Teacher Training and Supply

David Laws Excerpts

Tuesday 22nd October 2013 Westminster Hall

[Nic Dakin]

I welcome the interventions by the Deputy Prime Minister and his senior colleagues, which made it clear that they are with us, and with parents, schools, universities and everybody who proffers an opinion, apart from the Secretary of State for Education. I am sure that that puts the Minister in a slightly difficult position, but I note that the Deputy Prime Minister’s representative on earth, the hon. Member for Chippenham (Duncan Hames), is here, so I am sure he will come down on the right side of the debate.

The new UCAS single portal for all initial teacher education applications was due to open on 1 November. All School Direct lead schools as well as all accredited providers will be listed—hundreds of organisations. North Lincolnshire has been trying to secure its registration since July. The NCTL appears to have been the problem in that it has not passed on the new school-centred initial teacher training details to UCAS. Last Friday, it was announced that the UCAS site will not open until 21 November, due to the backlog in registering organisations, thus further delaying the recruitment cycle for 2014-15. The announcement caused understandable consternation for providers, who made plans based on the 1 November date. That illustrates the chaos in the system.

In addition, the retrospective application of the new skills test, based on “three strikes and you’re out”, has made potential applicants more wary of enrolling for teacher training. The stakes for them are much higher than before. Although the rhetoric around standards is attractive, it may well have the opposite effect, because the detailed questions that should have been thought through have not been. Kim Francis comments:

“Everybody I speak with in ITE is frustrated and dismayed about the chaos that has been created—a common reaction being ‘you couldn’t make it up!’”.

That is the world of this Government at this time. A colleague working elsewhere in teacher education noted that the NCTL

“has neither the staff levels nor I would guess expertise, given the lack of background knowledge, to get out of this mess in any kind of hurry.”

Why on earth are the Government dismantling effective teacher education? If they are looking at international comparators, as my hon. Friend the Member for Washington and Sunderland West (Mrs Hodgson) pointed out, they might consider Finland, where it is universally recognised that children do well. Its teacher education has universities at its heart, is pitched at master’s level and involves longer periods of study and shorter classes. Instead, the Government chose to focus only on the idea of teaching schools, adapting it so as to be unrecognisable when compared with the Finnish model. They should go back to the start.

We could look at Canada, which is sixth for literacy in the programme for international student assessment tables—PISA. Universities are right at the heart of its teacher education. Students spend two years training and cover a wide range of educational theory, which they value. They spend much less time in the classroom, even over two years, than ours do. Teacher education is more than learning on the job. It is more than “Sitting next to Nellie”. Professor Christine Jarvis, dean of education at Huddersfield university, explains it well:

“Firstly, the obvious—teachers need to learn properly (not in the form of a few handy hints) about the psychology of learning, about the implications of social deprivation and context and not just about the specific government strategies and practices in force at any one time. They must have some in-depth knowledge. Second, they need time to reflect, critically, and with support away from the school in which they are working—the school whose practices they may wish to question. Third, teachers need to think about themselves as researchers, developing the ability to create knowledge about teaching—they need to learn research skills and methodologies. Finally, I think teachers are more than classroom practitioners. They are education professionals and should have a right to understand the job they are doing in a wider context, to take a place in wider society as people who can contribute to debate about what education should be, what schools should be.”

How profound and insightful that observation is.

The partnership between schools and higher education has been crucial to the success of teacher education. Universities are reporting requests for support from schools, but an unwillingness by schools to pay for such support. That is leading university vice-chancellors to question whether they can afford to be involved in this work. Schools are told by the NCTL that they must lead. They keep most of the income, design the curriculum and do most of the training, but because the university is the accredited provider, the university gets inspected by Ofsted. The university has little control and no power over the quality, but it will get the poor rating, while the school’s Ofsted grade will remain unaffected even if it messes up. It is not surprising, given the comparatively poor record of school-led teacher training in the past according to Ofsted judgments, that universities are worried about their reputations under the new arrangements. It is not surprising, therefore, that they are already beginning to cut their losses and pull out of teacher education.

The Government are presiding over a crisis in teacher education and supply that will get worse unless they act quickly. The limited opportunity to transfer allocations between different routes, which my hon. Friend the Member for Sefton Central has highlighted, has exacerbated the problem, impacting significantly on key subjects such as physics, mathematics and modern foreign languages. Overall, recruitment is 43% down in physics and 22% down in mathematics. Absurdly, the NCTL would not transfer unfilled School Direct places to universities, which consequently had to turn away good physics, maths and modern foreign languages candidates.

