Education and Adoption Bill

Debate between Kevin Brennan and Stephen Twigg

Wednesday 16th September 2015 Commons Chamber

[Kevin Brennan]

I have been accused of coasting. We shall come to that later. Either I am doing something very right or I am doing something very wrong; it is hard to work out which. Perhaps the hon. Member for Enfield, Southgate is right. But, like the Schools Minister, I am still here after all these years. “Still Crazy After All These Years” was, I think, a song by Paul Simon. Anyway, we are still here, the two of us, facing each other across the Dispatch Box.

Let me pay particular tribute to my hon. Friend the Member for Stoke-on-Trent Central (Tristram Hunt). I am glad to see that another former shadow Secretary of State, my hon. Friend the Member for Liverpool, West Derby (Stephen Twigg), is sitting next to him: it is a wonderful reunion. My hon. Friend the Member for Stoke-on-Trent Central has decided to take a sabbatical from Front-Bench politics, I really enjoyed working with him. I wish him well, and thank him for the hard work and passion that he brought to his role. I look forward to reading the book which I am sure will form one of the fruits of his new-found free time. If it is any sort of political memoir, I do not care what it says as long as I am in it.

New clause 1 deals with

“Schools where pupils do not fulfil potential”,

and should be read in conjunction with amendment 1, which proposes to leave out clause 1. The new clause replaces clause 1, which is entitled “Coasting schools”. The House will recall that when the original clause 1 was drafted, the Government were unable to provide a definition of “coasting schools”, even on Second Reading. In Committee, we were given some draft regulations which made it clear that what the Government had in mind was a purely data-driven exercise.

We believe there is a need to do something about schools that are doing well superficially but are failing to fulfil the potential of their pupils, hence our new clause. In government—my memory is long enough for me to remember what we did in government, as is clear from what I said earlier—we wanted local authorities to identify coasting schools whose intake did not fulfil earlier promise, and whose pupils lost momentum and failed to make progress. That often applies to pupils with special educational needs, or children who get left behind and may become disengaged from their education, but it is equally applicable to able pupils who are not stretched or challenged enough. We wanted coasting schools to benefit from the support of other schools and leaders forming trusts and federations to formalise the benefits of collaborative learning.

[Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)]

I rise to support my hon. Friend’s argument. One of the best achievements of the previous Government was the London challenge, and also the black country and Manchester challenges. Will my hon. Friend join me in welcoming the decision of the mayor of Liverpool, Joe Anderson, and his cabinet member, Nick Small, to establish a Liverpool challenge precisely to address some of these issues of standards in our schools?

[Kevin Brennan]

I join my hon. Friend in welcoming that, and of course he is too modest to outline his own part in the London challenge. I am sure the fact that Liverpool is the part of the country he represents has been influential in the idea being taken up so readily there. I congratulate him and the mayor on that initiative.

We recognise the concern to which I referred, but we are not at all convinced that the way the Government are dealing with this issue in the Bill is the best way forward. They are attempting to legislate on coasting schools in the Bill and then set up regulations that rigidly seek to define them in a way that produces significant anomalies and a whole new way of judging schools outside of Ofsted. By cutting out Ofsted, they are muddying the waters considerably.

The concept of coasting schools has been around for quite a while. It was first used formally by the last Labour Government in 2008 in “Gaining Ground: improving progress in coasting secondary schools”, in which we said:

“Coasting schools are schools whose intake does not fulfil their earlier promise and who could achieve more, where pupils are coming into the school having done well in primary school, then losing momentum and failing to make progress.”

So it is a useful concept, but the Government’s clumsy attempts to translate that directly into legislation has made the term toxic in the space of a few months. Our new clause goes back to the original definition of pupils not fulfilling potential so as not to confuse it with the Government’s rigid data-driven approach.

We accept that schools that need improvement might not be picked up in an Ofsted inspection. Every framework cannot meet every eventuality, but the answer is not to use the definition as proposed by the Government based on a crude formula from raw pupil data. A much better approach is one that involves both the professional judgments of Ofsted and the local authority—or the academy trust, because why should academies escape this measure? Our new clause would create a new section 60B in the Education and Inspections Act 2006 and put into its new subsection (1) a definition of a school

“where pupils do not fulfil their potential”

and in subsection (2) make it clear that a school has to be notified following a professional consideration between Ofsted and those with local knowledge. This would apply to both a local authority-maintained school and an academy.

In our proposed new subsection (3) we outline the sorts of issues that should be considered prior to that notification, including “the availability of…teachers”. In other words, schools should not be penalised because the Government have mismanaged the supply of qualified teachers, particularly mathematics teachers, which could affect, for example, EBacc performance in a school. I will return to the question of teacher supply in a moment.

