Free Schools

Ivan Lewis Excerpts

Wednesday 19th June 2019 Westminster Hall

[Mr Ivan Lewis (Bury South) (Ind)]

It is always a pleasure to serve under your chairmanship, Ms Buck. I congratulate the hon. Member for Fareham (Suella Braverman) on securing the debate and on her excellent job application. When the future Prime Minister is appointed, I am sure she will be given serious consideration after such a loyal speech.

I will devote my contribution to the urgent need for a new secondary school in Radcliffe in my constituency. Radcliffe is an old industrial town that was on the frontline of the industrial revolution. When the paper mills shut down in the 1990s, not only did people lose their jobs, but the town lost its sense of identity. That was made worse by the loss of its secondary school and a sense that it was failing to get a fair deal from the council in Bury or the Government in Westminster. If we are to truly give Radcliffe families hope for a bright future, it is essential that they get the school they deserve and were promised.

First, I agree with much of what my hon. Friend the Member for Great Grimsby (Melanie Onn) said about the Government’s ideological preference for free schools, which is predicated on a myth that keeps being repeated—that schools are subject to interference from local councils. That has not been the case for decades; in the real world, headteachers and governors run schools.

For a long time, the support provided by an excellent local education authority in Bury added value to school leadership and made a key contribution to raising standards. In recent years, the withering on the vine of the active LEA, especially the loss of expert advisers due to cuts, has contributed to previously excellent schools ending up in special measures or requiring improvement. I do not claim that all local education authorities were adding value to schools, but those that were should have been invested in, not effectively dismantled.

The fragmentation of the school system has led to a dearth of accountability, as my hon. Friend said, and has made no discernible difference to raising standards. Those who claim that new Labour is somehow to blame because it introduced academies are guilty of rewriting history. We created academies in communities where, despite extra funding and changes in leadership, long-term underperformance had blighted young people’s life chances. Our passion was to break the shameful and enduring link between social class and educational attainment that continues to blight the country’s success. I believe that breaking that link is the Government’s objective too, but forcing academisation on all schools and insisting that all new schools are free schools will not necessarily achieve that.

Despite those misgivings, I make no apologies for working with the council and the Government to develop a proposal for a free school for Radcliffe. Government policy means that we have a stark choice: a free school or no school. In those circumstances, I will work night and day to secure a secondary school through the free school programme.

I often state that the worst thing that has happened in my political career is the betrayal of the promise that Radcliffe would have a new state-of-the-art secondary school. It is a shocking story, and many lies have been told about how it came to pass, so I want to put the record straight. In 2009, Bury Council had three sites at its disposal: the former Radcliffe High School site, the former Coney Green High School site and the former East Lancashire paper mill site. A developer had agreed to purchase all three sites and I had secured £5 million from what was then the Department for Education and Skills to enable the proposed school to go ahead on the East Lancs paper mill site. Work on the school was ready to go.

The Labour leadership of the council was concerned that the Conservatives would take control at that year’s local elections and abandon plans for the new school, but senior officers assured them that a legal heads of agreement had been signed with the developer, which meant that nothing could prevent the school project going ahead. That turned out to be untrue and on taking office, the Tories suspended the school project. Without any consultation with affected parents, they proposed that Derby High School be relocated to Radcliffe; that proposal was ultimately rejected by parents.

The Conservatives then reduced the size of the proposed school and refused to proceed with the original funding package. In addition, they relocated Millwood School to one of the sites. They claimed that the school could go ahead only if the then Government’s Building Schools for the Future programme provided the funding, but they were fully aware that Bury would not become eligible for that funding for many years. The developer lost patience and walked away, publicly expressing his anger at the council’s conduct.

Meanwhile, the continued uncertainty and broken promises seriously affected student numbers at the existing Radcliffe Riverside School. Understandably, parents were voting with their feet and sending their children to schools outside Radcliffe. Having blighted the school, the then controlling group had the audacity to claim that there was no demand for a school in Radcliffe. In 2010, the incoming Tory-Lib Dem Government scrapped the Building Schools for the Future programme. In 2014, Radcliffe Riverside School closed due to dwindling numbers. The promise of a new secondary school had turned to dust, and worse still, Radcliffe now had no secondary school at all.

