Ofsted (14 to 17-year-olds)

Martin Caton Excerpts

Wednesday 16th July 2014 Westminster Hall

[Nick Boles]

I will be delighted to do so.

[Martin Caton (in the Chair)]

We will now move on to our next debate, which happens to be on the National Citizen Service.

Teacher Training and Supply

Martin Caton Excerpts

Tuesday 22nd October 2013 Westminster Hall

[Mr Laws]

I will certainly answer that question if the hon. Gentleman gives me the time to do so.

Schools are quite rightly setting the bar high and are looking to recruit the best possible candidates. Where possible, we have over-allocated places to ensure that sufficient candidates of the necessary calibre can be recruited. There has been a healthy interest in School Direct for next year. Requests for places in 2014-15 from schools, school-centred initial teacher training providers and higher education institutions are being processed, and we shortly expect to make announcements on initial allocations. We look forward to building on the enthusiasm of schools that have requested places, and we continue to welcome new schools into the School Direct programme.

School Direct is not about removing the role of universities in initial teacher training. Many teachers will want to go through a traditional university route, and many schools are developing healthy partnerships with universities. We are moving to a system of greater choice and diversity, which is welcomed by most schools and potential teachers.

Along with School Direct, we are continuing other programmes that aim to ensure that teaching is attractive to the country’s most able people. We have committed to supporting the expansion of Teach First by giving more top graduates the opportunity to teach in challenging schools by providing 2,000 places by 2015-16. We have developed a Troops to Teachers programme, with the wider aim of attracting and recruiting high-quality service leavers into schools.

I want to turn to the issue of qualified teachers that has so excited the shadow Minister for Schools today. I recall that the late, great Robin Cook once said, “If you want to keep something secret, the best place to say it is the House of Commons.” I now say that the best place to keep secrets from the Labour party is on the floor of the Liberal Democrat conference. Today, we heard all this material from the shadow Minister, who has been beavering away: he has looked in the coalition agreement and searched through the press cuttings. It is all very impressive, but all he had to do was to listen to what went on at the Lib Dem conference in March, when we passed a motion, which I think I proposed, that was voted for by the Deputy Prime Minister and the Prime Minister—[Hon. Members: “The Prime Minister!”] The Deputy Prime Minister, certainly. The motion set out our position on qualified teacher training, making it clear that we want it for every school. [Interruption.] It is not a secret, so what has happened to the research capabilities of the Labour party? Why is this such great news? [Interruption.]

[Martin Caton (in the Chair)]

Order. We need to hear the Minister.

[Kevin Brennan]

On a point of order, Mr Caton. Is it in order for the Minister to engage in sophistry rather than answering the question?

[Martin Caton (in the Chair)]

The Minister is not out of order.

[Mr Laws]

Thank you, Mr Caton. The shadow Minister for Schools is just grumpy because he missed the public news about the debate that took place at the Liberal Democrat conference. He has not been reading his press cuttings and keeping up with the news. I make him a genuine offer of free tickets to attend the Liberal Democrat conference each year so that he can follow our debates, see the motions we pass and keep up with the news to enable him to understand the differences—we see them across the board, and I thought that he would understand them—between the responsibilities exercised by any Minister in a coalition Government at the Dispatch Box and each individual party’s policies. I extend that free offer to the next conference.

Education Capital Programmes (Coventry)

Martin Caton Excerpts

Wednesday 22nd June 2011 Westminster Hall

[Mr Bob Ainsworth (Coventry North East) (Lab)]

rose—

[Martin Caton (in the Chair)]

Mr Ainsworth, I did not receive prior notice that you wished to speak in this debate. I am happy to call you, but I need the Minister’s permission.

[Mr Jim Cunningham]

On a point of order, Mr Caton. I did tell you that Mr Ainsworth was going to speak in the debate.

[Martin Caton (in the Chair)]

I may well have misheard you, Mr Cunningham, because I was trying to chair the meeting at the same time. Neither the Clerk nor I picked up a reference to Mr Ainsworth. We are wasting his time now, so let me call Mr Ainsworth.

