Child-care Ratios

Elizabeth Truss Excerpts

Thursday 9th May 2013 Commons Chamber

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

(Urgent Question): To ask the Secretary of State for Education to make a statement on the Government’s plans for changes to statutory regulations for child-care ratios.

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

The Government announced in January, in the “More great childcare” document, the intention to give nurseries more flexibility over staff-child ratios where they employ suitably qualified staff. We have consulted on what those qualifications should be. The consultation closed at the end of March. We are now considering the responses and will make further announcements in due course.

The current system of child care is not working for parents. Too many parents in the UK are struggling to juggle their work and child care arrangements. Families in England pay some of the highest costs in the world, with 27% of their income going on child care, compared with 11% in countries such as France. We also know that this Government spend more than £5 billion on child care, which is twice the OECD average, and as much as countries such as France and more than countries such as Germany. As well as our new schemes, such as tax-free child care, we need to ensure that we get better value for money for the investment that the Government put in, so we are looking at other countries, such as France, Ireland, Holland and Germany, which manage to combine high quality and affordability in their child care provision.

At present, we have the tightest ratios in Europe for children under three. We also have the lowest staff salaries. Nursery staff here earn £6.60 an hour on average, which is barely above the minimum wage. Annual earnings are £13,000, which is well below the averages of £16,000 in France, £20,000 in Denmark and £22,000 in Sweden. The ratio for two-year-olds in England is 4:1, whereas it is 6:1 in Ireland, 6:1 in Germany and 8:1 in France, while in Denmark and Sweden—countries that the shadow Secretary of State has explicitly advocated—there are no national staff ratios at all.

Our proposals will allow nurseries that hire high-quality staff to exercise professional judgment. This is exactly the same concept that we have used in academies, giving high-quality institutions the autonomy to make decisions for themselves and to exercise professional judgment. The ratios are not compulsory. This is about professionals in the child care sector being able to exercise their judgment and to deliver an affordable, high-quality service to parents. Our evidence suggests that—[Interruption.] Well, the Department for Education economists have looked at this in detail, and our evidence suggests that nurseries will be able to pay higher staff salaries and reduce costs to parents.

Let us remember the legacy of the previous Labour Government. The real cost of child care, which every family in this country faces, has risen by 77% in real terms since 2003, and child care inflation is going up by 6% every year. If we do not do something about this by reforming the supply of child care, it will become prohibitively expensive and many parents will not be able to afford to go out to work. We also want to encourage more providers to use the higher ratios for three and four-year-olds and to hire high-quality staff. All the international evidence from organisations such as the OECD suggests that the higher the quality of the staff, the better the outcomes for children. The previous Labour Government have admitted that, during their period of office, they got this wrong. The number of childminders halved, child care costs doubled, and Beverley Hughes, the former children’s Minister, admitted that Labour had got it wrong.

[Stephen Twigg]

Well, yesterday we were told that the Government were pushing ahead with their plans to weaken child-care ratios despite widespread opposition. Late last night, however, the ink was not even dry on the Gracious Speech when we learned that the Government might in fact be U-turning on their policy. Is not this yet another example of chaos and incompetence at the heart of Government policy making?

When the Minister came to the House in January to announce this policy, we told her that she was threatening the quality of child care, doing nothing to address the spiralling costs of child care and dismissing the advice of her own experts. Since then, the—[Interruption.]

[Stephen Twigg]

Since that announcement in January, the scale of public opposition to the Minister’s plans has been overwhelming. The Government’s own adviser on childcare, Professor Cathy Nutbrown, has said that the ratio plans make “no sense at all”. Today, the Minister has said that all the evidence demonstrates that what she is doing is right, but who supports her proposals? Is not this yet another episode of bad policy making by the Education Secretary? First we had the fiasco of shutting down school sport partnerships. Then we had the disastrous attempt to bring back CSEs and O-levels. Now we have a child care policy that is rejected by parents, nursery providers and the Government’s own experts. Will she think again and rule out this damaging policy once and for all? What lessons will she and her Secretary of State learn from this latest shambles? Does not this show once again that this Government have no plan for hard-working families?

[Elizabeth Truss]

I have already outlined what our plans are; we announced them in our “More great childcare” proposal. Our plans have the support of Sir Michael Wilshaw, the chief inspector, who commented on them in a recent speech. He has accepted the principle of higher-qualified staff having more professional autonomy. Andreas Schleicher of the OECD also supports our plans. Of course opinion is divided within the British academic establishment, as it is on many education issues. I would point out to the hon. Gentleman however that these policies are alive and well in France, Ireland, Holland and Germany. There is not a single country, including Scotland, where the ratios as are low as they are here in England. Furthermore, he has not come up with any response on what he plans to do about the appallingly low wages in the child care sector or the high levels of staff turnover, or with any ideas about how he is going to reduce costs. Is this another spending commitment that he is pledging when his party has already pledged many more spending commitments than it has the money to pay for?

[Harriett Baldwin (West Worcestershire) (Con)]

I am so pleased that the Minister is looking at ways to bring down the cost of child care for hard-working families. In her consultation, did she hear from the childminder who has four children who stay until 1 o’clock but who, because of these very inflexible regulations, has to say no the parent who wants to drop off an additional child at 12.30?

[Elizabeth Truss]

My hon. Friend makes a very good point. Many childminders—I recently held a round table meeting with them—told me that they welcome the additional flexibility that they will have under our rules. They also welcome the increased level of trust that we are placing in child care professionals. Rather than dictating from Whitehall what they should be doing, we have a strong inspection regime, we are recruiting new Her Majesty’s inspectors into the sector and we are giving more professional responsibility to people on the ground.

[Alison McGovern (Wirral South) (Lab)]

I have been struck by the number of people in my constituency raising with me their concerns about these proposals. They are concerned that they are rushed and ill thought through. Will the Minister apologise for the manner in which this proposal has been debated in the country, and will she commit to listen properly to people like my mum who have spent their lives in child care?

[Elizabeth Truss]

Our policy is all about giving the hon. Lady’s mum more say over how she runs her own child care. It is a very important principle that no nursery care assistant or childminder is going to be forced to look after more children. What we are doing is allowing them to exercise professional responsibility. We are also doing something about the exorbitant costs that Labour created in our child care system. How on earth can Labour Members be proud of a record of having the highest child care costs in Europe?

[John Hemming (Birmingham, Yardley) (LD)]

May I first refer the House to my interest as the father of a nine-month-old baby who will be going to nursery in September? I ask the Minister to listen carefully to the representations of those who are concerned about the ratios, particularly for very young children and believe that those ratios should be very low.

[Elizabeth Truss]

Of course, there will be different requirements for different children, depending on their age and their level of development. Our policies are about increasing the level of professional judgment that child care workers are able to exercise to cater for the different ages and the different stages of development of the children they are looking after. I would point out to my hon. Friend that many parents in other countries where more flexibility is given to local providers are extremely happy with the quality of care they receive—in fact, they are happier than parents here.

[Tom Blenkinsop (Middlesbrough South and East Cleveland) (Lab)]

Obviously, whoever was babysitting the Deputy Prime Minister this morning did not do a very good job, as on LBC this morning, he apparently insisted that the Government’s child care policy will be reversed. Is the Minister sure that this policy will be implemented?

[Elizabeth Truss]

As I said, we have outlined our policy in “More great childcare”, and we are currently consulting on the level of qualifications required to put those ratios in place.

[Philip Davies (Shipley) (Con)]

Many parents sending their child to a childminder simply want somewhere that is safe and where their child will be happy while they go out to work. Is it really necessary for childminders to be turned into mini schools for very young children, where those children will be judged on educational attainment rather than on how happy and safe they are?

[Elizabeth Truss]

I thank my hon. Friend for his question. Our policies are all about giving parents more choice over the type of child care they receive. I, like him, am very supportive of childminders. Their number halved under the previous Government because of the additional rules and regulations that were put in place and how they were managed.

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

The Minister was piling them so high and wanting to teach them so cheap that things were bound to come crashing down at some point. She cited economists in favour of the proposals, and she cited the head of Ofsted, Sir Michael Wilshaw, as being in favour of better qualifications—but not, I note, in favour of higher ratios—but what about parents and child carers themselves? Can the Minister tell us which parents and child carers supported her proposals?

[Elizabeth Truss]

The whole point of our proposals is that they give parents more choice. If parents want their child to attend a nursery that is more structured and that is teacher-led with larger groups, they should be able to have that choice. The excellent écoles maternelles and nurseries available in France simply could not run in this country because of the regulations we have at the moment. If parents would rather have a smaller group size and a less well-qualified staff member, that is entirely up to them—it is about choice.

[Gareth Johnson (Dartford) (Con)]

Does the Minister agree that the current rigid child-to-staff ratio holds back opportunities for staff and the salaries that they can earn, and that that is why we need a more flexible system?

[Elizabeth Truss]

I completely agree with my hon. Friend. Interestingly, there is a much larger gap between what primary school staff and nursery staff are paid in this country compared with countries such as Denmark, Sweden and France, where those working in early-years are highly respected and allowed much more professional judgment; they are treated as professionals. That is not what happened in this country under the previous Government. Salaries are £6.60 an hour, on average. I really do not understand how that can be justified.

