Oral Answers to Questions

Debate between Elizabeth Truss and Neil Carmichael

Thursday 11th December 2014 Commons Chamber

[Mr Speaker]

I call Daniel Kawczynski. Oh dear, the fellow’s not here. Never mind. I call a Member who is always here: Mr Neil Carmichael.

[Neil Carmichael (Stroud) (Con)]

14. Thank you, Mr Speaker. I am grateful to the Environment Agency and the Department for Environment, Food and Rural Affairs for funding £750,000 of investment in protecting my constituency by improving and maintaining defences along the Severn estuary, notably at Lapper ditch at a cost of £500,000. What assurances can the Secretary of State give me and my constituents, however, that this kind of investment and attention to the problem will be continued over the next few years?

[Elizabeth Truss]

This is the first time a Government have ever laid out a six-year forward capital spend proposal. It is an increase in real terms on the figure this Parliament, which in turn was an increase in real terms from the previous Parliament. We are also committing an additional £35 million for maintenance this year and next, which the Environment Agency has said will do the job of maintaining our defences.

A-level Reform

Debate between Elizabeth Truss and Neil Carmichael

Wednesday 23rd January 2013 Commons Chamber

[Elizabeth Truss]

The hon. Lady says that she does not think constant exams should be part of life, but under Labour, constant exams were certainly part of students’ lives. Taking exams is all that they were doing between the ages of 16 and 18.

[Neil Carmichael (Stroud) (Con)]

I welcome the statement. At a recent meeting of the Education Committee to discuss the national curriculum, we heard from various academics that there was a real interest in the upskilling of those who study physics, chemistry and biology before their arrival at university, and that it was important for there to be an academic input in the formation of A-level courses that lead to university. Does the Minister take comfort from that, and does she agree with Professor Alison Wolf’s observation—much applauded by the shadow Secretary of State—about the need to recognise that universities need catch-up courses?

[Elizabeth Truss]

I entirely agree with my hon. Friend. Another point that Alison Wolf made in her report is that we need more maths students: at present, universities are 200,000 short of the number that they want.

There are real problems with our current system, which is why we need to reform it. We need a system with which universities and employers are happy, and which provides the important subject knowledge that students need.

16-to-18 Mathematics Education

Debate between Elizabeth Truss and Neil Carmichael

Tuesday 27th March 2012 Westminster Hall

[Elizabeth Truss]

I will come to that point. It is important to give those who do not achieve maths at GCSE the option to retake that course in a different way between the ages of 16 and 18, so that they obtain a good qualification that will be useful for the rest of their lives. The 16-to-18 age group is particularly important, yet it is where this country has a gap. Those are the people who will go on to study maths, physics, information technology and engineering at university, yet we all know from speaking to businesses in our constituencies about the great skills gap in that area.

[Neil Carmichael (Stroud) (Con)]

I completely agree with my hon. Friend; she makes an important point. Not only does this issue affect those young people who are effectively devoid of an appropriate education, but it is a serious problem for our competitiveness and business. Does my hon. Friend agree that it is imperative that schools and colleges engage more with businesses to understand that gap?

--- Later in debate ---

[Elizabeth Truss]

I thank my hon. Friend for that contribution. Our massive problem with maths causes a lack of social mobility and problems with university access. Students who attend comprehensive schools are half as likely to study maths as their private school counterparts and one third as likely to study further maths, but they are equally likely to study history or English. The problems of social mobility in mathematics and science do not exist in arts subjects, and the Government should consider that when looking at how to improve social mobility and access to university. Many students do not have the choice to study further maths, because only 50% of comprehensive schools offer that option. Given that further maths is needed to study maths or physics at top universities, many people are therefore put out of contention for the opportunities that we would wish them to have.

I am pleased that the Government are taking action. In the autumn statement, the Chancellor recognised the existing problems with maths education for 16 to 18-year-olds and announced that new free maths schools would be set up across the country. I am pleased to be backing one of those schools, the proposed Sir Isaac Newton school in Norfolk, which will take those students who are most talented in maths and science and educate them not only in A-level maths and further maths, but beyond that to pre-U level. Academics will support that school and ensure that students learn the cutting-edge mathematic and scientific techniques that will help them get to the top universities.

My county of Norfolk has a particular problem with maths. Nationwide, 33% of students who obtain a grade of A* to B at GCSE maths go on to study the subject at A-level. In Norfolk, that figure is 25%—a massive gap. We want to improve that situation and get more people studying A-level maths.

The development of the new maths schools is positive, and I applaud the Government for that innovation, which has already been seen in many other countries. However, we need further reform in two key areas. First, we must overhaul the sixth-form funding regime, and secondly—one of my hon. Friends alluded to this—we need more varied maths qualifications post-16.

Unbelievably, for post-16-year-olds, the Young People’s Learning Agency currently awards more money per capita for students studying psychology and media studies than to those studying mathematics. It also awards more money to science subjects—there is a 12% funding premium for all those subjects on top of the amount that is given to the school for maths. The justification for that 12% funding premium is that those other subjects need additional equipment. However, as anyone who has been involved with schools will know, the greatest cost is in teaching resources, rather than equipment.

At the moment, our funding formula is based purely on the amount of equipment needed, rather than the cost of recruiting teachers. Maths is the most difficult subject for which to recruit teachers; there are more vacancies for high-school maths teachers than for any other subject, and schools often end up paying a premium. One school in my constituency advertised for a newly qualified maths teacher. It offered £44,000, but received just one application.

