Apprenticeships

Fiona Mactaggart Excerpts

Tuesday 12th March 2013 Commons Chamber

[Jackie Doyle-Price (Thurrock) (Con)]

It is a pleasure to participate in this debate, which has been characterised by positive and constructive contributions from all parts of the House. That shows just how much support there is for more and better apprenticeships.

I am proud to represent a constituency with a strong manufacturing base and a strong and vibrant logistics industry. Apprenticeships have always been a feature of these industries. When I meet the wealth creators in Thurrock, without exception they are people who have learned their skills in the workplace. That fact needs to be understood. For many people, choosing an apprenticeship will be the most effective route to their personal advancement. I would like to highlight some successful local programmes and, in doing so, highlight some areas where the Government could do more to encourage better apprenticeships.

The port of Tilbury has always offered a number of apprenticeships each year, placing a high emphasis on skills and even establishing its own logistics academy to provide bespoke training that suits its business. This year the port has developed a new apprenticeship in health and safety, which is central to its business, as ports are hazardous places. The port has advised me, however, that the apprenticeship framework can often prove inflexible for the kind of training that it wishes to offer. I suggest to the Minister that we need to ensure that the framework focuses on equipping workers with the intended skill, rather than just ticking boxes.

In addition to the established industries, Thurrock also has an emerging centre of excellence in the creative industries. My hon. Friend the Minister saw this for himself only last week, when he visited the new Backstage Centre, which will provide a great deal of training through putting on live musical and theatrical events. The creative industries are a growing sector, but it is also a sector that is characterised by self-employment and small and medium-sized enterprises. That is another area in which the Government really need to do more work. It can be daunting for a sole trader to take on the onus and responsibility of managing an apprentice, but the National Skills Academy for Creative & Cultural has provided a collective framework to enable a number of SMEs and sole traders to come together and offer training to young people. There is a need to pass on those skills to other people if we are going to make the most of that growing industry, in which Britain leads the world.

I want to highlight the example of a particular individual who is currently going through his apprenticeship with the Royal Opera House. Not all Members will know this, but the Royal Opera House’s production park is in my constituency of Thurrock. Everything that those Members who enjoy going to the opera see on stage has been made in Thurrock—and very proud of that we are, too.

The Royal Opera House’s current apprentice is a young man named Jamie Ashwell. He decided to take up the offer of an apprenticeship rather than doing a stage management degree at university. For Jamie, the choice was simple. He is working for a world-leading arts organisation, getting experience of real projects and working with leading practitioners in the industry—and he is being paid, to boot. I envisage that, in the future, some of the strongest apprenticeship places will be as hotly contested as some of our most prestigious university places.

The apprenticeship route also suits the Royal Opera House. It needs people with real practical skills in the type of work that it does. People with arts degrees who apply for jobs in its costume or make-up departments, for example, do not necessarily have the required technical skills. By offering apprenticeships, the Royal Opera House can train people up in areas such as bespoke tailoring and wig-making—true crafts that are not available to those studying for degrees.

[Fiona Mactaggart (Slough) (Lab)]

I have had the privilege of visiting the set-up at Thurrock, but there was one thing that I really missed. Under the former future jobs fund, the Royal Opera House created a programme that went wider than the apprenticeships as a way of bringing in young people to learn the skills that the hon. Lady is describing. It had a wonderful group of young people studying there as a result of that scheme but, sadly, it is no longer available to young people who would like to learn about working at the Royal Opera House.

[Jackie Doyle-Price]

The hon. Lady makes a good point, but the Royal Opera House continues to engage in a really big outreach programme involving local schools. She makes an important point, however, because one of the ways of attracting young people and demonstrating the opportunities afforded by apprenticeships is to open their eyes. It has been pointed out that schools often place an emphasis on universities, but we really need to ensure that they take advantage of every opportunity to open young people’s eyes to what is on offer.

I encourage the Minister to look at what more can be done to support the efforts of smaller firms and, in particular, sole traders to offer apprenticeships. We need to unlock and encourage the entrepreneurism in those growing industries, and to look at the apprenticeship framework, but I think that all Members on both sides of the House can congratulate themselves on the renewed emphasis that we have placed on this important way of providing our young people with the skills that they need to make the best of themselves.

