Secondary Education: Raising Aspiration

Debate between Gordon Marsden and Nick Gibb

Thursday 20th June 2019 Westminster Hall

[The Minister for School Standards (Nick Gibb)]

It is a pleasure to serve under your chairmanship, Mr Sharma; I think it is the first time I have done so. I congratulate my hon. Friend the Member for Hendon (Dr Offord) on having secured this debate, and on the interesting and persuasive way in which he introduced it.

Since 2010, the Government have worked hard to drive up academic standards. Our mission has been to ensure that every state school is a good school, teaching a rigorous and balanced curriculum and offering pupils world-class qualifications. Only by having high standards across the board can we enable secondary schools to raise and meet young people’s aspirations. In schools, we are transforming careers education—something dear to my hon. Friend’s heart—to harness young people’s aspirations. Our 2017 careers strategy committed investment, support and resources to help schools make visible and lasting improvements, and since 2010 we have seen an increase in the proportion of pupils receiving a good-quality education. As of December 2018, 1.9 million more children were in good or outstanding schools compared with 2010. Some 85% of children are in good schools, compared with only 66% in 2010, which is partly due to our reforms.

As with implementing any effective change, there is no single silver bullet that will bring about a significant and sustainable improvement in standards. We are under no illusions: there is still much more to be done. However, since 2010, the Government have made radical reforms with a focus on improving school standards. As part of our aspiration to provide children with a world-class education, we reformed the national curriculum, restoring knowledge to its heart and raising expectations of what children should be taught. That is now being delivered by all maintained schools, and sets an ambitious benchmark for academies that we expect them to at least match.

Too many pupils, particularly those from disadvantaged backgrounds, were being entered for low-quality qualifications. We therefore reformed GCSEs to put them on a par with qualifications in the best-performing jurisdictions in the world. The result is a suite of new GCSEs that rigorously assess the knowledge and skills acquired by pupils during key stage 4, and are in line with expected standards in countries with high-performing education systems. A-levels have also been reformed to improve students’ readiness for the demands of higher education.

We introduced the English baccalaureate school performance measure, consisting of English, maths, at least two sciences, history or geography, and a language. Those subjects form part of a compulsory curriculum in many of the highest performing countries internationally, at least up to the age of 15 or 16. The percentage of pupils in state-funded schools taking the EBacc has risen from 22% in 2010 to 38% in 2018. My hon. Friend mentioned Copthall School, and I pay tribute to the headteacher and staff of that school, which has high rates of pupil progress. It is well above average at 0.76 for Progress 8. That does not mean much to many people, but that is a high level of progress. The EBacc entry rate is 50%, which is significantly higher than the national entry rate of 38%. The Government’s ambition is for that entry rate to rise to 75% by 2022 and to 90% by 2025. I do not underestimate the challenge that presents, and I will go on to say what we are doing to support schools to achieve that aim. It is right that we aim to provide the best possible education and therefore more opportunities for young people.

Getting the fundamentals right at an early age is vital for a pupil’s success at secondary school and in later life. Children who are reading well by the age of five are six times more likely than their peers to be on track by age 11 in reading and, counterintuitively, 11 times more likely to be on track in mathematics. Ensuring that all pupils in England’s schools are taught to read effectively has been central to our reforms, and we are now beginning to see the fruits of that work. By the end of year 1, most children should be able to decode simple words using phonics and, once they can do that, they can focus on their wider reading skills and develop a love and habit of reading. In England, phonics performance has significantly improved since we introduced the phonics screening check in 2012. At that time, just 58% of six-year-olds correctly read at least 32 out of the 40 words in the check. In 2018, that figure was 82%.

We can see how that work is having an impact. In 2016, England achieved its highest ever score in the reading ability of nine-year-olds, moving from joint 10th to joint 8th in the Progress in International Reading Literacy Study rankings. That follows our greater focus on reading in the primary curriculum and a particular focus on phonics. Continuing improvement in reading ability should mean that more children arrive in secondary school able to access the curriculum and with a higher level of literacy than their predecessors.

