Awarding Qualifications in 2021 and 2022

Debate between Kate Green and Nick Gibb

Thursday 22nd July 2021 Commons Chamber

[Kate Green (Stretford and Urmston) (Lab)]

I thank the Minister for advance sight of his statement.

On the final day before the House rises for recess, I pay tribute to teachers, school leaders and support staff in every part of our education system for all that they have done this year and will be doing over the summer.

Last summer, the Government’s incompetent eleventh-hour cancellation of exam results and the chaotic arrangements for awarding qualifications created confusion and huge distress for thousands of young people. The Prime Minister, the Secretary of State and the Minister have had a full year to learn from their mistakes and to get things right this time, but that time has been squandered. For months, school leaders, teachers, teaching unions and the Labour party, among others, warned of the need for a plan B if exams could not go ahead this year, yet it took until January, even as some young people were actually sitting their BTEC exams, for Ministers finally to announce that exams would not happen this year. That has resulted in concerns about fairness.

The Minister boasted about catch-up support, but this year, more than 560,000 year 11 pupils will be leaving school having received no support to recover lost learning. Even those pupils who did are likely to have received less than an hour of tutoring a fortnight, despite missing well over half a year of face-to-face schooling. Does the Minister believe that he has done everything in his power to ensure that this year’s process is as fair as possible? Will he outline what discussions he has had with universities, colleges, employers and training providers about how all pupils will be able to progress on the basis of their results this year?

I am glad to hear that the overwhelming majority of grades have been submitted. Can the Minister confirm that the work will be fully completed before the end of term? How many grades have been or are likely to be changed in the quality assurance process? I welcome the fact that the appeals process will be free, but to work for pupils, it must be accessible and it must be quick. Can he give me a cast-iron guarantee that all appeals will be processed in time for pupils to take up a place at university, at college, in an apprenticeship or in employment?

Education staff have worked incredibly hard to make work a system that the Government chaotically imposed on them. Will the Minister tell me what support staff are receiving now and what support they will receive over the summer, both professional and personal? Does he really believe it is right that schools will receive the same rebate from exam boards as they did last year, even as the workload of teachers has rocketed under this year’s system? Will he consider following the example of Labour in Wales, which is providing additional financial support to schools to recognise this?

Young people, families and education staff are worried about qualifications this year, but next year will be just as challenging. Once again, the Minister and Secretary of State have had plenty of time to plan before the start of the new academic year this September, yet they have only just launched a consultation, only days before the start of the summer holidays, which is an insult to education staff who desperately need and deserve a break.

Will the Minister tell us why greater topic choices will be available only for some GCSE subjects, and is he not concerned that providing advance notice of exam content, rather than building in greater optionality, could simply embed unfairness, whereby pupils who have spent more time than others on a given topic will do better simply through chance?

Is the Minister really sure that now is the right time to return to national published league tables, unchanged to reflect the disruption that has continued in this year and remains likely next year? Can he say with certainty that league tables will fairly and accurately reflect school performance? I am glad that he acknowledged the need for contingency measures. Will he tell me when they will be in place and when schools and other settings will know what they are?

In his statement, the Minister thanked education staff across the country, but teachers and school leaders will find his gratitude hollow after the shameful way in which he snuck out a real-terms pay cut to their salaries last night. Can he confirm that at least 94% of teachers face a real-terms pay cut as a result of that announcement? Instead of saying that he is grateful with one breath while slashing pay with the next, will he apologise to teachers, pupils and families for the shameful way in which the Government have treated them as an afterthought throughout the pandemic?

No one wants to see a repeat of last year’s exams fiasco, but once again the Government are making policy late and failing to listen. Today the Minister must reassure anxious pupils and parents that every young person will get the support they need this summer and next year, that staff will be supported and that every student will be treated fairly.

[Nick Gibb]

I realise that the Opposition have to have a critique, but at every stage we worked methodically with Ofqual, the exam boards, stakeholders and the teachers’ unions to ensure that we devised a process for awarding grades in 2021 that was the right approach. We worked carefully and methodically with Ofqual and the exam boards, learning from what happened last summer, to determine the right adaptations for the 2022 exams in order to ensure that they are fair given all the disruption that students have suffered. We wanted to launch the short consultation before the summer break, which we did on 12 July. We want to confirm the position early in the autumn term, so that teachers know at the earliest point in the next academic year the structure for exams in 2022.