[The Minister for Schools (Mr David Laws)]

I do not want to abuse my position, but surely the hon. Gentleman is aware that because of the allocations that we gave to higher education institutes and to School Direct, higher education institutes were not turning away physics and maths graduates; they had unused space.

[Nic Dakin]

That is not what higher education establishments are saying. Only last week, I met Universities UK, which made it very clear that according to surveys of the universities that are part of its ambit, many universities had to turn people down. Universities had asked for School Direct places to be reallocated to them, but that did not happen. That demonstrates some of the confusion in the system. The Minister may be right, or Universities UK may be right; I am not sure. I am just listening to the noise.

Universities UK is calling for the Government to ensure that sufficient core allocation is granted to universities to enable them to sustain provision, including the support that they can offer School Direct partnerships. My hon. Friend the Member for Washington and Sunderland West drew on the experience and testimony of Baroness Morris to illustrate how necessary that is for the stability of the system. Any rapid movement away from the current ratio of HE-led training and School Direct-led training will imperil that.

Confidence about future allocations is equally necessary for all proven initial teacher training partnerships, such as that in north Lincolnshire. As one school-centred initial teacher training programme manager recently said in exasperation,

“we still await confirmation of final allocations for both Core and School Direct places. Details of bursaries and scholarships were announced after the requests for places were submitted! Securing timely responses to our many and frequent enquiries to UCAS, Student Loans Company and NCTL is proving very difficult and making life extremely challenging and stressful for colleagues.”

Here are some questions for the Minister to focus on if he wants to turn the tide against this self-created crisis. In the light of current difficulties, will he resist the ideological temptation to increase School Direct allocations, and instead allow the system to stabilise? Will the Government provide greater certainty about the core allocation over the next few years to enable providers to plan and invest? Will the Government make it easier to transfer unfilled allocation between different routes to ensure that good candidates are not turned away? I note from the Minister’s intervention that he is, properly, concerned that that should be happening, and I hope that he is right about that. Will the Government take positive action to make HE equal partners in teaching schools by making it clear that HE partners should be invited to NCTL meetings and included in any correspondence about the teaching schools where they are partners? Will the Government look at getting Ofsted to inspect the lead organisation, whichever that may be, thereby better assuring future quality and putting accountability in the right place?

It is not too late to put the situation right, but teacher education is hurtling towards a shipwreck. If the Minister agrees with his party leader, the Deputy Prime Minister, that every child in a publicly funded school should have the right to be taught by a qualified teacher, he needs to say so today. He needs to take the necessary action to guarantee the quality of teacher education and secure future teacher supply. I am more optimistic—I am naturally optimistic—than the head teacher I bumped into at the weekend, but I do not have to run a school any more. I do not have to recruit the staff and secure the students’ future. I look to the Minister to act on those students’ behalf and take the actions that are clearly needed to avoid the rocks.

--- Later in debate ---

[Kevin Brennan]

Once again, Ministers would do well to heed my hon. Friend’s words.

Should properly trained and qualified teachers be required at all? The Secretary of State says no, in academies and free schools. The Deputy Prime Minister says yes, as we learned this weekend, along with the Liberal Democrat Business Secretary and Environment Secretary. We all want to know what the Schools Minister says. I know that he has a first-class degree from Cambridge—

[Mr Laws]

A double.

[Kevin Brennan]

A double first-class degree! I hope that he will not choose to engage in sophistry in his answer. Heaven forfend that he would.

I want to wipe the slate clean after the Minister’s remarks in the House last week. I am sorry to disappoint my hon. Friends, but I think that the current situation is beyond satire. I have thought about it, and I cannot quite do it. They can look at Nick Robinson’s blog on the BBC website tomorrow if they want to see an attempt at satirising the position in which the Schools Minister finds himself, but I will not check it.

Will the Minister give us a clear answer today? Does he agree with the Deputy Prime Minister, his party leader, that teachers in academies—which are now the majority of secondary schools—and free schools should have a teaching qualification or be on a path to acquire one? I will give way now. Does he want to take this opportunity to say that he agrees with his leader?

[Mr Laws]

indicated dissent.

[Kevin Brennan]

There was a deafening silence in response to that invitation, as the record will show.

[Mr Laws]

I have 15 minutes.

[Kevin Brennan]

I have six. It will only take a second to say yes.