Secondly, while a comparison of pupil progress statistics is important, it must take account of the size of the school and standard errors, and not crudely interpret and apply data. Thirdly, age range is important, especially where there is not a standardised assessment of performance on entry to the school. For example, some areas have middle schools. Fourthly, there is the question of special educational needs. A professional assessment should be made of the progress of pupils with SENs and disabilities. Fifthly, a school may be recruiting pupils from a more advantaged area where, for example, there is the widespread use of private tuition, which can be impossible to discern from raw data. Education Datalab and others have noted that it is virtually impossible for a grammar school to be coasting under the Government’s initial floor standards in the draft regulations.

Gender is important, too. For example, under- achievement of girls in STEM subjects needs to be identified and acted upon, rather than lost in raw statistics.

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[Stephen Twigg]

My hon. Friend is making a very important point, because the evidence shows that the most important element in educational improvement is the quality of leadership and of teaching. The example that he gave from the CES is probably about that executive head and his or her ability to lead, and much less about the structures, which tend to dominate debates in here.

[Kevin Brennan]

My hon. Friend is absolutely right about that. There was a resource available locally of an outstanding executive head to take on the role, but the Bill would require the school to be academised and taken over by sponsors, who may have nothing to do with the local area, the local diocese and the wishes of local people and parents.

We also highlighted how partnership is another alternative way of going about school improvement. The case study sent to us by the CES was that of the Corpus Christi Partnership and the St Joseph’s Catholic primary school in Crayford. Members may have seen that the CES highlighted this case in the briefing for the remaining stages. The school had had a section 5 inspection in May 2012, when it got grade 4 for attainment, teaching and leadership, and grade 3 for behaviour and safety. Overall, it got grade 4 and was in special measures. The diocese brokered a support programme led by the headteacher of St Catherine’s Catholic school in Crayford and the expertise of a number of local schools in Bexley was used to improve the school. It was re-inspected under section 5 in June 2013 and graded 2 in all areas, with an overall grade 2. It was so successful that all the Catholic schools in the area formed a partnership—a school improvement and support board—through which all schools are committed to collaborative working and supporting schools in areas where support is needed. This was about a partnership, instead of automatic academisation, working successfully. Again, that approach would, in effect, be banned by this Bill because of the Secretary of State’s delusions of infallibility.

What about federation as a way of trying to bring about school improvement? Let us look at another case study, that of the Regina Coeli Catholic primary school in south Croydon. Again, a “poor” inspection led to intervention, whereby an interim executive board was put in place. There was pressure from an academy broker, probably on £1,000 a day from the Department—we know from parliamentary questions that that was what some of them were paid—to join a multi-academy trust. The diocese did not agree that that was the best thing for the school and arranged for the headteacher of St James the Great Catholic primary school in Thornton Heath to become executive headteacher for both schools until a permanent arrangement was agreed, which was to join a local federation of schools. Key staff from the other school were used—this included using its deputy to become the head of school—and a federation was joined in 2014. Again, the re-inspection showed much improved performance in the school, with it being graded 2 in all areas and overall. That was an example of a federation being used, instead of automatic academisation, and working successfully. Again, that approach would, in effect, be banned by the Bill because of the Secretary of State’s delusions of infallibility.

As we have established, the Secretary of State holds an ideological position, which says that private sponsors are always better than public authorities and, in particular, better than any local authorities, regardless of the party in control, be it Labour or Conservative. We believe that decisions should be made according to the circumstances of the particular case, based on the evidence—it may well be that an academy solution is the best in some circumstances. The Secretary of State does not believe that, even though she already has the powers at her disposal to issue an academy order, if she wishes to do so. Under the Academies Act 2010 she can make an academy order in relation to any school that has received an adverse Ofsted finding. All she is doing with clause 7 is tying her own hands to one particular course of action, and academisation has to happen even if there is no high-quality sponsor available, even if the local authority has a strong record of improving schools and even if the parents and school or local diocese propose a credible, proven alternative approach. We know from the evidence that we have been given that that is the case.

I wonder how the Secretary of State is going to find all these sponsors to manage the 1,000 more academies that the Prime Minister has committed himself to during this Parliament, given that in the past five years the Government have struggled to convert all the schools that they could have, often because of the shortcomings of the Secretary of State and the Department, rather than because of any opposition locally. There will be circumstances when the academy route is clearly not the best one, but through this clause Ministers have tied themselves to it, regardless of whether it will do the school any good or not. We are all fallible, Madam Deputy Speaker, even you, except when you make a ruling from the Chair, but the Secretary of State should have the humility to renounce her attempt to legislate for her own infallibility and she should accept our new clause 2.

The final proposal the Labour Front-Bench team has made is new clause 3, which relates to schools causing concern and the involvement of parents, and has to be read with amendments 8 and 9. My hon. Friend the Member for Walsall South (Valerie Vaz), who is not here this afternoon, put it well on Second Reading, when she said:

“Amazingly, the Bill says that parents should not be consulted, so the very people who know about a school will not be allowed to have a say. In this country, we consult, we do not dictate, and that is one of the key areas that judges will look at in considering whether a decision is lawful.”—[Official Report, 22 June 2015; Vol. 597, c. 684.]

