Oral Answers to Questions

Debate between Justine Greening and Lucy Frazer

Monday 11th September 2017 Commons Chamber

[Justine Greening]

I very much welcome the hon. Lady’s support for the steps the Government are taking, and I welcome her role in supporting relationship education in her previous role on the Opposition Front Bench. We will set out the details of the engagement process that will be getting under way to make sure that we get the next proposals right. It is important that we are sensitive to this particular topic and, given her interest in this area, I hope she will continue to stay involved.

[Lucy Frazer (South East Cambridgeshire) (Con)]

In answer to the first topical question today, the Secretary of State identified how a company can use its apprenticeship levy down the supply chain. Does she agree it is a good idea to allow companies to go even further down the supply chain to support science, technology, engineering and maths teachers? That will not only encourage links between businesses, schools and teaching but will encourage more bright graduates to go into STEM and other subjects.

[Justine Greening]

The relationship between employers and schools has never been more important, particularly in the STEM subjects, which are so crucial to British business. Whether we are raising standards in maths and science or whether the university technical college programme is formally connecting employers and education, the Government are looking across the board to ensure that that relationship is strong.

Oral Answers to Questions

Debate between Justine Greening and Lucy Frazer

Monday 19th December 2016 Commons Chamber

[Lucy Frazer (South East Cambridgeshire) (Con)]

4. What steps her Department is taking to support teachers in improving educational outcomes.

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

Great teachers are critical to improving educational outcomes. Teaching is a profession, and we support the professional development of teachers, including through the new £74.2 million teaching and leadership innovation fund and the new charter college of teaching. We are also investing in improving curriculum expertise and specialism, particularly in maths, which I saw for myself first hand on a recent visit to Shanghai, China.

[Lucy Frazer]

I thank the Secretary of State for that answer. In “Education Excellence Everywhere”, a paper produced in March 2016, there was a good proposal for a free national teacher vacancy website to ensure that the costs of recruitment were kept down for schools. What progress is the Secretary of State making on that proposal?

[Justine Greening]

My hon. and learned Friend mentions the commitment we made in the March White Paper to a website offering a free route for schools to advertise teacher vacancies and, in doing so, providing teachers with easier access to information about job opportunities. We have worked closely with schools and teachers, and we are testing out different approaches to how to deliver that website most effectively, so we can make sure that it will be of maximum value to all schools.

National Funding Formula: Schools/High Needs

Debate between Justine Greening and Lucy Frazer

Wednesday 14th December 2016 Commons Chamber

[Justine Greening]

I was talking about two flexibilities in the consultation. They include, in relation to the high-needs fund that we are now consulting on, the ability for local authorities that will still receive high-needs funding to share some of that with mainstream schools, if they feel that is a better way of operating to provide for special needs locally. Of course, some special needs children are in mainstream schools and some are in special schools. We wanted to include an additional flexibility for 2018-19, so that where there is agreement locally that the funding should flow the opposite way—from the schools budget into high needs, perhaps because of the way that special needs are delivered locally—that should be possible if there is overall agreement from the majority of schools. That is what we are consulting on. We want to look at whether there is a longer-term approach, but the whole point of the second-stage consultation is to get feedback on those proposals.

[Lucy Frazer (South East Cambridgeshire) (Con)]

I warmly welcome the statement on fairer funding for schools. It is not right that constituencies such as mine have a £2,000 difference per pupil compared with other constituencies. I noted with interest that the Secretary of State identified as one of the reasons the fact that the data are a decade out of date, so going forward it is fundamental that we have the correct data, particularly in areas of high growth. Will she assure me that the data will be collected sufficiently late in the year, so that we know the accurate figures per pupil for the following school year?

[Justine Greening]

As part of the figures for deprivation we will be using IDACI—the income deprivation affecting children index—which essentially looks at how deprivation affects children in particular. It was last updated very recently, so it gives us a fresh database to use. In relation to broader pupil cohort characteristics, the census is updated in October every year and that feeds into the following academic year’s funding formula details. Those two things should mean that we have up-to-date data to feed in.