That history matters because some people promote the narrative that the council has neglected Radcliffe and does not care about its future. Some of the most vocal promoters of that view were members of the controlling group that blighted and then scrapped the school. They ought to hang their heads in shame for their hypocrisy and failure to stand up for Radcliffe when they had the political power.

I and the council leader, Councillor Rishi Shori, have made it clear that a new secondary school must be a top priority for the town and the entire borough of Bury. To that end, we had a highly constructive meeting with Education Minister Lord Agnew in April. I place on record my thanks, which I ask the Minister to pass on, for his guidance and understanding about why Radcliffe should be a priority. He made no guarantees about what would happen in the future, but he understood the importance of a new school as a driver of change in a disadvantaged community.

We are in the process of selecting a suitable partner, as required by the free schools programme, and will submit a funding bid to the Government in the autumn. We are confident that we meet all the relevant requirements specified by the Government and, crucially—the predominant issue in terms of being successful—that we can demonstrate future demand for student places.

My vision remains the same: a new secondary school at the heart of a revitalised Radcliffe community that offers the highest educational standards and is a key hub for intergenerational community activities. Radcliffe is the destination of choice for many people seeking affordable housing with good transport links in the vicinity of Manchester and Bury. The new food-based events at Radcliffe market and the council’s investment plans for the town centre are positive steps forward. I would also like there to be a new focus on heritage and cultural regeneration in the town as a key driver for its future. As we host the cricket world cup, few are aware that the great West Indian cricketer Sir Garfield Sobers spent the early years of his career playing for Radcliffe cricket club, or that Radcliffe was the birthplace and family home of Danny Boyle.

The new school promised in 2009 is long overdue. I hope the Minister will assure me that the Government will continue to work with me and Bury Council to make the Radcliffe school happen and create a renewed sense of hope and optimism in the town. Radcliffe is an almost classic example of towns that are close to cities that have benefited from our country’s growth in the last 30 years that feel left behind, and that they have not benefited from the economic growth. Delivering the school is absolutely essential to turning around the perception of many that the community has been forgotten and left behind. The school is not only important in raising educational standards; it is the key to the community’s future sense of identity and regeneration.

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[The Minister for School Standards (Nick Gibb)]

It is a pleasure to have you chairing our sitting today, Ms Buck. I congratulate my hon. Friend the Member for Fareham (Suella Braverman) on securing the debate and on an excellent opening speech on the future of free schools. I commend her commitment to the free school programme. She has been heavily involved in setting up and running Michaela Community School in Brent.

The shadow Schools Minister, the hon. Member for Wythenshawe and Sale East (Mike Kane), has reiterated Labour’s policy to politicise the running of schools, to remove academies’ autonomy, which is key to the raising of standards, and to abolish the free schools programme. That will be hugely damaging to academies and free schools and to academic standards, and it should alarm the teachers and headteachers of the 8,000 academies and nearly 500 free schools in this country. Similarly, Labour’s policy of abolishing SATs, the key accountability measure for primary schools, would be a hugely retrograde step and would again undermine the drive for higher standards in schools.

As my hon. Friend the Member for Fareham said, Michaela Community School in Brent was rated outstanding by Ofsted in 2017. Inspectors commented on the “exceedingly strong” progress that pupils make and on their

“powerful determination to achieve as well as they can”.

We want every child in this country to have access to a world-class education, regardless of their background. Thanks to the free schools programme, extraordinary schools such as Michaela are changing what is thought to be possible and raising expectations across the country. I congratulate my hon. Friend on the Michaela Community School trust’s success in the most recent free school application round, announced last week. As she said, the proposed new school will open in Stevenage, where there is a need for new, quality secondary school places. Michaela Community School in Stevenage will replicate the ethos of the existing Michaela school in Brent, with a focus on traditional academic subjects and on teaching the value of self-discipline, excellent behaviour and responsibility for one’s own development. I wish the trust and my hon. Friend every success during the next exciting phase of establishing the school.

I hope my hon. Friend will allow me to begin by outlining how free schools such as Michaela are making a real impact on the lives of pupils across the country. All around the country, the Government have built the foundations of an education system through which teachers and headteachers control the levers of school improvement and parents exercise choice, taking power away from local education authorities and handing it back to local communities.

