Oral Answers to Questions

Michael Gove Excerpts

Monday 24th June 2013 Commons Chamber

[Julie Elliott (Sunderland Central) (Lab)]

1. What recent progress he has made on apprenticeships for 16 to 18-year-olds.

[The Secretary of State for Education (Michael Gove)]

The number of 16 to 18-year-olds starting apprenticeships in 2011-12 was 129,900, down by 1.4% on the previous year.

[Julie Elliott]

With youth apprenticeships down on last year and the demise of the professional careers service as most people recognise it, what are the Government doing to ensure that young people receive the correct advice on starting apprenticeships, and, in particular, the route to higher level qualifications that some apprenticeships can lead to?

[Michael Gove]

The hon. Lady is quite right that we need to encourage all students to consider apprenticeships as a high quality alternative to the academic path. I commend the activity that Sunderland city council and Sunderland football club are under-taking to ensure that more young people in that great city consider apprenticeships as a viable role for the future. I should add that the recent diminution in the number of 16 to 19-year-olds taking apprenticeships was due significantly to the fact that we were reducing the number of low quality apprenticeships where the duration was shorter than a proper apprenticeship needs to be and the quality of tuition was less effective than a good apprenticeship needs to be, but there is still more to be done.

[Andrew Bridgen (North West Leicestershire) (Con)]

May I congratulate my right hon. Friend on his Department’s success in raising the profile of apprenticeships and making them a genuinely attractive alternative to higher education? Will he join me in congratulating East Midlands Housing Group on its apprenticeships in my constituency, and on being an apprentice team of the year finalist this year?

[Michael Gove]

My hon. Friend is absolutely right to stress the importance of construction and other sectors in helping to encourage more young people to consider apprenticeships. The Under-Secretary of State for Skills, my hon. Friend the Member for West Suffolk (Matthew Hancock)—who sadly cannot be with us, Mr Speaker, because he is enjoying paternity leave—has I think done more than any other Minister, apart possibly from his immediate predecessor, to put apprenticeships on the map and to work with industry to raise the esteem in which vocational training is held.

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

Does the Secretary of State realise that many of us who believe passionately in apprenticeships are concerned that the people instructing apprentices should be of the highest order? What is this love affair between him and people who are unqualified working with apprenticeships and in schools?

[Michael Gove]

I absolutely agree that those working with apprentices need to have either the best qualifications or the best experience in the relevant sector, which is why we implemented the recommendations of Alison Wolf’s report. We have allowed lecturers in further education, who are qualified in that sector but were not previously able to work in schools, to work in schools. We will also implement the Richard review, which once more puts employers in control of assuring the quality of vocational qualifications, so that anyone who secures an apprenticeship can be confident that it will lead to a satisfying job.

[Tristram Hunt (Stoke-on-Trent Central) (Lab)]

With youth unemployment at the 1 million mark, one would have thought that Ministers would do all they could to get young people into training and jobs, so why have the Government overseen a 12% reduction in young apprenticeships in the past six months alone, alongside a £165 million departmental underspend? Where is the determination to fix this crisis? Rather than writing eight-page letters and trying to become the pen pal of my hon. Friend the Member for Liverpool, West Derby (Stephen Twigg), should the Secretary of State not be focusing on some policy work?

[Michael Gove]

Rather than writing eloquent questions and reading them out with the rounded vowels of a public school educated champion of vocational education, I suggest that the hon. Gentleman concentrate on what the Government have done. I also suggest that he refer back to the wonderful Westminster Hall debate, held with the Under-Secretary of State for Skills, my hon. Friend the Member for West Suffolk, in which the hon. Gentleman acknowledged that under the previous Government vocational education was not good enough, that there were far too many low standard courses, and that the Wolf report and the Richard review have been the two best pieces of work on vocational and technical education undertaken in the past 25 years. If he looked back at what he said then, he would face a dilemma: does he eat the words he uttered in Westminster Hall, or does he acknowledge that the question he has just asked was nonsense from start to finish?

[Miss Anne McIntosh (Thirsk and Malton) (Con)]

2. What assessment he has made of the likely effect of his funding proposals on rural schools.

--- Later in debate ---

[Mr Andy Slaughter (Hammersmith) (Lab)]

12. What recent steps his Department has taken to improve careers advice and guidance; and if he will make a statement.

[The Secretary of State for Education (Michael Gove)]

Schools are legally required to secure careers guidance for 13 to 16-year-olds. That requirement will be extended to 12 to 18-year-olds in school, and to young people in colleges, from September.

[Mr Slaughter]

According to the Chartered Institute of Personnel and Development, more than half of employers think that young people lack career guidance and work experience. There are some very good voluntary schemes, such as Work Discovery, which I saw in action with year 6 pupils at Wendell Park primary school last week. Why are the Government not supporting more projects such as that?

[Michael Gove]

It sounds like an excellent project, and I should like to do everything I can to support it, and other social enterprises and businesses, to help young people experience the world of work.

[Kelvin Hopkins (Luton North) (Lab)]

On Saturday, I had the pleasure of visiting a high-tech engineering company in Luton, and it was drawn to my attention, yet again, that we are having to recruit thousands of graduate engineers from abroad every year because we cannot train enough of them ourselves. When are the Government going to take real steps to encourage more youngsters to look for careers in engineering?

[Michael Gove]

Our ministerial team, and, indeed, the superb team at the Department for Business, Innovation and Skills, take every opportunity to encourage young people to consider engineering as a career, but one of the problems we face is that the quality of the teaching of literacy and, in particular, numeracy and mathematics in science qualifications is often not good enough to give ambitious young people the chance to become engineers. That is why we are improving the quality of English, mathematics and science teaching, and reforming GCSEs.

[Andrew Selous (South West Bedfordshire) (Con)]

13. What steps he is taking to improve the status of technical and vocational education.

[The Secretary of State for Education (Michael Gove)]

More than 60% of 16 to 19-year-olds now participate in vocational education. This Government have: raised the quality of vocational qualifications; expanded vocational education through studio schools and university technical colleges; and introduced tighter quality controls in further education and work experience. All those reforms build on Professor Wolf’s report on vocational education, which was welcomed across the board.

[Andrew Selous]

How can we ensure that high-quality non-academic learning gets the status and recognition it deserves, given that we need more practical on-the-job training, such as is being provided at university technical colleges?

[Michael Gove]

My hon. Friend makes a typically acute point. The way in which we can raise the esteem and prestige of vocational qualifications and vocational training is by making sure they are every bit as rigorous as academic qualifications and the academic pathway—I say “pathway” for want of a better word, although I am sure there is one. The way in which we do so is by making sure that the recommendations in Alison Wolf’s report are implemented—recommendations that were once accepted by the Opposition Front-Bench team but now seem to be rejected.

[Steve Baker (Wycombe) (Con)]

The SKIDZ motor project in my constituency helps children achieve vocational skills pre-16. Will my right hon. Friend make sure that for children who need some context to help them with academic skills some vocational framework is available before they reach 16?

[Michael Gove]

My hon. Friend makes a very good point, and it is one reason we are consulting on changing the way in which schools are held to account for the way in which they provide for students up to the age of 16, in order to ensure that vocational and technical qualifications are genuinely considered to be equivalent to academic qualifications because they are as rigorous.

[Mr Nick Raynsford (Greenwich and Woolwich) (Lab)]

14. What recent steps his Department has taken to improve youth services; and if he will make a statement.

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[David Wright (Telford) (Lab)]

17. What his plans are for the future of GCSEs.

[The Secretary of State for Education (Michael Gove)]

With your permission, Mr Speaker, I will answer Questions 15 and 17 together. We are reforming GCSEs to ensure that they stand comparison—

[Mr Speaker]

Order. May I just say to the Secretary of State that this is an attempted grouping on the hoof, of which I had no notice, but being the obliging fellow I am I will do my best to accommodate the right hon. Gentleman?

