Educational Attainment: Yorkshire and the Humber

Melanie Onn Excerpts

Monday 18th April 2016 Commons Chamber

[Philip Davies (Shipley) (Con)]

It is a pleasure to follow the hon. Member for Bradford South (Judith Cummins), who has rapidly carved out a reputation in the House as a strong supporter of Bradford, and Bradford South in particular. I commend her on everything she has been doing in that regard. I also want to thank the Minister for recently visiting two schools in my constituency, where he saw at first hand the education situation in Bradford and met the local authority people, which I think was very useful.

It is important to say right from the word go that there are some fantastic schools in Yorkshire, and indeed in my constituency, and I am very pleased that the Minister was able to see that for himself when he visited. We should not get too bogged down in doom and gloom, because there are some very good schools with excellent standards for pupils right across the region. However, it is perfectly clear that standards are not good enough as a whole. Yorkshire—and particularly my local authority district of Bradford, which has suffered low attainment for many years—is ranked lowest in the country for educational attainment. A recent report by Bradford Council’s children’s services scrutiny committee ranked Bradford 139th for the number of seven-year-olds achieving level 2B-plus in reading—in writing it was 123rd, and in maths it was 137th—out of 150 local authorities nationally. For pupils achieving the higher “gold standard” level 4 in reading, writing and maths combined at the end of primary education, Bradford was ranked 142nd out of 152 local authorities.

Although some areas are showing signs of improvement—the performance of children at key stage 1 is improving faster than the national average—unfortunately in some areas progress does not seem to be moving in the right direction, with Bradford remaining 3% behind the national average for attainment by the end of year 2. The authority fell two places to 128th between 2014 and 2015 for pupils making more than two levels of progress in reading, remaining 2% behind the national average.

There is also a worrying trend in the disparities between boys’ and girls’ attainment in Bradford schools, as there is around the country. The recent report by Bradford children’s services scrutiny committee showed that while 71% of girls in Bradford achieved a good level of development by the age of five, only 53% of boys achieved the same. We must look at the widening performance gap between boys and girls in our schools; we cannot just allow it to continue to flourish.

The lower educational attainment in Bradford is also seen at secondary school level. In September 2015 the proportion of students attaining five A* to C GCSEs, including English and maths, in Bradford was 44.6%, whereas the national average was 52.8%. Bradford is ranked 148th out of 151 local authorities for GCSE performance. Clearly, those figures show that the position is not good enough. Pupils get only one go at their education, and we have not got time to try to turn round this oil tanker, because all the pupils now going through our schools deserve the best possible education, and it is clear from those results that they are not getting it.

Bradford has some features that I hope the Minister will accept make it a special case. There is certainly an issue around language. Many pupils start school from a much lower base, and particularly from a much lower language base, than those in other parts of the country, and that must be given some recognition. In many schools in Bradford, teachers face very difficult circumstances.

We should also mention parental responsibility, which does not get mentioned often enough. Parents have a responsibility to make sure their children are up to a certain standard before they start school. Often, teachers find that children starting school are below the level that is expected of them at that age. We should not absolve parents of responsibility in this; they have a role to play in the education of their children and in helping teachers to bring children up to a particular standard.

[Melanie Onn (Great Grimsby) (Lab)]

Does the hon. Gentleman agree that part of that is about parents having access to local libraries, so that they can read with their children?

[Philip Davies]

Yes, I very much agree, and I am sorry that Labour-controlled Bradford Council does not seem to believe in that as much as the hon. Lady does.

Bradford Council has raised the funding formula for schools with me. I would be interested to hear the Minister’s view of the formula, and of whether it takes into consideration the current standard of educational attainment in places such as Bradford and makes sure that no action is taken that puts that already poor educational attainment under further pressure. The consultation is only at the first stage, and we are unaware of the numbers or the possible effects of the new regime, but concerns have been expressed that the parameters being set will disadvantage schools in the Bradford district. Need and pupil mobility are not necessarily guaranteed to be part of the new formula. As outlined by Ofsted, the Bradford district, in particular, has high levels of need, as well as the highest number of in-year admissions in the country. Attainment standards are already below average in the district, and if the new formula does not acknowledge the specific challenges there, schools could be unfairly disadvantaged and face a tougher task in addressing those challenges.

It is important to mention that the big disparity between schools in my constituency and schools in other parts of the Bradford district. We must not let schools coast in what might be seen as better areas, where educational standards are not as low, because we are focusing too much on the schools with the lowest attainment. We must make sure that all schools do their best for every pupil, but we sometimes overlook that priority.

