Educational Attainment: Yorkshire and the Humber

Graham Stuart Excerpts

Monday 18th April 2016 Commons Chamber

[Jo Cox]

I thank my right hon. Friend for her incredibly insightful comment and I could not agree more.

More generally, in Yorkshire and the Humber, children are now being left behind, and no child should be left behind. We can no longer accept that young people in London are far more likely to achieve good outcomes at school than those in other regions.

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

The hon. Lady is making a powerful case and her point about the gap between Yorkshire and London is valid. She cites the evidence, but will she join me in agreeing that having 1.4 million fewer children in underperforming schools is a significant national improvement, although, as we will be discussing tonight, we need to ensure that that success is everywhere and not just concentrated in some areas.

[Jo Cox]

I bow to the hon. Gentleman’s expertise and knowledge on this issue. He is right to identify the fact that we need to spread the successes across the country, not just in some bits of our great nation.

It is morally right that we act urgently to address the inequity and it is an investment that will resonate far beyond individuals. Improving educational attainment in Yorkshire schools is central to the success of the so-called northern powerhouse. Sir Michael Wilshaw, the chief inspector of schools, says that more attention must be focused on regions where too many schools are “languishing in mediocrity” and that the northern powerhouse will “splutter and die” unless underperforming schools improve. To that end the Budget contained vague details of the Government’s new northern powerhouse schools strategy, which admits that

“progress in education isn’t felt everywhere.”

However, there is only very limited information about how the money will be spent and no clarity on where exactly the north is. Furthermore, £20 million is a paltry gesture when we think about the scale and importance of this crisis—particularly when only £10 million will be spent this year. The recent recalculation of the International Democratic Education Conference index on levels of deprivation had a severe impact on many schools across my local authority, Kirklees, with one school, for example, losing £300,000 per year.

The region needs real investment, not just rhetoric. We also need to learn the many transferable lessons from the success of London. In the 1980s, the south-east and the east of England had better results than London, but the most recent evidence now shows that London is outstripping the rest of the country. The Labour Government’s London Challenge saw the combination of a political push and huge investment to raise standards across the capital. With the long-term backing of Downing Street, the Challenge focused on three clear and measurable objectives: to reduce the number of underperforming schools, especially in relation to English and maths; to increase the number of schools rated “good” or “outstanding”; and to improve educational outcomes for disadvantaged children.

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

It is a pleasure to take part in this debate. I congratulate the hon. Member for Batley and Spen (Jo Cox) on securing it and for setting out so passionately and in such a well informed way her desire, which we all share, to see no child left behind and the regional gaps that have occurred in this country closed.

Members on both sides of the House will surely agree that raising school standards in our part of the country is essential if we are to raise the life chances of our constituents’ children. It is not just that in Yorkshire and the Humber our education has been left behind; average earnings tend to be lower than they are nationally. There is a link between the life chances of someone 20 or 30 years after they were at school, and their performance and the support they received while they were at school.

As has been set out, results in Yorkshire are among the lowest in England, so Yorkshire is at the frontline of the education debate. The question is how to deliver the Government’s twin aims: to raise standards for all and to close the gap between rich and poor. Teach First has just released research showing that poor children are four times as likely to go to an inadequate primary school or one that requires improvement than children from wealthier backgrounds, and poorer children are only half as likely to go to an outstanding primary as their richer peers. In Bradford, for instance, the schools that serve the poorest have a one in three chance of being inadequate or in need of improvement.

Teaching lower income children is more challenging and requires higher skills, yet the system penalises professionals who seek to go where they are needed most. Schools can end up, as the Sutton Trust reported last week, putting barriers in the way of poorer children getting places at their schools. According to the trust, more than 1,500 primary schools have socially selective intakes.

As the hon. Lady rightly said, we need to work constantly to improve the incentives for the best teachers to teach in the poorest communities and be rewarded for staying there. As has been said, however, there is not just a social divide, but a geographical one. As Sir Michael Wilshaw, the head of Ofsted, said on 1 December:

“We are, in effect, a nation divided at the age of 11. We are witnessing an educational division of the country, with schools performing well overall in the South but struggling to improve in the North and the Midlands. If schools north of this line were performing as well as those south of it, 160,000 more pupils would be in a good or outstanding secondary school.”

