Oral Answers to Questions

Kevin Brennan Excerpts

Monday 1st March 2021 Commons Chamber

[Vicky Ford]

I completely agree that a healthy and nutritious breakfast sets a child up for a learning day. We have extended our programme until July this year and we are considering options for breakfast provision beyond that date. We are engaging with the market to help develop those options, and we expect to be able to say more very soon.

[Kevin Brennan (Cardiff West) (Lab)]

What recent assessment he has made of the effect of the covid-19 outbreak on the attainment of pupils in receipt of free school meals.

[The Minister for School Standards (Nick Gibb)]

Our education recovery package supports pupils most in need of catch-up support, including pupils receiving free school meals. The hon. Member asks about assessments we have conducted on the effects of the pandemic on the attainment of pupils. We have commissioned a study to assess the progress of pupils during this academic year, including groups such as pupils receiving free school meals. Initial findings from the study of 400,000 reading and maths assessments were published last week.

[Kevin Brennan [V]]

May I wish you and the House a happy Saint David’s day, Mr Speaker? The Secretary of State has said that no child’s prospects should be blighted by the pandemic and that he would not be timid in his responses, but earlier he sounded vague when he was asked for specifics. The schools Minister has had the job for a decade, so he should not need to outsource his answer to consultants. What specific interventions are being planned by Ministers to target those poor pupils for whom the pandemic has been an extinction level event for their education?

[Nick Gibb]

The hon. Member will not find anyone in this House more committed to closing the attainment gap caused by the pandemic than this team of Education Ministers and this Secretary of State. Last year, we committed £1 billion to help all students catch up on their lost education, including a £350 million national tutoring programme for the most disadvantaged and most in need. Last month, the Prime Minister announced a further £300 million of catch-up funding, and last week we increased it by a further £400 million. That is £1.7 billion in total committed to ensuring that no pupil will suffer long-term damage to their prospects as a result of the pandemic.

Oral Answers to Questions

Kevin Brennan Excerpts

Monday 7th September 2020 Commons Chamber

[Gavin Williamson]

I know that as a former teacher my hon. Friend was itching to get back into the classroom if there was a need for extra teaching support. He was ready, willing and most certainly able to do so had the call come. He will probably have seen that schools in his constituency are seeing a more than £47 million cash increase, which will be followed in the next financial year by a substantial cash increase, and then in the third financial year there will also be a substantial cash increase. Schools were one of the few areas, if not the only area, that were able to get a three-year deal, and I believe this will have a real impact in helping them plan for the future delivery of the best education.

[Kevin Brennan (Cardiff West) (Lab)]

T6. I am also a former teacher, as the Secretary of State is raising the issue. Has he heard any reports from schools about making face masks part of school uniform, including school uniform requirements about the type of face masks that are worn? While it is acceptable to require nothing inappropriate, surely it is unacceptable to require a safety measure such as this to be part of uniform.

[Gavin Williamson]

I thank the hon. Gentleman for his offer to step in for any supply needs schools may have, but he raises a very important point. I would be happy, if it is possible, for him to meet with the Minister for School Standards if he has particular details or concerns so that we can take them up. I am not aware of the situation that he outlines, but it is important to keep an eye across all of this. We have been very clear in our guidance that we have issued to schools, and we need to ensure that that guidance is properly considered by all schools but that people do not develop it in ways in which it should not be developed.

Schools and Colleges: Qualification Results and Full Opening

Kevin Brennan Excerpts

Tuesday 1st September 2020 Commons Chamber

[Gavin Williamson]

My hon. Friend has raised this issue in the House before and has championed the work of holiday activity programmes across his constituency and more broadly. We have rolled out the holiday activity programme for a second year. We are looking at how we can do more and build on an incredibly successful programme. I would be happy to work with him and other organisations to see that delivered.

[Kevin Brennan (Cardiff West) (Lab)]

Regarding the departure of both his permanent secretary and the chair of Ofqual, when did the Education Secretary first realise that his handling of the examination debacle was so useless that other people’s heads had to roll?

[Gavin Williamson]

At every stage, everyone, whether in Ofqual or the DFE—across the whole education sector—has been looking at how we ensure fairness and the very best for every child in this country. That is what we would all expect to see and that is what we have been doing. Yes, we did have to make changes, but the right thing to do was to make those changes, because fairness for young people is the most important thing for me and all those who work in education.

