Schools White Paper

Debate between Baroness Laing of Elderslie and Nick Gibb

Wednesday 13th April 2016 Commons Chamber

[The Minister for Schools (Mr Nick Gibb)]

This has been an excellent debate, with a large number of superb speeches. I apologise if, in the time available, I am not able to respond to them all.

The Government’s education policy is focused on raising academic standards in our schools. Many Governments promise to raise standards; this Government are raising standards. We are raising standards in children’s reading, with 120,000 more six-year-olds this year reading more effectively as a result of our focus on phonics. We are raising standards in maths, with a new primary maths curriculum that is raising expectations and bringing us closer to the expectations in the top-performing education systems of the world. We are raising standards so that pupils leave primary school fluent in arithmetic. The plan is for all pupils to know their times tables by heart, which is why we are introducing a multiplication tables test at the end of primary school. Our policy is resulting in children starting secondary school having learned the rules of grammar and punctuation for the first time in a generation. The Government have eradicated grade inflation in our public exams—the GCSE and the A-level—which are being reformed so that they are on a par with the best qualifications in the world.

What the Government are doing in education is real; that is why it is controversial. It started under the leadership of my right hon. Friend the Member for Surrey Heath (Michael Gove), and it is now entering a bold new phase under the leadership of my right hon. Friend the current Secretary of State.

If real education reform were easy, it would have been done already. However, every step of the way, we have had to fight and take on the vested interests—the self-appointed experts, the professors of education in the universities and the education quangos. We have challenged local authorities where too many schools were languishing in the performance tables year after year. We have transformed many of their schools into academies with a strong sponsor driving up standards—1,300 schools so far since 2010. We have taken powers in the Education and Adoption Act 2016 to automatically turn into an academy every school that Ofsted has put into special measures and to do the same for every coasting school that is not up to the job of raising its game.

Those schools will be supported by outstanding schools that are leading multi-academy trusts, which are formal groupings of academies spreading what works in the best schools to improve pupil behaviour, raise academic standards, promote sport and the arts, and share back-office functions. That means that small schools are more likely to be financially viable. There are now more than 640 multi-academy trusts led by outstanding schools.

Many strong and effective local authorities have seen the educational benefit of giving professionals control of their schools and have encouraged their good and outstanding schools to become academies and spread their winning formula and expertise. For example, in Bournemouth, 87% of all local authority schools, including primary schools, are now academies, as are 83% of schools in Bromley. Nationally, 66% of secondary schools and 19% of primary schools are now academies.

In 2010, there were just 203 academies; now, there are more than 5,600. The direction of travel is clear. Every month, more and more schools are converting to academy status. At some point, we have to draw the line, and that is why the White Paper sets out what we need to do over the next six years as more local authorities reach the levels of academisation in Bournemouth, Bromley and elsewhere.

Local authorities will continue to have an important role to play as the champions of parents and pupils—[Interruption.]

[Madam Deputy Speaker (Mrs Eleanor Laing)]

Order. Many people asked questions of the Minister. They want to hear his answers. We must listen to the debate.

[Mr Gibb]

Thank you, Madam Deputy Speaker. As I was saying, local authorities have a role to play as the champions of parents and pupils with regard to place planning, administering admissions and ensuring that children with special educational needs are properly supported in their education.

May I apologise to the right hon. Member for Manchester, Gorton (Sir Gerald Kaufman) for the occasional split infinitive in the White Paper? There were many more split infinitives in the earlier drafts. The Secretary of State and I have done our best to eradicate jargon, and we will redouble our efforts to do so.

Despite those split infinitives, my hon. Friend the Member for Romsey and Southampton North (Caroline Nokes) read an excerpt from a letter from a headteacher in her constituency, stating that it is the best White Paper he has ever read. She was right to point out that, in her experience, there is enormous community involvement in the academies in her constituency. We are putting greater expectations on academies to involve parents and to take their views into account.

My hon. Friend the Member for Stroud (Neil Carmichael), who chairs the Education Committee, made the important point in his excellent contribution that, of course, the academies programme started under Labour—but that was new Labour, not old Labour—and this Government have turbo-charged that programme.

This has been a lively debate about an issue that could not be more important to our country: the education of the next generation. This Government have a clear plan for education reform and it is already raising standards in our schools. By contrast, we hear nothing from Labour about standards, improving the teaching of reading, instilling a love of books, attainment in mathematics, improving our GCSE and A-level exams or improving pupil behaviour in our schools. For Labour, it is all about politics—it is all about cosying up to the vested interests and the NUT.

Our White Paper is an ambitious plan to ensure that our school leavers, wherever they live and whatever their background, are properly educated and equipped for life in modern Britain. It is clear from today’s debate that the Labour party has learned nothing from its defeat. It has no credibility on the economy, no ambition and no plan to raise standards in our schools, and at the first whiff of controversy it runs to attach itself to the vested interests.

The public want a Government who take difficult decisions and who act not in party interests, but in the national interest. I urge the House to reject Labour’s self-serving motion and to support our amendment—

Education and Adoption Bill

Debate between Baroness Laing of Elderslie and Nick Gibb

Tuesday 23rd February 2016 Commons Chamber

[The Minister for Schools (Mr Nick Gibb)]

I beg to move, That this House agrees with Lords amendment 1.

[Madam Deputy Speaker (Mrs Eleanor Laing)]

With this it will be convenient to consider the following:

Lords amendments 2 to 6.

Lords amendment 7, and amendments (a) to (d) thereto.

Lords amendment 8, and amendment (a) thereto.