[Kate Green (Stretford and Urmston) (Lab)]

Last month, I met childminders and nursery providers in my constituency specifically to ask their views on the Government’s proposals, and I must tell the Minister that they were unanimously opposed to them. [Interruption.] I am sorry that the hon. Member for Devizes (Claire Perry) doubts that, but I met them specifically to discuss the proposals and that was their response. I cannot go back on my undertaking to bring what they told me to the Minister’s attention, and that is what I am doing. One reason why child-care costs are very high in this country is the cost of premises, yet childminders told me that one reason for not being able to take on more children was that they would not have the space to do so. What will the Minister do to increase the supply of suitable space?

[Elizabeth Truss]

I am sure that the hon. Lady is aware that the cost of staff represents 70% of the average cost of a nursery, and that the cost of premises is only a small part of the overheads that account for the remaining 30%. Staff cost is the major driver of the cost of child-care places. The ratios hold down staff costs and staff salaries, which makes it difficult to attract people to the profession and means higher costs for parents.

[Mr Philip Hollobone (Kettering) (Con)]

There are many excellent child-care providers in Kettering, but there are not enough. Is not one of the problems faced by nurseries and child-care providers that there are more than 400 early-years qualifications and child-care providers find it difficult to assess whether those qualifications are the best that should be available?

[Elizabeth Truss]

My hon. Friend makes a good point. We are introducing an early-years educator qualification, which will be the only criteria for judging whether someone should have a qualification at level 3. In order to get that qualification, someone will be required to have an English and maths grade C at GCSE, which will ensure that we get higher quality in the profession. We are also introducing early-year teachers, which, again, will involve a single qualification at graduate level.

[Helen Jones (Warrington North) (Lab)]

The Minister referred to trusting the judgment of the professionals, but the professionals in my constituency who met me to discuss the proposals are unanimously against them. Why will she not listen to them and stop confusing the need to improve qualifications in early years with the ratios? However many qualifications someone has, it does not give them an extra pair of hands to look after the number of toddlers the Minister is suggesting.

[Elizabeth Truss]

It is interesting that nobody on the Opposition Benches has addressed the issue that these ratios are operating in Ireland, France and Germany. Are Opposition Members saying that the quality of child care in those countries is not good enough? Are they saying that high-quality providers from those countries should not be able to operate in this country? As for the hon. Lady’s point about the nurseries in her constituency, they are absolutely free to carry on operating as they operate now. This policy is about giving parents the ability to make different choices and the kind of choices that parents have in other countries, where they pay a lot less for child care and they receive high-quality care.

[Mark Pawsey (Rugby) (Con)]

Child care is often provided by small businesses, which have to adapt when staff are away for training or because of sickness. Can the Minister confirm what effect staff absence will have on child-adult ratios?

[Elizabeth Truss]

I thank my hon. Friend for his question; he makes the very good point that at the moment there is no flexibility for nurseries if staff are absent. Either they must not take a particular child or they have to find additional staff at a cost, and we know that many nurseries are struggling to be sustainable. The ratios offer flexibility for different situations: for example, at the time of day when children might be sleeping, when less supervision is required, or when parents come to pick up their children. Our proposals are about allowing nurseries to exercise professional judgment and flexibility in how they staff them.

[Mr William Bain (Glasgow North East) (Lab)]

Does the shambles in this Government’s child-care policy not also extend to what they are doing with the tax and benefits system? Is the Minister aware that her colleague, the Economic Secretary, gave me information in a written answer last month that shows that more than half of all families will not benefit at all from the tax break or universal credit plans?

[Damian Hinds (East Hampshire) (Con)]

Are there not two key issues? First, the question of ratios is linked to high-quality staff, which itself has a cost. Secondly, the reforms are enabling, not compulsory, and parents can continue to choose the right setting for their child.

[Elizabeth Truss]

My hon. Friend is absolutely right. Labour Members have not come up with any answers as to how they would incentivise nurseries to improve quality and staff salaries or how they would reduce costs in the system that they created, which is now one of the most expensive in the world.

[Jonathan Ashworth (Leicester South) (Lab)]

I am aware that the Minister has long championed the policy of loosening the child-care ratios. Indeed, before she joined the Front-Bench team she was writing pamphlets about it. However, if she is so convinced of the merits of the policy, why will she not publish the Penn report, which her Department commissioned, and why has the Deputy Prime Minister let it be known in the past 24 hours that he does not support her pet policy?

[Elizabeth Truss]

We will be publishing research when we publish the results of the Childcare Commission in due course.

[Mr Andrew Turner (Isle of Wight) (Con)]

Does the Minister agree that there are two kinds of help with nursery schools? There are those who advocate socialism—that is, they want there to be expensive nursery places, but very few of them—and there are those who make decisions for themselves. They can stand on their own feet and make their own decisions about what they want for their children.

[Elizabeth Truss]

I thank my hon. Friend for his question, and he is absolutely right. What the Opposition are effectively saying is that a lot of parents should be priced out of the market and should not have the opportunities of parents in other countries to access high-quality and affordable child care. The previous Labour Minister, Beverley Hughes, admitted that Labour had got it wrong on child care, so perhaps the Opposition need to think again.

[Nic Dakin (Scunthorpe) (Lab)]

The Minister explicitly mentioned Sir Michael Wilshaw. Can she say whether he supports her ratios or not?

[Elizabeth Truss]

I can; Sir Michael Wilshaw wrote an article in Nursery World where he said that he supported the idea of higher qualifications for—[Interruption.] Let me finish my point. He supported higher qualifications for higher ratios for three and four-year-olds and he agreed that that should be extended down the age range.

[John Howell (Henley) (Con)]

Is this not a debate about the quality of the staff, rather than the number of the staff? Will affecting the ratios not improve the status and professionalism of the profession?

[Elizabeth Truss]

I completely agree. As with so many of their policies, the previous Government focused on inputs and targets, not outcomes. A third of children now entering primary school do not have the requisite communications and language skills, despite the fact that we have 96% uptake in our early-years places. It is about quality, outcomes and allowing autonomy and professional judgment.

[Alex Cunningham (Stockton North) (Lab)]

Has the Minister had any other advice from the Deputy Prime Minister about child care? Which part of the schools or social care budget will be cut to fill the huge void in resources to deliver the provision that the Minister has promised, while maintaining the adult-child ratios required by parents and the Deputy Prime Minister?

[Elizabeth Truss]

As I outlined earlier, we as a Government are spending more than £5 billion on early-years education and child care, which is equivalent to countries such as France and Germany, where parents pay a lot less. The reason that it is so expensive is that we have a hugely cumbersome system with many different funding streams. I am very pleased that my hon. Friend the Economic Secretary is here today. He announced tax-free child care, which will be a much simpler scheme than the voucher scheme under the previous Government. We are reforming the system to get better value for money and better quality and affordability for parents.

[Christopher Pincher (Tamworth) (Con)]

Has my hon. Friend noticed that, in his keenness to ask his question, the shadow Secretary of State, the hon. Member for Liverpool, West Derby (Stephen Twigg), seems to have overlooked his comments of just two weeks ago, when he said:

“I visited Sweden last year and saw for myself how supporting the supply of quality childcare gives parents choice, affordability and good quality places?”,

Yet the Swedes have no mandatory child-staff ratios at all. Does that not demonstrate that the only shambles is in the thinking of the shadow Secretary of State?

[Elizabeth Truss]

Absolutely; I could not have put it better myself. Salaries in Sweden for child-care workers are £22,000. I would be very interested to understand how the shadow Secretary of State thinks he is going to get that money and where it will come from.

[Diana Johnson (Kingston upon Hull North) (Lab)]

With the Deputy Prime Minister rubbishing the proposals, is not the policy dead in the water and another example of the shambles of this Government?

[Elizabeth Truss]

As I said, we announced our policy in “More great childcare” in January. We are consulting on the level of qualifications required to fulfil the ratios.

[Mr Marcus Jones (Nuneaton) (Con)]

Helping working parents and creating small businesses are two very important parts of the Government’s programme. Does my hon. Friend agree that her proposals will make it more attractive to child-care professionals to set up as childminders, and at the same time improve the access to child-care provision in many areas across the country where at present it is sadly lacking?

[Elizabeth Truss]

My hon. Friend is right. We are taking other steps, including reforming the role of the local authority so that there is no duplication among local authorities and Ofsted, and improving the clarity of qualifications so that it will be easier for people to set up high-quality child-care businesses and be focused on the outcomes for children, in contrast to the very prescriptive regulations which have pushed up costs and held down salaries.

[Mr Peter Bone (Wellingborough) (Con)]

May I thank the shadow Secretary of State for asking the urgent question? He has allowed our excellent Minister to expound a good Tory policy. It is always good when we look at the European Union and copy what is good in it. There is one serious point here. If the Deputy Prime Minister wants to comment—if he does not want to run away from something that he has agreed on—he should be in the House making that comment, not on a radio programme. I suggest that we press on with the policy and ignore the Liberal Democrats.

[Elizabeth Truss]

I thank my hon. Friend for his support for our policy. He is absolutely right. We should look to other countries that have done better. Rather than harking back to their failure in office, the Opposition should be seeking inspiration from countries such as Sweden, Denmark and France and looking at what goes well there. I would like to know whether any Labour Members have been to see French provision for the under- twos and seen how good it is. I bet they have not.

Girls and ICT Careers

Elizabeth Truss Excerpts

Wednesday 24th April 2013 Commons Chamber

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

I am grateful to the hon. Member for Newcastle upon Tyne Central (Chi Onwurah) for raising this important subject and respect her experience in the sector. It is a crucial area for the economy, and one where we need to increase the number of people, particularly women, who have relevant IT skills.

