Education and Adoption Bill

Debate between Kevin Brennan and Flick Drummond

Wednesday 16th September 2015 Commons Chamber

[Kevin Brennan]

My hon. Friend is absolutely right. There seems in the Department to be an in-built bias against facing up to failure in academy schools while exaggerating problems when the school is a maintained school. All we are calling for is a level playing field. We are just saying that every child should have the right to be taught in a good school, whatever that school is, and the Government should not be a propaganda department for a particular type of school structure.

I can see the hon. Member for Portsmouth South (Mrs Drummond) leaning forward. Does she wish to intervene?

[Mrs Flick Drummond (Portsmouth South) (Con)]

indicated dissent.

[Kevin Brennan]

The hon. Lady is just very enthusiastic and very keen. I appreciate the attention she is paying to what I am saying.

Our proposed new subsection (4) treats maintained schools and academy schools equally as far as intervention is concerned, which picks up on the point made by my hon. Friend the Member for Stoke-on-Trent Central. It is right that the same forms of intervention can be used for both types of school—for example, working with an outstanding school or working with a school improvement provider or replacing the governing body with an interim executive board.

Subsection (5) prevents the Secretary of State from making a forced academy order simply on the basis that a school has been notified that its pupils are not reaching their full potential. This should be about taking the right steps for a school, not arbitrary academy targets.

I said I would return to subsection (3)(a) of proposed new section 60B, which deals with teacher supply. My hon. Friend the Member for Dudley North (Ian Austin) is not here at present, but he said on Second Reading that

“the real crisis in education is in teacher recruitment and the quality of headteachers”

and that the Secretary of State’s proposals and speech

“have absolutely nothing to say about that.”—[Official Report, 22 June 2015; Vol. 597, c. 642.]

My hon. Friend was absolutely right. This is the real crisis and that is why we are addressing it. We cannot judge a school if it is not able to recruit the right teachers because of a failure of Government policy in relation to teacher supply.

Teacher recruitment has been falling since 2010. Some 10% of teacher training places remain unfilled this year, and one in 10 teachers left the profession last year, the highest rate in a decade. An extra 800,000 students will have entered England’s secondary programme by the next decade. It is predicted there will be a 7% shortfall in teacher training recruitment for next September, the third shortfall in a row. Also, Department for Education published statistics show that for the secondary programme 91% of the target, or 12,943 student teachers, were recruited; that is a shortfall of 2,278 teacher trainees against the target for this term.

Education and Adoption Bill (Tenth sitting)

Debate between Kevin Brennan and Flick Drummond

Tuesday 14th July 2015 Public Bill Committees

[Kevin Brennan]

My hon. Friend is better placed than me to comment on the schools in his area and his constituency, but he makes a very valid point when he say that the size of schools should be taken into account when considering these kinds of interventions and approaches.

A big difference between the approach that we favoured towards coasting schools and the current one is that we proposed a comprehensive package of support to help these schools improve.

[Mrs Flick Drummond (Portsmouth South) (Con)]

Why does a coasting school have to be bigger? Why cannot we have coasting small schools, medium-sized schools and large schools? What is the problem with the number of pupils at a school?

[Kevin Brennan]

Of course, it is perfectly possible for a small school or a school of any size to be coasting. The problem is that if we define coasting simply in terms of data, we know that data can be skewed when there is a smaller sample. It commonly happens that a relatively small difference, for example in the nature of the intake, can make a big difference in smaller schools to the result of an Ofsted inspection or the coasting regulation. The hon. Lady is right that any school might be in that category and we need a little more subtlety in the way in which we apply the data.

There is also the question, which we have discussed elsewhere, of what will happen to coasting academies. It remains to be seen where all the experts, heads and sponsors are to be found. More importantly, nowhere in the Government’s proposals is there any analysis of what will actually change in classrooms. Our concern was to focus on learning outcomes and approaches, rather than simply on structures. It was a serious attempt to address how to improve teachers and teaching and how to motivate and encourage pupils—and to have some resources to match that.

The initiative’s intention is laudable, but the execution is flawed. It is based on the Government’s view that change in structure is all that is needed. We do not think it will identify the right schools. We do not think it offers a proper analysis of why schools might be coasting or many useful suggestions about ways in which schools might be improved, other than the inevitable desire to force them to be academised.