The hon. Lady raised the issue of the appeals timetable. For priority cases—where students have missed out on their firm university choice and wish to appeal results—students should request a centre review by 16 August. For non-priority cases, students should request a centre review by 3 September. Centres will need to submit priority appeals by 23 August. Students will be informed of the outcome of priority appeals in most cases by 8 September.

The hon. Lady asked about exam fee rebates. The exam boards have all confirmed that they plan to provide rebates to schools this year. Some have made announcements on the rebate already. The Department will be providing funding to exam boards directly to support the appeals costs and any autumn series losses they make. This will enable the exam boards to pass more funding back to schools via rebates.

The hon. Lady mentioned performance tables. There will be no performance tables in 2021. In 2022 there will be performance tables for GCSEs and A-levels, but not for primary school SATs, given that adaptations cannot be made in that regard.

The hon. Lady raised the issue of teachers’ pay. We do know, and I acknowledge at every possible opportunity, that teachers and support staff have worked incredibly hard over the last 16 months, adapting schools to covid and learning and preparing to teach children remotely for the first time. Teachers are very much on the frontline in the fight against the pandemic. In the September 2020 pay award, teachers received an average increase of 3.1%, with starting salaries rising by 5.5%. The cumulative pay award for teachers since 2018-19 is 8.5%. The pause on pay rises this year is across the public sector, except for health, and is designed to help address the public finances following the financial response to the pandemic. Of course, the pay pause does not prevent pay rises as a consequence of promotion or performance-related pay.

Oral Answers to Questions

Debate between Kate Green and Nick Gibb

Monday 21st June 2021 Commons Chamber

[The Minister for School Standards (Nick Gibb)]

We have announced a £1.4 billion education recovery package, which is the third announced in the last 12 months, coming on top of £1 billion announced in June 2020 and £700 million announced in February last year. That £1.4 billion will provide an extra £1 billion for tutoring, which will provide up to 100 million hours of tutoring. That is 6 million 15-hour courses for five to 16-year-olds and 2 million 15-hour courses for 16 to 19-year-olds. This is a huge package. We are now reviewing the time aspect of the recommendations made by Sir Kevan, and that will report into the spending review later this year.

[Kate Green (Stretford and Urmston) (Lab)]

On a point of order, Mr Speaker. A few moments ago, the Secretary of State—I am sure inadvertently—in answer to me said that he and the Prime Minister had a plan to roll out tutoring to 6 million children across the country. That is an error that was also made last week by the Prime Minister at Prime Minister’s questions. As I am sure the Secretary of State will wish to make clear to the House, the correct figure is 6 million tutoring sessions. That is slightly different.

Investing in Children and Young People

Debate between Kate Green and Nick Gibb

Wednesday 9th June 2021 Commons Chamber

[The Minister for School Standards (Nick Gibb)]

I welcome this debate and the opportunity that it gives us to set out clearly what we have done and what we plan to do to ensure that no child—no child, Mr Speaker—will suffer damage to their long-term prospects because of the pandemic. As I listened to the hon. Member for Stretford and Urmston (Kate Green) talk about vision and ambition, I asked myself, where was she—where was the Labour party—on all the big strategic decisions we have taken since 2010 to transform our education system and drive up academic standards in our schools?

Where was the Labour party in 2010, when we reformed the national curriculum, replacing Labour’s dry, bureaucratic, competence-based curriculum with a curriculum rich in the knowledge that children need to succeed? Where was Labour when we transformed the teaching of reading and introduced the phonics screening check, ensuring that every child is set on the path to becoming a fluent reader? Where was Labour when we extended the academies programme to primary schools and to good and outstanding schools to give them the autonomy to drive up standards even further and to help underperforming schools improve? Where was Labour when we introduced the EBacc performance measure, ensuring that more young people are studying the core academic subjects at GCSE—English, maths, science, history or geography and a foreign language —that are so fundamental to later progress and success?