[Michael Gove]

I apologise, Mr Speaker, and thank you. We are reforming GCSEs to ensure that they stand comparison with exams in the highest-performing jurisdictions. We are consulting on changes to subject content for GCSEs. Ofqual is also consulting on changes to the structure, grading and standard of the new qualifications.

[Ian Austin]

I agree with the Secretary of State that many state schools do not stretch their brightest pupils enough to allow them to compete with pupils from private schools. In my constituency, only two out of seven schools reached the national average in GCSEs last year. I do not think there should be a school in the country in which fewer than 70% or 80% are getting five good GCSEs, including English and maths. Will he consider bringing back the black country challenge to boost standards in Dudley in the way the London challenge improved them in London?

[Michael Gove]

That is a very acute point from a Member of Parliament who, I know, is passionate about education. I will do everything I can to ensure that all the elements that made the London challenge and black country challenge a success apply to schools in his constituency through collaboration and a culture of excellence. I look forward to talking with him about how we can work together to ensure that his championing of high educational standards can be extended across the black country.

[Tessa Munt (Wells) (LD)]

Will the Secretary of State consider yet again the inclusion of British sign language as a GCSE subject? It is appropriate for those students who are less academic and is, after all, a language someone can use throughout the whole of their life.

[Sir Bob Russell (Colchester) (LD)]

The Secretary of State can use it!

[Michael Gove]

I am grateful to the hon. Lady, and to my hon. Friend the Member for Colchester (Sir Bob Russell) for making the point that British sign language was one of the few languages I learned when I was younger for family reasons. For that reason, I am committed to doing everything we can to encourage its take-up. We are working with Ofqual, the exams regulator, to see whether we can ensure that there is a qualification that is as rigorous as possible and that stands comparison with other GCSEs.

[David Wright]

I thank the Secretary of State for cantering through the questions. I agree with my hon. Friend the Member for Dudley North (Ian Austin) that we need to drive up standards. What are the Secretary of State’s proposals for practical and vocational subjects? It is important that children who excel in those areas are given the reward they deserve.

[Michael Gove]

I absolutely agree. One of the recommendations from the Wolf report is that instead of simply having a pass/fail mark for practical and vocational qualifications and allowing students to pass purely on the basis of what a teacher rather than an external assessor has assessed, we should have a more sophisticated grading system and more rigorous external testing to ensure that vocational and technical qualifications are seen, rightly, as equivalent. I congratulate the hon. Gentleman on the steadfast support he has shown for state schools in his constituency, including the outstanding comprehensive, Thomas Telford.

[Mr Dave Watts (St Helens North) (Lab)]

16. What measures are in place to ensure that academies are open to public scrutiny.

[The Secretary of State for Education (Michael Gove)]

Academies are open to greater accountability and scrutiny than other state-funded schools. Performance data including exam results, inspection reports and financial accounts are published for each academy. Academies are also accountable through analysis from the Education Funding Agency, and through greater data transparency and an improved inspection system academies are more open to public scrutiny than ever before.

[Mr Watts]

I thank the Secretary of State for his response, but schools such as Byrchall High in Wigan are refusing to provide written responses to MPs’ inquiries. Is it not clear that the Secretary of State needs to act if there is to be public accountability on spend in those schools and public accountability on policy?

[Michael Gove]

It is absolutely regrettable if any principal or head teacher declines to respond to a request from an elected Member of Parliament. I will look into the case, but I should stress that academies are subject to freedom of information. The previous Government did not allow that, but this Government brought it in.

[Annette Brooke (Mid Dorset and North Poole) (LD)]

T1. If he will make a statement on his departmental responsibilities.

[The Secretary of State for Education (Michael Gove)]

My Department published destination data last week that showed how many schools are very successful in encouraging young people to go on to universities and into satisfying apprenticeships, but it is still a matter of regret that for one fifth of comprehensive schools not a single student makes it to a Russell Group university.

[Annette Brooke]

In the light of the recent conclusion of the Committee on Carcinogenicity of Chemicals in Food, Consumer Products and the Environment that children are more vulnerable than adults to an equivalent asbestos exposure, what reassurances can the Secretary of State provide that his Department’s policy on asbestos in schools will be reviewed rigorously, transparently and in a timely fashion?

[Michael Gove]

My right hon. Friend the Minister for Schools and I have been discussing today exactly what we can do to ensure that the arguments made in the committee’s report are taken on board and to ensure that when we think about how to invest in the future fabric of schools and about the state of the estate we take appropriate steps. I hope, following on from the spending review, we can be clear that the money we spend on maintenance will be spent in a way that takes account of the arguments made by my hon. Friend.

[Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)]

Can the Secretary of State confirm that, over the past year, the number of infants in classes of more than 30 has increased by more than 25,000—an increase of 50% in just 12 months? What proportion of free school places go to primary-age children in areas where there is a shortage?

[Michael Gove]

I think the hon. Gentleman is right about those figures for infants, but I also think that the increase in the number is less in percentage terms than was the increase under Labour. [Interruption.] I think it is, actually. I have answered the question of substance; the rest of it was rhetoric, so over to you.

[Stephen Twigg]

Three years ago, in the first comprehensive spending review, the Secretary of State got a truly terrible education capital spending settlement. His free schools programme fails to focus on areas where there is a shortage of places but opens new schools in areas with existing good schools with places available, and of course it allows unqualified people to teach. Is it not a policy driven by dogma, not by the best interests of children?

[Michael Gove]

No, not at all. In these matters, I often pay close attention to what Lord Adonis, a former schools Minister, says. He argued last week that we need more free school places in areas where there is a lack of high-quality school places. That is a different view from the one taken by the hon. Gentleman. I take the view that Lord Adonis is right—we need to give parents a choice where schools are poor—and therefore, not for the last time, the hon. Gentleman is wrong.

[Lorely Burt (Solihull) (LD)]

T3. Tudor Grange is a good non-faith-based secondary school in my constituency, but the governors have angered many parents in the school’s catchment area by attempting to introduce a faith school as a feeder school, whose children would take precedence for admittance over children in the local authority catchment area. Will my right hon. Friend advise me on whether this would constitute indirect discrimination under the Equality Act 2010?

[Michael Gove]

I am grateful to my hon. Friend for raising that issue. I know Tudor Grange and its outstanding head teacher, Jennifer Bexon-Smith. She is committed to helping children in difficult circumstances and is sponsoring an academy in Worcester, I think, so I cannot believe that she would take a decision that would discriminate against children in need of high-quality state education. The admissions code is clear about these matters, and I look forward to talking with my hon. Friend to make sure the public are reassured.

[Bill Esterson (Sefton Central) (Lab)]

T2. In 2011-12, there was a 10% fall in the number of graduates applying to teacher training programmes; there has also been a 17% rise in the number of schools using supply teachers, and we see reliance on unqualified teachers. How will those approaches raise standards and improve the outcome for children?

[Michael Gove]

I am pleased to be able to say that the statistics the hon. Gentleman quotes come from a period before the introduction of our school direct programme, which has achieved a dramatic increase in the number of highly qualified graduates entering the profession. In addition, thanks to the work we have done with the Institute of Physics and the Royal Society of Chemistry, there are more graduates in shortage subjects with 2:1s and firsts coming into the classroom. The more people with great degrees from great universities, such as the hon. Member for Stoke-on-Trent Central (Tristram Hunt), we have teaching in our schools, the happier I am—even if it runs contrary to Labour policy.

[John Pugh (Southport) (LD)]

T4. There are 37 academy brokers on up to £700 a day. Are they bound by the civil service code of conduct?

