Ofsted

Debate between David Laws and Lindsay Roy

Wednesday 29th January 2014 Westminster Hall

[The Minister for Schools (Mr David Laws)]

It is a pleasure to serve under your guidance, Mr Havard. I congratulate my hon. Friend the Member for Reading East (Mr Wilson) on securing this debate and making his points so clearly. I am pleased that he is doing what is important for Members of Parliament: not only acting as a cheerleader for local schools when that is justified and right—it is important to recognise and praise local schools’ success—but serving as a challenger when there is weakness and underperformance. Sometimes it is tempting for Members of Parliament to do the easy bit but not to confront the challenges, which is not always popular or welcome among some people in the schools system and local authorities. What my hon. Friend is doing is right for his constituents and for parents and pupils in the area. I am also pleased to hear about the wider role that he has played in seeking to improve educational opportunities for young people in his constituency.

I join my hon. Friend in putting on record my gratitude to Ofsted for the work that it does in inspecting schools and local authorities. I said a week or so ago at the North of England education conference that I thought Sir Michael was the best chief inspector of schools that we have ever had. All of us in the Department for Education are extremely grateful to him for the work that he is doing and believe that Ofsted is a very professional organisation that should be welcomed by all parties.

[Lindsay Roy]

Can the Minister explain why Ofsted does not have a systematic approach to inspecting local authorities, not just to bring about improvement but to share effective practice?

[Mr Laws]

There is a systematic process in place for inspection of local authorities. I will come to that later in my speech. For the time being, though, it is right to mention that the authorities on which the chief inspector is concentrating most are those with the weakest performance. Clearly, he could be going to other local authorities, and indeed he would be the first to recognise that spreading best practice is important. That is something that Ofsted seeks to do, but for the time being, it is targeting its scarce resources, which must also be applied to 23,500 schools and lots of early years settings, at the weakest performing local authorities, which I think is the right thing to do.

I would like to say a few things about the national context of underperformance, and then I will talk in detail about the particular issues in Reading that have been raised by my hon. Friend. As I said recently at the North of England education conference, improving our education system is the biggest long-term challenge we face as a nation. We are making progress. Last week, the results for secondary schools were published, and they show that the number of state-funded schools classed as underperforming in relation to floor targets is now 154 out of 3,200 secondaries, down from 195 the previous year. Those figures are a credit to teachers’ professionalism and hard work, and they mean that the number of pupils being taught in underperforming secondary schools has fallen by 50,000 since last year and by almost 250,000 since the coalition Government was elected in 2010.

Nevertheless, there is much more to do, as my hon. Friend has made clear. Attainment in many schools is still too low, and we have a long way to go in narrowing the attainment gap between disadvantaged pupils and other pupils. There is also wide variation between different parts of the country, as he mentioned. Our vision is of a school-led system where improvement is driven from within, with the very best teachers and school leaders modelling excellence in practice and working in partnerships to build capacity and raise standards across the system.

The national leaders of education programme enables head teachers of Ofsted-rated outstanding schools and their staff to use their skills and expertise to support schools in challenging circumstances and improve the quality of teaching and leadership. There are three NLEs in Reading. Alongside that, the local leaders of education programme enables head teachers of Ofsted-rated good schools to work outside their own school to provide support to another head teacher and their school. There are five LLEs in Reading. In addition, the Teach First programme now places nearly 5,500 teachers in schools in challenging circumstances. The programme started in inner London and will, in the year ahead, be for the first time a genuinely national scheme in all regions of the country.

I am particularly grateful to my hon. Friend for bringing to my attention the situation in Reading. I will raise it, as he has done, with the chief inspector when I see him next week for my regular stocktake, and will mention this debate. Reading is currently ranked 111th out of 150 local authorities in Ofsted’s latest table for percentage of pupils attending a good or outstanding secondary school, and 116th out of 150 local authorities for percentage of pupils attending a good or outstanding primary school. The 2013 results for pupils at the end of primary school, in key stage 2, show that Reading has dropped significantly below the national average of 75%. Reading now stands at 69%, a drop from 73% last year. Those figures are disappointing. I note, however, that in my hon. Friend’s constituency, which includes primary schools in both Reading and Wokingham local authorities, the key stage 2 percentage is 73%, which is close to the national average.

[Lindsay Roy]

Will the Minister give way?

[Mr Laws]

I will make a little more progress, and then I will give way.