Maths, science and computing are also fundamental to raising aspirations. We have funded 35 maths hubs to spread evidence-based approaches to maths teaching through the teaching for mastery programme. An investment of £76 million will expand the programme to reach 11,000 primary and secondary schools by 2023. To encourage more pupils to consider level 3 mathematics qualifications and to continue the rise we have seen in A-level entries over the past eight years, we have launched the advanced mathematics support programme, giving schools an extra £600 a year for each additional pupil taking maths or further maths A-level or any level 3 mathematics qualification.

For the good of our economy, we need more young people to pursue degrees and careers in the sciences, including computer science. We have already seen excellent progress, with entries to STEM A-levels increasing by 23% since 2010. We have also launched a four-year computing programme supported by £84 million of funding. That includes a national centre for computing education, at least 40 hubs providing training to schools and a continuing professional development programme to train up to 8,000 secondary teachers without a post-A level qualification in computing.

My hon. Friend talked a lot about careers advice. He is right that if young people are to raise their aspirations and capitalise on the opportunities available to them, they need good careers guidance. In December 2017, the Government published our careers strategy, setting out proposals to improve the quality and coverage of careers advice in schools and to give more aspirational careers advice for young people. The strategy identifies how the worlds of work and education can come together to support young people, using the Gatsby benchmarks, to which he referred. They are based on rigorous national and international research and are the gold standard for careers provision in England. As part of meeting the Gatsby benchmarks, schools should make sure that students understand the full range of education and training opportunities available to them. Exposure to further and higher education and apprenticeships helps to raise aspiration and allows young people to make the right choices for them.

Information on education or training options provided by schools at key transition points too often fails to correct, or even reinforces, the impression that technical and professional education and apprenticeships are second best to academic study. My hon. Friend is concerned about that, and we share that concern. A new law, introduced in January 2018—commonly known as the Baker clause—requires all secondary schools and academies to open their doors to university technical colleges, FE colleges and apprenticeship providers. That will give all young people a better understanding of the qualifications, courses and subjects available at key transition points.

[Gordon Marsden]

The Minister knows that we strongly welcome the Baker clause. There are anecdotal accounts about how successful or otherwise it has been so far. Does the Department have any statistics on how the Baker reforms have impacted on that area as of yet?

[Nick Gibb]

I do not have those figures to hand, so I will write to the hon. Gentleman when and if we have those statistics. We are as concerned about the issue as he is.

We expect to see schools setting up careers events, assemblies and options evenings so that providers can talk to pupils about what they offer and what it is like to learn in a different environment. The evidence is clear that sustained and varied contacts with mentors, coaches, employer networks, FE colleges, universities, alumni or other high-achieving individuals can motivate pupils to think beyond their immediate experiences, encouraging them to consider a broader and more ambitious range of future education and career options.

Activities involving employers, such as careers insights, mentoring, work tasters and work experience are important in giving young people the skills they need to succeed. Such interactions help open young people’s eyes to choices and opportunities, raise aspirations and prepare them for the world of work. As such, we want to create quality interactions between schools and businesses. The careers statutory guidance makes it clear that schools should offer work placements, work experience and other employer-based activities as part of their careers strategies for pupils in year 8 to year 13. Secondary schools will be expected to provide pupils with at least one meaningful interaction with employers per pupil per year, with a particular focus on STEM employers.

With an expanded role, the Careers & Enterprise Company, which was established in 2014, works to link schools with employers, making sure that every young person has access to inspiring encounters with the world of work, including work experience and other employer-based activities. It does that through its enterprise adviser network, which is delivered in partnership with local enterprise partnerships, providing information tailored to local skills and the local labour market. The network operates in all 38 local enterprise partnership areas and has grown rapidly. More than 2,000 business volunteers have been mobilised to work with schools and colleges on their careers strategies through the enterprise adviser network, and participants have reported a 50% increase in employer encounters for pupils. That partially answers the question raised by the hon. Gentleman, but we will come back to him with a fuller answer.