[Michael Gove]

My hon. Friend makes a good point. They are not bound by the civil service code, but they do have to have regard to the civil service code. I believe the question was raised in a Westminster Hall debate and he secured a partial answer from the Under-Secretary of State for Education, my hon. Friend the Member for South West Norfolk (Elizabeth Truss)—

[Kevin Brennan (Cardiff West) (Lab)]

An incorrect answer, which she apologised for.

[Michael Gove]

I am terribly sorry, but I think that someone who makes a mistake and is happy to correct the record is in a rather better position than someone who attempts to belittle in a sexist fashion an honourable Minister.

[Jonathan Reynolds (Stalybridge and Hyde) (Lab/Co-op)]

T9. Teachers in my constituency tell me that teaching assistants make a huge contribution to their schools. Their work not only means that teachers have more time to teach, but has a big impact on things such as attendance and student discipline. In the light of recent press speculation, will the Secretary of State put on the record his support for teaching assistants and pledge to keep them in our schools?

[Michael Gove]

Delighted.

[Lorraine Fullbrook (South Ribble) (Con)]

T5. Academy@Worden in my constituency is now the highest achieving school in South Ribble, with the percentage of pupils who gain at least five A* to C grades increasing from 76% in 2010 to 100% last year. As a trustee of the school, which became an academy this year, I am pleased to ask my right hon. Friend if he will join me in congratulating Academy@Worden on its achievement, and if he will accompany me on a visit to the school, which is a great success story of the academies programme.

[Kate Hoey (Vauxhall) (Lab)]

Lilian Baylis school, an outstanding secondary school in Kennington in my constituency, will this month receive the dubious award of taking the longest time to become an academy—it is now more than 22 months—because of a dispute between the local authority and the Department over the fact that it is a private finance initiative, along with legal costs. In the meantime, the school is suffering, as it wants to get on with becoming an academy. Will the Secretary of State try to get that sorted out? Only a small amount of money is needed from someone, but clearly we need to get it sorted.

[Michael Gove]

The hon. Lady is a brilliant campaigner for higher quality schools in her constituency, and we will do everything we can to help. I am afraid that her question lays bare the fact that there are some really good MPs on the Labour Benches who want their schools to become academies, but an insufficient number of Labour local authorities that are prepared to stand with us against the enemies of promise.

[David Mowat (Warrington South) (Con)]

T6. Bewsey Lodge primary school is a very good school in a difficult part of Warrington. It has a large special needs unit that, although it is high quality, reduces the overall performance metrics, which affects morale. Better school comparability could be achieved if metrics were produced with, and without, special needs units.

[John Cryer (Leyton and Wanstead) (Lab)]

Will the Secretary of State assure the House that the heads of academies cannot create small sub-committees of governors that can then take crucial decisions about the general future of the schools in question?

[Michael Gove]

It is absolutely the case that the principals of academies are tightly bound by a set of rules about how governing bodies or boards of trustees should operate. If there are specific cases about which the hon. Gentleman is concerned but which, for understandable reasons, he does not wish to raise on the Floor of the House, perhaps we can meet to discuss what is giving him concern.

[Anne Marie Morris (Newton Abbot) (Con)]

T8. Does the Minister agree that making financial education a formal part of the national curriculum should ensure not only that every child leaves school with a basic understanding of personal finance but that those who seek to start their own businesses are better equipped with the skills that they need to succeed?

--- Later in debate ---

[Neil Carmichael (Stroud) (Con)]

School governance is an increasingly topical issue. Does the Secretary of State agree that it is important to ensure that our school governing bodies are strong, courageous and capable of making sure that all schools provide decent education for all their pupils?

[Michael Gove]

My hon. Friend is right. That is why I am so pleased that Lord Nash and Sir Michael Wilshaw are working together to raise the quality of school governance.

[Meg Hillier (Hackney South and Shoreditch) (Lab/Co-op)]

Further to the question from my hon. Friend the Member for Stalybridge and Hyde (Jonathan Reynolds), both the think-tank Reform and the Treasury have raised questions about the efficacy and value for money of teaching assistants. Will the Secretary of State give his view?

[Michael Gove]

I respect teaching assistants. I am also very interested in what Reform has to say, but above all I obey what the Treasury tells me.

[Bob Stewart (Beckenham) (Con)]

Will my right hon. Friend give me his assessment of how well the new Harris academy in Beckenham has been doing since its foundation?

[Michael Gove]

The Harris academy in Beckenham, like all Harris academies, is performing significantly better than its predecessor school. May I place on the record my gratitude for the visionary leadership shown by Lord Harris of Peckham, Sir Dan Moynihan and those Members of Parliament from Mitcham and Morden to Beckenham who have championed Harris academies, often in the teeth of opposition from the National Union of Teachers, the NASUWT and other unions that have acted as the enemies of promise?

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

Does the Secretary of State agree with his own chief inspector of schools that over the past 15 years standards across the urban population of this country have risen remarkably? Will he give the House the opportunity to hear him say, “Well done, teachers. You’ve done a good job. You could do more but you’ve done pretty well over these past 15 years”?

[Michael Gove]

I am grateful to my hon. Friend, as he is increasingly becoming, for giving me this opportunity to underline that point. Let me first of all praise those politicians from the right hon. Member for Sheffield, Brightside and Hillsborough (Mr Blunkett) to Lord Adonis who, in the teeth of resistance from trade unions and others, pressed forward the case for reform. Let me praise the former Prime Minister Tony Blair for his courage in doing so. Let me regret that the momentum for reform was lost under the right hon. Member for Morley and Outwood (Ed Balls), but let me above all praise teachers for the fantastic job that we are doing. We have the best generation of young teachers and the best generation of head teachers ever in our schools, and I had the opportunity of seeing some of them when I visited the constituency of Buckingham just over a week ago. In both schools that I visited, Buckingham school and the Royal Latin, I was privileged to see brilliant teachers doing a wonderful job for an MP who believes in the very best of state education.

[Mr Speaker]

I warmly thank the Secretary of State and I know that Angela Wells and David Hudson, the head teachers of the Buckingham and Royal Latin schools, will similarly thank the right hon. Gentleman.

[Paul Uppal (Wolverhampton South West) (Con)]

In September this year in my constituency, a free school will be opening in one of the most deprived wards in Wolverhampton, providing an invaluable ladder for social mobility. Can my right hon. Friend confirm that a future Conservative Government will provide free school places and free schools to meet the needs of local people?

[Michael Gove]

I am very grateful to my hon. Friend for his consistent championing of greater choice for his constituents. It is absolutely the case that if a Conservative Government or indeed a Conservative-led Government are returned after the next election we will make sure that parental choice and higher standards are at the heart of everything we do.

[David Wright (Telford) (Lab)]

May I give the Secretary of State the chance to say “Well done” to Labour-run Telford and Wrekin council, which is developing a co-operative academy model, bringing schools together, working as co-operative schools?

[Michael Gove]

There are some great people in Labour local government and if they are friends of the hon. Gentleman, they are friends of mine.

[Philip Davies (Shipley) (Con)]

The Secretary of State will be aware of the case of Geoffrey Bettley, who was a teacher at St Mary’s in Menston on the border of my constituency, who downloaded child porn images, was rightly sacked by the school and was put on the sex offenders register. Bizarrely, the Secretary of State appears to have allowed this gentleman to start teaching again. Surely he appreciates that people convicted of those offences are not welcomed back into the classroom by parents. Can he explain how he arrived at that decision, and what he will do to try to reverse it?

[Michael Gove]

My hon. Friend is absolutely right to raise that very serious issue. Mr Bettley is not teaching at the moment and will not be teaching in future. The process we arrived at for ensuring that the National College for Teaching and Leadership reviewed cases was not as good as it should have been, to put it mildly. I do not put the blame at anyone’s door other than my own, but one of the things I have been anxious to do following the Bettley case is to make sure that we have new guidance in place to ensure that the decisions taken in future are appropriate to keep our children safe.