Another school has flown in maths teachers from Canada to fill the shortfall in available teachers. Fewer than half of secondary maths teachers in this country hold a maths degree. We have a massive problem with the recruitment of maths teachers, yet the funding formula means that maths is disadvantaged when compared with science subjects and courses such as media studies, psychology and film studies. Furthermore, because the funding system is weighted towards deprived students, there is an even greater funding differential for deprived students doing media studies, as opposed to deprived students doing maths.

We have a completely topsy-turvy system in which the underlying financial incentives are asking schools to get lower-income students to do subjects such as psychology and media studies, rather than subjects such as maths, which has the highest earnings premiums and is known to result in greater lifetime earnings. We need to turn that system upside down. We need a subject premium based on the value of mathematics. I have illustrated why mathematics is a particular case and why reform is needed urgently. We are seriously suffering in terms of international competitiveness because we are not delivering enough mathematics capability.

I suggest that through the YPLA mechanism that I mentioned, mathematics should be given a 30% uplift. That would deal with some of the teacher recruitment issues. I would like further mathematics to receive a 50% premium, so that we can increase the number of state schools that offer further maths from the currently very low 50% and so that all sixth forms eventually offer that important option. That will ensure that every child in this country has the chance to go on to study maths or physics at a top university or, indeed, subjects such as computer science—we also need more people in those areas. What I have suggested would give schools a strong incentive to offer those subjects, and I do not think that it would cost anything additional from the education budget.

At the moment, under the YPLA funding regime, we have a huge range of weightings. Some subjects are rated up to 1.7. Those are not A-level subjects but some of the vocational subjects. We are talking about rebalancing the incentives in the system, so that those subjects that will deliver most for our economy and for the students and in which teacher recruitment is hardest get a premium. At the moment, we have the opposite situation.

I would also like to see a greater number of maths options post-16. Current participation in A-level maths and further maths is heavily weighted towards those gaining an A* at GCSE: 73% of students who get an A* in maths take an A-level in it, but only 6% of those who get a B do so. The number is much lower than for other subjects. One quarter of those who get a B in English and one fifth of those who get a B in history go on to do those subjects at A-level. The reason is that we have a one-size-fits-all maths and further maths course, rather than having different options for young people who will go on to study different subjects.

[Neil Carmichael]

My hon. Friend is making excellent points, but I want to probe the question of further education colleges. They, too, need to have appropriate provision in maths, because a large proportion—almost 50%—of all post-16s go to FE colleges, and we do not want them to miss out, either.

[Elizabeth Truss]

I thank my hon. Friend for his intervention. To clarify, the funding to which I am referring applies to both FE colleges and sixth forms. It is a single funding pot that applies to the whole lot. Indeed, recently the Government levelled the playing field between FE and sixth forms. The plans that I am talking about would apply to both FE colleges and sixth forms.

For 16-to-18 maths, we need a range of tiers in which some options are harder than others. The Sunday Times reported at the weekend that Sir John Holman is drawing up plans for what those options would look like. When we are drawing up the options, we need to consider the failings of previous attempts to create different maths options for those aged 16 to 18. I am referring specifically to the use of maths A-level. It purported to provide real-world experience, but leading Fields medallist and Cambridge maths professor Tim Gowers said:

“it is blindingly obvious from the sample papers that it is not testing different skills…and is deeply boring, and not even all that relevant to the people who are actually taking the exam”.

The problem with use of maths was that, first, it was laid out as equivalent to A-level maths, which it simply was not. Secondly, it attempted to be relevant, but not in a way that could be applied to the real world.

What is needed is a decent set of qualifications, all of which are rigorous. They need to be on a scale, so that people know exactly where they fit in the qualifications framework. I suggest that that would involve, first, an option whereby students learn the basics of maths. Secondly, they learn the intermediate techniques that support arts and social science subjects. Finally, they get the advanced maths that can lead right through to a technical career.

One of the important elements is that further maths needs to be more advanced than A-level maths. Under the previous Government, there was an effort to make those two subjects equivalent on the ground that all A-levels had to be equal. That is clearly nonsense. We clearly need an option for more advanced students to study, so that those going on to do sciences and social sciences have a mainstream A-level option. Let me suggest an outline for the framework. A-level maths should be a strong preparation for university. We should have a slimline version for those who are majoring in social sciences. Maths should be a core part of the apprenticeship programme. I have recently met apprentices in my constituency who have told me how useful they find studying top-up maths to be in completing their courses and gaining skills on the job. There should also be a new course that provides a fresh approach to the basics for those who have failed to get a GCSE grade C in maths.

All that needs to happen fast; there is a case for dealing with it urgently. We need a sixth-form funding formula that puts a subject premium on maths, rather than the subject discount that we have at present, which has caused a very low take-up of A-level maths. We also need to ensure that there is a full offer for 16 to 18-year-olds. That would have a dramatic effect on take-up, and I urge the Government to act on it as soon as possible.

Education Maintenance Allowance

Debate between Elizabeth Truss and Neil Carmichael

Wednesday 19th January 2011 Commons Chamber

[Neil Carmichael]

rose—

[Elizabeth Truss (South West Norfolk) (Con)]

rose—