EU Customs Union and Draft Withdrawal Agreement: Cost

Debate between John Glen and Justine Greening

Monday 22nd October 2018 Commons Chamber

[Justine Greening (Putney) (Con)]

I am very concerned about the Government’s plans because, essentially, they mean our staying in a customs union in which we will have no say on the rules for a prolonged period, at the very moment that the global economy is facing some significant risks. Can my hon. Friend explain how this is in the UK’s national interest?

[John Glen]

I have set forward the Government’s position with respect to the negotiation and the idea about a modest extension in terms of months. It will be for the Secretary of State and the Prime Minister to update the House sooner, but I acknowledge my right hon. Friend’s point with respect to the opportunities that exist beyond the EU in terms of finding a settlement that gives us the freedom to develop our trading relationships.

Oral Answers to Questions

Debate between John Glen and Justine Greening

Monday 20th March 2017 Commons Chamber

[Neil Parish (Tiverton and Honiton) (Con)]

15. What steps her Department is taking to support the expansion of grammar schools.

[The Secretary of State for Education (Justine Greening)]

Under our national funding proposals, more money will follow students, particularly to schools that are educating pupils who are disadvantaged and from lower-income families. On the roll of one of the schools my hon. Friend the Member for Salisbury (John Glen) has highlighted, 25% of the young people are on free school meals, whereas the proportion in the other school is less than 1%. That accounts for the majority of the difference.

[John Glen]

May I draw my right hon. Friend’s attention to the grammar schools in my constituency, which face a cut of 3% in their funding under the proposed formula, despite a school up the road getting an increase of 11%? Will she examine how, within the absolutely necessary Treasury constraints, such inexplicable outcomes can be avoided? We must be sure that selective schools understand that the Government are fully on their side.

[Justine Greening]

As my hon. Friend points out, I do not get to write my own cheques and I have to live within my departmental budget. We are looking carefully at how to get the fair funding approach right. I agree that we have to make sure that similar children facing similar challenges and with similar needs are consistently funded, wherever in the UK they live, and of course we want to support successful schools.

New Grammar Schools

Debate between John Glen and Justine Greening

Thursday 8th September 2016 Commons Chamber

[Justine Greening]

The fundamental premise of the hon. Gentleman’s question is wrong. This is absolutely not about going back to the past. Secondary moderns for many years did not even put their children through a single exam. Our school system has, thankfully, been reformed beyond all recognition since then, so the premise of his question is wrong. This is about improving standards for all children. He asked how we can help to make that happen. One way is by having good and outstanding schools playing more of a role and lifting other schools that can benefit from their experience and knowledge.

[John Glen (Salisbury) (Con)]

I welcome the Secretary of State’s focus on excellence and education for all. I invite her to come and look at the mixed economy that exists in Salisbury, with grammar schools, university technical colleges, a free sixth form, local authority schools and a multi-academy trust forming shortly. I would like to place an emphasis on the dynamics between the different types of schools. In particular, grammar schools work with their neighbours nearby to raise standards across the board. The focus on the Progress 8 score—the progress made by every school—is surely where the emphasis needs to be placed.

[Justine Greening]

My hon. Friend is absolutely right. Collaboration and having good schools working with the broader family to raise overall attainment is important. Secondly, he is right that we should be looking to challenge schools on the progress of every single child. Part of the problem with the floor approach of getting children into GCSEs and achieving good A* to C grades was that it missed out on the often brilliant progress that schools make with children who are perhaps further back in their attainment. We should value that work, and that is the intention of Progress 8.