Child-care Ratios

John Howell Excerpts

Thursday 9th May 2013 Commons Chamber

[Elizabeth Truss]

I can; Sir Michael Wilshaw wrote an article in Nursery World where he said that he supported the idea of higher qualifications for—[Interruption.] Let me finish my point. He supported higher qualifications for higher ratios for three and four-year-olds and he agreed that that should be extended down the age range.

[John Howell (Henley) (Con)]

Is this not a debate about the quality of the staff, rather than the number of the staff? Will affecting the ratios not improve the status and professionalism of the profession?

[Elizabeth Truss]

I completely agree. As with so many of their policies, the previous Government focused on inputs and targets, not outcomes. A third of children now entering primary school do not have the requisite communications and language skills, despite the fact that we have 96% uptake in our early-years places. It is about quality, outcomes and allowing autonomy and professional judgment.

Oral Answers to Questions

John Howell Excerpts

Monday 4th March 2013 Commons Chamber

[Michael Gove]

My hon. Friend makes a characteristically good point. It is absolutely right that we do not prematurely curtail young people’s freedom of choice. In order to do that, we need to make it clear to them which subjects give them the widest choice later in life, and those are English, mathematics, the sciences, a modern or ancient foreign language, history and geography.

[John Howell (Henley) (Con)]

16. What steps he plans to take to ensure that children with special educational needs receive a joined-up service across agencies.

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

Children and young people’s needs will drive local commissioning arrangements to deliver joined-up services. The Children and Families Bill will require local authorities and clinical commissioning groups to commission jointly the education, health and care provision needed for children with SEN.

[John Howell]

What action is my hon. Friend taking to ensure that one of those agencies, the health service, can contribute fully to the provision of services for children and young people with special educational needs?

[Mr Timpson]

My hon. Friend highlights an important aspect of the reforms in which many parents are eager to see significant progress. Over and above the new joint commissioning and duty to co-operate, there will be clear and binding duties on clinical commissioning groups to ensure that services meet the reasonable requirements of people for whom they are responsible. The NHS mandate specifically references children with SEN, and we continue to have discussions with the Department of Health. I hope to make further progress in this area.

Children and Families Bill

John Howell Excerpts

Monday 25th February 2013 Commons Chamber

[John Howell (Henley) (Con)]

I want to address a couple of points relating to the special educational needs reforms in the Bill. There is a lot of consensus on the matter on both sides of the House. Indeed, the debate has been so good that there has been a lot of consensus on the Bill anyway, and I am not going to disturb that consensus.

I start with a quotation from Barnardo’s:

“Barnardo’s is supportive of the Government’s intentions, which aim to support better joint working between agencies and introduce unified Education, Health and Care plans for children and young people.”

One of the key components of the Bill, therefore, is better joint working across a range of agencies. There is much to be welcomed in that, although I have some concerns—I have noted that other Members do, too. I should say en passant that giving children, young people and their parents care of the funds through personal budgets is an excellent way of proceeding and has to be right.

Everyone has acknowledged that the integration of education, health and care plans is widely approved, but I wish to raise a question about how it will work in practice. How will the role of health be captured and delivered in the process? That question was put to me by the head of Woodeaton Manor special school in my constituency, which I recently visited. She doubted that the joint education, health and care plans could be delivered without a statutory duty on health services. That was a great disappointment to her, because she was very much in favour of them and wanted to give them a good run. I understand that the constitution of the NHS and the way in which it operates mean that that has not yet been possible to achieve, but I encourage Ministers to continue their dialogue with their NHS colleagues to find a way of sorting this out. Unless they do that, there will be no certainty that the education, health and care plans can be delivered, and that will be an enormous shame.

I urge Ministers also to ensure that one person is appointed to look after a child’s interests. My experience is that when more than one agency is involved, the need for a person to look after the child often falls through the cracks and we end up with nobody looking after the child. In some cases the relevant person will clearly be the education sponsor, but that will not necessarily be true in other cases, particularly when we are dealing with those who are not in education, employment or training. It would be extremely useful to have a provision along those lines in the Bill.

The education, health and care plans replace statements. The accusation has been made that too many assessments are a bad thing and that they are time-consuming, and I agree with that, but the more fundamental point is that statements are a very blunt instrument that can be open to misuse. I pay tribute to the staff of Woodeaton Manor school for the fantastic work that they are undertaking there. When I visited, they were preparing with some children with difficult autistic conditions to take cakes to a cake stall at a local market. The head made the point that the concentration on statements leads to too many children being statemented as autistic. That not only inhibits the best use of resources but dilutes the focus on those who really need help. The misdiagnosis of SEN, or of the level of SEN, leads to the easy solution that everybody ends up with a statement or with SEN provision.

