Education, Skills and Training
Debate between Lindsay Hoyle and Carol Monaghan(8 years, 6 months ago)
Commons ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Carol Monaghan (Glasgow North West) (SNP)
It is a pleasure to follow my hon. Friend the Member for Falkirk (John Mc Nally) and to conclude on behalf of the SNP.
There is a phrase in the Queen’s Speech that I doubt anyone in this place would disagree with:
“educational excellence in all schools, giving every child the best start in life.”
I have taught in several excellent schools. One in particular that comes to mind is an inner-city comprehensive in Glasgow, where quality shone through. The quality was obvious in the way the school interacted with the wider community, the way former pupils came back to let their teachers know how they were getting on and the way the staff worked as a team to make sure they got the best possible outcomes for their students. It was also a happy place. However, would that school be deemed excellent by Government Members? I doubt it.
There are three main groups of people who make the difference to children’s educational chances: the children themselves, their parents and the teachers. At no point did I mention politicians, however, because we now have a situation where the level of political interference is reaching dangerous levels.
Many Members will have visited schools in their constituencies. Like the Queen, they will have been treated to the pristine and polished view. A more enlightening experience, perhaps, would be to go undercover and shadow a teacher for a couple of days. Even though a proficient teacher will make the job look easy, one would still develop a far more informed view of the realities of 21st-century education. I would suggest that Members try their hand at teaching a class of 30 teenagers, but unfortunately most hon. Members in this place would not make it past the morning interval. As legislators, we need to understand why there is both a recruitment and a retention crisis in teaching. We need to listen to the teachers to ensure that we retain these experts in education.
The dangers of the academisation programme may not be immediately obvious. Indeed, to the lay person the programme can seem attractive. No parent wants their child to get a second-class education at a so-called failing school, so transforming these schools magically into beacons of educational brilliance does indeed seem attractive. But we need to call it what it is: this “deregulation” is in fact privatisation by another name. Academies can be judged to be failing or coasting in the same way that local authority schools can be outstanding, so this relentless drive to convert schools to academies is clearly being done for a different reason, and I suggest that it is an ideological attack on state education.
There is plenty of talk about our great teachers—in fact, I have heard it mentioned several times today—but to the teaching profession these words appear hollow. Removing teachers’ nationally agreed terms and conditions and abandoning pay scales is ultimately about reducing education spending. These terms and conditions set out the number of hours teachers should work each week and how that time should be split between class contact, preparation time, and continuous professional development activities. Simple things like the requirement to give a teacher a lunch break are included in the conditions, but they also include agreed standards for, for example, sick pay or maternity leave. Firefighters and police officers are not expected to negotiate their pay with the local station, and neither should our teachers. For a beleaguered profession, this is the equivalent of kicking them when they are down.
The deregulation of pay scales has been reported as allowing schools to pay their staff more in order to recruit quality teachers. I am afraid I am sceptical. There is a real danger that by removing standardised pay scales, the opposite will in fact happen, and staff will be paid less. This will further demotivate teachers and lead to the increased use of unqualified teachers. As the largest part of any school budget is for staffing, when this is rolled out nationally the Government’s education budget can be eroded right across the country, meaning that education spending would reduce and funding problems currently experienced in schools would be ingrained.
The use of unqualified teachers causes me grave concern. We are talking about people who hold a child’s future in their hands. It would be unacceptable to go to the doctor and find that the person sitting in front of you had never been to medical school, so why is this acceptable in teaching? I accept that there are shortages of teachers generally, and specifically in a number of key subject areas. The Government should therefore ask themselves, and ask the teachers, why teaching has become so unattractive, rather than compound the situation with further ham-fisted, ideologically driven interference.
On a number of occasions in this Chamber I have raised concerns about the £35,000 income threshold for non-EU workers. The Government need to look immediately at this ill-thought-out scheme and the impact it is having on the recruitment and retention of overseas teachers in key subject areas, particularly in STEM subjects. There is nothing in the Queen’s Speech to tackle shortages in those subjects or to lift the £35,000 threshold.
Excellence is not about groups of pupils leaving school with a narrow clutch of GCSEs in traditional subjects. In Scotland we have a new curriculum for excellence, which allows pupils to work through subject areas with much less constraint than in the past. The drive is not for boffin-like students to rhyme off equations and dates that can be Googled instantly; instead, it is for our young people to be empowered with skills such as analysis, communication and problem solving—in other words, the employability skills for which business is crying out.
I am happy to say that Scotland is a country of bairns not bombs. We are protecting pay scales, terms and conditions, and standards and qualifications for teachers. Unqualified teachers cannot work in our schools.
When the education system in England has been flushed down the toilet of deregulation, those who can afford it will go private, and unequal Britain will be embedded. The UK Government have to ask themselves what value they place—