It is this party’s vision, ambition and actions that, under three Conservative Prime Ministers, have led to the attainment gap between those from disadvantaged backgrounds and their peers closing by 13% in primary schools between 2011 and 2019 and by 9% in secondary schools. It is this party’s vision, ambition and actions that have resulted in 86% of schools being judged by Ofsted as good or outstanding, compared with just 68% when we came into office, despite the bar of what makes a good or outstanding school being raised. It is this party’s ambition, vision and actions that have led to this country rising in the international league tables of children’s reading ability—we were up to joint eighth place in the progress in international reading literacy study published in 2016—with nine to 10-year-olds from this country scoring our highest ever results and low-attaining pupils improving the most.

The commitment of Conservatives to educational standards and to the success of our school system was demonstrated clearly when, in 2010, even as we had to tackle the crisis in the public finances after the global financial crisis, school funding was one of just three areas of public spending that were protected from the spending constraints needed at the time to restore confidence in our public finances and our economy. At every stage of this appalling pandemic, it is the commitment of this Conservative Government, the Prime Minister, the Chancellor and the Education Secretary to education standards and to the success of our schools that has meant that we have taken every step possible to protect the education and life chances of young people.

Our commitment to education has been at the core of the Government’s decision making, only closing schools when absolutely necessary and reopening them before any other sector of society and the economy, and ensuring that the most vulnerable children and the children of critical workers have been able to attend school throughout the pandemic. What a debt of gratitude we all owe to the thousands of teachers and support staff who have kept our schools open, even during the darkest days of this pandemic.

In 2019, we secured the biggest school funding settlement in over a decade—a three-year settlement adding £14.4 billion in total to school funding—and we reconfirmed the 2021-22 school funding settlement, even as the Treasury faced enormous bills as we fought the pandemic, while protecting people’s incomes and jobs.

[Kate Green]

Surely the Minister accepts that the figures he suggests for school funding ignore and overlook the fact that we have seen a real-terms funding cut for schools of 9% over the last 10 years.

[Nick Gibb]

That is not what the Institute for Fiscal Studies says is the record of our spending on schools once we reach the end of the three-year financial settlement for schools.

When schools were closed to most pupils in March last year, we continued to provide support to pupils eligible for free school meals, even though they were at home, and we extended it to the Easter holiday, to the Whitsun half-term and, with inspiration from Marcus Rashford, to the long summer break. Altogether, over £450 million has been spent through the food voucher scheme. We invested more than £400 million to provide laptops, tablets and internet access, with over 1.3 million computers built to order, imported, configured and delivered to schools, so that every child, regardless of means, could continue to study and be taught while locked down at home. Again, what a debt of gratitude we owe to our teachers, who have developed lessons and learned how to teach remotely and to engage their pupils while confronting their own challenges in working from home.

We supported the inception of the Oak National Academy, helping schools to provide high-quality online lessons. Thanks to the hard work and brilliance of scores of highly talented teachers, that has led to over 94 million views and downloads of those lessons, and Oak will continue to have a critical part to play in helping schools and helping pupils to catch up.

We put in place a system of controls in schools to ensure that as they reopened after the summer, they would be as safe as possible from the spread of the virus. We also provided £139 million to help schools cope with the exceptional costs that they faced during the first lockdown. Again, I thank teachers and support staff for all their hard work last summer to adapt their schools and introduce the new safety measures.

In June 2020, while we were still in lockdown, the Prime Minister announced the first £1 billion commitment to ensuring that pupils were able to catch up: £650 million of catch-up premium and £350 million for a teaching programme—a new initiative to provide private one-to- one or small-group tuition for the children most in need. We created a market. We worked with the Education Endowment Foundation to identify and evaluate the best tutoring companies—33 in all—and asked them to expand their number of tutors. So far, more than 230,000 pupils have been enrolled, and our announcement last week extends that further still to 6 million courses. This is an evidence-based approach that research suggests that could help to boost progress by up to three to five months for every pupil who takes one of those 6 million courses. Combined with our provision through the 16 to 19 tuition fund, it will amount to 100 million hours of tutoring over the next three years.

Educational Settings: Reopening

Debate between Kate Green and Nick Gibb

Tuesday 26th January 2021 Commons Chamber

[Kate Green (Stretford and Urmston) (Lab)]

(Urgent Question): To ask the Secretary of State for Education if he will make a statement on the Government’s plan for the reopening of educational settings.