GCSEs

Michael Gove Excerpts

Tuesday 11th June 2013 Commons Chamber

[The Secretary of State for Education (Michael Gove)]

With your permission, Mr Speaker, I would like to make a statement on the future of examinations.

There is now a widespread consensus, underpinned by today’s authoritative report from the Select Committee on Education, that we need to reform our examination system to restore public confidence. That is why today we are publishing draft details of new GCSE content in core academic subjects. The independent regulator Ofqual is publishing its own consultation on the regulation of reformed GCSEs. We are publishing the draft content in English, mathematics, science, history, geography and modern and ancient languages alongside this statement. We will consult on that content over the next 10 weeks. We expect that these subjects, with the exception of languages, should be ready for first teaching in September 2015, with the first exams being taken in the summer of 2017. Languages and other subjects will follow soon after, with first teaching from September 2016 and the first exams being taken from the summer of 2018.

The new subject content we are publishing today has been drawn up in collaboration with distinguished subject experts, all with expertise and experience in teaching. I would like to thank them for their dedicated work. In line with our changes to the national curriculum, the new specifications are more challenging, more ambitious and more rigorous. That will mean that there should be more extended writing in subjects such as English and history. There should be more testing of advanced problem-solving skills in mathematics and science and more testing of mathematics in science GCSEs, in order to improve progression to A-levels. We should have more challenging mechanics problems in physics, a stronger focus on evolution and genetics in biology and a greater focus on foreign language composition, so that pupils require deeper language skills.

This higher level of demand should equip our children to go on to higher education or a good apprenticeship. We can raise the bar confidently, knowing that we have the best generation of teachers ever in our schools to help students to achieve more than ever before. Our education reforms—the growth in the number of academies and free schools and the improvements in teacher recruitment and training, as well as sharper accountability from improved league tables and a strengthened Ofsted—are raising standards in state schools. That means that new GCSEs will remain universal qualifications—accessible, with good teaching, to the same proportion of pupils as now.

The specifications that we are publishing today also give awarding organisations a clearer indication of our expectations in each subject. Under the previous system, specifications were often too vague. This caused suspicion and speculation that some exam boards were “harder” than others, undermining the credibility of the exam system as a whole. Including more detail in our requirements for subject content should ensure greater consistency and fairness across subjects and between exam boards. By reducing variability in the system, we hope to ensure that all young people leave school with qualifications that are respected by employers, universities and those in further education.

While making GCSE content more rigorous, we must also correct the structural problems with GCSEs that the coalition Government inherited. As today’s report from the Education Committee confirms, the problems with English GCSEs generated last summer proved beyond any doubt that the current system requires reform. Both the Education Committee report and Ofqual recognise that controlled assessment, which counted for 60% of the English GCSE qualification, undermined the reliability of the assessment as a whole. I therefore asked Ofqual to review the regulatory framework for GCSEs to judge how we might limit course work and controlled assessment and to reflect on how we could lift a cap on aspiration by reducing the two-tier structure of some GCSEs. I also asked Ofqual to explore how we might reform our grading structure, the better to reflect the full range of student ability and reward the very best performers.

Ofqual’s consultation sets out how reformed GCSEs can be more rigorous and stretching while encouraging students to develop and demonstrate deep understanding. It is proposed that course work and controlled assessment will largely be replaced by linear, externally marked end-of-course exams. It is proposed that the current two-tier system will end, except where it is absolutely essential: in maths and science. In those subjects, Ofqual is consulting on how to improve the current arrangements to deal with the concerns that we and others have expressed about capping aspiration. Ofqual is also consulting on a new grading system that will give fairer recognition to the whole ability range.

Young people in this country deserve an education system that can compete with the best in the world—a system that sets, and achieves, high expectations. Today’s reforms are essential to achieving that goal. By making GCSEs more demanding, more fulfilling and more stretching, we can give our young people the broad, deep and balanced education that will equip them to win in the global race. I commend this statement to the House.

[Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)]

I thank the Secretary of State for giving me advance sight of the statement and the consultation documents.

Here we are again. Last summer, we had “Bring back CSEs and O-levels”: dropped. Then it was the English baccalaureate certificate: dropped. Just last week, it was going to be I-levels, but there is no sign of them today. The Secretary of State is cutting back on resits for students, but he affords himself a fourth attempt at GCSE reform. The problem last summer was that he started with qualifications when he should have started with the curriculum. He was putting the cart before the horse—a grade A lesson in bad policy making.

When we were in government, we raised standards across schools. On the performance measure of five A* to C grades including English and maths, we went from 35% in 1997 to 59% in 2010. Let me give the House a quote:

“Schools got better over the course of the last 15 years.”

Those are not my words but those of the Secretary of State a year ago. The improvements were the result of a laser focus on literacy and numeracy, better teaching and better schools.

Parents are worried that, by allowing unqualified teachers into classrooms, this Government are damaging education standards. They want to know that the changes to the curriculum and qualifications will help to equip their children for the jobs of the future. Let me set three tests for the changes. First, will they strengthen rigour and raise standards, by introducing the rigour of the future that rejects a choice between knowledge and skills? We need both. Secondly, are the changes driven by the evidence of what actually works, here and elsewhere? Thirdly, will they command consensus and stand the test of time?

On the curriculum changes, we will study the detail of today’s proposals. We want to strike the right balance between setting out entitlements to high-quality education and freedoms for schools and teachers to innovate. What is the Secretary of State’s evaluation of how academies have used their freedoms, and of the implications of that for the future national curriculum? When will he bring forward plans for other subjects that are not covered by today’s announcement? In particular, what about the young people who want to study high-quality technical and practical subjects? For too long, they have been the forgotten 50%, yet there is no reference to them in today’s statement.

We support the reform of controlled assessment, but we do not support its wholesale abandonment across almost all subjects.

“Moving towards linear assessment will reduce the reliability of GCSE. Less coursework means less assessment time which leads inevitably to lower reliability—this is about as cast iron a rule in assessment as there is”.

Those are not my words; they are the words of Prof Dylan Wiliam, one of the distinguished experts to whom the Secretary of State referred in his statement.

What body of evidence supports this wholesale switch on controlled assessment? The Secretary of State has previously expressed doubts about tiering. I welcome the principles Ofqual has set out today. Has he changed his mind on tiering in maths and science?

On grading, I accept that there is a good case for more differentiation at the top end, but I am concerned about consolidation at the other end. Surely it is vital that there is challenge and stretch for all students across the ability range? There is a strong argument for moving to what Ofqual has described as scaled scoring, giving students the actual percentage mark subject by subject. I know Ofqual feels we are not ready for that yet, but does the Secretary of State share my aspiration to move towards such a system in the future?

In conclusion, there is a clear lesson from this past year: this is no way to conduct system reform. Future change should be informed by the evidence and should properly engage with professionals. If we do that, I think we really can achieve lasting and successful reform.

[Michael Gove]

May I, first, thank the hon. Gentleman for his witty and discursive response? Picking through the thickets of the comments he made, I think there was a broad welcome for the direction of travel we have set out today, and in our efforts to achieve consensus across the House—which has always been my aim—I am grateful for that.

May I also thank the hon. Gentleman for his acceptance that Ofqual is right to recognise the case for tiering in mathematics and science? He asked what my view is: my view has always been that we should, wherever possible, seek to remove any cap on aspiration, but we have listened to the experts, and they conclude in this case that tiering in maths and science is appropriate.

