School Funding Reform
Michael Gove Excerpts(13 years, 5 months ago)
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The Secretary of State for Education (Michael Gove)
With your permission, Mr Speaker, I should like to make a statement on our plans to reform school funding. As Members across the House will know, the current systems for funding schools—both their revenue and capital needs—are too complex and lack transparency, which is why I want to make the way we fund all schools fairer, simpler and more efficient.
I want to turn first to capital spending. Capital investment is crucial to education reform, but at a time of economic difficulty we need to ensure we are getting the maximum value for every penny we spend, and we must ensure that tight resources are targeted on those most in need.
In order to ensure that we could target money on those areas in absolutely greatest need, last year I had to take the difficult decision to stop a number of school rebuildings planned under the Building Schools for the Future programme. In areas where planning was most advanced, more than 600 projects will go ahead, but other projects were stopped. I recognise the deep disappointment that was provoked in communities where hopes had been raised, but we had to ensure money was spent efficiently, and the design of the old BSF scheme was not as efficient as it could have been. Specifically, it did not prioritise schools in the worst condition and it did not procure new buildings as cheaply as possible.
In order to ensure that we spent money properly, I asked Sebastian James of Dixons store group to review the entire Department for Education approach to capital funding. His report makes compelling reading and I commend it to the House. He found that the whole capital system was bedevilled by a complex allocation process with multiple funding schemes, a lack of good- quality building condition data, inefficiency in building design, a lack of expertise in improving new buildings, a failure to make procurement as efficient as possible, a lack of clarity on maintenance, and overly complex regulatory and planning requirements. I am grateful to Sebastian James for his exceptionally thorough work, and I wish to accept the majority of his recommendations, subject to a thorough consultation process over coming months.
Specifically, I have accepted the recommendation to conduct a full survey of the school estate. The last Government stopped collecting any data on school condition in 2005, which has made fair distribution of funding much harder. I have also accepted the review’s recommendation significantly to revise the school premises regulations, so that a single, clear set of regulations applies to all schools. I intend to consult fully on this in the autumn. In addition, I have accepted the recommendation to move towards greater standardisation of design. One of the aspects of the BSF programme that Mr James criticised was that each school was separately designed, costing unnecessary millions in consultancy fees and often resulting in buildings that were not fit for purpose. Greater standardisation will reduce costs, improve quality, and limit the opportunity for error.
However, I recognise that in the short term schools around the country are facing real and pressing problems. The most pressing problem is ensuring that every child has a school place. In some local areas, there are simply not enough school places to meet rising demand. Local authorities have told me that insufficient attention has been given to this issue in the past, which is why I have already doubled the sums available to meet this pressure, announcing £800 million of additional spending given directly to local authorities to meet the demand for school places. Today, thanks to efficiencies and savings that we have identified, including in BSF projects, I can announce an additional £500 million to fund more new school places in the areas of greatest need.
Funds will be allocated this financial year to the local authorities with the greatest demographic pressures so that they can provide enough places, especially at primary schools, in September 2012. Details of those allocations will be provided over the summer and finalised in the autumn. But that is not all. I am also aware that many of our existing school buildings across the country are in desperate need of repair. I am grateful to hon. Members from all parties who have shown me and my colleagues schools in their constituencies that desperately need investment. The energy and skill with which so many colleagues have lobbied underlines how effectively so many hon. Members across the House represent the most needy in their constituencies.
We have already made £1.4 billion available this year to deal with maintenance problems. Overall, we are spending more on school buildings in every year of this Parliament cumulatively than the previous Government spent in every year of their first two Parliaments. But I want to do more, which is why today I am launching a new privately financed school building programme to address the schools in the worst condition, wherever they are in the country. The programme will be open to local authorities and schools that had been due funding via BSF but, critically, it will also be open to those which, despite real problems, had never been promised BSF funding. I believe strongly that those in genuine need should receive the funding they deserve and that no part of the country should be favoured over any other. Individual schools and local authorities will all be able to apply, and I am launching the application process today. The scheme will be rigorously policed to ensure that we do not incur the excessive costs incurred by previous privately financed schemes. The programme should cover between 100 and 300 schools, with the first of these open in September 2014, and is expected to be worth about £2 billion in up-front construction costs.
Some of those local authority areas that had experienced the termination of their BSF projects asked for a judicial review of my Department’s decisions. In February, Mr Justice Holman found in favour of the Department on the substantive matters in dispute, but he found against me on procedural grounds and asked me to look again at the decision in six local authorities. He stressed that the decision to restore all, some or none of the projects was a matter for me. Over the past few months, Ministers and officials have listened carefully to the case made by the six local authorities and I am very grateful to them for the timely and constructive way in which they have presented their case. I have today written to those authorities to let them know that I am minded to indemnify them for contractual liabilities resulting from the stage their projects had reached but I am not minded to restore their specific BSF projects. They now have a further opportunity to make representations to me before I take a final decision.
I appreciate that the local authorities and their representatives will be disappointed, but let me also make it clear that this decision, if confirmed after any representations have been made, does not mean an end to new school buildings in their areas. These local authorities will all be eligible for support from the new programme that I am establishing to cater for population growth in the areas most in need and the new programme to cover the worst dilapidation. That is central to my reasoning on why I am minded not to restore their specific projects. I want to ensure absolute fairness in the distribution of the resources at my disposal. Because the previous Government chose to not to collect data on the condition of school buildings after 2005, I do not have the facts to judge how the needs of these schools compare with the needs of other schools around the country. The fairest thing that I believe I can do is to help to meet the costs which might arise from the stage these projects had reached and then to invite the affected schools to apply to the new school rebuilding programme and be assessed on an equal footing with everyone else, on the basis of need. Of course, should any of those local authorities have severe population pressures, they are likely to receive a portion of the £500 million fund that I have announced today.
I would now like to turn to schools revenue funding. The current system is of course extremely complex, opaque and often unfair. Most colleagues will have lived with the inconsistencies for years now, as similar schools in different parts of the country received widely differing and inequitable levels of funding, and the problem with the system we inherited was recently underlined by concerns expressed over academies funding. Under the system set up by the previous Government, academies received money in lieu of services that would previously have been provided by their local authority, but local authorities continued to receive the same funding as they would if they were still providing those services. That meant that local authorities were, relatively speaking, overfunded for duties they no longer discharged, so at the spending review we announced that from now on we would deduct money from local authorities to take account of the fact they no longer provided services to academies.
The huge success of the academies programme, with 803 open and more than 800 more in the pipeline, has meant that we need to reconsider the issue, and a number of local authorities have asked us to reconsider the amount of money deducted, so today I am publishing a consultation document for local authorities explaining the basis on which it is intended that the money will be deducted this year and next.
This area, however, is only one of those in which the funding system that we inherited is failing to meet the needs of the 21st century. Much wider reform is needed, so today we are also publishing a consultation proposing a fair and comprehensive reform of the way in which schools revenue funding is calculated overall. At present, similar schools in different areas can receive very different amounts of funding for their pupils. That is not fair on head teachers, teachers or pupils. That is why I am proposing a new, fairer national funding formula, with appropriate room for local discretion, in order to have a simpler, fairer and transparent system.
The problems with the current system run very deep, and we will not be able to solve them overnight. We want to consult and take everyone’s views so that we know how much change schools can cope with. We will not introduce change until we are confident in the new approach, and certainly not before 2013, and we will ensure that there are substantial transitional arrangements, but we are determined to start moving as soon as we can towards a system which ensures that all children are given the right level of funding to meet their needs. If that is taken together with our investment in 100 new teaching schools, announced last week, our investment of an additional £300 million in the early years, and an extra £2.5 billion in the pupil premium, I believe we can now begin to ensure that our schools are funded in a way that is modern, fair and just.
Andy Burnham (Leigh) (Lab)
I thank the Secretary of State for his statement and wish him the best of British in securing media coverage for it.
Let me begin on the subject of revenue. Across the House, we share a responsibility to ensure that the £35 billion budget for schools in England is spent as fairly as possible, giving every young person the best start in life, and I can assure the Secretary of State that we will work constructively with him to achieve that. The current system is not perfect, and the principles he has set out are a good basis on which to build, but the devil really is in the detail, and changes need to be considered very carefully.
With that in mind, may I welcome the Secretary of State’s conversion to the merits of consultation before imposing change that affects the lives of young people? Three times he has failed to consult and then been forced to change course under the threat of legal action: on Building Schools for the Future, on the education maintenance allowance, and on academy funding. Today, we have some grounds for hope that he has learned his lesson, with one major caveat. Is it not odd timing, to say the least, to start a 12-week consultation just as schools and colleges start the long break? Will the practical effect of that not be that it is a rushed six-week consultation that will coincide with the start of term, when people’s minds are elsewhere? Given that his announcement has far-reaching implications for every school in the land, and given that these changes are planned to come in only from September 2013, will the Secretary of State agree to a 12-week period of consultation from the start of the school year?
On a national funding formula for schools, the Secretary of State will know that that has been considered in the past and there is considerable scepticism about the ability to deliver it fairly. Does he accept that a rigid national funding formula could bring lots of winners and losers and remove local government’s ability to ensure fairness across an area? Will he commit to retaining as much flexibility as possible and will he ensure that any changes are carefully managed so that we do not see wild swings in school budgets?
As I have said, the changes will take effect from 2013-14, but we know that the Secretary of State was recently forced to agree to an interim review of academy funding. Will he update the House today on the progress of that review and how it will link to the consultation he has announced? Equally, can he assure the House that this review of funding will take account of responses to the special educational needs Green Paper, as parents of children with SEN will have concerns that giving more direct funding to schools will give them fewer guarantees over the funding available for their children?
The Secretary of State was silent today about 16-to-19 funding, which is perhaps not surprising, as it is the subject of a devastating report today from the Education Committee. Is it not the case that changes to post-16 funding, and reductions in funding to school sixth forms, could see some forced to close their doors? He has promised a review of post-16 funding. Would it not make sense to conduct this review concurrently with the consultation that he announced today?
The Secretary of State mentioned progress on academies. It is clear that we are moving at pace to a very different school system. An all-academy world where schools are directly contracted to London under a national funding formula will feel very different from the world we have known. It also raises the question of what happened to localism. Can he tell us what, if any, ongoing role he sees for local authorities in education? His consultation talks ominously about “chains of academies”. Can he tell us today how big he expects these chains to become, and whether he will place any limits on their expansion?
On capital, we will look carefully at the announcements that the right hon. Gentleman made today. Let me set out the context. At the spending review, the schools capital budget was left in tatters. His own officials briefed the Financial Times that the Secretary of State had folded too early in negotiations with the Treasury—possibly the understatement of the year. From that much-reduced budget he is funding his pet projects and giving them priority. There will be deep disappointment in the six local authorities that were forced to take legal action because he failed to consult them first. He says he has listened carefully to them. He made a promise to visit Sandwell, for instance, which I believe he has never carried out, so how can they have any confidence that he has properly looked at the condition of schools in Sandwell, and that this is not just a hollow exercise that has been ordered by a High Court judge?
The Secretary of State said today that he would meet the costs—that he would indemnify the six local authorities concerned. How much will he now have to pay to those schools? Is that not money that could otherwise have been properly spent on schools and children? It is a waste of public money in the current climate. How much money has he spent on legal costs since he became Secretary of State? He has never been out of the dock since taking on that job. We need to know how much money he has wasted.
In my constituency, the Secretary of State is funding free schools, having terminated the Building Schools for the Future programme. That has led to concerns that existing schools are trapped in crumbling buildings while the Secretary of State is funding one of his pet projects. It raises the question whether he can live up to the fairness and transparency about which he spoke today. Can he explain to the House how it is fair to fund the creation of surplus school places in cities such as Bristol, when he is failing to fund basic need in primary schools up and down the country? Is that not ideological rather than fair? With a much reduced budget, should he not be prioritising basic need? And can he tell us what is transparent about a free school programme where cheques are handed out around the country, but parliamentary questions from Members on all sides about the costs of that programme go unanswered?
The statement comes on a day when the Conservative-chaired Education Committee has delivered a devastating end-of-term report on the Secretary of State’s conduct. The education world has learned through bitter experience to be extremely wary of his announcements on funding. As ever, we will be watching closely to see whether the reality matches his rhetoric.
Michael Gove
I thank the right hon. Gentleman for the broadly constructive tone of his response. He asked a series of detailed questions, which I shall do my best to reply to in the time available.
On the timing of the consultation, plans to move towards a national funding formula were outlined in the education White Paper, “The Importance of Teaching”, which was published last autumn. There has been extensive engagement on the ground with local authorities and school leaders, not least through the task and finish group of the ministerial advisory group on local government finance. This consultation is a step towards ensuring that we can move in the right direction, but judging by the response that we have today, I know that there are many people who are impatient for us to proceed. We will make sure that in the consultation there is, as the right hon. Gentleman requests, appropriate room for local authorities to stress the importance of flexibility.
In the consultation documents, which are available in the Vote Office now for all Members, we emphasise that there are a range of options, and it is clear that we want to ensure that there is appropriate local flexibility—not just room for local authorities to allocate resources to those schools most in need, but greater transparency, for example, over the operation of schools forums. I hope the right hon. Gentleman and his colleagues will engage constructively in making sure that those decisions on the ground can properly balance school autonomy with local accountability.
The right hon. Gentleman asked about the interim review on academies and LACSEG—the local authority central spend equivalent grant. We are specifically consulting today in a way which can ensure that local authorities are funded fairly, and that we do not have the double funding that has arisen under the complex funding system that we inherited. As a result of that consultation, I hope we can provide a reassurance to all students in all schools.
The right hon. Gentleman asked about special educational needs. In the consultation overall on schools funding, we make it clear that high needs pupils are a specific priority. There will be a block of funding in the overall dedicated schools grant which is for them and which will be disbursed at local authority level. The central role of the local authority in protecting vulnerable pupils will be protected, and I am sure he will want to work with us in ensuring that that is successfully implemented.
On 16-to-19 funding, it is critical that we ensure that we align any reforms with the Wolf review, which the right hon. Gentleman so warmly welcomed just a few months ago. Wolf argued that we need to ensure that when we reform the funding of 16-to-19 education, we do not recreate the perverse incentives in the old system of 16-to-19 funding, so we aim to align that reform with the broader reforms to improve vocational education.
The right hon. Gentleman asked about progress on academies. Like him, I am delighted that so many schools have now become academies. He asked about the sustainable level of growth of chains. I believe that chains such as the Harris group, Ark or the United Learning Trust are doing an amazing job on the ground, working with local authorities and turning round schools in the worst condition. As far as I am concerned, they should grow at the fastest sustainable rate. That is why we are making the reforms that we can. Our aim always is to help those children most in need, and those academy chains have helped those children most in need.
On negotiations at the spending review, I am proud of the fact that at the spending review we were able to secure the best revenue settlement for any domestic Department, apart from the Department of Health. I am proud of the fact that as well as guaranteeing fat cash payments for all schools for the rest of the spending review period, we secured additional money for the early years and for the pupil premium. I am particularly proud that we have since then ensured that on our capital budget, we have driven forward efficiency. The James review and the associated steps that we have taken have meant that we have liberated an extra £500 million for basic need.
The right hon. Gentleman asked if I would listen carefully to representatives from Sandwell and other local authorities. I shall. I appreciate the particular concerns in every local authority, but the vital thing is that we need to be fair to all local authorities. There are local authorities represented across the House that were not in the BSF scheme and have not had their case heard, and we need to ensure that they receive the funding that they deserve.
Finally, the right hon. Gentleman asked me about basic need and the importance of prioritising it. We are spending 62.5% more on basic need than the previous Government. They were specifically warned in February 2010 that local authorities were saying that basic need funding was far from adequate, and they were invited to undertake an urgent nationwide review. No action was taken. The lead member for children’s services in the London borough of Newham, the Labour councillor Quintin Peppiatt, said:
“We gave warning for the last five years through various deputations that this was a real problem, and I have to say it was not taken with the seriousness that it should have been. At last, serious action is being taken and not a moment too soon.”
Mr Graham Stuart (Beverley and Holderness) (Con)
I welcome the statement from the Secretary of State. Too many areas, particularly rural areas, have suffered from grossly inequitable funding for too long. I welcome what the Secretary of State said because rural areas have additional costs, which are not met by current funding. Can he assure the House that we will not falter in moving to fairer funding and we will put real need ahead of political convenience in bringing forward a national funding formula in due course?
Mr Barry Sheerman (Huddersfield) (Lab/Co-op)
May I say to the Secretary of State that “modern, fair and just” is a description that we all aspire to for educational funding, but is he not missing off his list—and adding—the danger, “highly centralised”? For many of us who believe in a good education system in our country, there is a real fear when the Department takes so much responsibility into the centre. Also, will he stop members of his party from criticising, in a very unfair way, Tim Byles, who is a fine public servant and did a very good job with Building Schools for the Future? It does no one any good to revile fine public servants of his character.
Michael Gove
The hon. Gentleman makes two very fair points. On the first, we want to strike the right balance between local accountability through local authorities and school autonomy. The consultation seeks to do that, and I will welcome his response to it. On the second point, let me place on record here, as I did in my letter thanking Tim Byles for all his public service, that I am immensely grateful to him for his work. I have criticisms of the way in which BSF was run, but those are not criticisms of Mr Byles or of any of his team; they are merely a reflection of the difference of opinion between myself and the previous Government on how capital spending should be prioritised. Let me underline that Mr Byles is an exemplary public servant, and I hope that we can continue to work with him in future in whichever role he pursues.
Andrew Bingham (High Peak) (Con)
Glossopdale community college in my constituency was not due any imminent BSF funding despite being in desperate need of renovation, or even rebuilding. Will my right hon. Friend reassure me that schools that genuinely need renovation or rebuilding will be given priority in the new capital programme?
Michael Gove
That is absolutely correct. What I want to do is make sure that the schools in greatest need receive the funding. Resources are limited and it will be difficult to prioritise, but we must be fair.
Stella Creasy (Walthamstow) (Lab/Co-op)
On Thursday I will meet school governors from Walthamstow. The Secretary of State has just, again, cruelly dashed their hopes that our fears about the lack of school places and the condition of our schools in Walthamstow will be acknowledged. Will he join me at the meeting on Thursday and explain for himself why he will give Waltham Forest the money for its legal fees but not the money to fix the leaky roofs and the asbestos problem that we have in our schools, or for the school places that we so desperately need?
Michael Gove
That was a passionate case well made, but I have to emphasise that I need to be fair to all local authorities. That means that we will look at the condition of schools in all local authorities, and the evidence will be sifted objectively. I am aware that Walthamstow, like many London boroughs and many areas in the south-east, is facing particular pressure on primary school places. Because Building Schools for the Future was primarily about secondary school places, we need to ensure that the absolute need for every child to secure a school place is at the front of everything we do.