Academies Bill [Lords]

Martin Caton Excerpts

Thursday 22nd July 2010 Commons Chamber

[Pat Glass]

I am sure that I am not the only person in the House who worked in education during the time of the previous Tory Government. I remember what it was like in those school buildings, where I was putting out buckets in the hall when it rained and excluding children from the hall because it was dangerous. I said that BSF is not about a capital building programme—it is a transformation programme. Our school buildings say what we think about our young people. To have children in office blocks, disused buildings and old schools—

[The Temporary Chairman (Martin Caton)]

Order. I have been indulgent, but interventions should be a lot shorter than that.

[Derek Twigg]

My hon. Friend makes an important point, which I shall come to when I ask the Minister how his handling of the amendment will affect that specific point, which is very important.

I am not sure how the Bill or, to some extent, the amendment will address the problem of school places and provision. The cancelling of the BSF project caused major problems for schools such as St Chad’s Roman Catholic school and the Heath specialist technology college in Runcorn in my constituency, which were going to expand. How will they now expand? They are popular and successful schools that have seen increases in their GCSE results—the Heath had a success rate of more than 82% last year. Problems were also caused for the likes of Bankfield in Widnes, which is my old school and has been told this week that it has an outstanding report from Ofsted. How can that school expand?

Wade Deacon school has a 100% pass rate in GCSEs at A to C and serves both an affluent area and a disadvantaged area. The previous school, Fairfield, is now being closed down and will amalgamate with Wade Deacon. They were going to be built on one site. How will that happen now? It will mean a split site and all sorts of difficulties, with 400 pupils displaced. That is the consequence.

I am not sure how the Bill and this clause will help the situation in my constituency, and that is a consequence of the decision that the Government took. This amendment is about ensuring that parents’ and the LEAs’ views are known and taken into account. Parents and LEAs will take account of the sorts of buildings that schools need, and that was what BSF was delivering. They were consulted on the buildings, they had a lot of say, and the buildings were designed to suit the ethos of the school and what it wanted to deliver. In particular, they were designed to suit other parts of the community’s involvement in them.

[Toby Perkins (Chesterfield) (Lab)]

Just last week, I was able to visit Springwell community school, a school that is being rebuilt in Staveley in Chesterfield, which is quite a deprived area that, at one time, had terrible problems. On 1 November, it expects to receive the keys to its new Building Schools for the Future school and all involved are incredibly excited about the facilities that they have there. I have been around the new facilities and they are not in any way lavish, but they will be taking delivery of a high-quality establishment. What was important to me was that they said that the whole BSF programme enabled them to reassess not just what buildings they wanted, but the whole way they did education. Is that something that my hon. Friend has found? The BSF process was about much more than just getting buildings up.

[The Temporary Chairman]

I call Stephen Twigg.

[Derek Twigg]

Derek, even, Mr Caton. I am happy to be associated with my hon. Friend the Member for Liverpool, West Derby (Stephen Twigg), but I must say that we are not from the same branch.

My hon. Friend the Member for Chesterfield (Toby Perkins) makes an important point, as he has before. For instance, all the schools discussed with other bodies in the area, such as the health authority, how they could improve the provision of health care and how community involvement could be increased. In areas such as mine, although we have seen significant improvements in education over the past 10 years, the average school gets more than a 72% pass mark at grades A to C, which is above the national average. For a borough that is the 30th most deprived in the country, that is some achievement, which has been given no recognition by the Government in the Bill. That has been an important part of the process. Getting the community involved and getting adults involved to improve the educational ethos and get parents and families to take an interest in their young people—many do, but many more need to—was an important part of the involvement with the schools, too.

Health is particularly important in Halton because we have some of the worst health problems in the country. We have the highest teenage pregnancy rates. That would have been an important part of the programme. These schools were not just educational establishments; they were community establishments that would have dealt with some of the problems that affect the communities in their localities. How will the Government deal with that through this Bill?

--- Later in debate ---

[The Temporary Chairman]

I call Mike Hancock. [Interruption.] Mike Hancock?

[Mr Mike Hancock]

I am sorry, Mr Caton; I was rather taken aback. It must be something to do with men with beards.

I hope that the amendment is pushed to a vote because I, for one, will support it, and for a number of reasons. First, however, I shall address some of the comments made by Labour Members. In the past 13 years, one or two Bills went through the House for which no amendments were taken.

