Teaching Quality

Lindsay Roy Excerpts

Wednesday 29th January 2014 Commons Chamber

[Mr Pat McFadden (Wolverhampton South East) (Lab)]

I very much welcome this debate and the emphasis that my hon. Friend the Member for Stoke-on-Trent Central (Tristram Hunt) has placed on teaching standards and quality. Teaching is a tough job, and those who devote their lives to helping children deserve our respect and admiration. I think we all remember the particular teachers who inspired us. I remember Jack McLaughlin, my English teacher at Holyrood secondary school in Glasgow, who taught me more about the love of words than anyone else I have ever met. So, good teaching can be inspiring, but poor teaching leads to lack of opportunity and to unfulfilled lives.

Just before Christmas, Ofsted produced its annual report. In it, a table shows the proportion of children in each local authority who go to good or outstanding schools. It shows that primary school children in my local authority area of Wolverhampton have a lower chance of going to a good or outstanding school than those living anywhere else in England. If that is not a call to action, and a call to arms, I do not know what is. Wolverhampton does have some good and outstanding schools, and some excellent, inspirational teachers. In places, it also has strong leadership that is intolerant of failure. As the Ofsted table starkly illustrates, however, it does not have enough of those things. That means that too many local children are not getting the education they deserve and are being denied the opportunity to make the best of their lives.

[Lindsay Roy (Glenrothes) (Lab)]

Will my right hon. Friend explain why Ofsted has not intervened in that case?

[Mr McFadden]

I am coming on to what I would like from Ofsted in that situation. Nothing is more important for opportunity and social mobility than a good education. Mediocrity, low ambitions and a weary acceptance of failure cut off opportunity for young people. We need a strong determined response to this report and its verdict. What should the elements of that be? First, there is no point in shooting the messenger. We cannot confront a problem if we deny that we have one. We must accept the verdict and vow never to be in such a position again. Improving education standards should be accepted as the single biggest challenge facing the city. It should become a cause that unites everyone—schools, the local authority, the university, employers and the local MPs.

Secondly, we must set this discussion about deprivation and the attainment gap in the right context. There is an attainment gap. Of course teaching kids from a deprived background is tougher than teaching kids from homes full of books and with the social capital to which my hon. Friend the Member for Stoke-on-Trent Central referred.

It can never be right to blame deprivation for educational failure. There are plenty of areas in the Ofsted report with deprivation levels as high as, or higher than, Wolverhampton that have significantly better achievement. Apart from the Ofsted table, there is another more fundamental reason why we cannot use deprivation as an excuse—it absolves us of the responsibility to act. It writes off the children and gets everyone else off the hook, and that is a dereliction of duty to children who need, more than anyone, the opportunity that a good education brings.

I do not believe that children in Wolverhampton are any less able than children from anywhere else. They should never be written off or be told, as I have been told, that

“our black country kids are not that academic.”

I will never believe or accept that.

What are the other elements of a turnaround? We need good leadership. We know that the people who know best about turnarounds are the good leaders already in our schools. We need more of that, and we need the good schools to mentor the struggling ones to help them raise their game.