Oral Answers to Questions
Debate between David Laws and Stephen Twigg(9 years, 8 months ago)
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Mr Laws
The Government are committed to helping schools to become greener and more energy efficient. That is why we have invested £20 million so far in the Salix energy efficiency loan scheme, supporting a wide range of energy-efficiency technologies with projected energy savings in excess of £40 million.
Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)
Earlier this month, I was pleased to visit the outstanding St John Bosco college in Croxteth in my constituency to see its brand new buildings. Bosco is one of the schools that lost out when the Government cancelled Building Schools for the Future in 2010. Will the Minister join me in congratulating the school and the Labour mayor of Liverpool, Joe Anderson, on ensuring that the rebuilding of Bosco went ahead?
Mr Laws
I am always delighted to see new school estate being built and improved. I am delighted also to say that in a few months the Government will be able to announce multi-year allocations of maintenance money across England, as well as a Priority School Building programme 2 that will be targeted at schools in the worst condition across the country.
Oral Answers to Questions
Debate between David Laws and Stephen Twigg(10 years ago)
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Mr Laws
I will not be tempted or seduced. I agree entirely with my right hon. Friend that it is vital for us to continue to give schools the flexibility that will enable them to spend the money in the best evidence-based way. As my right hon. Friend will know, the Ofsted reports that were published last week show that schools are beginning to use it very effectively to narrow the gap.
Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)
One of the ways in which the last Government sought to address this issue was the London Challenge, which, as the Minister will know, had a very positive impact on the achievement gap in London. What lessons does he think can be drawn from it for the rest of the country?
Mr Laws
There are certainly a great many lessons to be learnt from the London Challenge. The hon. Gentleman will be aware of reports which have been published over the last few months and which seek to draw those lessons. One lesson that I would draw is that it is important for us to provide the opportunities that the London Challenge helped to create for every part of the country, and not just for areas that have been selected by Ministers.
Oral Answers to Questions
Debate between David Laws and Stephen Twigg(10 years, 1 month ago)
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Mr Laws
I congratulate my hon. Friend on the strong lead that he has taken in arguing the case for fairer funding, which is long overdue. As he has acknowledged, schools in his area will gain to the tune of some £5 million from the proposals that we made a couple of months ago. I repeat the commitment that my right hon. Friend the Secretary of State and I have made on previous occasions: we are committed not just to this first big step towards fairer funding, but to a national fair funding formula, which should have been introduced many years ago but which the last Labour Government did nothing to address.
Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)
Head teachers in my constituency are concerned about their budgets for this year, and they tell me that the big effect will come with the Government’s changes to sixth-form funding. Will he look again at those changes?
Mr Laws
The hon. Gentleman will know that the Government have protected schools funding in the existing Parliament, and we have introduced a pupil premium to make sure that youngsters in more disadvantaged areas are also assisted. I agree with him that in the future we must make sure that education funding is as protected as possible across the system, and he will be aware of the announcement that the Deputy Prime Minister made on behalf of my party today. It is now up to other parties to make similar commitments.
Oral Answers to Questions
Debate between David Laws and Stephen Twigg(10 years, 10 months ago)
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Mr Laws
There certainly are pressures from immigration, and there are other pressures on the birth rate too. These pressures have been known about since 2003, and in spite of that the Labour Government took 200,000 places in primary schools out of circulation, notwithstanding the warnings from those now on the Government Benches.
Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)
We have heard an incredibly complacent answer from the Minister. In 2010 the Secretary of State promised a new generation of good small schools with smaller class sizes. Since then we have seen a trebling of the number of very large primary schools, and in the past year a doubling in the number of infant classes of more than 30 children. Does the Minister not regret the decision in 2010 to cancel Labour’s primary school building programme?
