Birmingham Schools

Debate between Edward Leigh and Michael Gove

Monday 9th June 2014 Commons Chamber

[Michael Gove]

I thank the hon. Member for Stoke-on-Trent Central (Tristram Hunt) for his comments and I agree that we need to focus on successful futures for these schools. I also agree that we need a broader debate, to ensure that all schools—faith and non-faith—make sure that children are integrated into modern Britain. But I regret the fact that in his comments he was not able to let us know the Labour party’s position on no-notice inspections. I am grateful to the hon. Member for Birmingham, Perry Barr (Mr Mahmood) for stressing that he believes that no-notice inspections are right; I am also grateful to the right hon. Member for Dulwich and West Norwood (Dame Tessa Jowell) for stressing that. But I am still none the wiser about the position of the hon. Member for Stoke-on-Trent Central. I am afraid that I am also none the wiser about his position on whether or not it is right to promote British values in schools and right to take the other steps that we have taken.

The hon. Gentleman asks about meetings between the Department for Education and the Birmingham headmaster, Tim Boyes, in 2010. I can confirm that I was not at that meeting, nor was I informed about its content. That is why I have asked the permanent secretary to investigate, and I have also asked him to look at other occasions before 2010 when warnings were reportedly given. The hon. Gentleman has previously alleged that I was warned by Mr Boyes in 2010 and did not act; that is not the case and I hope that he will make it clear in the future, and withdraw that allegation.

The hon. Gentleman asks about local oversight of all these schools. It is important to stress that when Tim Boyes raised these issues in 2010 all these schools were facing local oversight from Birmingham city council, and as Sir Michael Wilshaw has concluded, Birmingham city council failed. As Ofsted makes clear, repeated warnings to those charged with local oversight were ignored. Indeed, it was only after my Department was informed about the allegations in the Trojan horse letter that action was taken, and I thank Birmingham city council for its co-operation since then.

The hon. Gentleman asks what action was taken overall since 2010. It would be quite wrong to allege, as he does, that the Department has taken no action on extremism since 2010; the opposite is the case. As the Home Secretary pointed out, we were the first Department outside her own to set up a counter-extremism unit. Unreported and under-appreciated, it has prevented a number of extremist or unsuitable organisations from securing access to public funds.

The hon. Gentleman asks about academies and free schools, and the autonomy that they enjoy. First, I must correct him: none of the schools that Ofsted inspected are free schools and all the evidence so far is that free schools in Birmingham are proving a success. I must also correct him on the matter of oversight of academies. Academies are subject to sharper and more rigorous accountability than local authority schools. They are inspected not just by Ofsted but by the Education Funding Agency.

The hon. Gentleman also asks about curriculum inspection. Let me stress that it is already a requirement that schools have a broad and balanced curriculum; the question is enforcement. That means giving Ofsted the tools it needs, such as no-notice inspections and suitably qualified inspectors.

The problems identified today are serious and long-standing. They require us all to take action against all forms of extremism. I have been encouraged throughout my career by support from Opposition Members—the right hon. Member for Leicester East (Keith Vaz), the hon. Member for Dudley North (Ian Austin), the right hon. Member for Salford and Eccles (Hazel Blears) and the hon. Member for Birmingham, Perry Barr, among others—for a non-partisan approach to fighting extremism. I hope that, after his comments today, the hon. Member for Stoke-on-Trent Central will reflect on the seriousness of these charges and recognise that this is not an appropriate vehicle through which he should make wider criticisms of the school reforms with which he and his party disagree. I hope that, in the future, we can count on him and others working across party boundaries to keep our children safe.

[Sir Edward Leigh (Gainsborough) (Con)]

Beneath all this froth of what letters were written, by whom and to whom, is not the essential point this: at last we have a Secretary of State—the first—who is prepared in our state secular schools to take on Muslim sensibilities, or the sensibilities of anybody else, to ensure that all religions and all people are treated with equal respect?

[Michael Gove]

My hon. Friend makes a very important point. Let me stress again—his question gives me the opportunity to do so—that there are exemplary Muslim faith schools and that the contribution of Britain’s Muslim community is immeasurable, and immeasurably for the good. But one of the things that both the Home Secretary and I have sought to do is ensure that in schools or other civic institutions the dangers of extremism, violent or non-violent, are countered head-on.

Free Schools (Funding)

Debate between Edward Leigh and Michael Gove

Monday 12th May 2014 Commons Chamber

[Michael Gove]

I notice that the hon. Gentleman, recognising that the previous line of inquiry about free schools and basic need has been exhausted, has changed the subject to children’s services. Let me say that the non-executive directors of the Department for Education include Mr Paul Marshall, the founder of the Lib-Dem think-tank CentreForum; David Mellor, one of Britain’s most successful businessmen; Jim O’Neill, one of the most authoritative economists in this country; and Dame Sue John, an outstanding school leader. If one looks at their record and compares it with the hon. Gentleman’s, I know who I would prefer to have with me in the Department for Education pushing reform forward.