Leadership is an important issue in our schools. We must do much more to attract the very best leaders and headteachers to our schools. My hon. Friend the Minister visited Beckfoot School in Bingley, which has an outstanding headteacher, who has transformed it into one of the best schools in not just the Bradford district but the country, and it is now rated as outstanding. We need to find ways of getting more leaders into the most difficult schools.

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[Martin Vickers]

It is because of the success of the policy, which the hon. Lady acknowledges, that this Government and the coalition Government have chosen to expand it and to have more and more academies.

[Melanie Onn]

Does the hon. Gentleman agree that the 100% academisation of secondary schools across North East Lincolnshire has resulted in no material improvement in GCSE results?

[Martin Vickers]

I would not necessarily agree with that, because the league tables are only one measure of success. The work of the various organisations that are running the academies in North East Lincolnshire is opening up further opportunities for our young people.

[Melanie Onn]

Does the hon. Gentleman not recognise that the proportion of pupils achieving grades A to C has reduced from 75% in 2012 to 57% in 2015? Those are the figures for schools in Cleethorpes.

[Martin Vickers]

I take note of what the hon. Lady says, but this is a much broader issue than just GCSEs. Opportunities are opening up for our young people, encouraged by some of the sponsors of the academies.

North East Lincolnshire has some excellent schools and dedicated staff, yet, as the hon. Lady has just pointed out, it still has some poor educational attainment. I hope that in summing up, the Minister will give some solutions to that conundrum.

Leadership has been mentioned. Sir Michael Wilshaw has spoken of the “steady hand of leadership”. Governors, headteachers, principals and chief executives are all important parts of the mix in delivering our schools. In days gone by, governors were often appointed by local authorities. I remember serving on many school governing bodies. Quite often, someone would say, “Such and such a school needs a governor. Can you go along?”. When I replied, “I can’t. It’s a Wednesday afternoon and I’m at work”, they would say, “It doesn’t matter. Just turn up now and again.” We do not need that approach any more. We need a much more professional team of governors, because the role of the governing body is much more extensive, and rightly so. Governors are a crucial part of the leadership of our schools.

Just to be slightly contentious towards the end of my speech, I will mention those terrible words “grammar schools”. North Lincolnshire Council and North East Lincolnshire Council are right up against the border of Lincolnshire County Council, which still has selection and grammar schools. The point I want to make is not necessarily that those schools are excellent, although places like Caistor Grammar School are indeed excellent schools that rank very highly at national level. It is that many parents in my constituency, and indeed in the constituency of the hon. Member for Great Grimsby (Melanie Onn), who are only in their 30s or 40s and who may be professional people, choose to go out of the district to send their children to grammar schools because that is what they think will bring academic excellence. Given that they are 30 or 40 years old, they will never have experienced grammar schools themselves, but they still want to send their children to a grammar school.

A Conservative Government should, above all, believe in freedom and opportunity. If an institution wants to convert into a grammar school or a chain of academies wants one of its schools to look for academic excellence and become a grammar school, I think the Government should allow that. I went to a bilateral school, which allowed a certain element of selection. The Government might like to consider that as a compromise.

I reiterate that we have a dedicated team of teachers in our schools in North and North East Lincolnshire, and excellent leadership, but we need to get more and better teachers—leading teachers—into our schools to give our young people the opportunities that they deserve just as much as those in more successful regions.

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[Greg Mulholland]

We are not going to get into rugby league—otherwise I would have to remind Mr Deputy Speaker of what happened last season.

In all seriousness, it is appalling that educational attainment in Yorkshire and the Humber is the lowest in the country. To quote the report from the Social Mobility Foundation, our region has

“persistently underperformed compared to the national average”.

Even at primary school level, the report stated that Yorkshire and the Humber had

“disproportionately high numbers of low scoring pupils”.

I warmly welcome the fact that my right hon. Friend the Member for Sheffield, Hallam (Mr Clegg) is now leading a commission for the Social Mobility Foundation, looking at inequalities in educational attainment. I hope that Ministers will take its conclusions very seriously and that it will lead to the collaborative working that other colleagues have highlighted. However, the simple fact of the current state of education seriously undermines the claims about the northern powerhouse. There cannot be a powerhouse in a region—there cannot be a powerhouse in a regional economy, in manufacturing and other industries, or in jobs—if there is failure, and what is happening now is a failure of education in our schools.

I must stress that my constituency contains some excellent schools which are performing extremely well. I am very lucky in that respect. I work closely with those schools, and I have to praise all the headteachers, governing bodies and staff who work so hard in them. Indeed, Leeds is doing better than other parts of the region in some respects, and last year Ofsted deemed its primary schools to be the best. However, Nick Hudson, the Ofsted regional director, pointed out in a letter that standards in reading, writing, maths and science were below the national average. So Leeds is doing well in terms of primary schools, although not so well in terms of secondary schools, but it is still not doing well enough.

