Oral Answers to Questions

Eric Ollerenshaw Excerpts

Thursday 20th December 2012 Commons Chamber

[Michael Fallon]

UKTI is UK-wide and, of course, does everything it can to support exports from every part of the United Kingdom. As I have said, there is an increased focus on helping small and medium-sized firms to export, which is why we are providing a new facility from April to extend credit totalling £1.5 billion for small firms that need it for longer term financing—three to five years—for contracts overseas.

[Eric Ollerenshaw (Lancaster and Fleetwood) (Con)]

18. The improvements the Minister mentions with regard to UKTI are being recognised in Lancashire, with much more outreach work with local chambers of commerce and Members of Parliament. How will he build on that, particularly with smaller businesses that, as other Members have mentioned, often lack the personnel to attend conferences during the day?

[Michael Fallon]

Let me reassure my hon. Friend that UKTI will continue its outreach activity in Lancashire and the rest of the country to encourage and support as many businesses as possible. Exporting is vital for our economy and exports are now increasing again, which is why UKTI was given such a boost in the autumn statement. That means UKTI is increasing its number of international trade advisers, and we are also placing officials from UK Export Finance in the regional offices so that more businesses, particularly small businesses, can benefit from their advice.

--- Later in debate ---

[Vince Cable]

The business bank has already been established, and it will be up and running next year. Of course, the full clearance of European state aid, which is a necessary formality for certain kinds of lending, will take longer. I acknowledge the role of Aldermore and other banks, such as Metro and Handelsbanken, which is very important. This bank will complement and support them.

[Eric Ollerenshaw (Lancaster and Fleetwood) (Con)]

T3. Does the Minister agree that it is the wide range of educational provision in the higher education sector that really benefits young people, and if so, what is he doing to increase the diversity of that provision?

[The Minister for Universities and Science (Mr David Willetts)]

I agree with my hon. Friend about the importance of diversity, and that is why we have liberalised the rules on the size of institutions that can take the name “university”, as a result of which 10 more higher education institutions fulfilled that criterion, seven of which have already received approval from the Privy Council to become universities.

Industrial Policy and Manufacturing

Eric Ollerenshaw Excerpts

Thursday 22nd November 2012 Commons Chamber

[Eric Ollerenshaw (Lancaster and Fleetwood) (Con)]

It is a pleasure to follow the new hon. Member for Corby (Andrew Sawford). Clearly, my two Saturdays in Corby did not turn out too well. I remember the rain in Thrapston. I offer him many congratulations. Obviously he is a man of strong views, and he puts them across clearly. I have known him before—briefly—in his professional life. He proves that he does his homework and research, and will make a great addition to the House. Unfortunately for Government Members, it looks like he will stay the course.

I congratulate the hon. Member for Stalybridge and Hyde (Jonathan Reynolds), as well as my hon. Friends the Members for Warwick and Leamington (Chris White) and for Burnley (Gordon Birtwistle), on getting this debate under way. I declare an interest in Stalybridge and Hyde—I spent my childhood at Hyde county grammar, and used to live in Dukinfield, which is in the constituency of the hon. Member for Stalybridge and Hyde. My sister still lives there and works at the company the hon. Gentleman mentioned. I am also grateful to the Backbench Business Committee for the debate.

We need to rebalance the economy in terms of the types of the businesses we have, but getting manufacturing and industrial policy right is critical in rebalancing the economy regionally. I am pleased the hon. Gentleman said we do not want to go back to the failed policies of the 1970s in trying to pick company winners—he agrees with Government Members on that. Surely the Government’s job will be to identify sectors where we already have a world lead, such as life sciences, higher manufacturing and aerospace, as well as sectors of high growth, such as the automotive industry.

As the hon. Member for Ogmore (Huw Irranca-Davies) pointed out, we need a strategy that resolves the country’s energy needs, which will give stability for investors on which to build an increased manufacturing base. We also need a positive climate for inward investment and business start-up.

The hon. Member for West Bromwich West (Mr Bailey) mentioned a competitive tax regime. I congratulate the Government on what they have done on corporation tax, which I believe is having an impact. We need a competitive tax regime, but we also need a regime under which tax is collected.

My hon. Friend the Member for Warwick and Leamington emphasised education policy and the reforms the Government are introducing to ensure that we have properly trained and qualified workers, which hon. Members on both sides say we need. When we meet local employers, they complain about their employees.