[Sir Edward Leigh (Gainsborough) (Con)]

May I encourage the Secretary of State in his zeal for free schools? They are, after all, hugely popular with Conservative voters and they are all about Conservative thinking. If some Liberal Minister does not want them, he can always resign.

[Michael Gove]

I am always grateful for my hon. Friend’s interventions. He, of course, was Chairman of the Public Accounts Committee when it pointed out that, under the last Government’s Building Schools for the Future programme, we had a degree of profligacy and waste that was a genuine scandal. My hon. Friend will know that it is not just Conservative voters who find free schools attractive. Like so many free schools opening in Labour areas, the Derby Pride free school, an alternative provision free school backed by Derby County football club—congratulations to them on making it to the play-offs—is outstanding in its provision for disadvantaged children in a Labour area, despite the fact that the Labour local authority did not want it to open. The truth about free schools is that they provide high standards for children who have been failed in the past.

Oral Answers to Questions

Debate between Edward Leigh and Michael Gove

Monday 21st November 2011 Commons Chamber

[Michael Gove]

It would be a joy.

[Mr Edward Leigh (Gainsborough) (Con)]

So many members of the Cabinet, including the Prime Minister and Deputy Prime Minister, owe their start in life to private education. Many other European countries have many more bridges between private and state education, with, for instance, the state paying the salaries of teachers in private schools. Will the Secretary of State confirm that he has not ruled out new, imaginative ways of helping ordinary people to access private education?

[Michael Gove]

I try never to rule anything out; life is too short. To return to the Oliver Twist metaphor that we had earlier, I want to ensure that we do not just save Oliver and leave the Artful Dodger and the rest of Fagin’s gang to the wolves, but ensure that every child in poverty is helped. It is therefore important that we all put pressure on independent schools to live up to their charitable foundation by sponsoring academies and doing more for all children in need.

Oral Answers to Questions

Debate between Edward Leigh and Michael Gove

Monday 17th October 2011 Commons Chamber

[Mr Edward Leigh (Gainsborough) (Con)]

4. What progress has been made towards resolving the dispute at the Cardinal Vaughan memorial school.

[The Secretary of State for Education (Michael Gove)]

In the past week, I have spoken to parents at the Vaughan and the diocesan authorities. I am confident that the appointment of a new headmaster will bring new harmony.

[Mr Leigh]

I thank the Secretary of State most warmly for his personal efforts in trying to resolve this matter and in ensuring that, finally, the diocese caved in last week and a head teacher was appointed in line with parent wishes, but I wonder what lessons can be learned—in particular, to ensure that, in future, education authorities, whether or not diocesan, understand that the whole ethos of our policy is to enable parents, not education authorities, to have the dominant say in the governance of schools?

[Michael Gove]

I thank my hon. Friend for his kind words. The Vaughan is an outstanding school, and the diocese and the Department are determined to do everything possible to ensure that it remains outstanding in the future. One of the changes that is being made in the other place by my noble Friend Lord Hill is a change to the provision that relates to governors, to ensure that parent governors and foundation governors who are drawn from the ranks of parents accurately represent the parents’ wishes, because part of the Vaughan’s success has been the close relationship between the parents who love the school and the teachers who have made it so great.

Oral Answers to Questions

Debate between Edward Leigh and Michael Gove

Monday 11th July 2011 Commons Chamber

[Mr Edward Leigh (Gainsborough) (Con)]

3. What steps he is taking to ensure that public examinations are set to a high standard.

[The Secretary of State for Education (Michael Gove)]

The Government are committed to ensuring that GCSEs and A-levels compare with the best exams in the world, so we will increase the role of higher education in the development of A-levels; we will change the rules on modules and retakes so that GCSE examinations are taken at the end of the course; and we will ensure that proper marks are once more given for spelling, punctuation and grammar.

[Mr Leigh]

Does my right hon. Friend recall a study by the Royal Society of Chemistry in 2008—I think he will because he commented on it at the time—showing that 1,300 of the brightest 16-year-olds found great difficulty answering questions taken from the 1960s and ’70s? Does this not prove that standards have dropped? Is there any evidence that the steps my right hon. Friend is taking will make a real difference so that we can halt the catastrophic decline in the standard of A-levels?

[Michael Gove]

I am grateful to my hon. Friend, who is absolutely right to say that the Royal Society of Chemistry and other learned bodies have pointed out that some examinations our young people sit today simply do not compare with the best in the world. I have asked the Office of the Qualifications and Examinations Regulator to ensure that the tests that our children sit to prepare them for the 21st century are every bit as rigorous as those in the other countries that the Minister of State, my hon. Friend the Member for Bognor Regis and Littlehampton (Mr Gibb) mentioned, which are currently outpacing us in educational achievement.

Education Bill

Debate between Edward Leigh and Michael Gove

Tuesday 8th February 2011 Commons Chamber

[The Secretary of State for Education (Michael Gove)]

I beg to move, That the Bill be now read a Second time.

What a pleasure it is to appear before you, Mr Speaker, for the third time within 24 hours.