A key part of the Government’s reforms has been the free schools programme. The programme was established in 2010, with the first free schools opening in 2011. The Government invited proposers to take up the challenge of setting up a new school, and groups who were passionate about ensuring that the next generation is best placed to face the challenges and opportunities that lie ahead came forward with their ideas and plans to make that a reality. Indeed, my hon. Friend was one of the very early pioneers of the programme, and Michaela Community School Brent was successful in only the second round of free school applications.

We now have 446 open free schools, which will provide around 250,000 places when at full capacity; 122 of 152 local authorities now have at least one free school in their area, and we are working with groups to establish a further 285 free schools. The free schools programme has provided a route for opening innovative schools that do things differently, and successfully opened schools that local authorities would not have commissioned, as my hon. Friend the Member for Henley (John Howell) rightly pointed out.

Of those open free schools inspected by Ofsted, 84% have been rated good or outstanding, with 30% rated outstanding. That is a significant achievement, and I congratulate the proposers and teachers for their dedication to ensuring the success of their free schools and their pupils. Furthermore, in 2018, four of the top 10 Progress 8 scores for state-funded schools in England were achieved by free schools: William Perkin Church of England High School in Ealing, Dixons Trinity Academy in Bradford, Eden Girls’ School in Coventry and Tauheedul Islam Boys’ High School in Blackburn.

The latter two schools were opened by Star Academies, which has grown through the free schools programme from running a single school in the north-west to running 24 schools across the country, made up of nine academies and 15 free schools, with approval to open five additional free schools. Of the 10 free schools that have had Ofsted inspections since opening or joining the trust, all have been rated outstanding.

All these successful schools teach a stretching, knowledge-rich curriculum. Each takes a strong approach to behaviour management, so that teachers can teach uninterrupted. I have seen at first hand Michaela school’s commitment to high academic standards, showing what it is possible to achieve. I urge Opposition Members to visit some of those free schools, particularly Michaela or the Tauheedul Islam Boys’ High School, to see for themselves before they cast judgment on a hugely successful programme.

I am grateful to my hon. Friend the Member for Henley for his kind comments; Europa School UK is a classic example of how the free schools programme empowers innovation, such as by teaching through a European language other than English. As he says, standards at the Europa School UK in Culham are very high indeed.

The hon. Member for Bury South (Mr Lewis) said that the academies programme has led to more schools being put into special measures and requiring improvements, but the opposite is the case. In 2010, when there were just 200 academies, 68% of schools were good or outstanding; today, that figure is 86%.[Official Report, 25 June 2019, Vol. 662, c. 7MC.]

[Mr Ivan Lewis]

Although the Minister and I have differences on some of these issues, I have massive respect for the work he does in his capacity as an Education Minister, and I think that view is shared across the House. If I may just correct the record, that is not what I said; I said that the removal, in the Bury context, of the local education authority’s role in supporting improvement in school standards, especially through specialist, highly qualified advisers, has contributed in that Bury context to schools that were formerly outstanding becoming in need of improvement or inadequate. That is what I said. I never said that the academies programme had led to the deterioration of those schools; I said that the removal of the local education authority, which in this case was excellent, adding value to schools, headteachers and teachers, has contributed to a deterioration in the performance of those schools.

[Nick Gibb]

I thought the hon. Gentleman had said that was the case at a systemic level, right across the country, and not just in Bury. I thought he had said that the reduction in the school improvement department’s capacity in local authorities had led to an increase in the number of schools in special measures and requiring improvements. If he did not say that, I will withdraw the remarks, but the truth is that there are fewer schools either in “requires improvement” or in special measures than there were in 2010, despite—or, in my opinion, because of—the fact that we have such a large school improvement change.

I am grateful to the hon. Gentleman for his clarity and for his kind words about the Minister responsible for the schools system, Lord Agnew, and his understanding of the problems facing the town of Radcliffe in the hon. Gentleman’s constituency. I can assure him that we will continue to work with him on that particular issue.

We have approved schools with links to other institutions, such as the LIPA Sixth Form College, inspired by the Liverpool Institute for Performing Arts, which focuses on acting, dance, music and sound technology and was recently judged outstanding in all areas by Ofsted. In addition, in September 2012, we opened the London Academy of Excellence, a selective free school sixth form in east London, which was set up in collaboration with seven independent schools.

