Improving Education Standards

Gordon Marsden Excerpts

Thursday 29th November 2018 Commons Chamber

[Neil O'Brien]

I always look for points of agreement, rather than points of disagreement.

[Gordon Marsden (Blackpool South) (Lab)]

You were caught out.

--- Later in debate ---

[Gordon Marsden (Blackpool South) (Lab)]

It is a great pleasure and privilege not just to follow the hon. Member for Hendon (Dr Offord) but to praise the high standard of the speeches from Back Benchers and, indeed, from my hon. Friend the Member for Wythenshawe and Sale East (Mike Kane)—we will come to the Schools Minister shortly.

The hon. Member for Stafford (Jeremy Lefroy) gave a thoughtful speech covering a wide range of areas. He was right to talk about the pressure from social media on teachers and students, 16-to-19 funding and soft skills—I prefer to call them enabling skills, because I have found that if we talk to officials and others about soft skills, they put us down the register a bit. However, I entirely agree with everything he said, including about readiness for work, although it would have been easier for many schools if the Secretary of State for Environment, Food and Rural Affairs, when he was Education Secretary, had not scrapped the key stage 4 obligation on work experience as part of the curriculum.

I want to praise my hon. Friend the Member for Lewisham, Deptford (Vicky Foxcroft), who cannot be in her place because she has a meeting with the Children’s Commissioner, but who made a passionate speech about the importance of tackling school violence. She talked about staggering hours in schools and the involvement of the police. From my experience in Blackpool, I can say only that the more we can get the police involved with young people out of school as well as in it, the more we will be doing the right sorts of things. She, too, talked about social media pitfalls.

The hon. Member for Harborough (Neil O’Brien) rightly referred to the horrific incident in Huddersfield. He then talked about the importance of quick early interventions and I agree with him, but I do not always think that that means reaching for the test; it often means reaching for a decent teacher. I also want to praise—I am sure the whole House will agree—the poignant tribute that he paid to his principal. The hon. Member for Hendon (Dr Offord) said that he did not have a single good teacher, but I think that most of us can remember, from some stage in our life, somebody who got that spark going, so all credit to the hon. Member for Harborough for that.

My hon. Friend the Member for Kingston upon Hull West and Hessle (Emma Hardy) made a very powerful speech about the strong attachments and perverse incentives for schools to off-roll, and we heard that from others as well. She rightly raised the issue of SEN and disabilities. Incidentally, I have concerns in my constituency about the issue of off-rolling with regard to pupil referral units, as I am sure that many other hon. Members here do. She also mentioned, very importantly, pastoral support for teaching assistants.

The right hon. Member for Chipping Barnet (Theresa Villiers) talked about the importance of having opportunities for teaching language skills. She talked about the maintained nurseries sector and mentioned Middlesex University in the context of degree apprenticeships. A couple of weeks ago, I was fortunate enough to go to the Skills Show, at the same time as the Minister for Apprenticeships and Skills, and I bumped into the people from Middlesex University, who of course brought their robot to the Education Committee. We were told by one or two members of the Committee that he had made more sense than some of the other people who had come before them previously.

[Richard Graham]

Just to go from robots back to excluded pupils for one second, does the hon. Gentleman agree that a really feasible quick fix on this would be to ensure that, if schools exclude pupils, they should be responsible for their results at the end of the year? Does he not agree that that would result in a sharp reduction?

[Gordon Marsden]

I hear what the hon. Gentleman has to say, but the fact is that we know that 10,000 people are off-rolled. At this stage in the proceedings, I think that we need to bell the cat, but I take his point.

The hon. Member for Strangford (Jim Shannon) rightly drew attention to the different system in Northern Ireland, including the results in secondary school qualifications, and his concerns about small schools having to buy basic materials.

Finally, the hon. Member for Hendon talked about the diverse nature of his constituency and, very interestingly, about outer-London issues and tier 2 visas. I had the privilege of living in Golders Green for two years as a postgraduate. I am not sure whether that is in his constituency, but it is very near it, so I understand what he said about the difference between the Brent Cross and west Hendon areas, and I know, even after a long period, that those differences remain.

Educational standards are a priority across all ages and all sectors. They are not made in a day, but young people must be able to have a good start in life. That is why we need to focus on those early years, yet this Government have a hugely patchy record in that area. I am afraid that the Schools Minister did not even mention early years in his speech. My colleagues the shadow Education Secretary, my hon. Friend the Member for Ashton-under-Lyne (Angela Rayner), and my hon. Friend the Member for Batley and Spen (Tracy Brabin) have tirelessly argued against this Government’s record. Research by the Sutton Trust shows that over 1,000 Sure Start centres have been lost since 2010. More centres are operating on a part-time basis and the number of services has fallen. Parents are paying the price for that and for the Government underfunding the 30-hour offer. According to the Pre-school Learning Alliance, only around one third of childcare providers are delivering 30-hour places completely free.