Music Education in England

Kevin Brennan Excerpts

Wednesday 17th July 2019 Westminster Hall

[James Frith (Bury North) (Lab)]

I beg to move,

That this House has considered music education in England.

It is a great pleasure to speak under your chairmanship, Sir George, and to open this debate—the first parliamentary debate I have led—on music education. I thank all those who contacted me about the debate, especially the schools in Bury North that told me about their experiences, as well as the all-party parliamentary group for music education, the House of Commons Library and the excellent sector organisations, including the British Phonographic Industry, PRS for Music, and of course UK Music. Those organisations demonstrate impressive leadership and make a powerful case for music education in their published works.

As friends will testify, when getting to know someone I soon share with them my passion for music. Shortly after that, I will probably mention that I played at Glastonbury in 2003, on what is now known as the John Peel stage, on a Saturday at 11 o’clock—11 am. It is good to be here for this important debate in another early morning slot. Two simple ideas will guide my argument. First, music education must not fall victim to the tired old argument of traditional versus progressive education; it applies to both. Secondly, this debate must look to the future in the light of calls for music education based on current assessments.

[Kevin Brennan (Cardiff West) (Lab)]

I congratulate my hon. Friend on securing this debate and on being one of only two MPs to have played at Glastonbury. I am not the other. Does he agree that the Government could approach this issue without having to change all their assessments simply by stipulating that no school under inspection could be rated “outstanding” unless it had an outstanding creative offer, including in music education?

[James Frith]

My hon. Friend makes a powerful suggestion. I will come to Ofsted’s role later in my speech, as I believe it can be a friend in this mission.

Music output from the UK remains world leading. Artists such as Stormzy are breaking new boundaries and contributing to the success of our £4.5 billion industry. In seven of the last 11 years, the biggest selling album in the world was by a UK act. The heritage of British music is celebrated worldwide, but we must focus on the future. We cannot afford to be complacent at a time of great economic and cultural change. Britain’s role in the world is under new assessment. The rise in automation means that we must emphasise what makes us human, not compete on learned behaviour with the machines we make. Our education system must emphasise what distinguishes us as human, and music education is a huge part of that effort. Creativity, expression and performance are instincts as important as what we feel from the beat of a drum.

Last year, UK Music, the umbrella body for the commercial music industry, released its “Securing Our Talent Pipeline” report, which sets out in great detail the challenges beneath the success stories facing the industry. The report details evidence that 50% of children at independent schools receive sustained music tuition, while the figure for state schools is only 15%. Seventeen per cent. of music creators were educated at independent schools, compared with 7% across the whole population, and 46% of them received financial help from family or friends to develop their career. Growing inequality of opportunity underlines the problem. In that report, the CEO of UK Music, Michael Dugher—formerly of this parish—argues that a career in music must not become the preserve of those who can rely on the bank of mum and dad, and he is right.

[James Frith]

The hon. Gentleman makes an important point, and I pay tribute to any organisation engaged in that endeavour. My argument is that we need a universal approach as opposed to an incidental one, but I absolutely support the work of that organisation.

Our education system must support a deepening of the well of talent that we rely on. Music education is falling in the charts: there has been a drop of nearly 10% year on year for subjects not in the Ebacc, GCSE music entries have fallen by 24%, and since 2010, there has been a 17.8% reduction of music tuition in years 12 and 13. That is a worrying trend that Tom Richmond—a former adviser to the Department for Education and now director of the think-tank EDSK—says can “no longer be ignored.”

There is huge variation between our state and independent schools. Access to music education, with opportunities to learn, play and perform music, remains too exclusive. That must change; we must give every child the opportunity to learn the best of what has ever been said and done. Of course, that means maths and English, literacy and numeracy, but the enrichment that music brings cannot be put to one side. Children should be given the chance to shine at both or either in formal education, whatever their socioeconomic background. They should be invested in with the cultural capital of music education. In March 2019, the BPI’s extensive teacher survey highlighted that just 12% of the most deprived state schools have an orchestra compared with 85% of independent schools, and that over the past five years, state schools have seen a 21% decrease in music provision compared with a net increase of 7% in independent schools over the same period.

