Oral Answers to Questions

John Hayes Excerpts

Monday 11th October 2010 Commons Chamber

[The Minister for Further Education, Skills and Lifelong Learning (Mr John Hayes)]

The coalition agreement committed us to improving the quality of vocational education. Alongside Professor Alison Wolf’s review of such matters, we aim to open at least 12 university technical colleges offering high-quality vocational learning to 14 to 19-year-olds—schools that put vocational training at the core of their curriculum offer.

[Neil Carmichael]

I thank the Minister for that clear answer, which underlines the reason why he is so popular in the further education sector and elsewhere, and as regards providing apprenticeships—

[Neil Carmichael]

All right. What will be done to ensure that pupils are properly signposted towards and encouraged to take vocational training?

[Mr Hayes]

I think that my hon. Friend understated my popularity somewhat, but nevertheless he will know that we are entirely committed to ensuring that people get the right kind of advice about vocational options. Too often, people have lacked that advice and it is important that those with the aptitudes, tastes, talents and choices to take them down that road get proper advice and advice on progression, too.

[Tristram Hunt (Stoke-on-Trent Central) (Lab)]

Does the Minister accept that young people from poorer communities are often put into vocational GCSEs as an easy option, as a result of which academic subjects such as history are becoming the preserve of the elite? What steps is the Minister taking to ensure that “academic equivalence” GCSEs are not becoming the default option for poorer communities?

[Mr Hayes]

As a qualified history teacher, I share the hon. Gentleman’s passion for the teaching of history, but I think he underestimates and undervalues—as do so many from the bourgeois class that he personifies—the significance of technical skills, craft skills and practical skills. They matter too, and the Government know it.

[Mr James Gray (North Wiltshire) (Con)]

8. What percentage of schools have (a) applied for and (b) been granted academy status.

[The Minister for Further Education, Skills and Lifelong Learning (Mr John Hayes)]

Am I up? [Hon. Members: “More, more!”] I am intoxicated by the exuberance of the situation, one might say.

The Government are absolutely clear about their determination to deliver practical learning in the way that I have described, and—[Interruption.]

[Mr Speaker]

Order. The hon. Gentleman might be a tad confused—I hope not. We are on Question 8 from Mr James Gray.

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[Mr Philip Hollobone (Kettering) (Con)]

12. If he will reduce the volume of guidance and advice his Department issues to head teachers.

[The Minister for Further Education, Skills and Lifelong Learning (Mr John Hayes)]

You can’t keep a good man down.

The Government are committed to reducing the amount of guidance and advice issued to schools. Our intention is to streamline and reduce schools guidance so that it is provided only where there is evidence of demand from professionals. We want to free up head teachers so that they have more time to focus on the important task of raising standards in our schools.

[Mr Hollobone]

Head teachers in the Kettering constituency are absolutely fed up with the scale of guidance and advice that they receive from central Government. My hon. Friend has a deserved reputation as the enemy of red tape, so can he illustrate the scale and volume of the guidance and advice issued by the Department under the previous regime?

[Mr Hayes]

I can indeed. I have here the advice and guidance just on behaviour and attendance. It is roughly equivalent in length to the complete works of Shakespeare, which I also happen to have to hand. This Government are determined to reduce red tape and bureaucracy. We want teachers to be able to get on and teach, so that they do their best by our children.

[Margot James (Stourbridge) (Con)]

13. What recent assessment he has made of the effectiveness of school achievement and attainment league tables in providing information on academic standards in schools; and if he will make a statement.