Earlier today I attended a “hackathon” event at Facebook headquarters, where 80 talented young coders from around the world were developing applications for social learning, and I am pleased to say that there was a good representation of young women there. Organisations such as Facebook are doing an enormous amount of good work with schools to inspire young people to take up careers in IT, but let us be honest: we have a long-standing problem with computer science in this country and with the number of women studying it.

As the hon. Lady will be aware, under the previous Government the proportion of women taking computing A-levels fell from 12% to 8% as a proportion between 2004 and 2011. The current situation is indeed poor. For A-level computer studies in 2012, only 255 of the 3,420 entrants—just 7.5%—were girls, which represents a decline of three quarters over the past 10 years. There is a similar problem with physics, as 6,500 girls took physics A-level in 2012, which is only 21% of the total cohort, and the situation has remained static over the past 10 years. The number of girls studying maths A-level has doubled over the past 10 years, but the situation is not as positive for further maths, which is very important for STEM subjects at university. Some 3,700 girls took further maths in 2012, which is only 30% of the cohort.

As the hon. Lady pointed out, the situation is very different in other countries, particularly emerging economies, which have seen their share of women studying computer science and engineering increase drastically. In India the proportion of female undergraduates has doubled, and in Malaysia technical jobs are dominated by women. As she pointed out, 26 April is international girls in ICT day, which is very important. The Government think that the situation has to change.

A lot has changed in IT since I used to program BASIC at school in the 1990s. There has been a technology revolution. Technology affects every area of our lives and so many different jobs. It has changed the way we do politics and business and so many things about how we deliver public services. A sound knowledge of how ICT works and of the underlying architecture of computing is important for everybody, whether they are looking to get into motor manufacturing, politics or any area of commerce. It is a universal skill that we all need, and all young people will need it. It is a very important part of our curriculum developments. That is why we are reforming the ICT curriculum. We disapplied the existing curriculum because it was not fit for purpose.

[Justin Tomlinson]

That is an incredibly important point, because when I visit representatives of the UK games industry, they say time and again that graduates simply are not equipped with the necessary skills and almost have to start again, and that more often than not it is easier to import labour from abroad, which is creating further barriers to females and males in this country who could play an important part in this growing economy.

[Elizabeth Truss]

I thank my hon. Friend for that point and agree with it. Our new computing curriculum is very different, because it is not just about how to use the software and programmes, but about getting young people coding from a very early age and understanding the architecture of computing.

[Chi Onwurah]

Can we clarify this point? We have the ICT curriculum and the computing curriculum. There are no guidelines or standards for ICT, because the national curriculum has been disapplied, but are there any guidelines to encourage girls and make it more appealing to them? I am pleased to hear that the computing course has been made more vigorous.

[Elizabeth Truss]

To be clear, under the national curriculum, what was the ICT curriculum will be called the computing curriculum, so we are renaming the subject. We have been working with the British Computing Society to create a new curriculum that addresses issues such as how to use digital devices, but that also focuses much more on understanding programming and coding. Primary school students will, therefore, be doing programming from quite a young age, using programmes such as Scratch, which has been developed by the Massachusetts Institute of Technology and which enables young children to programme an on-screen cat to do certain things. It is attractive for children and gives them an understanding of how programming works. By the time they get to key stage 3, they will be learning at least two programming languages, so this is a real step change.

We have also recently announced that GCSE computer science will be added to the list of science options in the English baccalaureate. We are, therefore, taking computer science very seriously as a subject. We recognise the importance of computing knowledge and skills for the future of the economy, so we want to raise its quality and profile in schools. We also want to make it a universal subject that is attractive to boys and girls alike, which is important.

The Department has been working in partnership with the British Computing Society to help to prepare teachers for the challenges of teaching this curriculum. I assure the hon. Lady that many employers and leading companies in the IT industry are already engaged in helping schools to implement that curriculum.

I announced this morning that the Government will provide the British Computing Society with more than £2 million over the next two financial years to support the training of computer science master teachers, who will then communicate with other teachers across the network to make sure that the subject is taught well in all our schools.

I agree with the hon. Lady that we need to start young in encouraging girls to take up these careers. It is important that young people should be encouraged not to close off options by dropping subjects that may be important later. That points to a wider issue relating to engineering, IT and other STEM disciplines, because those subjects have the highest earning premiums with regard to A-level, degree and PhD, and women often lose out on the possibility of valuable and engaging careers because they do not study those subjects earlier in their school life.

We think that primary school is really important, and we are strengthening the mathematics curriculum. It is also important that children are exposed to programming and coding at an age when they can see their potential and how exciting they are before going to secondary school. That is a critical part of our programme.

Britain has a wider cultural problem—I think a few other countries suffer from it as well—with the perception of careers in computing, IT and engineering and people not understanding the wide variety of careers available. I have been in discussions with leading companies, some of which the hon. Lady has mentioned, about how we can raise the profile of engineering, show the myriad options available and raise the profile of IT and make it an aspirational career for young people. I think that primary school is particularly critical in being able to do that.

My hon. Friend the Member for North Swindon (Justin Tomlinson), who is interested in financial education, will be interested to know that I discussed with the Personal Finance Education Group this morning how we can talk about the value of careers as part of financial education, so that children understand what skills will be expected in the careers of the future and what they should study if they want to achieve those goals in their life.

It is important to mention that a career in ICT is not just about computing. Scientific and mathematical skills are needed as well. We are working to ensure that everybody studies mathematics to age 18 by introducing new core mathematics qualifications for students who have a GCSE but are not doing A-level maths. We have announced an expanded further mathematics support programme to ensure that the number of students who take maths and further maths continues to increase. The feedback that I have received from the IT industry is that it often recruits from other countries because there are more students with higher level maths skills.

We are giving computing a new impetus through a challenging new curriculum, sustained support for teacher training and robust qualifications.

[Chi Onwurah]

I welcome the measures that the Minister has mentioned on improving the teaching of maths, computing and STEM subjects more generally. That is very important, but will she say what she is doing specifically to support girls into ICT?

[Elizabeth Truss]

Because we are making the subject universal, girls will be doing programming as well as boys. That is important. As the hon. Lady said, it is important not to gender divide this technology, which underlies the whole of our society and politics. We have programmes for getting girls to study physics, such as the Stimulating Physics Network. However, our view is that so few students are learning programming skills at an early age that the best thing to do is to have a universal programme that reaches everybody.

A lot of organisations work in this area—the hon. Lady mentioned some of them—such as the Computer Club for Girls, the Code Club, the Computing at School network and Apps for Good, the chief operating officer of which in the UK, Debbie Forster, is an excellent role model for girls in the industry.

There is a particular issue with girls that we need to address. However, I believe that our focus on ensuring that teachers are trained up so that they understand the career opportunities in IT and know what programming is and how to teach it to young children will be critical in shaping the future and in shaping young girls’ expectations of their potential.

I am grateful to the hon. Lady for raising these issues.

[Julie Hilling]

Before the Minister moves on, will she say more about careers? There is now a deficit in the careers advice for all young people, but particularly for girls. Such advice often rests with teachers, who might not have any experience of industry, having gone from school to university and back to school. How will she bridge that gap and provide more careers education that allows young people to understand the vast range of jobs in engineering, and in ICT specifically?

[Elizabeth Truss]

I thank the hon. Lady for making that point. Our approach is to engage with industry through the British Computer Society to ensure that there are more direct links with schools. It is helpful for students to see a local business person in the classroom and to understand what they do and what opportunities are out there. It is therefore helpful for businesses to engage directly with teachers. We have made the new national curriculum much more flexible so that teachers can design their own curriculum that is based on the national curriculum, but that reflects the resources available locally and engages with the master computer science teachers that we are creating.

[Chi Onwurah]

Will the Minister give way?

[Elizabeth Truss]

No, I am sorry, but I have already taken a number of interventions.

It is now up to schools, working with industry, to engage all pupils, particularly girls, and ensure that they have the opportunities they need. ICT skills need to be universal and something that we as a society do. Computer science will be taught in the national curriculum alongside subjects such as maths, English and languages, because we believe it to be vital.

I am grateful to the hon. Member for Newcastle upon Tyne Central for raising the issue. The need for more girls doing IT, physics and maths should be higher up the agenda of our national ambitions, so I am grateful to her for drawing attention to it. Demand for high-level skills in computing will only grow in the years ahead, and it is vital that we tap into the 50% of the population who are not currently doing as much IT as they could. We must also improve the general level of programming skills across the spectrum.

In work, academia and their personal lives, young people will depend on their technological literacy and knowledge, and we have a duty to ensure that they have the right skills that will serve them well in their future study and career.

Question put and agreed to.

Oral Answers to Questions

Elizabeth Truss Excerpts

Monday 22nd April 2013 Commons Chamber

[Hugh Bayley (York Central) (Lab)]

9. What plans he has for the regulatory framework for under-fives provision.

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

We are reforming the regulations for providers for under-fives in order to give greater freedom and flexibility to high-quality providers. New childminder agencies will provide additional support for childminders and more choice for parents. We are reforming the role of local authorities to focus more on disadvantaged children. On Friday, Michael Wilshaw announced that early years inspections will be improved through greater monitoring and that Ofsted will introduce clearer reporting on the qualifications of child care professionals.

[Hugh Bayley]

Those are laudable but contradictory ends. Last week the owner of a Montessori nursery in York told me that they believe that the dilution of staff-child ratios will lead to a two-tier system and result in fewer staff and lower standards for children from low-income households, yet we know that those are the children who need under-five provision most. What will the Government do to ensure that those children do not fall behind even before they start school?