Through its work, the Careers & Enterprise Company has identified and is targeting those areas where additional provision is most needed. It is funding work during 2019-20 to test new approaches and produce resources to improve careers information, advice and guidance for individuals who are disadvantaged, including those with special educational needs and disabilities, looked-after children and those from minority ethnic groups.

My hon. Friend the Member for Hendon referred in particular to children in care. Last Monday, we published our children in need review. He also referred to the post-16 qualification review and expressed his view about BTECs. That consultation opened on 19 March 2019 and closed on 10 June 2019. We will respond in due course, and the views that he has expressed today will be taken into account as part of that review process.

Since 2010, the Government have introduced a range of reforms with the sole focus of raising standards. I have set out those standards in relation to secondary education and highlighted how those reforms have been complemented by a range of targeted programmes to support and develop teachers’ practice and to provide timely and effective careers advice for students.

Oral Answers to Questions

Debate between Gordon Marsden and Nick Gibb

Monday 4th July 2016 Commons Chamber

[The Minister for Schools (Mr Nick Gibb)]

My hon. Friend is a strong promoter of educational excellence in Portsmouth. Centres of excellence in initial teacher training will be designated on the basis of criteria such as the quality of trainee teachers recruited, the quality of training courses, the outcomes for trainee teachers and training providers’ effectiveness in recruiting. We expect to confirm the schools and universities that have been designated as centres of excellence for the 2017-18 academic year when the allocation of training places is made in the autumn.

[Mr Gordon Marsden (Blackpool South) (Lab)]

Ten days ago, we had the Government’s latest figures for apprenticeships. They showed that only one in four apprenticeships was going to young people under 19, whether it be in the number of starts or participation, and, even worse, that there were only 12,000 traineeship starts compared to 109,000 apprenticeship starts for under-19s. Does this not show that, after all the time and money Ministers have devoted to apprenticeships, they are still flailing around for a coherent strategy to get young people under 19 to the starting-block—either for traineeships or apprenticeships?

[Mr Gibb]

The hon. Gentleman is absolutely wrong. Following the apprenticeships review in 2012, employers are designing new apprenticeships that are more responsive to the needs of business. More than 1,300 employers are involved; 241 standards have been published; and more than 160 new standards are in development. In the last Parliament, there were 2.4 million apprenticeship starts, and the reforms to technical education will build on that. This is a very successful part of our education system.

EBacc: Expressive Arts Subjects

Debate between Gordon Marsden and Nick Gibb

Monday 4th July 2016 Westminster Hall

[Mr Gordon Marsden (Blackpool South) (Lab)]

It is a great pleasure and privilege to serve under your chairmanship, Mr Chope. We have had a fantastic debate here this afternoon so far. The contributions from all parties have been, without exception, inspired, passionate and admirable.

I want to start by paying tribute to my hon. Friend the Member for Newcastle upon Tyne North (Catherine McKinnell) for the passion and comprehensiveness with which she put forward the case so well represented by all the people in the audience today. She was absolutely right to do the roll call of organisations that support the petition; she has saved me that job. She was absolutely right to cite the Chancellor of the Exchequer, who is not often cited in these matters. The Minister and his colleagues might wish to take that issue on board if they are revising this particular issue in any shape or form, were it to have financial consequences. She also drew attention to the DCMS report and the culture of disfranchisement, restricting young people’s life chances, one-size-fits-all GCSEs, the Creative Industries Federation’s concerns, and the 46,000 fall in GCSE entries in arts subjects last year. Of significant importance—this point was taken up by other speakers across the divide—is the impact on the disadvantaged and the socially immobile.

