Qualified Teachers

Graham Stuart Excerpts

Wednesday 30th October 2013 Commons Chamber

[Tristram Hunt]

This is about reducing the risk in the teaching system. This is about making sure we go up the value chain in terms of qualifications and teacher capacity.

As it has been raised, let me deal with the issue of non-qualified teachers in the private sector. First, figures from the Independent Schools Council show that 90% of those teaching in such schools have a teaching qualification and over 70% have qualified teacher status. Secondly, if head teachers in the private sector wish to employ teachers without QTS, that is their decision. But a Labour Government will demand a minimum standard of QTS for those teaching within the state system. As Secretary of State for Education, I am not going to allow for the deregulatory free-for-all which produces the likes of Al-Madinah.

[Mr Graham Stuart (Beverley and Holderness) (Con)]

Has the hon. Gentleman made any assessment of the quality of the teachers we are talking about here, who will be sacked after two years? There are fewer than there were when his party left office, we have a tightened-up the Ofsted regulation regime, and there is no place to hide on data and exam results, so I put it to him that a head teacher would employ a non-QTS teacher today only if they were above-average and were delivering a brilliant service to children in the classroom.

[Tristram Hunt]

When those teachers get into school, we want them to train up for QTS. This is simply about going up the improvement chain. It seems to me entirely uncontroversial.

Let me also stress that our plans do not affect the artists, the actor, the footballer, builder, business man or, dare I say it, historian—missing the more incisive quality of debate which a year 5 can provide—who comes into a class to inspire young people about their subjects. For those teachers holding that enormous responsibility for the learning outcomes of young people, however, we would expect, like Sir Michael Wilshaw, a minimum baseline qualification.

So let me return to the core of this motion: how do we deliver improvements in our schools system and close the attainment gap? The answer is great teaching. Part of that is strong leadership; part of that is the innovation that comes from Labour’s Teach First policy; part of that is autonomy; but it is also about further professional development: about stretching our teachers, about learning to improve at every turn.

Achieving QTS is not the whole answer. It does not in itself, as the hon. Member for St Albans (Mrs Main) said, guarantee excellence. As the Secretary of State well knows, passing a driving test does not mean that all new drivers will avoid accidents, but this is not a reason to remove the requirement to pass a test. Removing the expectation of QTS means we endanger the status of the teaching profession at a time when we need to raise the status of teaching if we are to succeed in what the Prime Minister calls the global race. The countries with the most successful education systems are going up the value chain, not deskilling. They are raising the status of teaching, not opening the door to our classrooms to anyone who just wants to have a go.

We have brought this motion to the House because the Labour party is passionate about education. From the earliest days of Robert Owen and the co-operative movement, from our history in the mechanics institutes and the mutual improvement societies, from the Workers Educational Association to the trade union movement, academic and vocational excellence is engrained in the Labour movement’s DNA. So too with the Liberals: stretching back to the Forster Education Act, or the role of education in that positive vision of freedom enunciated by T. H. Green and L. T. Hobhouse, or John Maynard Keynes’s ambition for post-war cultural enrichment, social mobility and progress has been part of the Liberal creed. While the Tory Party supported King and class, our parties are parties of the word—of a belief in the liberating potential of education—which is why it is so depressing to see a once-progressive party sign up to this narrow vision of education: of deregulation, of dumbing-down and a lack of ambition for our schools.

Great teachers broaden horizons, motivate students, and help young people achieve their potential. It is time for the Liberal Democrats to show the parents, pupils and teachers of this country whose side they are on and to vote for their values this afternoon. In the Labour party, we have made our choice: professionalism not deregulation; a qualified teacher in every classroom. I commend this motion to the House.

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[Mr Graham Stuart]

May I correct my right hon. Friend, because the policy is worse than that? The net effect of this highly scrutinised system of sacking people who do not have QTS will be to take high-quality teachers who make such a difference to the lives of the poorest children out of the classroom. To maintain their living, these teachers will be sent to the independent sector, where doubtless they will educate the children of people such as the shadow Secretary of State.

[Michael Gove]

The Chairman of the Select Committee is right once again. This is a policy for generating unemployment for excellent teachers in the state sector and giving the wealthy—those who have the advantage of the cash that enables them to pay for an independent education—the freedom to benefit from them. It is also important to recognise that the freedom to employ whoever a head teacher believes to be important and capable of adding value to education is essential to the academies and free schools programme.

It is important that Opposition Members are not selective in their use of evidence when they talk about academies and free schools, because academic results are improving faster in sponsored academies than in other schools, and the longer schools have enjoyed academy freedoms, the better they have done. In sponsored academies, open for three years and taking advantage of the freedoms we have given them, the proportion of pupils who achieve five good GCSEs including English and maths has increased by an average of 12.1 percentage points. Over the same time, results in all state-funded schools have gone up, which is good, but only by 5.1 percentage points.