Much of the Bill is less about action and more about seeming to act. Out in the real world it will make precious little difference, except to contribute more to the disillusionment that is so widespread in our schools, unless there is a better definition of coasting. I will quote Laura McInerney of Schools Week, who states that,

“if you truly want to find the real coasting schools then you wouldn’t begin with a definition, as is currently proposed until 2018, which protects those schools above a certain GCSE threshold. Instead, you would go after schools that have high GCSE pass rates and very low progress rates, just like the Labour plan suggested in 2008”.

Why have Ministers chosen to take this approach rather than an alternative approach, which truly would have identified those schools that the Secretary of State said she wanted to identify?

Education and Adoption Bill (Seventh sitting)

Debate between Kevin Brennan and Flick Drummond

Thursday 9th July 2015 Public Bill Committees

[Kevin Brennan]

I am grateful to the Minister for his response. If I am going too far, it is only because I have been asked to go too far by the Catholic Education Service, which has been working closely with the Church of England on these issues. I am sure that they will have listened intently to the Minister’s response to the amendment and my interventions. I am pleased that he has put on record the Government’s thinking and their intentions with regard to the responsibility to preserve and develop the character of a school, which he says is covered elsewhere. I am glad that he has taken the trouble to put that on record. We will ponder what he has said carefully and, if necessary, return to the matter at a later stage of our proceedings. I do not intend to press amendment 36 to a Division.

On amendments 37 and 38, the Minister’s example of Pear Tree school did not seem to indicate that a 21-day notice period would be unreasonable. He said that there had been unreasonable delays because the Secretary of State did not have at their disposal the power conferred by the clause, and that if they had had that power, they would be able to act much more quickly in the case of Pear Tree school. Amendment 38 would simply provide for a reasonable period of notice.

I do not intend to pursue the matter further at this stage, but it would be useful to know what is considered to be reasonable. I know that the Minister is well meaning in his wish to take action if a school requires it, as we all do, but this reminds me of something that my father used to say to me: “Come here immediately, if not sooner.” Although our desire to act quickly is commendable, we must be reasonable. People must have the opportunity to respond to action proposed by the state, and we are simply trying to probe the Minister on what he believes a reasonable period to be.

[Mrs Flick Drummond (Portsmouth South) (Con)]

Twenty-one days is four weeks, which is nearly half a term. That is quite a long time in the academic year, so does the hon. Gentleman agree that we need to get things going pretty quickly?

[Kevin Brennan]

I have occasionally made the odd mathematical error while on my feet in the House of Commons, so I will not tease the hon. Lady about 21 days being four weeks, but I know what she means. I will interpret her remarks in a generous way by assuming that she is referring to working days, not that Government Members have always been so generous when I have made mathematical errors. I did get a grade A in my O-level which, according to the Minister, is at least a PhD in current parlance.

I take the hon. Lady’s point, but the purpose of amendment 38 is simply to probe the Minister on what he considers to be a reasonable period. I am not sure that we have found out the answer, but at some point I am sure that that we will.

Finally, I turn to amendment 37. As the shadow Secretary of State, my hon. Friend the Member for Stoke-on-Trent Central (Tristram Hunt), pointed out on Second Reading, the clauses on the powers of regional schools commissioners and the actions of Ministers really show the disjuncture in the Bill between the centralisation of power with Ministers and their appointees, and the Government’s professed desire to devolve public services out to the regions. The way forward ought to be a process of pulling together combined local authorities, as the Government envisage doing in other contexts as a means of devolving power. Some might think that that process is a means of cutting expenditure, but let us take it at face value as a means of devolving power around the country. The Bill is not an example of that. Even if regional schools commissioners have local headteacher boards that are entirely made up of academy heads and principals, that is not the sort of devolution of power that is required. Ultimately, the combined authority approach would be much better.

Education and Adoption Bill (Fifth sitting)

Debate between Kevin Brennan and Flick Drummond

Tuesday 7th July 2015 Public Bill Committees

[Mrs Flick Drummond (Portsmouth South) (Con)]

If a school has been failing so badly, does it not suggest that the local authority is failing because it should have kept an eye on the school in the first place?

[Kevin Brennan]

I am making the point that local authorities are complaining that the current system restricts them from taking that action even more quickly. Through the amendments, we envisage that local authorities could act more swiftly. I will be interested to hear what the Minister has to say.

[Kevin Brennan]

I would not accuse the hon. Member for Portsmouth South of making a strange comment, but my hon. Friend is right; we could ponder whether a double standard is applied to local authorities and academy chains. There is certainly a double standard with regard to inspection, but we will come back to that. Alternatively, it might be an illogicality in the observation.