All our schools should turn with the natural and developing needs of every child and be more responsive, patient and dynamic, and show less rigidity and more agility. If schools do not have the time, resources or funding to do so, we must address those issues, rather than switching off the approach. Children can be better engaged in their education by expressing their natural creativity and curiosity. In fact, the argument for school tests and exams can be applied to the preparation for a musical performance as well—the idea, the studying, the rehearsal, the performance, and yes, the acclaim. Exam hall meets music hall. If we are to prepare our young people for the emerging landscape and an active, working and loving life, we need to pursue a balanced and expansive curriculum that recognises and hones skills and aptitude.

The school accountability system has pushed music education to the fringes of the way that a school’s success is judged. Music is being squeezed out of the curriculum. The suite of EBacc subjects does not include music, and although the year 9 curriculum changes may attempt to include music and creative subjects more broadly, their carousel approach means that they dilute and reduce time spent learning the speciality that music education represents. That concern is supported by the BPI’s teacher survey, which says that 31% of state-funded schools have seen a reduction in curriculum time for music. In a recent Musicians’ Union survey, more than 90% of music teachers reported that the EBacc has had a negative impact on music education.

The APPG for music education’s excellent report on the future of music education goes further:

“Some schools perceive that they have permission to either ignore the curriculum or justify one-off end of year shows or projects as acceptable forms of music provision. Only weekly progressive music lessons can develop pupils effectively in musicianship skills.”

My question for the Minister is: would the Government prefer to scrap the EBacc, or to include music in it? If students are not able to participate in music in compulsory education, they are far less likely to pursue it in further or higher education. According to Ofqual, over five years the number of students taking music at A-level has declined by 30%. However, I commend the Russell Group of universities for its decision to scrap the published list of preferred A-level subjects.

There is of course good practice, which I do not overlook. Some schools in Bury make a difference to their children’s musical education by collaboration. That is innovative, energising and fulfilling, it promotes curriculum richness, and it gives the wider school lots of memorable musical experiences. Bury’s music service is terrific, but the national evidence is that provision is patchy. Studying that evidence, the indices of value all point the wrong way, with a lack of universal, readily accessed music education during formal education time, in school hours, away from the distractions of often complex lives.

Recently, the Government announced that they will refresh the national plan for music education. What plans do they have to consult the industry? When will they be bringing forward recommendations? Does the Minister agree that a refresh of the national plan provides an ideal opportunity to reset the dial on music in education and to take on the challenge outlined in this debate? Will he consider providing creative education a criterion for achieving an “outstanding” rating from Ofsted, as suggested by my hon. Friend the Member for Cardiff West (Kevin Brennan)?

I know that the Minister for Schools recognises the need to get a grip on the issue. He established a music curriculum expert group, and a contract to write a new model music curriculum has been awarded to the Royal Schools of Music exam board. Will he update us on the progress of that work? Will he also assure us that the model music curriculum will work for non-music specialist schools, to ensure that reduced capacity or a lack of specialism in our schools is not a further barrier to progress? Will he explain how monitoring of the impact of any such guidance will be undertaken? According to the BPI, only 44% of music lessons in primary schools are delivered by a music specialist. Support is still needed alongside the model curriculum for teachers who want to specialise in music, whether through a teaching route or a conversion through the postgraduate certificate in education programme. Will the national plan therefore ensure that teacher training and support for music education is improved?

I welcome recent news that Ofsted is to develop its focus on schools providing cultural capital for children. That is a step forward in ensuring that the role of music education is re-evaluated and reintroduced as a norm for all children in our schools. I note favourably that Ofsted will pick that up as part of its new framework. The Cultural Learning Alliance claims that music enhances cognitive abilities by 17%; does the Minister have a view on that proposition, or has he seen any evidence for it? Will the Minister develop the powerful cultural capital argument through his responsibilities at the Department for Education? Indeed, does he agree that one key goal should be for all children, regardless of socioeconomics, to have fair and free access to music education?

My final suggestion is that the Government should renew the effort to put music venues at the heart of high street renewal and economic development. The industry business model has been flipped in the past 15 years by digital platforms, streaming services and self-publishing. Yes, all the industry went through a period of denial of the change.

[Kevin Brennan]

Does my hon. Friend agree that the Government missed a real opportunity when rate relief was offered to pubs, shops and other organisations on the high street, but the guidelines specifically excluded music venues from that list? Despite appeals to the Chancellor by me, UK Music and others, the Government refused to change that ruling.