This is not a party-political debate, but I am concerned about the direction of travel in the Department for Education. I certainly do not feel that what we have heard from the current ministerial team in the last year is what we need to hear. We have not been given the assurance for which we have asked, and which is required by the whole country, not just Yorkshire and the Humber, that the excellent pupil premium—which the coalition Government introduced to tackle a problem that is clearly at the heart of some of the under-attainment in the region, namely the performance of pupils from more disadvantaged backgrounds—will be continued and maintained.

We need to hear an assurance about school funding as a whole. According to the Institute of Education, there is a rise in demand for school places—there is certainly a huge rise in demand for them in Leeds—and a need for more teachers. That could lead to a crisis if it is not dealt with soon, but doing so will spread the funding further, and will therefore lead to a cut in the absence of further investment.

At this point, I must declare an interest. My wife is a qualified teacher, although she currently works as a teaching assistant because I am away and because of the demands on the family. I know from her school, which is also my daughter’s school, and from other heads, teachers, and teaching assistants in other schools, that there is no sense of anything resembling a collaborative approach on the part of the current ministerial team. Indeed, I am sorry to say that there is still real anger towards the Government, although perhaps a little less than there was. I am sorry to say that the name of the previous Secretary of State is still considered to be a dirty word by the people I know in the teaching profession.

The morale of teachers is of serious concern, and I do not think that Ministers take it seriously enough. The NASUWT surveyed 5,000 of its members, a very significant proportion, and found that 7% had

“increased their reliance on prescription drugs”.

Teachers had turned to anti-depressants—10% said that they had gone to their doctors to obtain medication—while 14% had undergone counselling, and 5% had been admitted to hospital. Moreover, 79% reported feeling anxious about work, 86% reported having sleepless nights, and 73% said that they had suffered from low energy levels. There is no possibility of dealing with the current unacceptable level of attainment if teachers are not at the forefront, and are not feeling valued and supported.

The changes in standard assessment tests are creating an undesirable culture, not just among teachers but among our young people in secondary and, in particular, primary schools, The pressure that is being put on primary school pupils will certainly not drive up standards, and it is causing those young people to become stressed. I can tell the House this not just from the figures and surveys, which should be giving cause for concern, but as a father. I have a 10-year-old daughter, Isabel, who is in her all-important year 6. As a conscientious parent, I am having to tell her that she needs to take some time off and not do homework every single night.

I am also hearing from teachers in a number of schools that the league tables have a significant effect on morale, even when there are often good reasons for the results—for example, cohort issues resulting in a school not being at the top of the list. Teachers are also telling me that SATs results will be carried through into secondary schools, which will have a lasting effect on a pupil’s education. That is not what was intended—[Interruption.] The Minister is saying that that is not true. It is not what he intended, but it is what is happening. I am telling him this as a father and as someone who speaks to the people involved. This is not acceptable and it is not the way to drive up standards.

Similarly, we need change but we most certainly do not need a change to be introduced on the basis of some ideological drive or, frankly, of a gimmick in a manifesto from an election that took place a long time ago. The Government think that the answer is to turn all our schools into academies, and this has led to real anger and further damaged the morale of teachers and the teaching profession.

There are other issues relating to particular cohorts and groupings in our schools. One issue that certainly has resonance, which was mentioned by the hon. Member for Shipley (Philip Davies), is the need to do more to support those from certain ethnic minority backgrounds. I want to ask the Minister specifically whether he will consider restoring the ethnic minority achievement grant, which was designated to support ethnic minority pupils in dealing with certain issues in some of our constituencies. In parts of Leeds, as well as in other parts of Yorkshire and the Humber, we need to deal with particular issues in the Pakistani and Bangladeshi communities. There are also real concerns about the funding for special educational needs provision, which continues to decline.

[Melanie Onn]

Does the hon. Gentleman share my concern that SEN children account for 65% of all exclusions across all school types?

[Greg Mulholland]

I do indeed. I was about to say that—

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[Melanie Onn (Great Grimsby) (Lab)]

It is an honour to follow my hon. Friend the Member for Leeds East (Richard Burgon). I congratulate my hon. Friend the Member for Batley and Spen (Jo Cox) on securing the debate with the assistance of the hon. Members for Leeds North West (Greg Mulholland) and for Cleethorpes (Martin Vickers).

