Schools: Foreign Languages

Debate between Lord Nash and Lord Cormack

Monday 26th January 2015 Lords Chamber

[Lord Nash]

I agree entirely with the noble Baroness about the importance of the matter. More than 1,800 places for modern language teacher trainees are allocated for 2015-16, which is an increase of 4%. As I say, we have substantially increased the bursaries, which were brought in for language teachers by this Government.

[Lord Cormack (Con)]

My Lords, for how many of our secondary and primary school pupils is English a second language, and is the Minister confident that we have sufficiently able teachers of English to make sure that, when children leave primary schools and go on to secondary school, they are fluent in the English language?

[Lord Nash]

We are very focused on increasing the quality of literacy in this country. Our phonics programme is now acknowledged to have been a substantial success. We have focused the national curriculum, particularly in primary schools, much more on language skills.

Schools: Careers Advice

Debate between Lord Nash and Lord Cormack

Monday 20th October 2014 Lords Chamber

[Lord Nash]

The noble Baroness is right—there is an inherent conflict in this. Schools have a clear responsibility to ensure that their pupils achieve and progress to positive destinations, whether that is university or another, high-calibre, vocational route. Our revised guidance clearly states that schools should act impartially and recognise that some students would be better suited to educational training beyond schools, and it makes it clear that schools should give other providers the opportunity to inform pupils about the offer. We believe that our new destination measures will also help considerably in that area.

[Lord Cormack (Con)]

My Lords, may I once again urge my noble friend to contact all secondary schools and encourage them to appoint a careers advisory panel drawn from local businessmen and professionals who really know about jobs and careers?

[Lord Nash]

My noble friend has raised this before and I think it is an excellent idea. In fact all schools should have at least one person focused on the careers function. I know that a number of schools do this and we are considering encouraging more of them to do so.

Education: Citizenship Studies

Debate between Lord Nash and Lord Cormack

Monday 30th June 2014 Lords Chamber

[Lord Cormack]

To ask Her Majesty’s Government what plans they have to increase the emphasis on citizenship studies in the school curriculum.

[The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)]

My Lords, I am delighted to be able to say that this Government have retained citizenship education as part of the new national curriculum. From September this year it includes an improved programme of study for citizenship education at key stages 3 and 4. This new programme of study will equip young people with the skills and knowledge to explore a range of issues and help them to take their place in society as responsible citizens.

[Lord Cormack (Con)]

My Lords, I am grateful for that reply. Can my noble friend assure me that citizenship will have a central place in the curriculum, particularly in the last two or three years before children leave school? Will he ensure that, whether it is busking or otherwise, they have the opportunity for community service during that period? Will he give further thought to the idea that I have put to him on many occasions that there should be a citizenship ceremony when pupils leave school so that they can acknowledge publicly their responsibilities as well as their rights?

[Lord Nash]

I absolutely agree with the noble Lord that citizenship is important and I know that he is a passionate supporter of it. Many schools have ceremonies for awards and the new citizenship programme of study requires active participation. I would certainly encourage schools to consider adopting the noble Lord’s idea if they do not already reward good citizenship. Certainly it will help them demonstrate that they are promoting British values. However, it is not this Government’s style to mandate such a thing. In addition, the Government’s National Citizen Service for 16 and 17 year-olds gives young people a chance to develop skills such as volunteering and social action projects. I was delighted to see that the IPPR report published at the weekend was so supportive of the National Citizen Service and that we seem to have achieved cross-party support for it.

Schools: Teachers

Debate between Lord Nash and Lord Cormack

Tuesday 24th June 2014 Lords Chamber

[Lord Cormack (Con)]

My Lords, is it not a fact that through successive years some of the most effective teachers in some of the highest-achieving schools have not had a technical teaching qualification? What teachers need is motivation, a love of their subject and an ability to transmit that to others—not just a piece of paper.

[Lord Nash]

I agree entirely with my noble friend. Studies show that holding QTS is by no means the arbiter of a successful teacher, and we must remember of course that QTS training is extremely brief. A McKinsey study highlighted the importance of personal characteristics such as commitment, resilience, perseverance and motivation—and, of course, subject knowledge is very important. Reflecting my noble friend’s comments, Richard Cairns, headmaster of Brighton College, one of the most improved schools in the country, said:

“I strongly believe that teachers are born not made and I will actively seek out teachers from all walks of life who have the potential to inspire children”.