Oral Answers to Questions

Fiona Mactaggart Excerpts

Monday 4th March 2013 Commons Chamber

[Michael Gove]

The hon. Lady is right to emphasise how difficult life is for many social workers at the front line. Part of the problem rests with the complicated process that we inherited, which the revision of “Working Together” attempts to address. The space or gap between the initial and subsequent assessments that children at risk of abuse or neglect have to face is one of the changes addressed through the Munro recommendations. However, we also need to change how local safeguarding children boards operate and to make sure that the capacity of the social work profession to cope with the challenges thrown at it is greater. That is being addressed through the College of Social Work and the additional support that we hope to give through the launch of the Frontline programme.

[Fiona Mactaggart]

T2. If he will make a statement on his departmental responsibilities.

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

On Friday, I was absolutely delighted to publish details of the allocation of money that we are giving to local authorities to help them meet the need for additional pupil places, including in local authority areas such as Slough.

[Fiona Mactaggart]

I am glad of the money for extra places, because we need them.

I want to ask the Secretary of State about his permanent secretary’s response at a Public Accounts Committee hearing last week. The permanent secretary said that everything that the Department for Education does is early intervention. Yet the National Audit Office report reveals that 40% of newly sentenced prisoners had been permanently excluded from school. What is the Department doing to prevent the failure in attainment among those 40%?

[Michael Gove]

The hon. Lady is absolutely right to draw attention to the fact that there is an iron-clad link between under-achievement at school and the likelihood of someone’s becoming known to the criminal justice system.

The most important thing that we can do is address the particular problem that so many young men have in learning to read properly and in acquiring the qualifications that will give them good jobs. The changes we are making to the national curriculum, to Ofsted and in particular to how literacy is assessed at the end of primary school and through GCSE are all intended to ensure that young men do not continue to be failed.

Curriculum and Exam Reform

Fiona Mactaggart Excerpts

Thursday 7th February 2013 Commons Chamber

[Michael Gove]

First, may I place on record my thanks to the Select Committee? Sadly, the Chairman of the Committee, my hon. Friend the Member for Beverley and Holderness (Mr Stuart), cannot be in the House today, for very good reasons. I am grateful for the detailed work that all the members of the Committee did in response to our GCSE reforms. There was consensus between the Committee and Ofqual on one of the flaws in our proposals, and I listened to the evidence that they both produced. I am happy to acknowledge my debt to the Select Committee and to Ofqual, because, as I mentioned earlier, they have persuaded me not to implement at this stage a key part of the reform programme that we put forward.

[Fiona Mactaggart (Slough) (Lab)]

When I said, on 16 January, that I would have a crack at changing the Secretary of State’s mind, I did not believe that I would be here within a month thanking him for changing his mind—and I do thank him for that. I understand from his statement that three subjects in addition to the EBacc subjects will be recognised when determining how schools achieve. Will he take this opportunity to stress the importance of creative subjects and practical examinations for many people at the age of 16?

[Michael Gove]

The hon. Lady has conducted a campaign on behalf of creative subjects with skill and panache. The fault is only mine that there was some confusion in the minds of some students and teachers about the distinction between English baccalaureate certificates and the English baccalaureate. There was a fear among some—which I felt was unfounded, but I understand how it arose—that artistic and creative subjects would be marginalised. I hope that the clarity that we have provided today on the accountability in the reforms will reinforce the fact that, for the hon. Lady and for me, artistic and creative subjects are central to a broad and balanced education.

Oral Answers to Questions

Fiona Mactaggart Excerpts

Monday 21st January 2013 Commons Chamber

[Elizabeth Truss]

I, too, commend the work done by pupils and teachers at Sandbach high school, and I thank my hon. Friend for bringing it to my attention. I would be interested to hear more from her about how that school carries out best practice. She rightly highlights that PSHE plays a role in ensuring how pupils learn about, recognise and spot the signs of abuse and grooming, helping them to stay safe and to make informed choices.

[Fiona Mactaggart (Slough) (Lab)]

Are not too many teachers anxious about raising such subjects in the classroom? We know of the real risks that young girls face—most brutally revealed at the Old Bailey last week by the cases of young children in Oxford? What can the Minister do to help teachers in the classroom to have the tools they need to protect these girls?