[Elizabeth Truss]

At present, it is a sad fact that 33% of children arrive at school without the requisite communication and language skills to take part in school education. What Sir Michael Wilshaw has said, as well as Andreas Schleicher of the OECD, is that the most important factor in early education is the qualifications of staff. At the moment, only a third of nurseries have a teacher-led structure. Good providers, such as the Durand academy, provide quality, structured learning from age three, which really benefits children later on. We want to give more high-quality providers that flexibility, but we will do so only where they hire highly qualified staff.

[Damian Hinds (East Hampshire) (Con)]

In the early years, all the evidence suggests that structured group activities led by qualified graduates tend to lead to better education outcomes, so may I encourage the Minister to stick to her guns and continue her drive to improve standards in our nurseries?

[Elizabeth Truss]

I thank my hon. Friend for his question. When we look at all the evidence from countries such as France, where there are much higher salaries and qualifications in the early years, we see higher quality provision, particularly for the under-threes. Every other country in Europe, including Ireland and Scotland, has higher child-staff ratios and higher staff salaries than we do.

[Peter Luff (Mid Worcestershire) (Con)]

10. When he will announce the structure and content of the design and technology curriculum; and if he will make a statement.

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

Following the national curriculum consultation period, which closed on 16 April, we are considering the responses received. We have been engaging with leading figures in industry, such as Dick Olver and Sir James Dyson, schools and academia to ensure that we have world-class design and technology education. We are also committed to providing a curriculum that ensures children receive high-quality cookery teaching and understand the importance of a healthy lifestyle.

[Peter Luff]

I congratulate my hon. Friend on the thoughtful and intelligent way she has engaged with the Royal Academy of Engineering and the Design and Technology Association, and with Dick Olver, Sir James Dyson and others, in considering the new design and technology curriculum. May I encourage her to bring forward a curriculum for the 21st century that inspires young people, particularly girls, to understand the role of science, technology and engineering in solving the real problems of the modern world, environmental, social and economic?

[Elizabeth Truss]

I thank my hon. Friend for his question and for his excellent contribution to the Westminster Hall debate we had on this subject. I would also like to thank him for his views on the maths, science and computing curriculum. We are now working on ensuring that design and technology is more closely integrated with those curricula and that there is an inspiring technological education that crosses many different industry types and gives schools flexibility to teach design and technology in the best way for the next generation.

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

The Opposition believe in academic excellence, but we also believe in a syllabus that reflects the demands of the 21st century. Does the Minister share my concern about comments from the CBI last week, which damned the new design and technology curriculum as

“out of step with the needs of a modern economy.”

It stated that the curriculum

“lacks academic and technical rigour”

and

“risks reinforcing existing prejudices about applied subjects being second-rate.”

When will we have a proper focus from the Government on a rigorous and relevant curriculum?

[Elizabeth Truss]

I congratulate the hon. Gentleman on his new position on the Front Bench. It is sad that we did not get to hear his views on the history curriculum earlier in the debate, but we will no doubt hear them at a later stage.

The hon. Gentleman makes a very important point about the future of British manufacturing and engineering. We are working with leading figures in the industry to make sure that we have a world-leading curriculum that is in line with what we have in computing, physics and mathematics. I would also point to the technical baccalaureate that we are introducing, which will, for the first time in this country, provide a rigorous, high-quality technical education that is truly aspirational and will encourage many more young people to study subjects such as engineering.

[Duncan Hames (Chippenham) (LD)]

On a recent visit to the Corsham school, I saw the “making room”, which is staffed by a professional artist and is available to all curriculum areas. Ofsted says that it takes activity begun in the classroom and turns it into imaginative work, which extends learning. Does the Minister agree that making things reinforces lessons right across the curriculum?

[Elizabeth Truss]

I absolutely agree that it is very important that the practical and the academic line up to create a truly rigorous curriculum. We are also looking at the role of practicals in science to make sure that people get proper experience when they study chemistry and physics, as well as in the design and technology curriculum.

[Andrew Stunell (Hazel Grove) (LD)]

12. What steps he plans to take to ensure that all children receive a broad and balanced education that includes the creative subjects.

--- Later in debate ---

[Mr Jim Cunningham (Coventry South) (Lab)]

T3. The Daycare Trust reports that just 20% of local authorities have enough places for two-year-olds in their area. Why, then, are the Government abolishing section 11 of the Childcare Act 2006, and with it the child care sufficiency report that local authorities have to publish?

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

What we are doing is getting rid of unnecessary bureaucracy, but councils will still have responsibility for ensuring a sufficiency of child care in their area. In addition, we are creating childminder agencies, reforming provision and reforming the role of local authorities to ensure that it is easier for high-quality providers to expand, so there will be more places.

[Amber Rudd (Hastings and Rye) (Con)]

T4. I am delighted that seven of the eight children’s centres in Hastings are rated good or outstanding, and that despite scaremongering by the Labour party, East Sussex county council has plans to expand the service. Will the Secretary of State join me in congratulating East Sussex county council on its focus on helping families at an early stage in children’s lives?

--- Later in debate ---

[Kate Green (Stretford and Urmston) (Lab)]

Nursery providers in my constituency have expressed their approval of support received from the local authority in relation to good practice, providing support and raising standards. What guarantees can Ministers provide that such support will continue under the new regulatory regime?

[Elizabeth Truss]

I can confirm that Ofsted is currently recruiting more HMIs—Her Majesty’s inspectors—for the early years, and will increase the frequency of inspections of weaker providers. It will also give those providers support for improvement. Existing good quality support provided by local authorities will continue, provided that the providers agree. The issue is that such support is patchy across the country, and not necessarily the same in some local authority areas as in others.

[Caroline Dinenage (Gosport) (Con)]

T6. Given the vital role that vocational education plays in delivering the skilled work force of the future, will the Minister explain how the technical baccalaureate will raise standards of vocational courses and attract more learners?

Department for Education Offices (Runcorn)

Elizabeth Truss Excerpts

Wednesday 17th April 2013 Westminster Hall

[Mr James Gray (in the Chair)]

That will be quite in order with me, as long as the hon. Gentleman has the permission of the Minister to do so.

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

indicated assent.

[Mr James Gray (in the Chair)]

In that case, that is fine.

--- Later in debate ---

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

I thank the hon. Member for Halton (Derek Twigg) and my hon. Friend the Member for Weaver Vale (Graham Evans) for securing the debate and for their contributions. Both Members made excellent contributions, which reflected the impact on their constituencies of the future of the Department for Education offices. I am sure that they would join me in paying tribute to the excellence and professionalism of the staff in Runcorn. Indeed, the hon. Member for Halton made a point about the quality of those staff, and I absolutely agree with him.

The hon. Gentleman has always been a passionate advocate for his constituents. I understand that he was an employee of Castle View house when my Department was known as the Department for Education and Employment, so he has personal experience of working at the location and contributing to the work of the Department. I am grateful for the work he has undertaken with my hon. Friend the Member for Weaver Vale in making representations to the Secretary of State, along with Halton local authority and the local branch of the PCS.

I will return to this, but the information that we put out in the initial consultation has been significantly amended, and the information that the hon. Gentleman and my hon. Friend have provided has been very helpful in enabling us to reach a proper decision. Some of what they have discussed was initial information that was our best evidence at the time. In coming to its conclusions, the Department of course listens to representations from people who represent and understand the local area.

[Derek Twigg]

Is it not a real concern that the Department developed a proposal to close down a building and transfer staff to Manchester, based on a flawed case and best-guess estimates, when a local authority and MPs were later able to put together much clearer facts than the Department itself could? Does that not make the Minister worry about her civil service information?

[Elizabeth Truss]

I thank the hon. Gentleman for making his point. It is an open consultation; the decision has not yet been made. We wanted to listen to available evidence, but we put forward the evidence available at the time. His contributions, and those of others, have helped to develop our thinking.

The Secretary of State and I have often spoken in the House about our desire to see a better education system for our children and families, and we have made great strides in achieving that aim, by expanding the academies programme, rolling out free schools and introducing a rigorous new curriculum. Key to success is the hard work and dedication of civil servants in the Department for Education, who are tireless in their efforts to improve our schools and children’s services, but there is always more work to be done. The Department for Education can continue to build on the successes. We want to be the best Department in Government, a Department in which the best and brightest want to work.

We have launched the DFE review, which reported last November and laid out how we intend to achieve our aim. The review proposes fundamental changes to our ways of working, which are designed to make the Department the best it can be. We need to hold ourselves to account to the same standards of use of public money to which we hold schools and children’s services to account. That is important. As a result of the changes, there will be difficult decisions to make. We have a smaller work force, which needs to be more flexible, effective and responsive to future needs, which means that we have to reduce our office space. We currently occupy 12 sites across the country and the review recommended that we consolidate them into just six and move to cheaper accommodation. That is the issue we are discussing today. We do, however, value the regional presence of the Department. It provides an alternative perspective on policy to that of a single London-based office. It provides accessibility for external stakeholders.

--- Later in debate ---

[Mr James Gray (in the Chair)]

Before the Minister replies, it might be helpful for hon. Members to know that we expect a Division in the main Chamber, possibly at 7.15 pm or earlier, so we might tailor our remarks to suit that probability.