In a spirit of cross-partisanship I also want to praise the absolutely excellent and admirable speech made by the hon. Member for Somerton and Frome (David Warburton) with his focus on music facilities, widening participation and the creative industries. It was a paean to the study of music. As someone who came to my interest in history in a significant fashion via music, I entirely agreed with him. My right hon. Friend the Member for Slough (Fiona Mactaggart) reminded us, as have others, that what counts is what matters in government, and she talked about the law of unintended consequences and the impact. I was delighted that she quoted Maxwell Davies’s new opera because, again, when I was a teenager, one of the first things that got me passionately interested in medieval history was the setting by Maxwell Davies of “The Fader of Heven”, which comes from one of the English mystery plays. It is appropriate at this time when the Orkney festival is in full swing and when of course we have sadly lost Maxwell Davies that she should have done that.

My right hon. Friend the Member for Tottenham (Mr Lammy) not only drew on his own history as a distinguished member of the Government, but spoke movingly of his own experience as a black chorister at Peterborough cathedral and about the rigours and the discipline of the music. I can personally endorse what he said about the great partnership between the Department for Education and DCMS during what he described as the Blair years, because I was a Parliamentary Private Secretary in that Department at the time that that programme was being taken forward. It was a model of co-operation, with some financial tensions as always, but it was a model of co-operation across those two Departments, and it is a model of co-operation in getting out of silos that the Government would do well to emulate.

I want to pay tribute to my hon. Friend the Member for Washington and Sunderland West (Mrs Hodgson). She has been a fantastic chair of the all-party group. She and I have had various conversations about the issue of unintended consequences. She was absolutely right to point to the need to get young people out and to get them experiencing things, as did the hon. Member for Eastleigh (Mims Davies), who has now left us. We can all probably remember school trips to theatres or music events that made an impact on us. My hon. Friend the Member for Bradford South (Judith Cummins) rightly brought us back not only to the aesthetic aspects, but the bread and butter aspects. If I might say so, one of Bradford’s most famous citizens, J. B. Priestley, would have been proud of her. She said that too many of her constituents did not have access to technical qualifications and she linked that to the need to develop new industries. I feel particularly strongly about this matter because it is second-level towns, if I can put it that way, in England and Britain today—the Bradfords, the Prestons, the Blackpools—that need a creative boost in their economies in the same way that our big cities got a creative boost in the early 2000s.

My hon. Friend the Member for Stalybridge and Hyde (Jonathan Reynolds) talked about the impact of BBC MediaCity on schools and creative learning. Again, when I was first a shadow Minister with responsibility for further education and skills, I went there with my hon. friend the Member for Barnsley Central (Dan Jarvis) and saw some of the exciting work that was going on. My hon. Friend the Member for Bristol East (Kerry McCarthy) rightly pointed out that it was investment from the Labour Government in her school arts facilities that had potentiated them academically, and she made the point about how many people in Bristol earn their living in the creative industries.

My hon. Friend the Member for Wirral West (Margaret Greenwood) talked about the healing qualities of the arts and also the impact on the morale of the profession. Finally, the hon. Member for Glasgow North West (Carol Monaghan), as well as making the very sensible point that strict hierarchies of subjects are not a good idea, also gave evidence of how a mix of subjects could have an impact on overall behaviour and commitment. So there was a string of experiences and arguments that the Minister would do well to ponder.

I want to talk about what some other organisations have said about their concerns in this area. I want to quote the response by the Edge education charity to the EBacc consultation, which some Members here may have had. It made the point that

“there has already been a significant shift away from creative and technical subjects in KS4. Entries for GCSE Design and Technology have fallen by 29% in five years…These trends would be severely exacerbated by imposing the full EBacc on 90% of KS4 students, because they would have to drop non-EBacc subjects to make room for foreign languages, history and/or geography.”

The statistics it cites are alarming:

“To get to 90%, 225,000 students will have to drop one of their current options and take a foreign language GCSE instead. The result will be a sharp fall in the number of students taking technical and creative subjects.”