The hon. Gentleman also asked whether I believe, as some do, that we should move from not just an alphabetical to a numerical skill, but to scaled scores. The consultation provides an opportunity for those who believe that that is appropriate to make their case. Ofqual will make a judgment, and I will listen closely to what it says, but I think the need to change the way in which we award grades reflects the improvement in teaching, to which he alluded and which I entirely endorse.

The hon. Gentleman asked about technical and practical subjects. As I have confirmed before, technical and practical subjects are our highest priority in the Department for Education, which is why our reforms started with vocational qualifications and the publication of the Wolf report. I recently wrote to the hon. Gentleman to ask him if he still stood by his endorsement of the Wolf report. I still await a reply, but I know he is a busy man and I shall wait patiently to hear what he has to say.

The final thing I should say is that the hon. Gentleman asks for evidence for the case for change, and all I need do is commend to him the superb work done by the Select Committee in its report today, which points out that it was the introduction of changes by the last Government that fundamentally destabilised GCSEs. The hon. Gentleman himself has acknowledged that there was grade inflation on Labour’s watch. Let us be clear: yes, there were improvements, thanks to changes in our education system and a higher quality of teaching than ever before, but they were put in doubt by Ministers’ failure to ensure that the gold standard was adequately protected. We are, at last, protecting the standards on which all our children depend.

[Sir Peter Tapsell (Louth and Horncastle) (Con)]

Instead of all this perpetual messing about with the education or examination system, would it not be better and simpler to return to the arrangements of my distant youth, in which in order to matriculate—that magic but now disappeared word—pupils had, as the Secretary of State knows very well, to get six credits at school certificate level, one of which had to be in mathematics and one in a foreign language? If they got those six credits, they went on to the higher certificate, and if they could get two distinctions in higher certificate they automatically got a state scholarship and a guaranteed free university education. Everybody understood it, it worked very well, so why do we not go back to it?

[Michael Gove]

First, may I say to my right hon. Friend that his youth is not that distant? He is still in the prime of life and the full vigour of all his abilities, and the system he has outlined, with credits for a broad range of subjects, is very similar to the English baccalaureate measure we have introduced. I did not know that, in introducing the English baccalaureate, I owed so much to my right hon. Friend, but I am happy to say that the virtues of the education system that existed in his youth have been reinstated. However, impressive as the education he enjoyed was, we also need to move with the times, and we are making a number of changes that better reflect the competitive nature of the 21st century.

[Mr David Blunkett (Sheffield, Brightside and Hillsborough) (Lab)]

Taken together, the three new reports announced today are not as bad as some of us may have feared. May I put it to the Secretary of State, however, that employers and post-16 providers want young people who have learnt how to learn, have been able to demonstrate that they are able to work in teams and are able to speak English as well as to write it? My experience through night school was that the old O-levels, with the final exams, were easy for those of us at the time who had a good memory. What we surely need to be moving to in the continuing consultation is removing the worst of the past and the over-emphasis on a modular approach and assessment, while not throwing the baby out with the bathwater. Will he continue to listen?

[Michael Gove]

I am very grateful to be praised with faint damns by the right hon. Gentleman, and I entirely agree with him; it is important that speaking and listening sits alongside the composition, written and analytical skills in English language. That is what we propose to do, by ensuring that speaking and listening, which is inherently more difficult to assess, in what is a benchmark qualification, is assessed alongside the written component of English. I always look forward to hearing from the right hon. Gentleman, who is far, far more often right than wrong.

[Mr Graham Stuart (Beverley and Holderness) (Con)]

May I thank hon. Members from all parts of the House for their kind words and support since my accident?

I congratulate the Secretary of State on today’s statement. We have the broad outlines of the right policy and, unlike the shadow Secretary of State, I think that a Secretary of State who puts forward ideas, listens to the response and changes a Government policy as a result is making policy in the right way. However, may I put it to the Secretary of State that this has a tight timetable, so will he assure the House, parents and teachers that he will always ensure that getting it right is more important than sticking to the timetable he has set out?

[Michael Gove]

I thank my hon. Friend for his generous words and may I say how good it is to see him back in his place in the House? May I also thank him for the fantastic work that his Committee has done in its report on what happened to GCSEs last summer, which is published today? I entirely take on board his endorsement of the Department for Education’s Hegelian approach to policy making of thesis, antithesis and then synthesis. We will make sure that the timetable is kept under review. We have already extended the timetable for A-level implementation to take account of precisely the concerns he has so wisely articulated.

[Pat Glass (North West Durham) (Lab)]

The Secretary of State deserves an A* for his ability to cherry-pick the parts of the Education Committee report he agrees with while ignoring those parts he disagrees with. On grading, we all agree that there are good reasons for more differentiation at the top end, but surely it is not the top end that is our problem. So what in today’s proposals will support and challenge those 50% of children at the bottom end?

--- Later in debate ---

[Michael Gove]

It is a very fair challenge from the hon. Lady, who has devoted a great deal of time in this House to reminding us how important it is that we tackle that tale of underachievement. We want to consult on exactly how the grading system can fairly reflect the full range of ability, but we also need to ensure that students who sit these examinations are supported long before they come to sit a GCSE so that they are able to achieve more effectively. We are making a series of interventions, ranging from the introduction of the pupil premium and the extension of 15 hours of free pre-school education to the poorest two-years-olds to the endowment from the Education Endowment Foundation fund to support research into how we can support the poorest students, which were intended to deal with precisely those children who are the strongest concern of both of us.

[Dan Rogerson (North Cornwall) (LD)]

I welcome the Secretary of State’s statement that we are committed to one qualification, open to all, and to looking at how we can raise aspiration for all students. If the evidence from the consultation shows overwhelming support for some element of coursework in arts and humanities, as well as in the practical subjects, will he retain an open mind on it?

[Michael Gove]

First, I thank my hon. Friend for all the work he has done throughout this process to ensure that it better reflects the needs of teachers, for whom he speaks so effectively. I have a real concern that coursework or controlled assessment in benchmark qualifications such as English and mathematics creates problems, but I listened to Ofqual when it argued that there should be an element of coursework to test bench skills—practical skills—in science, and I remain open to all arguments. I have a strong disposition, but it is not incapable of being swayed by strong evidence.

[Ms Diane Abbott (Hackney North and Stoke Newington) (Lab)]

The Secretary of State will appreciate that I cannot speak about the detailed implementation of his reforms, but does he agree that an emphasis on rigorous qualifications and on obtaining core academic subjects is not, as is sometimes argued, contrary to the interests of working-class children and of black and minority ethnic children? On the contrary, precisely if someone is the first in their family to stay on past school leaving age, precisely if someone’s family does not social capital and precisely if someone does not have parents who can put in a word for them in a difficult job market, they need the assurance of rigorous qualifications and, if at all possible, core academic qualifications.

[Michael Gove]

I am in love! The hon. Lady is absolutely right, and if I had been a member of the Labour party I would have voted for her to be leader.

[Mr Speaker]

I hope the hon. Lady can recover from that.

[Mr Nick Gibb (Bognor Regis and Littlehampton) (Con)]

I congratulate my right hon. Friend on his statement and, in particular, the reforms to ensure that essay writing skills are tested in English and history GCSEs, and the reforms that ensure a deeper understanding of and facility with mathematical processes and formulae in the maths and science exams, with less predictable and more demanding questions. Will he assure me that the exam boards, chastened as they are by universal criticisms of their failure on the stewardship of grade values, will not allow grade inflation to creep into these newly reformed GCSEs?

[Michael Gove]

I thank my hon. Friend and pay tribute to him for the fantastic work he did in office to lay the foundations for some of the changes we are announcing today. I do think that the exam boards are chastened and that their current leadership recognise that the credibility of the qualifications they offer depends on their policing standards with even greater rigour than ever before.