At key stage 4, the percentage of pupils in Reading achieving five or more good GCSEs rose from 60.7% in 2012 to 63.6% in 2013, which is above the national average of 60.6%. Reading contains two selective grammar academies, as my hon. Friend will know, which have contributed positively to those results, but its non-selective schools, which on the whole continue to improve, have also played their part in that achievement. Reading East constituency averages significantly above the national average for key stage 4, at 75.2%.

The area has five primary academies, three of which are sponsored, representing 18% of the total number of maintained primary schools in the local authority. Most of those have been open or with their sponsors for a year or less. All have deep-rooted performance issues dating from their LA-maintained days. My hon. Friend will know that half the borough’s secondary schools are already academies. I understand that the only sponsored academy is now starting to make good progress following a slow start. Again, that school had many deep-rooted issues that the sponsor had to address when they took it over. In all cases, the Department is working with the sponsors and academy trusts concerned to ensure that rapid improvement is made and sustained over time.

I would like to mention briefly disadvantaged performers and the pupil premium, which my hon. Friend highlighted. In the 2013 key stage 2 tests at the end of primary education, 58.8% of pupils eligible for free school meals achieved the expected level in reading, writing and maths, compared with 77% in 2012. Again, those are disappointing figures. For all other pupils, 78.8% achieved the expected level in reading, writing and maths, compared with 77.9% in 2012.

[Lindsay Roy]

Can the Minister explain why Ofsted has apparently been so tardy in intervening and it has required the intervention of the local MP to bring the matter to the fore?

[Mr Laws]

Ofsted looks at 23,500 schools across the country. It has a huge number of early years settings and other, wider responsibilities beyond the schools. It has recently, under Sir Michael’s leadership, taken a far more thorough and proactive approach to local authorities, picking out the local authorities that it is most concerned about and beginning in a proper and proactive way the process of inspection that should have been taking place a long time ago, including under the previous Government.

Results for primary schools in Reading show that the percentage of pupils, both those on free school meals and their peers, who met the expected standard has gone down between 2012 and 2013. The results for free school meal pupils dropped from 54% to 52%, and the results for their peers dropped from 77% to 74%. At key stage 4 nationally, the proportion of free school meal pupils achieving at least five good GCSEs has risen from 34.6% to 37.9% in 2013. The gap between those pupils and their peers has now dropped to 26.7 percentage points, compared with 27.4 percentage points in 2011, which is welcome. In Reading, the picture is of rising attainment but the gap has widened. The percentage of free school meal pupils achieving the standard has risen from 31.9% in 2011 to 35.1% in 2013, but the rise for non-free-school-meal pupils has been greater than that, so the attainment gap has risen from 28 percentage points to 35 percentage points. In our view, that is not acceptable.

Those figures illustrate that although the national picture is positive, all schools and local authorities need to improve so that we can finally start to break the link between poverty and future life chances. To ensure that all schools are equipped to do that, we have spent, as my hon. Friend acknowledged, almost £4 billion on the pupil premium so far, with another £2.5 billion planned for next year. The rate for primary school pupils will rise significantly next year to £1,300 per pupil per year, and the rate for secondary school pupils will rise to £935. I want to ensure that that will be used appropriately and make a difference. Ofsted has a key role to play in ensuring that schools use the pupil premium for its intended purpose, and on an evidence-based basis.

I am pleased to report that this year only one school in Reading received a challenge letter from the Schools Minister urging better support for their disadvantaged pupils based on their recent results. I was able to write to two schools commending them on their excellent performance and encouraging them to support other schools. If my hon. Friend has not seen those letters, I will make sure that he receives copies so that he knows which schools I am talking about. I look forward to hearing how the high-performing schools are helping to spread best practice.

Local authorities have an important role to play, together with national Government, in leading the delivery of our ambitions for improved education. Where local authority maintained schools are underperforming or failing, early intervention and swift, robust action are required to tackle failure. Statutory guidance for local authorities, “Schools causing concern”, makes that clear. I understand that Reading has issued five warning notices to primary schools since 2009 with the aim of securing improvement, and I encourage LAs such as Reading to continue to make full use of their statutory intervention powers where they consider that maintained schools are not doing enough to bring about improvement. The statutory guidance is also clear that academy status with the support of a strong sponsor is often the best way of securing lasting improvement in those circumstances.

In cases such as Reading, local authorities should focus their main school intervention activity on the schools that they are responsible for. Good LAs should work constructively with all local schools, but academies are ultimately accountable to the Secretary of State for Education, and local authorities should raise any concerns that they have about academy performance directly with both Ofsted and the Department for Education.