Autism is an important issue in both the south and north of my constituency, where there are two organisations. The problem always comes when the child leaves school. They come to a cliff edge at 16, or perhaps at 18 when provision is taken up to that age, when it is left to individual organisations such as Thomley Hall in my constituency to help shape that young person’s future. That is why I am particularly pleased that the Bill’s provisions extend to the age of 25 so that that cliff edge can be smoothed out. Will the Minister confirm that that will be the case for children with autism?

The new special educational needs code of practice will be important. It will give statutory guidance on the provisions in the Bill, and I hope that it will also set out how those who do not require education, health and care plans will be supported. Providing funding for that is important. Oxfordshire now has a good range of high-quality cost-effective local provision for young people aged 16 to 25 across special schools and colleges, but that is in stark contrast to many other areas. Although it has developed local provision that has significantly reduced expenditure on out-of-county placements, there still seems to be disagreement on how the SEN block grant should be treated and I urge Ministers to look at that. It is simply not acceptable that so many families struggle to get the help and support that their child needs to receive a first-class education. Every child has the right to fulfil their potential, and I believe this Bill will ensure that that happens.

A-level Reform

John Howell Excerpts

Wednesday 23rd January 2013 Commons Chamber

[Elizabeth Truss]

The Russell Group of universities and others to which I have spoken are all keen to participate in this process. It is a question of organisation. There will be members from all universities right across the university sector on each of the subject panels, making sure that there is a broad base from which to develop these qualifications.

[John Howell (Henley) (Con)]

I welcome the statement, and I particularly welcome the inspired involvement of the Russell Group. Does my hon. Friend agree that the involvement of that group will give us precisely the qualifications that we are after?

[Elizabeth Truss]

Absolutely. I think we should be proud that we have some of the best universities in the world, rather than continually damning them as elitist. We want to make sure that more students from all backgrounds are able to access the important material that these universities are providing. That is why we have Cambridge working on a project to expand the school curriculum and to give extra material to students so that they have a rich diet on which to feast rather than the paltry diet they have had in previous years.

Examination Reform

John Howell Excerpts

Wednesday 16th January 2013 Commons Chamber

[Stephen Twigg]

The hon. Gentleman is capable of a more intelligent argument than the one he has just made, and I hope we can have that moving forward. The Labour party wants vocational qualifications that are fit for purpose, so let us have a debate about how we can secure that.

When I ask parents in my constituency what is their biggest concern about education, they often say, “Will it prepare our children for the jobs of the future?” Of course parents want schools that instil knowledge, but they know that knowledge alone is not enough. Parents value the role of schools in educating their children to become active citizens and informed consumers, and to participate in the economy and jobs of the future. That is the prism through which this reform should be viewed. A true baccalaureate approach will require forms of assessment that are truly fit for purpose.

Last September, the Education Secretary told the House:

“We want to remove controlled assessment…from core subjects.”—[Official Report, 17 September 2012; Vol. 550, c. 654.]

and he nods in assent to that today. As I understand, however, the power to decide on forms of assessment lies with Ofqual. Is the Secretary of State planning to bring forward primary legislation to change that so that he has the power to make such decisions? I see he is nodding. Will he say whether he will do that and whether it is his intention to write the questions, invigilate the exams and mark the scripts as well?

The Education Secretary has expressed his preference to scrap controlled assessments, replacing them with three-hour exams at the end of two years’ study. In no other walk of life would we expect three-hour linear exams alone to provide the basis for an assessment of the depth and breadth of learning. Will the Secretary of State tell the House on what evidence from this country or abroad, he has based his preference for entirely removing field work in geography, laboratory experiments in science and presentational skills in English, favouring instead a linear exam that could encourage rote learning over deeper understanding?

The third area where the Government’s plans fall short is perhaps the most worrying. We know the Secretary of State’s plan A because it was published in the Daily Mail in June last year. What he really wants is to reintroduce the two-tier system of O-levels and CSEs—yet another example of the “Upstairs, Downstairs” mentality to which the former Children’s Minister, the hon. Member for East Worthing and Shoreham (Tim Loughton), referred at the Education Committee this morning. Having failed to secure his preferred scheme, however, it now seems that we have a stealth version of a two-tier system.