Schools: British Values

Debate between Lord Nash and Lord Cormack

Thursday 12th June 2014 Lords Chamber

[Lord Cormack]

To ask Her Majesty’s Government what plans they have to draw up a list of British values to which all schools will be asked to subscribe.

[The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)]

My Lords, independent schools, academies and free schools are required to encourage pupils to respect fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. That provision was brought in by this Government. We plan to strengthen this requirement so that those schools will have to promote British values. Ofsted will also be asked to change the inspection framework to reflect that expectation so that maintained schools are also held to account on the same basis.

[Lord Cormack (Con)]

My Lords, I thank my noble friend for that encouraging and positive reply, for which I am sure we are all very grateful, but as we approach the 800th anniversary in 2015 of Magna Carta, which was the foundation of the rule of law in our country, should we not be considering drawing up a new British charter of responsibilities and rights which every school in the land should be asked to subscribe to? While we are thinking about these things, would it not also be a good idea to follow the example of our friends across the Atlantic and encourage schools to fly the flag?

Schools: Arts Subjects

Debate between Lord Nash and Lord Cormack

Wednesday 12th February 2014 Lords Chamber

[Lord Nash]

I share the noble Earl’s passion for the arts and know that it is an area in which he has great experience. I am happy to report that key stage 4 entries for arts subjects have not significantly changed since 2007 and currently account for 9% of all key stage 4 entries. I assure the noble Earl that we take discounting very seriously. We are looking specifically at how it works as it is so important that schools are not incentivised to offer pupils a narrow curriculum, although it is equally important that pupils take subjects that are distinct from each other. We are reviewing how the discount codes for dance and drama work, and we are also considering whether to allow appeals against the discounting decisions that have been made in other areas if there is evidence to support reconsidering our initial consideration.

[Lord Cormack (Con)]

My Lords, does my noble friend accept that not only does studying the arts enrich the lives of those who study them but that there are marvellous careers in the arts and crafts and we ought to do more to encourage young people to consider such careers?

[Lord Nash]

I entirely agree with my noble friend. It is important that we give all our students that core cultural capital that Diane Abbott has acknowledged in the other place as being essential, particularly for underprivileged children, to enable them to get on in life and that we encourage more careers. We now have a number of university technical colleges focused on the creative industries.

Schools: Independent Schools

Debate between Lord Nash and Lord Cormack

Thursday 16th January 2014 Lords Chamber

[Lord Nash]

I was a trustee of Eastside Young Leaders Academy, which focuses on improving the life chances of black boys in the East End. It has already sent 21 pupils to private schools under full bursaryships. One of our concerns was integration and we spent a lot of time working on that. I know that schools that take pupils from diverse backgrounds work very hard to make sure that the transition works.

[Lord Cormack (Con)]

My Lords, did not the previous Conservative Government introduce the assisted places scheme and would it not be a very positive thing to reintroduce something similar?

[Lord Nash]

The assisted places scheme provided valuable support for pupils, who benefited from a place at an independent school, which their parents might not otherwise have been able to afford. The scheme was abolished by the Labour Party in 1998 so that that money could be spent in the state sector. We agree with that sentiment. Our policy is that resources should be targeted at improving state funding for all pupils rather than supporting a minority.

Education: PISA Results

Debate between Lord Nash and Lord Cormack

Tuesday 3rd December 2013 Lords Chamber

[Lord Nash]

I know that the noble Lord is very experienced in these matters. I was recently visited by a delegation from Sweden consisting of MPs and others involved in education. They were here to study our accountability system because they acknowledge that they have half of the equation right—autonomy—but not the other half. They have been impressed with what they have seen here in Ofsted and our move to a more rigorous accountability system in examination analysis. That is why they acknowledged that they have failed; I do not think that it has anything to do with autonomy.

We are learning from Singapore, Hong Kong and Shanghai, particularly in maths. We sent 50 of our head teachers, with their heads of department in maths and science, to Shanghai earlier this year. I agree entirely that parents need to get more involved. When I first got involved in the academy programme, we had one ghastly meeting in Pimlico with all the antis. They were clearly not representative of parents, so to reach out to the parents, we organised eight one-hour meetings in Camberwell and Brixton, where the parents lived, to tell them what we were doing. There were 1,300 pupils so you would think that there would be 2,500 parents. I would like to ask noble Lords to guess how many parents turned up but I will tell you—one parent came to all eight meetings. We now have more than 90% attendance at parents’ meetings, because all state schools must now send out a message to their parents that if their children go to that school, they must turn up. That is what happens in independent schools and we must try to replicate that in the state system. I entirely agree with the noble Lord.