On Sure Starts, in my constituency in Blackpool, where we have had huge cuts in local government funding, we have had to bear the brunt of this. I remember a Sure Start in Mereside where I met a young woman three times: the first time, she was using the Sure Start; the second time, she had graduated to being an assistant at the Sure Start; and the third time, she was training to be a primary school teacher. That sort of progression has been lost in the hollowing out of Sure Starts by the Government.

[Emma Hardy]

Will my hon. Friend give way?

[Gordon Marsden]

No, I will not, I am afraid, because I am very short of time. If standards are rising for the cohorts that the Government have talked about, some of that is significantly down to the achievement of the Labour Government before 2010, not to a succession of post-2010 Tory-led Governments that have savaged Sure Starts, while undermining their funding and purpose at every turn. They have done the same with further education colleges.

The financial position of the colleges over the past 10 years, as the Association of Colleges tells us, is that they have had to deal with an average funding cut of 30%, while costs have increased dramatically. Funding for students aged 16 to 18 has been cut by 8% in real terms since 2010. It is entirely right that the chief inspector of Ofsted, writing to the Public Accounts Committee, said the other week:

“My strong view is that the government should use the forthcoming spending review to increase the base rate for 16 to 18 funding.”

Cash has led directly to falling standards in FE.

As we know, the position is similar in other areas. Funding for sixth-form colleges, for example, was subject to deep cuts in 2011 and 2013, and the national funding rate for 16 to 17-year-olds remains frozen at £4,000. I have seen these problems in my own area. The fantastic Blackpool Sixth Form College, which has done brilliant work in the 20-odd years for which I have been the local MP, has also felt the chill wind of the Government’s deliberate policies on austerity. It has had to cut Business and Technology Education Council courses, and wonders, rather sceptically, about T-levels. At the same time, however, it has managed to maintain variety, and outstanding classical civilisation courses are delivered by an outstanding teacher, Peter Wright.

The same applies to higher education. Universities UK says in a briefing that it sent to me for this debate that it estimates from the media reports of the Government’s review that the cut in tuition fees would lead, without replacement, to “significant cuts in universities”. However, this is not just about cuts, but about the other moves that are being suggested. There are concerns about varying fee levels. The Chancellor seems keen to introduce STEM fees, which increase the disincentive for many disadvantaged students, ignoring the fact that many arts and humanities degrees, especially the creative ones, are expensive because of the techniques and equipment required.

The Government have been very negligent in relation to English as a second language, which has not been mentioned much this afternoon. We need ESOL because there are established black and minority ethnic communities in the UK who need it, EU citizens who have come here and who need it and refugees who need it. The Government have talked the talk, but they have not walked the walk. They have not put the funds behind the Casey review, and that is one of the biggest issues that we have.

While all this is going on, we are waiting for details of the Government’s shared prosperity fund, which is supposed to come to the rescue of further and adult education, among other services, following the withdrawal of funds from the European social fund and the European regional development fund. However, there is no sign of it. All that we have are two sentences, one in the Conservative party manifesto and the other in a Tory party conference speech.

Let me touch briefly on adult education, about which I feel very strongly because I taught as a part-time course tutor for the Open University for 20 years. There has been a huge decline in the number of adults accessing education over the past decade and in the number of adults aged 21 and over can access higher education. That is affecting the Open University, Birkbeck and the Workers Educational Association, and, sadly, many higher education institutions have closed, including the National Institute of Adult Continuing Education. Yet we know that we will need the skills of older people—and, indeed, their life chances—post Brexit, given the economic challenges and the fourth industrial revolution.

These warnings are not new—they featured in Sandy Leach’s review in 2008—but they have been made all the more urgent by the Government’s abject failure to help existing workforces to upskill and retrain. The situation demands money, a strategy and a longitudinal vision comparable to that of David Blunkett’s “The Learning Age”. For all their rhetoric and modest initiatives, the Government do not have any of that. We are thinking towards the 2030s with our planned national education service.

I have said on a number of occasions that the worlds of higher and further education—with online and digital lifelong learning, which requires more enabling skills as well as rapidly acquired ones—are converging faster than people in Whitehall expect. That is why we will establish a lifelong learning commission to meet those challenges. That new world will come, but the crucial question is this: will we in the UK be leaders in that process, or the mere recipients of technologies and systems evolved in north America or south-east Asia? We owe it to all our generations, from seven to 70, to rise to that challenge, but unfortunately the Government are not doing that at the moment.