[Elizabeth Truss]

The hon. Lady is absolutely right that we need teachers to be aware of, and well trained in, these issues. I would like to learn from the case raised by my hon. Friend the Member for Congleton (Fiona Bruce) and to share it as best practice, so that we can ensure that those important issues are taught in our schools.

Examination Reform

Fiona Mactaggart Excerpts

Wednesday 16th January 2013 Commons Chamber

[Mr Laws]

First, we have made a deliberate decision to keep up to 30% of the school timetable available for the teaching of non-EBC subjects. Secondly, I think my hon. Friend is being rather generous about the reasons for the massive decline in the study of subjects such as modern languages. That happened because schools and others had an incentive to encourage students to go for the qualifications that were easier to pass, even if they were not right for their education and future progression. That is exactly why we are addressing those issues in our reforms.

[Fiona Mactaggart (Slough) (Lab)]

Will the Minister give way?

--- Later in debate ---

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

It is a pleasure to follow the soliloquy of the hon. Member for Gateshead (Ian Mearns), although I should point out that the EBacc combination of GCSEs will not drive out subjects such as ICT and business studies, or, indeed, art and music. When English, maths, science, history or geography and a modern language are taken into account, 30% of the curriculum time will still be available, so there is no need for those subjects to be excluded.

I understand what was meant by my hon. Friend the Member for Beverley and Holderness (Mr Stuart), the Chairman of the Select Committee, when he described the reforms as “the driver” of higher standards, but they are not “the driver”, and were not intended to be. They are “a driver” when combined with the other reforms that the Government have introduced and are introducing in, for instance, improving initial teacher training, raising the bar for entry to the profession, making changes in the curriculum, and changing standards of behaviour in schools. I believe that, taken together, those changes will bring about significant improvements in standards in our schools.

[Fiona Mactaggart]

The hon. Gentleman is right to say that pupils are not required to drop creative subjects, but that has been the result. He has referred to improvements in behaviour and achievement. Interestingly, all the studies of creative education, creative partnerships and so on concluded that they improved the attendance, attainment, behaviour and achievement of children.

[Mr Gibb]

I do not disagree with that at all. Creative education and partnerships can be motivational for young people. The creative subjects are very important for all students in all schools, and vocational subjects can be very important motivators for some students. However, I think that we should take a reality check when talking about the EBacc. It includes English, maths and science—all of which are already compulsory for students aged up to 16, as they were under the last Labour Government—and languages, which were compulsory for students aged up to 16 until the disastrous decision in 2004 to make them compulsory only for those aged up to 14. So we are only talking about a humanity, namely history or geography, and one subject cannot drive out all the other optional subjects that young people can study up to the age of 16. I think that those on the other side of the debate are exaggerating the consequences. I also think that it is important to reverse the decline in the number of students taking history and geography, and very important to reverse the decline in the number of those taking modern languages.

--- Later in debate ---

[Fiona Mactaggart (Slough) (Lab)]

I am going to take advantage of the fact that the Secretary of State has decided to conclude the debate by taking the risk of trying to persuade him to change his mind. I do not know why I think I might succeed in that when so many more eminent people than me, including Sir Nicholas Serota and Dame Liz Forgan, have failed, but I think it is worth a crack. The Secretary of State will be bored by what I am about to say, as I have asked him many questions on this subject, but I believe it is worth another crack because he is a relatively cultured member of the Cabinet. He is one of those rare creatures who still read books, and he recognises the value of creativity.

I have been going on about this subject for some time. My argument is that the Secretary of State should add a further subject to the suite of subjects in the EBacc, so that it is not all about pupils writing out what other people have thought, but is also about them creating objects and learning for themselves. In March 2011, I asked the Secretary of State why 60% of schools that responded to a survey said the introduction of the EBacc had resulted in a narrowing of the curriculum. His general response to me at that point—before I had started being very boring—was rather positive. He said my argument was well-made and he sympathised with it.

I have also been badgering the Secretary of State for Culture, Media and Sport on this subject. In November she said:

“The hon. Lady needs to understand that the English baccalaureate has creativity at its heart.”—[Official Report, 22 November 2012; Vol. 553, c. 708.]