Dan Rogerson (North Cornwall) (LD)
I welcome the Secretary of State’s statement. This long overdue review of the funding formula will ensure that there is a much fairer system across the country, and will involve looking at the possible double funding of local authorities and any potential overpayment that academies have had over and above LACSEG—the local authority central spend equivalent grant. That is due to replace the services that local authorities provide. On capital, will he ensure that there is a constant review to see whether there is any underspend from any other programmes in the Department or other money that could be channelled elsewhere? Will he also ensure that schools that need renovation or rebuilding will be prioritised?
Michael Gove
We will absolutely seek to ensure that academies are fairly funded and that they are neither penalised nor overfunded. The hon. Gentleman is quite right to emphasise that in some cases we need to look again to ensure that there is absolute propriety. On the broader question, we will continually seek to bear down on inefficiencies, and money that we liberate will go to those most in need.
Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)
Five schools in my constituency lost out with the cancellation of BSF, including St John Bosco and Holly Lodge. Those schools will have their hopes raised by the Secretary of State’s announcement of the new private capital fund. Can he tell us how quickly decisions will be made on the allocation of that fund? Will deprivation be a criterion according to which it is decided which schools will get money, and will there be scope for match funding by local authorities?
Michael Gove
I hope to take decisions this autumn. I would not wish precipitately to raise hopes in any part of the country, but we will seek to work constructively. Deprivation obviously figures in revenue funding, but in capital funding the question I have to ask is: which schools are in the gravest danger? We need the information now to ensure that every child is in a safe school place, whichever part of the country they are in. Obviously, if a council such as Liverpool is prepared to work constructively, we will work constructively with it.
Jane Ellison (Battersea) (Con)
I warmly welcome the statement, which I know will be read with great interest by, in particular, the governors and head teacher of St John Bosco college in my constituency. My local authority despaired of the—often—30 months of bureaucracy that preceded any BSF project getting to the construction phase. Will the Secretary of State assure me that the new capital programme will be a big improvement on that?
Michael Gove
We will absolutely ensure that capital gets to those who need it more quickly, as a result of the James review recommendations.
Paul Goggins (Wythenshawe and Sale East) (Lab)
I welcome what the Secretary of State said about additional school places from September of next year, but what help can he give to parents and children in the Sale area of my constituency—Trafford residents in an area run by the Conservative party—where we have long waiting lists and insufficient primary school places? That is the situation now: what help can he give? Will he also consider what help he can give to schools in the Sale area in the year ahead?
Michael Gove
I am grateful to the right hon. Gentleman for his typically well-made point. One reason why schools are oversubscribed in Trafford is because it has such a superb local education authority and so many brilliant schools. I enjoy working with Trafford because it is such a good local education authority. Wherever there is basic need we will do everything we can to support it.
Oliver Heald (North East Hertfordshire) (Con)
Knights Templar school in Baldock in my constituency is an outstanding community school that provides an excellent education for children from all backgrounds. It has recently become an academy, but its buildings are dated and in some cases need rebuilding. Will an academy of that sort be able to apply for the new private funding that my right hon. Friend has described, and what is the application process?
Michael Gove
Yes. All schools—academies, community schools and voluntary-aided schools—and local authorities that are responsible for the maintenance of a number of schools will be able to apply this autumn.
Pat Glass (North West Durham) (Lab)
As a member of the Education Committee I was recently invited to a meeting with Lord Baker and Lord Adonis, who told me they had managed to secure £150 million from the Treasury for an experiment in university technology colleges. That £150 million would go a long way towards reinstating the education maintenance allowance, which is the one big thing I have seen in 30 years of working in education that has made a real difference to the participation of poor pupils and to narrowing the attainment gap. The Secretary of State tells us that we cannot afford EMA, which we know works, so how can we find £150 million for an experiment, when we have no idea whether it works or not?
Michael Gove
I am grateful to the hon. Lady for making those points, but we must agree to differ on EMA. I think that the new learner support fund that we are introducing with the discretionary capacity that local colleges and schools will have to support students will effectively meet needs. On university technical colleges, I do not believe that they are an experiment; they are on the ground and working well already. I was pleased to read a speech by the right hon. Member for Leigh (Andy Burnham) only last week in which he reflected on his visit to a university technical college that JCB helped to establish.
Michael Gove
In that speech, the right hon. Gentleman paid tribute to the success of the Conservative donor, Sir Anthony Bamford, in helping to establish that school. I, too, should like to pay tribute to Sir Anthony Bamford, who is a great man. May I underline the fact that that is a cross-party initiative? Lords Baker and Adonis are heroes and their work deserves to be supported.
James Wharton (Stockton South) (Con)
The Secretary of State knows that Ian Ramsey school in my constituency has a particularly dire need for capital investment to secure its future in the buildings that currently exist. If it applies for the new funding that he has announced today, how soon at the earliest might it get a decision and some certainty about its future?
Michael Gove
I had the pleasure of visiting Ian Ramsey school, which is a superb school with great leadership that also enjoys the advocacy of a great constituency Member. Like every other school, it should be able to apply and should know this autumn.
Ann Coffey (Stockport) (Lab)
The Secretary of State said in his statement that he would police the new privately financed school building programme to ensure there are not the excessive costs incurred by previous privately financed schemes. Can he give some more detail about how he intends to do that?
Michael Gove
We have benefited from looking at some of the PFI schemes that were inaugurated under the previous Government. The James review drew various appropriate lessons about how we could ensure, through standardised design and more effective procurement, that we can save money right at the beginning of any process. My colleagues in the Treasury have today published a report revealing how it has managed to bear down on costs in existing PFI schemes, never mind new ones. Let me take this opportunity to pay tribute to Ministers in the Treasury, and to the campaigning energy of my hon. Friend the Member for Hereford and South Herefordshire (Jesse Norman). Together, they have ensured that we will make sure that PFI works in the interests of the whole public.
Pauline Latham (Mid Derbyshire) (Con)
I welcome the Secretary of State’s announcement of the fair funding formula, which is something I have been championing for more than 20 years, since local management of schools let the genie out of the bottle, with local authorities publishing school spending. It is not fair that one school gets £4,000, while another gets £8,000, for the education of young children. Can I get an assurance from the Secretary of State that he will look into rural funding and so-called leafy suburbs, and that they will not be left out? They have always been penalised in the past by local authority funding. Will he also look at the funding for Lees Brook school, which takes a lot of pupils from my area, and is falling down? I have sent him the documentary evidence of that.
Nic Dakin (Scunthorpe) (Lab)
Will the full survey of the school estate include sixth-form colleges, and can they bid for capital support under the new private finance initiative scheme?
Michael Gove
We want to make sure that all schools are capable of bidding under the scheme, and we want to make sure that the gateway into such bidding is fair. I will come back to the hon. Gentleman to make sure that there are no anomalies that mean that any institution that educates children is excluded for any reason. I shall seek to work with him, given his experience as a distinguished former further education principal.
Nadhim Zahawi (Stratford-on-Avon) (Con)
I welcome the Secretary of State’s announcement of more basic need funding. I urge him and the Government to focus on Stratford town, where there is a severe shortage of primary school places.
Michael Gove
There are many parts of the country that have serious problems with population growth, including Stratford-on-Avon, not least because it is such an attractive town that has enjoyed effective representation for many years.
Mr John Spellar (Warley) (Lab)
I speak as Member of Parliament for one of the six boroughs that took legal action, and I wish to express our deep disappointment at the Secretary of State’s announcement, particularly for Perryfields and Bristnall Hall schools. Year after year, much-needed refurbishment and repair has been put on hold by the Department for Education, because those schools were in the BSF programme. They now face inadequate overcrowded buildings and a rising school population. Does the Secretary of State understand how let down they feel, and will he come and meet them so that they can get that view across?
Michael Gove
The right hon. Gentleman is a formidable constituency Member of Parliament. He invited me to make sure that I made this announcement before the House rose for the recess, and I am happy that I could do so. I appreciate that Sandwell, like many other local authorities, will want to make its case fairly, so I want to make sure that it is heard alongside every other local authority in a way that is fair to all.
Annette Brooke (Mid Dorset and North Poole) (LD)
The Secretary of State kindly arranged for civil servants to visit Montacute school, an outstanding special school in my constituency. They subsequently wrote a report on its condition and fitness for purpose. When will he release the contents of that report, and can he give the school some indication of when it will hear, and how to apply for funding if it has to do anything more, in the light of his statement?
Michael Gove
That work will help to inform decision making. I will work with the hon. Lady to make sure that she can do the best job possible for that school, and other schools in her constituency that wish to apply.
Bill Esterson (Sefton Central) (Lab)
The Secretary of State knows that the outstanding and good schools that are most likely to become academies under his system will probably have less need for support for special needs, behavioural support and advisory services. Does he agree that it follows that the academies that he is creating will be tempted not to buy back support services from local authorities under current arrangements, which will mean big cuts in authorities such as Sefton, where seven schools are becoming academies. Will he review funding arrangements for academies so that support services available within local authorities are—
Michael Gove
That is a thoughtful question, but behind it lies an uncomfortable fact for the hon. Gentleman. If the majority of good and outstanding schools are in leafy suburbs or richer areas, that only underlines the way in which Labour failed to advance social mobility in their 13 years in power.
James Morris (Halesowen and Rowley Regis) (Con)
The Secretary of State will be aware from representations that I have made to him that, as has also been said by Opposition Members, there is an urgent need to get capital funding into schools in Sandwell. Does he agree that now is the time to draw a line under the BSF programme and find innovative ways of getting capital into Sandwell schools in the most cost-effective way possible?
Michael Gove
I entirely agree, and I pay tribute to my hon. Friend for the effective way in which he has lobbied for a more imaginative and sensitive response to school building in future. He has specifically argued that we should ensure that we safeguard the interests of the schools in the west midlands that are in the greatest need, whether in Sandwell or in adjacent boroughs. I commend him on his statesmanlike and constructive approach.
Julie Hilling (Bolton West) (Lab)
At a time of devastating cuts to local authority budgets, will local authorities face yet another in-year cut for which they will not be able to budget? As there is an economy of scale in providing services to schools, will children in non-academy schools suffer because of that deduction from local authority funding?
Michael Gove
Again, that is a thoughtful question. First, our consultation on reform of LACSEG—the local authority central spend equivalent grant—is designed to balance stability with a reflection of the fact that some local authorities no longer discharge such responsibilities, but still receive funding. On the second point made by the hon. Lady, it is only fair to say that in our consultation we point out that some economies of scale that are claimed do not materialise on the ground— but she will have an opportunity to contribute to the consultation, and I look forward to hearing her thoughts.
Mr Robert Buckland (South Swindon) (Con)
Will the new capital building programme offer opportunities for special schools such as Crowdys Hill in Swindon, which has ageing buildings and limited space, so that they can benefit while avoiding the pitfalls of previous PFI schemes?
Michael Gove
Absolutely. It is critical that we recognise that some schools that have not received the investment that they need are special schools—or, indeed, schools with a large proportion of students with special educational needs. We will ensure that the scheme takes account of their specific needs.
Ms Gisela Stuart (Birmingham, Edgbaston) (Lab)
I would expect Birmingham to be one of the local authorities to benefit from the Secretary of State’s announcement of extra funding in areas that require extra places. Given Birmingham’s Lib Dem/Tory-controlled administration’s ability not to do what Government want them to do, irrespective of which party is in government, will he keep a close eye on it so that it does not waste the money that it did on BSF, and spend a million on architects when it comes to bidding for money for extra places?
Michael Gove
As my noble Friend Lord Adonis has pointed out, education in Birmingham needs many things to change, and I suspect that the hon. Lady and I know just how much change is needed.
Richard Fuller (Bedford) (Con)
My right hon. Friend’s focus on special schools will be particularly welcome to the Ridgeway, St John’s and—oh my goodness. [Interruption.] The Grange, Ridgeway and St John’s—I am terribly sorry, Mr Speaker, I shall not live that one down. May I ask my right hon. Friend, particularly on the issue of capital allocations to schools that are transitioning to academies, for an assurance that the scheme will not be used by local authorities in any way, shape or form as a brake on the decisions by those schools to become academies?
Michael Gove
That is a very fair point. I have sought in the consultation—and we will seek in the decisions that we make—to be absolutely fair and balanced. It is no secret to anyone in the House that I am a great champion of school autonomy and I am critical of local authorities that have not done their job well. However, local authorities have a vital role to play in future, which is why the huge increase in basic need funding will go directly to local authorities, which are best placed to make those decisions. That balanced approach, encouraging autonomy while respecting local authorities’ critical role, is the right way forward.
Charlotte Leslie (Bristol North West) (Con)
Does the Secretary of State agree that it is deeply insulting to parents who have wanted a community secondary school for their area for more than 20 years to hear the right hon. Member for Leigh (Andy Burnham) criticise Bristol free school, particularly when many of those parents are frantic about the shortage of primary school places in Bristol? That ticking time bomb should not have been a surprise, given the baby boom four years ago, and the certainty that children grow up.
Michael Gove
My hon. Friend makes a fair point. It is incumbent on all of us to recognise that the provision of schools in Bristol has not been good enough for far too long, although recent changes have brought about real improvement. Some of those changes have been driven by councillors who have shown imagination, but they have also been driven by organisations that have helped to establish new schools and to extend the academies programme. Bristol free school should be seen in that light. It is an effort to drive up attainment in an area that has underperformed for far too long.
Andrew Percy (Brigg and Goole) (Con)
There could be no greater evidence of the inequities in the funding system than the situation in the East Riding of Yorkshire and in North Lincolnshire, where per pupil funding is well below the national average. Similarly, many schools are leaking, despite the 13 years in which we were told that there was investment. Having been through the BSF process both as a schoolteacher and as a local councillor, may I have an assurance that there will be an end to all these expensive airy-fairy vision statements and massive consultancy fees, as well as perfectly functional buildings in one local authority area being knocked down only to be replaced with butterfly-shaped schools, while others in more affluent or more rural areas do not receive any money at all for their schools?
Michael Gove
That is a blast of good sense from north of the Humber. My hon. Friend is absolutely right.
Justin Tomlinson (North Swindon) (Con)
Will the Minister join me in congratulating Swindon borough council on seeking to design and build a generic modular school at half the cost of a bespoke new design?
Mr Robin Walker (Worcester) (Con)
I warmly welcome the commitment to a new national funding formula—something for which I have been calling since I made my maiden speech. Today the Secretary of State will receive a letter signed by all six Worcestershire Members of Parliament urging him to press ahead with these desperately needed reforms, and to close the appalling £1,100 gap between Worcestershire and the neighbouring authority of Birmingham. May I urge him, as my hon. Friend the Member for Beverley and Holderness (Mr Stuart), the Chair of the Select Committee on Education, did, to press ahead with the reforms and not to listen to the siren voices calling for delay?
Michael Gove
My hon. Friend makes an impressive case for Worcestershire, as do my hon. Friends the Members for West Worcestershire (Harriett Baldwin), for Redditch (Karen Lumley), for Mid Worcestershire (Peter Luff) and for Wyre Forest (Mark Garnier). I am very sympathetic to the case they make.
Duncan Hames (Chippenham) (LD)
Wiltshire schooling has long been among the least well funded in England, so I welcome the Education Secretary’s review of the fair funding formula for schools. Will he give particular attention to the challenges in rural areas faced by small primary schools—that is, those that we still have left?
Michael Gove
That is a very fair point. In our consultation we are explicitly saying that there should be a fixed sum for all primary schools, to ensure that smaller primary schools remain viable.
Stephen Metcalfe (South Basildon and East Thurrock) (Con)
Woodlands school in Basildon has just received the excellent news that its much-needed rebuild is to proceed. However, may I ask my right hon. Friend to adopt a slightly more flexible approach so that if schools wish to keep some of their existing better-quality buildings they can do so, to meet local need?
Michael Gove
I absolutely support local flexibility, and I think that Essex county council has shown admirable imagination in the past in doing just that.
Nigel Mills (Amber Valley) (Con)
Parents, pupils and teachers alike at the four schools in Swanwick and Alfreton in my constituency that lost their BSF funding will head into the summer in a much more optimistic mood following the announcement that there might be some funding coming their way. Will my right hon. Friend advise them on whether they should think about dusting off the radical BSF plans that were scrapped—or should they perhaps be looking for a simpler and more cost-effective approach to replace buildings that are in desperate need of rebuilding?
Mr Philip Hollobone (Kettering) (Con)
May I press the case for Northamptonshire, where the number of primary school places is struggling to catch up with population growth that is among the UK’s fastest?
Michael Gove
I am very much aware that all of Northamptonshire, east and west, is benefiting from population growth. It is critical that we meet basic need pressures wherever they are. They are most acute in London and the south-east, but there are many parts of the country where the population is growing fast.
Stuart Andrew (Pudsey) (Con)
I welcome this announcement. The shortage of primary school places is due in part to the baby boom, as we have heard, and it is staggering that those warnings went ignored for so long. In my constituency this has been compounded by massive residential estates on brownfield sites, leaving my schools to struggle and the situation to get worse. I urge my right hon. Friend to give due consideration to that, and to the schools that are suffering.
Michael Gove
My hon. Friend makes a very good point. Our population has risen for a variety of reasons, and unfortunately the previous Government did not prioritise that in the way they should have done, but I am grateful that the right hon. Member for Leigh is now emphasising that basic need should be our shared first priority.
Penny Mordaunt (Portsmouth North) (Con)
I welcome today’s statement, especially the announcement on capital funding, and ask the Secretary of State to keep the very patient King Richard school, and other schools in Portsmouth, at the forefront of his mind as the process develops. I ask him to go further on funding reform to ensure that as well as fairness, we have more flexibility in how we spend per pupil funds in the independent sector, if that is the best provision for the child.
Michael Gove
I am in favour of more flexibility overall, but we need to recognise that money spent on state education should stay in state schools. There are many great state schools in Portsmouth, and I was fortunate enough to talk yesterday with the leader of Portsmouth city council, Gerald Vernon-Jackson, and appreciate how hard he is working, along with my hon. Friend, to ensure that Portsmouth gets the support it deserves for its state schools.
Damian Hinds (East Hampshire) (Con)
In making the new capital programme more efficient than BSF, will my right hon. Friend confirm that sums of money will not be earmarked and siphoned off for things like the unnecessary IT projects that led to such cost overruns under BSF?
Michael Gove
That is a very distinguished point made by my hon. Friend the Member for East Hampshire (Damian Hinds). One of the problems with BSF is that £210 million was spent by local authorities on consultants, including IT consultants, and some of that money was invested in material that we would not describe as state of the art. It is critical to ensure that we get value for every penny we spend. Information technology is critical to effective learning in the 21st century, but so is ensuring that we get proper value for money.
