Oral Answers to Questions

Elizabeth Truss Excerpts

Monday 3rd December 2012 Commons Chamber

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

3. What steps he is taking to encourage the use of laptops and tablets in the school learning process.

[The Parliamentary Under-Secretary of State for Education (Elizabeth Truss)]

Technology provides a great opportunity to get high-quality teaching materials and experiences from around the world into our classrooms, but it is key to remember that the quality of teaching is paramount in educational achievement. That is why we have given heads the power over their own budgets to decide how best to spend money.

[Mr Sheerman]

The Minister will not be surprised to find me disagreeing with her analysis. The fact is that there is a growing digital divide between schools that take technology seriously as a way of learning and those that do not. It is up to this Government, who got rid of the Department’s e-learning unit, to realise that leadership in this respect will take us to an educational system for the future.

[Elizabeth Truss]

We are extremely keen as a Government that children do not just use technology but understand how it works because they are able to code and programme from an early age. We are working with leading experts to develop programmes in computing so that children are able to do that. In fact, the technology needed to achieve it is very cheap. A parent or school can get Scratch from Massachusetts Institute of Technology for free and the Raspberry Pi device for under £20. This is not an issue of funding but of teaching and inspiration, and the leadership that we are showing.

[Andrew Percy (Brigg and Goole) (Con)]

I know from my own time in the classroom how important digital media resources can be in helping to deliver first-class lessons, but too many schools in my constituency are unable to access fast enough broadband speeds. May I urge my hon. Friend to take up the mantle of schools on the Isle of Axholme, in particular, to ensure that our broadband delivery plans are rolled out as quickly as possible?

[Elizabeth Truss]

I completely agree with my hon. Friend that high-speed broadband is important so that students can access the best-quality teaching materials from around the world. That is why, as a Government, we are pursuing high-speed broadband across the country.

[Meg Hillier (Hackney South and Shoreditch) (Lab/Co-op)]

Bridge academy in Hackney and our university technology college, among other schools in Hackney, provide proper digital learning for jobs for five years hence. Given the Minister’s words about the importance of learning in this field, what is she doing to make sure that the school curriculum is preparing students for the work force for businesses such as those in Tech City which require this home-grown talent?

[Elizabeth Truss]

We are working with leading figures in IT and computing to develop a programme of study that will encourage children to learn to code and programme from an early age. The problem with the previous information and communications technology curriculum, as everybody agreed, is that it was focused on using programmes instead of understanding how to programme.

[John Pugh (Southport) (LD)]

I thank the Minister for giving that answer, which is very encouraging. However, what is the timetable for this new enthusiasm for programming?

[Elizabeth Truss]

The timetable is imminent.

[Mr David Amess (Southend West) (Con)]

4. What steps he is taking to improve discipline in schools.

[The Parliamentary Under-Secretary of State for Education (Elizabeth Truss)]

We are taking decisive action to equip teachers to restore discipline in schools. No longer can a decision to exclude pupils be undermined by an appeal panel against the best interests of a school and other students in it. We are also strengthening the law so that teachers can issue same-day detentions.

[Mr Amess]

What steps is my hon. Friend taking to ensure that head teachers are able to exclude pupils whose behaviour becomes unacceptable, and what help is then given to those pupils?

[Elizabeth Truss]

We are making sure that the ultimate decision on exclusion is made by a school governing body. Under the previous Government, appeals panels had the final say and 810 permanently excluded pupils were reinstated in schools between 2002 and 2010. We are encouraging schools to take an interest in the long-term education of those students who are excluded and we are trialling approaches so that they take an interest.

[Tristram Hunt (Stoke-on-Trent Central) (Lab)]

One of the best ways of ensuring discipline in the classroom is well-trained, motivated teachers. Could the Minister therefore explain why Keele university, which supplies many excellent teachers to Stoke-on-Trent, is losing 100% of its capacity to train teachers under the new School Direct proposal? We know that if universities train locally, the teachers will go locally. Why are the Government undermining aspiration in Stoke?