We are clearly seeing academies and free schools generating improved results for the students who need them most. More than that, free schools, overwhelmingly in the poorest areas, have been backed by Andrew Adonis and Tony Blair. Andrew Adonis said that free schools were essentially Labour’s invention and Tony Blair, the former Prime Minister, backed them, saying that they were a great idea, explicitly because they were

“independent schools in the state sector”.

He backed them because they had all the freedoms of great independent schools, like University College school and others, to do the right thing for their students.

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[Mr Graham Stuart (Beverley and Holderness) (Con)]

Thank you, Madam Deputy Speaker. It is a pleasure to take part in this debate. When making decisions about education, one question matters above all others: how will this affect the quality of teaching? That is the prism through which every educational decision should be viewed. A great teacher can make the difference between a child muddling through, struggling or aiming high.

Research by Professor Eric Hanushek of Stanford university shows that during one year with a very effective maths teacher, pupils gained 40% more than they would have with a poor performer. The effects of high quality teaching are especially significant for pupils from disadvantaged backgrounds. Hanushek found that over a school year, these pupils gain one and a half years’ worth of learning with very effective teachers, compared with just half a year of learning with poorly performing teachers. So that is the prism through which we should look at these issues.

Before we make decisions in education, another approach is to make sure that we follow the evidence. What assessment has the hon. Member for Stoke-on-Trent Central (Tristram Hunt) made of the quality of teachers without qualified teacher status in the classrooms? He could shake his head when the Secretary of State was speaking, but inevitably people will be sacked from the classroom. We have heard these people come forward. The hon. Gentleman is shaking his head now, denying an obvious truth. Teachers without QTS will be sacked from the classroom if that policy is implemented. [Interruption.]

We have a rigorous Ofsted regime, tough exam results, mapping, peer review, departmental head review, head teacher review—a whole system of accountability to make sure that there is nowhere to hide for the teacher who is not performing. In that context a head teacher has gone out on a limb to recruit someone who is non-QTS. We know, as was not acknowledged by the hon. Gentleman, that the number of non-qualified teachers in the teaching profession has fallen. [Interruption]. We know that the number in free schools and academies as a percentage of those employed has fallen over the past three years. We therefore have a smaller number of teachers who have been through the threshing machine of that accountability system. If they are to have such a person working for them, head teachers will need to be sure that when the inspector comes they can point to exceptional performance. [Interruption.]

The hon. Member for Cardiff West (Kevin Brennan) who barracked and heckled the Secretary of State throughout his speech is attempting to do the same to me. Those teachers, who are necessarily strong and effective teachers, will be fired under his party’s policy. That is the central point.

[Mr David Burrowes (Enfield, Southgate) (Con)]

On the question of which teacher should be employed, we should not listen to the choices and the whims of the hon. Member for Stoke-on-Trent Central (Tristram Hunt). We should speak to the head teachers, who hire and fire. They are in the best position to know which teachers are best for their school.

[Mr Stuart]

I agree with my hon. Friend. The shadow Secretary of State has come into post at exactly the same time as his party has lurched to the left, and he has inherited this policy. I put it to him, as someone who has taught in schools as a non-QTS teacher, who benefited from non-QTS teachers as a pupil and who has suggested in recent days that he might send his children to schools that have inspiring non-QTS teachers in place, that his heart really is not in this.

[Tristram Hunt]

There is a world of difference between an external speaker coming into a school to explain history, politics or geography and someone in charge of the learning outcomes of an entire class. I would have thought that the Chair of the Education Committee knew that.

[Mr Stuart]

The hon. Gentleman would not answer questions about the teacher who taught and inspired him, but he was more than just a visiting lecturer.

My children attend an independent school and have non-QTS teachers. I want to ensure that every school can access people who can inspire pupils within a system of accountability. If the shadow Secretary of State told me, “We’ve carried out an assessment and got the evidence, which shows that some head teachers are taking on unqualified teachers just to save money and sticking them in classrooms with low-ability children, which is letting them down”, I would be the first to congratulate him. I would say, “Yes, let’s look at the right policy response, but let’s not sack top teachers who happen to be non-QTS teachers if we can possibly help it.”