Relationships and Sex Education

Ivan Lewis Excerpts

Monday 25th February 2019 Westminster Hall

[Helen Jones]

I want to make a little progress.

One thing to note is that primary schools are not obliged to teach sex education, but it is recommended that they take steps to prepare children for puberty. As puberty happens much earlier in children now, that seems sensible. Crucially, on the point raised by my hon. Friend the Member for Coventry South (Mr Cunningham), the guidelines say that schools must take into account the religious beliefs of their pupils when drawing up their programmes, and that faith schools may use their faith to inform their teaching. In fact, the guidance suggests that a dialogue should take place on issues regarded as contentious.

When I taught years ago, that is exactly what we did; it is not new in any way. I spent my teaching career in Catholic schools. We would teach—particularly our older children—what the Church taught and what others believed, and we would have a debate about it. There are good reasons for that. First, schools do not want to produce people who cannot put forward a rational argument, and faith schools certainly do not want to produce children who cannot defend their faith. Secondly, I have yet to find anyone who can stop a teenager arguing about any of this.

There are, of course, those who say that all this should be down to parents, as my right hon. Friend the Member for Warley (John Spellar) mentioned. Parents are clearly crucial in all this and should be partners with schools. However, let us be honest: some parents do not do it, and some increasingly find themselves all at sea in dealing with online risks, domestic violence, grooming and so on. I was struck, even years ago, by the amount of wrong information and misinformation that children have in their heads. That was before the internet.

[Mr Ivan Lewis (Bury South) (Ind)]

My hon. Friend is making an excellent presentation, as usual. Because of Ofsted’s powers and the way it deploys them, it is essential that we have total clarity about parental opt-outs and religious freedom. It is important in a debate such as this to understand that central to our unwritten constitution is the importance of religious freedom, as is the relationship between the state and parents. Because of those powers and their misuse in recent times by Ofsted, it is vital that the Government provide clarity. Does my hon. Friend agree?

[Helen Jones]

I do. As I said, all of this is about trying to reach a sensible and reasonable compromise between competing issues.

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[Shabana Mahmood]

My right hon. Friend has been attempting to reconcile conflicting interest groups in his constituency, as he will discuss later. He is right that most cases in our constituencies have arisen in academy schools, for which there is nowhere to go other than the Secretary of State. If those schools were within the family of Birmingham local authority schools, we could at least come together in a joint process that respects and gives voice to religious backgrounds—not just moderate, reform or progressive religious communities, but orthodox ones. We could negotiate a settlement that does justice by all parties, allows all our valued, loved and respected communities to be included in that process and enables our children to have the confidence to move forward in modern 21st-century Britain. That is what all the parents who have come to see me in the last few weeks want and why they wanted me to be in the debate.

[Mr Ivan Lewis]

Will my hon. Friend give way?

[Shabana Mahmood]

No, because I wish to give other hon. Members time to make their speeches.

It has been a real problem for parents to get a fair hearing about genuinely held religious conviction in an atmosphere that sometimes does not feel tolerant of religious beliefs. Most of those parents absolutely sign up to the equalities agenda. Particularly in the Muslim community in Birmingham, Ladywood, we recognise that our status as a minority community demands that we stand up for the rights of other minority communities.

It has to be possible to reconcile the differing perspectives on life of different minority communities. I consider it a failure of politics that we find ourselves in entrenched, polarised and divisive debates, where the rights of people are set against one another. We in Parliament—the representatives of the people—have not done our collective job to reconcile those rights. Instead, we have left it to schools. In Birmingham in some instances, that has left us in a total mess, which is not acceptable.

Some of what has been done in Birmingham is not part of an early roll-out of relationships education for primary school pupils, but action under the Equality Act 2010, as my hon. Friend the Member for Warrington North mentioned. The Equality Act sets out several protected characteristics. Nobody disagrees with the protection of those characteristics, but it is a fact of our modern politics—the culture war that we are all living through—that those protected characteristics conflict with one another in some cases. For example, there is no point talking about biological sex and gender identity with children, because the adults of our country cannot decide what the exact relationship between the two is. Those two protected characteristics are clearly in contested territory.