In the east riding, 76% of pupils attend a primary school that is rated good or outstanding, a figure that falls to 68% for secondary schools. Like the hon. Lady, I would like to pay tribute to those phenomenally hard-working teachers who are succeeding, and those who continue to work flat-out to try and raise standards in schools that are not succeeding. We owe it to our constituents to improve the situation.

It is important to say that the divide in educational attainment was not created under this Government. There has long been a divide. We need to find a way— ideally, in education policy—with the maximum consensus possible, of creating a framework of incentives to get the best teachers to the places where they are needed most, and which can transcend any general election, regardless of who wins it. Without that, the divide will continue and there will be unnecessary tinkering and disruption of improvements to the education system.

With that in mind, it would be unfortunate if the 2022 deadline for total academisation of schools led our energies to be deployed debating that rather than how to improve teaching and thus standards of education. Whether such a policy was necessary or wise I will not debate today, although I note that many colleagues have already expressed some doubts. As Sir Michael also said in his speech in December,

“we should not waste time in tendentious arguments about the relative merits of academies but rather on how we can make them work. Academies, like all schools, work if they have good leaders and good teaching. If they lack them, they do not.”

Sir Michael is absolutely right. It cannot be emphasised too often that the key to raising performance and narrowing the attainment gap between rich and poor lies, as the hon. Lady rightly said, in the quality of teaching, and that is what we need to focus on. One of the best sources in this area is the work of Professor Eric Hanushek of Stamford University. It is shocking how much difference there is between how much a child learns in the classroom of a teacher at the 90th percentile compared with how little they learn with a teacher at the 10th percentile. Hanushek has calculated that one of the teachers at the top will give their students an entire year’s worth of additional learning in one year, compared with those near the bottom in teaching quality. That is, they advance their pupils’ understanding 150% compared with what might be expected from an average teacher in that time, while their least talented counterparts help their students to make only 50% of the progress that would be expected.

As if that was not important enough, Professor Hanushek has found that the effects of high-quality teaching are especially significant for pupils from disadvantaged backgrounds, who do not have the other support and succour to help them make up for an inadequate teacher. These findings not only underline the importance of good recruitment and teacher training models, which are critical, but show that we need to ensure that the best teachers work where they are needed most. Academies’ flexibility to design attractive packages to recruit and retain good teachers has the potential to help here.

I also believe that the new National Teaching Service—the hon. Lady referred to it—which will be piloted in the north-west this autumn, could make a significant contribution once it is rolled out to our area. By the end of this Parliament, it will see 1,500 of the country’s best teachers assigned to the schools that need them the most. To support those teachers in their new roles, a package of incentives is being offered, including help with relocation, assistance with commuting costs and access to prestigious leadership development programmes, as well as great mentors.

Underlying this, there is also a pressing need to ensure that our education system is structured so that it does not conspire to drive talented individuals away from underperforming schools. There are many idealistic teachers and leaders who want to help at the educational frontline, but for too long they have been incentivised to teach elsewhere. Why? Because in our high-stakes accountability system, a headteacher working in a successful school in a prosperous area has long been less likely to be fired, found wanting or publicly criticised than one who opts to work somewhere such as Knowsley, where not a single secondary school was rated good or outstanding in 2015.

That is why I am so encouraged that the new White Paper, “Educational excellence everywhere”, proposes the introduction of “improvement periods” during which schools under new leadership will not be inspected by Ofsted. For schools that have been judged to require improvement, new heads will have a grace period of around 30 months before inspectors visit again, and the same goes for new academy sponsors. Ministers deserve credit for addressing that issue and tackling the perverse incentives that deterred good leaders from taking on some of the toughest challenges.