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

The Secretary of State will know that rigour and reliability are quite elusive, that many Governments have tried to combine those two and that it is difficult to do so. May I welcome today’s report and what he said to the House, and the fact that this is going to be subject to consultation? However, may I say to him that sometimes he should learn the lesson that I learnt during 10 years as the Chair of the Select Committee, which is that you have to carry people with you—you have to carry parents, students, teachers and the broader community with you—and that he sometimes falls into the trap of being more in favour of disruptive innovation than building a consensus for change, which he really will need?

[Michael Gove]

Those are very generous words from an experienced politician that I shall take to heart.

[Mr Andrew Turner (Isle of Wight) (Con)]

What are the Government doing to ensure that a putative future Labour Government will not falsely inflate the grades of schoolchildren, as Labour has done before?

[Michael Gove]

My hon. Friend makes a very good point. We cannot guarantee that a future Government, of whatever political colour, will not be tempted to try to flatter itself by bringing in a little grade inflation. We have in Ofqual and in its current regulator a strong leader determined to ensure that that will not happen. It is a pity that we do not have the same robust system of regulation in Wales, for example.

[Diana Johnson (Kingston upon Hull North) (Lab)]

The CBI has said that we need to produce “rounded and grounded” young people, but I understand that these plans will not assess those important competences, which business require. Why is the Secretary of State not listening to business organisations?

[Michael Gove]

I very much enjoy listening to business organisations, even those such as the CBI that have historically perhaps been wrong on big issues—for example, the euro. Nevertheless, there is a lot that the CBI has said about education that I do commend, and I think that the introduction of a greater degree of rigour in English language writing skills and a higher level of demand in mathematics meet exactly the request from all sorts of businesses to ensure that there is higher attainment among the students they wish to recruit.

[Mr David Nuttall (Bury North) (Con)]

Does the Secretary of State agree that as a majority of people believe that GCSEs have become easier in recent years, these substantial reforms are essential to restore the confidence of employers and further education establishments in the GCSE system?

[Michael Gove]

My hon. Friend is absolutely right. I know he is committed to education—we first met in a school in his constituency—and I know he absolutely believes that we need to restore confidence in these examinations. The only people who are let down if there is not public confidence in these examinations are young people, and he is absolutely right to point out that confidence has been eroded over time.

[Dr William McCrea (South Antrim) (DUP)]

It is vital that the GCSE brand is consistent, and is respected, across the United Kingdom. Will the Secretary of State therefore tell the House what consultations he has had, or will have, with the devolved Administrations, including the Northern Ireland Assembly? Will he ensure that agreement and consensus can be reached, so that GCSE qualifications will not be compromised in any region of the United Kingdom?

[Michael Gove]

The hon. Gentleman—my hon. Friend—will know that I am absolutely committed to the unity of this kingdom and I want to do everything possible to ensure that Ulster remains British. That is why it is important that we say to people in Northern Ireland, and in particular to Northern Ireland’s current Education Minister and the devolved Administration, that the changes that he might make to GCSEs have attracted the attention of the regulator, Ofqual, here. I do want to work with him and the many superb teachers in Northern Ireland to ensure that there can be as close as possible an alignment between our education systems.

[Karen Lumley (Redditch) (Con)]

Does the Secretary of State agree that our children deserve the best education we can give them, and that they get only one chance of that? Does he also agree that the extensive use of coursework has masked the true picture of some of our pupils’ abilities?

[Michael Gove]

My hon. Friend is absolutely right. There are some subject areas—art and design, design and technology—where it is important to show practical skills through coursework, but there are other areas, particularly English and mathematics—particularly English—where, unfortunately, coursework and controlled assessment have not reinforced the rigour that we all want.

[Julie Hilling (Bolton West) (Lab)]

Following on from that last comment, why does the Secretary of State not believe that properly assessed and moderated coursework demonstrates a depth of understanding of a subject that simply learning facts to be churned out at an exam does not?

[Michael Gove]

The hon. Lady misunderstands the fact that at the moment, as the Select Committee report points out today, coursework and controlled assessment can lead to over-marking and inconsistency. It is also the case that the modularisation of GCSEs, which occurred under a Labour Government, led to precisely the sort of cram-and-forget style of learning that I think neither of us approves of.

[John Glen (Salisbury) (Con)]

I warmly welcome today’s announcement. What representations has the Secretary of State had from employers’ organisations showing that they feel these changes are likely to add to the economic competitiveness of this country and make it easier for them to select credible candidates for employment?

[Michael Gove]

My hon. Friend makes a good point. The CBI has pointed out that the number of employers who are dissatisfied with school and college leavers’ basic skills remains stuck at around a third; the Institute of Directors has said that the value of GCSEs has declined; and the Federation of Small Businesses has said that eight in 10 small businesses do not believe that school leavers are ready for work. Business recognises that we need rigour, and that is why business supports the coalition Government.

[Alex Cunningham (Stockton North) (Lab)]

Teachers—even head teachers—who are responsible for delivering the Secretary of State’s curriculum have expressed little confidence in him on the nature and timing of his changes. When will he really listen to the professionals in schools who actually teach and plan and know what they are talking about?

[Michael Gove]

It is an unfortunate myth that the profession is united. There is a range of views within the teaching profession and among head teachers. What is striking is that an overwhelming number of those who lead outstanding schools and are developing outstanding practice support the drive for higher aspirations that this coalition Government are leading.

[Stephen McPartland (Stevenage) (Con)]

Education is the best opportunity for poorer children to change their life chances. Does the Secretary of State agree that we need an exam system that employers and teachers have confidence in, to help those poorer pupils achieve in life?

[Michael Gove]

My hon. Friend is absolutely right. Few people know more about the chalk face than he does, given that his partner is a primary school teacher. He is absolutely right that we need to change our examination system, to restore confidence that has unfortunately been dented.

[Clive Efford (Eltham) (Lab)]

The Secretary of State’s entire statement is about the importance of qualifications, and I am sure parents will appreciate that, but can he give parents an assurance that no unqualified teachers will be teaching these GCSE courses?

[Michael Gove]

One thing I can say is that teachers are better qualified than ever, and the new head of the Teaching Agency and the national college, Charlie Taylor, has been responsible for changes that ensure that we have more highly qualified young people, teaching to a higher standard than ever before.

[Mr Peter Bone (Wellingborough) (Con)]

I declare an interest: my daughter is a teacher in a state school.

Does the Secretary of State agree that he is in danger of winning over teachers, winning over the Opposition and doing a very good job? Is that the way we should be proceeding?

[Michael Gove]

I am grateful to my hon. Friend. He is absolutely right: sometimes we need to be divisive and pugnacious, but today I am glad that consensus on a number of issues appears to exist across both Front Benches.

[Geraint Davies (Swansea West) (Lab/Co-op)]

Will the Secretary of State accept that his proposals will blight the value of the qualifications of those taking examinations in the next four years and break the union of qualification currency between England and Wales? Should he not have tried harder to get a compromise, instead of simply leaking the contents of his meetings with the Welsh Government to the press?

[Michael Gove]

Into every life a little rain must fall. May I say to the hon. Gentleman that the fault lies, I fear, with those who have not been as anxious to preserve the rigour in the examination system as our regulator, Ofqual. I will say no more.

[Mrs Anne Main (St Albans) (Con)]

I welcome the removal of grade inflation—we owe it to our young people to have a value system that everyone recognises. However, as someone of Welsh heritage, who got all my qualifications in Wales, I am very concerned that certain qualifications will now have greater merit than others, which will disadvantage poorer communities, and some employers will not understand the two sorts of qualifications that may come about.

[Michael Gove]

My hon. Friend puts her finger on a really important issue. One thing that I am anxious to do is to secure, with the help of the regulator, a proper understanding that can help us to encourage those responsible for qualifications in Wales to recognise which changes are appropriate and which are not.

