Educational Settings: Reopening

Debate between Debbie Abrahams and Nick Gibb

Tuesday 26th January 2021 Commons Chamber

[Nick Gibb]

I am always happy to debate these issues with my hon. Friend. The national lockdown was based on very clear criteria, and our emergence from the national lockdown will also be based on very clear criteria. The schools element of the national lockdown is very much part of that process. We continually talk to stakeholders and advisory groups, but ultimately we will be led in our decision making by the advice of the Scientific Advisory Group for Emergencies, the Joint Biosecurity Centre, the chief medical officer and the Department of Health and Social Care.

[Debbie Abrahams (Oldham East and Saddleworth) (Lab) [V]]

We all want schools and other educational settings to reopen as soon as it is safe to do so, and it is absolutely right for the shadow Education Secretary to be calling on the Government to publish their plan defining the conditions for this safe reopening, given, once again, the confusing mixed messages from this Government. The Minister has said that NHS pressures and the level of covid circulating in the community are key criteria for determining lockdowns, including of schools. So what discussion has the Education Secretary had with the Transport Secretary about the Driver and Vehicle Licensing Agency outbreak and the impact that workplace transmissions are having on covid case levels?

[Nick Gibb]

These criteria are, of course, monitored the whole time, wherever there are outbreaks, in whatever segment of society or the economy increasing or decreasing transmissions take place; they are the criteria upon which the Scientific Advisory Group for Emergencies, the Joint Biosecurity Centre, the chief medical officer and Public Health England will advise us about when it is safe to reopen schools.

Oral Answers to Questions

Debate between Debbie Abrahams and Nick Gibb

Monday 12th October 2020 Commons Chamber

[Nick Gibb]

My right hon. Friend raises an important point. We do believe that the subject level changes to the content of assessment that was confirmed by Ofqual recently will reduce the pressure on students and free up teaching time. Combined with the timing changes to exams announced today, this does free up more teaching time to help address any unfairness. On top of that, as I have said before, there is the £1 billion catch-up fund, and we will have more to say later in the autumn about the issue of grading.

[Debbie Abrahams (Oldham East and Saddleworth) (Lab)]

What steps he is taking to (a) improve the wellbeing of disadvantaged children and (b) close the educational attainment gap.

Key Stage 2 Tests

Debate between Debbie Abrahams and Nick Gibb

Tuesday 10th May 2016 Commons Chamber

[Mr Gibb]

Again, I think the hon. Lady overstates her case. The primary curriculum was published in final form in July 2013, sample questions were available as early as March 2014, and there were later sample questions in 2015. In reference to her point about changes being made to materials on-site, the Standards and Testing Agency has responded to telephone queries from teachers about certain aspects of the curriculum and the sample materials. To help teachers, it revised some of that material so that it responded to those concerns. There were other, very minor changes—for example, when, in response to representations from the NAHT, I changed the date on which the STA collected the teacher assessment materials. That decision was taken in response to the concerns expressed. There were real reasons why we wanted the date to be earlier to ensure fairness between the schools that were moderated by the local authority and those that were not. Of course, that required all the documents online to have a date change. The hon. Lady can make a song and dance about these changes, but they were all done for professional reasons by the very experienced professionals of the Standards and Testing Agency, and they were the right thing to do.

[Debbie Abrahams (Oldham East and Saddleworth) (Lab)]

Labour Members are most concerned about the fact that this is the second case in a matter of weeks of major pupil testing errors, and that suggests quite strongly that the Government have taken their eye off the ball. How has their preoccupation with enforced academisation affected their ability to monitor their contractors?

[Mr Gibb]

We monitor contractors very carefully. The Standards and Testing Agency monitors these issues. This error was made by an individual who put the marking scheme and the test papers for one of the tests—the key stage 2 spelling, punctuation and grammar test—on to a secure site 24 hours before they should have done. As soon as one of the markers alerted them to that fact, they took it down. Ninety-three people had seen that material on-site, but all those 93 people were subject to a confidentiality agreement with Pearson, so this is not some widespread breach. We checked to see whether the individual who leaked this to a journalist had succeeded in spreading the test further. We saw no evidence overnight, through social media or other platforms, that some of that material leaked. The Standards and Testing Agency believes that the test has not been compromised, and we are continuing with it. These are very important assessments and this is a very complex operation. I believe that parents, teachers and the public can have confidence in the tests that have been set this week.

Oral Answers to Questions

Debate between Debbie Abrahams and Nick Gibb

Monday 26th October 2015 Commons Chamber

[The Minister for Schools (Mr Nick Gibb)]

Helping local authorities to secure enough school places is one of the Government’s top priorities, and basic need funding is allocated to local authorities to support the creation of new places. Derbyshire will receive £12.8 million of basic need funding between 2015 and 2018.