I want to help the Schools Minister out of his painful position. I have here the coalition agreement. It is a much spoken-about but rarely read document. I have performed a careful textual exegesis of the document, which says many things about teaching and schools. I accept that the Minister’s party is pledged to support what the agreement says about teaching; it signed up to the agreement, after all. I know, having been involved a little bit many years ago in helping to set up a coalition with the Liberal Democrats in the National Assembly for Wales, that they will want to try to stick to what they have agreed in the agreement. However, unless the Minister intervenes on me to tell me that I am wrong, I cannot find any mention at all of a commitment to allow free schools and academies to employ teachers without a teaching qualification or a pathway to one.

The Minister is not twitching to intervene to tell me that I am wrong. I am sure that he will refer to the coalition agreement in his speech on whether the commitment is in there, but as far as I can see, it is not.

--- Later in debate ---

[The Minister for Schools (Mr David Laws)]

It is a pleasure to serve under your chairmanship, Mr Caton. May I say how delighted I am to have a debate today on teacher training and supply? I congratulate the hon. Member for Sefton Central (Bill Esterson) on securing this debate on an important and topical issue, and on putting his case and concerns in a measured and informed way. I also pay tribute to other hon. Members who have contributed and commented on the important issues.

I will focus my comments primarily on School Direct, which is what the hon. Member for Sefton Central talked about. However, I will not disappoint the shadow Minister, the hon. Member for Cardiff West (Kevin Brennan), and I promise him that, before the end of my comments, I will have answered directly his questions on qualified teacher status.

Before I begin the main part of my speech, I ask hon. Members to put in a little context the important changes that we have been talking about today, particularly those on School Direct. If I understood the hon. Gentleman rightly, the Labour party supports School Direct and would not end it—he was challenging the method of allocation, not the policy direction.

One would get the impression from some of the debate that there has been a vast lurch away from a university-led or university-involved system, but the reality is that higher education institutions deliver 86% of all teacher training places. In absolute terms, HEIs will deliver more places in 2013-14 than in 2012-13. Obviously, many School Direct places are in partnership with HEIs; they are not stand-alone organisations. One good thing about School Direct is that schools often have a more constructive dialogue with HEIs, rather than getting whatever they are given.

[Nic Dakin]

Will the Minister give way?

[Mr Laws]

I am going to make a bit more progress before I give way to the hon. Gentleman, because I do not want to fall behind and miss the opportunity to respond to the shadow Minister.

[Mrs Hodgson]

Before the Minister moves on to the main part of his speech, will he give way?

[Mr Laws]

Yes.

[Mrs Hodgson]

I was saddened to hear that my hon. Friend the Member for Cardiff West (Kevin Brennan) was going to wipe the slate clean and not mention the comments made by the Minister last week. I am not as generous. Last week, the Minister said that Labour’s criticism of the lack of qualified teachers in the Al-Madinah free school was

“nothing other than total and utter opportunism”—[Official Report, 17 October 2013; Vol. 568, c. 889.].

and that our policy on this area was “complete and utter incoherence”. Does he stand by those comments?

[Mr Laws]

I certainly stand by the comments about Labour’s policy on free schools. However, I will respond to the points made by the hon. Member for Sefton Central on School Direct, and then—I assure the hon. Lady—I will return to the issue of QTS before we finish the debate.

As the hon. Member for Sefton Central knows, the 2010 White Paper, “The Importance of Teaching”, set out our ambition for a schools system that can compete with the best in the world. Improving teacher quality is at the heart of the plan, as he mentioned, in both attracting good applicants and ensuring a good supply of teachers in all subjects over time.

To improve teacher quality, it is vital that the teaching profession can attract and retain the best people. As the hon. Gentleman and some of his colleagues mentioned, top-performing education systems around the world, such as those in Finland and South Korea, draw their teachers from the most academically able candidates who demonstrate the right mix of personal and intellectual qualities. Candidates then go through high-quality training, often led by schools, focusing on the skills and knowledge that they need to become successful teachers.

By making teaching a highly attractive profession, we are seeing high-quality teachers enter and stay in teaching. More top graduates and career changers than ever before are coming into teaching. In spite of the economic upturn that we are now seeing, we expect to hit 96% of our recruitment target this year, after a period of recruiting above the target. There is currently no evidence of teacher vacancy rates rising.