[Meg Hillier (Hackney South and Shoreditch) (Lab/Co-op)]

As the Secretary of State knows, we have some of the best secondary schools in the country in Hackney, where rigour is very important. As the Secretary of State’s approach to education policy seems to be that it is in one day, out the next—he is playing hokey cokey—can he assure head teachers, parents and pupils in my area and around the country that there will not be a lot more changes down the path?

[Michael Gove]

A clear direction of travel has, I hope, been set today and we will of course consult and listen, but the hon. Lady is absolutely right. In Hackney, a high level of ambition has been embedded for years, and I know there are head teachers and teachers in Hackney who welcome the direction we have set today.

[John Howell (Henley) (Con)]

I declare an interest, in that my wife is a teacher. The Secretary of State has already referred to the opinion of the Federation of Small Businesses that eight in 10 of its members thought that school leavers were not ready for work. How will these reforms address that problem?

--- Later in debate ---

[Michael Gove]

Small businesses, like all businesses, want to ensure that students have the English language skills necessary to communicate with confidence in a business setting and the arithmetical and mathematical skills necessary to compete effectively in the 21st century. I believe that the changes we are making to English and maths—the benchmark qualifications—will meet the needs of business.

[Chris Bryant (Rhondda) (Lab)]

Would that every young person who had failed their resits on three occasions was able to claim that they were merely engaged in a process of Hegelian dialectic with the examining authorities, although I would prefer a more Socratic dialogue, such as has been engaged in in Wales. It is a real shame that the Secretary of State has set himself against coming to a common position across the whole of the United Kingdom. What I really do not understand for the life of me is why he thinks that learning vast quantities of “The Wreck of the Hesperus” or “The boy stood on the burning deck” or “If” will make young people better equipped for the work environment.

[Michael Gove]

There are two things that I would say. First, I am always anxious to reach consensus with colleagues in Wales, but it takes two to make a consensus. [Interruption.] At least two. The second thing that I would say is that when it comes to learning English, yes it is important to have the utilitarian skills that business demands, but it is also important that children from every background are given a chance to appreciate beauty—the best that has been thought and written. I know that the hon. Gentleman appreciates beauty in many spheres of human endeavour—

[Chris Bryant]

Truth is beauty, beauty truth.

[Michael Gove]

And he is quoting Keats now. All I would say is that he is not the only person who has an interest in poetry. I was delighted when John Cooper Clarke, one of my favourite poets, said only last week that our approach to the teaching of poetry was absolutely right.

[Glyn Davies (Montgomeryshire) (Con)]

What discussions has my right hon. Friend had, or does he intend to have, with the Welsh Government on the issue? It is crucial that we retain the integrity and credibility of Welsh pupils in the eyes of employers and universities across the United Kingdom. Has he considered suggesting to the hon. Member for Hackney North and Stoke Newington (Ms Abbott) that she go to the Welsh Assembly to speak to her political colleagues about a positive way forward?

[Michael Gove]

My hon. Friend is absolutely right. I respect the devolution settlement, and it means, of course, that the Education Minister in Wales can make the appropriate decisions which he considers to be right for Wales, but I want to ensure that we can work together in future to bolster confidence in all the examinations that young people take. I have already had a meeting with the Welsh Education Minister, which was frank and cordial; I hope that we can have further such meetings.

[Jim Shannon (Strangford) (DUP)]

Further to the question by my hon. Friend the Member for South Antrim (Dr McCrea), the timetable is tight, and discussions and interaction with the devolved Administrations are vital. We should be ever mindful that they also have a legislative process to go through. What steps will the Secretary of State take to ensure that the timetable is not too rigid, so that delivery in all parts of the United Kingdom of Great Britain and Northern Ireland can be achieved?

[Michael Gove]

That is a very good point, and we will work with the devolved Administration in Northern Ireland, and with Westminster representatives like the hon. Gentleman, who takes a close interest in these matters, to make sure, if we can, that there is proper alignment.

[Craig Whittaker (Calder Valley) (Con)]

I thank the Secretary of State for his announcement, which is a huge step, putting more rigour and higher standards in academic subjects. May I press him on when we can expect the draft curriculum programme of study for design and technology, and in which year he expects that to be taught?

[Michael Gove]

My hon. Friend is absolutely right. When we put forward draft programmes of study for different curriculum areas, some of them attracted more controversy than others. It is fair to say that design and technology was one of the most controversial. We have listened to some of the critics, and a new draft will be forthcoming in a few weeks’ time.

[Alun Cairns (Vale of Glamorgan) (Con)]

I pay tribute to the Secretary of State, who is responding to the demands of employers and higher and further education providers, and to the needs of pupils, by reintroducing rigour to the exam system. Does he share my concern that pupils in Wales, who may want to seek employment opportunities across the UK and beyond, could be disadvantaged if the Welsh Government refuse to follow this reform? Will he agree to make the qualification available, irrespective of the Welsh Government’s judgment, to those schools that want to pursue this new rigorous GCSE?

[Michael Gove]

Absolutely—this qualification should be available to all state schools that have high aspirations for their students. Next Monday, I look forward to meeting Andrew R.T. Davies, the gifted gentleman who leads for the Conservatives in the Welsh Assembly. I will also talk to Welsh Conservative MPs, of whom there are a growing number, to see how we can take this forward effectively.

[Neil Carmichael (Stroud) (Con)]

As a member of the Education Committee, I welcome the Secretary of State’s positive use of our report in today’s statement, because it was a well-researched, considered report. I also welcome his appreciation of the role of Ofqual, but does it include making sure that teachers are not teaching to the exam rather than to the subject as a whole?

[Michael Gove]

My hon. Friend makes a very important point. One of the problems with the way that modularisation occurred was that it led to too much teaching to the test, and insufficient deep understanding. I hope that our reforms will address that.

[Guy Opperman (Hexham) (Con)]

My constituents in Northumberland will welcome this effort to raise standards across the board, although my local schools already produce outstanding results, despite very low per capita funding. Will the Secretary of State meet a delegation of head teachers of my high schools at some stage this summer in Westminster, to discuss both this consultation and the proposed transitional funding arrangements?

[Michael Gove]

It would be a pleasure.

[Mr Philip Hollobone (Kettering) (Con)]

The English language, used right around the world, is perhaps the greatest export from these islands, but one of the knock-on effects is that, despite the best efforts of colleges with specialist language expertise, such as the Montsaye academy trust in Rothwell in my constituency, as a nation we do not teach modern languages as successfully as we might. Against that background, why will modern languages be in the second wave of these reforms, not the first?

[Michael Gove]

My hon. Friend makes a very good point. It is simply that there are some quite difficult issues to deal with when it comes to finding exactly the right way to ensure that speaking and listening skills, in particular, are properly assessed, but I absolutely agree with him that we need to do more to encourage the take-up of languages. Unfortunately, it dipped under Labour; it is now increasing, thanks to the changes that we have made with the English baccalaureate measure.

[Andrew Jones (Harrogate and Knaresborough) (Con)]

Businesses that I have met in my constituency have told me of their concern about the level of literacy and numeracy among some school leavers, yet pupils can only sit the exams that are in front of them, and teachers are surely right to teach to those exams. Does that not show that the current system is not operating fully for everybody, and that the Government are right to focus on it, and fix it?

[Michael Gove]

My hon. Friend puts the case brilliantly.

[Mr Speaker]

I am extremely grateful to the Secretary of State and colleagues.

Oral Answers to Questions

Michael Gove Excerpts

Monday 22nd April 2013 Commons Chamber

[Jonathan Lord (Woking) (Con)]

15. What steps he is taking to ensure that all pupils attain basic levels of literacy and mathematics before leaving school.