[The Minister for School Standards (Nick Gibb)]

Throughout the pandemic, the Government have been clear that education is a national priority. We had worked hard to keep all schools, colleges and universities fully open, but the scientific advice we received in January meant that we had no choice but to close schools and colleges to all but vulnerable children and the children of critical workers, and to restrict in-person teaching in university to those studying to be future critical workers.

It is the Government’s strong desire to reopen all schools, colleges and universities as soon as possible. We will prioritise the reopening of schools as we begin the process of lifting lockdown restrictions. We are acutely aware of the damage done to children’s education and development, particularly for the most disadvantaged pupils, by being away from school, and of the increased burdens that are placed on parents. That is why we allowed early years providers to remain open throughout this lockdown.

The decision about when and how we can reopen has to be based on clear public health data and guided by scientific evidence and the advice of the Scientific Advisory Group for Emergencies, the Joint Biosecurity Centre, Public Health England and the chief medical officer, including on issues such as hospitalisation rates and mortality, the rate of vaccination, and the challenge of new variants. Ultimately, it was the pressure on the NHS that caused us to move into a national lockdown, and the Government are monitoring NHS capacity carefully as they review whether easing lockdown might be possible.

The Government recognise that headteachers, teachers, support staff, parents and carers need time to prepare for reopening. That is why the Secretary of State made it clear last week that we will give two weeks’ notice to schools, colleges and universities so that they can prepare for a return to face-to-face education. We want to give two weeks’ notice so that parents can make arrangements for the care of their children, and we will be making announcements in the next few days.

Until schools can reopen fully, it is crucial that they continue to provide high-quality remote education alongside the on-site provision for vulnerable children and the children of critical workers. I would like to take this opportunity to thank teachers and school leadership teams across the country for working around the clock to keep schools open for some while also rising to the challenge of providing remote education for the millions of children who are continuing their education from home.

However, remote education can never be a substitute for days spent in a classroom led by a brilliant teacher, or for children being with their friends. We want those days to return as quickly as possible, and with them this Government’s continuing determination, made still more urgent by the pandemic, to raise standards in all our schools to improve the life chances of every child and to transform the start in life for those children facing the toughest challenges.

[Kate Green]

I was pleased to see the Schools Minister at the Dispatch Box—I have more hope of receiving answers from him than I am used to from the Secretary of State—but even he has failed to give parents, students and staff the credible plan they deserve. We simply do not know what the Government’s plan is for school reopening, other than what we read in the newspapers. In recent days, we have had reports that the Prime Minister wants pupils back before Easter, the Health Secretary saying he wants pupils back after Easter, and Public Health England saying overnight that primary schools are already safe to reopen. Which is it? What is the plan for full reopening?

The Schools Minister mentioned some metrics but was vague about the required performance against them. Can he give us some more clarity? Will schools return only if R is below 1? We have read reports that Public Health England believes that primary schools are safe to open. Are these reports accurate, and will he publish the scientific evidence? Will there be a credible testing plan in place as pupils return?

How will the Government get this chaotic system back on track? Can the Minister tell us in what order pupils will return to the classroom? Will it be exam years first, primary schools first, or a regional variation? What is the plan for the return of college and university students?

Why have the Government repeatedly ruled out the use of rotas to keep pupils in the classroom as a means of reducing transmission? What will be done to help pupils to catch up on the learning they have lost? Can the Minister guarantee that schools will be first to reopen when it is safe to do so, or will other restrictions be lifted if our children return to the classroom?

Parents need support and they need to be able to plan. They need answers to these questions and they need them now.

[Nick Gibb]

The hon. Lady asks for a plan. There is a plan. Schools were closed as part of the national lockdown, which was introduced to tackle the growing pressure on the NHS, and there are clear criteria for emerging from the lockdown, including hospitalisation rates and the other three criteria I mentioned in my opening comments. We have always been clear that schools will be the last to close and the first to open as we emerge from the national lockdown when on the criteria it is safe to begin to do so.

The hon. Lady asks about the safety of schools. We have always been clear that restricted attendances in schools are not because schools are unsafe but in order to reduce the overall number of social contacts in our community.