Data published before the Select Committee hearing on 11 September provided an accurate picture of where we were with recruitment at that stage in the cycle. The picture is mixed across subjects, as the hon. Gentleman acknowledged. The data showed that we had exceeded our targets in some subjects: chemistry, where we achieved 110% of the target; English, 114%; and history, 137%. However, they also showed that we were likely to miss targets in subjects such as maths and physics. Final recruitment data will be published at the end of the year.

Importantly, we over-allocated—I will return to that point later—the allocations, particularly in this first year of School Direct, to ensure that we did not lose high-quality people across the board, particularly in physics, maths and computer sciences. The under-recruited areas referred to by a number of hon. Members were those where both higher education institutions themselves and School Direct did not fill up their full quotas; they both had shortages. It would be a far greater concern if HEIs had filled up their quotas but School Direct had come in under target, but they both came in below their allocated numbers.

[Pat Glass]

Does the Minister not recognise that even though HEIs have fallen short, there is a huge difference between School Direct and HEIs in the missed targets in maths and physics?

[Mr Laws]

I am happy to write to the hon. Lady with the exact figures, which I do not have to hand, but there were considerable undershoots on both, so we have not been suppressing demand for places in higher education institutions, particularly in those shortage subjects. As she will know, maths and physics are subjects that have traditionally been challenging to recruit for, although we recruited a record number of physics trainees last year. We would need 37% of all physics graduates to come into teacher training to meet our target for physics teachers alone.

We recognise that we need to do more to improve recruitment in shortage subjects, and to increase the number of people taking A-levels, which is likely to increase the pool of people who can be drawn into those subjects. That is why we announced last week that we will make more scholarships available and change bursaries to help recruit the most talented graduates in key subjects. Scholarships awarded by respected subject organisations will be made available to the top maths, physics, chemistry and computing trainees, which will build on the existing scholarships that have proved highly popular. Since the Government introduced scholarships in 2011, 425 high-quality graduates in maths, physics, chemistry and computing have been attracted to teaching through the scheme.

[Mr Sheerman]

Will the Minister give way on that point about science?

[Mr Laws]

I will briefly give way, and then I must press on.

[Mr Sheerman]

The Minister for Schools is yet again articulating the shortages in maths and physics. Does he subscribe to the view that universities ought to have a much greater specialism in training teachers so that there is a culture in which teaching is attractive to science and maths graduates generally?

[Mr Laws]

Yes, I strongly agree. We must also do more to get more people to take both A-levels and degrees in those subjects.

A further 680 teacher training scholarships will be available for trainees starting in the 2014-15 academic year, with scholarships increasing to £25,000 in September 2014. Bursaries will continue to be available in maths, physics, chemistry, computing and languages, as well as in a range of other subjects, and we will increase some bursary payments for maths, physics and computing to reflect the challenges faced in recruitment to initial teacher training this year. Hon. Members will be aware of the new bursary figures that we published last week.

Furthermore, A-level results published in August by the Joint Council for Qualifications show that there has been a big rise in the number and proportion of young people taking A-levels in maths and physics. More students—both the number of entries and the percentage of the cohort—now do maths, further maths and physics at A-level than ever before, which means that we expect to have a bigger pool of potential shortage subject candidates.

Shortfalls in recruitment are mitigated by the fact that newly qualified teachers make up only about half—23,500—of the 45,000 new teachers in English state schools in 2010-11; of the rest, a third of the total or 14,700 people had qualified in previous years, and a fifth of the total or 8,200 people were returners. Initial teacher training targets are set in the context of longer-term recruitment patterns and anticipated need over a number of years, so over-recruitment in previous years, including in maths and chemistry, is taken into account in the targets set for future years. Therefore, over-recruitment in previous years gives some protection against under-recruitment in one year. We have over-recruited in some areas over the past few years.

Alongside getting teachers into the key subject areas, we must still maintain our strong focus on teacher quality in all subjects. We know that we have the highest quality of trainee teachers ever. In 2012, more than 70% of graduates starting teacher training had a 2:1 or higher, which is the highest proportion ever recorded. We are increasing teacher quality through a number of reforms. We have provided schools with increased flexibility to decide how much they pay a teacher and how quickly pay progresses, which will enable schools to target school-level recruitment and retention problems. We are reforming initial teacher training so that schools play a greater role in the selection and training of teachers, through the expansion of School Direct and with more schools becoming accredited ITT providers. That will provide schools with greater choice and influence over the quality of both training and trainees.