When we came to office in 2010, we took the issue of providing more school places very seriously. We more than doubled capital spending, and we have created 445,000 new places since 2010. It is interesting to note that the Labour Government, during their last period in office, cut 207,000 places at a time when there was a baby boom.

[Debbie Abrahams (Oldham East and Saddleworth) (Lab)]

T3. Some 150,000 families with a disabled child will be affected by the cuts in child tax credit. What assessment has the Secretary of State undertaken of the effect of the cuts on the additional number of disabled children who will be plunged into poverty, and, in turn, the effect on their development and their opportunity to succeed in education?

Oral Answers to Questions

Debate between Debbie Abrahams and Nick Gibb

Monday 21st July 2014 Commons Chamber

[Mr Gibb]

I thank the hon. Gentleman for his warm welcome. As my hon. Friend the Member for Newbury (Richard Benyon) said to me on Wednesday, “It just shows that you can boil cabbage twice.” [Interruption.] I think it was meant kindly.

The Government are committed to eliminating illiteracy. We have introduced the phonic check and we are determined to raise reading standards right across the school system, but free schools and academies are taking action more swiftly than local authority schools to tackle failure in those schools.

[Debbie Abrahams (Oldham East and Saddleworth) (Lab)]

The Government’s policy on free schools is in free fall. Given that local authorities have no formal powers under the Government’s education policy, what will the Government do to ensure strong local oversight at local authority level to ensure that the debacle that has been played out in Birmingham is not repeated elsewhere?

[Mr Gibb]

The evidence is that in those small number of examples where free schools have not succeeded, action is taken more swiftly than in local authority schools. There is evidence that many local authority schools languish in special measures year after year. That is not what is happening with the academies and free schools programme.

BME Communities (Educational Attainment)

Debate between Debbie Abrahams and Nick Gibb

Tuesday 26th June 2012 Westminster Hall

[Mr Gibb]

I take the hon. Lady’s point. I am making a general point about the issue of underperforming groups in society. The range of causes is complex, and one of them can be—it is not always—literacy among parents generally.

Particular combinations of pupil characteristics can indicate that a child is especially vulnerable. Currently, white or black Caribbean boys eligible for free school meals are among those making the slowest progress. Gypsy, Roma and Traveller children significantly underperform. Many of the lowest-achieving free school meal pupils also have a special educational need, and therefore face an even steeper struggle to succeed.

Nationally, in 2011, 58.2% of pupils gained five or more GCSEs, including English and maths, but the attainment levels of black and minority ethnic groups were lower. Some 52.6% of children of Pakistani origin obtained five or more GCSEs at grades A* to C, including in English and maths, while 54.3% of black pupils, including those of African and Caribbean background, attained the same GCSE results. The figures show that some attainment gaps have narrowed in recent years, as hon. Members have mentioned. For example, attainment levels for pupils of Pakistani origin have improved at a greater rate, narrowing the gap from 12 to six percentage points since 2006.

Narrowing the gap between those from wealthier and poorer backgrounds is key to raising attainment levels among those black and minority ethnic groups with higher than average levels of deprivation. For example, 30% of key stage 4 students of Pakistani origin were eligible for free school meals in 2011, compared with 14% of all key stage 4 pupils.

Our policy is to improve reading in primary schools through systematic synthetic phonics and the new draft primary curriculum for English, with its focus on rigour and ensuring that children become fluent readers and develop a long-lasting love of reading, as well as being taught the rules of English grammar. That is key to closing the attainment gap, as are our other programmes of study for maths and science.

The academies and free schools programmes are designed to raise standards in schools throughout the system, particularly in areas of deprivation. Similarly, the new floor standards for primary and secondary schools and the new focused Ofsted inspection framework are designed to raise academic standards in the least well-performing schools. The pupil premium will direct £600 of extra school funding to each pupil eligible for free school meals, giving schools the resources to tackle all the challenges that they undoubtedly face in overcoming disadvantage.

The hon. Member for Hackney North and Stoke Newington is right that schools must not hide behind social difficulties as a reason for poor educational attainment. That is one reason for the pupil premium. It is a challenge: “Here are the resources to deliver high attainment, so there can be no reason for not delivering.” Total funding for the premium was £625 million last year. It will be £1.25 billion this year, rising to £2.5 billion a year by 2014-15. In 2012-13, coverage of the pupil premium is being extended to include pupils who have been eligible for free school meals at any point in the last six years, extending the premium from 1.2 million pupils to about 1.7 million. The Deputy Prime Minister also recently announced an additional £10 million for the education endowment fund to support projects aimed at transition and literacy catch-up for disadvantaged pupils who did not achieve level 4 at key stage 2 in English at the end of primary school.

