Educational Attainment: Yorkshire and the Humber

Greg Mulholland Excerpts

Monday 18th April 2016 Commons Chamber

[Greg Mulholland (Leeds North West) (LD)]

I thank and pay tribute to the hon. Member for Batley and Spen (Jo Cox) for securing the debate. Along with the hon. Member for Cleethorpes (Martin Vickers), I am happy to support her in this important debate. Indeed, it is good to see in their places colleagues of all parties representing our proud region.

I think you would probably agree, Mr Deputy Speaker, that it is unusual to have a group of Yorkshire MPs debating something where Yorkshire is not performing well. We just have to think of the last Olympics, and just yesterday the Yorkshire pudding was crowned the best regional food in Britain. I gently say to Mr Deputy Speaker, a friend and colleague on the all-party group on rugby league, that the Lancashire hotpot came only 10th, which I think is rather unfair.

[Mr Deputy Speaker (Mr Lindsay Hoyle)]

Let me make a very clear point in gently reminding the hon. Gentleman that both Yorkshire teams are bottom of the league.

[Greg Mulholland]

We are not going to get into rugby league—otherwise I would have to remind Mr Deputy Speaker of what happened last season.

In all seriousness, it is appalling that educational attainment in Yorkshire and the Humber is the lowest in the country. To quote the report from the Social Mobility Foundation, our region has

“persistently underperformed compared to the national average”.

Even at primary school level, the report stated that Yorkshire and the Humber had

“disproportionately high numbers of low scoring pupils”.

I warmly welcome the fact that my right hon. Friend the Member for Sheffield, Hallam (Mr Clegg) is now leading a commission for the Social Mobility Foundation, looking at inequalities in educational attainment. I hope that Ministers will take its conclusions very seriously and that it will lead to the collaborative working that other colleagues have highlighted. However, the simple fact of the current state of education seriously undermines the claims about the northern powerhouse. There cannot be a powerhouse in a region—there cannot be a powerhouse in a regional economy, in manufacturing and other industries, or in jobs—if there is failure, and what is happening now is a failure of education in our schools.

I must stress that my constituency contains some excellent schools which are performing extremely well. I am very lucky in that respect. I work closely with those schools, and I have to praise all the headteachers, governing bodies and staff who work so hard in them. Indeed, Leeds is doing better than other parts of the region in some respects, and last year Ofsted deemed its primary schools to be the best. However, Nick Hudson, the Ofsted regional director, pointed out in a letter that standards in reading, writing, maths and science were below the national average. So Leeds is doing well in terms of primary schools, although not so well in terms of secondary schools, but it is still not doing well enough.

This is not a party-political debate, but I am concerned about the direction of travel in the Department for Education. I certainly do not feel that what we have heard from the current ministerial team in the last year is what we need to hear. We have not been given the assurance for which we have asked, and which is required by the whole country, not just Yorkshire and the Humber, that the excellent pupil premium—which the coalition Government introduced to tackle a problem that is clearly at the heart of some of the under-attainment in the region, namely the performance of pupils from more disadvantaged backgrounds—will be continued and maintained.

We need to hear an assurance about school funding as a whole. According to the Institute of Education, there is a rise in demand for school places—there is certainly a huge rise in demand for them in Leeds—and a need for more teachers. That could lead to a crisis if it is not dealt with soon, but doing so will spread the funding further, and will therefore lead to a cut in the absence of further investment.

At this point, I must declare an interest. My wife is a qualified teacher, although she currently works as a teaching assistant because I am away and because of the demands on the family. I know from her school, which is also my daughter’s school, and from other heads, teachers, and teaching assistants in other schools, that there is no sense of anything resembling a collaborative approach on the part of the current ministerial team. Indeed, I am sorry to say that there is still real anger towards the Government, although perhaps a little less than there was. I am sorry to say that the name of the previous Secretary of State is still considered to be a dirty word by the people I know in the teaching profession.

The morale of teachers is of serious concern, and I do not think that Ministers take it seriously enough. The NASUWT surveyed 5,000 of its members, a very significant proportion, and found that 7% had

“increased their reliance on prescription drugs”.

Teachers had turned to anti-depressants—10% said that they had gone to their doctors to obtain medication—while 14% had undergone counselling, and 5% had been admitted to hospital. Moreover, 79% reported feeling anxious about work, 86% reported having sleepless nights, and 73% said that they had suffered from low energy levels. There is no possibility of dealing with the current unacceptable level of attainment if teachers are not at the forefront, and are not feeling valued and supported.

The changes in standard assessment tests are creating an undesirable culture, not just among teachers but among our young people in secondary and, in particular, primary schools, The pressure that is being put on primary school pupils will certainly not drive up standards, and it is causing those young people to become stressed. I can tell the House this not just from the figures and surveys, which should be giving cause for concern, but as a father. I have a 10-year-old daughter, Isabel, who is in her all-important year 6. As a conscientious parent, I am having to tell her that she needs to take some time off and not do homework every single night.

