National Curriculum

John Glen Excerpts

Monday 8th July 2013 Commons Chamber

[Michael Gove]

The 12 times table will be required by the end of year 4, which is a significant advance on where we are at the moment, and there are indicative tables as part of the national curriculum document that lay out how we can ensure that students can spell. I should also say that, on a recent primary school visit that I undertook, I asked the students whether they had enjoyed their national curriculum tests. The universal view was that the tests were fun, but the most fun were the spelling, punctuation and grammar tests that this Government have introduced.

[John Glen (Salisbury) (Con)]

The changes to the history curriculum are often presented in a binary way, as a choice between endless facts and “woolly empathy”. Can the Secretary of State explain the wise logic behind the value of children learning a basic chronology of British history before they are asked to think about what it felt like to live a long time ago?

[Michael Gove]

My hon. Friend makes an absolutely central point. Every country that teaches history well insists on the history of its own nation being taught. Even the progressive Administration in Holyrood make a point of stressing the importance of Scottish history—I can see the hon. Member for Dundee East (Stewart Hosie), for the Scottish National party, nodding—from which other things flow. I recognise that all nations should in this respect, if in few others, emulate what Alex Salmond has done.

Oral Answers to Questions

John Glen Excerpts

Monday 24th June 2013 Commons Chamber

[John Glen (Salisbury) (Con)]

3. What recent progress he has made on reform of the adoption system.

[The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson)]

I am determined to reform the adoption system to reduce delay for children. One of our most pressing priorities is increasing the number of approved adopters. We have already launched the First4Adoption telephone and online service to provide information to all potential adopters and published the adoption passport, and we are bringing in a quicker two-stage adopter approvals process from 1 July.

[John Glen]

My constituent Helen Holgate is a respected and experienced foster carer, but she still tells me that there are considerable court delays during the concurrency process. What steps is the Minister taking to improve the concurrent care process so that children can be placed permanently and more swiftly with a loving family on a full-time, permanent basis?

[Mr Timpson]

First, I would like to pay tribute to Helen Holgate and all the other fantastic foster carers helping many vulnerable children in our country. We are working towards streamlining the approval process for foster carers. On court proceedings, through the Children and Families Bill, we are introducing fostering for adoption rules to ensure that children are placed earlier with prospective adopters, and with the work of the Family Justice Board, we are helping to strip out unnecessary delays in care proceedings. As a result, the average length of a care case has already been reduced from 57 to 42.2 weeks.

GCSEs

John Glen Excerpts

Tuesday 11th June 2013 Commons Chamber

[Michael Gove]

The hon. Lady misunderstands the fact that at the moment, as the Select Committee report points out today, coursework and controlled assessment can lead to over-marking and inconsistency. It is also the case that the modularisation of GCSEs, which occurred under a Labour Government, led to precisely the sort of cram-and-forget style of learning that I think neither of us approves of.

[John Glen (Salisbury) (Con)]

I warmly welcome today’s announcement. What representations has the Secretary of State had from employers’ organisations showing that they feel these changes are likely to add to the economic competitiveness of this country and make it easier for them to select credible candidates for employment?

[Michael Gove]

My hon. Friend makes a good point. The CBI has pointed out that the number of employers who are dissatisfied with school and college leavers’ basic skills remains stuck at around a third; the Institute of Directors has said that the value of GCSEs has declined; and the Federation of Small Businesses has said that eight in 10 small businesses do not believe that school leavers are ready for work. Business recognises that we need rigour, and that is why business supports the coalition Government.

Apprenticeships

John Glen Excerpts

Thursday 14th March 2013 Commons Chamber

[Matthew Hancock]

I agree. I enjoy working with the hon. Gentleman and I hope that those on the Opposition Front Bench come to their senses.

[John Glen (Salisbury) (Con)]

Large employers, such as QinetiQ in my constituency, do very well, with large numbers of apprentices every year going into jobs after four years. My concerns relate to smaller employers. Will the Minister reassure the House that the needs and relatively limited capacity of small employers to engage with changes to apprenticeships can be accommodated in his plans?