[Elizabeth Truss]

I thank my hon. Friend the Member for Weaver Vale for his comments, and I am aware of his proposals. We are absolutely considering all available options in the north-west in relation to our package. I understand that both speakers have acknowledged that there is essentially a choice between Runcorn and Manchester. They have put forward a good case about why Runcorn has particular issues of staff quality, employment levels and local regeneration that need to be considered in the decision-making process.

The decision to close any Government site is never easy. I understand the worry and uncertainty of staff who might be affected by the decision. It is a difficult time across the Department when there is such uncertainty. I also understand the concerns of the local community in Runcorn about the site’s future. The consultation is open, but we wanted to be honest about our initial intentions, so that people have time to make representations and preparations.

I acknowledge the points made about the economic impact on the area. Among the factors that we will take into account in our decision are wider central Government policies—for example, the town centre policy that the hon. Member for Halton mentioned—and minimising costs for the Department, which is clearly important to the achievement of value for money. I note the point that both hon. Members made about the availability of more affordable sites in the Runcorn area.

Whichever site is selected for closure, we will put in place comprehensive support for affected staff to help them through the change. All staff will have the option to transfer to work from whichever site is chosen, and we will offer assistance with excess fares. However, for those who either cannot or do not want to make such a move, we have already made a commitment to allow staff to apply for voluntary terms, and we are working with local recruitment agencies and other Government employers in the region to identify alternative employment opportunities.

I shall respond to the specific issues raised in the debate. Following the further representations about cost, vis-à-vis Manchester and the local economic situation, I confirm that they will be taken into account in the final decision. I shall ensure that I discuss the important points made in today’s debate with the permanent secretary and the Secretary of State. The decision is being deliberated on and I alert hon. Members to the fact that we expect it within the next two weeks.

We did not say that Castle View house would cost £500,000 to refurbish. We were talking about bringing it up to the same standard as Manchester Piccadilly Gate. I completely understand the point that the hon. Member for Halton made about alternative accommodation being available in the Runcorn area. We are aware that High Speed 2 could mean that Manchester Piccadilly Gate will be demolished, but that is subject to consultation, and plans suggest that demolition would not be required before 2027, which is after the lease on the Manchester Piccadilly Gate building ends. We will consider the impact of High Speed 2 as part of our deliberations.

[Derek Twigg]

I welcome the fact that the Minister will have a discussion with the permanent secretary and the Secretary of State to consider the points that we have made. I have not heard any argument from her to refute the figures that the borough council and the PCS agree on, which are different from those that the Department put forward. Does she agree that our figures are accurate or does she stand by the Department’s figures?

[Elizabeth Truss]

We are taking into account all the submissions and we will continue to receive and analyse figures before making a decision. When a decision is made, we will release the business case, which will show which figures we ultimately adhered to when making the decision. We are taking account of the points made about other office space being available. I will reflect on the figures in my conversations with the permanent secretary and the Secretary of State. We certainly want to base the final decision on the best available evidence, which may not necessarily be the evidence we presented in the initial consultation.

Question put and agreed to.

Review of Personal, Social, Health and Economic Education

Elizabeth Truss Excerpts

Thursday 21st March 2013 Written Statements

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

Today I am publishing outcomes of the Department’s internal review of personal, social, health and economic (PSHE) education.

PSHE remains an important and necessary part of all pupils’ education. We believe that all schools should teach PSHE, drawing on good practice, and have outlined this expectation in the introduction to the new national curriculum.

PSHE overall will remain a non-statutory subject. To allow teachers the flexibility to deliver high-quality PSHE we consider it unnecessary to provide new standardised frameworks or programmes of study. Teachers are best placed to understand the needs of their pupils and do not need additional central prescription.

However, while we believe that it is for schools to tailor their local PSHE programme to reflect the needs of their pupils, we expect schools to use their PSHE education programme to equip pupils with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions.

Schools should seek to use PSHE education to build, where appropriate, on the statutory content already outlined in the national curriculum, the basic school curriculum and in statutory guidance on: drug education, financial education, sex and relationship education (SRE) and the importance of physical activity and diet for a healthy lifestyle.

We will provide grant funding to the PSHE Association to work with schools to support them in developing their own PSHE curricula and improve the quality of teaching. The association will focus on signposting schools to high quality resources, and on expanding their chartered teacher of PSHE programme. We have also asked the association to promote the teaching of consent as part of SRE, in line with the statutory guidance for that subject.

For drug and alcohol education, we are launching a new evidence-based information service in April 2013 for those working with young people, including schools and teachers. The new service will provide practical advice and tools based on the best international evidence.

In addition, we are asking Ofsted to publish a guide for schools covering effective practice in PSHE, to provide teachers with a range of examples to inform their teaching.

I have placed copies of the summary report of the results of the public consultation in the Libraries of both Houses.

Design and Technology Curriculum

Elizabeth Truss Excerpts

Wednesday 20th March 2013 Westminster Hall

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

I am grateful to my hon. Friend the Member for Mid Worcestershire (Peter Luff) for raising this important subject. His speech was funny and well researched. I particularly liked the reference to the “white heat of technology”. I think that was the first time I have heard a Conservative quote Harold Wilson, and perhaps the first time I have heard Harold Wilson quoted in this House, which is interesting. I agree with much of what my hon. Friend said. Design and technology is an extremely important subject, which builds on this country’s long history of leading the world in design, innovation, engineering, manufacturing and architecture. The chain of British world-class achievements stretches from the giants of the industrial revolution, such as Watt and Brunel, to household names of modern high-tech design, such as Sir Jonathan Ive and Sir James Dyson.

Design and technology has a vital role to play in inspiring young people. Unlike my hon. Friend, I did design and technology at school and very much enjoyed it. It taught me a lot and has been helpful in my later life. It bridges theoretical and practical education, encourages the application of mathematics and science to engineer solutions to real practical problems, and delivers vital practical skills. My hon. Friend captured some of the tensions in the subject—its domestic, industrial and commercial application—but we need to address all those issues because it is important that our young people can do things in their own homes as well as apply them more widely. In counties such as Norfolk, the catering and horticultural industries are high-tech and require young people with specific skills in those areas.

We have retained design and technology’s place in the compulsory national curriculum. We have funded the Design and Technology Association to deliver high-quality continuing professional development to teachers with a focus on computer-aided design, manufacturing, electronics and communications technology. However, we have made changes in the new national curriculum, and there has been a broad welcome for the strengthened place of food and cooking in particular. One issue with the previous curriculum was that it tried to shoehorn food and cooking into a design process. It has its place in industry, but also has a place in teaching young people about where food comes from, nutrition and the ability to cook. We want more young people to be able to do that. The Department of Health is very interested in how we address Britain’s obesity problem. There has been a warm welcome for what we have done with food and cooking.

We have sought in our draft curriculum to broaden what schools may teach and to give them more freedom to inspire young people, which is why subjects such as horticulture are included but are optional. If schools have leading horticultural centres nearby, they may want to develop that subject. The approach in our national curriculum is to focus on what schools do rather than how they do it. We expect teachers and head teachers to develop their curriculum and professional development much more, so that they can inspire young people.

I was pleased that my hon. Friend mentioned developments in the maths, computing and physics curriculum. I agree that it is important to note the need for many more engineers and so on in this country. We need the subject to be inspiring for girls and boys. Such subjects depend on maths, physics and computing, and we have received strong support for our reform of those curricula. I welcome my hon. Friend’s help in pushing the agenda for getting more 16 to 18-year-olds doing maths, and the Secretary of State’s long-term goal is for all students to be doing that within 10 years.

Design and technology is important, but it is part of a broader range of subjects that will encourage young people to go into particular industries. There is a strong case for saying that subjects such as mathematics and physics also need to be able to point to their practical application. For example, we have included a greater financial element to mathematics so that young people understand its practical application and can apply it to their domestic circumstances as well as to any future work. It is tricky to ensure that the subject of design and technology is both aspirational and rigorous, and that students are able to apply it to their domestic, commercial and industrial lives, but that is the task we must fulfil.

It is not appropriate for a subject such as cookery to be in personal, social, health and economic education. Instead it should be part of design and technology. However, it was not a deliberate act on our part to give food and cooking a position of primacy in the curriculum. Indeed, improvements could certainly be made to the curriculum, and I take on board my hon. Friend’s suggestions. I recently had a meeting with representatives from the Design and Technology Association, who said that they will come back with further suggestions on how we might improve the language and make the subject as aspirational and as rigorous as possible while not losing the breadth and the flexibility that we are trying to give teachers.

Teachers could continue to teach the existing material under our proposed new curriculum. I agree that we need to make it clear that the subject is both rigorous and important. We want young people to study it and be inspired by it. I am very happy to take forward this discussion with my hon. Friend and other hon. Members over the coming months to ensure that the final curriculum is absolutely right and is supported by leading chefs, such as John Vincent and Henry Dimbleby from the LEON restaurant chain, who are involved in our school food programme. It must also be supported by our leading engineers, such as Sir James Dyson. I want to get to a point where we have something that is widely supported by industry and by people who want to see an improvement in the abilities of students in food and nutrition, and where it is understood by schools that the subject is very important.

I am grateful to my hon. Friend for raising the issue and bringing it to my attention. It is a matter that we have already been working on, particularly in relation to how we link it better to the other curricula that are being developed. He has kindly made some positive comments about the computing curriculum, and a few of the issues he mentioned in relation to design techniques, such as computer-aided design, cross over both subjects. It is important to understand how those subjects are linked, so that we can see, for example, which part of technology is in design and technology and which part is in the new computing curriculum. The whole point of the new computing curriculum is that it is much more related to programming and to understanding how computers work, so that more young people will be inspired to enter our important IT sector.

