the north of England such as Doncaster—towns that globalisation seems to have passed by.

Education is a life-changing force. I know: it was for me. Too many children from backgrounds like mine—from ordinary working-class families—have no expectation of going to university or learning beyond 16. As someone who never knew my father and was the child of an alcoholic mother, school was all too often my refuge, a world I could embrace, from the subjects I loved to the activities such as sport, music and drama. By the time I was 18 I had lived away from home twice, during my O-levels and A-levels. Without doubt, my comprehensive girls’ school altered my path in life. It raised my aspirations, and, after attending one of the country’s first tertiary colleges, I went to university.

London and the south-east have seen results improve in recent years, but it is clear that Yorkshire and the Humber has, as Ofsted bluntly puts it, “persistently underperformed”. The truth is that the problem starts before children start school or even pre-school. Postcodes are a factor, but parents are the most important influence on their children. They shape their world, making many decisions—or not—every week that will have an impact on their child’s development. There is no such thing as a perfect parent, but confident and engaged parenting makes a difference.

The Government have continued a policy that started under Labour by offering free additional pre-school hours for two-year-olds; the offer is available for looked-after children, disabled children and children from disadvantaged backgrounds. With the last group, I wonder what the parents are doing while their child is in nursery. That time would seem to be an ideal opportunity to support the parents in whatever activity is likely to help them and their child’s start in life. I understand that the take-up has not been as good as expected, and we must ensure that its provision and cost is making a difference.

Louise Casey is an old friend of mine, and I worked with her to tackle antisocial behaviour, and on the Respect programme, when I was a Home Office Minister. Social inclusion, family intervention, troubled family programmes—whatever the title under different Governments over the past 20 years, it is recognised that during the early years it is crucial to offset negatives with positives where we can. We must address how well early years or family interventions are working in and out of school. How can we share best practice and break down the barriers and the silo thinking that still exist among partner agencies?

Comparisons with similar neighbourhoods are another good way to show what can be achieved and leave no room for excuses. In 2015 in Doncaster, one in three children attended primary schools that were neither good nor outstanding. In Barnsley, however, 81% of pupils are in good or outstanding schools. I am pleased that Mayor Jones recognises the importance of leaving no child in Doncaster behind, and we are backing an education commission to address why Doncaster is at the bottom of the attainment league table—hard questions need to be answered. So much of education is out of the hands of local authorities, so who do I or concerned parents turn to apart from a regional schools commissioner?

For many children the move to secondary school is a key transition in which they either sink or swim. How hard must it be to move to year 7 if by age 10 or 11 a child cannot read and write well enough to cope, and ends up being pigeon-holed when long-term choices are made at 14? The Government should seriously consider earlier intervention, or even delaying the move to key stage 3 until every effort has been made to turn the situation around for those children.

As with primary schools, secondary schools in Doncaster must make more progress, with just over a third of students attending a good or outstanding school compared with 79% of pupils in Sheffield. The Government need to understand some of the difficulties that towns like Doncaster face. Not enough schools offer 14-year-olds diversity and a quality vocational equivalent to a more academic path. Short of modelling schools on the German system—I would prefer that to a grammar school system—I see no other way than expecting schools and other learning providers to collaborate to ensure that positive choices are not undermined by bad timetabling or lack of transportation. However, I cannot see that happening in the current fragmented environment.

[Jo Cox]

My right hon. Friend is making an incredibly powerful and personal speech, which is a testament to her desire—and that of many children—to get on and achieve great things. Does she agree that although constituencies such as hers and mine, and many across Yorkshire and Humber, need specific localised interventions, that goes directly against the centralising competitive tendencies of this Government in education policy?

[Caroline Flint]

I agree with my hon. Friend. We cannot have everything defined by Whitehall, even in the shape of a regional schools commission, which is basically what this is.

The recent area-based review of further education colleges in South Yorkshire seemed to happen in total isolation given what was happening in school sixth forms, which makes no sense at all. A number of businesses are engaged in our schools, but I will return to what I said earlier: London has its challenges but it has its opportunities too. As an avid reader of the Evening Standard, I am jealous of the corporate and individual resources that have backed the various campaigns to get London reading, or get young people on apprenticeships. If someone wants to become an intern or gain work experience, whatever housing they live in, being in London has huge advantages—on that issue I have common cause with the hon. Member for Shipley (Philip Davies). Provincial towns such as Doncaster and many others have to fight much harder to provide anything similar to transform young people’s aspirations.

We may have more teachers than ever before, but they are not always the right teachers in the right places. The Government have failed to meet their own recruitment targets for four years—that was recently investigated by the Public Accounts Committee. One primary headteacher told me that a recent job advert she posted online joined 35 other adverts for primary school teachers locally. A secondary headteacher told me that another school in the region was offering a starting salary that they could not compete with, in order to hold on to an excellent Teach First graduate.

Because teachers do not have the same terms and conditions at academy schools, that can result in a form of poaching that does not help the schools that need the best teachers to get them. It does not surprise me that it is easier to recruit newly qualified teachers in big cities, because—let us be honest—they are often more exciting for young professionals than some of our towns. I want the Government to consider those barriers and seek to get more good teachers to our provincial towns where the need has been identified. The Government could recognise those shortages, look at the pattern, and offer new rewards or incentives for teachers to apply for jobs in those areas. This issue is important because life chances should not be determined by someone’s postcode or who their parents are, but in Yorkshire and Humber—and across the UK—there is clearly a hell of a long way to go.

[Several hon. Members rose—]