The hon. Member for Gedling (Vernon Coaker), the former Minister, said that the futures of Conservative and Lib Dem Members who tabled amendments might be harmed because people with the position in this Government that the hon. Member for Leeds East (Mr Mudie) held in the last Government would be emotionally attached to them for some time, trying to persuade them not to do it. Interestingly, the hon. Member for Leeds East made an intervention on that point; I could see a smirk on his face that broke out into a full grin. It brought back those lovely moments when he was able to exercise his persuasive powers; Members might have weakened, taken the advice of the Labour Front Benchers and tabled amendments.

I say to my coalition colleagues, particularly those in the Cabinet, how sad it is that these two debates have been so intertwined and what a mistake it was to link the Building Schools for the Future fiasco and its associated problems with an idea that might have got greater support if the two issues had been divorced. Nearly every contribution during yesterday’s and today’s debates has linked both issues.

--- Later in debate ---

[The Temporary Chair (Martin Caton)]

That is not a point of order, and the Committee needs to proceed. However, the hon. Lady might like to raise it with the Speaker.

[Mr Charles Walker (Broxbourne) (Con)]

Further to that point of order, Mr Caton.

[The Temporary Chair]

I have just ruled that it is not a point of order.

[Mr Walker]

My name was mentioned in the Chamber, Mr Caton. I would like to apologise to the hon. Lady and the House for the misinformation that I provided in that answer. I am trying to get at the right information, but that is no excuse for my behaviour in providing the wrong information. I apologise to you, as the Chair, and the House for what I believe is misleading the House.

[The Temporary Chair]

That was very helpful, but I really would like to get on with the Academies Bill.

[David T. C. Davies (Monmouth) (Con)]

On a point of order, Mr Caton. It was impossible for myself and a number of other people to make the very important Division just now, because of the large numbers of people coming out and pushing against us as we entered from the Portcullis House end, and because of a number of Members who, unfortunately, instead of vacating quickly, decided to hang around talking, preventing people from getting in. As a result, a number of people just missed a very important vote. I would like to put on the record my concern at the eight-minute time limit and the fact that people are not getting out of the way quickly enough to allow Members from Portcullis House to vote.

[The Temporary Chair]

The hon. Gentleman has made his point very well, and I hope that hon. Members recognise that they need to show courtesy during a vote.

[Mr Richard Bacon (South Norfolk) (Con)]

Further to an earlier point of order, Mr Caton. My hon. Friend the Member for Broxbourne (Mr Walker) has rightly apologised for having misled the House. However, if he is to be able to do his job, he must have the necessary information from IPSA, for which he must answer in the House. If there is a delay in providing him with the accurate information, he and the House are put in an impossible position.

[The Temporary Chair]

Things have now been clarified, and I would like to move on to amendment 71.

[Vernon Coaker]

I beg to move amendment 71, page 3, line 7, at end add—

‘(7) Before making any payments under an Academy agreement the Secretary of State shall make an assessment of the extent of centrally-provided SEN provisions that, were the school to operate as a maintained school—

(a) would be required by a school with the likely pupil profile of the proposed additional school, or

(b) is currently called upon by the maintained school which is converting to Academy status.

(8) Before making any payments under an Academy agreement the Secretary of State shall make an assessment of the likely disruption to centrally-provided SEN services that might result from equivalent reductions in local authority budgets.

(9) Payments made under an Academy agreement must reflect the assessment made according to subsections (7) and (8).’.

We come to another important amendment. However, before I start, I should like to welcome the hon. Member for South Holland and The Deepings (Mr Hayes) to his new post. He has just been allocated a ministerial post in the Department for Education, as the Minister for Further Education, Skills and Lifelong Learning. I congratulate him on that appointment, which I gather will involve shared ministerial responsibilities with the Department for Business, Innovation and Skills. I very much welcome his appointment to that position, and I know that he will work with diligence and determination. He and I have known each other for a long time. We go back over a number of years, in our various roles in Nottinghamshire, so I sincerely hope that he does well. I wish him the best and wish him good luck with things over the next few months, years or whatever it turns out to be. [Interruption.] Well, maybe not decades—I certainly will not be here if it is, but that is another story.