Mr Laws
The hon. Gentleman needs to acknowledge, in fairness, that this Government are allocating more than twice the amount his Government allocated for basic need. He needs to acknowledge that his Government made a mistake in withdrawing 200,000 places from primary education in the period from 2003. If he really is concerned about our capital expenditure on schools, perhaps he can tell me whether the Labour party is planning to increase it.
Stephen Twigg
It is time that this Government took some responsibility for their own decisions. They have been in power for three and a half years and we have a crisis in primary school places. Last week the Secretary of State told us that free schools would solve this. Next year only one in three of the free schools that will open will be primary schools. How does that solve the problem? Will he change course even at this stage and give top priority in capital spending for new school places in areas that need extra school places?
Pupil Premium
Debate between David Laws and Stephen Twigg(11 years ago)
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Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)
I thank the Minister of State for advance notice of his statement.
When Labour came to power in 1997 we inherited a sorry state in the education system. From day one we gave priority to primary education. In 1997 only 59% of 11-year-olds reached the expected level of attainment in maths and 65% in English. By 2010 these figures had risen to 79% and 80% respectively. That was huge progress, but I agree that we need to build on this success. I take the opportunity to pay tribute to the hard work of heads, teachers and support staff in primary schools across the country.
It is right that we have high expectation for all children in all schools, raising aspiration and unleashing potential. We will engage constructively with this consultation. We know from outstanding primary schools such as Cuckoo Hall primary in Enfield and Westfield community primary school in Wigan that all children can realise their true ability when they receive an excellent education. On leaving primary school, children need to be prepared with the knowledge, the skills and the resilience to take on the secondary curriculum. Despite massive progress, there are still too many children who are ill-equipped when they begin their secondary education.
Ensuring that all children reach at least the expected levels in maths and English is crucial. High standards of numeracy and literacy are vital; so, too, is a broad and rich curriculum that promotes creativity, enrichment, citizenship and resilience. I worry that the Government’s approach to the curriculum is too narrow and risks selling children short. What assurances can the Minister give that the Government’s changes to the accountability system will promote breadth and depth of learning, as well as literacy and numeracy? He has set out a new floor target of 85%, but that target is for an assessment that the Government have yet to define. Surely that is putting the cart before the horse. Would it not make for better policy to define the learning outcomes first? My worry is that this is another classic case of policy making on the hoof.
Similarly, the plan for ranking 11-year-olds has all the hallmarks of such an approach. To rank 11-year-olds runs the risk of removing year-on-year consistency, because children will be benchmarked against their peers in their current year, rather than against a common standard. Does the Minister agree that this risks damaging standards by not ensuring consistency over time?
The Government have sent out confused signals about attainment and progress. On the one hand they are scrapping level descriptors, which heads and teachers tell me are crucial for monitoring progress between assessments, yet on the other hand, the Minister is rightly emphasising progress measures today. That is very confusing. I ask the Government to think again about the abolition of level descriptors.
On the baseline measure for five-year-olds, there is sense in developing policy about how best to establish prior attainment to provide both teachers and parents with a clear indicator at the start of primary school. The devil will be in the detail, so it is vital that there is full consultation on that.
Finally, on the pupil premium, additional funding to support the progress of disadvantaged children is welcome. I have seen many schools that have made excellent use of the pupil premium. In his statement, though, the Minister said, “Early intervention is crucial”, and I agree with him. However, how does that sit with the fact that the biggest cuts in spending in his Department have been in early intervention funding? Can the Minister assure the House that additional funding really does mean additional funding?
I worry that the Minister may—to coin a phrase—be robbing Paul to pay Paul. The Chancellor announced in the spending review that the Government are moving to a national funding formula. The independent Institute for Fiscal Studies has warned that this move could hit schools with large deprived intakes. Can he reassure the House that this really is new money and not simply giving money to schools with a lot of disadvantaged kids today, which is welcome, but taking it away in a couple of years when the national funding formula comes in?
Mr Laws
It certainly is new money—I will comment on that in greater detail in a moment.
