Education Bill

Edward Timpson Excerpts

Tuesday 8th February 2011 Commons Chamber

[Michael Gove]

Absolutely. The hon. Lady has championed children with caring responsibilities in her role working for the Children’s Society and now in the House, and I take her point on board. However, the power that we are giving to teachers is a discretionary one—we trust professionals. There is a distinction between the position of some Labour Members and Government Members. We do not believe that teachers are whimsical, capricious or wilful in the exercise of their powers. We believe that teachers should be supported and backed at every point, but we also believe that it is necessary, when we recognise that there are children exercising caring responsibilities, to make appropriate provision for them. That is what we will ensure and properly fund every school to do.

[Mr Edward Timpson (Crewe and Nantwich) (Con)]

May I take the Secretary of State back to his remarks about the refocusing of Ofsted? I welcome the fact that it will be more about what is happening in the classrooms than in the filing cabinet in a school, but may I ask him specifically how looked-after children will be monitored through the inspection process to ensure that their progression through school is being closely watched to ensure that their outcomes are as good as possible?

[Michael Gove]

My hon. Friend makes a very good point. We all know that in his work as a children’s lawyer before he entered the House he was a very effective advocate for the interests of looked-after children. We will ensure that the system of virtual heads is built on and that looked-after children, whatever their circumstances, are in receipt of the pupil premium. We are consulting on which performance measures we should use to ensure that looked-after children, children eligible for free school meals and other children whose prior attainment was poor are captured, so that every school has an incentive to ensure that those children are educated at least as well as other children, and that the attainment gap between those children and others, which grew under the previous Government, is at last closed.

There will be a relentless focus on standards, not just to help children with caring responsibilities or looked-after children, who might perhaps have received less than their due in the past, but to ensure that our education system can stand comparison with the best in the world. That is why the Bill contains explicit provisions to ensure that schools will take part in international studies, such as the programme for international student assessment, the progress in international reading literacy study and the trends in international mathematics and science study. It will also ensure that Ofqual, the exams watchdog, is explicitly tasked with ensuring that our qualifications and examinations can compare with the world’s best.

It is long overdue that we should do that, because it is a sad fact that our curriculum is not keeping pace with changes that are occurring in other, educationally high-performing nations. In the primary curriculum for mathematics in Hong Kong, students are expected to be able to master calculations with fractions and the solution of equations, and to know about the properties of cones, pyramids and spheres, but not in England. In Singapore, students studying science at primary school are expected to have a basic understanding of cells as the basic unit of life. They are also expected to know about the importance of the water cycle and the earth’s position relative to the sun as a factor in its ability to support life. However, those core curriculum details are not in the curriculum in this country.

Let us look at other nations. The principle of adding and subtracting fractions is in the core curriculum in Armenia, Colombia, El Salvador and Yemen, but not England. Comparing and matching different representations of the same data is in the curriculum in Lithuania, Ukraine and Tunisia, but not England, while finding a rule for the relationship between pairs of numbers is in the curriculum of Hungary and Slovenia, but not here. We cannot possibly expect our children to compete in the 21st century unless our curriculum equips them with the knowledge and skills that our competitors are giving their children.