Schools White Paper

Julian Knight Excerpts

Wednesday 13th April 2016 Commons Chamber

[Julian Knight (Solihull) (Con)]

I rise primarily in praise of academies, because in my constituency their spread has been transformative. We have some of the finest schools in the country, and I want the system that has brought us such success to be offered to many more children across the nation. In my constituency, six of our seven state schools have achieved academy status, and all save one produced results that greatly exceed the national average. The other one began to convert to academy status only in 2015, since when Ofsted reports that it is making very good progress.

[Rebecca Pow (Taunton Deane) (Con)]

I thank my hon. Friend for giving way because I know that he is pressed for time, but I wish to back up what he has said, particularly for the secondary system. For example, in Taunton Deane in January, Court Fields School, which had problems, became an academy and was highlighted by Ofsted inspectors as having made vast improvements, including a 20% increase in maths results.

[Julian Knight]

My hon. Friend has added grist to my mill.

The greatest success in my constituency has been Tudor Grange Academy, which for four consecutive years has registered more than 90% of its students as achieving five A to C grades, including in maths at the end of year 11. We also have our first primary school, St James, which I am pleased to report has risen above the national average for reading, writing and mathematics. It is clear that putting teachers and headteachers in charge is a recipe for success. Those Solihull school success stories should give pause to all those who deny that academies can make a powerful, positive difference to our young people.

I believe that Solihull, with its very high levels of academisation and excellent results, is a model for the future of our education system. A first-rate school system is essential if our children are to compete in the globalised economy they will grow up in. In too many instances, the old structures have failed to help talented young people to fulfil their potential.

At a time of great pressure on public finances, it is to the Government’s credit that they have chosen to invest so heavily in education. However, I have certain concerns about the academisation proposals with regard to rural primary schools. I would like to see whether, in further discussions, we can allay concerns about whether those schools are the right size and whether the process can be managed effectively over the extensive six-year time period.

In the main, the reforms give school leaders the freedom and authority to find educational solutions that work best for them, based on their first-hand experience and understanding. In particular, they are a vote of confidence in our teachers. As my right hon. Friend pointed out, teachers will now be afforded the same status as other professionals, such as those in law, medicine and the sciences.

Our move away from the top-down approach to reform has other benefits. A sad consequence of the central control of our school system has been an unhelpful level of standardisation. In pursuit of the laudable goal of equality, the drive has too often been to make sure that every school is the same. Our predecessors knew far less than we do about how pupils learn. We are now aware that children learn in many different ways and that a one-size-fits-all approach leaves too many far behind.