Oral Answers to Questions

Debate between Damian Hinds and Stephen Twigg

Monday 17th December 2018 Commons Chamber

[Damian Hinds]

I am glad that the hon. Lady mentions the issue of providing meals for children at school. We have done a great deal on breakfast, and we have also extended eligibility for free school meals on three different occasions—in a way the Labour party never did when it was in government—through universal infant free school meals, free meals in further education colleges and, most recently, the roll-out of universal credit.

[Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)]

In 2015, I set up the Liverpool to Oxbridge collaborative, to encourage more students from schools in my constituency to apply to Oxford or Cambridge. Will the Secretary of State join me in congratulating the 19 students who have had interviews this month at either Oxford or Cambridge and have been part of that scheme? Will his Department work with me to encourage other areas of the country, particularly those with high levels of deprivation and poverty, to adopt similar schemes?

[Damian Hinds]

I am delighted to do so on both counts. I commend the hon. Gentleman for his work in this area. Encouraging young people to aim higher—whether that is to Oxford, Cambridge or other universities, or into professions—is very worthwhile, and I certainly join him in what he says.

Oral Answers to Questions

Debate between Damian Hinds and Stephen Twigg

Monday 12th November 2018 Commons Chamber

[Damian Hinds]

It goes without saying that my right hon. Friend has very considerable expertise in this area and I take what she says extremely seriously. The review that she mentions is informed by an independent panel. That independent panel has not yet completed its work and the Government have not yet considered what recommendations may come forward, but, of course, social mobility must be at the heart.

[Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)]

Nursery schools play a crucial role in promoting social mobility, and that includes the outstanding Ellergreen and East Prescot Road nursery schools in my constituency. The Secretary of State will know that there is widespread concern about the long-term funding for nursery schools. Will he announce today that we will shortly hear about long-term sustainable funding for nursery schools?

[Damian Hinds]

I think the hon. Gentleman refers to maintained nursery schools.

[Stephen Twigg]

indicated assent.

[Damian Hinds]

We do, of course, appreciate the particular and special role that maintained nurseries play in the system. We have funding up to 2020, as he knows, and we need to look at what happens thereafter.

Oral Answers to Questions

Debate between Damian Hinds and Stephen Twigg

Monday 19th March 2018 Commons Chamber

[Damian Hinds]

Indeed. Improving literacy is vital to improving social mobility, and our plans for a centre of excellence and a national network of English hubs will help with that. I am happy, of course, to pay tribute to the fantastic work done by the National Literacy Trust in its Middlesbrough hub and to my hon. Friend’s constituent.

[Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)]

Three years ago, I launched the Liverpool to Oxbridge Collaborative to support the most academic students in schools in my constituency to give them the option of applying to either Oxford or Cambridge. What are the Government doing to support areas, particularly with high social and economic need such as Liverpool, to aim high for all their young people?

[Damian Hinds]

This goes to the heart of the Office for Fair Access and what the Office for Students will do, but it is also really important that universities—particularly selective universities—continue to redouble their efforts to make sure that they are reaching out directly, so that they are tapping into the full range of talents that are on offer throughout our country.

Examination Reform

Debate between Damian Hinds and Stephen Twigg

Wednesday 16th January 2013 Commons Chamber

[Damian Hinds]

The hon. Gentleman is right to identify that, and it is that focus on the five-plus C-plus—almost regardless of what subjects they are in, with the exception of English and maths, which have held an elevated position—that has caused the problems that now need to be addressed. Even if the Ebacc were made up of a compulsory set of subjects, there would still be ample room in the curriculum for optional subjects, just as there always has been.

I would never claim that everything that happened between 1997 and 2010 in education was bad, but I am afraid that this whole system around qualifications, examinations and league tables is one area where things went badly awry. This was a time of stiffening international competition, yet in this country, we had grade inflation, smashing all domestic records, while slipping down the international league tables. That eroded confidence in the system, and the people that lets down are not the politicians, but the young people themselves.

Although the current shadow Secretary of State rightly acknowledges the existence of grade inflation, that is a relatively new road-to-Damascus conversion for the Labour party. Until relatively recently, it was keen to keep hammering on that all the improvements in children’s outcomes were actually real improvements and that we should celebrate them, rather than criticise them.