In new clause 3, we are showing that we are on the side of parents; it would put parents back in the picture when the Secretary of State would purge them from the process. That is why the press release from the New Schools Network about parents’ rights today is so ironic; it comes on the same day as the Government are pushing through the Commons the remaining stages of this Bill, which obliterates the chances of parents to have any say in the future of their local school. Although the Government protest that parents are, from time to time, foremost in their thoughts in their education policies, that is patently not true. In fact, the Government treat parents who want to have a say in the future of their child’s school with thinly disguised contempt—that is probably a bit unfair, because it is not thinly disguised at all. The Minister makes it clear that any parent who expresses concern at how Government policy affects their school is deemed to be an ideologically motivated individual. This Bill sweeps away any pretence that the Government care about what parents think.

New clause 3(2) would insert a new section 59A in the Education and Inspections Act 2006 that sets out the principle that the Secretary of State, local authority, school governing body and academy trust must do everything possible to involve parents in decisions about schools in difficulties. It would bring academies into the Act’s remit as well. Parents at all types of publicly funded schools should be treated equally, and that is what the new clause would achieve. Subsections (4) and (5) would require parents to be informed if a school received a warning notice about its performance, its safety or its teacher conditions.

There is a loose duty under the 2010 Act to consult on an application for academy status. It puts the duty to consult on the school governing body, and the consultation can happen after or before an academy order is made. The consultation is only about whether the school should be an academy. There is no duty on the Department for Education, despite the fact that, in many cases, it will be the Department that has required the conversion to happen. There will be no consultation either on who should be the sponsor. In relation to schools eligible for intervention, clause 8 removes the requirement to consult.

We know what the Secretary of State thinks about parents. On 3 June on Radio 4, she said that this Bill would

“sweep away the bureaucratic and legal loopholes previously exploited by those who put ideological objections above the best interests of children.”

The objections she was referring to here are most commonly those held by the parents of the children affected. Parent Teacher Association UK recently commissioned a YouGov poll of 1,000 parents. Some 85% of them told the pollsters that they want a say in how their child is educated, and 79% want to support their child’s school. PTA UK calls for parents to be involved in a timely way with any developments in the school, but the Bill would sweep away any opportunity for that to happen. Again, it is another example of the infallibility complex that the Secretary of State seems to have. We live in a democracy. Governments do not always know best in every circumstance. She is removing the democratic right of parents and others to influence the future of local schools. It goes against the Government’s purported support for localism where local people have a say on local issues. The Bill would introduce even more centralised control than we already have. It is an extraordinary departure from the normal decision-making processes of Government.

The Secretary of State would make a decision without the need to make any attempt whatever to listen to parents, pupils, teachers, governors and employers—in fact anyone at all who might be thought to have some knowledge of the situation locally. As we heard earlier, we know what the Secretary of State thinks about other people’s views. She justifies that on the absolute presumption that her solution is always infallible, but—as has been demonstrated over and again—that is not true.

Examination Reform

Debate between Kevin Brennan and Stephen Twigg

Wednesday 16th January 2013 Commons Chamber

[Stephen Twigg]

I certainly accept that we need to learn from the strengths and weaknesses of the changes that have been made. We made a number of reforms. I was a Minister when Curriculum 2000 was implemented, which created the AS-level. That was a positive reform that has stood the test of time. There is a case to look again at modularisation, but as I will say in my speech, that does not require us entirely to remove controlled assessment from the core subjects that make up the secondary school curriculum.

Sir Jonathan has been joined by other leading British innovators in warning the Secretary of State that his plans are “jeopardising Britain’s future prosperity”. Research carried out for the Department for Education by Ipsos MORI demonstrates the effect that the EBacc performance measure has already had on creative subjects. For example, more than 150 schools have withdrawn the important subject of design and technology from their curriculum. There have been similar declines in drama and art. I fear that the Secretary of State’s plans for EBCs risk making the situation even worse.

A survey by YouGov for the National Union of Teachers that was published earlier this month found that more than 80% of teachers said that the proposed changes to exams at 16 were being rushed. Louise Robinson, the president of the Girls Schools Association, has said that the Education Secretary is transfixed by

“a bygone era where everything was considered rosy”.

She said:

“You can’t be forcing a 1960s curriculum and exam structure on schools. These children are going to be going out into the world of the 2020s and 2030s. It is going to be very different from”

the Secretary of State’s

“dream of what it should be.”

It is an indication of the Secretary of State’s unpopularity that voices from the private schools sector and the National Union of Teachers are united in their opposition to his plans.