Oral Answers to Questions

Debate between Justine Greening and Lucy Frazer

Monday 14th November 2016 Commons Chamber

[Justine Greening]

As the hon. Lady has pointed out, we are making sure that the funding is there to maintain the investment that is going into 16-to-18 apprenticeships, particularly in disadvantaged areas. I simply say to her that this is the first time our country has had a broad-based strategy on apprenticeships that is about not just Government investment, but employers investing too. I think the whole House should welcome that.

[Lucy Frazer (South East Cambridgeshire) (Con)]

T6. East Cambridgeshire ranks as the 14th worst area in the country for social mobility. Given its location so close to Cambridgeshire businesses that can help to improve aspiration and standards, does the Secretary of State agree that the area would benefit hugely from the opportunity fund so rightly being promoted by her Department?

[Justine Greening]

As my hon. and learned Friend points out, one of the underlying principles behind opportunity areas is getting businesses to work with schools and provide opportunities that are good not only for developing the life skills of young people but for setting higher aspirations. I have no doubt that it could work most effectively in East Cambridgeshire, which, as she set out, was recently ranked very low on the Social Mobility Commission index.

Schools that work for Everyone

Debate between Justine Greening and Lucy Frazer

Monday 12th September 2016 Commons Chamber

[Justine Greening]

The point I was making to the hon. Gentleman was that many people feel there is a cliff edge in terms of entry into grammars, as it stands, at age 11. We are consulting on children having the chance to go to a local grammar, perhaps at an older age. Indeed, if they are particularly capable at one or two subjects, they could perhaps go to a grammar to study them. I am sure he will read the consultation document with interest.

[Lucy Frazer (South East Cambridgeshire) (Con)]

Does the Secretary of State agree that by lifting the statutory bar we are not returning to the two-tier system of the 1950s? Our education system has moved on. We have the choice of university technical colleges, free schools and academies, as well as apprenticeships. When striving for educational excellence, we must continue to look at all the best forms of education for our children.

[Justine Greening]

My hon. Friend is quite right. We have moved from a system where there was a one-size-fits-all approach to schools for children. We now have a system where there is so much more diversity and choice. We think it is wrong to have one kind of school within the system that is unable to respond to parent demand—that is the need for more grammars. We want to open up the debate and look at what we can do to enable parents around the country to have more of a choice.

New Grammar Schools

Debate between Justine Greening and Lucy Frazer

Thursday 8th September 2016 Commons Chamber

[Justine Greening]

That again underlines why we are right to open up this agenda for debate. In a way, we will not be able to tackle any of the issues that the hon. Gentleman cares about without a broader look at what a modern policy approach to grammars should look like. We should not simply discount the excellent education that so many children get at grammars, including children from very disadvantaged backgrounds. We should look harder at how we can make sure that grammars play a role more collaboratively in a wider, broader school system, while ensuring that they build capacity and provide more good places as they steadily improve.

[Lucy Frazer (South East Cambridgeshire) (Con)]

Yesterday, during an Education Committee evidence session, we heard about the truism that what affects pupils’ attainment most is good teaching in the classroom. That is evidently true, but does the Secretary of State agree that structures can sometimes support learning? A 2011 PISA—programme for international student assessment—study showed that giving schools autonomy improves outcomes, so further choice for parents, teachers and students may provide further opportunities.

[Justine Greening]

I think that is right. Critically, we need the right level of autonomy for schools so that they can actually get on with the job of teaching our children. We need fantastic leadership in our schools. We know from the London experience that that was absolutely critical. Heads who showed what could be done in difficult schools then worked with other schools so that they could put in place the same approaches. More broadly, we also need teaching staff who are motivated and able to work effectively in the classroom with children who can be disciplined effectively by a head who genuinely feels they have control over and can exercise leadership in their school. All those things make a difference.

Beyond that, if we are to make an impact on long-term social mobility in Britain—it will not change overnight—we need not just schools and the education family to drive social mobility, but communities, business, our universities and civil society to do so. Everybody needs to play a role, alongside core education reform, to make sure that children in the classroom and outside it can get the skills, knowledge, advice and experience that they will need truly to develop their potential.