[Mrs Drummond]

We have already discussed the fact that 131 academies have been put into special measures. If we have managed to do that, local authorities have surely been failing if they have not been looking after their failing schools.

[Kevin Brennan]

We should all be concerned to ensure that any school, whatever its character, delivers on behalf of its pupils, and that these interventions take place. We support academisation as one means of school improvement, but we simply say that it should not be used exclusively as the only way to bring about school improvement.

I would welcome a much more level playing field in the debate on this. Now that 60% of secondary schools are academies—the Minister has pointed that out several times—the whole issue of school improvement in academies will become bigger and bigger. If the answer to a failing school is to academise it, we need to know in much greater detail what the answer ultimately is to a failing academy. That is going to be a live debate during the passage of the Bill and in this Parliament.

Amendment 23 relates to clause 3. New Members may be surprised to know that the way we do things in this place means that from time to time we debate amendments to other clauses if they relate to the amendments contained within a previous clause, but we may decide upon them at a later stage. At this point we are debating clause 3; although, technically speaking, it occurred slightly later in the Bill, it has been grouped here. It removes the requirement that the Secretary of State must be informed about a section 60A warning notice in order to probe why the Government think it necessary to legislate that the Secretary of State should be informed.

The National Audit Office report of 30 October 2014, “Academies and maintained schools: Oversight and intervention”, made it clear that the Department for Education does not know in any detail what is happening in schools. Perhaps there are times when it needs to get out of the way a bit and allow others who do know what is going on in local schools to do a proper job—that was the view expressed in the NAO report. That view is shared not only by Labour Members but by Conservative representatives at a local level, so it would be extremely useful to hear the Minister’s response to that and to our amendments.

Education and Adoption Bill (First sitting)

Debate between Kevin Brennan and Flick Drummond

Tuesday 30th June 2015 Public Bill Committees

[Mrs Flick Drummond (Portsmouth South) (Con)]

Q 54 You have commented a bit, but I ask each member of the panel: which criteria would you use to identify a coasting school?

Richard Watts: I would be happy with an Ofsted measure. If we have Ofsted for a reason, we should respect its judgments. If we are saying that Ofsted needs serious reform, let us get on and reform it. If we have a schools inspectorate, it should be respected to some extent. It has to be about more than just progress. My borough is traditionally a highly deprived area that has seen very high levels of progress, but we are still not getting the final results. Employees never ask what your progress measure is; they ask what your GCSEs are. We need some measure of final result.

Emma Knights: I think we are in huge danger of over-complicating our accountability system. Schools are held accountable in so many different ways. I agree that layering this on top of Ofsted seems the wrong solution. We need to sort out Ofsted if we do not think that it is telling us what we need.

The real thing that will improve schools regards capacity in the system. Those of us who want to improve schools should all be worried about that. We have not talked about the regional schools commissioners and their capacity. At a time when the Department is having to undertake cuts, is there enough capacity in the system to identify these schools and work with them to improve? That is the real problem that we all face.

I cannot tell you how much governing boards want to recruit fantastic headteachers. That is what we want to do and that is what will change our schools. We are not getting applications from fantastic candidates in a lot of parts of the country. That is the real problem that we need to worry about, rather than layering measure upon measure and increasing the fear in schools. We think that one reason that some school leaders are not coming forward for headship is because they are already scared and drowning under the accountability system. We need to seriously change the culture.

Sir Daniel Moynihan: Going back to Richard’s point, there clearly are schools that are judged to be outstanding and have parents queuing round the block. The problem is, that if the children in them are not making the amount of progress that similarly good schools elsewhere are making, it is not wrong to jolt the school and possibly upset parents by saying, “Hang on a minute, these children are being short-changed. In other places—look at those—they are doing much better.”

[Kevin Brennan]

Q 55 But does not that tell you that the school is not outstanding in the first place?

Sir Daniel Moynihan: It could well do. Some 80% of schools are judged to be good and outstanding. What is intriguing is that, in some of those judgments, there are schools with enormous gaps between pupil premium and non-pupil premium children. That cannot be right. How can a school be outstanding with an enormous gap there? A number of schools with those judgments from the past have very low value added, so there are issues to be looked at.

Progress has to be the driver. Progress alerts you to a school; you have to look at it in a bit more detail to judge whether it is coasting or not. You would have to look at destinations to find out where those children are going: what kinds of universities, apprenticeships and jobs they are going to, and what attendance is like. Progress is the first stop but you have to look at other things to get the picture.