Frankly, however, it does not, and that is the problem. It is an examination, or suite of examinations, about knowledge. I agree with the hon. Member for Bognor Regis and Littlehampton (Mr Gibb) that it is very important that people learn stuff, but I also believe that educational achievement is about finding out how to do things. We need to learn things, but education must not be just about learning other people’s facts.

[Damian Hinds (East Hampshire) (Con)]

Do not the kind of tests the hon. Lady is criticising also involve synthesis and analysis?

[Fiona Mactaggart]

Indeed, but the point is that pupils are analysing other people’s achievements and creations. One of the reasons why our country outperforms all our competitors in the number of Nobel prizes won is because we have a tradition in our learning and education that combines creative education and learning how to create with excellent science education. That is why we are able to produce so many innovative achievers.

[Damian Hinds]

When all these Nobel prizewinners were at school, were subjects such as art and music option subjects or compulsory curriculum subjects?

[Fiona Mactaggart]

Members on the Government Benches have said a number of times that there is space in the curriculum for these subjects. The problem, which none of them has yet addressed, is that since the introduction of the EBacc, school after school has reduced provision in those subjects. A tool is available, which the Government have chosen not to use. I do not think there is a respectable argument not to include in the EBacc at least one subject in which a young person’s creativity is what is assessed. I am arguing not for the exclusion of anything, but for the inclusion of assessment in subjects such as design and technology, music, art and drama.

[Paul Blomfield (Sheffield Central) (Lab)]

George Nicholson, a published composer and director of graduate studies at the university of Sheffield, makes precisely the point my hon. Friend has made about the degrading of creative subjects. Would she argue that, at the very least, a sixth pillar must be added to the EBacc, covering such subject areas, as the Henley review recommended?

[Fiona Mactaggart]

That is precisely the point I am seeking to make: there needs to be an additional pillar that includes these kinds of subjects.

I am worried about the Secretary of State, because in his response to my question about the achievements in Nobel prizes and so on, he said:

“The arts are mankind’s greatest achievement.”

We both share that view, but he went on to say:

“Every child should be able to enjoy and appreciate great literature, music, drama and visual art.”—[Official Report, 3 December 2012; Vol. 554, c. 579.]

That is not enough; it is not sufficient for children just to be able to enjoy and appreciate, and one thing we have to do as part of education is to develop in children the ability to create. I welcome Henley’s report, but Robinson’s report on creativity in education, produced more than a decade earlier, rightly suggested that we should define creativity as

“Imaginative activity fashioned so as to produce outcomes that are both original and of value.”

This is one thing that children should learn in school. It is not sufficient to expect them to learn it outside school. Many of us ensure that our children are able to learn it outside school, but many children do not get that opportunity and it is those about whom I am most concerned.

I am also concerned about the effect on our country’s achievements. There is a reason why we are a world leader in creative industries: our tradition of creativity in education and of requiring these subjects to be part of every child’s entitlement. I am concerned—I have yet to hear an answer on this from Government Members—as to whether there is any tool that ensures what I believe the Secretary of State wants, which is that children should be able to learn the ability to create. The schools that he most admires—Eton, just next to my constituency, and others—provide outstanding creative education. They are not following a set of league tables that make them jump through hoops and be judged just against their EBacc levels.

On this issue, I am reminded of the bit in Dickens’ “Hard Times” where Thomas Gradgrind says to Sissy Jupe, who knows everything there is to know about horses, “Define a horse.” She sits there silent, not knowing how to do it, and then Bitzer says, “Quadruped. Graminivorous. Forty teeth”. That is of course the right answer, because ours is a world determined by facts. The bit of the story that many of us have forgotten is where the inspector speaks later. Dickens has him saying:

“You are to be in all things regulated and governed…by fact. We hope to have, before long, a board of fact, composed of commissioners of fact, who will force the people to be a people of fact, and of nothing but fact. You must”—[Interruption.]

Oh! Trust iPad!

[Bill Esterson]

That definitely was not in Dickens.