I have tried to be conciliatory and reasonable in the debates on amendments that we have had so far in this Committee stage on the Floor of the House. The debate, on a whole series of issues, has so far been of a high standard, with contributions by Members from all parts of the House, as is appropriate for the Committee stage, which in many respects is different from the full debates that we often have on motions. The Committee stage is about trying to ascertain what the real meanings of clauses are and what the consequences of different parts of the Bill will be, and to see whether we can adapt, change and improve the legislation, or at least the guidance that goes alongside it.

Nowhere is that more important than in special educational needs. I do not doubt for one minute that Members from all parts of the Committee will have at the front of their minds how we can ensure that the provision that we make for special educational needs—particularly through the changed arrangements, with the academy model proposed in the Bill—protects those with special educational needs. Again to be reasonable, we also know that the Government made some amendments in the House of Lords that significantly improved the Bill. If I might say so, those changes—made as a consequence of the debate and discussion in the other place—have made a significant difference to the Bill, a point that is also worth putting on record.

The point of amendment 71 is to try to understand in more detail the consequences for special educational needs provision of the changed arrangements for schools, with more schools opting out, becoming academies—or free schools—and being independent of local authorities. We want to know what that will mean for the provision of services for those young people who we would all want to ensure received the quality of education and support that we would want them to receive.

There is no doubt—I am sure that this would be true whatever the challenges that existed—that we can all point to the quite exceptional services provided by local authorities to support young people with special educational needs, either in school or through their families. Often, the important thing is not just the support that the child receives in the school, but the support that the family receive to support their child in that school. Clearly, the local authority’s role in that is crucial. I am sure that we can point to many excellent examples, but I know that we could all identify instances where things have not worked out so well, and where a local authority has not provided the standard of service that we would want. Overall, however, the role of the local authority in co-ordinating support is extremely important.

National Apprenticeship Scheme

Martin Caton Excerpts

Wednesday 21st July 2010 Westminster Hall

[Esther McVey (Wirral West) (Con)]

I want to pick up on the point about the Wirral apprenticeships raised by the hon. Member for Wirral South (Alison McGovern). Although we are doing well in Wirral, we are seriously over-subscribed. Last year, more than 1,000 young people submitted 3,117 applications to the fewer than 150 businesses involved. To move forward, we are looking to build on something that has done so well.

Do colleagues agree that although we are talking about apprenticeships, there is something that each and every one of us in the room could do? It is good to talk about these things, but we in Wirral West are about to embark on taking on political apprentices, and I know that other colleagues are doing the same. Former apprentices include Sir Alex Ferguson, Alan Titchmarsh, Henry Ford, Vincent van Gogh, Isambard Kingdom Brunel—

[Martin Caton (in the Chair)]

Order. I am being indulgent with a new Member, but interventions should be brief. If the hon. Lady wants to make a speech, she should try to catch my eye.

[Esther McVey]

Thank you, Mr Caton. I was responding to what had been said.

--- Later in debate ---

[Mr Hayes]

That is a complex question which I would rather deal with offline, but my hon. Friend is right to say that we need to look at the rewards for businesses and the rules for individuals. People who do apprenticeships accept that they will not earn money while they are doing so at the rate that they might have if they were not training. However, the evidence from cost-benefit analyses carried out in 2007, as she will know, is that a person with an advanced apprenticeship is likely to earn £105,000 more over their working life than someone with a lower qualification. There is a sense that people get trained because they know that they will do better later.

I shall now move to my conclusion. Once again, I thank my hon. Friend the Member for Gloucester for drawing these matters to the attention of the House. As a distinguished historian, he will know that there was another Richard Graham, also a Tory, who was elected successively to represent Cockermouth and then Cumberland. He rose to become Lord President of the Council but, unfortunately, fell when he became involved in Jacobite plots. I hope that my hon. Friend does not fall, and that he continues to advocate the case for apprenticeships. He will certainly have my support. His position is in line with the Government’s policy, as I can assure him and others in this Chamber—

[Martin Caton (in the Chair)]

Order. We must move on to the next debate.