I have already quoted what Edge said about GCSE design and technology. In the note it sent to colleagues today, it said:

“The 90% EBacc target will limit choices. Harm large numbers of students. Reduce the uptake of technical and creative subjects. Add to the country’s growing skills gap.”

It is that growing skills gap that the Minister needs to focus on in his response.

[Mr Gibb]

Does the hon. Gentleman accept that one of the key skills gaps in this country is a lack of language ability? Some 77% of employers say that they need more employees with foreign languages.

[Mr Marsden]

I agree entirely with what the Minister says about languages but, as one of my colleagues said earlier, it is not our job to set up one choice against another. It is for the Minister to navigate that process accurately and correctly. Simply quoting individual statistics is not going to make much of a point for him.

I was about to say that there is a curious disconnect in this debate. When we finally see the much delayed skills plan, I hope we will be able to welcome it. We are told that it will be incorporated into the Minister’s portfolio in the Department for Education, or certainly into the Department generally. The work of the taskforce, which was chaired by Lord Sainsbury and included Baroness Wolf and the head of my own further education college in Blackpool, is crucial to the debate about getting all these things right. It is a question not of having either technical skills or expressive skills but of where we take them. Given that the Government have spoken about the importance of higher-level skills, it seems passing strange that their forthcoming Bill will not be associated with what comes out from the Department. The truth is that it is not a question of developing either technical and professional skills or expressive arts skills.

Catherine Sezen of the Association of Colleges wrote recently in the Times Educational Supplement that

“it is important that in striving to boost technical skills, this is not at the expense of creative skills”.

Many colleagues have made the connection between those two areas today, and I hope the Minister will think very hard about that. Catherine Sezen’s article continues:

“Failure to protect these subjects could leave another skills gap, but one that could be more difficult to fill…This, combined with the introduction of the more rigorous GCSEs graded 9 to 1, means it is more than likely that schools will offer a more limited number of optional subjects. This will have an impact on take-up of creative subjects”.

It should not be forgotten—I am well aware of this, as Member of Parliament for a seaside and coastal town where tourism is really important—that many occupations, including catering, hairdressing and architecture, combine technical and creative skills. It is a question of seeing where the joins are.

In April, I had the privilege of visiting the University of the Arts London’s new campus at King’s Cross, where I met many people who had come to the college as students through a combination of technical expertise and creative interest. As the Minister may know, UAL is the leading educator of talent in the UK’s creative industries, but it is very concerned about not being able to attract sufficient numbers of young people to London, not just because of the high cost but because of the increasing lack of coverage in schools. The danger is that that will also hit the expanding creative industries.

The combination of technical and creative skills in the creative industries is crucial. I will not cite the figures for the amount our economy depends on them, because that has already been done very ably by colleagues. However, I will make the point, further to what my hon. Friend the Member for Washington and Sunderland West said about students with special needs, that those students are often very strongly represented, not just at UAL but at other places. That is another area that should concern the Minister.

Other Members have already talked about MillionPlus’s briefing, so I will not go into it in any great detail, except to mention that it says that the role of modern universities, as a group, in supporting the creative industries is crucial. At a time when we worry in separate areas about the impact on modern universities of some of the proposals in the Government’s new Higher Education and Research Bill, the Minister might want to take that on board as well. We know the figures for the declining take-up of arts subjects at GCSE, and I will not go over them again.

I have two or three questions for the Minister about his progress on the consultation. First, when do the Government intend to respond to it? Will it be under this Government or a future Government? I think most Members present want to see a response from the Government in fairly short order. Secondly, the point about working across silos has been made very strongly, so what internal discussions has he had about the consultation with other Departments—the Department for Culture, Media and Sport, the Department for Business, Innovation and Skills or the Treasury? Thirdly, what assessment has he made of the equality impact of the EBacc’s implementation? If he has not made one, will he include one in his response to the consultations?