I am also hearing from teachers in a number of schools that the league tables have a significant effect on morale, even when there are often good reasons for the results—for example, cohort issues resulting in a school not being at the top of the list. Teachers are also telling me that SATs results will be carried through into secondary schools, which will have a lasting effect on a pupil’s education. That is not what was intended—[Interruption.] The Minister is saying that that is not true. It is not what he intended, but it is what is happening. I am telling him this as a father and as someone who speaks to the people involved. This is not acceptable and it is not the way to drive up standards.

Similarly, we need change but we most certainly do not need a change to be introduced on the basis of some ideological drive or, frankly, of a gimmick in a manifesto from an election that took place a long time ago. The Government think that the answer is to turn all our schools into academies, and this has led to real anger and further damaged the morale of teachers and the teaching profession.

There are other issues relating to particular cohorts and groupings in our schools. One issue that certainly has resonance, which was mentioned by the hon. Member for Shipley (Philip Davies), is the need to do more to support those from certain ethnic minority backgrounds. I want to ask the Minister specifically whether he will consider restoring the ethnic minority achievement grant, which was designated to support ethnic minority pupils in dealing with certain issues in some of our constituencies. In parts of Leeds, as well as in other parts of Yorkshire and the Humber, we need to deal with particular issues in the Pakistani and Bangladeshi communities. There are also real concerns about the funding for special educational needs provision, which continues to decline.

[Melanie Onn]

Does the hon. Gentleman share my concern that SEN children account for 65% of all exclusions across all school types?

[Greg Mulholland]

I do indeed. I was about to say that—

[Mr Deputy Speaker (Mr Lindsay Hoyle)]

Order. I suggested that Members should speak for up to eight minutes. The hon. Gentleman has now been speaking for 10, so I am sure that he must be coming to the end of his speech.

[Greg Mulholland]

Thank you for your patience, Mr Deputy Speaker. I was about to say that pupils with special educational needs missed 8.2% of sessions, compared with 4.8% of those without SEN.

In conclusion, we need change. We need collaborative change: we need to work together in this House, with local authorities, with schools, with parents and with pupils, but that is not the approach being taken by the Government. I ask them to think again and to work with everyone here and everyone else I have just mentioned to turn around these figures so that we can see Yorkshire at the top of another league table in the years to come.

--- Later in debate ---

[The Minister for Schools (Mr Nick Gibb)]

All in eight minutes, Mr Deputy Speaker.

I am delighted to be able to respond to what has been an excellent debate on educational standards in Yorkshire and the Humber. I spent five years of my secondary school education at comprehensive schools in Yorkshire: first at Roundhay School in Leeds and then a sixth form in Wakefield. My mother taught at Talbot Primary School in Roundhay, and my sister and brother both went to Harrogate Grammar School, which, despite its name, is an outstanding comprehensive school in Yorkshire.

I congratulate the hon. Members for Batley and Spen (Jo Cox) and for Leeds North West (Greg Mulholland) and my hon. Friend the Member for Cleethorpes (Martin Vickers) on securing this debate. May I begin on a note of consensus? I agree entirely with the hon. Member for Batley and Spen that nothing we do in this House is more important than ensuring that no child is left behind.

My hon. Friend the Member for Beverley and Holderness (Graham Stuart) cited Eric Hanushek, who wrote the book, “The Knowledge Capital of Nations: Education and the Economics of Growth”, which makes the important point that knowledge is the key to the long-term prosperity of a nation. That is why our education and curriculum reforms are so important.

My hon. Friend the Member for Shipley (Philip Davies) referred to some very good schools in his constituency, such as Beckfoot School in Bingley, which I visited with him in February. Some 46% of its pupils achieve the gold standard English baccalaureate combination of GCSEs.

In her powerful speech, the right hon. Member for Don Valley (Caroline Flint) was right to say that it is unacceptable for any child to start secondary school still struggling to read. Intervention should be put in place before those children leave primary school. Nothing could be more important to me personally than ensuring that we get reading right for all children in primary schools.

I say to the hon. Member for Great Grimsby (Melanie Onn) that the work of academy trusts such as the David Ross Education Trust, of which I used to be a trustee, has done a huge amount to transform education in Grimsby and to provide greater opportunities for sport and the arts.

The hon. Member for Leeds North West referred to the Social Market Foundation commission on inequality in education. I know that the right hon. Member for Sheffield, Hallam (Mr Clegg), who launched that commission in January, will continue to champion the cause of reducing educational inequality throughout the country. As for the pupil premium, I refer the hon. Gentleman to the White Paper, which confirms the continuation of the pupil premium. It is, of course, closing the education gap, which the Government are sincerely and absolutely committed to closing.