I agree with other hon. Members on apprenticeships. I congratulate the Government on what they have done—we have nearly half a million new apprenticeships. A couple of weeks ago, I visited a small manufacturing factory in my constituency—it is essentially small scale, as described by my hon. Friend the Member for High Peak (Andrew Bingham). A and G Precision and Sons Ltd has only 40 employees, but as my hon. Friend the Member for Aldershot (Sir Gerald Howarth) will be pleased to know, it supplies parts to BAE Systems for the Typhoon fighter. Only this year, it decided to make two work experience lads from the local school into full-time paid apprenticeships. I see the beginning of that welcome change throughout my constituency. The other part of that—my hon. Friend has just touched on it and it is one of my main points—is the encouragement of R and D, so that our companies remain at the cutting edge in their field.

My constituency benefits from having Lancaster university in it—one of the top 10 universities. The university has recently been made a centre of excellence for cyber-security, and has the potential to generate multi-billion pound business across the world. We need to build on that. In my constituency, ideas have been developed and transferred. For example, First Subsea Ltd took a design from the university and has now produced an engineering mechanism to pick up pipes and buoys from under the sea for the oil industry. It employs 45 people and has sales departments in all the major oil-producing parts of the world.

I have previously made this point, but we have missed a trick with local enterprise zones. I have never understood why we could not give every university the potential to have their own enterprise zone. The purpose of enterprise zones is to encourage start-ups. Where do start-ups start? Many of them at the high end start with universities. We also want enterprise zones where businesses, as they expand, eventually move off and pay their taxes like every other business.

[Sir Gerald Howarth]

My hon. Friend is making an important point. May I remind him that Surrey Satellite Technology, a fantastic world leader in satellite technology, was spun out of the university of Surrey? That reinforces his point about the role that universities can perform in advancing high technology.

[Eric Ollerenshaw]

I am grateful to my hon. Friend for that example.

When I make inquiries, I am told that the problem in defining and facilitating university enterprise zones lies apparently with the Treasury. The Under-Secretary of State for Skills, my hon. Friend the Member for West Suffolk (Matthew Hancock), is an expert in these areas and I am not. However, I am told that the Treasury rules are that it has to make a calculation about the taxes it would have received from companies that have not yet been set up in order to make a decision about whether to allow an enterprise zone to be created. How civil servants can calculate the tax of non-existent companies—or new companies that have not even been dreamed up—I am not quite clear, but to me there is something wrong with the system.

Our universities have pushed forward the science park idea—Cambridge is a notable example—and it is being pursued by Lancaster university to enable graduates with skills and ideas to stay in the local area. To underline my theme, we have to use this policy to rebalance the contribution to growth that the regions make. The council, under general powers of competence, has the power to vary business rates. The concept suggested by the university, the council and myself was to have an enterprise zone-lite. The local council could define the area of the science park and lower business rates. The problem then—going back to the Treasury rules—is that the local council would then have to calculate the difference between the full business rate and an estimate of what those companies, some of which might not have even been set up, might have to pay. That seems to defeat the whole object, but watch this space. We are still trying to pursue where we can go with this. It is key that policy is not only about what Government can do—I will say a little bit more about that—but about what local councils and local authorities can do, on their own volition, with the new powers that the Government are giving them. That policy, based around universities, is the key to top-level manufacturing and to growing the economy of the north and, in particular, my constituency.

Hon. Members have mentioned exports. Lots of companies in my constituency export. I have mentioned before a company in Fleetwood that exports 50 tonnes of whelks to Korea. Only the other week, I was called by someone from another company in Fleetwood. I do not know if this counts as manufacturing, but the gentleman there reconditions and patches up end-of-life heavy trucks. He has found that the market in developing countries is either for brand-new Chinese trucks or British Bedford ex-defence vehicles—probably the kind that my hon. Friend the Member for Aldershot secured the contract for many years ago. He says that the Chinese trucks do not last five minutes. I have no comment to make—I am not a truck expert—but he says that although they are glittering they do not survive very long.

The gentleman in question, then, has found a market in the developing world for reconditioned heavy vehicles, so why did he approach me? He wanted to know whether I had contacts with other countries that might want to get involved. Having been a member of the all-party group on Kurdistan, I mentioned Kurdistan. That taught me a lesson, because he came back and said, “We’re looking at Kurdistan”. Where was UK Trade & Investment? Through contacts in the all-party group, he contacted the consular staff, who were extremely helpful, and now he is on his way to selling reconditioned trucks to Kurdistan. Where was UKTI? Its role is pivotal. A small business that wants to be in the export market needs a simple lead.