We need to get that spark of creativity that fires up young people. That is particularly true for my own town of Blackpool, where schools have always been strong in creative areas, even as they have aspired to better skills and academic excellence. I think of photography and design at Blackpool and the Fylde College, and of the performances I see month in, month out, of what we might expect in a seaside town. Schools are very good at putting on musicals and things of that nature. Wordpool, the annual festival funded by Blackpool Council, involves schools and helps children to write stories and poems, most recently about their own school giant. We have been able to do that in Blackpool because of the support that local government, which we have not had much chance to talk about today, often gives to these projects, despite the cuts.

All this is summed up by a letter I received literally this morning from the librarian of Thames Primary Academy in South Shore, which the Minister should understand is an area of high transience. She said:

“I am the school librarian at the Thames Primary Academy. I also run an Arts Appreciate Club…But I also know how hard it is for schools to find the time for these subjects…I believe many leaders of the creative community”

are worried about

“how much these subjects are losing students at high schools and in further education, to the detriment of our creative industries…I was struck by the date of this debate. It is my late father’s birthday, he loved and was very knowledgeable about art, classical music and films…He worked in a factory all his adult life but never felt that art was not for him. I wish we could get back to that feeling in this country.”

I echo those sentiments.

As I have said, I am an historian and a medievalist. I got my interest in medieval history not just from the battles and the dates but from listening to the music, from seeing the Wilton diptych and other fabulous things on a day trip to the British Museum, and—stretching the period a little—from seeing as a teenager the fantastic performance of Glenda Jackson as Elizabeth I. Glenda Jackson, as hon. Members who heard her on Radio 3 recently might remember, was working in Boots and got her big break by getting a council scholarship to go to the Royal Academy of Dramatic Art. Those are some of the issues that I urge the Minister to consider.

C. P. Snow famously wrote a book in the 1950s about the two cultures and the division between arts and societies. Let us not allow the consequences of the EBacc to perpetuate that division, however unintentionally. Denis Healey famously said that all politicians should have a hinterland. I think that the hon. Members who have spoken today have amply demonstrated their commitment to that hinterland, and I invite the Minister to do the same.

--- Later in debate ---

[Mr Gibb]

That is where we disagree: young people living in a modern, complex society need to have mathematical skills that go beyond simple numeracy. They need to be able to do maths to the level of GCSE, which is why we have insisted that a GCSE in maths and in English are part of further education studies for students without those GCSEs.

No one in the debate is saying that those subjects should be dropped—in so far as that is concerned, we all agree. Our contention is that there is ample room to study, in addition to the EBacc subjects, the arts, economics or a vocational subject, if that is what interests the young person.

[Mr Marsden]

I understand the point that the Minister is making, but does he understand the point being made by the Opposition and elsewhere—that what is measured is what is valued? Unless the Minister says that every Ofsted report will look in the same detail at other, non-EBacc subjects, or take them into account in the rankings, as the EBacc subjects will be looked at—or as future employers will do—his argument is on somewhat weak ground.

[Mr Gibb]

People will look carefully at a school’s EBacc performance measure. We want more young people—90% by 2020—to be taking GCSEs in those core academic subjects, which will provide the widest level of opportunities for them in future. That is what all the evidence suggests, and the policy in China, Finland, the state of Ontario in Canada, the state of Victoria in Australia, Germany and Poland is that all young people study those EBacc subjects. In fact, no one present has disagreed that all those subjects should be compulsory to the age of 14, or that English, maths and science should be compulsory to 16: all the debate is about is whether young people should study a foreign language, or history or geography, for two more years. The policy of the Government is that they should be, because that is what is needed to have a broad and balanced education.

We deliberately kept the EBacc small—we received representations from all quarters asking for a whole range of other subjects, in addition to the arts, to be included in the EBacc. It could well become 10, 11 or 12 subjects if we gave in to those requests, but we deliberately kept it small—to seven or eight subjects—to enable young people to take an eighth, ninth or 10th GCSE, or an equivalent, in addition to the series of core academic subjects. That is what everyone in the Chamber today, I thought, had agreed with—that this is about what is in addition to the core academic subjects, and not instead of them.