[Mr Gibb]

I am pleased to welcome the Education and Adoption Bill back to the House for consideration of amendments made in the other place. As a result of the careful scrutiny of both Houses and the strong advocacy of my noble Friend Lord Nash, the Bill returns to the House in good shape and with the potential to ensure that many more children and young people have the opportunity to realise their full potential.

Since 2010, educational standards in England have risen rapidly, and 1.4 million more pupils are now taught in schools that are judged by Ofsted to be good or outstanding. More than 80% of our schools are now good or better. Further improvements are required, however; 1.5 million pupils are still taught in schools that Ofsted judges to be less than good. To deliver educational excellence in every part of the country, we need a school system that consistently delivers high academic standards. This Bill brings forward important reforms to raise standards across the country. It will speed up the process by which failing maintained schools become sponsored academies, introduce new measures to allow us to intervene in coasting schools for the first time and ensure that we have consistent powers to take swift and decisive action when academies underperform.

Alongside reforms to improve school standards, the Bill introduces a reform of the adoption system so that more of our most vulnerable children can find stable, loving homes without delay. The way the sector has embraced the challenge of regional adoption agencies has been impressive, and my hon. Friend the Minister for Children and Families has recently announced that future funding will be available to support the sector during the transition. The move to regional adoption agencies is a widely supported manifesto commitment, and I have been delighted to see the support from across the House and in the other place for the Government’s vision. I am pleased to confirm that the adoption clause, clause 13, stands unchanged from when the Bill was first introduced.

There are eight Lords amendments to the education provisions for the consideration of the House, and the Labour party has proposed changes to two of the Lords amendments. All eight of the Lords amendments were either Government amendments or amendments that were supported by the Government, and each was accepted by all sides in the other place without a Division. I hope that we will be able to reach the same conclusion today.

Lords amendments 1 to 5 relate to coasting schools. I want to speak to the most substantive amendment in the group first, Lords amendment 5, regarding parliamentary scrutiny of the coasting regulations. The Government recognise the importance of Parliament scrutinising the detail of the coasting definition. Lords amendment 5 therefore requires that coasting regulations to be made under the Bill will be subject to the affirmative procedure the first time they are laid. Subject to parliamentary timetabling, we hope that that will take place once the 2016 performance data have been published and before any school is formally identified as coasting for the first time. In making the change, the Government have listened carefully to the concerns raised in both this House and the other place regarding appropriate parliamentary scrutiny of the coasting definition.

Subjecting the regulations to the affirmative procedure when they are laid for the first time represents the most proportionate approach. It will allow both Houses to scrutinise and approve the detail of the final coasting regulations without creating an ongoing burden on parliamentary time. Minor and technical changes could be required to the regulations following the publication of school performance data, which currently takes place twice each year, or as a result of changes to the layout or content of performance tables. Such changes would of course be uncontroversial, but if the regulations were subject to the affirmative resolution procedure each time we made such changes, they would require a full debate in both Houses. Under the negative procedure, Members of both Houses can still call a debate should they have any concerns about the changes proposed.

Lords amendment 1 seeks to improve the drafting of the Bill and to remove any unintentional element of subjectivity that could be read into its original wording. The original text states that a school will be eligible for intervention when it has been notified that the Secretary of State “considers” it to be coasting. We have been clear from the outset that we want schools to be certain about whether or not they meet the coasting definition. That is why our proposed definition is firmly based on school performance data. To ensure that schools are not left in any doubt about this, Lords amendment 1 proposes to revise the wording of clause 1 to remove the term “considers”. In doing so, it clarifies that whether or not a school is coasting is based on the absolute terms of the definition.

Lords amendment 2 provides the Secretary of State with the power to disapply the coasting clause of the Bill from certain types of schools. As currently drafted, the Bill would apply to all maintained schools, as defined in the Education and Inspections Act 2006, including special schools and maintained nursery schools. We have no intention of applying the coasting definition to some of those schools, such as maintained nursery schools, which is why we have proposed this change.

Lords amendment 3 would change the Bill’s wording to ensure the Secretary of State must make regulations to define coasting. Amendments seeking this change were tabled by the Labour party in this House, and the Government supported the amendment when it was brought forward in the other place. It has always been our intention that coasting regulations be made, and this Lords amendment will remove any doubt.

The final amendment to the coasting schools clause, Lords amendment 4, is consequential to Lords amendment 1, and is a technical change to ensure correct cross-referencing within the clause. Lords amendment 6 is also a consequential and technical amendment to make explicit two further sections of the Education and Inspections Act. I will not go into any further detail about that.

Lords amendment 7 will ensure that parents are kept informed when their child’s school is causing concern. Their ability to understand the action that is being taken to bring about improvements has been an important issue throughout the passage of the Bill. In response, the Government brought forward Lords amendment 7, which we hope will provide assurance that parents will always be kept informed when underperforming maintained schools are becoming sponsored academies.

Every parent wants their child to attend a good school. It is right that they demand quick, effective action when concerns arise. We are clear that becoming a sponsored academy will always be the solution for a maintained school that is judged inadequate by Ofsted. The Bill delivers on our manifesto commitment in that respect.

Recruitment and Retention of Teachers

Debate between Baroness Laing of Elderslie and Nick Gibb

Thursday 18th June 2015 Commons Chamber

[Mr Gibb]

I give way to the hon. Lady.

[Madam Deputy Speaker (Mrs Eleanor Laing)]

Order. The Minister cannot give way and the hon. Lady cannot intervene, because it is half an hour after the debate began. I was hoping that the Minister was going to get his last word in, but the hon. Lady intervened, and I am afraid that we have to go straight to the conclusion of proceedings.