Oral Answers to Questions

Debate between Edward Timpson and Nick Gibb

Monday 2nd March 2020 Commons Chamber

[Nick Gibb]

As I said in answer to the question from the hon. Member for Croydon Central (Sarah Jones), the rate of exclusions today is lower than under the last Labour Government in 2006-07. We take the issues referred to in the Timpson report, such as off-rolling, very seriously. Off-rolling is unacceptable in any form, which is why we continue to work with Ofsted to define and tackle it. Ofsted already looks at the records of children taken off roll. Its new inspection framework, which came into force this September, has a strength and focus on off-rolling that we support.

[Edward Timpson (Eddisbury) (Con)]

When they are used effectively, fixed-period exclusions can help to address the underlying causes of poor behaviour, but when they are not, they are not able to. For some children, that means up to 45 days in an academic year when they are on a succession of repeated exclusions, which is far too long to be out of school. Will my right hon. Friend agree to look at the recommendation in my review—along with the other 29—on how we can reduce that limit of 45 days at the same time as improving practice in this important area?

[Nick Gibb]

I pay tribute to my hon. Friend for his review of school exclusions. Both he and I support our headteachers in the use of exclusion, where appropriate, to ensure that they have good discipline in their schools. My hon. Friend is correct that it is possible for children to be excluded from school for 45 days in an academic year, though it is actually rare for children to reach that limit. In 2017-18, just 94 pupils were excluded from schools in England for 45 days in a single year. The Government are considering these arrangements and we will make a further announcement about our plans in due course.

School Exclusions

Debate between Edward Timpson and Nick Gibb

Wednesday 26th February 2020 Westminster Hall

[The Minister for School Standards (Nick Gibb)]

It is a pleasure to serve under your chairmanship, Mr Bone. I congratulate the hon. Member for Croydon Central (Sarah Jones) on securing the debate. In her excellent opening speech, she rightly said that we all agree on one thing—that every child in this country should have the benefit of a world-class education that prepares them for adult life and helps them to fulfil their potential, including children who have been excluded at some point during their school career.

The Government are committed to ensuring that all teachers are equipped to tackle the low-level disruption and the serious behavioural issues that compromise the safety and wellbeing of pupils and school staff. Ensuring that schools are safe and disciplined environments benefits all students. In 2018, the Department for Education’s school snapshot survey of teacher opinion found that 76% felt that behaviour was good or very good in their school. According to recent data from Ofsted, behaviour is good or outstanding in 85% of primary and 68% of secondary schools. Although behaviour in schools is broadly good, those figures show that there is still more to do to tackle the casual disruption that deprives children of up to 38 school days a year, according to Ofsted’s estimates, as well as the challenging behaviour that can result in permanent exclusion. Behaviour cultures are set from the top, and the Government are determined to support headteachers to build and maintain a culture of good behaviour in their schools. For example, we are investing £10 million in behaviour hubs, so that schools with a track record of effectively managing pupils’ behaviour can share that best practice with other schools. That programme will launch in September 2020 under the supervision of a team of expert advisors on behaviour management led by Tom Bennett.

Alongside that, we are reforming teacher training as part of the early career framework, and we have bolstered the behaviour management element in the core content for initial teacher training, so that all new teachers will be taught how to manage behaviour effectively on entry to the profession.

[Edward Timpson]

On teaching training, one of my recommendations was about trauma and attachment training, and really getting under the skin of why some children are struggling to meet the behaviour standards that we expect of all pupils within our schools. Will the Minister recommit to that recommendation, and explain how he intends to move it forward?

[Nick Gibb]

I will come to headteachers having to take into account the circumstances of pupils before they make a decision about exclusions, and to ensure that support is available for children who have special educational needs. I point out to Opposition Members that for the coming financial year we have increased spending on high needs education by 12%—an extra £780 million—which demonstrates our commitment to ensuring that special needs education is properly funded.

Visiting outstanding schools has shown me that a strong behaviour culture can help children who might otherwise struggle to engage in their education to succeed. Michaela Community School, a free school in Wembley to which my hon. Friend the Member for Stoke-on-Trent North (Jonathan Gullis) referred, is unapologetically strict in its standards of behaviour. The whole institution emits a sense of positivity and purpose quite unlike any other school that I have visited. In an area of significant deprivation, children are brimming with pride at the progress they are making.

At Reach Academy Feltham, behaviour is tracked on a transparent points-based system called “Payslip”, which gives rewards and privileges for good behaviour and deducts points for disruption. The school has a notably low number of fixed-term exclusions, and has not excluded a pupil permanently in the last two years.

--- Later in debate ---

[Nick Gibb]

I will not, if the hon. Gentleman will forgive me. Although 85% of state-funded alternative provision across the country is rated good or outstanding —an increase, by the way, from 73% in 2013—it remains the case that in some areas, permanently excluded pupils are not able to secure good-quality AP quickly, increasing the risk of them becoming caught up in knife crime. The report on knife crime produced by the all-party parliamentary group chaired by the hon. Member for Croydon Central emphasised the importance of full-time education for all children, including those vulnerable to exclusion. The hon. Lady referred to the fall in the number of pupil referral units between 2014 and 2017. The facts are that in 2014, there were 371 PRUs and alternative provision academies; in 2017, there were 351; and as of June 2019, there were 354. Eight alternative provision academies are in the pipeline to open before 2023.

Our focus must be on improving the availability of good-quality AP, so that when a child is excluded from school, that does not mean exclusion from good-quality education. Those children must have timely access to the support and education they need to help reduce risk, promote resilience, and enable them to re-engage with education and make good progress. We know that is possible, because there is excellent and innovative practice out there.