[Fiona Mactaggart]

No, indeed. The inspector goes on to say, “You must not allow flowers and birds on your china, because they aren’t there. You must not allow horses on your wallpaper, because they aren’t there in fact. You must not allow flowers on your carpets, because they are not there in fact.” I do not believe the Secretary of State wants that world, but, unthinkingly, this EBacc is leading us towards it, not because that is what he wants to achieve, but because that is the measure by which our schools will be judged. We know, because every piece of research since he has introduced this measure by which we judge our schools shows it, that schools are cutting their education in creativity and reducing the number of their teachers qualified to teach these subjects. That is betraying future generations and it will damage our country’s international achievement, economic success and, in particular, the success of our creative industries. I beg him to think again, because I think he is capable of doing so and I think he is big enough to do so.

Gender Balance on Corporate Boards

Fiona Mactaggart Excerpts

Monday 7th January 2013 Commons Chamber

[Matthew Hancock]

It might be that this debate and the decision of Parliament that will follow will be brought to the FRC’s attention. I wonder who might do that.

Of course, we share the Commission’s view that fair opportunities for women in executive and non-executive posts should be promoted and we are happy for the EU to disseminate good practice across member states, but it is up to member states to find their own national approaches. Many member states are considering, or have implemented, various and differing national measures on a voluntary basis to facilitate raising the proportion of women on boards. Some have decided on domestic legislation and some, like us, think that we can get there without it. That multitude of approaches is likely to help us find which one works best and has the most benefits and the fewest unintended consequences. The reasoned opinion is intended to set out the views of Parliament separately from the views of the Government, so I am very much looking forward to contributions on that front from Members in all parts of the House.

Let me turn to a couple of the specific questions from the European Scrutiny Committee. The Committee asked for the Government’s view of the Commission’s projection that only 17% of UK listed companies would have 40% women directors by 2020. It is safe to say that the Commission’s projections are rather out of date, because we already have 17% women directors in the FTSE 100. The Commission’s analysis is based on extrapolating the increase in the number of women on boards in the period 2003 to 2011 and using a linear progression, but, as we have already discussed, the rate of change increased markedly at the back end of the last decade, and we will be within a whisker of reaching the target that the Commission has set by 2020.

The Committee asked whether the Government consider that the measures proposed by the EU would be counter-productive. It is true that legislation can have unintended consequences, and if an objective can be reached without legislation it is usually better to do so.

Finally, the Committee asked about the outcome of the Government’s consultations on the proposed directive and the progress on negotiations. We are discussing the proposals broadly, but negotiations in Brussels have yet to start.

[Fiona Mactaggart (Slough) (Lab)]

The Minister said—I have some sympathy with this view—that if we can succeed without legislation, that is preferable because there are downsides to legislation. Will he undertake to ensure that we will have an annual report on progress and some suggestions about action that could be taken if the rate of success that he predicts is less than he hopes for?

[Matthew Hancock]

We have had a report on this. There are constant reports—for instance, I commend to the hon. Lady the 30% Club website, which has a quarterly update of the numbers—and there are many opportunities to debate this in the House. The most important thing is that we should try to get there without legislation, and certainly there does not need to be EU-level legislation, as it is something that this House can perfectly well do on its own. Having more women on boards is right, and it is good business, but it should be the responsibility of this House.

I am grateful for the European Scrutiny Committee’s work. We would argue that legislation is not necessary now. Yes, there is more work to do to promote women on boards, and we and British business are doing it. I commend the motion to the House.

Oral Answers to Questions

Fiona Mactaggart Excerpts

Monday 3rd December 2012 Commons Chamber

[Michael Gove]

I am grateful to the hon. Lady, and to the deputy Children’s Commissioner for her work. I asked her explicitly to accelerate part of her report to inform our work on improving child protection. The hon. Lady says that 16,500 are at risk. The methodology used to identify them is not shared by every professional in the field, but we can put that statistic to one side. The urgency with which we need to tackle the problem is undoubted, and I commend to her the action plan that I outlined in a speech to the Institute for Public Policy Research I made just a few days before the report was published.

[Fiona Mactaggart (Slough) (Lab)]

11. What assessment he has made of the likely contribution to the UK’s international achievements of studying creative subjects in school; and if he will make a statement.

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

The arts are mankind’s greatest achievement. Every child should be able to enjoy and appreciate great literature, music, drama and visual art.

