Secondary Education

Kevin Brennan Excerpts

Thursday 21st June 2012 Commons Chamber

[Kevin Brennan (Cardiff West) (Lab)]

(Urgent Question): To ask the Secretary of State for Education to make a statement on reports that he plans to scrap GCSEs, end the secondary national curriculum and replace examination boards with single-subject bodies.

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

The coalition Government’s education reforms are designed to raise standards in all our schools and give every child the opportunity to acquire the rigorous qualifications that will enable them to succeed in further and higher education and the world of work. We have already taken steps to make the curriculum in primary schools more rigorous, with a new emphasis on getting every child to read fluently and widely for pleasure, higher standards in essential arithmetic and new, more demanding expectations of the level of scientific knowledge each child will master. Draft programmes of study for our primary curriculum are out for consultation and we look forward to engaging with parents and teachers on how to help every child achieve more. We inherited a situation in which far too many children left primary school unable to read, write or add up properly. That was a crime against social justice and we are determined to put it right.

We are also taking steps to inject greater rigour into secondary education. The introduction of the English baccalaureate measure has resulted in the numbers studying physics, chemistry, biology, history, geography and foreign languages all rising. At the same time, we have already made GCSEs more rigorous by tackling the re-sit culture, ending modules and restoring marks for spelling, punctuation and grammar, but the evidence we have heard from parents, pupils, our best schools and our top universities shows that we need to consider going further.

Children are working harder than ever, but we have been told that the exam system is not working for them. Before Christmas The Daily Telegraph reported on the competition between exam boards to dumb down qualifications—[Laughter.] I do not regard falling standards in our schools as a laughing matter. Heads have told us that the current league table system incentivises weak schools to push students towards soft subjects and easier exams. Parents and students have told us that there are weaknesses with current GCSEs, which privilege bite-size learning over deep understanding and gobbets of knowledge over real learning. Academics have reported that headline improvements in exam results have not been matched by profound improvements in understanding, with researchers from King’s college London reporting today that teenagers’ maths skills have declined over the last 30 years.

We have been considering how to address these concerns and plan to issue a consultation paper shortly. We would like to see every student in this country able to take world-class qualifications, such as the rigorous and respected exams taken by Singapore’s students, for example. We want to tackle the culture of competitive dumbing down by ensuring that exam boards cannot compete with each other on the basis of how easy their exams are. We want a curriculum that prepares all students for success, at 16 and beyond, by broadening what is taught in our schools and then improving how it is assessed.

These are inevitably challenging ambitions that will require careful implementation. That is why we want the conversation on how we raise standards to be broad and inclusive. It is in all our interests that all our children do better than ever before. Although we want a broad conversation, we are also determined to reach a clear conclusion: a state school system in which every child is challenged to do much better, in which there are no excuses for failure and in which every child is introduced to the best that has been thought and written and given every opportunity to achieve their utmost.

[Kevin Brennan]

My hon. Friend the shadow Education Secretary has asked me to put on the record the reason for his absence today: he is attending a meeting in Edinburgh with two of his constituents and the Spanish consul-general about the murder of their son in Spain. He sends his apologies.

GCSEs may well need improving, but a two-tier exam system that divides children into winners and losers at 14 is not the answer. The Opposition believe in a modern education system that promotes high standards, rigorous exams and a broad curriculum that prepares young people for the world of work and to succeed in life, but it seems that Ministers are in favour of going back to the future. They have cut education spending by the largest amount since the 1950s. They believe that Victorian-style rote learning is the way to teach our children. They want to bring back a two-tier exam system, designed in the 1950s, that will separate children and close off opportunity.

We on the Opposition Benches believe in rigour and high standards for all, but we also believe in a broad curriculum that prepares young people for work, so we will set a series of tests to ensure that the changes meet both. First, Labour wants higher literacy and numeracy standards. The key is to raise teaching quality across the board. Is there any reason to expect these proposals to deliver that? At best, they are a distraction from the central challenges. Standards rose under Labour because we focused on literacy and numeracy. It was we who inherited a weak system for maths and English from the Tories. Only three in 10 pupils—that is 60%, because I know that the Secretary of State is not very good at maths—got a good GCSE in 1997, more than half—[Interruption.]

[Mr Speaker]

Order. Sir Tony, you are now officially a statesman, and a statesman should not yell across the Chamber. Calm yourself.

[Mr Speaker]

No point of order is required at this stage. I shall hear the hon. Gentleman on another occasion, with great anticipation.

[Kevin Brennan]

I was just testing their numeracy; the figure is, of course, 30%. We improved literacy and numeracy standards. More than half achieved five good grades at GCSE, including English and maths, in 2010. Secondly, the Government appear to be writing off a quarter of all young people at 14 with the return to the CSE. There is strong evidence that children’s performance—

[Mr Speaker]

Order. I feel sure that the hon. Gentleman is moving towards a conclusion—he certainly should be—and it might be useful if there was a question mark somewhere.

[Kevin Brennan]

Of course, Mr Speaker.

How will these measures improve and promote social mobility? How will a return to 1950s qualifications help to prepare young people for a 21st century world of work? Is not this nothing more than a softening-up exercise to disguise a fall in attainment as Tory cuts, disruption and teachers leaving have an effect on pupils’ ability to learn? Parents, pupils and employers will be asking today what evidence there is to suggest that a return, back to the future, to the CSE and O-levels will actually work.

[Michael Gove]

I am grateful to the hon. Gentleman for his questions and associate myself with his remarks about the hon. Member for Liverpool, West Derby (Stephen Twigg), who I know is unavoidably detained on constituency business. I hope that the whole House will note that he is doing his first and most important job: representing those who elected him.

The hon. Gentleman asked a series of questions—[Interruption.] He asked a series of rhetorical questions. He invited us to consider that what the Government are reported to be putting forward would lead to a two-tier system. The sad truth is that we already have a two-tier system in education in this country. Some of our most impressive schools have already left the GCSE behind and opted for the IGCSE or other more rigorous examinations. It is also the case, sadly, that 40% of children do not achieve five good GCSEs, including English and maths, in our system. He said that, under the proposals that are being reported, 25% of children would be left behind. The sad truth is that at least 40% of children have been left behind under the current system. There is no excuse not to act. [Interruption.] I note what the hon. Member for Westminster North (Ms Buck) says from a sedentary position, but given the questions the hon. Member for Cardiff West asked, I think that trading percentages across the Dispatch Box is not an area in which Labour Members can consider themselves strong.

The hon. Gentleman also alleged that the proposals were an attempt to move backwards. Far from it. They are an attempt to ensure that our education system stands comparison with the world’s most rigorous, because although there have undoubtedly been improvements in our schools and by our teachers over the past 20 years, they have not been sufficient to ensure that we keep pace with other jurisdictions. As Singapore, Hong Kong, Alberta and New Zealand, have improved their education systems, we have fallen behind them in relative terms, and we need to ensure that our young people have qualifications that are every bit as rigorous and a curriculum that is every bit as stretching.

The sad truth is that, if we look at the objective measure of how we have done over the past 15 years, we find that on international league tables our schools fell in reading from 523 to 494 points, in maths from 529 to 492 and in science from 528 to 514. Every objective academic study of what has happened in our education system has drawn attention to the weakness of our qualifications. We aim to address that in order to ensure that the next generation get what they deserve—a world-class education and world-class qualifications.