[Jeremy Lefroy]

I welcome my hon. Friend’s comments about reconditioned British vehicles, which are much-sought-after all around the world, but does he agree that there is another problem, as experienced by a company in my constituency? Reconditioned UK Army vehicles, which cannot be described anymore as military vehicles, are banned from export to certain countries, yet similar German army vehicles are available in those places, because German companies face no such obstacles.

[Eric Ollerenshaw]

My hon. Friend clearly demonstrates his point about reconditioned vehicles. I do not want to prolong this debate, but clearly there is a market. Small businesses at—I would say “the coal face”, but we do not have one anymore—the end of manufacturing do not have time to make the phone calls and make the contacts. They need support. For that reason, I welcome some of the changes to UKTI. In particular, I welcome its approach to Members about getting these meetings going in their particular areas. That will, I hope, provide the contacts, so that no longer do I have to be called in to make the contacts myself. As I learnt, we should not assume that these small businesses are not looking at what is available on the global market. All they want is the assistance to get into that global market, and obviously we should do everything we can to address our concerns about manufacturing.

I supported the abolition of regional development agencies, although I should declare an interest, as a past member of the London Development Agency—why London needed an RDA I never understood, even though I sat on the board. I have, however, been a great supporter of local enterprise partnerships, and I take Lord Heseltine’s point about giving them greater support. I support LEPs because areas such as Lancaster and Fleetwood—at the north end of Lancashire—and surrounding constituencies, are dominated by Manchester and Liverpool. So despite serious concerns about the proposal for city regions and the dominance of those areas, which in my constituency resulted in little help from the RDA, I hope that we will get some help from the LEP.

[Several hon. Members]

rose—

Oral Answers to Questions

Eric Ollerenshaw Excerpts

Thursday 6th September 2012 Commons Chamber

[Jo Swinson]

As I said in answer to my hon. Friend the Member for Gloucester (Richard Graham), that is a live procurement contract—I hope the hon. Gentleman also understands that. However, he makes his point clearly. His points are on the record and it has been noted that he is standing up for his local post offices.

[Eric Ollerenshaw (Lancaster and Fleetwood) (Con)]

T6. What is being done to assist exporters, particularly in the north-west, to achieve results that match those of the best, such as Fisherman’s Friend in my constituency, which exports 97% of its products to more than 100 countries?

[Vince Cable]

Until I heard the hon. Gentleman’s question, I thought Fleetwood was primarily famous for its football team, which has just got back into the Football League. I will make an effort to visit Fleetwood. I am delighted to hear of the success of Fisherman’s Friend, which I consume a great deal of. I had not realised it was an export firm, but we will do everything we can to promote it overseas.

Oral Answers to Questions

Eric Ollerenshaw Excerpts

Monday 18th June 2012 Commons Chamber

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

4. What estimate he has made of changes in the number of pupils taking science, language, history and geography courses following the introduction of the English baccalaureate.

[Eric Ollerenshaw (Lancaster and Fleetwood) (Con)]

13. What estimate he has made of changes in the number of pupils taking science, language, history and geography courses following the introduction of the English baccalaureate.

--- Later in debate ---

[Mr Gibb]

RE entries continue to rise, with 32% of students being entered for a GCSE in religious studies last year, up from 28% the year before. RE is already a compulsory subject, and one intention behind the E-bac is to encourage wider take-up of geography and history in addition to, rather than instead of, compulsory RE. The E-bac will not prevent any school from offering the RS GCSE, but we will keep the issue under review.

[Eric Ollerenshaw]

Does the Minister agree that the baccalaureate policy will be critical for future social mobility, because it will provide, for once, a common platform for pupils of whatever background for access to university and higher skills?

[Mr Gibb]

I strongly agree with my hon. Friend. The academic subjects in the baccalaureate reflect the knowledge and skills that young people need to progress to further study or employment. In fact, the E-bac subjects are what the Russell group calls the “facilitating subjects” at A-level, the ones that are most likely to be required or preferred for entry to degree courses and keep more options open.

On social mobility, it cannot be right that children from the poorest backgrounds are significantly less likely to have the opportunity to take the baccalaureate subject GCSEs. Just 8% of children eligible for free school meals took that combination of subjects last year, compared with 24% of pupils overall.