Who decides how we navigate that contested territory and draw a line that does justice by competing groups? It must be Parliament; it cannot simply be left to teachers or state officials acting in other capacities, such as in prisons or schools. There has to be a negotiated settlement led by the Government with input from every part of Parliament. There must be an acceptance that, in a diverse society, we must pitch at negotiated settlements between different groups in which most people can come to a compromise, because they are the greatest thing that we have to offer.

In the absence of anybody willing to play that role, I do not blame parents for saying that they want to opt their kids out, because the subject has become so divisive and polarising that they cannot see another way out. Without any arbitration mechanism or protection for those of us at the unfashionable end of the faith spectrum, in orthodox religious communities—I am an orthodox Muslim—whenever there is a conflict about rights, everybody feels it is okay to ride roughshod over orthodox communities and push them to one side.

I do not believe the Government have the right to legislate for the calling of an individual’s conscience. I ask the Minister to take that point away. Unless he can come up with a system that ensures fairness between competing rights, he must give way and allow a right to withdraw.

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[Caroline Lucas]

I agree. As the hon. Lady says, this is about a basic right to education that should be available to all children.

Alarming numbers of children are watching online pornography, as other hon. Members have said, and shocking numbers of teenaged boys and girls think that aggression by boyfriends is normal and okay. Teaching RSE in schools on a compulsory basis is the only way to ensure that all children get the information they need to stay safe and to report abuse if they need to.

The petition that is before us says:

“We have grave concerns about the physical, psychological and spiritual implications of teaching children about certain sexual and relational concepts proposed in RSE and believe that they have no place within a mandatory school curriculum.”

I do not know whether any hon. Members in this House or in this Chamber today support the petition, but I am left wondering what exactly those “sexual and relational concepts” are. I wonder why what they mean has not been spelled out. Given the kind of homophobic communications and leaflets I have received ahead of today’s debate, I am left with the strong impression that the message is one of intolerance and prejudice against LGBT+ children, families and teachers. Despite that, I remain confident that such views are not widely held and that the majority of parents want to work in close partnership with schools to provide the vital RSE that all children need.

Providing welcome clarity and calm ahead of today’s debate, last week the Ofsted chief inspector Amanda Spielman made it clear that all children must learn about same-sex couples, regardless of their religious background. She said that the lessons are

“about making sure they know just enough to know that some people prefer not to get married to somebody of the opposite sex and that sometimes there are families that have two mummies or two daddies… It’s about making sure that children who do happen to realise that they themselves may not fit a conventional pattern know that they’re not bad or ill.”

As we move forward, it is important to keep talking with parents about what RSE teaches. It is not about promoting any particular lifestyle, which I think might be a misunderstanding at the core of the petition. At its heart, RSE is about giving children clear, honest, accurate and age-appropriate information. It is about reflecting real lives, keeping children safe and tackling bullying.

[Mr Ivan Lewis]

Will the hon. Lady join me in welcoming the Chief Rabbi’s clarity in saying that all Jewish schools, including orthodox schools, must make it clear that there is zero tolerance of any bullying or discrimination against LGBT+ students? That moral clarity from religious leaders, especially orthodox religious leaders, is incredibly important in sending the right messages to schools. The hon. Lady is making an excellent speech, but what weight does she give religious freedom in the context of this debate?

[Caroline Lucas]

I very much welcome the statement from the Chief Rabbi about stamping out bullying on any ground, including LGBT. That is an incredibly strong call, and it is very important. In terms of weighing religious freedoms with the rights of the child, I still do not see a contradiction. We are talking about keeping children safe and ensuring they have the confidence they need to be able to raise concerns. I do not see why there has to be a contradiction in terms of religious belief. I hope we can find a way through. I think there are a number of misconceptions about what RSE is about. It absolutely is not about any kind of preferred lifestyle or indoctrination. At its best, hopefully, it is about a shared exploration with parents and teachers to keep our children safe.

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[Nick Gibb]

I will come to that in a moment.

The Church of England’s chief education officer, Rev. Nigel Genders, said:

“If adopted, these guidelines will equip schools and teachers to help children and young people gain the skills and knowledge to understand and value one another within a pluralistic society.”