The Bill is a response to three specific challenges that our country faces in this the second decade of the 21st century—the challenge of how to respond to an economic crisis, the challenge of how to respond to the scandal of declining social mobility, and the challenge of how to respond to our educational decline, relative to competitor nations.

We on the Government Benches, both the Conservative and the Liberal Democrat parties, believe that it is only by radically and fundamentally reforming our education system and learning the lessons of the highest performing nations that we can generate the long-term economic growth on which prosperity depends and that we can produce the level of social justice that is appropriate for a modern liberal democracy. I hope that across the House tonight we can develop consensus on the need for fundamental reform.

It was striking that just five years ago across the Dispatch Boxes in the House there was consensus between those on the two Front Benches on the fundamental need for education reform. My right hon. Friend the Member for Witney (Mr Cameron) and the then right hon. Member for Sedgefield both recognised the fundamental need for reform. I hope that we can see the same consensus across the Front Benches tonight. If not, that will tell us something about the state of the Labour party in the second decade of the 21st century.

What about the state of the economy that the Labour party bequeathed the coalition Government—the state of the mess that we have to clear up? It is against that backdrop that we need to appreciate the fundamental need for educational reform. It is only by having a well-educated, capable and highly skilled work force that we can deal with the economic crisis generated by the right hon. and hon. Gentlemen on the Opposition Front Bench. We had a structural deficit for seven years before the banking crisis began. When we entered that period of unprecedented global turbulence, our economy had been undermined by the actions of the previous Government. [Interruption.] I know that Opposition Members find that difficult and that it is painful to be reminded of the desperate position in which they left the country, but the need for urgent reform is underlined by the terrible mess they made—[Interruption.] No matter how much they chunter, object or interject from a sedentary position, these are truths that they and the country have to face. They cannot run away from that fact.

When the OECD graded this country in 2000, we had the best fiscal position in the G7, but in 2007 we had the worst fiscal position, and that was before the banking crisis. By 2010, we had the largest deficit of any G20 country, and today we are paying £120 million a day in debt interest. Manufacturing output fell by 9% as a share of the economy in Labour’s years and we lost 1.7 million manufacturing jobs. According to the World Economic Forum’s ranking of global competitiveness, we moved from fourth to 86th. No country can succeed economically or respond to an economic crisis unless it ensures that its education system is fit for purpose, and under the previous Government it was not.

[Mr Edward Leigh (Gainsborough) (Con)]

Can we get back to education? The previous Labour Government tried in their last Bill to bring in compulsory sex education. The Bill before us is an excellent Education Bill, which I fully support, because it is all about devolving power to schools. Will my right hon. Friend assure me that he will resist any amendments on Report that would bring in compulsory sex education for primary schools?

[Michael Gove]

I am grateful to my hon. Friend for, as ever, leaping straight on to sex—I know that it is a subject of great interest to him and to many in this House. I always feel that one should discuss money before discussing sex, because the one and the other are so intimately connected in the minds of so many Members. That is why I was so anxious to ascertain whether Opposition Members were proud of the economic record they bequeathed. I am happy to reassure my hon. Friend that I will not accept amendments in Committee that seek to make the curriculum any more prescriptive or intrusive. The Bill will enhance professional freedom and autonomy, because we recognise that it is only by doing that we can ensure that our economy and education system are fit for the 21st century. It is not only the economy that was undermined by what happened on Labour’s watch; social mobility also worsened.

Academies Bill [Lords]

Debate between Edward Leigh and Michael Gove

Monday 19th July 2010 Commons Chamber

[Michael Gove]

The hon. Lady will know that academies are governed by the same admissions rules as all local authority schools. They have to abide by the admissions code and subscribe to fair access protocols, so that those hard-to-place children are placed appropriately. I grant the hon. Lady that some academies, when they have made the journey from failing school to academy status, have experienced an increase in the number of exclusions, but that normally settles down after a short period, as it does in most schools with a good new head teacher who is extending discipline and control. Then we find that once academies have become settled, the number of exclusions falls, and that is certainly the case with city technology colleges. My hon. Friend the Member for Gainsborough (Mr Leigh) wished to make a point, and I am delighted to give way.

[Mr Edward Leigh (Gainsborough) (Con)]

Does the Secretary of State consider the greatest missed opportunity of the previous Conservative Government to be the failure to make all schools grant maintained? Therefore, philosophically, does he believe that such freedoms should gradually spread out so that, in the end, the head teachers of all state schools have the same freedoms as the head teachers of independent schools?

[Michael Gove]

My hon. Friend makes a very good point, and I want a greater degree of freedom for all head teachers. If we compare our proposals with the ’90s and the world of grant-maintained schools, however, one big difference is that we do not envisage schools existing in a parallel universe, but collaborating with other schools. One of the great gains of the past 15 years has been the culture of collaboration that has taken root between head teachers and throughout state schools. It is wholly worth while, I wish to build on it and I make no apology for saying that it happened over the course of the past 15 years, because any fair-minded person would wish to acknowledge it and see it develop.