The introduction of School Direct marks a sea change in how schools are involved in the recruitment and training of teachers. It effectively gives head teachers more influence over training and recruitment issues. Many of them welcome that, which is why schools are so keen to participate in the School Direct programme, albeit that they have proved themselves, in the first year, to be highly discriminating about the applicants whom they decide to take on. That is a good thing, although it is a challenge to ensure that we get the allocations right. The director of the leading Arthur Terry teaching school in Birmingham has said:

“It is very much the vision that all future appointments will be from our pool of training teachers and reduce the need to advertise nationally.”

Over time, many teachers and head teachers will want to take more responsibility for managing initial teacher training. The number of schools that are interested in taking part in School Direct shows that there is an appetite for that, and it is right to respond positively to this enthusiasm. Although it is still early days, School Direct is proving a highly popular means of recruiting great candidates into high-quality school-led training. For 2013-14, more than 9,000 places were requested by 850 schools, more than a third of which were from teaching schools, and by May, about 22,500 people had applied for the 9,400 places available. Recruitment shortfalls cannot be attributed to the introduction of School Direct. So far School Direct has recruited 67% of the places it was allocated, and—I made this point earlier—the subjects that have struggled to recruit through School Direct have also struggled to recruit to core places in HEIs, which is why we are introducing more scholarships and increasing bursaries.

[Bill Esterson]

Will the Minister give way?

[Mr Laws]

I will take one last intervention, and I will then deliver on my promise.

[Bill Esterson]

I merely encourage the Minister to answer the question whether he thinks that unqualified teachers are a better answer to our teaching shortage than qualified teachers. Does he agree or disagree with the Deputy Prime Minister? Will he deal with that in his remaining four minutes?

[Mr Laws]

I will certainly answer that question if the hon. Gentleman gives me the time to do so.

Schools are quite rightly setting the bar high and are looking to recruit the best possible candidates. Where possible, we have over-allocated places to ensure that sufficient candidates of the necessary calibre can be recruited. There has been a healthy interest in School Direct for next year. Requests for places in 2014-15 from schools, school-centred initial teacher training providers and higher education institutions are being processed, and we shortly expect to make announcements on initial allocations. We look forward to building on the enthusiasm of schools that have requested places, and we continue to welcome new schools into the School Direct programme.

School Direct is not about removing the role of universities in initial teacher training. Many teachers will want to go through a traditional university route, and many schools are developing healthy partnerships with universities. We are moving to a system of greater choice and diversity, which is welcomed by most schools and potential teachers.

Along with School Direct, we are continuing other programmes that aim to ensure that teaching is attractive to the country’s most able people. We have committed to supporting the expansion of Teach First by giving more top graduates the opportunity to teach in challenging schools by providing 2,000 places by 2015-16. We have developed a Troops to Teachers programme, with the wider aim of attracting and recruiting high-quality service leavers into schools.

I want to turn to the issue of qualified teachers that has so excited the shadow Minister for Schools today. I recall that the late, great Robin Cook once said, “If you want to keep something secret, the best place to say it is the House of Commons.” I now say that the best place to keep secrets from the Labour party is on the floor of the Liberal Democrat conference. Today, we heard all this material from the shadow Minister, who has been beavering away: he has looked in the coalition agreement and searched through the press cuttings. It is all very impressive, but all he had to do was to listen to what went on at the Lib Dem conference in March, when we passed a motion, which I think I proposed, that was voted for by the Deputy Prime Minister and the Prime Minister—[Hon. Members: “The Prime Minister!”] The Deputy Prime Minister, certainly. The motion set out our position on qualified teacher training, making it clear that we want it for every school. [Interruption.] It is not a secret, so what has happened to the research capabilities of the Labour party? Why is this such great news? [Interruption.]

[Martin Caton (in the Chair)]

Order. We need to hear the Minister.

[Martin Caton (in the Chair)]

The Minister is not out of order.

[Mr Laws]

Thank you, Mr Caton. The shadow Minister for Schools is just grumpy because he missed the public news about the debate that took place at the Liberal Democrat conference. He has not been reading his press cuttings and keeping up with the news. I make him a genuine offer of free tickets to attend the Liberal Democrat conference each year so that he can follow our debates, see the motions we pass and keep up with the news to enable him to understand the differences—we see them across the board, and I thought that he would understand them—between the responsibilities exercised by any Minister in a coalition Government at the Dispatch Box and each individual party’s policies. I extend that free offer to the next conference.