We also need to boost effective partnership working between schools, as the hon. Lady said, something that can be a particular problem in a large, sparsely populated rural area such as the east riding, with significant distances between schools. If I was to draw a circle around some of the schools on the coast in my constituency, I would of course find that half the area from which they might seek support or collaboration is in the North sea, and they are unlikely to get any help from that direction. School leaders could be encouraged to sign up to partnerships by introducing Sir Michael Wilshaw’s proposed “Excellent Leadership” awards. The Government have resisted that, but we need by every means, from status to pay and any other structures we have, to level the playing field so that we encourage people to go where they are most needed.

I must touch on fair funding, which is one of the most significant issues. The hon. Lady mentioned London, which receives significantly more funding in general—inner London certainly does—than the rest of the country. The Association of School and College Leaders found that the top 10 local authority areas in the country get an average of £6,300 per pupil, and the bottom 10 get £4,200. That is based not on need or deprivation, but on historical anomaly. Therefore, I must again congratulate the Government on grasping that. I ask colleagues on both sides of the House to celebrate the fact that the Government are moving towards a fair funding formula that will mean that a rural school in the east riding or an inner-city school in Bradford can expect to have a formula that is transparent and that reasonably seeks to provide fair funding for everybody. With that, I am pleased to bring my remarks to a close.

[Several hon. Members rose—]

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[Philip Davies]

Yes, I very much agree, and I am sorry that Labour-controlled Bradford Council does not seem to believe in that as much as the hon. Lady does.

Bradford Council has raised the funding formula for schools with me. I would be interested to hear the Minister’s view of the formula, and of whether it takes into consideration the current standard of educational attainment in places such as Bradford and makes sure that no action is taken that puts that already poor educational attainment under further pressure. The consultation is only at the first stage, and we are unaware of the numbers or the possible effects of the new regime, but concerns have been expressed that the parameters being set will disadvantage schools in the Bradford district. Need and pupil mobility are not necessarily guaranteed to be part of the new formula. As outlined by Ofsted, the Bradford district, in particular, has high levels of need, as well as the highest number of in-year admissions in the country. Attainment standards are already below average in the district, and if the new formula does not acknowledge the specific challenges there, schools could be unfairly disadvantaged and face a tougher task in addressing those challenges.

It is important to mention that the big disparity between schools in my constituency and schools in other parts of the Bradford district. We must not let schools coast in what might be seen as better areas, where educational standards are not as low, because we are focusing too much on the schools with the lowest attainment. We must make sure that all schools do their best for every pupil, but we sometimes overlook that priority.

Leadership is an important issue in our schools. We must do much more to attract the very best leaders and headteachers to our schools. My hon. Friend the Minister visited Beckfoot School in Bingley, which has an outstanding headteacher, who has transformed it into one of the best schools in not just the Bradford district but the country, and it is now rated as outstanding. We need to find ways of getting more leaders into the most difficult schools.

[Graham Stuart]

Does my hon. Friend agree that it is not just about attracting great leaders into Yorkshire? We need to do more to grow our own, and we need to build the systems to do that. Attracting them from outside is probably not going to be the primary answer; growing our own is.

[Philip Davies]

Yes, I very much agree with my hon. Friend, who makes a good point, as he always does on education matters.

I emphasise that we have some fantastic schools and some fantastic teachers, who are all working incredibly hard. I am very pro-teacher. My dad is a retired teacher, so I will certainly not criticise them; they work very hard in sometimes very difficult circumstances. I am not often a big fan of all the teachers in the National Union of Teachers, but teachers on the whole work incredibly hard, and it is important that we do not criticise them when we are discussing some of these educational standards, because they often operate in very difficult circumstances.

Finally, I was struck by the good point the right hon. Member for Don Valley (Caroline Flint) made about opportunities being harder to come by for people in the north than for those in places such as London, and I would like to float an idea. We often give student loans to people who want to progress their career through the university route; I wonder why others, if university is not for them, should not be able to get some form of student loan to allow them to do things such as come to London to access work experience placements. I do not see why student loans should be only for the benefit of the most able and perhaps the wealthiest and most advantaged. How about giving loans to some of the most disadvantaged people in the country to allow them to pursue their career? How about giving people in Yorkshire the opportunities that people in other parts of the country get? I hope that the Government will look at that. Social mobility is what the Conservative party should be all about, and we have to look much more imaginatively at this issue.