[James Frith]

I agree with my hon. Friend. The Government seem to have a bit of a blind spot when it comes to music venues—or perhaps a tin ear is a better phrase.

The industry business model has been flipped in recent years, as I was saying, but will the Government look, for example, at YouTube paying artists next to nothing per stream of their work? Some of the revenue that Google makes from that enormous imbalance could go to support live venues for emerging talent across the country and towards our efforts on music education, whether as a new tax or from a partnership.

Building on the Government’s embrace of the superb agent-of-change campaign, with the protections that brought in, we need more new or improved music facilities for young people outside school hours. UK Music has a network of rehearsal spaces based in deprived and disadvantaged communities to offer improved access to music. What plans do the UK Government have to develop and enhance that scheme? Can Bury have one, please?

Above the funding argument sits a bigger one. Funding plays its part, of course, but there is a bigger one even than that. It is one of choice and a question of priority. What do we expect from our schools and for all our children? If we recognise the value that independent schools place on music and music education, do we still opt to ignore that for the vast majority of all children, accepting the growing inequality of opportunity? Or do we—as I believe we must—ingrain into all our schools the rights of all children to have access to the same opportunities to learn, play, perform and enjoy music?

The truth is, it is hard to do justice to or to outline in policy what is in fact a deep passion and love. Put simply, one’s faith in the power and possibilities of music, performed, recorded and live, is not just a belief in a light that never goes out; it is the knowledge that music makes life better. Music can still your senses or stir your heart, its message motivates and mobilises, it entertains and, given the chance, it educates us all.

--- Later in debate ---

[Mr Vaizey]

I do; it is important to go with the grain of society, and it seems absurd not to engage children in music education by using the kind of technology that they will use in their day-to-day lives, and will use when they leave school and university and go into the workforce.

I want to make two brief points that are somewhat linked. While I have no doubt at all that Members on the Opposition Benches, and perhaps even on the Government Benches, might have a go at the Government about music education, I feel strongly that headteachers—I will try to put this delicately—should not be absolved of all responsibility. School leadership plays a massive part in ensuring high-quality music and arts education. In my constituency, I have been to Didcot Girls’ School and St Birinus School, where there are passionate music and arts teachers who have put those subjects at the heart of the school curriculum, thanks to the support of their headteacher. They do not say to me, “We can’t afford it.” They do it because they understand why it is so important.

[Kevin Brennan]

No one would doubt the right hon. Gentleman’s passionate support for the arts and for music education, but does he not agree that while headteachers should not be absolved of blame, they react to the incentive and accountability measures put in place by this Government? Quite frankly, they have led to the issues that my hon. Friend the Member for Bury North (James Frith) raised, namely the decline in the number of music teachers and the number of children taking music examinations. The Government have some responsibility to make sure they set those expectations centrally.

[Mr Vaizey]

The hon. Gentleman’s intervention shows why those of us in this House who care so passionately about the arts put party politics aside and unite in how we advocate for the arts. I wanted to get on record the point that headteachers must step up to the plate; they have the opportunity to introduce the arts and music.

--- Later in debate ---

[John Howell (Henley) (Con)]

It is a pleasure to serve under your chairmanship, Sir George. I congratulate the hon. Member for Bury North (James Frith) on securing this important debate. I, too, have a musical background, but a classical one; I am a choral conductor and an organist. When I mentioned that before in the main Chamber, I was astonished at the speed with which the former hon. Member for Banbury came up to me and booked me as the organist for his funeral. Fortunately, I have not yet had to play for that, as he is still very much alive and thriving, but at least I have one booking in the bag.

I congratulate the all-party parliamentary group for music education on a fantastic report, which sets out a huge number of criteria and statistics. I will not repeat them, but I will draw attention to the report and the points it makes. It mentions that music tuition is compulsory between the ages of five and 14. That is fine, but the problem comes a bit later and in that earlier period, where I feel that the music teaching profession has been so put down that we need to do something to improve it. I will come back to that at the end of my speech.

A number of hon. Members have already mentioned how the sheer love of expressing themselves goes to the heart of what being a child is all about. If they cannot express that through music, I do not know how they can express it. I quite agree with those who have said that whatever sort of music we try to achieve, it brings out the inner person within us.