Homophobic Bullying (Schools)

Eric Ollerenshaw Excerpts

Tuesday 12th June 2012 Westminster Hall

[Eric Ollerenshaw (Lancaster and Fleetwood) (Con)]

I congratulate my hon. Friend on securing the debate. On his point about teachers, in the 1970s and ’80s, teachers faced the same problem with a different issue—racism in schools—and it was dealt with. It was not just about training, which he alludes to and is fundamental, but about teachers feeling that they had the support of the wider community, whether governors, education authorities, councillors or Members of Parliament. In a classroom, teachers need to feel that they have the support of wider society to be able to deal with the issue. We dealt with racism in schools in the ’70s and ’80s, and we can deal with this.

[Iain Stewart]

My hon. Friend makes an important point and brings considerable experience as a teacher to the debate. The analogy with racist bullying is powerful. It goes back to my opening remarks about why we need a specific policy on homophobic bullying. No one would dare to argue now that we did not need a specific policy to tackle racist bullying; the same can be said for homophobic and transphobic bullying. His point about the reflection of wider social norms is important. Teachers cannot exist in isolation; they are part of the broader community. Tackling such bullying requires everyone—parents, teachers and everyone in society—to challenge it and say that it is not right and cannot be allowed.

Sport has an important role to play. Rightly, there are lots of campaigns to stop racist abuse on the terraces at football games, and we have seen some of the controversy with Euro 2012 at the moment. We do not hear as much about homophobic chants at grounds. If young people go to football, they will pick up on it and think that it is acceptable, so this is not only about schools; there is a broader challenge to society to say that homophobia is not acceptable, because not doing so creates the breeding ground for such sentiments.

I will conclude my remarks now, because I want to give the Minister enough time to respond. I hope that by securing the debate today, I have helped to give the issue the publicity that it deserves and that more schools will take steps to address bullying, which blights far too many young lives.

History Teaching

Eric Ollerenshaw Excerpts

Tuesday 10th January 2012 Westminster Hall

[Chris Skidmore]

The decline has been a slow one. I do not wish to make party political points during this debate. David Cannadine’s excellent new book, “The Right Kind of History”, shows that these debates have been going round in circles since the early part of the 20th century and that lamenting the decline of history is nothing new. What is new is that we are competing in an international market against other countries, the pupils of which are being rigorously taught and assessed in all subjects and are driving forward in a way that our pupils are not.

There are some schools in which pupils take history to 16. My hon. Friend the Member for Gillingham and Rainham (Rehman Chishti) has mentioned a grammar school in his constituency. It is of interest to me that while the numbers taking history GCSE have been declining in comprehensive schools, they have been increasing in grammar schools since 1997. Although we have 29.5% of pupils in comprehensive schools taking history GCSE, we have 55% of pupils in grammar schools taking history and 48% in independent schools. The gap between grammar schools and comprehensive schools in terms of the proportion of pupils who are taking history GCSE has increased from 17.4% in 1997 to 24.9% in 2010, which is a real problem. The growing divide in education is no longer just about standards in different parts of the country but about the subjects that we choose to take at school. I worry how that will affect our national identity.

[Eric Ollerenshaw (Lancaster and Fleetwood) (Con)]

I thank my hon. Friend for securing this debate and pursuing the topic. Does he agree that part of the decline began in the 1970s? Let me declare an interest here; I was a teacher in the 1970s. History teachers were almost compelled to change the nature of what they were teaching to encompass what is known today as the schools history project. Instead of teaching the narrative, teachers were forced to try to teach 11, 12 and 13-year-olds to become historians. What happened then was a loss of confidence and interest in what history teachers were trying to do.

[Chris Skidmore]

When we look at the nature of the curriculum itself, we see that there have been historical problems. My hon. Friend was a secondary school history teacher before he entered this House and therefore has a wealth of experience—probably more than me—of what actually happens in schools with teaching history. He also knows that, although we may talk about the curriculum and assessment and examination structures, if we are going to make history compulsory to 16, for pupils themselves history will only be as good as the teachers who teach it, which is obviously a crucial issue. We all remember our great teachers when we were at school. I had great history teachers, which was one reason why I ended up on the road to becoming a historian before I entered this place.

The Ofsted report, “History for all”, showed that history teaching was “good” or “outstanding” in 63 out of the 83 primary schools that Ofsted assessed, and “good” or “outstanding” in 59 out of 83 secondary schools that it assessed. Nevertheless, the report expressed genuine concerns about the quality of the subject training for teachers.