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[Dan Jarvis]

I agree with the hon. Gentleman. One thing that I have observed about the culture in Yorkshire and the Humber is that people are often quite reticent about talking themselves up. We have a real responsibility to the next generation of talent. When I visit schools in my constituency, I make the point that people from Barnsley Central have gone around the world, achieved great things and shaped the world in which we live today. I agree with the hon. Gentleman that we all have a responsibility in our communities to make the powerful point that the most amazing success stories have come out of our area, and we should never be shy about championing the success of people from our region.

I have reflected on the Gatsby Charitable Foundation’s career guidance report. It is also worth reflecting briefly on the recent report by the House of Lords Select Committee on Social Mobility. That excellent report makes detailed comment about improving the transition from school to work for young people. One recommendation, that the Government should look closely at, is for Ofsted to place greater emphasis on the provision of careers education.

[Graham Stuart]

I chair the all-party group on careers information, advice and guidance. Schools are encouraged by the Government to work towards a quality in careers standard, but they are not obliged to do so. In a high- stakes accountability system, in too many cases they will not do the right thing until that is joined with the system. Does the hon. Gentleman agree that we should make it mandatory for every school to work towards that standard and maintain it?

[Dan Jarvis]

I absolutely agree, and I will be interested to hear what the Minister is able to say when he responds.

Finally, I want to talk about leadership. If we are to close the attainment gap, we will need brilliant headteachers leading teams of excellent, highly motivated teachers. If we look at the recent schools White Paper, however, we see that the Government show a dearth of ambition in that area. There is a chapter headed “Great teachers—everywhere they’re needed”, but despite that promising title, there is little in the way of proposals for how we can get more great teachers. Instead, the main focus of the White Paper is the plan for the forced academisation of every school, a divisive policy for which there is absolutely no evidence that it will improve standards.

On a more positive note, I was encouraged by the Government’s announcement in the Budget of a northern powerhouse schools strategy. A number of measures sounded promising, including the additional funding being made available to support turnaround activity and the report on transforming education, which is to be led by Sir Nick Weller. Since then, however, I have been disappointed by the lack of detail that has been forthcoming. The schools White Paper did not mention the northern powerhouse schools strategy once.

As my hon. Friend the Member for Batley and Spen said, Yorkshire needs a strategy for improvement, similar to the pioneering scheme that we saw in London. I would like the northern powerhouse schools strategy to progress with the ambition of generating an improvement similar to the one seen in London. Sadly, we do not have enough information about the strategy to know whether that is what we are looking at. I ask the Government to provide more information to Members on the strategy, and also to publish the terms of reference for Sir Nick’s review.

In conclusion, Madam Deputy Speaker—[Laughter.] Sorry, Mr Deputy Speaker; it has been a long day. Closing the attainment gap will take real effort from everyone involved in the education system, from Ministers to school leaders, teachers and parents. It is not going to be easy, but we have to succeed because the stakes are so high. We cannot allow the educational divide in this country to continue. We cannot let down the young people of today and tomorrow.

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[Melanie Onn (Great Grimsby) (Lab)]

It is an honour to follow my hon. Friend the Member for Leeds East (Richard Burgon). I congratulate my hon. Friend the Member for Batley and Spen (Jo Cox) on securing the debate with the assistance of the hon. Members for Leeds North West (Greg Mulholland) and for Cleethorpes (Martin Vickers).

I am not shy in being absolutely passionate about making sure that children in Grimsby have every opportunity available to them—the same opportunities that are available to all children across the rest of the country. That is why it is so important that MPs from Yorkshire and the Humber are in the Chamber today, speaking with one voice in support of the children of our region.