The hon. Lady asks about testing. Lateral flow device testing is taking place in our schools. We are testing staff twice a week to identify asymptomatic covid cases. Those pupils returning to secondary school, or in secondary school at the moment, will be tested twice as they return to school.

The hon. Lady says again, “Why aren’t schools the first to open and the last to close?” Well, that is something we have been making clear all along. The problem with her is that she repeatedly calls for action that we are already taking. She is always two steps behind. The Opposition have no plans, no direction and no clarity on what is the biggest crisis facing this country and the world for nearly a century.

Oral Answers to Questions

Debate between Kate Green and Nick Gibb

Monday 12th October 2020 Commons Chamber

[Kate Green (Stretford and Urmston) (Lab)]

Perhaps I could start by asking the Schools Minister a question, since he is here. The Secretary of State has repeatedly said that every child would return to school in September, and I support him in that ambition. Being safely back in school is best for children’s wellbeing and learning. Latest figures show that one in 10 pupils are out of school, as bubbles and year groups are forced to isolate whenever a child or a member of staff tests positive for covid. Worryingly, attendance at special schools is down at just over 80%, and some teachers report that parents are withdrawing their children altogether to home-school them.

We are not even at the start of winter, yet hundreds of thousands of children are already having their learning disrupted. We all agree that a functional test and trace system is crucial to keep teachers and children safely in schools. How many pupils and staff are currently waiting for a test result or are forced to isolate? Why have the Government not included school pupils on the list of priority groups for testing, as the schools Minister promised?

[The Minister for School Standards (Nick Gibb)]

Teachers and headteachers up and down the country have done a tremendous job of getting children back to school, and 99.8% of schools are open in this country. In special schools some 80% of children with education, health and care plans are in school, and we kept schools open for children with EHC plans throughout our tackling of the pandemic. We have a very successful test and trace scheme, which is why we are able to pinpoint local outbreaks, and why we have statistics about outbreaks up and down the country. By the end of the month we intend—

[Mr Speaker]

Order. I say to those on both Front Benches that topical questions are meant to be short and punchy, not full-blown questions. If people want full-blown questions they should ask them earlier. I have to get through topicals. I call the shadow Secretary of State to ask a question to the Secretary of State.

Oral Answers to Questions

Debate between Kate Green and Nick Gibb

Monday 7th September 2020 Commons Chamber

[Nick Gibb]

When we were aware of the problems with the A-level results, we took swift action. Ofqual decided to move to centre-assessment grades and within 48 hours of that decision being taken the recalculated A-level grades were sent to all schools. The GCSE results on the new basis were also given to schools to enable them to give them to their students on the scheduled day, 20 August. The model used to ensure we were able to give students qualifications, notwithstanding the fact that we had to cancel exams because of the pandemic, was supported in a wide-ranging consultation by the regulator. It was supported by 89% of respondents, and a similar model was used in all four nations of the United Kingdom.

[Kate Green (Stretford and Urmston) (Lab)]

The fiasco surrounding last month’s exam results caused huge distress to students, their parents and teachers, and chaos for universities and colleges. Now it turns out that the Secretary of State was repeatedly warned of the dangers of the system of calculated grades and the flawed standardisation methodology he adopted. He was warned by a former senior official of the Department, he was warned by the regulator and he was warned by what happened in Scotland. Why did he ignore those warnings?

Relationship Education in Schools

Debate between Kate Green and Nick Gibb

Tuesday 16th July 2019 Commons Chamber

[Nick Gibb]

I can make it clear from this Dispatch Box that parents do not have a veto over the content of the curriculum. That has been absolutely clear: it is clear from the guidance; it is clear from what I have said; it is clear from what the Secretary of State has said. In addition to that, we strongly encourage schools to start teaching about LGBT issues in primary school.

[Kate Green (Stretford and Urmston) (Lab)]

Will the Minister make sure that his Department takes responsibility for ensuring that every piece of information that is made available to parents, including consultation materials, is available in community languages, in easy-read format and in other accessible formats?