Richard Graham (Gloucester) (Con)
The Education Secretary will know from his recent and very welcome visit to my constituency how grateful parents and teachers will be for his announcement today about changing the schools funding formula, under which pupils in my constituency have for far too long received almost half the spend per pupil received for pupils from areas with similar levels of deprivation in other parts of the country. My right hon. Friend will also know that we have a short-term immediate problem with LACSEG funding. I seek an assurance that his Department’s officials will work closely with the local education authority to try to overcome those problems before the start of the new school year.
Michael Gove
I very much enjoyed my visit to Gloucester and Stroud on Friday, and the first thing I did when I arrived at the Department on Monday was to instruct my officials to co-operate with Gloucester city council and the Young People’s Learning Agency to ensure that we deal with this issue.
Mr Steve Brine (Winchester) (Con)
I warmly welcome the Secretary of State’s announcement. Parents in the city of Winchester will have heard his statement loud and clear, despite various other noises going on in the media today. What guidance has his Department issued to local authorities in recent years about the need to keep spare capacity in the primary system?
Michael Gove
That is a typically shrewd point from my hon. Friend. One of the problems we inherited is that under the system that prevailed under the previous Government, guidance was given in 2007 to reduce surplus places, particularly in the primary sector, and we now have a basic need problem. It is good that the Opposition now recognise that we should prioritise meeting basic need.
Matthew Hancock (West Suffolk) (Con)
The Secretary of State knows that Mildenhall college of technology in my constituency is one of the most dilapidated schools in the country. The skylights are falling in: it turns out that no one fixed the roof when the sun was shining. Will he give me an assurance that fixing the school will be promoted, and that a date will be set for when we can start to rebuild it, so that children can be educated somewhere they can be proud of?
Michael Gove
This will be a needs-led process. Putting the jargon aside, that basically means that the money will go to the schools in the worst condition. I hope that we will see that building commence in 2014.
Neil Carmichael (Stroud) (Con)
I welcome the statement, and I am particularly interested in the private finance side of things, with regard to improved specification systems. Will the Secretary of State consider the need to build in more capacity when looking at the school funding formula, so that schools can plan ahead?
Michael Gove
That is a very good point from another member of the Education Committee. One of the things we want to do is to ensure that good schools can expand. The right hon. Member for Wythenshawe and Sale East (Paul Goggins) made the point earlier that when we have good schools we often find that the original pupil place planning is out of date. We need a system of school buildings that is flexible enough to accommodate parental choice.
Jason McCartney (Colne Valley) (Con)
How quickly will many of the oversubscribed primary schools in my constituency, including Lindley junior school, which is going through a consultation on becoming an academy school, find out what share they will receive of the £500 million of additional funding for new school places?
Mel Stride (Central Devon) (Con)
I very much welcome my right hon. Friend’s statement, particularly his commitment to fairer funding for schools. As he will be aware, Devon languished close to the bottom of the funding league table under the previous Government. Will he assure me that he will look very carefully at the possibility of improving the relative funding for schools in Devon?
Michael Gove
I visited almost all the local authorities in the F40 area—very possibly because they contain a number of Conservative-Liberal Democrat marginals. For a variety of reasons, I want to ensure that I am fair to all local authorities, which is why we will prioritise funding on the basis of need.
Bob Blackman (Harrow East) (Con)
The London borough of Harrow was at the absolute bottom of the queue for BSF funding, because all the secondary schools are outstanding despite being in very poor buildings. At the same time, there is a basic need case estimated for 16 forms of entry at primary school within the next four years, which is the equivalent of two additional secondary schools. How quickly can we start to see some finance flowing to get the places for the children who need them now?
Michael Gove
I hope that the finance will be flowing in this financial year. That is the intention. I appreciate that Harrow, like a number of local authorities in London, including Tower Hamlets, Barking and Dagenham, has specific problems. We need to look at them all in the round in order to ensure fair funding for all.
Gavin Barwell (Croydon Central) (Con)
There is huge pressure on school places in the borough of Croydon, partly as a result of the UK Border Agency’s presence there, and we did not get a single penny of funding from Building Schools for the Future, so I very much welcome what the Secretary of State has said. In the absence of the right hon. Member for Croydon North (Malcolm Wicks), may I give a particular plug for the Archbishop Lanfranc school in connection with rebuilding?
Michael Gove
That plug has been registered, and I hope that it will appear in the South London Press and other newspapers that circulate in Croydon.
Bob Stewart (Beckenham) (Con)
My constituency has one or two of the primary schools that are now in urgent need of repair. How long will it take before the doomsday survey of the fabric of our schools is completed and the funds are therefore available?
Michael Gove
We are prioritising that survey and we hope that it can take place within a year, but that need not mean that schools have to wait. They can make clear their specific needs and we will look at the evidence, judging school against school so that those most in need are prioritised.
Robert Halfon (Harlow) (Con)
In contrast to the hon. Member for North West Durham (Pat Glass), my constituents are passionate about a university technical school and we have put in a very strong bid because of all the benefits of vocational education that it may bring. Residents will also welcome the £500 million extra for deprived areas. Will my right hon. Friend set out how that money will be allocated?
Michael Gove
We will seek to allocate that money to the local authority areas where there is the greatest population pressure. I am grateful for my hon. Friend’s support for the principle of university technical colleges, which enjoy growing support across the House.
Mr Speaker
Let me take this opportunity to inform the House that after the Front-Bench exchanges had been completed, we had 32 minutes of questions from Back Benchers, and the pithiness of those questions and of the Secretary of State’s answers meant that in those 32 minutes we got through 44 inquiries. The Secretary of State has, I think, set a record in this parliamentary term. He has won the trophy; I hope he is pleased.
Lord Bew's Independent Review of Key Stage 2 (Government Response)
Michael Gove Excerpts(13 years, 5 months ago)
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The Secretary of State for Education (Michael Gove)
We are very grateful to Lord Bew and his panel of head teachers and other experts for their thoughtful, detailed and comprehensive work on their independent review of testing, assessment and accountability at key stage 2.
We believe the recommendations in Lord Bew’s final report will lead to a fairer and more effective system. We agree to the principles that underpin the final report and accept all of the recommendations in full.
We have always been clear that external accountability is vital to raising standards and narrowing attainment gaps, and we are pleased that Lord Bew’s report recognises this. While preserving strong accountability, Lord Bew’s recommendations include a number of important changes to the current system. We will encourage all agencies concerned with assessment and accountability of schools, including Ofsted, to take full account of the principles of the report.
We will publish a wider range of data, including new progress measures and three-year rolling averages, which will give a more rounded picture of school performance while allowing parents easier access to the information they need about their child. This aligns with our commitment to transparency and plans to make as much information as possible available to the public.
We also agree the recommendation to extend the time frame in which pupils who are absent on the day of a test can sit it, and will trial an extension to a week. This will apply to all pupils at the end of key stage 2 in 2012. An evaluation at the end of the test cycle will determine whether the extension will become permanent.
We welcome the fact that Lord Bew has considered the testing and assessment arrangements in each subject from the point of view of what is educationally most appropriate. We acknowledge the problems with the current writing test and agree that summative teacher assessment is the most appropriate way to assess writing composition. External moderation of that assessment will be important to ensure it is recognised as reliable and robust. We will develop and trial moderation arrangements next year and introduce them on a statutory basis from 2013. Teacher assessment judgments of writing composition will form the greater part of any overall writing judgment once the new arrangements are in place from 2013 onwards.
The Standards and Testing Agency will work with the profession on the design, implementation and administration of a test of essential skills which children need to master to become fluent, confident writers, such as spelling, grammar, punctuation and vocabulary, and consider the potential to include an assessment of handwriting in the test. We will trial the test in 2012 and intend to introduce it in 2013.
In 2012 interim arrangements for writing assessment will be required. Those arrangements should be in line with the principles in Lord Bew’s report and ensure that results are as reliable and robust as possible. Teacher assessment judgments of writing composition will make a significant contribution to the overall writing results. We also believe some external testing will be required alongside teacher assessment. We will discuss the detailed arrangements for 2012 with the profession and confirm them to schools at the start of the new school year.
We will retain externally-marked tests in reading and mathematics, and will refine them over time to ensure they are accessible to all groups of pupils. We will also retain the current system of sample testing in science.
We agree that more emphasis should be placed on teachers’ own assessments of their pupils. We accept Lord Bew’s recommendation that teacher assessment should continue to be reported alongside test data, and that schools should be required to submit teacher assessment judgments before pupils sit the tests.
We recognise that Lord Bew’s recommendations represent substantial reform to the current key stage 2 testing, assessment and accountability system. We want to act as quickly as possible to take the recommendations forward. However, change of this scale needs to be implemented carefully to ensure the positive impact is realised for all involved. We will implement the recommendations as quickly as is practicable.
We are today placing my Department’s full response to Lord Bew’s final report in the House Library.
Oral Answers to Questions
Michael Gove Excerpts(13 years, 5 months ago)
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Mr Edward Leigh (Gainsborough) (Con)
3. What steps he is taking to ensure that public examinations are set to a high standard.
The Secretary of State for Education (Michael Gove)
The Government are committed to ensuring that GCSEs and A-levels compare with the best exams in the world, so we will increase the role of higher education in the development of A-levels; we will change the rules on modules and retakes so that GCSE examinations are taken at the end of the course; and we will ensure that proper marks are once more given for spelling, punctuation and grammar.
Mr Leigh
Does my right hon. Friend recall a study by the Royal Society of Chemistry in 2008—I think he will because he commented on it at the time—showing that 1,300 of the brightest 16-year-olds found great difficulty answering questions taken from the 1960s and ’70s? Does this not prove that standards have dropped? Is there any evidence that the steps my right hon. Friend is taking will make a real difference so that we can halt the catastrophic decline in the standard of A-levels?
Michael Gove
I am grateful to my hon. Friend, who is absolutely right to say that the Royal Society of Chemistry and other learned bodies have pointed out that some examinations our young people sit today simply do not compare with the best in the world. I have asked the Office of the Qualifications and Examinations Regulator to ensure that the tests that our children sit to prepare them for the 21st century are every bit as rigorous as those in the other countries that the Minister of State, my hon. Friend the Member for Bognor Regis and Littlehampton (Mr Gibb) mentioned, which are currently outpacing us in educational achievement.
John Mann (Bassetlaw) (Lab)
On 9 June, Ofqual apologised for the record number of examination question errors this year and said that every paper had been rechecked. On 12 June, three more examination papers were found with errors in them. Why?
Michael Gove
I share the hon. Gentleman’s concern, which is why Ofqual has ensured that there will be an inquiry into the mistakes made by the awarding bodies. This is not the first year, and it might not be the last, in which awarding bodies made mistakes in examinations, but it is a cause of heartbreak for every family affected. We inherited an examination system from the previous Government that needed reform. That is why we are changing both the way Ofqual operates and the way in which awarding bodies are held to account.
Ann Coffey (Stockport) (Lab)
4. What representations he has received on the report “Out of Mind, Out of Sight” issued by the Child Exploitation and Online Protection Centre.
Pamela Nash (Airdrie and Shotts) (Lab)
5. On how many days annually on average schools were closed owing to strike action between (a) 1979 and 1997 and (b) 1997 and 2010; and what assessment he has made of the likely trends in days lost to such action in the next four years.
The Secretary of State for Education (Michael Gove)
My Department published detailed information on school closures associated with the industrial action on 30 June. The Department has not collected such detailed figures in the past, so we do not have comprehensive figures for the days lost between 1979 and 2010, and it is not possible to predict the number of days on which schools might close in the event of future industrial action.
Pamela Nash
It is clear from figures available to Labour Members that more strike days were taken under the previous Conservative Government than under the more recent Labour Government. Is that because a Tory-led Government are incapable of sitting around a table and negotiating with teachers, or does the Secretary of State have an alternative explanation?
Michael Gove
I agree with the hon. Lady that negotiation is important. That is why I look forward to talking to representatives of the trade unions later this afternoon and why I value the discussions that we have with them, not just about pensions but about every issue.
Kevin Brennan (Cardiff West) (Lab)
In all the pension negotiations that have led to the recent strikes, the Secretary of State seems to have been a bit of a non-entity. Has he made any representations to his Cabinet Office and Treasury colleagues in support of the teachers’ case on pensions, or has he decided simply to wash his hands of their concerns?
Michael Gove
I note that the hon. Gentleman has promoted me from Marty McFly to Pontius Pilate in just 30 seconds. Far from washing my hands, however, I have been actively intervening to ensure that, across Government, we make certain that pensions for valued public sector workers such as teachers are protected, while at the same time being fair to all taxpayers and reflecting the reforms that Lord Hutton, in his excellent report, suggested we pursue.
Stella Creasy (Walthamstow) (Lab/Co-op)
6. What recent representations he has received on the benefits of year-round youth services.
Mr Rob Wilson (Reading East) (Con)
11. What assessment he has made of the level of interest in establishing university technical colleges.
The Secretary of State for Education (Michael Gove)
My Department has received 37 applications to open university technical colleges.
Mr Wilson
The investment in UTCs and technical academies is very welcome and will, I believe, provide a substantial boost to education standards in the areas that will have them. Has my right hon. Friend given any thought to how we can accelerate the UTC programme so that more areas can benefit from this fantastic programme?
Michael Gove
I am grateful to my hon. Friend, who is a champion of high-quality vocational and technical education. The Government are doing more for vocational and technical education than any and that is why I am so pleased that he is heavily involved with the bid to ensure that Reading receives an appropriate technical academy. We are doing everything possible to accelerate consideration of those bids and to support as many as possible and I am grateful for the support of the Chancellor.
Mr Barry Sheerman (Huddersfield) (Lab/Co-op)
The Secretary of State will know that many of us hope that the university technical school pilots will be successful and we watch with great interest. Has not an important opportunity been missed of working with the further education sector, which knows a lot about teaching young people from the age of 14 in technical subjects? Is there not a great deal of capacity and potential in that market, too?
Michael Gove
The hon. Gentleman makes a characteristically shrewd point. Professor Alison Wolf argued in her report that we should ensure parity of esteem between teachers in schools and those in further education colleges, that the qualified teacher learning and skills status, or QTLS, qualification should be considered equivalent to qualified teacher status, or QTS, and that the links between schools and FE colleges should be improved in a number of ways. As ever, the hon. Gentleman hits the nail squarely on the head.
Robert Flello (Stoke-on-Trent South) (Lab)
12. What recent representations he has received on the breadth of the curriculum.
Mr Stephen Hepburn (Jarrow) (Lab)
13. What recent representations he has received on encouraging children to study music.
The Secretary of State for Education (Michael Gove)
We are very lucky that there is so much excellent music teaching in our schools and we are anxious to ensure that it improves even further. We have made £82.5 million available to make that a reality. In the past few months, we have received almost 4,000 representations on how we can further improve music education.
Mr Hepburn
As the Secretary of State says, the Government have announced this new system of funding music in schools. If it is, indeed, a bidding system, what assurances can he give to the schools and schoolchildren who will inevitably lose out?
Michael Gove
I do not believe that any school or child will lose out. The hon. Gentleman is very lucky that on his doorstep sits the Sage centre, which is an outstanding exemplar of music education. The funds that we have available and the national music plan that we hope to unveil this autumn will ensure that the already high standards that exist in areas such as south Tyneside are augmented even further in future.
Mr Edward Timpson (Crewe and Nantwich) (Con)
Will my right hon. Friend join me in welcoming the recent announcement of a national music competition, the “Next BRIT thing”, which is backed by both the Government and the UK music industry? Is it not an example of the Government’s commitment to nurturing our future musical talent?
Stephen Phillips (Sleaford and North Hykeham) (Con)
14. What recent representations he has received on the teaching of British history to all children of secondary school age.
Bob Blackman (Harrow East) (Con)
16. How many schools in (a) Harrow East constituency and (b) England have converted, or applied to convert, to academy status.
The Secretary of State for Education (Michael Gove)
Three high schools in Harrow East have applied to convert to academy status and are aiming to convert in a collaborative partnership with four other high schools in Harrow. A primary school is also aiming to convert in the autumn. More than 1,000 schools in England have applied to convert to academy status since June 2010. The total number of open academies, including those opened under the previous Government, now stands at 801.
Bob Blackman
I congratulate the Secretary of State on leading this quiet revolution in education in this country, freeing schools from the dead hand of local education authorities and allowing them to develop and grow. What role does he foresee local education authorities fulfilling in the future, and what arrangements is he making for the governance of these new schools to enable them to flourish and grow?
Michael Gove
Local authorities have a crucial role to play in education in ensuring fairness of admissions, making sure that the needs of children who have, for example, high-level special educational needs are respected, and making sure that when it comes to behaviour and attendance, there is appropriate collaboration. They also have a critical role to play as champions of excellence. The best local authorities pursue this role with vigour. Not all do, however.
Kerry McCarthy (Bristol East) (Lab)
17. Whether young people being raised by kinship carers will be eligible for the bursary scheme which will replace education maintenance allowance.
Nicky Morgan (Loughborough) (Con)
T1. If he will make a statement on his departmental responsibilities.
The Secretary of State for Education (Michael Gove)
I am delighted that my Department, following extremely hard work by the Minister of State, Department for Education, my hon. Friend the Member for Bognor Regis and Littlehampton (Mr Gibb), and our behaviour adviser Mr Charlie Taylor, has today published new behaviour guidance, which is significantly slimmer, and more focused and effective. It has been widely welcomed by teachers as at last getting to grips with the indiscipline in some of our weakest schools.
Nicky Morgan
I thank the Secretary of State for his answer. He recently mentioned that there were about 200 failing primary schools in this country, which is a shocking statistic. Although there is no list, I believe that Shelthorpe primary school in my constituency is one of them. When judging whether a school is failing, what allowances are made for pupils with moderate learning difficulties, cases of social deprivation, cases involving social care and the number of free school meals? Also, the school’s head teacher has asked me to invite the Secretary of State to visit the school.
Michael Gove
I am grateful for my hon. Friend’s question. We specifically take into account not just raw attainment, but the progress that children are making in school to ensure that any judgment is properly contextualised. The 200 weakest schools are those that have been below floor standards for five years. Let me be clear: that means that more than 40% of students leaving those schools over the previous four years have been incapable of reading, writing or adding up to an acceptable level. We absolutely need to take action where schools are failing and where communities are aware that those schools are not performing as well as they should be. I hope that Members on both sides of the House will recognise that such action is necessary.
Mrs Linda Riordan (Halifax) (Lab/Co-op)
T5. Will the Secretary of State reassure the parents, teachers and governors of Moorside school in Halifax that they will get the necessary capital funding for the new build they have been promised for so long, and if so, say when they will get it?
Michael Gove
It is vital to ensure that we have an accurate picture of the schools that are most in need of capital funding. One of the unfortunate consequences of decisions made by the previous Government is that in about 2006 we stopped collecting data at a national level on the state of school buildings, which means that we do not have an accurate picture of the schools that are most in need. The hon. Lady makes a very good case for a school in her constituency, which I know she represents effectively, but we have to look at the picture in the round.