[Matthew Hancock]

With a background in small business, I understand entirely. These plans will make it easier for small businesses to access apprenticeships.

Oral Answers to Questions

John Glen Excerpts

Monday 21st January 2013 Commons Chamber

[Michael Gove]

My hon. Friend makes an important point. We need better integration of schools and further education colleges, and that is happening as a result of the Wolf report. The barrier that prevented those who are qualified to work in further education colleges from working in schools has been removed, and children over the age of 14 have the opportunity to be taught in FE colleges, which they did not have before. Greater integration of the two sectors is vital if we are to build on the successes of both.

[John Glen (Salisbury) (Con)]

3. What steps he is taking to accelerate the adoption process.

[The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson)]

I am determined to eradicate underperformance in the adoption system. The Department has already published two rounds of adoption scorecards for local authorities as part of a tougher approach to driving up the speed of the adoption process. Our most pressing priority now is to increase the number of approved adopters, and it is crucial that all parts of the system focus on that goal. I hope to make an announcement shortly.

[John Glen]

I thank the Minister for that response. I have been made aware of a case involving a couple seeking to adopt, who have been piloting concurrent care with their local authority. The judge initially ruled that the placement order had to be completed within 26 weeks of the birth of the child, but it now looks unlikely to be completed before 44 weeks, at best. Is the Minister listening to the experiences of carers undertaking such pilots to ensure that he understands what they are saying and is able to improve the process across the country?

[Mr Timpson]

It is disappointing to hear of the experience of my hon. Friend’s constituents, who are trying to help some of the most vulnerable children in our society. We are keen to promote all ways of improving approaches to concurrent planning, and to fostering for adoption, that are child-focused and that will ensure that children are placed as soon as possible. We are working with Coram to develop practice guidance that is informed by the experience of carers themselves, including—I hope—those in my hon. Friend’s constituency, in order to improve people’s and professionals’ understanding of how those placements work. We will also be legislating in the forthcoming children and families Bill to ensure that care cases are completed as soon as possible within the 26-week time limit.

Oral Answers to Questions

John Glen Excerpts

Thursday 20th December 2012 Commons Chamber

[Mr Speaker]

I call Richard Graham. Not here. That is the second time this has happened in a few days. The fellow has got to get himself sorted.

[John Glen (Salisbury) (Con)]

I recently met Phil Downer, who runs a recruitment business, and he took me through the 14 pages of the new agency workers regulations that he has to fill in every time he recruits somebody for a few weeks. Will the Minister explain whether the red tape challenge is addressing this unnecessary regulation, which is a massive burden on a small business man who is trying to get on in my constituency?

[The Parliamentary Under-Secretary of State for Business, Innovation and Skills (Jo Swinson)]

The hon. Gentleman is a strong supporter of businesses in his constituency. The red tape challenge is looking at a wide range of issues and he is right to highlight that. We need to ensure that there is proper paperwork when it is necessary, but we will review whether the current burden is appropriate and proportionate.

Oral Answers to Questions

John Glen Excerpts

Monday 3rd December 2012 Commons Chamber

[Matthew Hancock]

I welcome the hon. Gentleman to questions, having welcomed his eloquent maiden speech on a similar subject. We are looking to introduce traineeships, which will include English and maths for those who do not have level 2 qualifications, work experience and work preparation. That will ensure that as many people as possible are ready for work and know how to get and hold down a job. That will be another step in our important efforts to tackle youth unemployment.

[John Glen (Salisbury) (Con)]

8. What progress he has made on introducing education, health and care plans for children with special educational needs.

[The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson)]

Education, health and care plans, which are an integral part of our reform of the special educational needs system, are being tested through 20 pathfinders across 31 local authorities. Independent evaluation suggests that they are making good progress in designing single assessment and planning processes. The pathfinders expect to have completed more than 300 plans by the end of December. They will continue to inform the development of our draft legislation.