[Stephen Twigg]

rose—

[Damian Hinds]

Both those things are true, which is possibly the point the hon. Gentleman wanted to make, and I absolutely acknowledge the real improvements. We may have brighter kids, and we certainly have more engaged parents and families, better teaching and teachers, better recognition of special educational needs and different styles of learning and all sorts of things that we would expect to improve over time, and which have. On top of that, however, there has without doubt been grade inflation and gaming of the system on an epic scale, and that is what these reforms seek to address. It is worth listing some of those points further.

Education Performance

Debate between Damian Hinds and Stephen Twigg

Thursday 12th May 2011 Westminster Hall

[Damian Hinds (East Hampshire) (Con)]

It is a great pleasure to serve under your chairmanship, Mr Rosindell. I congratulate my hon. Friend the Member for South West Norfolk (Elizabeth Truss) on securing this debate, which is indeed important, because while some things have unambiguously improved in education in the past 10 or 15 years—we should all be proud and celebrate that—overall there have clearly been insufficient returns on a very large amount of money spent. Universities struggle to differentiate between students and have to take remedial action, as my hon. Friend outlined. We again had employers in the Select Committee on Education this week complaining about the lack of generic skills in the people they see coming forward, and about a lack of work ethic, too. There is a yawning gap between the rich and the poor. Frankly, far too many young people are left behind, with a million young people not in school, not in training and not in a job.

That has all been happening at a time when we have been breaking records year after year in our presumed education performance. The fact is that many of the so-called comparisons are not comparable over time, and not comparable between schools, individual students or groups of students. Although PISA is not perfect, it gives us an anchor point. It gives us an external benchmark with which to compare. It is, of course, not just about our changed place in the league table, as it were. I fully accept that there are difficulties with the methodology and, of course, if the number of countries in the sample is changed, then that will change the rankings. What should concern us, however, is where we were in any year relative to others—both relative to our traditional competitors of Germany, the United States, Japan and so on, and relative to our new competitors, particularly China. A province of China was at the very top of the table, but as everybody knows, a single province comfortably dwarfs the size of our population.

That is doubly important, because the Chinese have already whupped us on low-cost volume manufacturing, and we will never again make t-shirts cheaper than China. It is already ahead of us in natural resources, and what it does not have, it makes up for by bringing it in from Africa and elsewhere. The arenas left for us really to compete and excel in are largely those in which academic achievement is very important, such as advanced manufacturing, pharmaceuticals, the knowledge and creative industries, and education itself. Many of the others in which we need to excel, such as tourism and the non-tradable service sector in general, call for a much higher level of soft skills, interpersonal skills, communication skills and so on than we typically see from 18-year-olds coming out of large parts of the British education system.

I will not talk about what the Government are doing. I was going to say a lot, but most of it has already been said, which is lucky, considering the lateness of the hour. I will talk just about measurement and accountability. The English baccalaureate has filled up our inboxes to a degree that I suppose most of us did not really expect. I have been astounded, actually—

[Stephen Twigg]

indicated dissent.

[Damian Hinds]

The hon. Gentleman has not. Perhaps it is just me. I have attracted comments on the subject like a magnet—I am a very popular fellow, obviously. They have mostly been from teachers, not parents. In fact, I have not had a single parent or child spontaneously mention the English baccalaureate in any way whatever. People are particularly worked up, as we know, about religious studies, music and other subjects. They are particularly exercised about what they call the retrospective nature of the way the proposal was applied. I can understand teachers’ frustration on that in some ways, but only to an extent. The English baccalaureate tells us one really important thing, and I am not sure that we would have found this out any other way: the yawning gap that I mentioned between the rich and the poor. Among kids on free school meals—free school meals are not the only measure of deprivation, but it is the best and most accurate one that we have—only 4% were achieving the English baccalaureate. Overall, it was 16%, so that is a quarter of the level for the cohort as a whole. Even more worrying than the fact that only 4% of those children passed that set of exams, what really scares me is that only 8% were entered for that set of exams. That is truly shocking.