EBacc: Expressive Arts Subjects

Debate between Catherine McKinnell and David Lammy

Monday 4th July 2016 Westminster Hall

[Catherine McKinnell]

It is helpful that the hon. Lady suggests a solution to the concerns I have outlined. The reality for the organisations, teachers and schools that have expressed concern to me in great numbers is that the take-up of the subjects she mentions is already starting to decline, which is of huge concern. I appreciate that she is trying to make constructive comments, but she cannot wipe out the fact that the concerns are real and must be addressed. I hope that the Minister is listening not only to me but to constructive solutions that may be offered.

[Mr David Lammy (Tottenham) (Lab)]

Does my hon. Friend agree that it is incredibly insulting to the country’s music and art teachers to give the impression that the subjects in question are not academically rigorous? Does she know how hard it is to pass music and art?

[Catherine McKinnell]

My right hon. Friend makes a key point, which a number of people have put to me in strong terms; he puts it very well. I do know how hard it is to pass those subjects, partly from personal experience and that of people close to me, but partly from the people, including teachers, I spoke to ahead the debate. Frankly, they feel insulted by the tone of the Government’s proposals.

We are all aware that the education sector is going through a period of significant and seemingly never-ending change and reform, of which the EBacc is a part. It was initially planned as a formal certificate, but that idea was dropped. It was first applied by the coalition Government in 2010 as a

“headline measure of secondary school performance”.

It judges all schools according to the number of pupils who have achieved grades A* to C across English language and literature, maths, double science, history or geography and a language—subjects that, when studied at A-level, are defined by the Russell Group of universities as “facilitating”. In other words, they are the A-levels most commonly required for entry to the UK’s leading universities, which are attended by 11% of young people.

Following a consultation in November 2015, the Government now want at least 90% of students in mainstream secondary schools to be entered for the EBacc by 2020, thereby taking up at least seven of those students’ GCSE options. The Bacc for the Future campaign has raised concerns that, given that the average number of full GCSEs taken by pupils is 8.1,

“a compulsory EBacc will leave little, if any, room for rigorous, challenging creative subjects which have been approved by the Government’s own Wolf Review of vocational education.”

Nobody doubts the importance of young people’s gaining a solid foundation in English, maths and science; that is why those subjects have always been compulsory. However, the petition objects to the exclusion from the EBacc all creative, artistic and technical subjects, which sends a clear message to young people, parents, teachers, school leaders and society at large about the value that the Government place on subjects that help to create expressive, communicative, self-confident and well rounded human beings. For many young people, those may be the only subjects at which they excel.

Religious Education

Debate between Catherine McKinnell and David Lammy

Tuesday 17th May 2011 Westminster Hall

[Catherine McKinnell (Newcastle upon Tyne North) (Lab)]

I am pleased to serve under your chairmanship today, Mr Brady.

I have been contacted by a wide number of constituents, local schools and educationlists who are concerned about the Government decision not to include RE as a humanities subject in the new English baccalaureate, or E-bac. I cannot express those concerns better than by quoting a few of the individuals directly, beginning with a recent communication from Mrs Robson, head teacher of Archbishop Runcie Church of England first school in Gosforth, in my constituency:

“students qualifying with GCSE full course in RS are young people who demonstrate knowledge and understanding of a variety of contemporary world views and who have demonstrated skills of discernment and evaluation of religious and philosophical issues and arguments, qualities much needed in today’s world.”

She continued that the consequence of not including RE as a humanities option

“would be disastrous for many schools and students and for the future expertise required to teach the subject…The unintended consequence of not including GCSE Religious Studies as an option in the E-Bacc is that many schools will cease to offer RE at GCSE altogether; this in turn will have a very negative impact on the number of students taking RE at A-Level, and therefore on the applications for theology and religious studies at degree level. This means that there will be a corresponding decline in candidates for teacher training and so on teacher supply for RE, a subject which is already lacking in specialist teachers.”

Alison Miller, head teacher at St Mark’s Roman Catholic primary school in Westerhope, expressed her concerns about the Government’s decision, stating that it would be a “retrograde step” to exclude RE from the E-bac, in particular in light of

“the excellent progress that has been made in the teaching of RE at GCSE level over recent years”.

I share my constituents’ concerns. We seriously lag behind the rest of Europe in our approach to education and our ability, through our schooling, to analyse issues and problems from a deeper philosophical perspective. I am concerned that the decision to exclude RE from the E-bac will reinforce that trend, when a better understanding and respect for different faiths, regardless of one’s own faith or practice, would be beneficial.

[Mr David Lammy (Tottenham) (Lab)]

At this particular time in our history, when there is so much conflict still in the world, many teachers and parents believe a spiritual literacy and understanding of religion is hugely important and must continue in Britain. Does my hon. Friend recognise fears that that will be diminished at the local level?

[Catherine McKinnell]

I agree with my right hon. Friend and thank him for reinforcing that important point. Religious education should not in effect be downgraded in this way, as a good understanding of all religions is essential to a well rounded education.

I wrote to the Secretary of State for Education on behalf of my constituents, urging him to rethink the Government’s decision. However, I received a very disappointing response from the Schools Minister, which simply reiterated the position that RE is not to be included because it is already a compulsory subject, “throughout a pupil’s schooling”. That argument has been demolished by Mrs Robson, the head teacher at Archbishop Runcie school, who pointed out the difference between statutory or core provision of religious education and the option for students to take religious studies as a full course to GCSE level.

The Minister’s response simply does not address the concern that his decision will lead to a downgrading of the importance of RE, because achievement in designated E-bac subjects will, understandably, become the overriding concern of schools, pupils and parents. Like me, many of my constituents and people throughout the north-east are dissatisfied with the Minister’s responses, and his apparent refusal to reconsider his decision. They include Mrs Pat Wager, head teacher at Sacred Heart Catholic high school in Fenham, which is my old school. She said:

“RS cannot be excluded from a domain entitled ‘Humanity’—RS is the pre-eminent humanity and yet it has no place.”

That is dispiriting for Catholic schools, which contribute so much to performance nationally. Whenever a Minister addresses us, we are told how wonderful we are and our exceptional achievements are celebrated, yet we are being treated disdainfully over this matter, which is so important to us.

For all the reasons outlined so articulately and persuasively by Mrs Wager, Mrs Robson, Ms Miller and the many other constituents who have contacted me about this important issue, I urge the Minister to stop or to pause, and to reconsider his decision not to include RE as a humanity in the English baccalaureate. We would all welcome that U-turn.