The hon. Members for Oldham East and Saddleworth and for Cardiff West raised the issue of the ethnic minority achievement grant. Raising the attainment of children from minority ethnic communities remains a key priority for the coalition Government, but we believe that head teachers understand the particular needs of their schools and are best placed to decide for themselves how that money should be spent. That is why, as part of our school funding settlement for 2011-12, we decided to simplify the funding system by mainstreaming some grants, including the ethnic minority achievement grant, into the dedicated schools grant. Although the EMAG will not continue as a separate ring-fenced grant, we are maintaining last year’s funding levels during 2012-13 at just over £201 million. That means that schools still have funds to support underperforming minority ethnic pupils, and to contribute to the additional costs of supporting pupils with English as an additional language.

[Debbie Abrahams]

Does the Minister accept that as schools are under severe financial pressure at the moment, the funds might not be targeted specifically at reducing the inequalities in attainment for which they were originally intended?

[Mr Gibb]

I accept that that is always a risk, but our philosophy is to trust the professionals to make the decisions, and not have decisions always taken in Whitehall that direct head teachers, who are experienced professionals, on how to spend their budgets. The funding of £201 million is in the dedicated schools grant to address such issues.

This country performs poorly in helping young people to overcome their socio-economic backgrounds. The OECD recently reported that just 24% of disadvantaged students are able to overcome their backgrounds and achieve as well as their peers academically. That is compared with 76% in Shanghai, 72% in Hong Kong and 46% in Finland, which puts the UK 39th out of 65 OECD countries in terms of what it calls the “educational resilience” of children from poorer backgrounds.

In this country, however, there are many schools where pupils of all backgrounds succeed. In Challney high school for boys and community college in Luton, for example, 29% of pupils are in receipt of free school meals, and 61% are of Pakistani origin and 11% of Bangladeshi origin. It saw 77% of its students achieve five good GCSEs, including English and maths. The national attainment figure is 58.2%. In Valentines high school in Redbridge, 19% of pupils are in receipt of free school meals, and 24% are of Pakistani origin and 10% of Bangladeshi origin. It saw 76% of its students achieve five good GCSEs, including English and maths. The question we must ask is this: if such schools are able to achieve those results and that standard of education for their pupils, why not all schools?

As the hon. Member for Hackney North and Stoke Newington pointed out, black children sometimes have a culture of low expectation. When Sir Michael Wilshaw was head at St Bonaventure’s and at Mossbourne community academy, however, he transformed the educational achievement of the youngsters with a combination of high expectations and strong limits and boundaries on behaviour. The hon. Member for Hackney South and Shoreditch cited Mossbourne community academy and its very high academic achievement. It saw 84% of pupils achieve five or more GCSEs at A* to C and nine pupils offered places at Oxbridge last year, despite high levels of deprivation in that part of Hackney and a very high proportion of pupils with English as an additional language.

The hon. Lady pointed to City academy, and the high academic achievement of pupils who had low attainment prior to coming to the school. She said that good heads and good rigour are key, and I certainly agree. She also pointed to the exemplar behaviour policy at the Petchey academy in Hackney, which brings me to school attendance and how regular attendance is key to raising academic standards.

Absence rates for some BME groups are higher than the national average. The absence rate of children of Pakistani origin is 6.7%, but the national average is 5.8%. Nationally, over 54 million school days were lost in 2010-11 due to absence. A pupil missing about nine—

Oral Answers to Questions

Debate between Debbie Abrahams and Nick Gibb

Monday 16th January 2012 Commons Chamber

[The Minister of State, Department for Education (Mr Nick Gibb)]

I certainly agree with that and add my tribute to that school. The early years of a child’s education, when they are learning to read and to become fluent in arithmetic, are key to their success in secondary education and beyond. I would like to pay our tribute to the work that that head teacher is doing. Government Members agree that the autonomy and independence of head teachers, and their ability to run their schools as they see fit, are key to raising standards. That is what all the evidence suggests internationally. That is the drive behind the academies programme.

[Debbie Abrahams (Oldham East and Saddleworth) (Lab)]

T8. As we approach Holocaust memorial day on 27 January, how is the Secretary of State ensuring that lessons from the Holocaust and other genocides, including in Cambodia, Rwanda, Bosnia and Darfur, are taught in free schools, academies and other schools not bound by the national curriculum?