[Lord Cormack (Con)]

My Lords, I follow on from the wise, perceptive question asked by the noble Lord, Lord Quirk, and my noble friend’s response to it. Is not one secret a proper, disciplined framework in every school? In 10 years as a schoolmaster and 40 years visiting schools in my constituency, it was always the case that where there was proper discipline—allied to parental enthusiasm, I would add with reference to the noble Lord, Lord Knight—and children could learn in a disciplined framework, they made real progress. Should not our primary aim when we are talking of rigour be to ensure that there is real, rigorous discipline in every school?

[Lord Nash]

I agree entirely with my noble friend. Across the academy system a great many sponsors have taken over schools where, frankly, the previous behaviour was very poor indeed, and put in place a very effective behaviour management system. I saw a behaviour management system in America which I thought was particularly effective. You start the pupils on the left-hand side of the page, where they basically behave because they will get into trouble if they do not, and you slowly move them across to the right-hand side of the page, where they behave because that is the society they want. They want a calm society in their school because that is the only way they can learn. More sophisticated behaviour management systems are coming into place. We have strengthened teachers’ ability to confiscate mobile phones, particularly in the appalling incidents of sexting, and given more power for detention, and so on, but I agree entirely with my noble friend.

Schools: Unqualified Staff

Debate between Lord Nash and Lord Cormack

Monday 4th November 2013 Lords Chamber

[Lord Nash]

My Lords, we have just been told by the OECD that our school leavers—Labour’s children—are among the most illiterate in the developed world. Indeed, we are the only country in the developed world where our school leavers’ grandparents were better educated than our school leavers were. We have also recently been told by Alan Milburn that we are the most socially immobile country in Europe. That is why we need to bring teachers from whatever field we can into our school system to improve it, rather than to be dictated to by dogma.

[Lord Cormack (Con)]

My Lords, in spite of what the noble Baroness, Lady McIntosh, said, is it not crucial that truly qualified teachers are those who have a deep knowledge of their subject, a love of it and the ability to transmit that love enthusiastically to others?

[Lord Nash]

I entirely agree with my noble friend. This is absolutely true and there are many such excellent teachers in the independent sector, many of whom work in partnerships with the state sector. I know that the Labour Party does not like to hear about the independent sector, because it is truly world class—

Schools: Careers Service

Debate between Lord Nash and Lord Cormack

Wednesday 23rd October 2013 Lords Chamber

[Lord Nash]

My Lords, Ofsted inspects careers guidance through the leadership and management strand, and the extent to which the school is offering a broad and balanced curriculum. Schools are also held to account by destination measures.

[Lord Cormack (Con)]

My Lords, in a debate in this House in the summer, my noble friend responded positively to the suggestion that each secondary school would be well served by having a panel of local businessmen and women and professionals to advise on careers. Has he made any progress on that front?

[Lord Nash]

My noble friend’s example of a careers panel is an excellent example of good practice. I have seen other such examples. I recently visited Stoke Newington school and sixth form college—not an academy—where they follow excellent practice in offering careers advice. They have a speed dating careers day, which is very useful. There is a wide range of good practice that schools can use and a wide range of organisations such as Business in the Community, Business Class and the Education and Employers Taskforce with which schools can engage.

Al-Madinah Free School

Debate between Lord Nash and Lord Cormack

Thursday 17th October 2013 Lords Chamber

[Lord Nash]

I entirely agree with the noble Baroness on the last point. There is no place in our school system for such practices and we have made that absolutely clear to this school. As regards the monitoring of schools, our procedures are extremely tight. This situation developed quite rapidly over the summer, leading up to the head teacher’s resignation.

[Lord Cormack (Con)]

Does my noble friend accept that dogmatism is not normally compatible with common sense? Does he accept that there are many teachers in some of the finest schools in this country, which produce some of the best results, who do not have a formal qualification, just as there are many schools where all the teachers have a formal qualification but where the results are less than satisfactory? We have to preserve a sense of balance in all these things.