Education and Adoption Bill

Debate between Kevin Brennan and Flick Drummond

Monday 22nd June 2015 Commons Chamber

[Mrs Flick Drummond (Portsmouth South) (Con)]

I congratulate all those who have made their maiden speeches today, in particular my hon. Friend the Member for Telford (Lucy Allan), whose powerful speech made a big impact on me. I would have liked to talk about adoption, but I will concentrate on schools today.

I welcome the new categorisation of coasting schools. Having worked as a lay Ofsted inspector, I know exactly what those sort of schools look like: schools that are not stretching every child and are happy to just reach the minimum level. I have been rung up by parents asking me why their very nice primary school has been classified as inadequate, and why their great teachers were not doing as well as they thought they were. Schools would be classified as inadequate because bright children were getting level 4 rather than level 6, and other children were getting level 3 when they should have been getting level 4. It is these schools that have been classified as inadequate. They were not failing their children completely, but they were coasting and not doing a good job.

[Kevin Brennan]

The hon. Lady, a former lay inspector, raises a very interesting point. When she was inspecting a school, would she have been able to give it a good or outstanding rating, but still find it to be coasting?

[Mrs Drummond]

No, under the old system it would be a failing school if it was coasting. Nowadays, it would be seen as an inadequate school. In terms of terminology, coasting is much more acceptable to parents, teachers and schools. A school cannot be said to be inadequate when children are still learning to read, write and do mathematics but are not doing as well as they should be doing. That is how I see a coasting school, but I know we are going to develop this. I have some concerns about how coasting schools will be evaluated. The Secretary of State said that they would be evaluated on the basis of more data, but I should like that evaluation to be widened slightly to include Ofsted inspections. Perhaps there could be mini-inspections to ensure that all the data were available.

Let me give an example. We consider the school of which I am a governor to be a rapidly improving school, but its current level is “requires improvement”, and the local authority sent us a warning letter last year because we had missed the overall target by just 1%. It was the maths that had let us down. However, the children have made very good progress throughout their time at the school.

Nearly all the children arrive at a level that is well below the average, and a large number are eligible for free school meals. Last year we had several level 6 results, and many level 5s. One reason for our not achieving higher results was the fact that children covered by our autism provision were included in the results. Children with special educational needs find tests very stressful, and often do not meet national standards in any event. I should like to see much more provision for such children, whether they are included in the overall results or treated differently. I should also like to see a completely different system of assessing, in particular, children with autism. Other children arrived during the school year speaking English as a foreign language, and it is difficult for teachers to raise such children to national standards. I should like to see a much more holistic approach to the categorisation of schools.

There is a new curriculum and assessment system, and schools are still settling down and working out how the new levels—exceeding expectation, at expectation or below expectation—will operate. The Department needs to help schools with those new levels, which are still quite confusing as schools develop their own methodologies. It is right for them to be able to do that, but no clear national guidelines have been provided. The results of school evaluations often hide the true picture, and I ask the Secretary of State to ensure that they are fair.

I agree that schools must become academies if their local authorities are weak. Portsmouth City Council was deemed to be the sixth worst authority in the country in this context, and during the 10 years the Liberal Democrats were in control, there was very little political will to improve educational standards. That has begun to change over the past year, under the new Conservative administration.

In many instances, when Portsmouth schools have become academies, children’s education has improved. I mentioned the Charter Academy in my maiden speech. In five years, its GCSE pass rate has risen from 3% to 85%. The local authority wanted to shut down the school, which is in an area of great deprivation, but fortunately the old head teacher saw its potential and brought in Ark Schools, which I consider to be one of the pinnacles of academy provision. I am pleased to learn that it has recently taken on some primary schools in Portsmouth as well. I recently visited Ark Ayrton with my hon. Friend the Minister for Schools. The head teacher of the primary school that it took over was extremely reluctant to allow the school to become an academy, but was forced to do so. She now says that it was the best thing that she could have done, that she wishes that she had done it a long time ago, and that she is receiving incredible support from Ark. Ark Dickens has taken over another school in my constituency—again, in an area of great deprivation—and I look forward to seeing a difference in children’s education there.

I have spoken before, outside the House, about the poor performance of my local authority. I agree with the National Union of Teachers that it should be the job of local authorities to assist schools, but where they are failing, we need an alternative, and free schools are providing that alternative. I am grateful to academies for giving some of the children in Portsmouth the education that they deserve, along with aspiration and the tools that will enable them to realise their ambitions.