The Secretary of State told the House in September that his plans would not amount to a two-tier system, yet he is proposing a statement of achievement for those who will not take EBCs. Is that not a return to a two-tier system? In fact, it is arguably even worse than the old CSE system, because at least in that system high-performing CSE candidates still had the chance of getting an O-level. Will the Secretary of State tell the House what value will be attached in reality to those statements of achievement? How will they help young people secure places in further education or work, or as apprentices?

We as a House should, on a cross-party basis, reject the talent myth that divides children into winners and losers before they have even had the chance to demonstrate their potential. Such defeatist thinking is socially regressive and caps our potential as a nation. What estimates have the Government made of how many young people will not be entered for EBCs in core subjects? At the other end of the spectrum, the Secretary of State has hinted on a number of occasions at the reintroduction of what is called norm referencing—placing an artificial cap on the proportion of high grades. Are the Government going to proceed with that?

With EBCs we have had from the Secretary of State a lesson in bad policy making—putting the cart before the horse by putting assessment before curriculum, choosing dogma over evidence, and no attempt to build consensus for a lasting solution. Ofqual has expressed real concern about the Secretary of State’s timetable and careful implementation is vital if changes are to succeed. Will the Government, even at this stage, rethink the rushed timetable for those changes?

I accept that the education system is ripe for reform, but we need reform that works. That is why the Labour party has set out a plan for reforming vocational education, with a technical baccalaureate at 18, including English and maths for all. The Secretary of State has undermined important vocational courses. The engineering diploma, for example, was devalued by the Education Secretary before being reinstated by the Chancellor of the Exchequer, and the Government have not given that crucial area the priority it deserves. While the CBI criticises the Education Secretary’s plans for EBCs, Labour would get businesses to accredit vocational courses.

[John Howell (Henley) (Con)]

I am listening with interest to the hon. Gentleman’s statement about what Labour would do, but will it overcome the fact that 42% of employers have to conduct remedial training for the young people who come to them?

[Stephen Twigg]

The hon. Gentleman is absolutely right and that is part of the reason we have said that English and maths should continue beyond 16, right up to 18. As an advanced industrialised country we are unusual in not requiring learners to continue with both mathematics and the home language, and we have put forward that positive reform precisely to meet the concern raised. I see nothing in the Government’s proposals for EBCs that will address that bad situation, and a real risk that it will make it even worse.

When the Secretary of State set out his proposals last September he had no plans to include vocational education. A few weeks later, the Labour party set out its proposals, including for a technical baccalaureate. How did the Secretary of State respond? The Conservatives put out a press release stating that the certificates would “make young people unemployable.” That is what they said in September. Two months later the Under-Secretary of State for Skills, the hon. Member for West Suffolk (Matthew Hancock), who is not in the Chamber today, supported Labour’s Tech Bac. We have seen from the Secretary of State that vocational education is, at very best, an afterthought, and in reality his policy on vocational education is a total shambles. I believe that education is crucial.

Enterprise and Regulatory Reform Bill

John Howell Excerpts

Tuesday 16th October 2012 Commons Chamber

[Matthew Hancock]

I assure the hon. Gentleman that if there is under-compliance, people will have been negligent and the full force of both the criminal and civil law will be available.

The hon. Member for Hartlepool (Mr Wright) mentioned the Federation of Small Businesses, but it has stated:

“A wider problem for small businesses is that many do not feel confident that they are compliant owing to confusion about what is absolutely necessary, and so feel the need to gold-plate the law to protect them.”

Indeed, an FSB survey showed that 87% of its members supported the Löfstedt approach. Given that figure, and given that the FSB is clear about the lack of confidence caused by the current confusion in the law, I hope he will accept that it is very much behind the Government’s approach.

Likewise, EEF, the manufacturers’ organisation, has stated:

“The current compensation system is serving the needs of neither employees nor employers and is the source of many of the media stories and public concern about excessive health and safety.”

That concern has been part of our debate. Of course, the substance of when technical breaches occur is a crucial part of the change that we are making, but I am glad that the hon. Gentleman acknowledged that there is also the problem of perception, which leads to over-complication. Both those problems need to be addressed, and they will be by our changes.

[John Howell (Henley) (Con)]

I was moved, as I am sure everyone else in the House was, by the earnest statements that Opposition Members made about how members of their families and other people they knew had been killed by industrial diseases. However, difficulties such as those that we find in the current legislation do not help to prevent such cases.

Oral Answers to Questions

John Howell Excerpts

Monday 16th January 2012 Commons Chamber

[Sarah Teather]

It makes sense for local authorities to invest in those areas. That is precisely why we called the new grant the early intervention grant, and precisely why we are now working with children’s centres, for example, to ensure that they are paid by results, focusing on outcomes and on providing the services that the hon. Gentleman mentions, which we know make a real difference.