I welcome the sensible and constructive approach that the hon. Gentleman has taken. I particularly welcome the fact that he has said that he is prepared to engage with us in dealing with some serious and important issues, such as the baseline for measuring progress. It encourages me that we can have a sensible consultation process that genuinely listens and designs a system that will be better and will last for the long term.
Let me respond briefly to five points that the hon. Gentleman made in his response. First, on the Government’s inheritance, I accept that progress was made under the previous Government, particularly in some parts of the country such as London. However, our inheritance of aspirations at the end of primary level was, frankly, hopelessly low. Even today, we allow schools potentially to pass their floor targets when one third of their pupils or more fail to achieve a basic level of English and maths. Worse still, our very measure of achievement—the 4C measure—leads to more than half the youngsters who achieve just that level failing to get five good GCSEs. In other words, we have been sending out a message about what success looks like at the end of primary school which is totally wrong. Indeed, some of the best schools in the country—including St Joseph’s primary school in Camden, which the Deputy Prime Minister and I visited this morning—have already moved well beyond 4C and in many cases are aiming at much higher levels, such as 4A, 5C and so forth. The Government need to catch up with those schools, which are leading the debate in education.
The second point was about the broadness and richness of the experience in schools. The hon. Gentleman is absolutely right that, although the concentration on English and maths is important, we do not want that to lead to a dramatic narrowing of the curriculum. The other subjects that people take, both academic and vocational—arts, music and sport—are incredibly important. However, no one can succeed in secondary education if they cannot read and add up. No one can enjoy the opportunities in all the other subjects if they are not equipped with those basic skills. I would also refer the hon. Gentleman to the changes we have already announced in the secondary measures of accountability. We will be incentivising schools to take not just five but eight GCSEs, and we will allow that to include vocational as well as academic subjects.
The third point that the hon. Gentleman made was about whether 85% was the right level and whether we were right to set such an ambitious target now, in advance of the precise measures being introduced in 2016. I think we are right to set out those principles now. The schools that he and I are familiar with, from inner London and elsewhere, are already setting levels of aspiration of 85%, 90% or 95%, at an even higher level than 4B, which I talked about in a speech a couple of months ago, so I think that we are right to raise expectations now. For too long we have had expectations set by very low levels, which are more about the levels set for school intervention than about reasonable aspirations for all schools.
On the ranking of 11-year-olds, let me make it absolutely clear that we are not talking about publishing information about individual students at a national level. That would of course be totally wrong. What we are talking about is something that I think virtually every parent in the country will welcome, which is more information—and more meaningful information—about how their children are doing. At the moment, apart from a few people in the Department for Education and around the House, level descriptors frankly mean nothing to the average parent. Having a mark, a measure of progress and a clear sense of where their pupil is versus the rest of the cohort is only sensible. Parents could do that at the moment through the levels process, if they could actually understand that process, which is so complicated. What we are doing will help parents, but we will listen to the messages that come back in the consultation.
Finally, let me turn to the hon. Gentleman’s point about money and early intervention. What we are announcing is about doing a lot more through early intervention. The additional money for the pupil premium that the Government have delivered, even in these times of austerity, is something of which the coalition can feel incredibly proud. The levels we are setting today will mean that the additional money going to pupils from the pupil premium from their time in primary school will be £8,000 or £9,000 per pupil. That is a massive amount to help schools across the country, particularly in disadvantaged areas, to bring children up to a reasonable standard.
As for early years, the Under-Secretary of State, my hon. Friend the Member for South West Norfolk (Elizabeth Truss), who leads on early years and child care, and the Deputy Prime Minister have announced a two-year offer, which extends early-years support to the most disadvantaged two-year-olds, going way beyond anything the previous Government were able to deliver. This Government have a huge amount to be proud of, in offering schools this money to support such ambitious aspirations.