Financial Education

Eric Ollerenshaw Excerpts

Thursday 15th December 2011 Commons Chamber

[Eric Ollerenshaw (Lancaster and Fleetwood) (Con)]

It is nice to speak at this point in the debate, when everybody has said everything.

May I begin my adding my plaudits to those already heaped on my hon. Friends the Members for Brigg and Goole (Andrew Percy) and for North Swindon (Justin Tomlinson)? I was a mere foot soldier in their regiment as they steamrollered this through and I must say what an efficient manner—[Interruption.] I was sometimes cannon fodder, yes.

If I were a little younger, I could have had when I was at university the e-book that my hon. Friend the Member for High Peak (Andrew Bingham) had and it might have saved me from being part of that generation that got one credit card to pay off another before I realised that I was not gaining very much by it.

I cannot remember ever being taught financial education at any time in my history at school. People from the Post Office came in once in the 1950s and I think I still have a Post Office account with 10 shillings in. If anyone finds the book, I would be grateful for that. I spent 27 years as a teacher in secondary education and I never saw financial education taught; indeed, one of the surveys in the report shows that 45% of teachers have never seen it taught in school. The only time I touched on it—it is a pity the shadow Minister is not here—was when I taught American history in the 1920s and 1930s, with the Wall street crash, the depression, and banking and shares. I was going to say to the shadow Minister that it takes a good history teacher to teach decent economics.

In my constituency, I came across a scheme run by two guys from Fleetwood, Paul Freeman and Martin Hull. They are community support officers and they noticed that in the areas where there were problems, kids did not understand the idea of saving. This goes back to what my hon. Friend the Member for Congleton (Fiona Bruce) said: they wanted instant money. A scheme was developed in conjunction with a primary school and pupils were rewarded with school pounds, but the school had to take part in various business exercises to earn the prizes that the kids had to save up for. The scheme has been developed through other schools and it is now working with a primary school outside my constituency, with the involvement of a secondary school in my constituency, Rossall school—I mention it for a reason—whose lower sixth has already set up its own businesses and it is running them as a practical demonstration. Rossall school is a public school and the primary school that it is helping is a state school. The example is double edged: the private sector is helping the state sector and we have the involvement of one of those schools about which the shadow Minister kept talking. They do not use the national curriculum but, because they are good schools, they are already way down the line in financial education.

One thing that we in the all-party group have been trying to do is help state schools to catch up. Having said that, none of us underestimates the problem and I am grateful for the Minister’s generosity in taking our proposals on board. Perhaps this debate is timely, given that a review of the national curriculum is coming forward, but none of us who has been a teacher underestimates what we are asking teachers to do. The hon. Member for Makerfield (Yvonne Fovargue) and others have said that we need confident teachers with really good back-up to do this.

[Fiona Bruce]

Does my hon. Friend agree that we ought to consider including this subject as an element of teacher training in colleges?

[Eric Ollerenshaw]

I think we need to deal with this in all kinds of ways.

On the remarks we have heard about maths teachers and the lack of maths, if we want this kind of revolution to begin, teachers need to be utterly behind it—not just theoretically but practically, and with that confidence. As my hon. Friend the Member for Brigg and Goole has said, we had a debate in the all-party group about personal, social and health education and maths. I still warm to the applied maths idea, partly because I would have been like my hon. Friend the Member for Worcester (Mr Walker). I scraped through maths because I had to, but then forgot most of it, as was obvious in my subsequent financial career. So I veer more towards the latter approach. My hon. Friend the Member for Brigg and Goole commented on how PSHE is regarded in some schools.

There is also the issue of back-up and time. The Personal Finance Education Group has given us a lot of support. Given the financial support that it has had from some banks, perhaps it would be apposite for the Minister to challenge the banking and financial institutions of this country, which have suffered somewhat in the public’s estimation, to provide the back-up that is needed to deliver financial education in a substantial way. I take on board what my hon. Friend the Member for Congleton said about training and suggest that financial support could involve the provision of money to release teachers to train or to provide materials for schools. We are asking for a huge turnaround in schools if such education is to be provided properly and is not just to be drip-fed, with some good schools doing it but more schools just paying lip service and trying to get by. Is this subject as fundamental as hon. Members from all parties have said it is? I am not underestimating its importance.