The fact that Yorkshire and the Humber is the lowest-achieving region in the country should throw into question the Government’s revised funding formula announced in the autumn statement. I am sure the hon. Member for Beverley and Holderness (Graham Stuart) will disagree with me greatly, but I will continue regardless. Surely if there were a need to redistribute funding to rural areas, we would expect schools in the south-west or the north-west to be performing worse than those in our region. It makes a mockery of any claim from the Government to be raising education standards in towns such as Grimsby, Doncaster or Rotherham when they are shifting funds away from those towns. The plans currently out for consultation will result in north-east losing around £2.1 million, which is more than £100 per pupil each year. How can it be described as fairer when a town without a single good or outstanding secondary school loses out?

[Graham Stuart]

Will the hon. Lady give way?

[Melanie Onn]

The hon. Gentleman will forgive me if I do not—time is rather short.

Many colleagues have talked about the shortage of teachers, partly because of the large number leaving the profession. More than one in 10 teachers quit in 2014, a 10% increase on 2011. That has been a recent issue for schools in Grimsby, where three of the four secondary school heads left their posts last summer. That level of leadership turnover has an impact on children’s educational experience. It disrupts continuity and makes young people believe that their school does not care about them. It gives them less incentive to invest in their school if they do not think the teachers and leadership are investing in it as well. It is an incredibly damaging message to send.

The problem of teacher flight is coupled with that of local schools struggling to bring teachers to the area, which has been mentioned. That is a particular issue facing coastal communities across the public and private sectors. As my hon. Friend the Member for Batley and Spen said, Teach First should be sending more teachers to low-achieving areas of the country. I welcome the national teaching service and urge the Government to hurry up and bring it to Yorkshire and the Humber.

I take this opportunity to commend Macaulay Primary School in my constituency, which I had the privilege of visiting recently, for meeting its own recruitment challenges with an innovative solution, which the hon. Member for Beverley and Holderness will approve of—a “grow your own” approach. The school has been supporting its teaching assistants into teacher training schemes, enabling it to fill vacancies with teachers who already have a relationship with the children at that school, as well as experience in the classroom.

Teaching assistants are a huge resource for schools, but they are often undervalued and not used effectively. Unlike for teachers, there is no national pay structure for TAs, so when budgets are squeezed, those remaining often end up having to take on more work, which they are not necessarily qualified to do, for less pay. Research has shown that in many schools, TAs are not being used in ways that allow them to best improve students’ learning. The Education Endowment Foundation has called for closer working relationships between teachers and TAs, and for more training opportunities. Has the Minister considered the EEF’s report and a potential career path from assistant to teacher?

Unison has called for teaching assistants to be paid for 52 weeks of the year, rather than the current term time-only arrangement. Have the Government considered that for TAs who want to become teachers, so that they could spend their time out of the classroom working with teachers to better prepare for lessons and training to become qualified teachers themselves?

I feel well placed to comment on the Government’s recently announced policy of forcing schools to become academies, as all the secondary schools in my constituency have already made that move. That is quite a gentle description of what has happened. One problem I see is that different chains of academies do not seem to work together. To change that, I am trying to co-ordinate a meeting between the companies that operate in my town. Are the Government doing anything to encourage the sharing of best practice between local schools?

What we have seen locally is that schools that were performing okay before they became academies are still okay, but those that were underperforming are still underperforming. I do not put that down to any failure on the part of teachers. The teaching staff I have met are incredibly dedicated, and every child I meet is happy to be in their school. That is a credit to all the people working in those organisations. The fact remains, however, that every secondary school achieved worse results last year than in 2013, and although two schools improved their Ofsted ratings, one school received a worse rating than the previous year, and the other still “required improvement”.

I am coming to the end of my allocated time, but I want to mention two more schools. The first is the Academy Grimsby, a 14 to 16 academy that was set up two years ago by a local further education provider. It allows students to learn skills for the engineering, care and digital industries among others. It was originally set up for hard-to-place children and has been incredibly successful at giving less academic students the chance to learn vocational skills early in life and a much greater chance of finding a job once they finish school.

The second school I want to mention is the Lisle Marsden Primary Academy, which I am due to visit on Friday. It is undertaking a literacy day initiative run by Pobble, which specialises in inspiring reluctant writers as well as stretching the most able readers through its literary programme, which is operating in over 300 schools across the country. Those are examples of schools really innovating to try to get the best, but we need the Government to step in and do more.