[Elizabeth Truss]

We are giving head teachers the power over how they train up teachers and how to ensure that we have the best quality teachers in the classroom.

[Caroline Dinenage (Gosport) (Con)]

5. What steps he is taking to raise standards in mathematics in schools.

[The Parliamentary Under-Secretary of State for Education (Elizabeth Truss)]

We treat maths as a very high priority and are working to attract the best graduates into mathematics teaching through bursaries of up to £20,000. From 2014, we will remove calculators from primary tests to ensure that pupils master the basics, and we are reforming the national curriculum to focus on core arithmetic, which is key to so much future success in employment.

[Caroline Dinenage]

With that in mind, what steps is my hon. Friend taking to ensure that children have a good basic grasp of mental arithmetic before they are able to rely on calculators?

[Elizabeth Truss]

At present, the evidence suggests that 10-year-olds in England are more likely to use calculators than those in virtually any other country in the world, and we are 28th in the world league tables for maths. It is important that children understand and are fluent in multiplication, division, addition and subtraction before they use calculators. That is why we are removing calculators from the primary tests, in line with high-performing countries such as Hong Kong and jurisdictions such as Massachusetts.

[Kelvin Hopkins (Luton North) (Lab)]

A dozen or so years ago, Lord Moser concluded in his report that more than 50% of people in Britain were innumerate and illustrated that by saying that 50% of the population do not understand what 50% means. Recently I attended a National Numeracy reception and spoke to Lord Moser again, and others, and the problem still exists. Are the Government able to put their finger on precisely what has gone wrong and is the Minister doing enough to put it right?

[Elizabeth Truss]

One of the issues we have identified is too early a reliance on calculators in some classrooms. There is also an over-focus on data in the primary curriculum at the expense of arithmetic and number, which are the basis of a strong mathematical understanding later in life. We are readjusting the balance to make sure that those core basics are secure first.

[Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)]

Will the Minister join me in welcoming the formation of National Numeracy, which is a fantastic new organisation? It has expressed concern about the new maths curriculum for primary schools and says that there is too much

“rote learning and not enough emphasis on problem solving and using maths in real-life contexts.”

I agree with the Minister that numeracy is vital, but I fear that this may be a lost opportunity to improve maths education in primary schools. Will she work with National Numeracy and teachers to develop a maths curriculum that will really make a difference?

[Elizabeth Truss]

I suggest that the hon. Gentleman visit Woodberry Down primary school in Hackney, which has already adopted the new national curriculum that we have suggested, including more advanced fractions, multiplication and division. I have seen the inspirational teaching at that school and the excitement on children’s faces as they play games using advanced fractions and grasp that the underlying principles of mathematics will help them for the rest of their lives. That is what our new curriculum does: it allows excellent teachers to inspire the next generation.

[Paul Goggins (Wythenshawe and Sale East) (Lab)]

6. What assessment he has made of the current standard of religious education teaching.

--- Later in debate ---

[Charlotte Leslie (Bristol North West) (Con)]

T5. Will my right hon. Friend outline what plans he has to improve alternative provision, and will he recognise the role that sports, particularly boxing, can play in raising the educational achievements of our most disadvantaged and underperforming young people?

[The Parliamentary Under-Secretary of State for Education (Elizabeth Truss)]

I congratulate my hon. Friend on her work with the all-party parliamentary group on boxing. I think boxing has had a great year: we have seen great performances, such as by Nicola Adams in winning a gold medal in the Olympics. That is a fantastic inspiration to many school students. We are encouraging more diversity in alternative provision. We want to encourage boxing alongside academic subjects so that students can get back into mainstream education.

[Luciana Berger (Liverpool, Wavertree) (Lab/Co-op)]

T10. I listened carefully to the answer to my earlier question about Liverpool community college, but I must point out that Liverpool community college does not receive the pupil premium. Will the Minister responsible for skills answer my question? Will he approve the granting of £6 million, on which the college currently loses out because of the lagged funding formula, so that none of the extra 1,000 students who have enrolled will lose out.