Examination Reform
Debate between David Laws and Stephen Twigg(11 years, 6 months ago)
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The Minister for Schools (Mr David Laws)
We warmly welcome today’s debate on what is an incredibly important topic. It has already been surprisingly interesting because of some of the shadow Secretary of State’s comments on his party’s developing policy. I praise him for the candour with which he has approached the debate.
I thought I heard the hon. Gentleman acknowledge that the qualifications framework and examination system that we inherited from the previous Government were seriously flawed and ripe for reform. I think I heard him acknowledge that there were problems with the system of modularisation. I think I heard him welcome the radical and dramatic reforms—many of which seek to deal with problems that emerged under the last Government—pioneered by Alison Wolf as a consequence of her report. I thought I even heard him acknowledge, under cross-questioning by my hon. Friend the Member for Bognor Regis and Littlehampton (Mr Gibb), that the last Government were wrong to deny state schools the ability to use IGCSE qualifications, which are now used widely in the system.
Partly as a consequence of the hon. Gentleman’s candour, therefore, and partly because of the forensic cross-questioning he received from those on the Government Benches, we have made a lot of progress in establishing that the existing examination and qualification system is deeply flawed and that we are right to be pioneering change.
Stephen Twigg
May I tempt the right hon. Gentleman to match my candour? I mentioned the engineering diploma, which was one of the qualifications downgraded by the Secretary of State. The industry responded and the Chancellor of the Exchequer had to reassemble a version of the engineering diploma. Does the right hon. Gentleman acknowledge, with matching candour, that the way in which that was handled was a disaster for that crucial area of industry?
Mr Laws
Of course, there are some subjects for which practical skills have to be able to be assessed properly, but in fairness the hon. Gentleman should also acknowledge the serious concerns about coursework and the credibility of assessment. It is sensible to address those concerns in our reforms, and I believe that for many subjects it is possible to do that without compromising high-quality accountability in the qualifications system.
Stephen Twigg
I gave three examples in my speech of areas of practical coursework—in geography, science and English. Does the Minister disagree with me about any of those?
Mr Laws
I am not going to pre-empt the outcome of the consultation. I am happy to look at the areas the hon. Gentleman suggests, although so far I am not personally persuaded that I have heard clinching arguments for some of the subjects. Far more obviously we potentially need a different system of assessment in subjects such as art and music, but I am not sure that he has so far made a convincing case for some of the areas he has mentioned.
Mr Laws
My hon. Friend is exactly right. Whatever policy solutions different employer groups favour, there is an absolute consensus that the problems we are setting out to address are real ones in the system which all the employer groups want us to address.
As I have said, I believe there has been a real improvement in education over the last two decades, but it is now widely accepted in all parts of the House that there has also been grade inflation. Until summer 2012, GCSE pass rates had increased every year since they were first introduced, but when we compare that achievement with our performance in international tests—where there is no incentive for achievement to be inflated—we see a different story. Between 2006 and 2009, the proportion of students achieving a C grade or higher in English and mathematics at GCSE increased by 8%, but England’s ranking in the OECD’s highly respected programme for international student assessment—or PISA—league tables stagnated over the same period. Universities and colleges complain of the need to provide remedial classes for apparently well qualified new students. That is why the shadow Secretary of State for Education has said:
“Sensible, thought-through and evidence-based measures to increase rigour and tackle grade inflation will have the…support of the Opposition”.—[Official Report, 26 June 2012; Vol. 547, c. 175.]
Significant evidence of grade inflation is available in a range of academic reports, and I am pleased that that is now common ground among many of us.
The coalition Government have already acted to address some of the problems that emerged under the last Labour Government, including those that have caused the recent problems in marking GCSE qualifications—problems that have their origin under the previous Government and not, in fairness, under this Government or this Secretary of State. We have started to address the weaknesses of the current GCSEs, which privilege bite-size learning over deep understanding. Ofqual, the independent exams regulator, has already acted to make the GCSE more rigorous—for example, by tackling the re-sit culture and restoring marks for spelling, punctuation and grammar. We have introduced the English baccalaureate, which has powerfully incentivised more pupils to study key academic subjects. We did not hear from the shadow Secretary of State about the enormous increase in uptake in areas such as modern languages since the English baccalaureate was introduced, which I would have thought most Members would welcome.