[Peter Luff]

Before the Minister finishes, and in order to help her save her voice for a second or two, may I say how encouraged I am by her response? Her remarks take us very much in the right direction of travel, and I look forward to engaging with her on this process, as she has so kindly suggested.

[Elizabeth Truss]

I thank my hon. Friend for his comments and for handing me a glass of water. I am afraid that I have a rather croaky throat today. We want to get the curriculum right, and we are very involved in a consultation; I have made that very clear to the Design and Technology Association.

I will not hide the fact that in this particular curriculum, we are trying to do a lot of different things; we are trying to prepare students for life so that they are capable citizens who can carry out practical work in their own homes. We also recognise the importance to industry of having people who are inspired from an early age. I hope that the flexibilities within the curriculum will enable local schools to work more closely with industry to make the subjects as relevant as possible and to give students as much practical experience as possible early in their school career, so that rather than becoming politicians, more of them will be inspired to become engineers.

Forced Conversion of Schools to Academies

Elizabeth Truss Excerpts

Tuesday 12th March 2013 Westminster Hall

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

I congratulate my hon. Friend the Member for Southport (John Pugh) on securing the debate. We have had an interesting discussion this afternoon on the evidence behind the academies programme and some of the issues with underperforming schools. He outlined the elements of a good school. I agree with him, and think everyone in this House would agree, that good leadership, a good ethos and parental involvement are all things we recognise about good schools. He also suggested that those attributes were completely independent of academies, and that is where I cannot agree with him.

Strong evidence across the OECD links school autonomy with improved performance and, where there is a strong accountability system—also important—strong leadership in the school and improved results. It is notable that many of the countries that have successfully improved their educational performance—Germany over the past 10 years, for example—have done so by increasing the amount of autonomy that schools have, setting strong standards and a strong accountability regime. Germany has seen a marked improvement, relative to other countries. The OECD used evidence from PISA 2006 to show that science results for 15-year-olds had improved in countries that gave more autonomy to schools. That evidence is generally recognised, and was recognised by the previous Government when they established and promoted the academies programme. There is a link between autonomy and accountability and improved performance.

[John Pugh]

Is there a system in Germany whereby schools selectively opt for greater autonomy or are they all simply endowed with greater autonomy?

[Elizabeth Truss]

The German system is rather more complex because each Land has its own education system. I am happy to discuss it with my hon. Friend in more detail in due course, but there has been a general move across the country to have fewer decisions made by the Government and more decisions made by school leaders. That is my general point. The point about process he raised is a slightly different issue.

My hon. Friend mentioned that our other school policies and what happens in schools are important. He is right. The academies programme is part of what the Government are doing to address educational standards. We are also giving significant funding for disadvantaged pupils through the pupil premium, which is £2.5 billion a year. We are also improving the quality of teaching in our schools, by increasing the number of high-quality applicants to the profession and developing existing teachers. We are reforming the national curriculum to make it more rigorous and more focused, so that teachers have the freedom to design lessons that inspire and motivate their pupils.

Some freedoms that have hitherto been held mainly by academies are being extended to all schools. All schools are being given more freedom in how they design their curriculums. We are encouraging schools to collaborate and share best practice, so that strong schools can help weaker schools to improve. We are increasing the rigour of the accountability framework, including introducing the English baccalaureate and our new floor standard measure for key stage 4. Ofsted’s inspection framework is raising the bar on inspections, so “satisfactory” is no longer good enough. The policies have to be looked at in the round. The academies programme is accompanied by other policies, in areas such as accountability, to ensure that school leaders are accountable for what they do.

[Richard Burden]

Will the Minister give way?

[Elizabeth Truss]

I am afraid that I will not because I have a lot of questions to answer in a short time. Many interesting issues have been raised during the debate that I have not yet answered and want to move on to.

We are encouraging all schools to convert to academy status, so that good and outstanding schools can use the autonomy that the status provides to drive up standards. Where schools are underperforming and leadership and management need improvement, however, we cannot just stand by and allow that to continue. The cases that hon. Members have raised in the debate are about schools in which performance is not good enough. We are not talking about schools in which performance is already good. There are good schools under local authority auspices and there are good academies, but we are talking about underperforming schools. We look for two indicators of underperformance to determine which schools we should approach and work with to deliver sustained improvement: low achievement over time and whether the school is in Ofsted category 4.

Many schools agree to become sponsored academies, because they know that academies are achieving dramatic improvements in results, particularly where new sponsors have taken on formerly underperforming schools, as I have seen in my county of Norfolk. Sponsors bring outside influence and a wealth of experience. They challenge traditional thinking and have no truck with a culture of low expectations.

Hon. Members asked about the evidence. It shows that sponsored academies are improving at a faster rate than other state-funded schools. In fact, on average, the longer they are open, the better they do. Between 2011 and 2012 the proportion of pupils achieving five good GCSEs, including English and maths, in sponsored secondary academies increased by 3.1%, which compares with 0.6% across all state-funded schools, so there is a differential rate of performance.

There are some dramatic case studies. Students and staff at the Accrington academy in Lancashire, for example, celebrated a huge improvement in results. In 2012, 60% of students achieved five or more A* to C grades at GCSE, including English and maths. That was up 13 percentage points from 47% in 2011 and up an incredible 42 percentage points from just 18% at the predecessor school in 2008. The school is supported by its sponsor, United Learning. Given the opportunities, I can understand why my hon. Friend the Member for Hexham (Guy Opperman) is keen for more schools to be able to convert to academy status in his area. I am discussing that with the Minister for Schools, who is in turn discussing it with the Treasury and the Department for Communities and Local Government. We hope to come back to my hon. Friend very soon.

[Several hon. Members]

rose—

[Elizabeth Truss]

I will not give way because I want to answer the questions that have been raised.

[Mr Slaughter]

On a point of order, Mrs Main, the Minister is not giving way because she wishes to answer the questions, but she is not addressing the subject of the debate at all.

[Mrs Anne Main (in the Chair)]

That is not a point of order.

[Elizabeth Truss]

My hon. Friend the Member for Hexham also outlined academies’ freedoms over term times, the school day and pay and conditions. We have heard positive reports about ARK academies and the fact that they have a longer school day. E-ACT has supported the Blakely academy to set higher teacher pay to bring in top-quality teachers.

We should bear it in mind that intervention takes place where schools are underperforming—where there is a problem. At meetings with governing bodies, where schools are in Ofsted categories of concern, a broker discusses sponsorship options and aims to agree a schedule of actions. As is necessarily the case in an underperforming school, that can sometimes appear challenging—of course, it can. We are saying that what is happening at that school is not delivering for the children. It is important that they receive the best possible education.

--- Later in debate ---

On resuming—

[Elizabeth Truss]

As I mentioned before the short break in proceedings, the schools that we seek to intervene in and that are suited to a sponsored academy solution are those that are underperforming. There have been some questions about the make-up of the departmental brokers that we employ to carry out that work. As the schools are underperforming, the conversations are often about challenging them to perform better. The departmental brokers have contracts with the Department that state their terms and conditions. They are not paid on results, and they are subject to the civil service code of conduct. The hon. Member for Cardiff West (Kevin Brennan) asked about the code of conduct procedure. He also referred to it in a letter when there was a complaint, and that was addressed by the Department for Education.

The chief inspector of schools, Sir Michael Wilshaw, made it clear in his most recent report that more children than ever before are in good schools. That is fantastic news. He has been clear that there are areas of the country where almost all schools are excellent or good, which, again, is fantastic news. None the less, progress and performance are not uniform across the country. Sir Michael has been equally clear that there are areas of the country where only a minority of schools are good enough, which is unacceptable. According to Ofsted, 2 million children are in schools that are not good enough, and no one should be willing to accept that.

What we have to bear in mind is that when we broker sponsored academies in cases of underperforming schools, the children are not receiving the quality of education that they deserve.

Oral Answers to Questions

Elizabeth Truss Excerpts

Monday 4th March 2013 Commons Chamber

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

My right hon. Friend the Secretary of State for Education recently announced our proposals to reform the new national curriculum. In addition to being more rigorous in the core subjects, the new national curriculum will also be much slimmer, meaning that schools will have greater freedom to design lessons that inspire and motivate all their pupils.

[Stephen Metcalfe]

Will the Minister join me in encouraging schools to deliver a curriculum that not only meets the aspirations and priorities of pupils but reflects the needs of local employers—core skills such as maths and English as well as vigorous vocational qualifications in engineering, computer science and technology?

[Elizabeth Truss]

There is much more scope in the new national curriculum for schools to develop programmes involving design, technology and computing to prepare students for high-tech roles, as well as improving their maths and English core skills. The computing curriculum now focuses on programming and understanding how computers work, and has been developed with the British Computer Society. We are also introducing a new technical baccalaureate that will provide a high level of technical training, including maths for students up to the age of 18.

[Clive Efford (Eltham) (Lab)]

Flexibility for schools is welcome, but what is the minimum time parents should expect their children to spend on sport and physical activity under the new national curriculum?

[Elizabeth Truss]

We are ensuring that physical education is a core part of the curriculum for children aged up to 16, and we have introduced new topics to the subject.

[Mr Graham Stuart (Beverley and Holderness) (Con)]

I am worried about the curriculum for children who are currently being flexi-schooled. The Government recently announced—without consultation and without notice—the abolition of flexi-schooling, which has existed for decades and which meets the needs of many children. How will the Minister ensure that the needs of those children are met in the immediate future?

