Oral Answers to Questions

Debate between Elizabeth Truss and Nick Gibb

Monday 10th February 2014 Commons Chamber

[Elizabeth Truss]

I thank the hon. Gentleman for our excellent meeting last week, which I thought was very helpful. I have taken the research he put forward, and one of the Department’s education policy advisers is considering it in detail and examining the evidence. I note that 120 schools already participate in mindfulness programmes, and also that several Members of this House are using it to improve their performance.

[Mr Nick Gibb (Bognor Regis and Littlehampton) (Con)]

The early-years foundation stage framework makes it clear that by the time children reach the reception class at primary school, the majority of the school day should be spent in teacher-led activities, rather than child-initiated play. What can my hon. Friend do to ensure that the framework is correctly interpreted by schools and that we do not continue to see the dominance, particularly in weaker primary schools, of so-called free-flow methods, which delay children being taught to read and entrench the attainment gap between those from wealthy and those from poorer backgrounds?

[Elizabeth Truss]

My hon. Friend makes a good point. High-quality, teacher-led early-years education is vital to closing the gap between those on the lowest and those on the highest incomes. At the moment, when those children arrive at school, there is an 18-month vocabulary gap, which is why we are keen, and Ofsted has confirmed, that although there should be no decision about exactly what type of teaching takes place, it should be of a high quality and it should raise the attainment of children and close that gap before they arrive at school.

Oral Answers to Questions

Debate between Elizabeth Truss and Nick Gibb

Monday 6th January 2014 Commons Chamber

[Elizabeth Truss]

I think it is good for students to be doing both academic and practical subjects. In countries such as Germany and Poland, which have improved their programme for international student assessment— PISA—scores, all students do a core of academic subjects, including languages, sciences, history and geography, until they are 16. It is an important principle that students need to do both, because that is what will help them to get good jobs when they leave school.

[Mr Nick Gibb (Bognor Regis and Littlehampton) (Con)]

Given that the new primary maths curriculum no longer includes the chunking method in division calculations, will the Minister confirm that the revised key stage 2 assessments in maths will give credit for a pupil’s working only when the traditional long or short division methods are used, and not when the discredited chunking method is used?

[Elizabeth Truss]

First, I pay tribute to my hon. Friend for all the work he did on the maths curriculum, which is now a world-leading one. Some of our teachers recently went to Shanghai to see how maths is taught there, and they found that Shanghai is three years ahead of England in this regard. One thing they noticed was that the chunking method is not used in Shanghai—long division is used instead. When those teachers brought that back to England, pupils said, “This method is great. Why aren’t we doing this? This long division is much easier than the confusing strategies we have been taught.” So I can say that when we introduce the standard assessment tests with the new national curriculum, chunking will not be rewarded in method marks—long division will.

Oral Answers to Questions

Debate between Elizabeth Truss and Nick Gibb

Monday 16th April 2012 Commons Chamber

[Mr Gibb]

My hon. Friend is right to say that we have changed the admissions code so that not only looked-after children but previously looked-after children—those who were in local authority care but who have subsequently been adopted—are given priority in the admissions process. The change is designed to help speed up the adoption system and recognises the difficulties that those children have encountered in their early childhood. Appeals are based on the admission arrangements in force at the time, and so for 2012 they will not include a priority for previously looked-after children.

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

19. What recent assessment he has made of the 16-to-19 funding formula.

Oral Answers to Questions

Debate between Elizabeth Truss and Nick Gibb

Monday 27th February 2012 Commons Chamber

[Mr Gibb]

Those issues are being addressed in the review, and we will report on decisions as and when they are made. The introduction of the English baccalaureate, however, has done more to encourage the take-up of modern foreign languages in secondary schools than any decision since 2004, when the hon. Gentleman’s party was in government and decided to remove the compulsory element of modern foreign languages. As a consequence of that decision, numbers plummeted.

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

Is it not the case that all our leading competitors, including Germany and Canada, insist that pupils learn history and modern foreign languages until the age of 16? Will the Government take that into consideration in the curriculum review?

