Academies Bill [Lords]

Guy Opperman Excerpts

Monday 19th July 2010 Commons Chamber

[Elizabeth Truss]

No, I want to continue with my point, and I have already given way to the hon. Lady.

Every strategy dictated to teachers what they should do. That took away decision making from the teaching profession and teachers’ ability to lead the class in the way they saw fit. The curriculum became increasingly prescriptive, with bodies such as the QCDA and Ofqual devising examinations that were more modulised and standardised. Instead of encouraging every child to learn and develop a love of a subject and educating each child’s mind, teachers were encouraged to teach to the test. Labour Members proclaim results as improvements, but much of that was to do with the fact that, as the hon. Member for Stoke-on-Trent Central (Tristram Hunt) said, teachers were rewarded on results.

[Guy Opperman (Hexham) (Con)]

Does my hon. Friend agree that Labour Members have gone—[Hon. Members: “They’ve gone.”] Indeed, they have gone—there are but five left. Does my hon. Friend agree that they have gone from being anti-Tory in 1997 to a Blairite conversion, which they now disdain, to all talking Balls?

[Elizabeth Truss]

My hon. Friend makes a good point. However, the Opposition seem confused. One Labour Member has argued for more academic qualifications while others have said that the qualifications that the Labour Government introduced were fantastic. They cannot agree. They have not come up with a consistent approach to our proposed legislation. The principle of autonomy has been heavily road tested and proved successful in the small minority of schools in which it has been implemented. The previous Government should have set up more academies, but instead, they competed in all the centralising tendencies, on which the previous Education Secretary was particularly keen.

The teaching unions have also been involved in centralising the system. In 2003, there were agreements between the teaching unions and the Government about how teachers operate in the classroom, how their lessons are covered, and what preparation and assessment work they do. There are such practices in no other job. There has been a vast increase in teaching assistants and cover supervisors. That is not to say that I am against those people, but decisions should be up to head teachers and not governed by a weight of paperwork from Whitehall.

There was glimmer of light—several hon. Members on these Benches have referred to the former Prime Minister, Mr Tony Blair—with the academies programme. Yet the academies were a trickle rather than a flood. We had only 200 schools out of a total of 3,000 that could have become academies. In 2007, when the right hon. Member for Morley and Outwood (Ed Balls) took over as Secretary of State for Education, rather than openly oppose the academies programme, he made it increasingly difficult for schools to become academies and restricted the arrangements for, for example, the curriculum. Those arrangements were made much tighter.

--- Later in debate ---

[Guy Opperman (Hexham) (Con)]

I have spent a large portion of my time as a special educational needs barrister representing local authorities throughout the country. I also represented, with great interest, the right hon. Member for Morley and Outwood (Ed Balls) in his previous incarnation as Secretary of State for Children, Schools and Families.

I want to speak on behalf of the people of Northumberland, which is one of the most rural parts of the country. It has the biggest catchment area in England—Haydon Bridge high school has a catchment area roughly the size of the area inside the M25. The school looks on the proposals with interest, but needs some reassurances that matters that affect rural schools, particularly transport, will be addressed.

Northumberland broadly welcomes the Bill. I met all four head teachers in the local area on Friday and discussed the proposals with them. They required assurances, some of which were tackled today. I am sure that more will be addressed later this evening and during the rest of the week. I also note that, in the debate in the House of Lords, which went on for seven days, considerable analysis and change took place as part of the Bill’s development. It has not been set in stone, without any change—it has developed.

The Bill follows on from Lord Baker’s work in the Education Reform Act 1988, through the Learning and Skills Act 2000 and the 2005 White Paper under the Labour Government. To address much of the problem with today’s debate, we must go back to Tony Blair’s words in 2005. I have sat here for some five hours, listening to the debate, which has been fascinating, and I remind hon. Members of Tony Blair’s comments:

“We need to make it easier for every school to acquire the drive and essential freedoms of Academies…We want every school to be able quickly and easily to become a self-governing independent state school… All schools”—

I emphasise “all”—

“will be able to have Academy style freedoms…No one will be able to veto parents starting new schools or new providers coming in, simply on the basis that there are local surplus places. The role of the LEA will change fundamentally.”

The position in 2005, subject to some slight delay in the past few years, has now moved on. In 2010, we are effectively taking forward the developments that started in the 1980s.

[Mr Buckland]

Does my hon. Friend agree that the debate and discussion in the other place yielded fruit in the form of important provisions for children with special educational needs, particularly the guarantee that the funding formula will be no different for children in maintained schools from that for children in academies?

[Guy Opperman]

I accept my hon. Friend’s point that the SEN argument developed as time moved on from the starkness of the conversation that took place in the House of Lords on 7 June, 23 June and 26 June. The development in the Bill’s special educational needs provisions will improve the situation in academies in respect of children’s individual capabilities.

Without question, the Bill takes things forward. There is great scope and need for this change, and I urge the House to consider it favourably.