[Nick Gibb]

The implementation guide will set out very clearly how to plan the curriculum, how to engage parents and the processes that schools need to go through to plan and develop the policy. As I mentioned in my opening comments, we have published the information in three separate languages to try to dispel myths, but the key message that I hope comes from this debate is that we will fully support and back headteachers who decide to teach LGBT issues in their school. As long as they have been through the process of consultation and they publish their policy on the school website, they will have our full backing.

Oral Answers to Questions

Debate between Kate Green and Nick Gibb

Thursday 23rd November 2017 Commons Chamber

[Nick Gibb]

We appreciate that caste is an extremely sensitive and emotive subject which is important to many people, but there is clearly no unanimous view among consultation respondents about how best to provide the necessary legal protection against caste discrimination. We are therefore considering the responses very carefully, and will be taking account of all the relevant points raised when deciding how to proceed.

[Kate Green (Stretford and Urmston) (Lab)]

Does the Minister recognise that leaving people to rely only on case law would not be sufficient, because they would be uncertain whether their cases would necessarily accord with decisions in previous cases, and does he agree that legislation is necessary for that reason?

[Nick Gibb]

The hon. Lady has expressed an opinion, and so has my hon. Friend the Member for Harrow East (Bob Blackman). As I have said, we are looking at 13,000 opinions. We completely oppose any form of discrimination related to a person’s caste, but the way in which we ensure that that does not happen must be proportionate. We will respond to the consultation in due course.

Grammar and Faith Schools

Debate between Kate Green and Nick Gibb

Tuesday 8th November 2016 Commons Chamber

[Mr Gibb]

I could not have put it any better. That is a classic example of a grammar school working with a non-selective school to raise the standards in both schools, and it is working extremely well. We want to see that replicated up and down the country, and that is what we are consulting on in our proposals.

Under our proposals, existing grammar schools and new grammar schools would be allowed to open only if they met strict conditions designed to ensure that increased numbers of less-well-off pupils have access to a selective education. The hon. Member for Wigan asked for evidence that the proposals would work. We know that selective schools are almost 50% more popular with parents than non-selective schools, based on the preferences expressed in the secondary school application process. The most recent GCSE figures show that pupils at grammar schools make significantly more progress, relative to their similarly able peers in comprehensives, with a progress 8 score in aggregate of plus 0.33, compared with the national average of nought. The results are even starker for pupils from less affluent backgrounds. Disadvantaged pupils from grammar schools are almost twice as likely to go to a top Russell Group university than their wealthier peers who attend comprehensive schools, and they are more than three times as likely to attend one of these prestigious universities as their comprehensively educated peers from similar socioeconomic backgrounds.

According to the Educational Policy Institute report, pupils at grammar schools achieve a third of a grade per subject higher than those at non-grammar schools, and 78% of highly able children—those who achieve level 5 at the end of primary school—who go to a grammar school achieve the EBacc, compared with 52% of highly able pupils who go to a comprehensive school. If we look at the Oxbridge entrance—

[Kate Green]

rose—

--- Later in debate ---

[Mr Gibb]

I will give way to the hon. Lady when I have finished responding to the hon. Member for Wigan’s points.

One in five of the state school-educated students at Oxford between 2012 and 2014 were from grammar schools. In Cambridge in 2015, 682 students came from the comprehensive sector and 589 from grammar schools, so almost as many students from the state sector came from 163 grammar schools as came from 2,800 comprehensive schools. Disadvantaged pupils are, as I have said, twice as likely to go to a Russell Group university.

The hon. Member for Wigan also asked me to praise some non-selective schools, and I am happy to do so. At the King Solomon Academy, 95% achieved five good GCSEs including English and maths. At the West London Free School, which she does not like, 37% qualify for the pupil premium and 46% achieve the EBacc. She also asked about capital spending. The 2015 spending review allocated £23 billion to all capital funding, including capital funding for 500 new free schools by 2020. I should add that none of that capital will be spent on schools without classroom walls, which the last Labour Government built in Knowsley and elsewhere. Those schools are now struggling to put those walls back at great expense.

[Kate Green]

A few moments ago, the Minister said that no new grammar school would be allowed to open without it accepting a certain proportion of children from disadvantaged backgrounds. In Trafford, around 3% of children in grammar schools are on free school meals, compared with a borough-wide average of 11% or 12%. Will the Minister say whether existing grammar schools in Trafford will also be required to lift the proportion of children from disadvantaged backgrounds on their rolls? If not, why not?