Mr Andrew Turner (Isle of Wight) (Con)
T2. Five families have been refused admission to Wootton primary school on the Isle of Wight from the beginning of next term, which means that four-year-olds will have to travel to other schools, the nearest of which is 2.5 miles away. Mothers who want to travel with their child would have to pay for that, assuming that public transport was available. This is a complete scandal. Surely the ridiculous limits on the size of primary schools imposed by the Labour party need to be reconsidered, and before the beginning of next term.
Paul Flynn (Newport West) (Lab)
The baccalaureate’s emphasis on ancient history and Latin will allow our students to cope admirably with the Roman invasion 2,000 years ago, but leave them less able to cope with modern life, because of the neglect of IT. In which century are the Government living?
Michael Gove
It is a source of considerable pride to me that the number of students studying Latin in comprehensives is the highest ever. We are presiding over the greatest renaissance in Latin learning since Julius Caesar invaded. [Interruption.] Those who are about to answer should be saluted, as we say in Latin. The critical thing is that we have to ensure that our examinations in every subject are up there with the best in the world. It is striking that before he went to university, one of the iconic figures of the 21st century—Mark Zuckerberg, the founder of Facebook—studied Latin, Greek and classical Hebrew.
Mr Peter Bone (Wellingborough) (Con)
T3. I recently met parents who send their children to Sceptre school, a Christian-based independent school that has decided to apply for free school status. They said: “Overall, we will be able to enrich the choice and diversity that will, in turn, drive up standards and increase opportunities.”Is that not an example of the Conservative-led Government delivering?
Michael Gove
I am hugely grateful to my hon. Friend for pointing out the enormous interest in our free school programme. Everyone from former advisers in Tony Blair’s No. 10 through to figures from grass-roots faith organisations has embraced that reform. I fear that the only people who are still standing against that wave of the future are the isolated and neolithic figures of the Labour Front Bench.
Mr Dennis Skinner (Bolsover) (Lab)
The Secretary of State knows that one of the neediest schools that he has to deal with—and it was described as a compelling case by one of his junior Ministers—is Tibshelf, which was built before the first world war. Pit props are holding up part of the roof, and teachers have to tramp between one school and another to keep the show on the road. When is the Secretary of State going to give the Tibshelf people a chance to have their new school built?
Michael Gove
The hon. Gentleman is a consistent and effective campaigner on behalf of the parents, children and teachers of Tibshelf school, and I congratulate them on having such an impassioned defender. However, that school is in such poor repair because, under 13 years of Labour rule, money was wasted. It did not go to the front line, and the hon. Gentleman’s constituents, like many poorer students around the country, were failed by an arrogant, unaccountable and out-of-touch Labour Government.
Mel Stride (Central Devon) (Con)
T4. The Sutton Trust has recently stated that under the previous Government, between 2007 and 2009, a group of 2,000 secondary schools and sixth-form colleges sent fewer pupils to Oxford and Cambridge than just five of our leading independent schools. Will my right hon. Friend join me in deploring that situation, and will he set out what this Government are going to do to put that record right?
Michael Gove
My hon. Friend is absolutely right to point out that social mobility went backwards under Labour. Poorer students had a better chance of going to university before the Labour Government came to power than after they left office. We are changing that, and we are making sure that with increased investment through the pupil premium, higher standards in the English baccalaureate and a remorseless drive to get the best possible teachers into the classroom, standards rise for the poorest. It is a great pity that the once so-called party of progress is standing in the way of that necessary reform.
Lisa Nandy (Wigan) (Lab)
In answer to my hon. Friend the Member for Bristol East (Kerry McCarthy), Ministers repeated the confusion about who will, or will not, be eligible for education maintenance allowance. Given the overwhelming evidence that young people need to know whether they will receive EMA so that they can make a decision to go to college, will the Government think again?
Michael Gove
I am grateful for the point that the hon. Lady makes. We are doing everything possible to ensure that the replacement for education maintenance allowance, the discretionary learner support fund, is in place as soon as possible. We had consultations with college principals who said that while they accepted that these were straitened times, they would prefer to have discretion over how that funding was allocated, and we are happy to accede to that general advice.
Duncan Hames (Chippenham) (LD)
T6. At Frogwell primary school in Chippenham I have seen for myself the success of the Every Child Counts drive for early intervention to aid numeracy in Wiltshire schools. How does the Secretary of State propose to monitor the take-up of such programmes now that the budgets that pay for them have been delegated to schools themselves?
Michael Gove
My hon. Friend makes a very good point. Catch-up programmes in numeracy and literacy are hugely important. That is why we are making sure that in our reform of the accountability measures for all schools we take account not only of the raw attainment at the end of primary school but of how children do, particularly when they are from poorer backgrounds or have low levels of prior attainment. It is not for us to prescribe exactly the method, but it is for us to ensure that the poorest are better served.
Emma Reynolds (Wolverhampton North East) (Lab)
Can the Education Secretary confirm that the objective of his schools reforms, particularly the introduction of free schools, is to provide an over-supply of schools, thereby inevitably setting some schools up for failure? Has he made an assessment of the costs and upheaval that that will generate?
Michael Gove
That is an interesting ideological take, but I am afraid that the hon. Lady is wrong. If she wants to talk about setting schools up for failure, she should look at the at east 200 underperforming primary schools that we were discussing earlier. Free schools will introduce innovation and higher standards to some of the areas that are desperately in need of new schools. They will also ensure that the growth in pupil population at primary, for which the previous Government failed to prepare adequately, is at last addressed with innovative new schools in the places that count.
Charlie Elphicke (Dover) (Con)
T7. How can parents of children with special needs be more involved in the education of their children? I recently met parents at Ripplevale school in my constituency who say that they must not only battle the difficulties and challenges that are obvious to all but battle the education authority, time and again, to get a fair, decent and proper education for their children.
Matthew Hancock (West Suffolk) (Con)
T8. May I commend strongly to the Secretary of State the proposal for a free school at Breckland school in Brandon—a middle school that was set for closure under the previous Administration? If that happened, there would be no post-11 education in Brandon, but if it gets the go-ahead as a free school there will be education all the way up to 16. That will have a massively positive impact on the community, and I hope that he will commend it.
Mr Speaker
Order. I remind the House that topical questions and answers are supposed to be brief.
Meg Munn (Sheffield, Heeley) (Lab/Co-op)
I agree with the Secretary of State’s aim to raise standards in primary schools. Will he therefore meet me to discuss why he is seeking to remove the outstanding leadership of a primary school in my constituency that has been praised by his permanent secretary and has this year taken children above floor standards, and where his proposals threaten to make the situation much worse?
Mr Marcus Jones (Nuneaton) (Con)
T9. Over recent weeks, I have seen many parents in my constituency surgery who are extremely unhappy because they could not get their sons and daughters into the schools of their choice. What can my right hon. Friend do to end this school place lottery and get more good school places in my constituency?
Nic Dakin (Scunthorpe) (Lab)
It appears that the 16 to 19 funding consultation for 2013-14 will not be published until September at the earliest. Will the Secretary of State take steps to ensure that that does not delay the publication of information about the 2012-13 budgets for schools and colleges?
Michael Gove
The hon. Gentleman was a great FE principal and is a superb advocate for further education. We will do everything we can to accelerate this process.
Karl MᶜCartney (Lincoln) (Con)
T10. Will my right hon. Friend join me in congratulating the five schools in my city of Lincoln constituency that have converted into academies, the latest being Ermine primary school? Does he agree that academy status can bring significant benefits to schools across England by providing them with greater freedoms, rather than top-down bureaucracy, as was witnessed under the previous Labour Government?
Michael Gove
That question was epigrammatically brilliant and requires no further elucidation from me, other than to say, “Hear! Hear!”
Mr Speaker
Order. I must say that as a quick learner, the Secretary of State is proving to be exemplary, and the House is grateful to him.
Pat Glass (North West Durham) (Lab)
Every head teacher and teacher I have spoken to dislikes and has enormous disrespect for the E-bac. I have not come across a single educationist who supports the Secretary of State. It is causing chaos at key stage 4 and in our schools. Is that what he meant by giving more power and autonomy to teachers?
Michael Gove
The hon. Lady is assiduous, but she has not yet talked to the head teacher of the best school in County Durham, Durham Johnston comprehensive school, who backs the E-bac, as do all the great head teachers to whom I have spoken recently.
Bob Russell (Colchester) (LD)
Further to Question 13, successive Governments have failed on one area of music. Will the current Secretary of State for Education do something to promote English folk dance and song?
Michael Gove
Oscar Wilde once said that one should try everything in life once apart from folk dancing and incest. I think that he was only 50% right.
Mr Speaker
Order. We always go away from listening to the Secretary of State not only entertained, but improved. We are grateful to him.
Industrial Action in Schools
Michael Gove Excerpts(13 years, 5 months ago)
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The Secretary of State for Education (Michael Gove)
On Tuesday I gave a statement to the House on this Government’s response to the planned industrial action by two of the classroom unions. In that response I outlined the action I had taken and I also provided data on likely closures based on early estimates from local authorities and academies.
We now have a fuller picture, updated this morning based on data from all 152 local authorities and all 707 academies.
Our data show that 5,679 local authority schools were closed, 4,999 were partially open and 5,860 were fully open, while the situation with a further 4,320 has not been reported to us.
The figures also show that of the 707 academies and city technology colleges, 201 were closed, 235 were partially open and 271 fully open.
This means that 27% of all local authority schools were closed, 24% were partially open and 28% were open. Data were unavailable for the remaining 21%. Of the academies, 28% were closed, 33% were partially open, and 38% open.
I know that many teachers are concerned about the changes that have been proposed to their pensions. But I believe that we must resolve these differences through discussions and that the action today, while discussions are still going on, was disappointing and unnecessary. I am grateful to head teachers and governors who have worked hard to keep schools open. And I am particularly grateful to all those school staff who—while they may also have concerns about pensions—have decided to go into work today to minimise the impact on pupils and their parents. However, I am also disappointed that there has been disruption to the lives of so many parents across the country. The Government remain committed to discussing pension reforms with all the teacher unions openly, honestly and constructively.
School Closures (Thursday)
Michael Gove Excerpts(13 years, 5 months ago)
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Urgent Questions are proposed each morning by backbench MPs, and up to two may be selected each day by the Speaker. Chosen Urgent Questions are announced 30 minutes before Parliament sits each day.
Each Urgent Question requires a Government Minister to give a response on the debate topic.
This information is provided by Parallel Parliament and does not comprise part of the offical record
Andy Burnham (Leigh) (Lab)
(Urgent Question): To ask the Secretary of State for Education to make a statement about the school closures on Thursday and advice to parents worried about the situation.
The Secretary of State for Education (Michael Gove)
The Government are currently in discussion with trade unions representing public sector workers to reach a fair deal on pension reform. Our proposals draw on the widely praised report from Lord Hutton, who was Secretary of State for Work and Pensions under the previous Government. The state of the economy that we inherited and major demographic changes mean that reform is vital. We want to ensure that all public sector workers enjoy pensions that are among the best available, but we need to balance that with fairness to other taxpayers. Talks between the Treasury and the TUC yesterday made real progress, which is why it is so regrettable that two of the classroom unions are planning industrial action this Thursday. This action is unnecessary while talks are still going on, will cause massive inconvenience to hard-working families and will hit working women particularly hard.
In order to minimise the impact of the strike on working parents, I wrote last week to all local authorities, as the employers of teachers, and to all schools, emphasising their duty to keep schools open wherever possible. In response to requests from governors, I also laid out the flexibilities at the disposal of schools to ensure that they stay open. Schools can vary staff-pupil ratios, they can depart from the national curriculum and they can draw on voluntary support from the wider community, with those who have been checked by the Criminal Records Bureau able to provide particular help. Nothing can replace the great teaching offered by gifted professionals, but I would far rather see schools staying open and offering a restricted curriculum than see hard-working families having to lose a day’s pay or paying for ad hoc and expensive last-minute child care.
When I wrote last week, I also asked local authorities and academy heads to let me know which schools they knew would be closing. We collated data from them last Friday, and these data were updated yesterday. At that stage, 118 out of 152 local authorities, and 379 out of 707 academies had replied. The initial returns suggested that 2,206 local authority schools would be partially open and that 3,206 would be closed, while the situation with a further 10,872 was not known at that stage. The figures showed that of the 707 academies, 158 would be fully open, 128 partially open and 84 closed. Nine were still uncertain and 328 had not yet responded. I asked last week that those figures be updated as of 3 pm today, and that exercise is ongoing. Once the provisional data are examined, we will provide updates tomorrow and on Thursday.
It is the responsibility of individual schools to inform parents if they are closed, but the ability of individual heads to determine if and when a teacher has decided to strike—and therefore their ability to make contingency plans—is governed by the employment law that we inherited. Individual teachers have no obligation to tell their school or employer of the intention to strike in advance. Of course, we always keep the law under review.
I remain committed to discussing pension reform with all the teacher unions openly, honestly and constructively. The current generation of teachers in our schools is the best ever, and I want to see them properly supported; but this strike, at this time, will not help our schools, as those unions that are not striking this Thursday know. This action is unnecessary, premature and disruptive. I hope that all parts of the House will join me in working constructively to support those hard-working families who are the victims of this action.
Andy Burnham
Let me start by making one thing clear: on Thursday, children should be in school and their parents at work. Opposition Members have said consistently that these strikes are a mistake. We support reforms to make public sector pensions sustainable, and it is wrong for action to be taken now, while talks are ongoing. However, the Government cannot evade their share of responsibility for the disruption that millions of families will suffer on Thursday. We are worried that the Secretary of State has once again not properly thought through the consequences of his statements and has left parents in the dark, because it is we who have brought him here today. For the first time, Members have some information about the likely scale of disruption. Will he give us a commitment that he will keep Members in all parts of the House regularly updated from here on in?
Secondly, what reassurance can the Secretary of State give to parents today that where schools are open, children will be properly looked after, and remain safe and secure at all times? His letter to head teachers urged them to keep schools open, but was silent about children’s safety. We want schools to stay open, but will he say more about what roles he considers it acceptable for parents to perform? What is a safe balance between trained and untrained staff? Are advanced checks advisable or necessary? He has said today that those with CRB checks may be able to do particular jobs, but will he spell out exactly what those roles are? This is not an area where he can afford to look like he is making it up as he goes along, so I would be grateful if he could answer those specific points.
Thirdly and most importantly, what steps are the Secretary of State and the Government taking over the coming hours to try to avert the strike? His letter acknowledged the
“very strong feelings in the teaching profession about teachers’ pensions”.
Does he not accept that those feelings have been inflamed by the Government’s reckless and provocative handling of the issue from start to finish? In retrospect, does he believe that it was wise or fair to pre-empt the Hutton report by slapping a 3% surcharge on pensions, costing some teachers an extra £100 a month, or for the Chief Secretary to the Treasury to announce a raising of the retirement age at a crucial moment in the negotiations? Does the Secretary of State recall saying this to the Association of Teachers and Lecturers’ conference while in opposition?
“I…think that, for people who’ve been in the profession, we shouldn’t alter the terms on which they entered. I think that’s part of the sort of broad contract that you expect.”
Is not that exactly the point? Pensions are a contract, and they should not be changed unilaterally in this high-handed way.
During the Labour Government, the number of days lost through industrial action fell to its lowest level ever. Will not parents take a dim view if this Government return us to the 1980s so that the Secretary of State and his friends can rerun the battles of their youth? Do not those parents want a Government who play fair with the professionals who teach their children, rather than one who play politics with people’s pensions?
Michael Gove
I was grateful to the right hon. Gentleman for the constructive way in which he began his response, but I think that, on reflection, he will consider the way in which he concluded it to be irresponsible at this time. The whole House wants to see people keeping level heads and maintaining an even temper at this time, and the fact that he chose to ratchet up the rhetoric in that way was not appropriate.
I am grateful to him for supporting the direction of Lord Hutton’s reforms and for his initial words about the responsibility of all local authorities and heads to keep schools open in order to ensure that we do everything possible to minimise disruption. Because teachers are employed by local authorities and individual heads, individual local authorities and heads have to depend on teachers telling them whether they will be on strike before making contingency arrangements. That is a direct consequence of the labour laws that we inherited from the right hon. Gentleman’s Government. If he believes that those laws should change, and that we should reform trade union laws, I should like to know about it.
The right hon. Gentleman asked us to update Members of the House with data, and we will do so. At the first available opportunity when the data are reliable, we will share them with hon. Members, with local authorities and with individual parents. He also asked us to do everything possible to keep children safe and secure. The safety of children is always my first concern, and that is why I want to see schools remain open, and why I have written to local authorities and outlined the flexibilities that they have. It is also why I have drawn their attention to the statutory guidance that covers health and safety and child protection.
The right hon. Gentleman referred to the 3% surcharge that is being placed on pensions. As a former Chief Secretary to the Treasury, he should be aware that every aspect of the pension reform that we are bringing forward is a direct result of the dire mess in which he and his colleagues left our economy. If people want to know why our pensions have to be reformed, they need only look at the financial mess that was made—[Interruption.] I am afraid that the intemperate response coming from the Opposition Benches reinforces the guilty consciences on that side of the House.
The right hon. Gentleman also quoted from a speech that I gave to the Association of Teachers and Lecturers. It is important that he not mislead the House or anyone listening—[Hon. Members: “Oh!”] I am sure that he would never do so intentionally, which is why I hope that he will stress that the proposals that we are putting forward respect the accrued rights of all those who have been in state pension schemes up until this moment—[Hon. Members: “Withdraw.”] I know that he would wish to make that clear.
The right hon. Gentleman also said that, in the last year of the Labour Government, we had the lowest number ever of days lost to strike action. The truth is that, in the past year under this coalition Government, we have lost even fewer days to strike action. If we are to maintain that record, we need calm on both sides of the House, and not the pandering to the union gallery that we heard at the end of the right hon. Gentleman’s comments.
Mr Graham Stuart (Beverley and Holderness) (Con)
Does the Secretary of State agree that it is irresponsible for union leaders in the teaching unions who are on six-figure salaries to lead teachers out on strike when two thirds of their members did not even vote in the ballot? Does he also agree that this action will undermine and damage the education of children and the status of the teaching profession?
Michael Gove
We all listen with respect to the Select Committee, and its Chairman is quite right. The general secretaries of those trade unions have, throughout their careers, shown a commitment to improving state education. I therefore believe that their motives are right in most circumstances. On this occasion, however, they have made a mistake and they should acknowledge it.