[John Howell (Henley) (Con)]

11. What steps he plans to improve the quality of teaching in schools.

[The Minister of State, Department for Education (Mr Nick Gibb)]

Nothing has more impact on a child’s achievement than the quality of teaching that they receive. We are raising the bar for new entrants to the teaching profession, supporting existing teachers to improve and, where teachers cannot meet the required standards, making it easier for head teachers to tackle under- performance.

[John Howell (Henley) (Con)]

I thank my hon. Friend for that answer. Will he confirm what he is doing to allow heads to remove bad teachers and to check on the performance of new recruits, given that teaching in four in 10 schools assessed by Ofsted is rated only as “satisfactory” at best?

[Mr Gibb]

My hon. Friend is absolutely right. All the evidence points to the importance of teacher quality in a pupil’s education. The Sutton Trust, for example, showed that, during one year with a very effective maths or English teacher, pupils gained 40% more in their education, compared with having a poor-quality teacher. That is why my hon. Friend is right that from September there will be new arrangements to help schools manage teacher performance and new streamlined procedures for heads to tackle teachers about whose performance they continue to have concerns.

Oral Answers to Questions

John Howell Excerpts

Monday 11th October 2010 Commons Chamber

[Sarah Teather]

I thank the hon. Gentleman for raising that point. I understand from my discussion with him prior to questions that a specific issue is concerning him and has led him to ask that question. I wonder whether he will be good enough to write to me because it would concern me greatly if schools were redirecting to other children resources that were supposed to be allocated to children who have a statement in special educational needs. It would be useful to have his feedback in advance of the Green Paper.

[John Howell (Henley) (Con)]

I welcome the Minister’s commitment to children with special educational needs. My constituency has schools with well in excess of 50% of pupils on the special educational needs register. How will the Minister encourage Ofsted to look at the bigger picture when it comes to its assessments, because the problems are often complex?

[Sarah Teather]

My hon. Friend is correct to say that the problems are complex. It is absolutely right that school inspections take account of how well pupils with special educational needs and disabilities are provided for, as well as how well they learn and progress. That will be an important consideration for Ofsted as it develops new inspection arrangements focused specifically on the core areas of achievement, teaching, leadership, behaviour and safety.

Oral Answers to Questions

John Howell Excerpts

Monday 7th June 2010 Commons Chamber

[Amber Rudd (Hastings and Rye) (Con)]

8. What assessment he has made of the prospects for progress on the academies programme; and if he will make a statement.

[John Howell (Henley) (Con)]

11. What recent assessment he has made of progress on the academies programme; and if he will make a statement.

[The Secretary of State for Education (Michael Gove)]

There are currently 203 academies open in 83 local authorities. Academies with results in 2008 and 2009 showed an increase in the proportion of pupils achieving at least five A to C GCSEs, including English and maths, at 5 percentage points—an increase on last year’s academy improvement rate of 4.3 percentage points. That was, of course, double the national increase. Interest from schools in joining the academies programme has been excellent: as I mentioned earlier, more than 1,100 schools have already registered interest with my Department.

[Michael Gove]

I thank my hon. Friend for her impassioned advocacy for improving educational opportunities for children in her constituency. I had a chance to see just how dedicated she is to supporting them when I visited her constituency during the general election campaign.

Those who wish to sponsor academies have repeatedly said to me, in opposition and in government, that the bureaucratic burdens laid on them by the previous Government acted as an impediment to their doing the work they wanted to do to help children in disadvantaged areas. The Independent Academies Association, under Mike Butler, wrote to a Minister of State in the previous Government and pointed out that the work he was trying to do to help disadvantaged children was directly impeded by the bureaucratic burden imposed on him by the then Secretary of State. I am confident that an increasing number of sponsors, philanthropists, charities and others who want to help our poorest children will find that the changes we are bringing about enable them to do a fantastic job, not just in Hastings but across the country.

[John Howell]

I congratulate the Secretary of State on his plans to revitalise the academies scheme. A great number of schools are looking forward to embracing the academies freedoms that will come with it, including the European school in Culham in my constituency, which is seeking to use its specialist multi-language curriculum for the benefit of the state sector. What plans does he have to make sure that more children have such excellent language education?

[Michael Gove]

I am very grateful to my hon. Friend for those words. I am also much in accord with him in believing that this Government should have a place at the heart of Europe. That is why I was so disappointed to read in The Observer yesterday that the right hon. Member for Morley and Outwood (Ed Balls) wanted to rewrite the treaty of Lisbon and the treaty of Rome.