[Mr Gibb]

The expert panel report which we published towards the end of last year recommended more compulsion until pupils reached the age of 16, and we are considering that. However, as I said to the hon. Member for York Central (Hugh Bayley), the English baccalaureate has done more to increase the take-up of modern foreign languages and, indeed, history than any other single measure undertaken by the Government.

Calculators in Schools

Debate between Elizabeth Truss and Nick Gibb

Wednesday 30th November 2011 Westminster Hall

[Mr Gibb]

My hon. Friend makes his point very eloquently. The debate is not just about the individual’s success in life—there is much evidence that those with advanced mathematical skills secure better employment prospects and higher standards of living—but that as a country we need to get it right, which we have not yet done.

As the Trends in International Mathematics and Science Study—or TIMSS—study of maths has shown, those pupils in Singapore and Hong Kong go on to outperform pupils in England in international league tables. As has been said, if we are to compete internationally, it is crucial that we equip our young people with such essential maths skills.

The foundation for more advanced mathematical and scientific study is built in primary school, where pupils can develop a love of, and a fascination with, mathematics. Unfortunately, far too many children leave primary school convinced that they “can’t do” maths. Provisional key stage 2 data for the 2011 test year shows that only 80% of pupils reached the expected level in maths, and an even lower proportion reached level 5. Without a solid grounding in arithmetic and early maths in primary school, children go on to struggle with basic mathematical skills throughout their school careers and their adult lives. We cannot allow children to fall behind at that early stage. It is vital that pupils are fluent and confident in calculation before they leave primary school. We cannot expect children to be able to cope with the demands of complicated quadratic equations if they do not have quick and accurate recall of multiplication tables. Indeed, it is not possible to do long division, without being fluent in them.

[Elizabeth Truss]

Does the Minister agree that understanding basic operations enables one to check calculations? For example, when purchasing an item or considering a mortgage, people can check whether their calculator is right, which provides a sense check. When people have those basic skills, they are equipped for all such difficult situations in later life.

[Mr Gibb]

I am sure that my hon. Friend is right. Being fluent in the multiplication tables right up to 12 times 12—there are, after all, 12 months in the year and there are 12 in a dozen, which are still frequently used quantities regardless of decimalisation—gives people an instinct for numbers. They can therefore instinctively spot where something is wrong—for example, that the dosage a nurse gives to a patient is out by a factor of five, 10 or 20—because they are used to numbers and do not have to look things up on a chart or use a machine to calculate whether a number is right. It is to provide that instinctive understanding that such basic calculations and repeated practice at primary school are so important.

I also agree with my hon. Friend that we should not hinder pupils’ understanding of calculation by allowing them to become dependent on calculators too early. Ofsted recently conducted a survey of 20 top-performing primary schools in maths in the country. The resulting report, entitled “Good Practice in Primary Mathematics: Evidence from 20 Successful Schools”, clearly shows the importance of pupils knowing their times tables properly to develop fluency in calculation. Most of the top-performing schools visited for that study introduced calculators only at the very upper end of primary school, and then only to check the answers for calculations carried out by hand. That is often a time when pupils are practising written methods for long multiplication and long division, and adding, multiplying, dividing and subtracting fractions. Finding the common denominator when trying to add one seventh and one eighth—56—is significantly harder and more boring if children do not know their multiplication tables by heart.

The international evidence is also clear. High-performing jurisdictions around the world, as my hon. Friend so eloquently said in her well-researched speech and article, would limit the use of calculators in the primary mathematics classroom. Guiding principles for the Massachusetts, Singapore and Hong Kong curricula state that calculators should not be used as a replacement for basic understanding and skills. Moreover, the 4th and 6th grade state assessments in Massachusetts, which are the equivalent of years 5 and 7 in this country, do not permit the use of a calculator. Elementary students learn how to perform basic arithmetical operations without using a calculator. Evidence from the most successful educational systems around the world suggests that calculators should be introduced only once pupils have a thorough grounding in number facts or number bonds, including knowing their multiplication tables by heart, and that calculators should be used only to support the teaching of mathematics where the aim is to focus on solving a problem rather than on the process of calculation.