Mrs Jenny Chapman (Darlington) (Lab)
I went to school in Darlington in the ’80s and I remember being sent home from school because not all the teachers had informed the head that they were going on strike. I was sent home and sat on the front door step before a neighbour came to fetch me. What guarantees can the right hon. Gentleman give about the fact that, although schools might be open, some teachers unexpectedly might not be present? The most important consideration here is the welfare of children. What is the right hon. Gentleman going to do to ensure that we do not see a return to strike after strike after strike under this Tory Government just like we did in the ’80s?
Michael Gove
I am grateful to the hon. Lady for making her point, but as the right hon. Member for Leigh (Andy Burnham) made clear from the Opposition Front Bench, this strike is unjustified at this time, and the responsibility rests on those general secretaries and trade union members who are going on strike. They are causing inconvenience to hard-working parents and they should not be going on strike: that is the united position of both Front-Bench teams, and I am sorry that the hon. Lady does not share it.
Tracey Crouch (Chatham and Aylesford) (Con)
I have a huge amount of respect for the hard work that teachers do, but share the disappointment of many parents in my constituency that Thursday’s strikes will cause massive disruption to their children’s learning. Will the Secretary of State advise how people such as myself and other colleagues who have a CRB certificate can help schools to stay open on Thursday?
Michael Gove
One of the things I would stress is that all of us can play our part in helping to ensure that children are kept safe and have a fruitful and constructive time in school on Thursday. Any Member—and, indeed, any member of the public—who is CRB checked can volunteer to help in their local school. I am sure that the head and the chair of governors would welcome that level of support. I have already received a number of letters from head teachers who have asked me if they can ensure that those who are CRB checked can help. They can help in many ways, by providing cover, by supporting trained teachers and by ensuring that children spend a fruitful and constructive time in school.
Mr Tom Watson (West Bromwich East) (Lab)
To those people who follow industrial relations it is remarkable to see a union like the ATL vote for a strike for the first time ever. I understand the Secretary of State’s desire to keep schools open, but in view of that, is it not better that he leave the Chamber now, phone those general secretaries, invite them in and spend the next 24 hours trying to secure a solution for these strikes? It is not too late.
Michael Gove
I am grateful to the hon. Gentleman who, as we all know, was a union negotiator before he came to the House and therefore has some expertise in these matters. As an expert union negotiator, he will know that it is unwise for anyone to call the dispute in the middle of talks. Talks are ongoing: we had talks yesterday with the TUC; I have arranged telephone calls with the individual general secretaries of trade unions for later today—and I took the precaution of doing so before coming to this House. [Interruption.] I have already talked to all the general secretaries in person and explained to them the lack of wisdom in what they are doing. The question for the hon. Gentleman and for other Labour Members is: what are they doing to keep our schools open? Are they doing everything possible to encourage the unions to lower the temperature or are they, sadly, once again engaging in the sort of opportunism that has given their party a bad name?
Dan Rogerson (North Cornwall) (LD)
I regret, as the Secretary of State clearly does, the decision by two unions to cause the strike this week, and I am pleased to hear that the right hon. Gentleman is engaging in a constructive way. Will he set out what will be happening over the coming weeks to further the talks, to allay the concerns of teachers, perhaps by going against the message sent to them by the people at the top of their unions?
Michael Gove
My hon. Friend makes a very good point. There has been misinformation and propaganda about this dispute, and it is important that the facts are known—and that they are known by every Member. It will be the case at the end of this process that all public sector pensions will be among the best available. In particular, teachers’ pensions will remain strong because we recognise the importance of ensuring that those who work in our classrooms are well protected. Because discussions are ongoing and because they are based on Lord Hutton’s report, I think it quite wrong to prejudice those discussions by pre-empting them and stating what an end-point should be. By their very definition, discussions allow for both sides to make constructive suggestions, which is why it is such a pity that the trade unions have deliberately chosen to pre-empt that process.
Jeremy Corbyn (Islington North) (Lab)
Does the Secretary of State understand the degree of anger and frustration among so many teachers who have given years to their profession and feel that they have been forced into taking strike action, thus losing a day’s pay, in order to try to protect the pension for themselves and for a future generation of teachers? Instead of trying to work out cockamamie schemes to keep schools open, why does he not deal with the issue, retain the pension and support the teaching profession?
Michael Gove
I understand that there will be anger and frustration on Thursday: anger from parents whose child care arrangements have been disrupted, and frustration about the fact that schools remain closed. The question for all of us is: why is this reform necessary? I am afraid that the answer is: because of the dire economic situation that we inherited from the Labour Government. We are pledged to negotiate openly, honestly and constructively, but that negotiation has been pre-empted by the unions, and the hon. Gentleman’s responsibility is to ensure that schools in his constituency stay open.
Mr Rob Wilson (Reading East) (Con)
I can inform my right hon. Friend that 35% of schools in the borough of Wokingham and well over 50% in the borough of Reading will close. Will he join me in thanking teachers at schools that are staying open, such as E P Collier and Reading girls’ school in my constituency, where staff have put the needs of children and parents before the pre-emptive action of their unions?
Michael Gove
As I said in my statement, not every teaching union has chosen to go on strike this Thursday. While I am well aware of the strong feelings that exist about the future of teachers’ pensions, I know that many people who will be taking industrial action feel understandably concerned about what will happen when schools close, and I think it important for all of us to recognise that people who are working hard to keep schools open are operating in a public-spirited fashion and deserve our support.
Mr David Winnick (Walsall North) (Lab)
Are the Secretary of State and other members of the Cabinet aware that many public sector workers, including teachers, believe that a war has been declared against them over their standard of living and their pensions? They are sick and tired of a Cabinet, consisting of a fair number of multi-millionaires, which takes such a hostile attitude to people who want to work for the community—as teachers do—but whose standard of living is constantly being undermined.
Michael Gove
I have a lot of respect for the hon. Gentleman, who has been in the House for many years and has stood up for many unpopular and noble causes, but I think that he is quite wrong in this instance. We are not declaring war on anyone. We want to ensure that our public finances can be restored to balance after what happened under the last Government, and we also want to ensure that public sector workers have the best pensions available. It is critical for us to ensure that our reforms proceed. The right hon. Member for Leigh made it clear that we need to work constructively on the basis of Lord Hutton’s proposals. I hope that the hon. Gentleman will reflect on his rhetoric, and recognise that it is not helpful to parents or to his own community.
Stephen Phillips (Sleaford and North Hykeham) (Con)
The shadow Secretary of State, the right hon. Member for Leigh (Andy Burnham), said that the Government could not evade their share of the responsibility for what is happening. Earlier, he said that the Government must accept their share of the blame for causing disruption to millions of families. Can my right hon. Friend reassure me, and the whole House, that he will not consider taking an ounce of blame for the strikes until the Labour party apologises for the dreadful financial legacy that he and the Government inherited?
Michael Gove
My hon. and learned Friend has made a good point, but notwithstanding the dreadful financial situation that we inherited, teachers, and all public sector workers, will retain a defined-benefit pension scheme. Defined-benefit pension schemes were the norm in 1979, and indeed in 1997, but I am afraid that after what happened with the Labour Government, they became a rarity in the private sector. That is why we are so anxious to ensure that they are reformed in the public sector so that they can be secure for the future.
Pat Glass (North West Durham) (Lab)
The Secretary of State asked what Labour Members were doing to help to resolve the strike. Unfortunately I am not the Secretary of State, but if I were, I would be ringing those general secretaries, bringing them together, and trying to resolve matters before Thursday. What is the Secretary of State going to do between now and Thursday to prevent the strike and the disruption to children’s education?
Michael Gove
I have met, and enjoy meeting, the general secretaries of all the trade unions, and I am glad that I enjoy cordial relations with them. As I told the hon. Member for West Bromwich East (Mr Watson) earlier, I am talking to all the general secretaries of all the trade unions later this afternoon. I made sure that yesterday’s negotiations and discussions were concluded so that the general secretaries had a chance to reflect on them before I contacted them today. I think that that is the wise and moderate way in which to proceed, and I am sorry that there are Labour Members who believe at this stage that anything else is appropriate.
Lorraine Fullbrook (South Ribble) (Con)
I received an e-mail from a teacher in Eccleston in my constituency who was concerned about the proposed strike action on Thursday. My constituent is concerned that, despite being a member of the ATL, he did not receive a ballot paper. Does my right hon. Friend agree with my constituent and me that, if members of the ATL are being disfranchised in this way, the legality of the strike is in question?
Michael Gove
I am grateful for my hon. Friend’s question. I am sure that the ATL will want to investigate any irregularity in the ballot. As has been pointed out, it was not the case that a majority of those who were members of the union voted in favour, but a majority of those who did cast their ballot clearly voted in favour of the strike, so we have to respect that democratic vote, even though I strongly believe, like the right hon. Member for Leigh, that the unions are mistaken to go on strike.
Mr Dennis Skinner (Bolsover) (Lab)
Does the Secretary of State agree that it takes two sides to create any conflict and this smug, arrogant Government have revelled in the part they have played in this dispute? In the real world, trade unionists have to fight for every penny and every pension, but the bankers just wait for the Government to give in and to line their pockets. That is the real contrast.
Michael Gove
I respect the passion of the hon. Gentleman, and I know that he has a distinguished record as a trade unionist. Members of trade unions have an absolute right to take industrial action in defence of their interests if people believe it is right, but trade union leaders should decide whether it is wise to strike at any given moment. I do not believe that it is wise to strike at this point.
On the specific question of bankers, I have to say that they are paying more in tax under this coalition Government than they ever did under a Labour Government.
Craig Whittaker (Calder Valley) (Con)
Six years ago a lot of blue-chip companies closed their final salary schemes to new employees and within the past three years they have closed them full stop. Does my right hon. Friend the Secretary of State agree that now is the right time to reform public sector pensions to make sure that they, too, are sustainable going forward?
Michael Gove
My hon. Friend makes a good point. We have to be fair to all taxpayers. Of course it is important that we make sure public sector workers have a decent pension, but we must also make sure that others in the private sector who are paying for those pensions have their position respected. Given what happened to private sector pensions under the previous Government, Labour Members are in no position to lecture anyone about the integrity of benefits in retirement.
Helen Jones (Warrington North) (Lab)
Does the Secretary of State accept that it is no use his calling for calm from the Dispatch Box when the words of the Chief Secretary to the Treasury and the implied threats that he has made today to review the laws on strike ballots simply serve to inflame the situation? Why does he not stop posturing, get the employers and the teachers around the table and find a way of avoiding this strike conflict?
Michael Gove
My right hon. Friend the Chief Secretary has a duty to ensure that our finances are back in balance after the terrible situation that we inherited. The speech that he made just over a week ago outlined proposals for discussion. It was not an end position; it was an opening position. The hon. Lady should have the responsibility to recognise that.
As for keeping the law under review, it is my duty to do so. It has nothing to do with strike ballots and everything to do with making sure that heads and local authorities are informed so that parents can be protected. I would have thought that the hon. Lady was on the side of parents and would support any review that might enhance protection for them.
Andrew Percy (Brigg and Goole) (Con)
I declare an interest as a member of the teaching union Voice, the cardinal rule of which is that teachers will not strike in any circumstances because of the impact on young people. Today, so many children are brought up by just one caregiver and in many families both parents work. Rather than looking at thresholds, is it not time to consider requiring teachers, in the interests of young people and school pupils up and down the country, at least to inform their school that they plan to go on strike? Too many schools in my constituency will be closed this Thursday because head teachers do not know whether teachers will be arriving to teach or not.
Michael Gove
My hon. Friend, as ever, makes an informed and constructive point. I think that workers should retain the right to call for a strike and to take part in industrial action—absolutely. But we also have to recognise that public sector professionals have a wider responsibility. One of the questions that my hon. Friend puts is whether we should require individuals to inform their workplace that they intend to take industrial action and give appropriate notice. It is a matter for review and one that we will have to review after Thursday when we have seen the effect on schools and parents.
Clive Efford (Eltham) (Lab)
Teachers up and down the country will be appalled at the attitude that the Secretary of State has taken, implying that the people going on strike do not care about the children they educate. When did the Government change the law on portable Criminal Records Bureau checks in order to allow these parents into the schools? Unless they are CRB checked for these particular schools, those CRB checks are not appropriate. When did he change the law?
Michael Gove
The hon. Gentleman will be aware that it is already the case that there are parents who have been appropriately CRB checked and can support the work of schools. It is also the case that parents can support the work of schools without a CRB check. Of course parents have to be supervised by an appropriate member of staff, but it is perfectly possible, as we all know from the example of parents who have helped with school trips and journeys, for any parents to support them.
Gavin Barwell (Croydon Central) (Con)
Does my right hon. Friend agree that it is perfectly possible to understand the anger that teachers and other public servants feel at being asked to pay the price for the economic mess we inherited from the previous Government, but also to believe that it cannot be fair to ask those in the private sector to work longer and pay more to pay for pensions that they themselves can never hope to receive?
Michael Gove
My hon. Friend makes a very good point. Obviously, all of us who are parents want to ensure that teachers receive good pensions in the future and appropriate reward for the hard work that they do. However, we also have to recognise that the average level of pension enjoyed by people in the private sector is significantly lower, so we have to ensure fairness across sectors.
Mr Jim Cunningham (Coventry South) (Lab)
I can recall when, during the last Conservative Government, a Secretary of State was booed at a teachers’ conference. May I advise the Secretary of State to cut out the rhetoric and get his friends on the Government Benches to calm down? Let us instead have some negotiations that can resolve the problem before Thursday.
Michael Gove
I am grateful to the hon. Gentleman, as I know he takes a strong interest in educational matters, but, as I have said, negotiations are ongoing. The reason why both the Labour Front-Bench team and the Government believe that these strikes are wrong is because they pre-empt the conclusion of negotiations.
Mrs Anne Main (St Albans) (Con)
Can my right hon. Friend give me some advice, because I am very concerned that this strike will not only affect young people’s education, but will have a negative impact on businesses, particularly small businesses? On Thursday, many small businesses may find themselves without a significant number of staff, as they may have to look after their children. What advice can he give to businesses that are going to be hit by this, especially if the strikes are ongoing or repetitive?
Michael Gove
I absolutely sympathise with the points made by my hon. Friend and I recognise that there will be an economic cost as a result of the disruption caused by this strike. We will, of course, do everything we can to ensure that schools remain open so that the economic and social impact is lessened.
Tony Lloyd (Manchester Central) (Lab)
If the Secretary of State really is sincere about wanting to bring this to a resolution, will he go back to the teachers’ leaders and negotiate on the basis that the 3% Treasury tax on pensions will now be subject to review—will he get rid of that, because if he does not do so, he is not negotiating in good faith?
Michael Gove
I am grateful to the hon. Gentleman for the point he makes. The truth is that the specific increase in contributions applies not only to teachers, but to public sector workers across the piece—it is one of the issues that affects all public sector unions. The public sector unions affected, apart from the teachers’ unions and the Public and Commercial Services Union, are not going on strike on Thursday. We can thus infer that there are other unions that, whatever their views on the requirement to increase contributions, believe it is important to conclude the conversation and dialogue about the state of public sector pensions overall before taking any decision about action.
Richard Fuller (Bedford) (Con)
The fair but difficult changes to teachers’ pensions and the pre-emptive call for a strike by the trade unions will leave many teachers this week wrestling between their loyalty to their union and their concern about the impact of this on the esteem of the profession. On Friday, I welcomed Taiwanese students to St Thomas More school in my town. Teachers in Taiwan are not able to strike and, as my right hon. Friend knows, Confucian tradition reveres teachers. What advice does he have for teachers who are wrestling with the concerns about the impact of this strike on the teaching profession in our country?
Michael Gove
My hon. Friend makes a very good point. One of my concerns—[Interruption.] I am grateful to the hon. Member for Garston and Halewood (Maria Eagle) for the attention that she pays to this very important question. One of the things that this Government have been seeking to do over the past 15 months is to raise the prestige of the teaching profession. We have sought to work on changes that were instituted under the previous Government and under preceding Governments. I said in my initial response to the right hon. Member for Leigh that we were lucky to have the best generation of teachers ever in our schools, and that is in no small part due to the efforts made across parties to ensure that. I am delighted to take this opportunity to underline that, but I did say on Sunday, and I will say again, that the reputation of teachers risks being affected by action on Thursday. I hope that, whatever action is taken, all of us recognise that we need to operate responsibly on Thursday, because it would be a grave shame if the respect in which teachers are held is, in any way, undermined.
Catherine McKinnell (Newcastle upon Tyne North) (Lab)
Will the Secretary of State clarify whether he claimed earlier that the shadow Secretary of State misled the House? Yes or no?
Michael Gove
I said that he would never wish to mislead the House and I hope that he will take the opportunity, in this House or elsewhere, to make it clear that our proposals respect the accrued rights of all public sector workers. My concern is that the right hon. Member for Leigh (Andy Burnham), in his understandable anxiety to make a political point, will fail to make entirely clear to every teacher the reality of the position that the coalition Government are proposing.
Christopher Pincher (Tamworth) (Con)
Last Friday, I met all the head teachers of primary schools in Tamworth and they told me that many of their staff have no intention of following their highly paid union leaders out on strike because they want to stay in their schools and teach. Will my right hon. Friend commend the attitude of those teachers and of the teacher at Rawlett high school who sent a message to me only this morning saying that the strikes will serve the interests only of the unions and not of children?
Michael Gove
The point has been made—and has been made well by the Leader of the Opposition—that no one benefits from this precipitate action. It is entirely right that all the teachers reflect on those points. Of course we respect the decision of any individual to take industrial action, but we all agree that the position of teachers will be stronger and public support for them greater if they do not take such action this Thursday.
Bill Esterson (Sefton Central) (Lab)
The Secretary of State is a staunch trade unionist and I know he has experience of going on strike, so he will understand the difficult decision that many teachers face this week. Will he clear something up for me? Is the pension decision to do with long-term demographic change, as discussed in the Hutton report, or is it to do with cutting the deficit, as he implied earlier? Either way, will he sit down with teachers’ leaders before Thursday and sort out the problem rather than provoking strikes through his macho posturing?
Michael Gove
I am grateful to the hon. Gentleman, who makes two fair points. On the first, yes, I went out on strike and indeed I lost my job as a result of taking industrial action. One of the reasons I am therefore so opposed to industrial action this Thursday is that I recognise that strikes do not solve problems. Any one of us, on either side of the House, who has taken industrial action and lived with the consequences recognises that strikes do not solve deep-rooted problems. On the broader question of the way in which pension reform is designed to deal with the problems we have inherited, as I mentioned in my statement we are seeking to deal both with the terrible state in which our public finances were left by the previous Government and with the demographic challenges that force us to conclude that there is a case for reform.
Jane Ellison (Battersea) (Con)
In my constituency, the impact of Thursday’s strikes will be felt not by the bankers who live there but, most acutely, by lower paid people, lone parents and, especially, women who rely on fragile networks to provide child care, based on education, family and so on. Does he not share my astonishment that that point does not seem to be fully understood by those on the Opposition Benches?