[Kevin Brennan (Cardiff West) (Lab)]

A great achievement.

[Stephen Twigg]

It is a great achievement, as my hon. Friend rightly says.

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[Stephen Twigg]

My hon. Friend makes the point powerfully, and it is absolutely the right point to make. It is not simply Opposition Members who are making it—it was the central argument of the CBI’s excellent report on education before Christmas, when it called for a pause in the Government’s proposed EBCs. That is why, in our motion, we urge the Government to rethink. We have reflected on what we are hearing from business, as my hon. Friend rightly reminds us, and from the world of education that they are not the reforms that take our education system, our economy, or our broader society in the right direction.

The Government’s plan for EBCs is very much in tune with the Secretary of State’s wider programme for education: a narrowing of the curriculum, backward looking in terms of assessment, and a policy for the few, not the many. Last year, the Secretary of State presided over the fiasco in GCSE English marking. Now, on his plans for changes to exams at 16, week after week we see increasing opposition, whether from business, entrepreneurs, teachers or parents. In contrast, I want to see a true baccalaureate approach to assessment and qualification reform. Labour Members are working to build a consensus in the worlds of business and education on reforms that will work and will last; reforms that will strengthen, not undermine, our standing in the world. On that basis, I commend this motion to the House.

[Kevin Brennan]

On a point of order, Mr Speaker.

Education Performance

Debate between Kevin Brennan and Stephen Twigg

Thursday 12th May 2011 Westminster Hall

[Stephen Twigg]

The hon. Gentleman anticipates the next part of my speech. I absolutely share his concern. In fact, I was Schools Minister at the time—I do not know whether he intervened on me with that knowledge—and I remember the difficult conversations we had to have. The subsequent judgment was that the figures, for both 2000 and 2003 I think, were invalid because there were not sufficient schools. All we have to compare is 2006 with 2009.

The hon. Member for South West Norfolk spoke about PISA before I came into the Chamber. I apologise for missing what she said. The Secretary of State has spoken about the PISA outcomes on a number of occasions. Clearly, we must all share his concern about how low down the PISA league table we are for maths, science and reading. There are issues about its methodology and about the new entrants that were not in previous studies, but I will not dwell on them. I share the concern of the hon. Lady and others that we clearly still face a very big challenge.

The hon. Lady referred to Shanghai, which is a part of China that was not in the previous PISA table in 2009 and that went straight in to the current table at No. 1, which is what they used to say on the top 40. It is now top of the PISA league table for maths, science and reading. Clearly, there are lessons that we need to learn from that part of the world.

[Kevin Brennan]

Let me caution my hon. Friend on this matter and recommend that he read the article in The New Yorker, which asked whether help had been given to those taking the tests in Shanghai.

[Stephen Twigg]

I will read that article.

Whenever we discuss test scores, there is always this argument about whether people are being taught to the test. Of course there are other pieces of research that show rather different outcomes. I know that this has been referred to in previous debates, but the trends in international mathematics and science study, which does not cover English or reading, looked at scores in years 3 and 9 between 1995 and 2007. In terms of progress in both mathematics and science, the United Kingdom was towards the top of the most improved countries in the world.

--- Later in debate ---

[Stephen Twigg]

I thank the hon. Gentleman for that intervention. At the end of the hon. Lady’s speech, she said that there is no contradiction between a high-quality and a high-quantity education system, and that is something with which I passionately agree. I do not necessarily agree with everything that she said in constructing that argument, but I certainly believe that we should be aspiring to that.

Let me take up something that the hon. Lady said and that has also been said by other Government Members. We face a real challenge in changing the attitude of many state comprehensive schools to getting their brightest kids into Oxbridge. As someone who went from a comprehensive school to Oxford—okay, it was quite a long time ago, as the hon. Gentleman will know—I relied on a particular teacher who mentored and encouraged me. He studied philosophy, politics and economics at Oxford and I was doing A-level economics. Without him, I am not sure whether I would have made that application. I do not think that that situation has changed as much in the subsequent 25 years as I would like. It is not just about Oxbridge, but if we are rightly to criticise Oxbridge for the comparatively low numbers of state school kids getting in, part of the challenge is for the schools as well as for Oxbridge.

[Kevin Brennan]

We are all in danger of confessing our educational backgrounds. I also went to a comprehensive school and ended up studying PPE at Oxford. That just shows how predictable MPs are.

[Stephen Twigg]

Did my hon. Friend study A-level economics?

[Kevin Brennan]

Yes, I studied A-level economics and got an A in case anybody asks. Cambridge Assessment sent me an article this week about the PISA studies in which Andreas Schleicher, who is often cited by the Secretary of State as his hero, seemed to suggest that there is no evidence of decline in English pupil performance.

[Stephen Twigg]

I think I will move on from this part of my speech, partly because a lot of Members want to participate in the debate.