On average, pupils in state-funded schools enter nine GCSEs and equivalent qualifications, rising to 10 for more able pupils. For many pupils, the EBacc will mean taking seven GCSEs and, for those taking triple science, it will mean taking eight. That means there will continue to be room to study other subjects, including the arts, as I have just said. If we extended the EBacc by including an arts subject, as proposed by the e-petition, pupil choice would be restricted, not expanded. Such a measure would prevent pupils from taking additional non-arts subjects of their own choosing, be that design and technology, religious education or a second foreign language. They might wish to study both history and geography, or to take a high-quality vocational course.

[Mr Gibb]

Messaging is one thing—I have said this to those who have been arguing about religious studies—but actually the lobbying itself is the messaging. I have never said, and no one in the Government has said, that arts subjects are any less valuable than the subjects in the EBacc. We have never said that economics is less valuable than any of the EBacc subjects. We have never said that vocational subjects are less valuable. In fact, we have had a whole review of vocational education, so that the remaining vocational qualifications that feature in the performance tables—more than 100—are valuable, deliberately, for that reason. We have never differentiated in our messaging between what is in the EBacc and what is not in the EBacc.

The purpose of the EBacc is to ensure that all young people take the combination of GCSEs that are taken by young people in the most privileged schools in our country and in the best and most high-achieving schools in the state sector. That is what we want and it concerns us that young people from deprived backgrounds who are eligible for free school meals are half as likely to take that combination, compared with their more fortunate peers. Tackling that issue is the core reason why the Government introduced the EBacc measure.

It has been suggested today that arts are not valued in the school accountability system. That is not the case. The EBacc is one of several measures against which school performance is judged. Progress 8, which forms the basis for the school floor standard, measures performance across eight subjects: English, maths, three EBacc subjects and three other approved qualifications. Those other slots can be filled by arts qualifications, if a pupil wishes. In addition, the once sprawling selection of GCSEs that was allowed to develop over the years has been narrowed to ensure that the ones we have are of a high quality—in fact, 28 GCSEs have been discontinued—which will further strengthen the position of core arts qualifications in schools.

There is no reason why the EBacc should imperil the status of arts subjects. Both core academic and creative subjects can, and should, co-exist in any good school. We have seen a dip in provisional arts entries this year, but since the EBacc was first introduced the proportion of pupils in state-funded schools taking at least one GCSE in an arts subject has increased, rising from 46% in 2011 to 50% in 2015. At Whitmore High School in Harrow, where 88% of pupils entered the EBacc in 2015, pupils benefit from opportunities to take part in a wide range of art, music and drama clubs.

GCSEs and A-levels in arts subjects have been reformed to include more rigorous subject content. From September 2016, schools will be teaching new GCSEs in music, dance and drama, and new AS and A-levels in music and in drama and theatre. We are working with exam boards and Ofqual to make sure it is very clear that all students should see live drama in the theatre as part of their drama qualification, and we expect that to be in place from September 2017.

It is worth noting also that one of the distinctive virtues of arts subjects is that pupils can and are very willing to participate in them as a part of their extra-curricular school experience. Pupils can perform in a school orchestra, take part in a dance group or participate on stage or backstage in a school play without necessarily taking music, dance or drama GCSE. It is for that reason that, between 2012 and 2016, we invested over £460 million in a diverse portfolio of music and arts education programmes designed to improve access to the arts for all children, regardless of their background, and to develop talent across the country. That includes support for the network of music education hubs, national youth music organisations, the National Youth Dance Company, a museums and schools programme and support for the Shakespeare Schools Festival. Those programmes are having an impact on pupils across the country. The National Youth Dance Company is in the middle of a national tour, which started on 26 June in Nottingham and takes in Newcastle, Leeds, Ipswich and Falmouth among other locations.