It is crucial that pupils are fluent in using efficient written methods to perform calculations and do not reach for a calculator when faced with a simple addition or multiplication. The most efficient written methods, such as columnar addition and subtraction, allow a pupil to perform calculations quickly. Pupils should be taught them as soon as possible, and not spend years using intermediate methods, such as chunking.

We are currently reviewing the national curriculum to give teachers greater professional freedom over how they organise and teach their subject, and my hon. Friend’s analysis of the key stage 2 curriculum was very revealing. The review will be informed by best international practice, and will draw on other evidence about the knowledge children need to deepen their understanding at each stage of their education. Alongside the review, we are looking at how arithmetic is taught in school by engaging in an informal dialogue with maths professionals. Some key areas of consensus are emerging—namely, that there needs to be a renewed focus on quick recall of number facts, such as multiplication tables, and on the importance of consistent, efficient methods of calculation being taught throughout the school.

I believe that technology can be used to enhance teaching across all subjects. In his speech to the Royal Society earlier this year, my right hon. Friend the Secretary of State highlighted the wonderful work being done by, among others, the Li Ka Shing Foundation and the highly respected Stanford Research Institute International on a pilot programme to use interactive software to support the teaching of maths. He also highlighted how computer games developed by Marcus du Sautoy are enabling children to engage with complex mathematical problems that would hitherto have been thought too advanced for them to tackle at such an age.

Children will not be able to cope with the more advanced maths that they will encounter in secondary school unless they are fully fluent in the basics, and introducing calculators too early can risk the development of that fluency. Our focus on getting maths right in primary school also requires a focus on teaching quality, as my hon. Friend hinted at in her analysis of what matters in education. One of the most important characteristics of the best performing education systems around the world is that they recruit the best possible people into teaching and provide them with high-quality professional development. There is clear consensus in the maths community that teachers must have a deep understanding of maths to be fully effective.

Our White Paper “The Importance of Teaching” set out the Government’s commitment to provide additional support for the uptake of mathematics and the sciences. In June, the Secretary of State announced that the Government will invest £135 million over the spending review period to support that aim. Much of that will go towards improving the skills of existing teachers. We have followed the example of Finland by expanding Teach First and by providing extra support for top graduates in maths and science to enter teaching.

We have also made the following commitments in the initial teacher training strategy published earlier this month. From 2012-13, we will prioritise the allocation of places to courses with a maths and science specialism over generalist primary courses. That will encourage ITT providers—universities—to offer specialist, rather than generalist, courses. We will fund £43 million in bursaries for new primary teachers, some of which will go to trainees who are training on primary courses that include a specialism. We will offer schools the opportunity to train their own primary specialist teachers, and then employ them as teachers. For 2013-14, we expect to introduce additional financial incentives for trainees who take a maths, science or language specialism as part of their primary ITT course and have a good A-level in maths, a science subject or a language.

The Government have just announced £600 million to be spent on building an additional 100 new free schools by the end of the Parliament. These new schools will include specialist maths schools for pupils between 16 and 18, and their aim will be to produce the outstanding mathematicians of the future. We are funding two cohorts of teachers to undertake the maths specialist teacher programme, which aims to improve the practice and efficacy of primary mathematics teaching. We are also part-funding two further cohorts of the programme.

Evidence around the world clearly shows that high-performing nations ensure that children receive a first-class maths education when it is based on a solid foundation of essential principles of number and calculation. That is why we are making primary-level maths a priority: we are encouraging early mastery of multiplication tables and written calculation methods, limiting the use of calculators, and raising the quality of teaching. Giving children a solid understanding of basic mathematical skills will encourage higher achievement and greater enjoyment in maths, and give every child the best possible start to their school career.

Question put and agreed to.