[Lord Nash]

I am grateful to my noble friend for his question. I agree with him entirely on both points.

Schools: Admission Policies

Debate between Lord Nash and Lord Cormack

Monday 22nd July 2013 Lords Chamber

[Lord Cormack]

My Lords, does my noble friend agree that throughout this country church schools, Church of England schools in particular, make an enormous contribution to the cohesion of their local communities, and that Church of England clergy play a big part in this, both by what they teach and by serving as governors on the boards of such schools?

[Lord Nash]

I agree with my noble friend. A 2009 independent report commissioned by the Church of England analysed Ofsted’s judgments on schools’ promotion of community cohesion. The report found that for secondary schools, faith schools contributed more highly to community cohesion than community schools and had higher average grades than community schools for promoting equality of opportunity and eliminating discrimination.

Education: Citizenship

Debate between Lord Nash and Lord Cormack

Thursday 27th June 2013 Lords Chamber

[Lord Nash]

My noble friend is perfectly right in what he says. Ofsted has to inspect on social, moral and cultural issues and carries out triennial reviews of all subjects, including citizenship. However, he is right and I will take his points back. Citizenship is part of the best eight.

I thank my noble friend Lady Byford for highlighting the excellent work that the House of Lords outreach programme does with young people. Almost 1,000 visits have been made to schools in every region of the UK, and House of Lords Chamber events have brought young people to Parliament to explore and debate a range of issues.

My noble friend Lady Byford also highlighted the fantastic work of the cadets programme. We know about the transformative effect that cadet units can have on schools by increasing attendance, engagement, participation at 16 to 18, self-confidence and discipline. The cadet expansion programme was a key strand of the Government’s Positive for Youth policy. Early work was based on a pilot of between 10 and 15 third-party funded units, but this number was increased following the announcement on Armed Forces Day last year by the Prime Minister and Deputy Prime Minister, who challenged departments to deliver 100 new units by 2015, with a longer-term goal of meeting all school requests for a cadet unit by 2020.

The Government are also committed to promoting the voices of young people at both a national and local level. That is why we are extending the funding to the British Youth Council. This funding supports initiatives such as UK Youth and local youth councils, where youth-led forums represent young people’s views.

In addition to a demanding curriculum, good-quality teaching is fundamental, as my noble friend Lord Norton said. There is strong evidence that links teacher quality, above all other school factors, to pupils’ attainment. The Government’s reform of ITT demonstrates our commitment to recruiting the very best graduates and to giving teaching schools more of a role so that schools close to the needs of particular types of pupils can develop the appropriate training. Teachers have access to a wealth of continuing professional development material and support through their subject associations. There is support on financial education, for example, through specialist charities, such as the Personal Finance Education Group, which are well respected, and private sector experts, such as the banks. Organisations such as the Association for Citizenship Teaching and the Citizenship Foundation also offer a range of support to teachers.

The importance of emergency life-saving skills and first aid were highlighted by the noble Lord, Lord Aberdare. The provision of emergency life-saving skills is not compulsory and is a matter for local determination, but I will take back his observations.

I thank noble Lords for engaging in this debate. I believe our commitment to helping young people to develop as citizens is abundantly clear.

[Lord Cormack]

As my noble friend seems to be coming towards the end of his speech, will he undertake to give some consideration to the idea of a ceremony for citizenship that I mentioned?

[Lord Nash]

I undertake to do that. I was about to say that I know that our reforms do not go as far as my noble friend would like, but I listened carefully to what he said and I will take that back. We believe that our reforms of the national curriculum, together with the wider support I have outlined, will ensure that our young people have the support they need to take their place as active and responsible members of society.

Childcare Ratios

Debate between Lord Nash and Lord Cormack

Thursday 9th May 2013 Lords Chamber

[Lord Nash]

Those are the main mechanisms that we are looking at. I will write to the noble Baroness if I become aware of any other mechanisms.

[Lord Cormack]

Further to the observations of my noble friend Lord Hamilton, can the Minister assure the House that consultation means precisely that and that, if the weight of evidence indicates that the Government’s course should be changed, the Government’s course will be changed?

[Lord Nash]

I can only repeat that the Government are looking carefully at all the responses and we will of course weigh all the evidence carefully before coming to a final conclusion.