Michael Gove
One of the critical points my hon. Friend makes is that the Opposition seem to be curious in their desire to make political points rather than seeking to work constructively with local authorities and others to keep schools open. As the right hon. Member for Leigh (Andy Burnham) made clear in his response to my statement, it is wrong for strike action to be taken at this point when discussions are still going on. The victims will be working women who will lose out as a direct result of the disruption to family life.
Initial Teacher Training
Michael Gove Excerpts(13 years, 5 months ago)
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The Secretary of State for Education (Michael Gove)
I am launching today a discussion about my strategy for initial teacher training. This document, “Training our next generation of outstanding teachers”, sets out my proposals for initial teacher training, providing detail of how we intend to meet the commitments made in the White Paper, “The Importance of Teaching”. The document is for discussion with training providers, teachers, trainees, head teachers, pupils, parents and the general public, before I announce final policy later in the year, ready for changes to begin to take effect from 2012-13 teacher training courses.
If we want every child to have the chance to take their full and equal share in citizenship and shape their own destiny, then we need to give them the best possible start in life, and this means the best possible education. This begins before school, and high-quality early years learning provides the foundation for everything that follows. I want to be sure that the teachers who build on this foundation are giving the children of this country an education that ranks with the best in the world.
We have some excellent teachers in this country, but many who could make a huge difference in the lives of children choose other professions. Our teachers are trained in some of the best institutions in the world, but the schools which employ these teachers do not get enough of a say in how they are trained, and training does not focus sharply on the techniques teachers most need, such as behaviour management and the effective teaching of reading. We value our teachers highly, but the current system of funding does not incentivise the best. The system needs to change.
The strategy sets out proposals to build on the strengths of the existing system, as well as addressing some important weaknesses. The proposals cover:
Giving schools, as prospective employers, a stronger influence over the recruitment and selection of trainees and the content of their training;
Permitting and encouraging schools, often working as groups of chains, to lead their own high-quality initial teacher training in partnership with a university;
Offering high-quality graduates and science and maths specialists significantly better financial incentives to train as teachers;
Offering financial incentives to all trainees with at least a 2.2 so that teacher training continues to be attractive, and offering incentives of up to £20,000 for the best trainees in priority subjects. From September 2012 the maximum charges for mainstream university-based ITT courses will be £6,000, or £9,000 where the university has agreement from the Office for Fair Access;
Continuing to subject ITT provision to quality controls that focus on the quality of placements and selection;
Requiring all trainees to have high standards of mathematics and English and excellent subject knowledge demonstrated through achieving a second class degree or above to qualify for any financial incentives.
Copies of the discussion document will be placed in the Libraries of both Houses.
Arm's Length Body Reform
Michael Gove Excerpts(13 years, 6 months ago)
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The Secretary of State for Education (Michael Gove)
I am committed to improving the transparency, accountability and efficiency of the education system, including slimming down the number of arm’s length bodies. This will allow more resource to be directed to the front line, where it matters most, and enable people to see more clearly who is accountable for what and to speak more directly to Government.
Partnerships for Schools (PfS) will be wound up and its functions transferred to the Department for Education policy directorates and the new Education Funding Agency (EFA), an executive agency of the Department. My intention is that this will happen in April 2012.
Following Sebastian James’s proposals for a new system for managing capital expenditure and the wider reform of arm’s length bodies, I have decided the time is right to bring together, in a single agency, the allocation and management of revenue and capital funding, including the delivery of capital programmes.
I would like to take this opportunity to thank Partnerships for Schools for its excellent work over the years. In particular, I am grateful for its support and advice on academies and free schools, contributing to the success of these priority reforms for the coalition Government.
I can also confirm that the post of chief executive of the Education Funding Agency will be filled by Peter Lauener, transferring from his current role as chief executive of the Young People’s Learning Agency subject to the passage of the legislation necessary to dissolve that organisation. The Education Funding Agency will take over responsibility from the Young People’s Learning Agency for the funding of young people’s education and training—including the increasing number of academies. Peter’s leadership of the Young People’s Learning Agency, since its inception, has made an invaluable contribution to the success of that organisation and I expect that he will make a similar contribution to the work of the Education Funding Agency.
Oral Answers to Questions
Michael Gove Excerpts(13 years, 6 months ago)
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Mary Macleod (Brentford and Isleworth) (Con)
1. What steps he is taking to improve standards in underperforming schools.
The Secretary of State for Education (Michael Gove)
I want our education system to be the best in the world, which is why we have invested more than £100 million in an endowment fund for the poorest students. We have invested £2.5 billion in the pupil premium, we have expanded the academy programme and we have invested more in expanding elite routes into teaching such as Teach First. We have also raised the floor standards by which we judge schools’ performance. Some 216 secondary schools are below the floor standards with fewer than 35% of their students achieving five good GCSEs, including English and maths, and 1,394 primary schools are below the floor standards with fewer than 60% of pupils at the end of key stage 2 achieving level 4 or above in English and maths. I wrote to local authorities on 1 March asking them to set out their plans for improving their weaker schools. I received those plans back on 15 April and I am reviewing them.
Mr Speaker
The answer, I am afraid, was simply too long. I hope that answers from now on will be shorter.
Mary Macleod
In my constituency I want the best possible education for all pupils, no matter who they are or where they come from, but organisations such as the CBI are saying that they are concerned by the numeracy and literacy levels of school leavers. Does my right hon. Friend agree that we should have a zero-tolerance approach to underperforming schools and that we should prioritise literacy and numeracy levels?
Michael Gove
I am sorry, Mr Speaker, that the Government are doing so much that I could not pack it all into one answer. I agree with my hon. Friend that we absolutely need a zero-tolerance policy on illiteracy and innumeracy. That is why we will be ensuring that all students pursue a course in English and maths to the age of 18.
Mr Barry Sheerman (Huddersfield) (Lab/Co-op)
The Secretary of State will know that one of the best ways of improving standards in schools is having a highly qualified and motivated teaching staff. I understand that there has still been no response to the inquiry into the quality of teacher training that the Select Committee on Children, Schools and Families conducted when I was its Chair.
Michael Gove
We gave an answer to that excellent report with the publication of our White Paper, “The Importance of Teaching”. From that title, I am sure that the hon. Gentleman will draw the appropriate inference that there is nothing more important than teaching.
Mr Graham Stuart (Beverley and Holderness) (Con)
The James review found that school buildings that are beyond being merely fit for purpose make no real contribution to educational standards and that teaching and leadership are what make the difference to outcomes for children, not least in our weakest schools. Will the Secretary of State explain the difference in spending patterns that will be implemented by this Government as compared with those of the previous Government?
Michael Gove
That is a typically good question from the Education Committee Chairman. Unlike the previous Government, we will not be wasting money on a capital programme that is out of control and bureaucratic. Instead, we will be investing money in making sure that more of the very best graduates go into teaching and we will be expanding opportunities for inspirational figures such as Peter Hyman to open new free schools and target the disadvantaged, who need them most.
Meg Munn (Sheffield, Heeley) (Lab/Co-op)
Last week, I visited a school in my constituency that struggles to meet the floor targets but which has the most dedicated and outstanding teachers and head teacher anyone could wish for. How will the Government support those outstanding teachers and make them feel that the job they are doing is valued even though, because of all the other circumstances that those children experience in their lives, the school will struggle to meet the floor targets?
Michael Gove
We have made our floor standards not only tougher, by raising them, but fairer so that we take account of progression. Those schools in which there are children from challenging backgrounds with low levels of prior attainment will be judged in the round. We are going to have a new measure in our performance tables that focuses attention on the performance of the 20% of students who come from the toughest backgrounds. It is also the case that our pupil premium will ensure that schools such as the one the hon. Lady mentions, with a high proportion of children from disadvantaged backgrounds, will simply get more money so that teachers can do an even better job.
Mr Dominic Raab (Esher and Walton) (Con)
7. What recent progress he has made in establishing free schools.
The Secretary of State for Education (Michael Gove)
The first free schools are due to open in September, less than 15 months since we first invited applications from groups interested in setting up new schools. That in itself is testament to the incredible energy and commitment of the first pioneering projects. Four groups have now entered into a funding agreement, a further 22 have had their business cases approved and six more are under consideration.
Mr Raab
I wholeheartedly welcome that progress. Research by the Adam Smith Institute has found that 42% of profit-making independent schools operate on fees equal to or less than the average pupil funding in state schools. If entrepreneurs can drive up teaching standards and keep costs down, should we not look critically at some of the more dogmatic objections to their potential role in developing free schools?
Michael Gove
I welcome my hon. Friend’s radicalism and idealism. I want to see how the first free schools do when they open in September. Given some of the inspirational figures who plan to lead them, I am convinced that we will see standards rise and that, as we see them rise, the innovations that those figures bring to the state sector will be spread more widely.
Chris Leslie (Nottingham East) (Lab/Co-op)
Is it true that there are 100 civil servants in the Department working on the free schools programme? If it is not 100, how many is it? What is the cost of that number of civil servants, and what on earth are they doing?
Michael Gove
Yes—a very good prompt from behind me. There are just around 100 civil servants working on the programme and I am delighted that they are, because I am convinced that helping idealistic figures, such as Peter Hyman and Sajid Hussain, a state school teacher who is setting up a school for disadvantaged students in Bradford, is a good thing. We are bringing schools to the areas of deprivation let down by the hon. Gentleman and his party. Instead of civil servants having their time diverted to the sort of politically correct projects that preoccupied the Labour party, at last they are concentrating on driving up standards for the poorest, and I am proud that it is the coalition Government who are doing it.
Simon Kirby (Brighton, Kemptown) (Con)
Will the Secretary of State join me in welcoming a number of potential free schools in my constituency, which he knows well, including one that plans to offer a bilingual education and one that plans to help very deprived young people in different areas?
Michael Gove
I am delighted not only that there are free school applications from Brighton, Kemptown, but that Brighton college is playing a part in helping to establish a new free school in the east end of London which is setting out specifically to target talented children from poorer backgrounds. When that is combined with the innovation being shown by the Durand school in Brixton, for example, which plans to establish a state boarding school for disadvantaged children from that area, I have to say that the coalition Government are unleashing a wave of radicalism the like of which will not have been seen since 1944.
Andy Burnham (Leigh) (Lab)
That confidence is clearly not shared in No. 10 Downing street, because last week it gave a distinctly lukewarm end-of-term report on the free schools policy. Let me quote a No. 10 source from The Independent:
“I guess you'd give Michael a six out of 10. The problem with Free Schools is that the scheme was designed to fill gaps in areas where there are poorly performing schools. But that’s not where the applications have come from.”
Can the right hon. Gentleman tell the House how many of the 26 approved free schools in England come from the 10 most deprived local authority districts?
Michael Gove
May I say, in terms of statements emanating from the centre, how delighted we were on this side of the House to read just last week that the Labour leadership has full confidence in the right hon. Gentleman? We are absolutely delighted that he is where he is, and we hope to see him there for many months to come.
All the free school applications that we have received are either in areas of deprivation and educational underachievement or in areas where pupil numbers are rising fast and there is a desperate need to see new school places. Whether it is Bradford or the east end, Slough or Tower Hamlets, in every single one of those areas poorer children are benefiting as a result of our radicalism.
Andy Burnham
My son has been doing standard assessment tests—SATs—recently, and I have been saying to him, “Read the question and answer the question.” I am tempted to say the same to the Secretary of State. The answer—the answer he would not give—is two, so it is clear that his policy is based on ideology, not on need.
I am more pragmatic than the Secretary of State. I have always said that each local proposal should be judged on its merit, and there is nothing to stop a free school being truly comprehensive if it is set up in the right way. What I object to is the unfair way in which he is siphoning off resources from other schools to pay for his free schools. Will he confirm today that the average maintained school is this year going to get an 80% cut in its maintenance budget to pay for free schools? If that is true, how on earth does he justify it?
Michael Gove
I hope the advice that the right hon. Gentleman has given to his son on how he sits his SATs includes doing his revision and his homework, because I sat open-mouthed as the right hon. Gentleman unveiled his latest position on free schools. It is very different from the answer he gave on “The Andrew Marr Show” on 10 October when he was asked:
“So you are against free schools?”
and he said, “Yes I am”; very different from the answer he gave in The Guardian on 9 November when he said that under Labour
“there would be no more free schools”;
and very different from the answer he gave on 31 January when he said:
“Free schools mean a free-for–all”.
Over the past year, he has been consistently opposed to free schools, and now he says he is in favour—
Mr Speaker
Order. I ask the Secretary of State to resume his seat, and let me make it clear beyond peradventure, to the Secretary of State and to the House, that questions are about the policy of the Government and answers, suitably succinct, should be about the policy of the Government. That is how we will proceed from now on.
The Secretary of State for Education (Michael Gove)
Three schools have applied and have opened as academies in Lancaster and Fleetwood. Those schools are Lancaster royal grammar school, Lancaster girls grammar school and Ripley St Thomas Church of England high school. The total number of open academies stands at 658, and more than 1,000 schools in England have applied to convert to academy status since June 2010.
Eric Ollerenshaw
I congratulate my right hon. Friend on that success, and I thank him and his officials for their help with regard to Lancaster. Will he ensure that every assistance is given to schools that specialise in teaching children with special educational needs so that they can enjoy the benefits of academy status?
Michael Gove
I absolutely share my hon. Friend’s commitment to ensuring that all children, particularly those who have special educational needs, can benefit from these additional freedoms. I am working with the Minister of State, Department for Education, the hon. Member for Brent Central (Sarah Teather) to bring forward proposals to allow special schools to become academies.
Kate Hoey (Vauxhall) (Lab)
The academy programme shows that the one-size-fits-all school is not what we need. May I congratulate the right hon. Gentleman on his support for the groundbreaking boarding school element of Durand academy in my constituency? It will be the first free state boarding school for people from the most deprived areas, and the people of that school and the people of my community will welcome it.
Michael Gove
I am grateful to the hon. Lady for the points that she makes. She is a consistent champion of helping people from poorer backgrounds to do better in state education. I place on the record my thanks to her for the support that she has given the outstanding team of teachers at Durand academy. I hope that this new initiative ensures that the children at that school continue to have an education of the highest quality. I am sure that we can make common cause of our shared commitment to ensuring that children from poorer backgrounds enjoy the sort of education previously restricted to those from richer backgrounds.
Tony Lloyd (Manchester Central) (Lab)
13. What recent assessment he has made of the condition of maintained school buildings.
The Secretary of State for Education (Michael Gove)
The Department for Education and Skills took the decision to no longer collect information on the condition of maintained school buildings in 2005 under the previous Government. The review of education capital undertaken by Sebastian James recommends the implementation of a rolling programme of condition data collection to provide a picture of investment needs. To help us consider our response to that recommendation, we have recently asked some local authorities to provide details of the condition information that they currently hold on their estates.
Tony Lloyd
I think the House will recognise that that answer is only marginally helpful. Under the last Labour Government, a lot of secondary and primary schools in inner-city areas such as mine were rebuilt. At the moment, it is very unlikely that any primary schools, even those in great need, will see rebuilding or major refurbishment programmes. When will the money be available to those schools to ensure that children in inner cities get the education they deserve?
Michael Gove
I will say two things. First, I recognise that many schools are in a desperately poor condition and need investment. Secondly, any question about investment can only elicit the reply that the Minister of State, Department for Education, my hon. Friend the Member for Bognor Regis and Littlehampton (Mr Gibb) gave earlier, which is that when Opposition Members ask for more investment, they should ask themselves one question: who is responsible for the desperate state of the economy that we inherited after 13 years of comprehensive mismanagement?
Sir Alan Beith (Berwick-upon-Tweed) (LD)
My right hon. Friend made his own personal assessment of the state of the buildings at the Duchess’s community high school in Alnwick, and he pronounced them to be pretty dreadful. When will there be a capital programme to which we can bid for those schools that are most urgently in need of rebuilding?
Michael Gove
My right hon. Friend has made his case consistently and well. I hope to make an announcement about our response to the James review before Parliament rises for the summer recess. That will give explicit details about how we can make available resources for schools whose condition and fabric deserve urgent attention.
Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)
In March this year, the Minister of State, Department for Education, the hon. Member for Bognor Regis and Littlehampton (Mr Gibb) kindly visited St John Bosco arts college in my constituency. In the Government’s announcement before the summer on their response to the James review, will they state that schools in areas of high social and economic deprivation will still benefit from higher capital support from Government?
Michael Gove
I know that the Minister of State was impressed by the commitment shown by the teachers and parents at the school he visited. The hon. Gentleman has put his case throughout fairly and well. We will do everything that we can to ensure that the schools in the greatest need receive money. We have to prioritise schools where the fabric is most in need of support. As ever when thinking about revenue and capital allocations, deprivation is one of the central factors that we will consider.
Alok Sharma (Reading West) (Con)
14. What steps he is taking to improve the standard of careers guidance available in schools.
Tony Lloyd (Manchester Central) (Lab)
T1. If he will make a statement on his departmental responsibilities.
The Secretary of State for Education (Michael Gove)
One of my Department’s aims is to ensure that the most talented people possible are teaching our children. Teachers from the European economic area can already teach in our schools. Today I want to extend that freedom to teachers from Commonwealth countries such as Canada, New Zealand and Australia, and I hope that other Commonwealth countries such as South Africa, Jamaica and Singapore can join in due course.
Tony Lloyd
Would the Secretary of State like to compare the answer of the Minister for Further Education, Skills and Lifelong Learning, when he talked about the ecumenical nature of the Government in wanting to meet the needs and hopes of young people in education, to his own horribly brazen party political response, when I asked him about school building for children in inner-city areas? Will he come to Manchester and see some of these schools so that we can discuss how to improve the situation?
Michael Gove
My hon. Friend the Minister for Further Education, Skills and Lifelong Learning is blessedly ecumenical, but I am afraid I am sometimes more narrowly Presbyterian in my approach. However, it would be a pleasure to visit Manchester again. I have enjoyed it in the past, and I know that when it comes to speaking up for his constituents, the hon. Gentleman does a great job. I would be happy to work with him.
Stephen Barclay (North East Cambridgeshire) (Con)
T4. Does my right hon. Friend accept that there is unfairness in the level of per pupil funding for Cambridgeshire schools when set against the national average? Will he join me in urging schools across Cambridgeshire to respond to the Department’s consultation on school funding reform, which finishes on Wednesday?
Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)
Will the Secretary of State join me in condemning the mean-spirited actions of Tory-controlled Wandsworth council, which plans to introduce a charge of £2.50 for children to play in a publicly funded playground? Children there play together regardless of income or background, and for many local children the playground is their back garden, because they live in high-rise flats. Is this localism in action, or will the Secretary of State assure the House that the Government will press councils to ensure that this is not a slippery slope towards a price tag on playtime? [Interruption.]