Time is running out and all my best lines have been taken my hon. Friends who have expressed the points far better than I could have. I think the hon. Member for Darlington (Mrs Chapman) ended on a quote and I should like to end on a quote from an article in The Independent today by Andreas Whittam Smith, who said that

“the real explanation of the fall of RBS was the incompetence of the British ruling and managerial classes…without having the foggiest idea of how business worked.”

I am not suggesting that if we carry out these recommendations, we will end boom and bust tomorrow, but it might be a start.

Grammar Schools

Eric Ollerenshaw Excerpts

Tuesday 8th November 2011 Westminster Hall

[Eric Ollerenshaw (Lancaster and Fleetwood) (Con)]

Like other hon. Members, I am the product of a grammar school—Hyde County grammar school, which was destroyed in the grammar school wars. On the other side of things, I went into teaching in 1973, in the heyday of comprehensivisation, with a genuine desire for comprehensives to succeed, because there was, in a sense, no golden age. I think that it was my hon. Friend the Member for Cities of London and Westminster (Mark Field) who remarked on the failure of the tripartite system, because there was not a tripartite system in most of the country. To be fair, in the 1950s and ’60s, although the grammar schools were successful, both parties were worried about the failure across Britain in terms of skills and attainment of those who did not have the chance to go to grammar schools.

As I have said, I entered teaching at the time of comprehensivisation. The phrase used at the time was that it would be a grammar school education for everybody. My first comprehensive school was in Tottenham—Northumberland Park school, just behind the Spurs ground. In a sense, that was my education in how political education is.

I congratulate my hon. Friend the Member for Dartford (Gareth Johnson) on securing this debate. It is a pity that there are no Labour Members present other than the shadow Minister, the hon. Member for Cardiff West (Kevin Brennan), but I hope that we will hear from him that this will be the end of the grammar school wars.

[Kevin Brennan]

Would the hon. Gentleman also like to hear from the Liberals on this issue?

[Eric Ollerenshaw]

Well, there you go. What I am trying to say is that I hope—my hon. Friend the Minister has already indicated this—we will see the end of the grammar school wars. I think that all parties have learned from the mistakes that we made and the destruction of good schools that took place in the genuine attempt to create all-purpose comprehensives for everybody.

Let us consider what happened in the ’70s and ’80s. I shall give a personal example. I remember as a teacher in Tottenham at the time trying to bring in an A-level course—France under Louis XIV—and being challenged by other teachers who said, “Do you think they’re good enough for this, Eric?” The penny then began to drop that somehow there was a dumbing down in the system. No teacher in that comprehensive sent their child to it. Most moved to the higher reaches of Hornsey to get near the comprehensive there. There was a classification of comprehensives, but only the middle-class, trained professionals knew the distinctions.

My family background is that I was the first one who passed the 11-plus and all that stuff, but my parents and grandparents did not understand the system. I just went to a school where I managed to pass the 11-plus and ended up in a grammar school. Hon. Members can imagine that loads of parents in Tottenham did not understand that there were distinctions between the schools. We must remember that that was the day and age when schools did not publish their results. There were huge battles to get schools to publish results, so people had to be really in the know, to know which comprehensive produced better results than the other comprehensives.

Then there were all the other things that we tried. I started off teaching mixed ability. Then we tried setting and then, as has been said, streaming. Then we had social priority schools and social priority staff, which meant that we got extra money. I managed to keep that extra money until 2000, when I finished, but that was another problem with the bureaucratic system. In addition to all those different attempts to do things, there were new subjects, including integrated humanities, cross-curricular studies and sociology—I think I happen to be the only Conservative in education who ever taught sociology to A-level. We made all those attempts to do something with the system, having destroyed the previous system, even though, as hon. Members have said, every school and every area are totally different. If results can be measured, people can understand those results, and if the schools are achieving, let them get on with it.

One of the bravest things that we did in opposition was finally to stop the wars and say that we support the academies programme. I hope that that will be reciprocated and that we can pull out of the political wars about education. I now find myself the Member for Lancaster and Fleetwood, where there are two grammar schools. One is Lancaster royal grammar school, which claims a history going back to the 13th century. It is a boarding state grammar school. I thank the Minister, who had a meeting with some of us who represent state boarding schools. I hope that that is another area in which we might see an increase now that we are in the era of free schools—let them get on with it. My area also has Lancaster girls’ grammar school, which dates back to 1907. Those schools are very successful. They are outstanding schools that provide outstanding opportunities for children. Alongside them, my area has Church of England schools, such as Ripley St Thomas school, which has been rated outstanding by Ofsted. Central Lancaster high school, a comprehensive school, is just about to get its first sixth form. That school provides a very good education for those who do not want a grammar school education or a religious school. In a sense, everything is there. There are no problems in my area—touch wood—with choice in education, simply because there is huge variety, which is the key. As I have said, we must pull the politics out, let schools get on with it and allow them to prove by their results what they can do.