The hon. Member for Bury North touched on the importance of the music industry to the UK, but I will just repeat some of that. The industry is worth close to £4.5 billion a year for the UK—a phenomenal amount. The all-party parliamentary group brought out the point that we punch well above our weight internationally. We have something like 1% of the world’s population, but when we think of the hard-hitting albums that have been sold, we realise that a huge number have come from the UK.

If we look at the impact of music, as a number of hon. Members have already commented, we see the imagination it creates among young people. I would also bring out another thing it creates: team building. Anyone who has ever played in an orchestra will know how much team building counts in producing a good sound. Certainly, in the days when I was a clarinettist and played in a number of orchestras, it was a discipline that I appreciated.

Music therefore has a big impact on mental health, and the sustainability of music education is something we should pay a lot of attention to. As the Minister himself has said, music should not simply be the preserve of the elite; it should be available to us all. The school curriculum is not enough on its own to achieve all that; we need a range of extracurricular activities—school orchestras, school bands or whatever they may be. We need a range of other activities that fit in with what is going on in the school curriculum.

My right hon. Friend the Member for Wantage (Mr Vaizey) mentioned Youth Music, a national charity helping young people to change their lives through music. I have a great deal of affection for Youth Music, not least because my son is an ambassador for the charity, helping to push forward its aims. I met him last night, because I knew I was going to participate in this debate, and we discussed a number of these points.

Personally, I am disappointed to see the declining number of areas in which singing is encouraged. When Sing Up was Government funded, it had an enormous reach in schools and provided a great base for primary school children. I would like to see more done to help to push that along, and to keep on developing the skills needed to keep a singing culture alive. We are one of the few cultures in Europe that has largely lost its tradition of folk songs; most people do not sing folk songs to their children, despite what the hon. Member for Vale of Clwyd (Chris Ruane) may have sung.

[Kevin Brennan]

May I invite the hon. Gentleman to join the all-party parliamentary group on folk arts, chaired by myself with my hon. Friend the Member for Vale of Clwyd (Chris Ruane) as vice-chair? We are looking for more Tory members.

[John Howell]

For a moment, I thought the hon. Gentleman was going to invite me to sing, which I promise, Sir George, I will not do in this session. I thank the hon. Gentleman for his very kind invitation and I will certainly look closely at that.

We have already discussed how powerful music is in developing the personal and social skills of all those who participate in it, but there is one area that I brought up in an intervention that I would like to bring up again. The Music Commission and Youth Music have challenged the curriculum because it does not provide enough technology. The reason they stress technology is that, whether someone is a classical musician or not, the technology involved in composing or producing the music is the same across the whole industry. My son is a composer and uses a tremendous amount of technology to do that. I urge more emphasis on the technology aspect of music.

I said I would return to one thing in particular that I think we can do. We have had a number of campaigns in the past that have taken social workers, for example, and tried to ensure that they feel loved, valued and part of society. We should do the same for music teachers too. We need a great effort on all our parts to ensure that music teaching is appreciated, that it is seen to be appreciated, and that we can all play our part in taking it forward.

Timpson Review of School Exclusion

Kevin Brennan Excerpts

Tuesday 7th May 2019 Commons Chamber

[Damian Hinds]

As I said earlier, the cost per place at an alternative provision setting is considerably higher than at a mainstream setting. That cost comes out of high-needs budgets, on which there have been considerable strains—from alternative provision, and in a bigger way from special schools and SEN provision. That is one reason why we were able to find an additional £250 million over two years to help ease some of the strains on local authority budgets.

[Kevin Brennan (Cardiff West) (Lab)]

I was the Minister for behaviour and exclusions when the statistics show that the figures started falling after 2007, and continued to fall. I am afraid that those figures came down because we actively pursued a policy—from the centre of government—to reduce exclusions through behaviour partnerships and of every child mattering. It needs leadership from Ministers to do something about this issue. Unless the Secretary of State really gets a grip on the situation, the figures will continue to rise, as they have done for the past few years, so will he commit to making this issue a central priority, and direct schools to be more responsible and work in partnership to reduce unnecessary exclusions?

[Damian Hinds]

We do want to reduce unnecessary exclusions. I noticed what the hon. Gentleman managed to do there; he presided over this responsibility at a time when the number of exclusions were higher than they are today, and he has used that to say that the number of exclusions were falling during that time. In the positive spirit in which he meant his question, yes, of course I agree that addressing the situation requires a concerted effort at all levels and in all parts of the system, with the Government, schools and, crucially, groups of schools working together locally.