[Elizabeth Truss]

We will ensure that our attendance procedures are absolutely correct, so that we know whether students are at school or not. If they are being home-schooled, that is a decision for their parents; if they are at school, they must be properly at school, and their attendance records must be properly monitored.

[Kevin Brennan (Cardiff West) (Lab)]

May I take this opportunity, on behalf of Her Majesty’s Opposition, to wish Her Majesty a speedy recovery?

The Minister is actually making the curriculum less flexible. For instance, she is insisting that primary school children will have to study Dafydd ap Gruffydd. Can she tell us about Dafydd ap Gruffydd, and can she spell Dafydd ap Gruffydd?

[Elizabeth Truss]

The hon. Gentleman is absolutely right, in that we are ensuring that students gain a good chronological understanding of history throughout their school career. During my own school career, I spent one lesson studying Sir Francis Drake and the next talking about the princes in the tower. I would certainly have preferred a school career that enabled me to learn about chronology and understand our island story.

[Nick de Bois (Enfield North) (Con)]

3. What steps he is taking to improve outcomes for adopted children in (a) Enfield North constituency, (b) London and (c) England.

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[John Pugh (Southport) (LD)]

5. What recent assessment he has made of the use of phonics in schools.

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

The phonics screening check confirms whether year 1 pupils can decode using phonics to an appropriate standard. In 2012, the first year of the national roll-out, 58% of children met the expected standard. We have commissioned an independent evaluation of the check over a period of three years, which will examine the impact of the check on phonics teaching.

[John Pugh]

I thank the Minister for that response, but many experienced, skilled and successful teachers of reading are a bit concerned about an over-reliance on phonics. What can she do to persuade them that the Government are not being a little doctrinaire in this area?

[Elizabeth Truss]

I thank my hon. Friend for his question. A large body of research evidence shows that phonics is the most effective way of teaching literacy to all children. Last year’s phonics check identified 235,000 children who will now receive extra help, which is very important because PIRLS—the progress in international reading literacy study—showed that this country has one of the largest gaps between the strongest and weakest performers in reading. It is really important that we identify children who are struggling with reading early, so that they can receive help as soon as possible.

[Kerry McCarthy (Bristol East) (Lab)]

6. What steps he is taking to ensure that no children with disabilities or additional needs are illegally excluded from school.

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[Robert Flello (Stoke-on-Trent South) (Lab)]

10. What plans he has for early intervention and child care provision; and if he will make a statement.

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

The affordability and availability of child care are a concern for many working parents, yet staff wages are often too low to support high-quality provision. “More great childcare” outlined reforms to improve quality and availability. We will introduce rigorous new inspection, new qualifications for early years teachers and new flexibilities to enable providers to deliver what is best for children. Childminder agencies will reverse the decline in the numbers of childminders.

[Robert Flello]

Stoke-on-Trent has been hit harder than almost any other local authority in the country, including by a massive hit to early intervention funding—despite it being one of the most deprived areas facing the greatest need. If the Minister expects her claim to want to improve the quality of child care to be taken seriously, perhaps she will tell us what arguments she has had with Ministers in her own Department and indeed in the Department for Communities and Local Government to tackle these pernicious cuts?

[Elizabeth Truss]

Overall, we have increased early intervention funding from £2.2 billion to £2.5 billion. We are also introducing a new scheme for low-income two-year-olds, starting this September and the following September, which will make sure that those two-year-olds access high-quality provision from good and outstanding providers. Let us face the fact, however, that over 13 years of Labour government what we ended up with was the most unaffordable child care in Europe as well as the lowest salaries with staff paid only £6.60 an hour.

[Caroline Dinenage (Gosport) (Con)]

As the Minister said, child care workers in England are paid barely more than the minimum wage. Does she agree that the present rigid staff-child ratios place a cap on wages and therefore on the quality of staff?

[Elizabeth Truss]

I completely agree with what my hon. Friend has just said. Let us make it clear that we will allow more flexibility in ratios only for high-quality providers where high-quality staff are being hired. The aim, as advocated by the shadow Secretary of State, is to move to systems such as those of Sweden and Denmark, which have high-quality providers, high-quality staff and more flexibility and professional judgment operated at a local level. Everyone, from Andreas Schleicher of the OECD to Sir Michael Wilshaw, backs that plan to raise quality.

[Bill Esterson (Sefton Central) (Lab)]

20. In welcoming the move to a better qualified child care work force, I raise the case of Becky, who has dyslexia and will struggle to achieve the necessary GCSEs for working in child care. Does the Minister accept that for people such as Becky there needs to be a balance between academic and vocational child care qualifications, which means that qualifications should be focused on identifying the people who are best at working with children, not just on those who can pass exams?

[Elizabeth Truss]

I thank the hon. Gentleman for his question, but all the international evidence from EPPE— the Effective Provision of Pre-School Education—to the OECD “Starting Strong” survey indicates a strong relationship between the qualifications people have, the quality of the child care provision and the outcomes for the children. I think there should be some flexibility in the system, however, so we can get high-quality people and improve vocational training and apprenticeships. I suggest that the hon. Gentleman respond to the consultation on precisely the point he raised.

[Harriett Baldwin (West Worcestershire) (Con)]

Many people, including the shadow Education Secretary, have praised the Scandinavian approach to child care. Will the Minister confirm that in Sweden and Denmark there is no mandatory national child care ratio at all?

[Elizabeth Truss]

My hon. Friend is absolutely right that there are no national ratios. Indeed, in parts of Sweden, no ratios at all are set for some nurseries. What the Swedes do is to rely on high-quality professionals exercising their professional judgment in the particular setting. That is the system we want to move to here. It is backed by the OECD and by Sir Michael Wilshaw of Ofsted, so I suggest the Opposition back it as well.

[Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)]

I am sorry to say that I truly believe that the Minister and the Secretary of State sat before us today are the most out of touch in the whole of Whitehall—apart from those in Downing street, that is. They pursue policies such as increasing child care ratios that generate almost unanimous opposition from across the country, to which they refuse to listen while systematically undermining popular services such as Sure Start by slashing the budget by almost half. When will they start listening to the people whom they are supposed to serve and put the best interests of children and families—rather than dogma and pet policies—at the forefront of their policy?

[Elizabeth Truss]

I have already pointed out that there is strong evidence for our reforms, and I point out to the hon. Lady that fewer than 1% of Sure Start centres have closed. They provide about 4% of full-time child care places. I would be interested to hear what the hon. Lady’s policies are for the other 96% of child care places and how she plans to make them more affordable. Under her watch, fewer women or mothers went out to work, and we were overtaken by countries such as France and Germany. What is her solution to that?

--- Later in debate ---

[Bridget Phillipson (Houghton and Sunderland South) (Lab)]

T10. The Daycare Trust has warned that it will be children from low-income families in particular who will lose out as a result of Government changes to child care ratios. Will the Minister listen to the concerns of parents, child care staff and experts, and think again on the proposals?

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

Child care ratios will be flexible only where providers are of high quality and hiring high-quality staff. This proposal is designed to drive up quality in the child care sector, is supported by Sir Michael Wilshaw of Ofsted and Andreas Schleicher of the OECD, and is best practice in most European countries. Ratios for two-year-olds are higher in virtually every other country in Europe, including Scotland and Ireland. I advise the hon. Lady to look at what goes on abroad and see high-quality child care with well-paid staff.

[Peter Luff (Mid Worcestershire) (Con)]

We all want young people to be able to cook, but the design and technology curriculum on which my right hon. Friend the Secretary of State is consulting at present is very important to the whole future of British industry and the British economy, so does he not think that giving primacy to cooking in that curriculum might be over-egging the pudding?

Child Care

Elizabeth Truss Excerpts

Wednesday 13th February 2013 Commons Chamber

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

I congratulate the hon. Member for Manchester Central (Lucy Powell) on raising this important topic and I congratulate her, too, on being a working parent in the House of Commons. It is important to have wide representation, so it is great to see more working mothers and more working fathers in the House. I am delighted to reflect on the fact that the hon. Lady’s future children might benefit from our developing policies on this issue.

My aim as Minister with responsibility for child care is to try to make life easier and better for working parents and their children. Every parent who goes out to work wants to have confidence that their child is receiving the best possible early education and child care. I think we can achieve that—and achieve it by using the existing system and resources as well as, hopefully, future resources in due course.

Sadly, that is not the case for parents at the moment, as there are issues about availability, cost and quality, which is variable. There was a recent worrying report from Policy Exchange, which suggested that quality is lower in deprived areas, where we need it to be of the highest quality. One thing we have done in the new two-year-old programme we are launching, which will benefit 260,000 two-year-olds by 2014, is to state that those two-year-olds should go to good and outstanding providers. I think that is an important measure.

The hon. Lady mentioned the cost to parents, and she is absolutely right that our parents face some of the highest costs in Europe—on average, 27% of income is being spent on child care. I have met many parents who are struggling with the financial burdens they face.

As for Government spending, there is a debate about the OECD figures, and it is often difficult to get to the bottom of these international comparisons. The evidence suggests, however, that although we do not spend as much as the Nordic countries, we do spend as much as countries such as France and Germany. Yet, despite the high parental input and the high Government input, we have people on the front line in child care who are earning an average of £6.60 an hour. That is simply not good enough for the important job being done by those charged with bringing up and educating the next generation.