I welcome the announcement that grammar schools will be allowed to expand, but I ask the Minister to go further. On selection criteria, the school admissions code specifically mentions selective schools and

“designated grammar schools that rank children according to their performance in a test and allocate places to those who score highest”.

It then has some rules about siblings who can or cannot go to such schools. If we are to go the whole hog on free schools—if we are letting 100 flowers bloom and all that—let us start pulling out the regulation and discrimination that have been built up against grammar schools, which hon. Members say provide a successful education for children in their patch.

Beyond that, grammar schools that have gone for academy status are raising the issue of the possible impact of funding still being under the control of local education authorities and school forums, where there is a predominance of non-academies. There is still work to be done on that. As my hon. Friend the Member for Reading East (Mr Wilson) has said, there is also discrimination because people can call for a ballot over which school they get. Let us put an end to all that.

The debate is about grammar schools. As my hon. Friend the Member for Poole (Mr Syms) has said, they make up a minority of schools, but they are still very successful. Let us put an end to these arguments about which kind of schools we have, which should be up to the local area and to parents. We should enable people to have the education that they want for their children. The Government’s responsibility should simply be to measure success and to build on it, and grammar schools have been one part of that success.

--- Later in debate ---

[Kevin Brennan]

Leaving aside the trigger, which the hon. Gentleman raised with the Minister—I am sure that the Minister will respond to it—the logic of his argument suggests that he would want parents from all secondary schools in an area to be able to vote in a ballot, because they, too, would all benefit hugely, as described by his hon. Friends, from the presence of grammar schools that their children do not attend. By his own logic, all parents in an area should have a say in whether the local system should be selective or non-selective. However, the current system allows parents of children in feeder schools to vote in that way. If he is afraid that they will vote differently, clearly he is saying that they might not feel that their children are benefiting from having a selective school in their area. That was not the point that his hon. Friends were making.

The hon. Member for South Thanet (Laura Sandys) mentioned the high schools in her area and spoke with passion and persuasiveness about the school system there. It was interesting to hear that non-grammar schools in the area are now referred to as high schools. Why do we never hear the term “secondary modern” any more? Why are non-grammar schools referred to as high schools, comprehensive schools, sometimes community schools or a variety of other appellations? It is for the reason pointed out by the hon. Member for Lancaster and Fleetwood—the tripartite system that existed across the country condemned the vast majority of children to second-class schools. That is the truth and the reality of what the system was like.

[Eric Ollerenshaw]

indicated assent.

[Kevin Brennan]

The hon. Gentleman is nodding, because he taught in that system and knows what secondary modern schools were like, as a whole, across the country. They provided a second-class and extremely poor education to the children who failed their 11-plus and were unable to attend other schools.

[Kevin Brennan]

I am not disputing the fact that there are many good schools within a selective system that are not grammar schools. I completely accept the point made by hon. Members about good schools in their local areas; they will know far better than I the quality of education offered in those schools. I am simply pointing out that when the system was scaled up right across the country in the 1950s and 1960s, the reason why the comprehensive movement came along was because of the failure of that system to cater for the needs of the vast majority of children.

The hon. Member for Lancaster and Fleetwood brought to the debate the benefit of his experience as a teacher in a London comprehensive school, and he made some valid points about the kind of social selection that can also take place in a comprehensive school. I taught in a comprehensive school for 10 years, and in my experience in schools, what counts is not whether a school is selective, but the quality of its leadership, the teachers in the school and the relationship created with parents and the effective enforcement of good standards of behaviour in the classroom. Those are the sorts of issues that count in giving a good education to a child. That is perfectly possible—I witnessed it in many comprehensive schools. With the right leadership and the right quality of teaching, we can offer an educational experience for all children in a comprehensive school, including those who are academically gifted.

[Eric Ollerenshaw]

I agree with the hon. Gentleman on that, but I just wonder why his party still pursues the line of antagonising the remaining grammar schools and why it would prefer to see even them abolished at some point. On his party’s strictures, if the schools are good with good teachers and good results, should they not be allowed to continue?