Oral Answers to Questions

Kevin Brennan Excerpts

Monday 6th November 2017 Commons Chamber

[Justine Greening]

As my hon. Friend says, the national funding formula aims to address the inequity that has been baked into our funding system for many, many years. That sits alongside the pupil premium investment and the work that increasingly takes place in our schools to make sure that they operate in a way that maximises the educational impact that they get for every single pound. That means a focus on efficiency.

[Kevin Brennan (Cardiff West) (Lab)]

When I used to mark A-level economics scripts, a key aspect of getting a higher grade was knowing the difference between a real-term increase and a cash increase. Why does the Secretary of State choose to set such a bad example to our students by deliberately muddying those two concepts?

[Justine Greening]

The hon. Gentleman might have marked those exams, but I ended up getting a first-class economics degree at university—[Hon. Members: “Ooh!”] I can tell him that the difference between what we are proposing under the national formula is the fact that under our approach, schools will get a cash increase, but under Labour’s approach, they would have had their cash absolutely frozen. [Interruption.]

Higher Education (England) Regulations

Kevin Brennan Excerpts

Wednesday 13th September 2017 Commons Chamber

[Madam Deputy Speaker]

As I have said, the situation this evening is that the House has expressed a view about the regulations, and, as I have said, it is up to the Secretary of State to decide how to proceed. The hon. Gentleman might wish to pursue the matter in business questions tomorrow.

[Kevin Brennan (Cardiff West) (Lab)]

On a point of order, Madam Deputy Speaker. Some reports on social media say that it is the Government’s intention not to participate in any Divisions on Opposition day motions for the rest of this Parliament. Would it be possible under the normal voice and vote provisions of “Erskine May” for hon. Members of this House to vote no in an acclamation, but to vote in the opposite Division Lobby should there then be a Division, thereby enabling the House to see the opinions of everybody present? My understanding is that that would be possible if the Government continued with that line.

[Madam Deputy Speaker]

It is not a matter for the Chair how Members individually or collectively choose to vote. At the moment, this is rather a hypothetical question. However, this is something that hon. and right hon. Members might like to raise at business questions tomorrow.

Schools that work for Everyone

Kevin Brennan Excerpts

Monday 12th September 2016 Commons Chamber

[Justine Greening]

My hon. Friend sets out the case very well. Parents have more and better choices in his local community. That is important and part of how we see standards rising. We are committed to that continuing.

[Kevin Brennan (Cardiff West) (Lab)]

I, too, listened very carefully to the words of the Secretary of State and she did say that we do not want to see a test at 11 for access to grammars. Is it her intention to abolish the 11-plus for existing grammar schools? If not, why not?

[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.

New Grammar Schools

Kevin Brennan Excerpts

Thursday 8th September 2016 Commons Chamber

[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.

[Kevin Brennan (Cardiff West) (Lab)]

When the chief inspector said that the idea that poor children would benefit from an expansion in the number of grammar schools was “tosh and nonsense”, was he being ideological?

[Justine Greening]

As we open up this debate, people will have different views, but I do not believe that that is a reason not to have the debate. It is too important for that. Improving attainment and having more good school places for more children—building the capacity we need in our system so that we can have great schools on the doorstep for every child in our country—is too important simply to be put in the “too hard” bucket and for us to say that we might have a bit of a debate about it. I think we should have this debate and that we should work out what we must do to do a better job of raising the attainment of the children who currently do not go far enough.

Oral Answers to Questions

Kevin Brennan Excerpts

Monday 4th July 2016 Commons Chamber

[Edward Timpson]

I refer my hon. Friend to the earlier answer on this subject. At the core of this issue is ensuring that we have the highest quality PSHE possible. We continue to keep the matter under review, and will return to it shortly.

[Kevin Brennan (Cardiff West) (Lab)]

Does the Minister agree that mindfulness can be helpful not only with the social and emotional aspects of learning but in improving the attentiveness of pupils in schools, and therefore their academic achievement as well as their personal wellbeing?

[Edward Timpson]

There is a small but increasing amount of evidence that backs the hon. Gentleman’s claim. That is why we want to look at this area more carefully, hence the national survey that is under way to enrich the evidence and knowledge to see what really works so that we can improve all the aspects of a child’s life to which he refers.