I am not shy in being absolutely passionate about making sure that children in Grimsby have every opportunity available to them—the same opportunities that are available to all children across the rest of the country. That is why it is so important that MPs from Yorkshire and the Humber are in the Chamber today, speaking with one voice in support of the children of our region.



The fact that Yorkshire and the Humber is the lowest-achieving region in the country should throw into question the Government’s revised funding formula announced in the autumn statement. I am sure the hon. Member for Beverley and Holderness (Graham Stuart) will disagree with me greatly, but I will continue regardless. Surely if there were a need to redistribute funding to rural areas, we would expect schools in the south-west or the north-west to be performing worse than those in our region. It makes a mockery of any claim from the Government to be raising education standards in towns such as Grimsby, Doncaster or Rotherham when they are shifting funds away from those towns. The plans currently out for consultation will result in north-east losing around £2.1 million, which is more than £100 per pupil each year. How can it be described as fairer when a town without a single good or outstanding secondary school loses out?

[Graham Stuart]

Will the hon. Lady give way?

[Melanie Onn]

The hon. Gentleman will forgive me if I do not—time is rather short.

Many colleagues have talked about the shortage of teachers, partly because of the large number leaving the profession. More than one in 10 teachers quit in 2014, a 10% increase on 2011. That has been a recent issue for schools in Grimsby, where three of the four secondary school heads left their posts last summer. That level of leadership turnover has an impact on children’s educational experience. It disrupts continuity and makes young people believe that their school does not care about them. It gives them less incentive to invest in their school if they do not think the teachers and leadership are investing in it as well. It is an incredibly damaging message to send.

The problem of teacher flight is coupled with that of local schools struggling to bring teachers to the area, which has been mentioned. That is a particular issue facing coastal communities across the public and private sectors. As my hon. Friend the Member for Batley and Spen said, Teach First should be sending more teachers to low-achieving areas of the country. I welcome the national teaching service and urge the Government to hurry up and bring it to Yorkshire and the Humber.

I take this opportunity to commend Macaulay Primary School in my constituency, which I had the privilege of visiting recently, for meeting its own recruitment challenges with an innovative solution, which the hon. Member for Beverley and Holderness will approve of—a “grow your own” approach. The school has been supporting its teaching assistants into teacher training schemes, enabling it to fill vacancies with teachers who already have a relationship with the children at that school, as well as experience in the classroom.

Teaching assistants are a huge resource for schools, but they are often undervalued and not used effectively. Unlike for teachers, there is no national pay structure for TAs, so when budgets are squeezed, those remaining often end up having to take on more work, which they are not necessarily qualified to do, for less pay. Research has shown that in many schools, TAs are not being used in ways that allow them to best improve students’ learning. The Education Endowment Foundation has called for closer working relationships between teachers and TAs, and for more training opportunities. Has the Minister considered the EEF’s report and a potential career path from assistant to teacher?

Unison has called for teaching assistants to be paid for 52 weeks of the year, rather than the current term time-only arrangement. Have the Government considered that for TAs who want to become teachers, so that they could spend their time out of the classroom working with teachers to better prepare for lessons and training to become qualified teachers themselves?

I feel well placed to comment on the Government’s recently announced policy of forcing schools to become academies, as all the secondary schools in my constituency have already made that move. That is quite a gentle description of what has happened. One problem I see is that different chains of academies do not seem to work together. To change that, I am trying to co-ordinate a meeting between the companies that operate in my town. Are the Government doing anything to encourage the sharing of best practice between local schools?

What we have seen locally is that schools that were performing okay before they became academies are still okay, but those that were underperforming are still underperforming. I do not put that down to any failure on the part of teachers. The teaching staff I have met are incredibly dedicated, and every child I meet is happy to be in their school. That is a credit to all the people working in those organisations. The fact remains, however, that every secondary school achieved worse results last year than in 2013, and although two schools improved their Ofsted ratings, one school received a worse rating than the previous year, and the other still “required improvement”.

I am coming to the end of my allocated time, but I want to mention two more schools. The first is the Academy Grimsby, a 14 to 16 academy that was set up two years ago by a local further education provider. It allows students to learn skills for the engineering, care and digital industries among others. It was originally set up for hard-to-place children and has been incredibly successful at giving less academic students the chance to learn vocational skills early in life and a much greater chance of finding a job once they finish school.

The second school I want to mention is the Lisle Marsden Primary Academy, which I am due to visit on Friday. It is undertaking a literacy day initiative run by Pobble, which specialises in inspiring reluctant writers as well as stretching the most able readers through its literary programme, which is operating in over 300 schools across the country. Those are examples of schools really innovating to try to get the best, but we need the Government to step in and do more.