[Kevin Brennan]

I am not in the least antagonistic towards any school. As I have made clear, our policy is that the parents of children in the feeder schools to such schools should have the decision as to whether a system is selective or not. Let us be clear. When discussing grammar schools, it is not just a case of one school, but a selective system in an area. That is the consequence of having selection. It is quite right that parents should have a choice on that.

The hon. Member for Wirral West (Esther McVey) made the point that academic excellence is extremely important, and she referenced the very good schools in her area. I simply reiterate that academic excellence can be catered for in good, non-selective schools, whether they are academies, community schools or whatever.

On the point of social mobility and the make-up of existing grammar schools across the country, in a parliamentary answer to my hon. Friend the Member for Sefton Central (Bill Esterson) in April this year, which can be found in the Library debate pack for this debate that I am sure hon. Members have seen, the Minister set out the number of year 7 pupils attending state-funded secondary schools overall, the number of those pupils attending grammar schools and then the numbers of pupils from a black ethnicity, those who receive free school meals and those who have a statement of special educational needs. It must be said that the Minister’s statistics show that grammar schools are purely academically selective; they are clearly socially selective as well.

Oral Answers to Questions

Eric Ollerenshaw Excerpts

Monday 11th July 2011 Commons Chamber

[Tim Loughton]

The hon. Gentleman will recall that funding for schools has been greatly protected, and now, by taking away the ring fences, we are making sure that schools can deliver the most appropriate, best-quality careers advice for the children they know best. That used to happen when I was at school under a Mr Herbert, although one could say that my ending up as a Member of Parliament does not suggest the best careers advice.

[Eric Ollerenshaw (Lancaster and Fleetwood) (Con)]

9. What assessment he has made of the way in which the pupil premium is being spent in (a) Lancaster and Fleetwood constituency and (b) England.

[The Minister of State, Department for Education (Sarah Teather)]

Schools are best placed to decide how to spend the pupil premium in ways that they judge to be most effective in helping their most deprived pupils. We will learn from those schools that are making the most effective use of the premium. From this year, performance tables will publish data showing the attainment gap between disadvantaged children and their more affluent peers. From September 2012, schools will provide information to parents about their use of pupil premium funding.

[Eric Ollerenshaw]

I am not sure that that was quite the answer to my question. Given the importance of this policy, the fact that we are at last beginning to target extra resources on some of the most disadvantaged pupils in all our schools and the fact that there have been so many failed policies in this sphere, how are we going to assess this policy?

[Sarah Teather]

The hon. Gentleman is correct in saying that I did not answer his point about Lancaster and Fleetwood, so I will respond to him in writing about it. As I said, schools will be held accountable for their use of the pupil premium by the detail in the performance tables, which will be published from this year, and by the requirement from September 2012 to make it clear how they are spending their pupil premium money in respect of the progress made on the attainment of the pupils it covers. We are also very committed to providing advice on best practice and we will be doing that soon.

Oral Answers to Questions

Eric Ollerenshaw Excerpts

Monday 23rd May 2011 Commons Chamber

[Mr Hayes]

By her own description, the hon. Lady is a champion of fairness, and she has been consistent in her critique of these matters. We expect schools and colleges to have regard to the guidance. They will also have to comply with equalities legislation, which means that they must not discriminate against their students on the basis of their protected characteristics, and they are subject to the public sector equality duty in section 149 of the Equalities Act 2010.

[Eric Ollerenshaw (Lancaster and Fleetwood) (Con)]

12. How many schools had converted, or applied to convert, to academy status in (a) Lancaster and Fleetwood constituency and (b) England on the most recent date for which figures are available.

[The Secretary of State for Education (Michael Gove)]

Three schools have applied and have opened as academies in Lancaster and Fleetwood. Those schools are Lancaster royal grammar school, Lancaster girls grammar school and Ripley St Thomas Church of England high school. The total number of open academies stands at 658, and more than 1,000 schools in England have applied to convert to academy status since June 2010.

[Eric Ollerenshaw]

I congratulate my right hon. Friend on that success, and I thank him and his officials for their help with regard to Lancaster. Will he ensure that every assistance is given to schools that specialise in teaching children with special educational needs so that they can enjoy the benefits of academy status?

[Michael Gove]

I absolutely share my hon. Friend’s commitment to ensuring that all children, particularly those who have special educational needs, can benefit from these additional freedoms. I am working with the Minister of State, Department for Education, the hon. Member for Brent Central (Sarah Teather) to bring forward proposals to allow special schools to become academies.