Michael Gove
As my hon. Friends point out, a slippery slope is often something we would want in a playground. In fairness, however, as the hon. Lady pointed out, we want to ensure that children have the opportunity to play and enjoy play without fees or bureaucracy getting in the way. It is one of the responsibilities of local authorities to ensure that children have an opportunity to play freely, but it is also the responsibility of central Government to sweep away some of the ridiculous health and safety regulations that the previous Government put in place to prevent our young children from enjoying themselves properly.
Mr Philip Hollobone (Kettering) (Con)
T6. Within just a few weeks of beginning their initial recruit training courses for the Army, Royal Navy or Royal Air Force, individuals joining the forces who have been let down in the areas from which they come have had their educational attainment transformed. What lessons can mainstream schools learn from Her Majesty’s armed forces?
Michael Gove
That is a brilliant point from my hon. Friend, who, as some may know, is a Territorial who served in the Parachute regiment. Our proposal to allow people who have been in the armed forces to enter the classroom—our Troops to Teachers programme—will ensure that precisely the sorts of virtues that he talks about become more widespread and are targeted at the most disadvantaged children.
Kerry McCarthy (Bristol East) (Lab)
T2. Bristol is facing a crisis in primary school provision, with an estimated shortfall of at least 3,000 places by 2015. Instead of supporting gimmicky measures such as the 150 places at the new secondary free school in Bristol, will the Minister concentrate on the real needs of parents and pupils in Bristol, and help us get primary school provision in place?
Michael Gove
I note that the hon. Lady is opposed to new secondary school provision in Westbury on Trym. I am sure that her constituents will want to know that she is against an excellent new secondary school—that is very instructive to know—and that she is diverging from the view of her Front-Bench colleagues, who I think are in favour of free schools. There is an urgent need for more primary school places. The last Government were warned by the Office of Government Commerce that they needed to act, but they failed to do so. That is why all local authorities are receiving more money from us to provide more school places for primary school children.
Christopher Pincher (Tamworth) (Con)
T7. In Tamworth and around the country, A-level students are now preparing for their examinations, and many will have offers of university places based on their predicted results. Is it not time that we ended this unsatisfactory arrangement and timetabled university applications to come after A-level examinations and results, thereby ending the bureaucracy of clearing?
Michael Gove
It is an intriguing idea. It is not quite as simple as it seems, but we and colleagues at the Department for Business, Innovation and Skills are looking into it.
Clive Efford (Eltham) (Lab)
T3. Following the abolition of education maintenance allowance, further education colleges are finding it difficult to plan ahead for pupils on low incomes, those who may have been on free school meals and those from low-income households. How on earth will colleges be able to plan ahead if they are not receiving information about the people trying to enrol? Can the Minister say what he is going to do about that?
Andrew Stephenson (Pendle) (Con)
T8. Does the Secretary of State agree with Ofqual that the OCR—Oxford, Cambridge and RSA Examinations—GCSE history pilot should end? Shaun Connelly, the head of humanities at Colne Primet high school in my constituency, has contacted me, as he believes that the course has allowed students of all abilities to achieve their potential in history.
Michael Gove
A judgment about which qualifications should or should not count is properly a matter for Ofqual, the independent regulator. One of the points that it makes is that although that particular qualification may have some teaching attractions, only 25% of the content is assessed by an external exam at the end; 75% of it is teacher-assessed. Many of us would argue that the balance between teacher assessment and external assessment should be got right, and that we should have more external assessment.
Diana Johnson (Kingston upon Hull North) (Lab)
T5. Under the Protection of Freedoms Bill, an individual who is barred from working with children can volunteer in the classroom. The school will not be notified that that person has been barred by the independent safeguarding authority. Many parents are worried about this development. Is the Minister?
Michael Gove
I am grateful to the hon. Gentleman for drawing my attention to that letter; I hope that he will send me a copy. I know that he is a new Member, and that he is passionate about raising standards in his constituency, but the reductions in public spending are a direct consequence of the mistakes that were made by the Government who preceded us. I am afraid that the reply that he should give to that letter should graciously acknowledge that fact.
Penny Mordaunt (Portsmouth North) (Con)
Too many special needs children are being denied education because a school place travel grant or a statement has either not been granted or not been honoured. Is it not time, when there is clear evidence of special educational need, that we allow a child’s educational funding to follow them to their school of choice, whether or not they have a statement?
John Cryer (Leyton and Wanstead) (Lab)
Further to Question 13, we have been told for nearly a year that an announcement on the replacement for Building Schools for the Future is imminent, yet we are still waiting. We are now being told that there might be one before the summer recess. The fabric of some schools continues to crumble, and a few are now in a dangerous state. Will we hear an announcement in the next couple of weeks telling us exactly where we are going to be?
Michael Gove
No, I am afraid. I would make two points. Over the comprehensive spending review period we will be spending more every year on school capital than the previous Government spent in every year of their first eight years. It is therefore simply wrong to say that there is no investment in school buildings, because it will be greater than it was in the first eight years under the previous Government. Also, more than 700 schools in the BSF programme are still having their renovation work carried out. Of course we would like to do more, but our capacity to do so is impeded by the bureaucratic mess that we were left by the last Government and by the fact that there simply was not any money left after their comprehensive mismanagement of the economy.
Amber Rudd (Hastings and Rye) (Con)
Schools in Hastings have been bitterly disappointed by the recent decision of the local authority, guided by the schools forum, to devolve £1.4 million of excellence cluster funding that had been intended for the most deprived schools. It is now to be shared throughout East Sussex. The rationale appears to be that the pupil premium will make up the additional costs. Can the Secretary of State please clarify whether additional funds from the pupil premium are considered as part of the overall funding when the assessment is made of the minimum funding guarantee?
Michael Gove
I have to say that I am very worried about that. I know that it is a Tory authority, but it sounds to me as though it is doing the wrong thing.
Alison McGovern (Wirral South) (Lab)
Good careers advice is absolutely vital to those at risk of falling into neither earning nor learning. Following the demise of Connexions, will the Secretary of State say who will own the administrative data, counting in real time the numbers of young people who are not in education, employment or training?
Bob Russell (Colchester) (LD)
We all agree with education for life, but will the Secretary of State find time to provide education for saving life as part of the school curriculum?
Michael Gove
My hon. Friend has lent his considerable weight to that campaign and it is important, whether we are thinking about swimming and physical education or more broadly, that we do everything we can to ensure that life-saving and first aid skills are part of what happens in our schools.
Mr Dennis Skinner (Bolsover) (Lab)
Twelve months ago, the Secretary of State said that there was a compelling case to rebuild Tibshelf school. Meanwhile, the teachers are travelling 6 miles every day, tramping between two schools—Tibshelf and Deincourt in North Wingfield—yet we have heard nothing more from the Secretary of State. It sounds to me as though, like many of us, he is very good at talking the talk, but in government, you are supposed to walk the walk. When is this going to happen?
Michael Gove
It is good to see the hon. Gentleman walking the walk without any mechanical or medical aid of any kind whatever; we are all reassured to see him in fine form. I have to say that the hon. Gentleman, as a former grammar school boy himself, should accept one thing: the difficult economic situation that we inherited and the difficult position that Derbyshire county council put us into after years of Labour rule mean that it is very difficult for us to do the work necessary to repair the school which needs our support so desperately.
Mr Andrew Turner (Isle of Wight) (Con)
What happens to children under seven when they are the only ones sent to another village because there is no place for them in the local school?
Michael Gove
We are doing everything possible with our reform of the school admissions code, which will be published shortly, to ensure that all children have a high-quality school place. I know that my hon. Friend has argued vigorously to ensure that every child on the Isle of Wight has a school of high quality close at hand. I look forward to working with him and the council.
Bill Esterson (Sefton Central) (Lab)
Parents, staff and students across Sefton have raised concerns about the plans to create academies. Does the Secretary of State understand the need to gain support from parents, staff and students—and, indeed, the wider community—before converting schools to academies? Will he ensure that such major and irrevocable changes cannot be carried out by governing bodies without full consultation?
Michael Gove
The popularity of academies is attested by the increasing number of parents who want their children to go to those schools. I am sure that every governing body contemplating this step will take the appropriate procedures and will ensure that this transformative change benefits all the students.
Vocational Education
Michael Gove Excerpts(13 years, 7 months ago)
Commons ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
The Secretary of State for Education (Michael Gove)
With permission, Mr Speaker, I should like to a make a statement on the next stage of this coalition Government’s radical reform programme to make opportunity more equal. I should like to outline our response to Professor Alison Wolf’s groundbreaking report on vocational education. In her work, Professor Wolf stresses the importance of fundamental reform across the board to improve state education, and I would first like to update the House on our progress towards that goal.
It is a year to the day since the new Department for Education was created to raise standards for all children and narrow the gap between rich and poor. In that year: we have introduced a pupil premium—£2.5 billion of additional spending on the poorest pupils; we have extended the free provision of nursery education for all three and four-year-olds and introduced free nursery education for all disadvantaged two-year-olds; we have launched the most comprehensive review ever of care for children with special needs; we have overhauled child protection rules to ensure that social workers are better able to help the most vulnerable children; we have allowed all schools to use the high-quality exams which the last Government restricted to the private sector; we are ensuring that spelling, punctuation and grammar are properly recognised in exams; we have recruited Simon Schama and Niall Ferguson to restore proper narrative history teaching; and we are doubling the number of great graduates becoming teachers through Teach First and doubling the number of great heads becoming national leaders of education.
We have also created more than 400 new academies, tripling the number we inherited and creating more academies in 12 months than the last Government did in 12 years. I can confirm to the House today that we have now received more than 1,000 applications from schools wishing to become academies and more than 300 applications to set up free schools, many from great teachers such as the inspirational head teacher Patricia Sowter, and the former Downing street aide Peter Hyman.
Those achievements have been made possible by the united strength of two parties with a shared commitment to social mobility working together, and I wish to take this opportunity to underline my thanks, for the part they have played in pushing this programme forward, to the Deputy Prime Minister, to my right hon. Friend the Member for Bermondsey and Old Southwark (Simon Hughes), to the Minister of State, Department for Education, my hon. Friend the Member for Brent Central (Sarah Teather), who has responsibility for children and families, and to my right hon. Friend the Member for Yeovil (Mr Laws). It is my personal hope that we will all be able once more to make use of his talents in the country’s service before too long.
We will be building on the momentum generated by our reform programme by today accepting all the recommendations in Professor Wolf’s report on vocational education. She found that although there are many great vocational education courses and institutions providing excellent vocational education that are heavily oversubscribed, hundreds of thousands of young people are taking qualifications that have little or no value. That is because: the system is overly complex; after years of micro-management and mounting bureaucratic costs, it is also hugely expensive; and there are counter-productive and perverse incentives that steer students into inferior courses. In short, the damaging system of vocational education that we inherited is failing young people and must be changed now before the prospects of generations of young people are further blighted.
Securing our country’s future relies upon us developing our own world-class education system, from which young people graduate with not only impeccable qualifications and deep subject knowledge, but the real practical and technical skills they need to succeed. This Government support high-quality vocational education not just for its utility; vocational education is valuable in its own right. It is part of the broad and balanced curriculum that every pupil should be able to enjoy. It allows young people to develop their own special craft skills, to experience the satisfaction of technical accomplishment, and to expand what they know, understand and can do. As my hon. Friend the Minister for Further Education, Skills and Lifelong Learning has repeatedly and eloquently argued, we need to elevate the practical and treat vocational education not, as it has been seen in the past, as an inferior route for the less able, but as an aspirational path for those with specific aptitudes. That is why we are taking immediate steps to rebuild the currency of vocational qualifications.
As recommended by Professor Wolf, we have reinstated several qualifications which lead to professional success, for example, certificates in electrical engineering and plumbing, which we know are highly valued by schools and colleges, and are admired by employers. Because we know that the current set of qualifications does not meet all needs, we will work with awarding bodies and others to ensure that more high-quality courses are available for students of all levels.
Because we know that the current league table system does not reward the progress made by students of all abilities, we will reform league tables to recognise the achievements of the lowest and highest-achieving. And because we know that not all qualifications are equal, we will further reform the league tables to guarantee that vocational qualifications are given a proper weighting. Their value will no longer be inflated in a way that encourages students to pursue inappropriate courses, or overlooked in a way that unbalances achievement.
Because we know the current funding system creates perverse incentives, we will reform it. At the moment, schools and colleges are incentivised to offer lower-grade qualifications that are easier to pass because they get paid on those results. That must end. The dumbing-down of the past has got to stop if the next generation are to succeed. Students should choose the qualifications they need to succeed, not those that bureaucracies deem appropriate.
However, while choice in the qualifications market is crucial, there are certain inescapable facts in the labour market that no student can ignore. Employers rightly insist that students be properly literate and numerate. They remind us that there are no more important vocational subjects than English and maths. As Professor Wolf’s report lays bare, huge numbers of students leave education without proper qualifications in those areas, making it increasingly hard for them to secure jobs. This Government will put an end to that by ensuring that all 16 to 18-year-olds who were unable to secure at least a C in English and maths at GCSE will continue to study those subjects through to age 19.
The best performing education systems not only offer a strong grounding in the basics such as English and maths, but ensure a good general education that cements the ability to reason, to assess evidence, to absorb knowledge and to adapt to new opportunities. In this fast-changing world, few 16-year-olds know exactly what they will be doing at the age of 21, let alone when they are 25, 35 or 45, so we need to ensure that every 18-year-old has followed a broad programme of study and has a core academic knowledge that provides a secure foundation from which to progress. That is why Professor Wolf backs our English baccalaureate as a springboard to future success in a rapidly changing world and stresses that it gives students the maximum freedom to choose between academic and vocational pathways throughout their life.
We know that the most prestigious vocational pathways require a rounded school education as preparation. Professor Wolf’s report underlines that some of the best vocational education in the world exists in our private sector apprenticeship programmes. The best are massively oversubscribed. BT typically has 15,000 applicants for 100 places each year. Rolls-Royce has 10 applicants for every place and Network Rail is similarly oversubscribed. There is far greater competition for some of these courses than there is for places at Oxford or Cambridge.
We want to ensure that all employers get the support they need to offer high quality apprenticeships. The Minister for Further Education, Skills and Lifelong Learning is working to reduce the bureaucracy that employers face and to ensure that every penny spent by Government and employers on apprenticeships can be used to the very best effect, including by studying best practice with similar schemes around the world.
Professor Wolf emphasised the need for clear routes for progression, but also for greater flexibility within them. She was right to do so. We will consider what further programmes of study are needed, alongside the general educational component, to give 16 to 18-year-olds the broad education they need.
For more than a century, there have been numerous, failed attempts to reform vocational education. It is now more important than ever that we finally bring an end to the two-tier education system that has scarred our country for too long. Professor Wolf’s report, together with wider reforms like the fantastic university technical colleges being pioneered by Lord Baker, sets out a clear map of what we need to do. I am delighted that Professor Wolf has agreed to continue to provide regular and ongoing advice to Government as we implement her recommendations. I cannot think of anyone better qualified to help us offer young people the genuine and high-quality technical education they have been too long denied. I commend this statement to the House.
Andy Burnham (Leigh) (Lab)
I thank the Secretary of State for his statement. I am pleased that he has managed to join us today. We touched on many similar themes yesterday in an enjoyable and lively discussion. I hope that, in preparing his statement today, he has had time to catch up on it.
We devote a great deal of time to higher education, but much less to improving opportunities for young people who do not plan to go to university. I have long advocated redressing that balance and it is now an urgent imperative in view of the Government’s changes to higher education.
As I said when the report was published, I find much to welcome in Professor Wolf’s vision for higher-quality vocational education. I agree with some aspects of what the Secretary of State has said today, particularly the commitment to ensuring that every young person reaches a decent level of proficiency in English and maths before they leave school and that all programmes of study lead to progression. I also welcome efforts to simplify the system and qualifications in vocational education to make it easier for young people to navigate their way through.
Professor Wolf recommends the adoption of multiple measures of school performance, echoing the moves we made in government towards a balanced school report card approach. The Secretary of State has accepted that today, in speaking of his promise to reform league tables to create new performance management measures in addition to the English baccalaureate. I will give careful consideration to the measures he brings forward, but I gently warn him that his plans to measure students at the top and the bottom already sound complex. Is he not in danger of recreating in another form a complex target regime of the type of which he complained so frequently when he was in opposition? Will not teachers’ hearts sink when they hear that there are to be more targets? Will they not question whether he is delivering on the autonomy to get on and teach that he promised them? Will he give us an assurance that he will consult teachers before dropping any new performance management measure on them, as he did with the English baccalaureate?
Even with a range of measures in force, Professor Wolf’s report rightly warns of the consequences if a single performance measure becomes dominant. Let me quote from her report, which said that there
“remains a serious risk that schools will simply ignore their less academically successful pupils. This was a risk with the old five GCSEs measure; a risk with the English baccalaureate; and will be a risk with a measure based on selected qualifications. It needs to be pre-empted.”
Rather than pre-empt this risk, however, did not the Secretary of State pre-empt the Wolf report by presenting his English baccalaureate as the “gold standard” for schools?
Schools are clearly seeing it that way. Why otherwise are we seeing music, RE and arts teachers being made redundant right here, right now? Why otherwise are we seeing students under pressure from schools to switch subjects halfway through their courses or to take courses that they do not really want to do, diminishing their choice? This is becoming the dominant headline measure against which all schools and students are judged. The Secretary of State needs more convincing answers on how he plans to stop that happening.
More broadly, has not this highly prescriptive league table measure, and its arbitrary subject selection, already damaged the deliverability of Professor Wolf’s vision by relegating vocational learning to second-division status in the public mind and in the minds of schools? The Secretary of State mentioned a two-tier system, but is that not precisely what this Government are creating—an elitist, two-tier system in which parents have fewer rights on admissions, making it more difficult for them to get their children into good schools? The parent voice is diminished. Creative and practical subjects are crucial to the quality vocational education that Professor Wolf advocates, but they are already a devalued currency in our schools because of the Secretary of State’s actions. Where is the creativity in his English baccalaureate? Student choice has been affected by the subject choice in the bac.
I say again to the Secretary of State that it is time he thought again about the English baccalaureate and allowed more breadth, flexibility and choice so that it caters for the talents of all students? A school system that works for everyone cannot be designed around the requirements of the Russell group. With 103 Members calling for RE at the very least to be added to the baccalaureate, is it not now time for another of the Secretary of State’s famous U-turns?
The deliverability of Professor Wolf’s vision is also affected by some of the Secretary of State’s actions in other areas. Professor Wolf rightly stresses the importance of a quality careers service to inform young people about their options—surely even more important in a world where young people are struggling to make their way. Yet as we speak, the careers service in England is simply melting away. We welcome the vision of an all-age careers service, but we ask again today: where is the long-promised transition plan to deliver it? That is yet another example of the Secretary of State’s trademark incompetence.