Oral Answers to Questions

Debate between Elizabeth Truss and Nick Gibb

Monday 21st November 2011 Commons Chamber

[Mr Gibb]

I agree completely with my hon. Friend’s comments. That is why we have announced that, from September 2012, a person must pass a literacy and numeracy skills test before starting teacher training and will be allowed only two resits, rather than being able to take the test an unlimited number of times. From September 2012 we will also raise the pass mark and carry out a complete review of the test’s contents to ensure that we are properly testing the literacy and numeracy of those teaching in our classrooms.

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

The top-performing countries in maths, such as Singapore, hardly use calculators at all in primary schools. Britain uses calculators more than any other country and is ranked 28th in the world in maths. Does the Minister think that there is a correlation?

[Mr Gibb]

I read my hon. Friend’s article in The Sunday Times this weekend with great interest. She made some very important points. She has championed the importance of high-quality maths teaching in our schools and knows the importance of maths not just for an individual’s ultimate opportunities, but for the economy as a whole. I hope that she will continue to contribute to the national curriculum review of maths.

Oral Answers to Questions

Debate between Elizabeth Truss and Nick Gibb

Monday 17th October 2011 Commons Chamber

[Mr Gibb]

The hon. Gentleman is right to raise these issues. The number of errors in exam papers this summer was unacceptable. A review is being conducted by Ofqual, which will report later in the year. As a consequence of the errors that took place this summer, we have reviewed Ofqual’s powers, and in another place, we are considering introducing into the Education Bill new powers for Ofqual to fine the awarding organisations when they are not delivering high-quality exams without error.

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

Does the Minister agree that the distinction between methods and applications is spurious in a subject that is all about practice, and that instead we should have mathematics and additional mathematics at GCSE, or pure and applied? That would be more logical and more mathematical.

[Mr Gibb]

I pay tribute to my hon. Friend for her passion for the subject of maths education in this country. She is right to raise, and continue to raise, the issue. We will wait to see the outcome of the pilot of the twin maths GCSEs, and we will take into account its conclusions before considering what further reforms to maths GCSE we will make.

Oral Answers to Questions

Debate between Elizabeth Truss and Nick Gibb

Monday 21st March 2011 Commons Chamber

[Mr Gibb]

I do not know why the hon. Gentleman wants me to ask the Secretary of State to come along, and does not ask me to come along instead. I would be delighted to visit a school to see that work in action. The issues that the hon. Gentleman mentions are very important, and unless we get them right children will not be in the right place to access the curriculum and learn successfully.

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

I am concerned that some schools in South West Norfolk are struggling to recruit teachers in short-supply subjects and head teachers. Will the Minister consider improving the quality of teaching in Norfolk by rolling out Teach First to the county, and by relaxing rules on national pay bargaining to allow us to recruit teachers in those short-supply schools?

Oral Answers to Questions

Debate between Elizabeth Truss and Nick Gibb

Monday 11th October 2010 Commons Chamber

[Mr Gibb]

Yes, primary schools should continue with the current primary curriculum. The details and timings will be announced later in the year, but I assure the hon. Lady that there will be plenty of lead time available to schools to implement the new curriculum. We do not want what the previous Government had, which was “initiativitis”. Schools received new initiatives every two weeks, and lever arch files full of prescriptive instructions about how to teach were disseminated to all our schools.

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

Will the Minister comment on the fact that many primary schools appear to be teaching multiple methods for basic mathematical problems, which has been set out through the national strategies, rather than achieving fluency in key methods, which enables those pupils to go on and achieve and where countries such as Flanders and Finland have proved so successful?

[Mr Gibb]

I pay tribute to my hon. Friend for her passion about the way maths is taught in our schools. Of course, how children are taught is a pedagogical matter, which should be left to the professionalism of teachers, but what is taught and when will be matters for the national curriculum review.

Oral Answers to Questions

Debate between Elizabeth Truss and Nick Gibb

Monday 7th June 2010 Commons Chamber

[Mr Gibb]

My hon. Friend raises a good point. False accusations against teachers can have a devastating effect on the careers of those teachers. We intend to introduce anonymity for such teachers and will announce more details of that in due course.

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

T1. If he will make a statement on his departmental responsibilities.