[Mr Gibb]

If the hon. Lady had read the consultation document, she would have seen that page 28 states that we will require

“existing selective schools to engage in outreach activity… We therefore propose to require all selective schools to have in place strategies to ensure fair access.”

We want to extend the requirements to existing schools which, incidentally, is something that no Labour Member urged their Government to do over 13 years. This Government, however, are seeking to take measures to ensure that all grammar schools that want to expand and all new grammar schools do more to widen their social intake.

My hon. Friend the Member for Stroud (Neil Carmichael) mentioned alternative priorities for the Government. During his speech today and during the Select Committee hearings, he hinted that his alternative priority was Brexit, but he also mentioned the national funding formula, the transition from primary to secondary and post-16 literacy and numeracy. All three are priorities for this Government and we have taken and are taking action. We have already consulted on phase 1 of the national fair funding formula and will be consulting on phase 2 shortly. I have already described all the measures that we have taken to improve outcomes for primary school pupils, so that they are ready for secondary education.

Teachers Strike

Debate between Kate Green and Nick Gibb

Tuesday 5th July 2016 Commons Chamber

[Kate Green (Stretford and Urmston) (Lab)]

Schools in my constituency are affected by industrial action today, and governors have been clear with me and with parents that it is funding pressures, particularly in relation to children with special educational needs, that are forcing them to make redundancies to balance their budgets. Will the Minister guarantee that the needs of children with special needs are adequately funded?

[Mr Gibb]

We want to make sure that the education of those children in particular, and that of all vulnerable children, is protected. One of the reasons we introduced the pupil premium, which provides £2.5 billion a year, was to make sure that funding goes to the most vulnerable children in our school system. We are consulting on the national funding formula and on the high needs funding formula. That consultation has closed and we will respond to it shortly.

Oral Answers to Questions

Debate between Kate Green and Nick Gibb

Monday 4th July 2016 Commons Chamber

[Kate Green (Stretford and Urmston) (Lab)]

The Secretary of State will be aware of the recent report by the Traveller movement showing that Gypsy, Roma and Traveller children are four times more likely to be excluded from school than other groups, yet 100% of appeals against exclusions from Gypsy, Traveller and Roma children are successful. What action is the Secretary of State taking to address this state of affairs?

[Mr Gibb]

We had a group in the last Parliament to address this very issue, and we are considering how to take that work forward. It is very important that all children, regardless of their background, attend school and we do not have any lesser expectations for children from different ethnic groups. This is a particular group that is underperforming in our system and we need to do more to ensure that they attend school and achieve.

Oral Answers to Questions

Debate between Kate Green and Nick Gibb

Monday 18th June 2012 Commons Chamber

[Mr Gibb]

I am grateful to my right hon. Friend for that proposal. We need more of these schemes so that more young people are encouraged to enter universities. I am concerned that too few schools are entering our young people for the best universities and persuading them to apply to those universities—that must be an objective of all us.

[Kate Green (Stretford and Urmston) (Lab)]

Black and ethnic minority students are attending higher education institutions in increasing numbers, and that is obviously very welcome, but too often they attend the less prestigious institutions and achieve less good degrees. What specific steps is the Minister taking to improve the opportunities for BME students to do well at university?

[Mr Gibb]

It is about raising aspiration right across the board. The hon. Lady is absolutely right: too few young people from ethnic minorities are applying to our top universities, and that is an unacceptable state of affairs. We need to raise standards, particularly in the inner-city schools that BME students disproportionately attend. Getting better standards of education, aspiration and higher expectations in those schools is a key part of our education reform programme.

Oral Answers to Questions

Debate between Kate Green and Nick Gibb

Monday 11th July 2011 Commons Chamber

[Mr Gibb]

I will, of course, be delighted to visit my hon. Friend’s constituency and Braybrooke primary school. The Government are committed to the promotion of community cohesion and to breaking down barriers between different groups in society, and we have committed £201 million within the dedicated schools grant to help schools raise the performance of ethnic minority pupils, including Traveller children.

[Kate Green (Stretford and Urmston) (Lab)]

8. What recent representations he has received on face-to-face careers advice.