Given that careers advisers are being made redundant now, how will the Secretary of State secure the quality of service that Professor Wolf demands? Yesterday, we sought to amend his Bill to give young people a guarantee of face-to-face guidance in our schools. At a time when youth unemployment is at a record high and access to further and higher education is becoming more difficult, is not the web and telephony-based service proposed by the Government completely inadequate to the scale of the task?
The Government mouth platitudes about social mobility, as the Secretary of State did today, but they are systematically kicking away the ladders of support that help young people to get on in life. More young people in further education colleges on vocational courses are receiving education maintenance allowance than those in school sixth-form colleges, and they need that money to buy equipment for their courses. Will not the scrapping of the EMA hit those young people disproportionately hard, and, again, make Professor Wolf’s vision hard to deliver? Colleges and students are four months away from the start of the academic year, and are still none the wiser about what they will receive under the Secretary of State’s replacement scheme. Not for the first time, he has taken a successful policy and turned it into a shambles. Is it not time to listen to no less an organisation than the OECD, and reinstate the EMA scheme? Without it, how will the Secretary of State’s commitment to raising the school leaving age become a reality?
Professor Wolf’s report raises issues that go to the heart of the need to secure the prosperity of our country and a decent future for our young people, but by their actions the Government are taking hope away from our young people. Unless they change course quickly—on curriculum reform, the careers service, EMA and university fees—the Government’s legacy will be a lost generation of young people.
Michael Gove
I thank the right hon. Member for Leigh (Andy Burnham) for his response, and welcome him back to the Dispatch Box, on day release from his other job as Labour’s election co-ordinator. May I say how much we on the Government Benches are enjoying the progress he is making in that job? From Dartford and Dover to Aberconwy and Pembrokeshire, from North Lincolnshire to Southampton, Conservative councillors who won last Thursday are delighted with the progress he is making, and so are we. The longer he stays in that role, the happier all of us will be.
May I also welcome the fact that, when the right hon. Gentleman returned to his part-time role as shadow Education Secretary, he found time to endorse many of our recommendations? I welcome the support he has given to our aims of improving numeracy and literacy and ensuring that students over the age of 16 who have not secured GCSE passes in English and maths have an opportunity to acquire appropriate qualifications in those subjects.
The right hon. Gentleman asked a good question about multiple measures and the importance of ensuring that we do not create an accountability system that is too complex, but as he himself acknowledged and as has been pointed out by my hon. Friend the Member for Beverley and Holderness (Mr Stuart), the Chairman of the Select Committee, there must be a golden mean between having so many targets that teachers are pulled in different directions, and having only one target that distorts the performance of all schools. I believe that the balanced basket of accountability targets that we are introducing reflects what teachers believe—namely, that all students of all abilities need to have their achievements recognised, that the autonomy should be over how schools teach and how the school day is organised, and that in return for greater autonomy there should be sharper accountability.
Talking of sharper accountability, the right hon. Gentleman referred to the English baccalaureate. He seemed to suggest—or, at least, seemed to want to lead the House to believe—that Professor Wolf was unhappy with it. On Saturday 12 March Professor Wolf wrote in The Guardian:
“Andy Burnham… is quoted as saying”
that she had said there was
“a ‘serious risk’ that the English bac will lead to schools ‘simply ignoring’ less academically able students. This misrepresents what I said.”
She also wrote:
“For the record, may I also note that the English bac subjects would normally absorb less than 80% of a teaching week. Both it and many other ‘academic’ clusters are therefore perfectly compatible with my recommendations for curriculum balance for 14 to 16-year-olds.”
Professor Wolf deserves better than to be traduced in that way by the right hon. Gentleman.
The right hon. Gentleman also referred to careers advice. Let me politely point out to him that the person appointed to lead on social mobility for the previous Government, Alan Milburn, said that we should move away from the failed connection system and adopt a new approach, giving
“Schools and colleges… direct responsibility for providing information, advice and guidance”.
Moreover, Professor Alison Wolf pointed out in evidence to the Select Committee that the “problem with careers guidance” had been the model that the right hon. Gentleman prefers: a model that was stuck in the past, with “one poor teacher” being expected to know about everything. That, she said, had been supplanted by a more modern measure enabling skilled careers advisers and “proper, online, updated information” to provide students with the right answers.
I am afraid that, not for the first time, the right hon. Gentleman has been found out in his old Labour ways. He has been in office for 200 days. During that time he said that our academies programme would be divisive, but more than 1,000 great teachers have embraced it. He said that free schools would generate poverty and dislocation, but the best and brightest in Labour are now embracing their radical appeal. Today he has said that the coalition Government have got it wrong on vocational education. Given his record, I am delighted to find the right hon. Gentleman sitting opposite me today.
Heather Wheeler (South Derbyshire) (Con)
I congratulate my right hon. Friend on his statement. I am particularly pleased about the apprenticeships. The fact that young people in my constituency are now able to apply directly to Rolls-Royce and Toyota for apprenticeships is a major step forward.
Michael Gove
I am grateful to my hon. Friend. Having had an opportunity to visit Rolls-Royce just over a month ago, I can confirm that the apprenticeships it offers are highly sought after, and that students from all over Derbyshire and the east and west midlands recognise that it is precisely that kind of high-quality private sector apprenticeship that we should facilitate.
Mr Barry Sheerman (Huddersfield) (Lab/Co-op)
Like many others, I gave evidence to the Wolf inquiry. I approve of much of the report and consider it to be a breath of fresh air, but I remind the Secretary of State that he made his statement on a day on which we heard that a million young people are unemployed. We know that only 6% of kids aged between 16 and 18 obtain apprenticeships, and only 36% go on to higher education. Given the tremendous challenge posed by the participation rate moving to 17 and then 18, may we have Wolf mark 2, 3 and 4?
Michael Gove
As ever, the hon. Gentleman shows why he was seen as such a distinguished Chairman of the Select Committee. He is right to point out that the record of the last 13 years is not nearly as bright or as promising as Opposition Front Benchers would have us believe, and to suggest that we need more work from Professor Wolf and others to ensure that our vocational and academic education systems keep in touch with the 21st century. That is why I am so delighted that Professor Wolf will remain an adviser to the Government to ensure the implementation of the report and, indeed, the succeeding measures that we hope to take.
Mr Graham Stuart (Beverley and Holderness) (Con)
Professor Wolf might not have thought that the English baccalaureate on its own could distort and harm outcomes for the poorest in our schools, but I have to say that the Chairman of the Select Committee feels that it could. However, I welcome what the Secretary of State has said today about building a balanced score card. Can we work to create a consensus across the House that what we need is an assessment and accountability framework that gives equal weight to the progress of every child? We do not want too complicated a set of targets, but we need a system that works, allowing schools to get on with it and deliver for everyone.
Michael Gove
That is a very good point. It is rather a shame that the view of some Labour Members—which is not shared by my hon. Friend—is that working-class children cannot achieve academic excellence. [Interruption.] I am afraid that that is the view of Opposition Front Benchers. Labour Members therefore feel that this is somehow an unfair and elitist measure, but I think that it is an aspirational measure. My hon. Friend is absolutely right: we need to ensure that all the abilities of all children are recognised, whatever their background. Labour Members need to return to the aspirational educational model that we saw under Lord Adonis, the hon. Member for Huddersfield (Mr Sheerman) and the former right hon. Member for Sedgefield, which was sadly abandoned three years ago.
Kelvin Hopkins (Luton North) (Lab)
I welcome Professor Wolf’s report, which has also been welcomed by the Association of Colleges. I note two points in particular: the suggestion that maths and English education should be continued for youngsters over the age of 16 who are on vocational courses and who did not achieve grade C at GCSE, and the suggestion that vocational studies in schools should be limited to 20% of the curriculum, with 80% devoted to traditional subjects. Will the Secretary of State make those statutory requirements, or will they have only advisory status?
Michael Gove
On the continuation of the study of maths and English after the age of 16, we will, in the context of raising the participation age, explore legislative and other options to ensure that all children have the opportunity to follow those paths,. On the related question of the 80:20 split, Professor Wolf says that to ensure the maximum chance of progressing along academic and vocational pathways, there should be an academic core up to the age of 16. She also argues that it is a good thing for all students to experience some practical learning. That is not prescriptive; it is a guide, and one of the points she makes is that university technical colleges, which have a longer school day and school week, can have a full academic core as well as a significant additional layer of practical learning on top.
Jonathan Lord (Woking) (Con)
Before coming to the Chamber today, I addressed a business breakfast on the edge of my right hon. Friend’s constituency and mine. Is he as concerned as I am about the finding in the CBI survey published this week that 40% of firms are not satisfied with the basic literacy of school and college leavers and that more than a third are not satisfied with basic levels of numeracy? Does he believe that the measures he has announced today will help to reverse that sad state of affairs?
Michael Gove
I am grateful to my hon. Friend for his question. He speaks very effectively for the businessmen of Surrey, who are doing so much to provide opportunities for young people, and I have to say that he is absolutely right: one of the major complaints from employers is that there are bright, intelligent, get-up-and-go young people who, sadly, have left the school system without the numeracy and literacy required to fit into almost any modern role. There is no more important task for this Government than to get those basics right, and I am grateful to the right hon. Member for Leigh for acknowledging that in the first part of his response.
Mr Dave Watts (St Helens North) (Lab)
May I test the Secretary of State’s commitment to poorer students? Will he give a guarantee today that poor students in St Helens will get more money and support than under the old system?
Andrew Bridgen (North West Leicestershire) (Con)
Does the Secretary of State agree that it is a sign of the last Government’s failure to improve education that more than 250,000 children left school last year without a C grade in GCSE maths and English?
Derek Twigg (Halton) (Lab)
I want to follow on from the question of my hon. Friend the Member for St Helens North (Mr Watts). Riverside college is a really good college in my constituency, but it has faced major funding cuts from the Secretary of State’s Government. Given that he has just guaranteed increased funding for students in St Helens, will he also give the same guarantee to students in my constituency of Halton?
Michael Gove
As soon as word gets out that we are engaging in one-to-one negotiations across the green Benches, I expect that the Chamber will rapidly fill up, even though there is a one-line Whip. I would repeat the point I made to the hon. Member for St Helens North (Mr Watts) to all Members: thanks to the coalition Government’s commitment to the pupil premium and to our reforms of 16-to-19 learning, the most disadvantaged students will receive more money. That is all thanks to our commitment to social justice.
Mr Rob Wilson (Reading East) (Con)
May I welcome my right hon. Friend’s statement, and place on record my thanks to Professor Wolf for her excellent report? Will my right hon. Friend say a little more about the delivery of these very important reforms? In particular, has he looked closely at the US community college system, which has been extremely successful in delivering these kinds of reforms to very hard-to-reach young people?
Michael Gove
My hon. Friend has campaigned for a better deal for poorer students ever since he first came to this House, and I agree that we must look at international models of good practice. The university technical colleges that this Government are committed to introducing provide a new model that caters for students of different aptitudes, and I believe we can learn a lot from some of the best practice in the United States.
Gavin Shuker (Luton South) (Lab/Co-op)
The Secretary of State said in his statement that the purpose of his radical reform programme was to make “opportunity more equal”. Does he accept, however, that it is difficult to realise that aim while local authorities are not being treated equally? For example, in my local authority of Luton there are 3.1 pupils per family, compared with the English average of 1.9. Does the Secretary of State agree that, for Professor Wolf’s review recommendations to be successful, he must fund the measures properly?
Michael Gove
I am not sure what levers I have at my disposal to ensure that other parts of the country can enjoy the same family size as Luton is blessed with. On the broader point of making sure there is funding for Luton, as the hon. Gentleman knows, Luton is blessed with many excellent schools, such as Denbigh high school, which Dame Yasmin Bevan leads, and the Barnfield group of academies and studio schools. I look forward to visiting Luton shortly, when I will have an opportunity to talk to head teachers there. I hope I might also have an opportunity to talk to the hon. Gentleman about what more we can do to help continue the success stories in his constituency.
Mr Edward Timpson (Crewe and Nantwich) (Con)
De Vere catering academy in my constituency offers dozens of aspiring young people the opportunity of a high-quality, employer-led apprenticeship. Will my right hon. Friend say a little more about what is being done to ease the path for other employers to follow its lead?
Michael Gove
My hon. Friend makes a very good point. There is cross-party commitment to apprenticeships. Unfortunately, however, while they are well intentioned and justifiable in themselves, some of the bureaucracy surrounding the way in which the Skills Funding Agency has supported apprenticeships, some of the requirements that have been placed on apprenticeship frameworks, and some recording responsibilities of employers in respect of the individual learning record, have together added up to a significant burden that means that many small and medium-sized enterprises in particular find it expensive or burdensome to take on an apprentice. My hon. Friend the Minister for Further Education, Skills and Lifelong Learning and my right hon. Friend the Secretary of State for Business, Innovation and Skills are taking forward a programme to reduce that bureaucracy, and I hope it will be welcomed on both sides of the House.
Fiona Mactaggart (Slough) (Lab)
As the Secretary of State is well aware, modern business needs people who can make, do, create and invent things, as well as people who can analyse things, and even if Professor Wolf is right that her recommendations are compatible with the English bac if 20% of the curriculum is made available for those kinds of skills to be developed, the Secretary of State knows—as we all do—that, in practice, this is not happening in some schools. Will he therefore consider the following request, which I have made before: that he add to the English bac at least one qualification that is about making, creating or doing, such as in electrical engineering or making music?
Michael Gove
I take on board the hon. Lady’s point. I think the intention behind her request is admirable, and it is reflected in what Professor Wolf says. However, it would be wrong for me to prescribe what additional qualification or course might be appropriate to encourage people to acquire those practical skills. One of the points Professor Wolf makes is that there are many courses of study, or pursuits at school or beyond, that might not necessarily lead specifically to a qualification but can provide people with the skills required. It is crucial that we support qualifications that are robust and, where possible, invest in developing them to reflect what employers need, but we must also ensure flexibility and autonomy so that schools can do the right thing for their students.
Gavin Barwell (Croydon Central) (Con)
I particularly warmly welcome the announcement that 16 to 18-year-olds who do not achieve a C grade in English or maths will continue to study those subjects. Further to the question asked by the hon. Member for Luton South (Gavin Shuker), how quickly will the Government be able to take action, so that we can end the practice under the previous Government of hundreds of thousands of children leaving school without the requisite qualifications?
Michael Gove
My hon. Friend reminds us of the dreadful fact that only about 50% of students manage to leave state schools with five good GCSEs including English and maths. That means that hundreds of thousands of young people simply do not have the opportunity to move on to the jobs they deserve.
I see that the hon. Member for Scunthorpe (Nic Dakin) is present. One of the great things he did when he was an FE college principal was develop courses that ensured that students could very quickly resit GCSE English and maths, or follow courses that would lead them, in due course, to acquiring a broadly comparable level of literacy and numeracy. I want to work with great FE principals, as he once was, to ensure we get the right courses for the right students.
Elizabeth Truss (South West Norfolk) (Con)
I wholeheartedly support the move to abolish equivalence for low-quality qualifications, which has effectively been a mis-selling scandal to young people for more than 10 years now. What steps is the Secretary of State taking to ensure that low quality GCSEs and A-levels are also not counted in our league tables?
Michael Gove
My hon. Friend has been a fantastic campaigner for rigour in state education, and she is right that, as Professor Wolf points out, many qualifications were mis-sold to students on the basis that they would lead to progression. The right hon. Member for Leigh talked about students being coerced into courses that were not appropriate for them. We know that employers and universities welcome the courses in the English baccalaureate, but some of the courses that had an inflated value in league tables in the past, under the Government of whom he was a part, were not valued by employers or by higher or further education institutions.
My hon. Friend also made a point about GCSEs and A-levels. We are working with Ofqual to make sure that every GCSE awarding body is appropriately rigorous, and we will work with universities to ensure that A-levels are even stronger.
Graham Evans (Weaver Vale) (Con)
Does my right hon. Friend agree that focusing narrowly on one measure of school performance, particularly five A* to C grades for GCSE—I personally insist on those including maths and English—creates perverse incentives for schools and encourages them to focus on borderline C and D grade students to the detriment of other students?
Michael Gove
My hon. Friend hits the nail on the head. Ultimately there will never be a single perfect accountability measure. The one he mentioned on floor standards has helped us to raise attainment in schools, but one measure does not fit all. I therefore welcome his support for developing a more sophisticated way of analysing attainment, so that students with lower ability but real commitment can be recognised, and in particular so that schools that take students with low levels of previous attainment and transform their outlooks can be properly recognised and applauded.
Neil Carmichael (Stroud) (Con)
I welcome Professor Wolf’s report and the Government’s response. I was on the Education Select Committee that discussed the baccalaureate and was left in no doubt that Professor Wolf thought it was consistent with her interest in ensuring a proper academic basis to the measurement of pupils’ performance. Does the Secretary of State agree that the baccalaureate will enable pupils to make sensible, informed choices and give them the confidence to implement those decisions when opportunities arise?
Michael Gove
I absolutely agree with my hon. Friend. Hon. Members on both sides of the House listened attentively to his question. We should pay particularly close attention to him, given the role he has played in further education. We know—every nation knows—that if students can reach a solid academic level by the age of 16, they will be in a strong position to choose which academic and vocational pathways they can move between later. Having a solid academic core creates no tension. In fact, it is an absolute precondition to success in vocational education.
Andrew Stephenson (Pendle) (Con)
Over the past year, I have visited numerous manufacturing and engineering firms across Pendle that are keen to expand and recruit more, where managers have told me that they are not satisfied with the levels of literacy and numeracy among job applicants. Does my right hon. Friend believe that today’s proposals, along with some of the other measures outlined by the Government—for instance, for university technical colleges—will help to address this problem?
Michael Gove
I absolutely agree with my hon. Friend. I know that east Lancashire has no better champion, and in particular that he speaks up effectively for young people and businesses in his constituency. We can help by ensuring that there are the opportunities for those young people who in the past might not have had an education fit for their talents to succeed in English, maths and the world of work.
Education Bill
Michael Gove Excerpts(13 years, 7 months ago)
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Mr Gibb
I am happy to accept my hon. Friend’s invitation. As he knows, I always take his views on education in general very seriously, and I am always particularly interested in his very well-informed views on home education. He is probably the most well-informed Member of the House on that issue—
Mr Gibb
There you are; you heard it from the Secretary of State himself. My hon. Friend is the best-informed Member of the House on home education, and I will happily have that meeting with him in the near future.
After those rather lengthy remarks, I hope that my hon. Friend the Member for Altrincham and Sale West will withdraw his amendment so that we can press on to the next group.