Music education hubs are intended to ensure that every child in England has the opportunity to learn a musical instrument through weekly whole-class ensemble teaching programmes. They are also expected to ensure that clear progression routes are available and affordable, and many hubs subsidise the cost of lessons for pupils. Under that programme, any budding seeds of musical passion that young people have will not remain un-nurtured. We announced in December that funding for music education hubs would remain at £75 million in 2016-17.

Introducing primary school pupils to the arts early on is important and that is why I am so pleased that every primary school in the country now has free access to “Classical 100”, which is a new resource to introduce pupils to classical music. It comprises high quality Decca recordings of 100 pieces of classical music from the 11th century to the 21st century that I hope will stimulate children’s lifelong appreciation, understanding and enjoyment of music. Examples include Beethoven’s fifth symphony and Vaughan Williams’s Fantasia on Greensleeves as well as children’s classics such as Prokofiev’s Peter and the Wolf. That is something I was passionate about getting off the ground.

As well as programmes to ensure that all pupils receive a good arts education, we are continuing to invest in programmes ensuring the most talented can fulfil that talent. The music and dance, and the dance and drama awards schemes provide means-tested support to ensure that talented young people from all backgrounds receive the training they need to succeed in careers in music, dancing and acting. About 3,500 students a year benefit from that support, studying at world-class institutions such as the Royal Ballet School, Chetham’s School of Music and the Italia Conti Academy of Theatre Arts.

We have heard today concerns that the EBacc will hurt our creative industries. We absolutely recognise how important the creative industries are to our economy and our identity, but we do not accept that academic subjects at GCSE should prevent pupils from taking arts subjects.

[Mr Marsden]

I am sorry to interrupt the Minister, who is—quite rightly—giving a heart-warming list of Government initiatives. I do not object to those in any shape or form, but can I bring him back to the specific questions I asked him? When do the Government intend to respond to the consultation, what internal discussions has he had and what assessment of the equality impact has been made?

[Mr Gibb]

The equalities impact will be published alongside the Government response to the consultation. Officials are working with officials from the Department for Business, Innovation and Skills and the Department for Culture, Media and Sport. The consultation response will be published—here is the date: in due course. I hope the hon. Gentleman is happy with that response.

[Mr Marsden]

Partly.

[Mr Gibb]

Partly—that will do for now. We believe that for too long pupils from disadvantaged backgrounds have been dismissed, missing out on the core academic curriculum that is taken as a given by their more affluent peers. Our EBacc policy will ensure that that is no longer the case.

Oral Answers to Questions

Debate between Gordon Marsden and Nick Gibb

Monday 21st March 2011 Commons Chamber

[Mr Gibb]

I appreciate the recruitment difficulties experienced in west Norfolk, and I am encouraged by the work being undertaken by Norfolk county council, supported by the National College for Leadership of Schools and Children’s Services, to develop local solutions to meet the demand for head teachers. On pay, my hon. Friend will be interested to know that a further remit will be issued to the School Teachers Review Body later this year, asking for recommendations on how the pay and conditions system can be made less rigid. That work will build on the current extensive flexibilities, which will allow schools to pay, attract and retain teachers.

[Mr Gordon Marsden (Blackpool South) (Lab)]

18. What assessment he has made of the effects of reductions in local authority funding for education on the provision of information, advice and guidance for students at secondary level in Blackpool.

Oral Answers to Questions

Debate between Gordon Marsden and Nick Gibb

Monday 11th October 2010 Commons Chamber

[Mr Gibb]

It is a concern when any particular group is significantly underperforming compared with the national average. One big priority for the Government is to close the attainment gap between those from the wealthiest and the poorest backgrounds. We are focusing on that in a range of education policies from academies to free schools, and also in our focus on improving behaviour in schools and reviewing the curriculum.

[Mr Gordon Marsden (Blackpool South) (Lab)]

17. What recent assessment he has made of the merits of year 3 play pathfinder projects in Blackpool.