We have had similar support from the Catholic Education Service.

All schools, whether religious or not, will be required to take the religious beliefs of their pupils into account when they decide to deliver certain content, to ensure that topics are appropriately handled. However, it is of course vital that, by the time they become adults and participate in British society, pupils understand, respect and value all the protected characteristics in the Equality Act 2010. The Department trusts schools to make the right decisions about what and when they teach their pupils about topics, including equalities.

[Mr Ivan Lewis]

I thank the Minister for giving way. He is one of the Ministers that I think many of us in the Chamber massively respect due to the way he tries to do his job. I warmly welcome what he said about health education in our schools. We have had two tragedies involving young people in my constituency recently, and there is a growing awareness of how vital it is to teach mental wellbeing, particularly among young people, given the challenges they face.

However, who in the Government is responsible for assessing the cumulative impact on religious freedom of relationships and sex education, the regulation of private schools, and Ministry of Housing, Communities and Local Government guidance on schools’ integration duties? Religious freedom is cast aside all too often in our society. That question is particularly important in circumstances where Ofsted takes a different view from a school. The guidance states that schools should be able to teach these things in a way that is consistent with their religious ethos, but who does a school consult when making decisions about what it is able to do in a way that is consistent with its religious ethos, without Ofsted intervening and making—certainly in some cases—inappropriate decisions?

[Nick Gibb]

The hon. Gentleman raises some very good points. We take these issues extremely seriously. We continually meet religious groups from right across the spectrum to discuss these very sensitive issues. He raised the issue of Ofsted. In common with other curriculum areas, Ofsted will not make a discrete judgment on the delivery of relationships education or RSE, but the proposed new Ofsted framework continues to set out the expectation that inspectors will consider the spiritual, moral and cultural development of pupils as well as a broad and balanced curriculum when informing the judgment of a school. We are of course in discussion with Ofsted the whole time to ensure that it enforces these rules in a sensitive way that reflects the religious background of the schools it inspects.

We have been clear that parents and carers are the primary teachers of these topics, and that these subjects are designed to complement and reinforce the role of parents by building on what children learn at home. That is why we have retained parents’ ability to request that their child be withdrawn from the sex education elements of RSE should they wish. I assure my hon. Friends the Members for Congleton (Fiona Bruce) and for Bolton West (Chris Green) that the draft guidance preserves that parental right but also reflects the rights of a young person who is competent to make their own decision.

School Sports Funding

Ivan Lewis Excerpts

Tuesday 30th November 2010 Commons Chamber

[Mr Ivan Lewis (Bury South) (Lab)]

This has been a timely debate on an issue of great importance for the future of our country. It is telling that, today, Members on both sides of the House have recognised the value of school sport partnerships. As the shadow Secretary of State for Education, my right hon. Friend the Member for Leigh (Andy Burnham), made clear in his excellent opening speech, we will continue to support the growing grass-roots campaign that is uniting head teachers, teachers, parents, young people, coaches and elite athletes across our country in defending school sport partnerships because of their past success and their capacity to transform the future for hundreds of thousands of young people. We will do so until the coalition reverses a decision that can be justified neither by the deficit nor by the performance of the Youth Sport Trust and school sport partnerships. Let us be clear, however, that we are willing to work with the Government to find a constructive solution. The speeches by the hon. Members for Beverley and Holderness (Mr Stuart) and for Bath (Mr Foster) and my hon. Friend the Member for Bradford South (Mr Sutcliffe) demonstrated that there are people on both sides of the House who can play an important part in finding a solution.

As we have heard time and again since this ill-conceived decision was announced, youth sport can and does transform the life chances of so many young people, building confidence and self-esteem, which are pre-requisites to educational attainment. It supports the development of leadership and teamwork skills that are so beneficial in the modern world of work. It helps young people to stay healthy and to avoid the curse of obesity, which is our greatest public health emergency—a point that my hon. Friend the Member for Darlington (Mrs Chapman) made so well. Youth sport also ensures that some young people find a positive alternative to drifting into a life of crime and antisocial behaviour. As my hon. Friend the Member for Poplar and Limehouse (Jim Fitzpatrick) said, these are all reasons why dismantling support for school sport would be both reckless and short-sighted.