All the evidence about brain development now suggests that the quality of staff is of paramount importance. Qualifications are also important, as is demonstrated by the study carried out by the Effective Provision of Pre-School Education team, and also by the OECD’s recent “Starting Strong” report. The Department’s first report, “More great childcare”, focuses on the need to improve quality and qualifications. We are working on the cost issue, and will have something to say about it in due course, but unfortunately I cannot say anything at present.

There are currently more than 400 child care qualifications, and parents and people in the child care industry do not know what they mean. We are creating a single qualification at level 3, called the early years educator. People entering that course will need to have C grades in GCSE English and maths, which I consider very important. We are also creating the early years teacher programme, which will confer teacher status. Recruits to that programme will pass the same tests as teachers have to pass on entry.

As the hon. Lady said, we are giving high-quality providers more flexibility, but only when they invest in high-quality staff, and only if they want to use that flexibility. There is nothing compulsory involved; we are merely giving additional flexibility to providers who meet high-quality requirements. That is, I think, an incentive for providers to upskill their work forces, and it gives them headroom in which to do so.

As we have established, many staff are paid barely more than the minimum wage. We want to emulate high-quality countries where pay is much higher. The Nordic countries tend to pay their staff more than £20,000 a year, while France and Germany pay between £16,000 and £18,000. Here in England, we pay £13,000. All those other countries pay considerably more to their early education staff, and all of them have larger allowances in terms of ratios than we do. Indeed, Scotland and Ireland have higher ratios than we do. At present we have the lowest ratios in Europe, and I do not think that that gives providers enough headroom to hire high-quality staff. As I have said, however, it is for providers to make the decision, and we will only allow them to do so if they invest in high-quality staff.

The hon. Lady asked me who supported these changes. One supporter, I believe, is the shadow Education Secretary, the hon. Member for Liverpool, West Derby (Stephen Twigg). He has suggested that we should adopt the Danish or the Swedish model. Neither Denmark nor Sweden sets mandatory ratios at national level. They believe in paying people well, and in employing high-quality professionals who make judgments at local level. That is the kind of system that I want to see. I want to see a more diverse system, in which we trust professionals to make those local judgments. Two-year-olds or three-year-olds may be at different stages of development, and may have different needs. I think that we should allow nursery staff who are properly qualified and trained to make the judgments about the best support that is available to those children.

[Julie Hilling (Bolton West) (Lab)]

Will the Minister give way?

[Elizabeth Truss]

I am sorry, but I have a limited amount of time, and I want to press on.

The hon. Lady asked me who else supported the changes. They are supported by Sir Michael Wilshaw of Ofsted, and by Andreas Schleicher of the OECD, who produced an important report called “Starting Strong” about the impact of improved qualifications on the attainment of children. Providing a teacher in an early years setting and providing high-quality staff can have a massive effect. A number of leading providers in the child care industry also support our proposals. I admit that not everyone is supportive. I can only say that we are giving people the opportunity to offer more places, it is not compulsory, and it is certainly not something that we will allow providers who do not invest in high quality to do.

We are also simplifying the system to make much more funding reach the front line. That is another important part of the proposals. Under the present system, local authorities and Ofsted are both responsible for quality, and quality assurance in different areas is at different levels. We are investing in Ofted and in more front-line inspectors from Her Majesty’s inspectorate to ensure that inspections are of genuinely high quality and focus on what is important. We have just changed the Ofsted framework so that it is much more focused on outcomes and the quality of engagement with children. There will be more emphasis on qualifications and the outcomes for the children.

All parties agree that the current system is not working. There are issues with the availability of child care. We want there to be more childminder agencies to help us provide more child care. Over the last 20 years the number of childminders has halved. They are a vital source of flexible child care for parents who do not work normal hours—MPs are one such group. We want childminders to be more widely accessible. Childminder agencies will be required to provide training, and they will be regulated and inspected by Ofsted. They can be set up in schools or nurseries. There will be great opportunities to expand the number of childminders and the amount of care available.

We will also allow good nurseries who hire high-quality staff to have more flexibility and to expand, again helping parents with availability. If a provider—a childminder or a nursery—shows that they are good quality according to Ofsted, they will be able to offer Government-funded places. There will no longer be a separate gatekeeper role for local authorities, which will also help us to expand the amount of child care available.

We need to go through a culture change in this country. Child care has been a low-wage, low-status profession. That is wrong, as it is an important profession in which lots of dedicated people work. Unfortunately, they are not rewarded sufficiently. We must look at what other countries do well in terms of remuneration and training. We are currently devising our early years educator qualification, and we are looking at the best practice in other countries and how we might adopt it.

The hon. Lady asked about funding proposals. I will consider the points she made about how we might improve the funding system. We must make sure we get the best value for money from the £5 billion we currently spend. The hon. Lady asked about the various different figures. They vary because the child care element of the working tax credit is a proportion of the spend that parents have. That must be tracked and estimated and it is not always the same from year to year because the budget is not fixed; it is a reimbursement of what parents pay. Therefore, there are various difficulties in calculating the total amount we spend and there are variable estimates. We do know, however, that we spend a lot through the system.

Interestingly, former children Minister Baroness Hughes of Stretford admitted that the funding had not been set up in an ideal way, as there are three separate funding streams that all feed into nurseries in different ways. She said that not enough of it goes through to the front line. We are looking at ways of fixing that. It is a complicated system, so it takes a while to do that, but I am working on it now. I would be very happy to continue this discussion with the hon. Lady after this debate.

Question put and agreed to.

Early Education and Childcare

Elizabeth Truss Excerpts

Tuesday 29th January 2013 Written Statements

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

Today I am publishing a report “More great childcare” which sets out this Government’s plans for improving quality in early education and child care. The report also incorporates the Government response to Professor Cathy Nutbrown’s report—“Foundations for Quality”—on qualifications for the early education and child care work force.

Over the next 10 years we want to substantially increase the supply of high quality, affordable and available child care. The evidence is clear that a good start in these early years can have a positive effect on children’s development, preparing them for school and later life. This is important for individual children and families. It is also important for our wider society and economy.

The proposals set out in “More great childcare” will help providers to thrive, by delivering more for the investment currently made by the Government and parents. This will be achieved through:

Raising the status and quality of the work force;

Freeing high-quality providers to offer more places;

Improving the regulatory regime;

Giving more choice to parents.

This Government want to increase the supply of high quality, affordable child care and early education. We want to see providers striving to raise the quality of provision of early education and child care for babies and young children, an inspection regime that responds with support and constructive challenge, and a clearer, simpler regulatory structure where more money reaches the front line.

The evidence tells us very clearly how important it is for successful outcomes for children that staff are well qualified. As Professor Nutbrown acknowledged, there has been recent progress in developing a more professional work force, and raising quality for children.

But we believe we need to go further, with reform needed to enable early years providers to break out of the low-skills, low-pay, low-status cycle in which the sector has been stuck for too long. Our report, therefore, specifically proposes:

Raising the status and quality of the work force

Graduate level early years teachers, specialised in early childhood development and who will work with our youngest children;

Examining how to attract bright graduates into early years teaching;

A programme of early years educators qualified to level 3, with good GCSEs in English and Maths, trained in child development and with strong practical experience.

Incentives for the first early years educators to work with providers offering early education for two-year-olds from low-income families.

Freeing high-quality providers to offer more places

Changes to rigid rules on staffing to give greater freedom for professionals to tailor group care to children’s needs, with more choice for parents.

Improving the regulatory regime

Reinforcing the emphasis on provider responsibility for quality, with skills and knowledge of staff at the forefront;

Increased involvement of HM Inspectors to further improve the quality of early years inspections;

Targeting inspections on providers most in need of improvement;

Encouraging rapid improvement by enabling providers to request a paid-for re-inspection;

Ensuring Ofsted is the sole arbiter of quality in the early years by removing any duplication of quality assessment by local authorities.

Giving more choice to parents

Increasing choice and diversity for parents, and encouraging new providers into the market;

Developing new childminder agencies to offer training, support and regular quality assurance of childminders;

Reducing obstacles to schools providing care for younger children, down the age range and able to open nurseries on site;

Supporting good providers to expand and respond to parental demand with clearer national standards and expectations and greater funding transparency.

Two of our specific proposals—allowing paid-for re-inspection and introducing childminder agencies—will require a change to primary legislation and we will bring forward measures to do this as soon as parliamentary time allows.

Our report further supports the commitment that this Government have made to ensuring that this country is the most family friendly in Europe. It supports what we have already done to increase early education for all three and four-year-olds to 15 hours per week, and the introduction of the two-year-old programme for children of lower-income families from September 2013. It also supports the revised early years foundation stage statutory framework, introduced from September 2012, and our longer-term ambitions around an integrated review.

We will, subject to consultation, bring forward plans to amend specific elements of the early years foundation stage statutory framework and these proposals will be subject to parliamentary approval in the normal way.

We are, alongside “More great childcare”, today launching a public consultation on how staff:child ratios might be framed in the early years foundation stage statutory framework from September 2013. We will also shortly launch further consultations on: the requirements that qualifications for those working in sector should fulfil; and changes to the welfare requirements set out in the EYFS.

We are clear that we want to give parents more choice of early education. Parents should be able to decide whether home-based care, nursery care, or a combination of the two is best for their child.

Our reforms will benefit both society and the economy by delivering high-quality education in the early years at the same time as helping parents back to work. This will complement the Government’s wider commitments: reforming education, so that we produce bright graduates and skilled school leavers; and reforming welfare, so that it always pays to work.

We will place copies of our report in the House Libraries.