[John Glen]

I thank the Minister for that helpful response. What processes will there be to ensure that the plans remain accountable to parents and families, and to ensure that the provisions that are laid out are fully implemented?

[Mr Timpson]

My hon. Friend raises an important point. Our proposed reforms maintain current protections for families, but they will go further in strengthening accountability by placing a duty on local authorities and health services to plan and commission services jointly, as well as to extend the current right of appeal to young people between 16 and 25 in further education and training.

--- Later in debate ---

[Michael Gove]

I am grateful to the hon. Lady for advocating so persistently and constantly on behalf of her constituents. I would say two things. First, we are doing everything to ensure that we can equalise funding between schools, school sixth-forms and colleges in the direction that the Association of Colleges has welcomed. Secondly, I am absolutely delighted that 1,000 more students have enrolled in Liverpool, thus proving that our reforms to the education maintenance allowance and its replacement by a bursary fund has been, as Government Members have said, a success—and not the failure predicted by Opposition Members.

[John Glen (Salisbury) (Con)]

T6. Salisbury has submitted an application for a science university, a university technical college and a free school sixth-form; we also have two outstanding grammar schools and a recent encouraging report from Sarum academy. Does the Minister agree that that diversity of provision allows opportunities for all children from all backgrounds?

[Matthew Hancock]

I do agree, and I urge others to take the same view as my hon. Friend. We should ensure that there is a diversity of provision, including university technical colleges, free schools and academies, and also a diversity of high-quality qualifications on offer—both academic qualifications and occupational qualifications that will form part of the Tech Bac—so that we can provide the best education, highly regarded and held in high esteem, for every single student who wants it.

Oral Answers to Questions

John Glen Excerpts

Monday 29th October 2012 Commons Chamber

[Michael Gove]

First, let me reassure the hon. Gentleman that, because the early intervention grant is rising, the money will be there to ensure that safeguarding responsibilities can be discharged. Birmingham local authority has, under different political colours, had problems in both school improvement and child protection. I want to work constructively with local councillors and local MPs to ensure that we can make some improvements. Investment is required, but so is a far more rigorous attitude towards dealing with the circumstances in which many children at risk of abuse or neglect find themselves.

[John Glen (Salisbury) (Con)]

T9. A number of schools in my constituency struggle to get some of their pupils to grade C standard at GCSE, and some of the head teachers to whom I have spoken are concerned that the rigorous standards of the English baccalaureate certificate will prove unattainable for some of those pupils and might be discouraging, particularly for those who at age 11 are five years behind on reading? Will he assure teachers in my constituency that he is committed to raising standards for all, that those pupils should not be discouraged and that the EBacc is not out of reach?

[Michael Gove]

My hon. Friend makes a fair point, and that is why we are introducing additional support for all children who are behind their expected level of achievement at the age of 11. That additional support will go to those secondary schools that need it. I must be honest, however, and if there are primary schools in Wiltshire in which children are five years behind their expected reading age, that is just not good enough. The responsibility rests with the head teachers of those underperforming primary schools. If secondary teachers are saying that they cannot transform those children’s education in some of the wealthiest parts of Wiltshire, he should have a word with those head teachers, because as far as I am concerned they are falling down on the job.

Oral Answers to Questions

John Glen Excerpts

Monday 27th February 2012 Commons Chamber

[Sarah Teather]

It is always nice to have friendly fire from one’s own side, isn’t it? I can absolutely assure the hon. Gentleman that I was delighted to see the Secretary of State for Work and Pensions introduce transitional arrangements to support children and families in difficult situations.

[John Glen (Salisbury) (Con)]

14. When he plans to publish a report of his review of sex and relationship education.

[The Parliamentary Under-Secretary of State for Education (Tim Loughton)]

We are considering sex and relationship education as part of our review of personal, social, health and economic education. We are currently analysing consultation responses received online and from stakeholder engagement meetings and the evidence from national and international research. We intend to announce proposals for public consultation on these findings in the summer term.