It is also a decision that thus far displays breathtaking arrogance at the highest levels of Government. The Secretary of State for Education wants to be viewed as an intellectual radical reformer and the man to restore the education system to the halcyon days of a mythical glorious past. Yet in the seven months since the election, he has sometimes shown himself to be too clever by half, even for a man of his undoubted intelligence. On this occasion, he has also shown himself to be uncharacteristically discourteous, imposing this draconian cut without ever visiting a school sport partnership, without ever having the decency to meet representatives of the Youth Sport Trust, and showing an astonishing determination not to allow the facts to get in the way of his decision.

It is bad enough to dismantle an infrastructure that has been the catalyst for so much progress, but it is unforgivable systematically to rubbish its achievements, distort its aims and write off sports teachers and coaches as bureaucrats. This has been low politics from people who claim to be the promoters of new politics. I genuinely say to the Secretary of State that true leadership means sometimes having to say, “I got it wrong,” or, at the very least, being willing to change direction. If he fails to do that, he will be a diminished, not an enhanced, figure in this House.

It will not be the kids and grandkids of many of those on the Government Benches who will suffer if the Secretary of State persists with this policy. Private schools have the best facilities, the most expansive playing fields and the best qualified sports coaches. Why should not the vast majority of pupils who attend state schools in our country have the same opportunities? I would have thought that that was a non-negotiable guiding principle for the Lib Dems.

How can the Prime Minister talk of his belief in the big society when the Government he leads are dismantling partnerships that have supported an increase of 800,000 young people acting as sports volunteers and leaders since 2007? That point was well made by my hon. Friend the Member for Ashton-under-Lyne (David Heyes). This Government do not seem to understand that a big society is often dependent on an active state.

Five years ago, on that historic day in Singapore, Britain was engulfed by a wave of pride and patriotism. Against all the odds, we won the Olympic bid on the clear prospectus that we would use the greatest sporting event in the world to inspire a generation of young people through sport. That commitment was made in the knowledge that we had the means and the ambition to transform an aspiration into a reality. Against that background, I ask the coalition, “Do you want your legacy, and our Olympic legacy, to be a generation of young people lost to sport, not because there is a better way or no alternative but simply because one Minister is hell bent on pressing ahead with an ideological approach to education?”

That Minister should consider these words carefully:

“I am devastated to witness the potential demise of this legacy with the sweep of Mr Gove’s pen. I wish that he had spoken to me, the teachers in our partnership, our students, our parents and our local sports clubs and providers before telling us that competitive sport in our schools was non existent.”

Those are the words of Jo Phillips, a school sports co-ordinator in the Prime Minister’s constituency. They should be a wake-up call not only to the Secretary of State and the Prime Minister, but to every Member of the House of Commons.

Our Olympic legacy does not belong to one Government or another; it is the torch that we pass from one generation to the next. That is why we will not rest until the coalition rethinks this decision.

Education Funding

Ivan Lewis Excerpts

Monday 5th July 2010 Commons Chamber

[Michael Gove]

I am very conscious that Building Schools for the Future was constructed, as I have pointed out, in an absurdly bureaucratic way and often meant that schools in real need, such as The Duchess’s community high school in Alnwick, did not receive the funding that quite properly the right hon. Gentleman has argued for. It is hoped that our review will concentrate on ensuring that all schools in need receive the funding that they deserve.

[Mr Ivan Lewis (Bury South) (Lab)]

Three years ago, within weeks of a Tory-Lib Dem council being elected in Bury, a state-of-the-art school for the most disadvantaged community in my constituency was scrapped. Within weeks of a Tory-Lib Dem coalition Government having been formed in this country, the same school has been denied hope as a consequence of Building Schools for the Future funding being cancelled. Why has the Secretary of State not responded to my request for a meeting of five weeks ago, so that he might hear for himself from representatives of that disadvantaged community about why, if it is to have a future, it desperately needs a state-of-the-art school?

[Michael Gove]

I am grateful to the right hon. Gentleman for his point; I know that he is a passionate supporter of improving educational standards in his area. I shall be delighted to meet him, and I understand that the school that he mentions is under review. I shall come back to him.