One great example is the parent and carer curriculum taught at the Pears Family School in Islington, which is an AP free school that opened its doors in 2014 and was found to be outstanding three years later. What is unusual about that school is that parents attend with their children several times a week, and in those sessions parents help pupils to make progress with their reading and are taught how best to support their children in their education. As a result, a high proportion of pupils are successfully re-integrated into mainstream school after a short placement. That model is currently being trialled by the Pears Family School and the Anna Freud Centre in three other AP settings across England. That is just one of the nine projects supported by our £4 million AP innovation fund, which we established to test the effectiveness of innovative approaches to improving alternative provision, an approach that I know my hon. Friend the Member for Eddisbury supports.

I am grateful to the hon. Member for Croydon Central and to other hon. Members for having raised their concerns about this issue. I assure the hon. Lady and other Members that we take this issue very seriously and are addressing it, including by improving school behaviour and providing the right support to those at risk of exclusion.

[Edward Timpson]

I realise that we are about to finish, but I reiterate my offer to my right hon. Friend the Minister. He may need some time to consider the generosity of it, but in the meantime, would he agree to meet me to discuss the implementation of my review, and to write to me in advance of that meeting to answer the questions that I put?

[Nick Gibb]

I would be happy to meet my hon. Friend. He has raised the issue of accountability measures: expectations for pupils in AP have not been high enough in the past, and as part of our drive to improve quality across the AP sector, we will consider how we can better assess performance and strengthen accountability for pupils in AP. We will have more to say on that in due course.

Careers Service (Young People)

Debate between Edward Timpson and Nick Gibb

Tuesday 13th September 2011 Commons Chamber

[Mr Gibb]

Yes; my hon. Friend makes a very good point. Whatever people say, employers disproportionately employ people with the E-bac subjects among their qualifications.

Our approach is to measure and report on the outputs—on what schools achieve for their pupils. The destination measure will say more about the success of a school’s approach to careers advice and will do more to deliver high-quality advice than will any number of detailed regulations.

The second reason for giving schools the duty is that they are best placed to decide what support their pupils need to make the right choices. We have considered carefully the evidence about what works and what does not work in the provision of information, advice and guidance. The approaches that are most effective work because they are part of a wider approach in a school or college that promotes ambition and aspiration, and encourages pupils to think about their future throughout their education. Effective careers guidance is not a one-off event.

There is no single right way; many different approaches work, depending on the precise circumstances of the school or pupil. That is why it is right to leave schools to decide how to provide impartial independent advice. How they choose to do that should be determined by what works for them. In making choices about how to provide impartial advice, they will benefit from independent benchmarks of quality—something that was recommended by the taskforce on careers guidance led by Dame Ruth Silver, which was commissioned by the previous Government and reported to us last year.

Alongside the duty for schools, local authorities will also have responsibility for encouraging young people to stay in education to the age of 17 or 18 by 2015. They are free to determine how best to fulfil that responsibility, taking account of local priorities. That is a duty that local authorities take seriously.

There will also be free online and helpline services for young people, which will be provided through the national careers service from April 2012. The motion mentions a requirement to provide “face-to-face” guidance for every young person, and that was also recommended by my right hon. Friend the Member for Bermondsey and Old Southwark in his report as the advocate for access to education. The issues that he raises in his report are important: making the right choices at the key decision points in a young person’s education and career can open or close a lifetime of opportunities. We are still considering all 33 recommendations in his report—not just the one recommendation that has been picked up by the Opposition—so we are not, at this stage, ruling anything in or out, and we will respond in full to his report in due course.

We also need to recognise that although advice is important, other elements are also fundamental to a pupil’s ability to achieve and progress. If a pupil does not have a thorough grounding in the basics of literacy and numeracy, or is not given the opportunity to study the subjects that are the best foundation for progression, the best information and advice in the world will not help that pupil to progress far beyond the constraints that a poor education has put on him or her. The evidence is very clear that the longer someone stays in education, the higher their earnings are and the less likely they are to be unemployed. OECD figures show that the earnings premium resulting from a university degree is between $200,000 and $300,000. People with two or more A-levels can earn 14% more than those without. For those who secure five good GCSEs the chances of being NEET are just one in 40, whereas for those who do not achieve five or more good GCSEs the odds fall to one in six.

For young people who are set on pursuing a vocational route at an early age we are promoting university technical colleges and studio schools, we are encouraging FE colleges to consider recruiting students at age 14 and we are allowing further education lecturers to teach in schools. That is also why we are increasing apprenticeship places for 16 to 18-year-olds, with 102,900 young people starting apprenticeships in the first nine months of this year compared with 117,000 for the whole of the last academic year. That is why we have protected school budgets in cash terms, and why we have ensured that we are funding participation at age 17 by 2013 and at age 18 by 2015. It is also why we make no apology for prioritising resources on funding for early years on the pupil premium in schools and on funding for disadvantaged young people post-16.

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

Perhaps the greatest benchmark for deciding whether we are providing the best careers advice for our children is the advice that we provide to children in care, and we know that the outcomes for children in care, particularly in relation to their education, remain woeful. I welcome the Government’s commitment to the continuation of the care-to-work project. However, will my hon. Friend look again—perhaps this could be a 34th recommendation to add to his list—at widening the Frank Buttle Trust quality mark, which provides looked-after children with real confidence that any higher or further education institution that they might want to go into has support and guidance in place for them as a looked-after child or care leaver, to enable them to succeed and achieve their aspirations?

[Mr Gibb]

My hon. Friend makes some very good points. The gap between looked-after children and the rest of society is unacceptable. The low proportion of looked-after children who go to university—just 6%—is also unacceptable. Looked-after children qualify automatically for the pupil premium, and I am listening carefully to what my hon. Friend suggests.