[Greg Mulholland]

That is good news, but the question was whether it will have the same level of funding.

[Mr Gibb]

We have given a commitment both in the White Paper and in our manifesto, and we will come to the details very shortly.

Last month we published our White Paper setting out how we will seek to achieve educational excellence everywhere. As the Secretary of State set out, we must extend opportunity to every child, whatever their background. Access to an academically rigorous education in a well-run and orderly school should be seen not as a luxury, but as a right for every child.

The hon. Member for Batley and Spen raised the issue of the disparity in GCSE attainment between London and Yorkshire and the Humber. There is also, of course, a disparity within Yorkshire and the Humber, with performance ranging from 63.7% of pupils in York achieving five A* to C GCSEs, including English and maths—which is three percentage points higher than London’s 60.9%—down to 45.5% in Bradford, which is 15 percentage points lower than the London average.

In 2015, Yorkshire and the Humber had the lowest proportion of pupils from any English region reaching the expected standard in a year 1 phonics check. Some 74% of pupils reached the expected standard in Yorkshire and the Humber, compared with a national average of 77%, and compared with 83% in London boroughs such as Newham.

Yorkshire and the Humber have the second lowest proportion of pupils entering the EBacc combination of GCSEs: the figure in Yorkshire and the Humber is 35%, compared with 36.2% nationally. There is a similar disparity in terms of achieving the EBacc. Some local authorities in Yorkshire and the Humber, however, achieve above the national average for entering the EBacc, including York with 55.4%, North Yorkshire with 42.1% and Leeds with 40.6%.

We should celebrate the great improvements that have taken place in London, as hon. Members have done during this debate, but we should also acknowledge and celebrate improvements that the hard work of teachers, headteachers and governors has delivered throughout the country. Schools today are better than ever before, with 1.4 million more children in good and outstanding schools than there were in 2010. In Yorkshire and the Humber, compared with 2010 there were 209 more good and outstanding schools in August 2015, meaning that more than 133,000 more pupils attend a good school today than in 2010.

The London Challenge focused on ensuring that there was collaboration between schools. Collaboration is the essence of multi-academy trusts, particularly for the spread of best practice. The argument is sometimes made, as it was by the hon. Member for Batley and Spen, that the Government were wrong not to roll out the London Challenge programme across the whole of England. What we have done instead is to build the most successful aspects of the challenge programme into our reforms. We have continued and expanded the matching of failing schools with strong sponsors. We have increased the number of national leaders of education from around 250 in 2010 to more than 1,000 in 2015, and we have encouraged school partnerships.

A third of schools are now engaged in a teaching school alliance, and we have set out an expectation that most schools will form or join multi-academy trusts, given the benefits that they offer. In Yorkshire and the Humber, there are currently 186 national leaders of education and 58 teaching school alliances, and there is a higher level of participation by schools in such alliances in the region than there is nationally. High- quality sponsors can have a tremendous impact on underperforming schools.

My hon. Friend the Member for Cleethorpes referred to the Social Mobility and Child Poverty Commission, and I would argue that the most important recommendation in its report was the call for a zero-tolerance approach to schools in terminal failure. That is exactly what we have legislated for in the Education and Adoption Act 2016, which will ensure that regional schools commissioners have the power to commission the turnaround of failing and coasting schools without delay. Through the National Teaching Service, it is our intention that by 2020, 1,500 high-performing teachers and middle leaders will be placed directly into schools in areas of the country that struggle to attract, recruit and retain high-quality teachers. The national roll-out will begin in early 2017.

The hon. Member for Barnsley Central (Dan Jarvis) mentioned the northern sponsor fund. I am delighted that Sir Nick Weller, the chief executive of the Dixons Academies trust, which has helped to improve results at several schools in Bradford, will be leading a report for the Government on how we can go further and faster to deliver a lasting turnaround in school performance in the north. Sir Nick’s work will, among other things, identify ways in which our current reforms can support improvements in newly identified “achieving excellence” areas across England—those areas of the country where we need to take specific action to raise academic standards. The White Paper identified areas of the country where low school standards are reinforced by a lack of capacity to deliver and sustain improvement. In those areas, we will work with local headteachers to diagnose the underlying problem and target our national programmes to help them to secure sufficient high-quality teachers and system leaders, sponsors and governors.

I have listened carefully to hon. Members and my hon. Friends this evening. As a Government, we are determined that every area and region of the country will have rising academic standards and ever-improving standards of behaviour. The whole objective of the White Paper, “Educational Excellence Everywhere” is to ensure that wherever a child goes to school, they can expect the same high standards. We want, and our reforms are intended to deliver, those same high standards throughout Yorkshire and the Humber, as well as throughout the country.