[Fiona Mactaggart]

But is the Secretary of State aware that Britain’s record in Nobel prizes—we have won 19 prizes for every 10 million of our population, whereas the USA has won 11 prizes per 10 million, and the EU has won 9 per 10 million—is achieved partly as a result of the combination of excellent science education and a strong creative tradition throughout our education system? At the same time, the Secretary of State’s EBacc proposals will result, according to research he has commissioned from Ipsos MORI, in something like a quarter of our schools dropping subjects such as art and design, design technology, music and so on. Will that mean that our international achievements, including in Nobel prizes, will slide down?

[Michael Gove]

If I thought the EBacc proposals would lead to that, I would not be able to sleep at night, knowing that the ghosts of Rutherford and Churchill were hanging over my bed and chiding me for my failures. I had the opportunity to speak to representatives of a variety of arts organisations today. They applauded the work we have done, not least the report that Darren Henley authored on cultural education. Many of the initiatives that we have launched since that time are initiatives that the previous Government were capable of neither initiating nor funding.

Oral Answers to Questions

Fiona Mactaggart Excerpts

Monday 16th April 2012 Commons Chamber

[Mr Gibb]

There is evidence that teacher subject knowledge has a direct bearing on the attainment of pupils. There is also a correlation between the degree classification and the propensity of trainees to finish their course. There is also evidence from around the world that the highest performing education jurisdictions are those that take their trainees from the top 10% or top quarter of graduates.

[Fiona Mactaggart (Slough) (Lab)]

The Minister will have read the OECD’s recent report showing that teacher status, pay and professional autonomy are key to teacher success and the learning of pupils. The Prime Minister tells us that we should follow the lead of countries with excellent records in this regard, such as Finland and South Korea. What is the Minister doing to increase teacher pay and professional autonomy?

[Mr Gibb]

The entire academies programme is built on the autonomy of the teaching profession; that is the essence of the programme. We want a well-rewarded teaching profession in order to attract and retain the best people, and we are determined to achieve that. Of course, because of the legacy left behind by the last Government, which the hon. Lady supported, we are having to take some very tough decisions right across the public sector. Despite all the problems left by the previous Government, however, in education we have maintained spending on schools at flat cash per pupil, and in addition to that we have the pupil premium, which amounts to a significant sum of money.

Oral Answers to Questions

Fiona Mactaggart Excerpts

Monday 16th January 2012 Commons Chamber

[Mr Hayes]

Any meeting with my hon. Friend always adds to my grasp of these matters; of course I will happily meet him. It is clear from his question that he shares our view that having a richer mix of school types will allow the development of precisely the expertise he describes.

[Fiona Mactaggart (Slough) (Lab)]

Britain is a world leader in creative and cultural industries, but at the moment we are seeing in our schools a reduction in music, art and other teaching. Whatever warm words the Minister offers, what is he going to do about it?

[Mr Hayes]

The hon. Lady will know, because she is a diligent student of these matters, that this Government established a council specifically to look at the creative industries. I have met that council to discuss how we can work with it to improve links between the creative industries and schools and colleges. She will also know that we have allocated in my area specific funding with that council to develop new courses, new apprenticeships and new opportunities with creative industries.

Oral Answers to Questions

Fiona Mactaggart Excerpts

Monday 21st November 2011 Commons Chamber

[Michael Gove]

My hon. Friend makes a very good point. One of the dreadful problems we inherited from the previous Government was a failure adequately to prioritise capital to ensure that there were new school places in areas of population growth. As we know, population growth is exceeding all expectations, which is why we need to do everything possible to reform planning rules and building regulations to ensure there are more new schools.

[Fiona Mactaggart (Slough) (Lab)]

I should like to thank the Secretary of State for following up on the grant we got from the previous Government to create extra primary school places in Slough with another grant to create more of the primary school places we need. Shortly, my constituency will face a serious shortage of secondary school places, but many children who live nowhere near Slough are educated in our secondary and grammar schools. Will he consider looking, in the school admissions code, at places that educate children from a long way away but that do not provide places for local children?

[Michael Gove]

I am grateful to the hon. Lady for essentially advocating that we subsidise the expansion of grammar schools. I look forward to that becoming the policy of Labour Front Benchers.