[John Glen]

I thank the Minister for that reply. Given the wide range of successful sex and relationship education programmes across the country, including the APAUSE—Added Power and Understanding in Sex Education—programme, will the Minister confirm that the Government are committed to preserving autonomy for individual schools in deciding which programmes they adopt?

[Tim Loughton]

It is of course this Government’s policy to make sure that we give schools more freedoms and more time within the curriculum to teach pupils in the ways they think most appropriate for maximising the effect, but we also want to see a change of emphasis, with a much stronger focus on respect for others in sex and relationship education, building young people’s capacity to say no to things they do not feel are right, and making sense of the portrayals of sex and relationships to which they are exposed through the media. I hope that innovative schools will do that in a way that best gets that message across to their pupils.

Apprenticeships

John Glen Excerpts

Monday 19th December 2011 Commons Chamber

[Mr Adrian Bailey (West Bromwich West) (Lab/Co-op)]

In opening the debate, the Minister said that he has put apprenticeships at the heart of this Government’s policy, and I welcome that. Nobody would in any way decry the commitment to and passion for this issue. However, when someone makes such a bold assertion, they have to produce statistics to demonstrate that the Government are succeeding, and that is at the heart of the Government’s problem on this issue. The statistics may demonstrate a big increase in the number of apprenticeships, but if we drill down and look at what is behind the statistics, we find that it does not necessarily indicate a commensurate increase in skills or value for money. Comments have already been made about the huge increase in the number of post-24 apprenticeships and some of the poor-quality provision for 16 to 18-year-olds. I commend the Minister for his comments about trying to improve the quality of provision, but they are a tacit admission by the Government that their policies so far are not actually delivering what they are intended to deliver.

Talk about apprenticeships is good rhetoric, as it chimes with the Government’s assertion that we need to rebalance the economy, and it provides a justification for pointing out an alternative educational route for those denied access to higher education—that denial is what the Government’s higher education policies are likely to produce. Clearly what is available is not actually going to deliver the agenda that individuals need and the economy needs.

I must pose a rhetorical question: what actually comprises an apprenticeship? We can debate the definition, but this contains certain key elements. It must be a work-based course to improve skills and employability, and it should be undertaken over a sufficient period to be meaningful. At the end of the course, the apprentice should qualify for a position superior to the one that he or she had when they started the apprenticeship, either in the same company or another. The level of employment post-apprenticeship should be a measurement of the success of the apprenticeship. Most importantly, the individual who has undertaken the apprenticeship must believe that they have enhanced their skills as a result. Unfortunately, the evidence so far is that a great number who have taken the current apprenticeships do not feel that way and have not had opportunities open to them as a result.

I have evidence to suggest that young people recruited for 12-week apprenticeships have ended up doing only five weeks, with a significant element of that time taken up with stuffing envelopes. The Government have paid for that as an apprenticeship course, which poses serious questions about the value for money that we are getting, the experience that we are offering to young people and the damage to the apprenticeship brand that could arise from it.

[John Glen (Salisbury) (Con)]

I have been listening carefully to the hon. Gentleman’s remarks. He seemed to suggest that the previous Government’s university access policy was delivering something superior and he seems to be denigrating the status of apprenticeships. Is not half the problem that people talk down apprenticeships, which denigrates their status—that status is very important in encouraging people to take up apprenticeships in place of going to university—and delivers an outcome that is no better?

[Mr Bailey]

I am glad the hon. Gentleman made that intervention, because it allows me to point out that under the previous Labour Government there was a huge increase in the number of people going to university, including a fourfold increase in the number going from my constituency, and there was also a fourfold increase in the number taking apprenticeships. By and large, we find that those apprenticeships were far superior to the those being classified as “apprenticeships” under this Government. As has been said on a number of occasions, the huge number of apprenticeships for over-24s is just a rebranding of the Train to Gain programme. They would not have been included in the previous Government’s statistics on apprenticeships, so to compare one with the other is not to compare like with like. I believe that in the retail sector more than 70% of those who get an apprenticeship level 2 qualification are in existing employment, so does that really meet the test of improved professional qualifications and employability? I doubt it.