However, we need to go further. We believe in the professionalism of teachers and those who set exams. They want to do what is best for students—rigorous teaching and rigorous assessment—but the system they are currently working in is flawed. The combination of competition between exam boards and a high-stakes accountability mechanism in the form of league tables has led to a race to the bottom by exam boards. We must address that. In our consultation, we proposed introducing single exam boards for each subject, with franchises given to the winning exam board after a competitive process. In a letter to the Secretary of State on 26 September last year, the shadow Secretary of State made it clear that he supported that proposal. Others have raised delivery issues and risks in relation to the proposal, and we will look carefully at all those points. We will also shortly be publishing a consultation on how we will reform the accountability system for schools.
Stephen Twigg
The Minister referred to “others” expressing their concern. I assume that among them was Ofqual, which wrote to the Secretary of State in November to express its concern about the timetable for change. Will the Government consider adopting a different timetable so that, if changes are to be introduced, they can be implemented with care?
Mr Laws
All those issues are, of course, part of our consideration following the consultation. We have already made the decision, at the time that we made the announcement on the EBCs, to move back the start date so that they will not start being taught until September 2015. We will ensure that the timetable for delivery is achievable.
As part of the accountability consultation, we will consider floor standards and incentives to take high-value qualifications. We will also consider appropriate incentives for schools to teach all their students well, rather than focusing only on students near the C/D borderline.
Let me now turn to some of the specific issues that have been raised during the consultation. The Secretary of State and I are determined that these new, more rigorous qualifications will meet the needs of the vast majority of students who are currently served by the GCSE. The reforms and improvements to education that we are making will enable more students to operate at a higher level—that is exactly their point—and, as exams become more rigorous, we will equip students to clear that higher bar. So there is absolutely no reason to believe that there will be a substantial change in the proportion of students achieving a good pass. Indeed, our clear aim is that, over time, a higher proportion of children will secure a good pass.
The consultation has shown that there is an understandable concern that we should continue to give strong support to many subjects that are not part of the EBC core subjects of English, maths, science, history, geography and languages. The Chairman of the Select Committee has raised that point today. I want to make it absolutely clear to all Members that the Department for Education remains fully committed to ensuring that pupils receive a well-rounded education, with high-quality music, art and design, drama and dance all playing an important part.
Mr Laws
My hon. Friend is quite right to raise that issue. We are looking at it closely as part of the consultation. I think he would acknowledge that the principle behind our reform is absolutely right. We will look at individual subjects to ensure that the reform is deliverable and that it has the intended consequences.
Stephen Twigg
May I reinforce the point made by the Chair of the Select Committee? Ofqual’s letter to the Secretary of State in November states:
“Our first concern is that the aims for EBCs may exceed what is realistically achievable through a single assessment…Our advice is that there are no precedents that show that a single assessment could successfully fulfil all of these purposes.”
What is the Minister’s response to that?
Mr Laws
These are the issues that we are taking account of as part of the consultation. As I have said, we will reflect carefully on all the responses and make our announcement shortly.
Turning to vocational qualifications, I also want to make it clear that this Government fully support high-quality vocational study. We believe that all students benefit from having a strong academic core of qualifications, particularly up to age 16, but good quality vocational education will remain an option, both pre-16 and post-16. We have already committed to improving the quality of vocational education so that those 14 to 16-year-olds who are better suited to vocational qualifications can be confident that those qualifications will be comparable with the best academic qualifications in terms of content, assessment and opportunities to progress. In the past, too many vocational qualifications simply did not measure up.