I would even accept the hon. Gentleman’s argument if he could show me, on any kind of evidence base, that widespread numbers of non-QTS teachers are letting down our kids. I put it to him, who has been in post for a matter of days, that there is no such evidence base. On the contrary, the evidence base shows that non-QTS teachers in state schools in some of our toughest neighbourhoods are inspirational. There are often teachers who have left the independent sector, where he went, where I went and where my children go, in order to try to make a contribution in state schools in challenging circumstances. Under the Opposition’s policy, if those people do not put themselves through the many hours required to pass QTS, they will be sacked. That is absolutely wrong. He should not deny the consequences of his policy: it will lead to the removal of outstanding teachers from state school classrooms. It will almost certainly see them turning up in independent schools, where they are needed least, rather than most. That is the central flaw in his argument, and I think that he sees it.

It is early days in the hon. Gentleman’s new post. I suggest that he has inherited a dreadful policy that is entirely against what he and I believe, which is that we should be transforming education for everyone in this country, and most of all for those from poorer homes who too often have been left behind.

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[Pat Glass]

I recognise and respect that. I therefore expect to see the right hon. Gentleman and his colleagues in the Lobby with us tonight.

When the Deputy Prime Minister spoke at the weekend, he talked about schools being set free to set their own school holidays and the times of day when they open and close. Well, I have got news for him: maintained schools have always had that ability. They do not need to be a free school or an academy to do that, nor to employ unqualified teachers. Maintained schools have always had the ability to bring in non-QTS specialists. The person delivering the lesson at the front of the classroom does not need to be a qualified teacher, but the person who designs, differentiates and manages the curriculum, manages the lesson plans and is responsible for individual pupil assessment does need to be a qualified teacher. On that, I absolutely agree with the Secretary of State.

[Mr Graham Stuart]

rose—

[Pat Glass]

I am not going to give way any more because there is so little time.

The history of Labour in office and unqualified teachers shows that in the vast majority of cases, great non-QTS teachers went on to become qualified through the licensed or the classic routes. Government Members say that free schools and academies are now free to employ teachers who have a master’s degree or a doctorate, and is that not a good thing? I am not altogether sure about that. I have a master of science degree, but a working knowledge of maths and statistics does not make me a teacher. Without a bachelor of education degree I would not have the skills and knowledge to understand child development, the science of teaching and learning, how children learn, and classroom management and managing behaviour, or to identify the needs of children with special educational needs and how to meet them. I would not know about differentiation, delivering a programme of study across a range of abilities, or assessment—that is, knowing what a child can and cannot do, and what they need to do next. Important as those things are, I would also not have the credibility and trust of my professional colleagues, of parents, or, more importantly, of young people themselves. Pupils know very quickly who is qualified and who is not, and who is experienced and who is not, and that affects their behaviour and how they learn in the classroom.

The problem with this Government is that they think anybody can teach. I know from experience that as soon as we move away from the classroom it looks really easy, but it is not. Teachers are people who stand up in front of classrooms every day and deliver great lessons. I do not pretend to be a teacher in terms of that definition. Being qualified does not make a great teacher; it takes more than that. [Interruption.] I am glad that Government Members agree with me. As has been said, this is not necessarily about the qualification of teachers. Every teacher does not have to be qualified to deliver a great lesson, but surely good qualification is the basis of a state-run system. [Interruption.] Having anything else leaves our children open to—[Interruption.] Does my hon. Friend want to intervene?

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[Simon Wright]

I would not say that PGCE is a necessity, despite the fact that I myself studied for it. I think there are lots of routes to qualified teacher status, all of which have different advantages and merits, but, crucially, it depends on the needs of the individual seeking that status.

On other forms of professional development, we should consider options such as enabling all teachers to build an individual professional portfolio, including the accredited continuing professional development courses they undertake, to progress and support their career in the classroom. The recently announced champions league proposal could get outstanding leaders into those schools that need them most from next year. That could be expanded in due course and applied to proven subject teachers looking for a new challenge.

As I have said, the Liberal Democrats welcome the innovation, creativity and diversity that the Government seek to introduce in the classroom, but we want minimum professional standards in our schools, too.

[Mr Graham Stuart]

Will the hon. Gentleman give way?

[Simon Wright]

No, I am coming to the end of my comments.

I would have welcomed the opportunity to support the amendment on the Order Paper. It would have given the House the opportunity to acknowledge the fact—

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[Mr Graham Stuart]

The right hon. Member for Kingston upon Hull West and Hessle (Alan Johnson), the former Labour Secretary of State for Education and Skills, said recently:

“If you find someone who is a great musician but they can’t spend three years getting the proper teaching qualifications, I think you should use them.”

Does my hon. Friend agree?

[Stephen Metcalfe]

I agree 100%. We need to be open and transparent about who has what qualifications and we must ensure that there is a rigorous and robust inspection regime, but the motion would exclude Stephen Hawking from even offering to teach a class. He would not be allowed to teach a—[Interruption.] He would not be allowed to teach because he would not have—[Interruption.]