[The Secretary of State for Education (Michael Gove)]

Before I answer the questions, may I say on behalf of the House that you, Mr Speaker, would want us to pass on our best wishes to the Chairman of the Select Committee on Education, my hon. Friend the Member for Beverley and Holderness (Mr Stuart), who has recently suffered an accident from which he is slowly recovering. We all miss him. He was a fantastic constituency MP and great scrutineer of education [Hon. Members: “He still is!”] He still is, and we look forward to him being restored to full health.

The new national curriculum includes more demanding content in English and mathematics. In line with high-performing south-east Asian countries, mathematics will have more emphasis on arithmetic, fractions and decimals. There will be a new professional development programme for mathematics teachers at key stage 3, which will help them teach fractions more effectively, with robust evaluation of the results. We are, of course, also reforming GCSEs and making changes to nursery education.

[Caroline Dinenage]

Given the evidence that parents who have lower levels of literacy and numeracy can be motivated to improve themselves in order to support their own children’s learning, will the Secretary of State explain what measures are being taken to support family learning programmes?

[Michael Gove]

It is absolutely right that if parents are given the opportunity to play a part in their child’s education and if they are given additional confidence in their own grasp of literacy and numeracy, the whole family can benefit from it. It is a commitment of myself and the Under-Secretary of State for Skills, my hon. Friend the Member for West Suffolk (Matthew Hancock), who has responsibility for skills and adult learning, to make sure that family learning programmes can be supported as effectively as possible.

[Paul Uppal]

A recent study has found that just under a quarter of residents in Wolverhampton have no formal qualifications, which is double the national average. With that in mind, will my right hon. Friend make a commitment to ensure that learners of all ages have the necessary skills and qualifications to enter employment and bridge the skills gap?

[Michael Gove]

My hon. Friend is absolutely right. We need to make sure, of course, that we intervene early to ensure that the next generation succeeds at a higher level than ever before, but we also need to ensure that older people who, for whatever reason, failed to benefit from the education on offer during their time, are given the chance to re-engage with the world of education to improve their literacy and numeracy.

[Jonathan Lord]

Last year, the CBI reported that two thirds of businesses were complaining that too many school leavers were struggling with basic literacy and numeracy and were unable to use a computer properly. Does my right hon. Friend agree that it is unacceptable to ask our employers to set up remedial classes in these most core basic skills?

[Michael Gove]

My hon. Friend is absolutely right. No young person can confidently take their place in the world of work unless they are secure in literacy and numeracy. That means having secured a GCSE equivalent or better.

[Lucy Powell (Manchester Central) (Lab/Co-op)]

Does the Secretary of State agree that teaching assistants play a vital role in raising standards in numeracy and literacy in many of our schools, especially those facing the most challenging circumstances? Can he therefore assure me that teaching assistants will not be the next target of his ever more regressive education policy?

[Michael Gove]

The only target for our education policy is to ensure that all children have a chance to succeed. Of course it is the case that teaching assistants and others can play a part, but the single most important person is the teacher. We need to make sure that the changes we have made to attract more talented people into teaching, building on the work done under the last Labour Government, continues.

[Alison Seabeck (Plymouth, Moor View) (Lab)]

If the Secretary of State is to ensure that children attain basic levels in mathematics and since he is clearly in need of enough well-trained teachers to do the job, will he explain to my constituent, Stephanie, why she is unable to train as a maths teacher either through School Direct or the postgraduate certificate in education? With initial teacher training having moved out of higher education into schools, there is no capacity in Plymouth, so she has the choice of one school, which can take only one student. Will the right hon. Gentleman explain that?

[Michael Gove]

I will be happy to do everything possible to help the hon. Lady’s constituent to be a maths teacher. We should encourage that aspiration among all people, but it is the case that School Direct, the new programme that allows graduates to train in schools, has been hugely popular. It is also the case that a higher proportion of people with great degrees in STEM subjects—science, technology, engineering and maths—are choosing to enter teaching.

[Andrew Gwynne (Denton and Reddish) (Lab)]

With the Secretary of State having given his support in principle to Labour’s concept of a technical baccalaureate, will he also support Labour’s requirement to ensure that, as part of the awarding of the tech bacc qualification, all students will have to study English and maths as a requirement?

[Michael Gove]

It is certainly the case—I am glad there is consensus on this from both Front-Bench teams—that students who have not secured a GCSE pass at English or maths at the age of 16 must carry on studying until they secure it. Anyone who wants to apply for the technical baccalaureate—a new and explicitly demanding measure of achievement—will have to go beyond that and secure a level 3 qualification, a technical term, in mathematics and produce an extended piece of writing showing that they command the literacy skills necessary for the modern world of work.

[Mr David Ruffley (Bury St Edmunds) (Con)]

The poet Ted Hughes said of children:

“When they know by heart fifteen pages of Robert Frost”

or

“Swift’s Modest Proposal… They have reefs, for the life of language to build and breed around. A ‘globe of precepts’ and a great sheet anchor in the maelstrom of linguistic turbulence”.

In the light of those words from the late poet laureate, will my right hon. Friend confirm—[Interruption.]

[Mr Ruffley]

Members of the Labour party, the enemies of rigour, want to shout down any defence of standards. Will my right hon. Friend please confirm that he will ensure that there is a role for rote learning in the schools of tomorrow?

[Michael Gove]

It was Mario Cuomo, the governor of New York, who said that we campaign in poetry but we govern in prose. This Government, however, are governing in poetic terms—heroic couplets, in particular. With the help of Andrew Motion, another distinguished former poet laureate, we have organised a competition to ensure that children learn verse by heart and that, for all the days of their lives, the great works of English literature can be there, ready to be recalled and to illuminate every corner of their minds and lives.

[Helen Goodman (Bishop Auckland) (Lab)]

I am amazed that the Secretary of State thinks he can produce a nation of six-year-olds all of whom can spell Tuesday and know that there are two ways of spelling pear/pair. I think that even Hansard will have some problems with that! Is the Secretary of State not aware that pushing children to do things that they are not ready to do is totally counter-productive? In most European countries, they are not even at school at the age of six. Does the right hon. Gentleman not know that, according to the results of a UNICEF study, the one feeling that British seven-year-olds understood was how it felt to fail?

[Michael Gove]

I feel sorry for some seven-year-olds because they will have lived through years of Labour government when failure was all around them, but at last there is a Government who have high expectations for every child. I am sorry that the spirit of consensus that has prevailed so far has been shattered by the hon. Lady, because I had assumed that Labour was committed to ensuring that children in their earliest years had an opportunity to enjoy the very best teaching. It seems to me that it is not just in east Durham that there is a poverty of aspiration on the part of the Labour party.

[Greg Mulholland (Leeds North West) (LD)]

2. What recent assessment he has made of the adequacy of training for teachers and school staff on (a) autism and (b) fabricated or induced illness by carers.

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[Graham Evans (Weaver Vale) (Con)]

4. What steps he is taking to remove underperforming teachers from the classroom.

[The Secretary of State for Education (Michael Gove)]

We have introduced new appraisal and capability arrangements, which should make it easier for governing bodies and head teachers to tackle underperformance. These procedures are shorter and less complex than the previous ones, and make it possible, in some cases, for schools to dismiss incompetent teachers in about a term.

[Graham Evans]

I thank my right hon. Friend for that answer. What plans does his Department have to assess teachers, to prevent them from reaching that critical stage in the first place? Does he agree that failure in schools is often one of leadership and management, and is not necessarily the fault of the individual teachers?

[Michael Gove]

My hon. Friend makes a characteristically acute point. The sharper Ofsted framework, with its greater emphasis on teaching, leadership and, critically, performance management, should ensure that, although these procedures will take less time to execute, they need not be used in many circumstances because heads will have done exactly as he suggests, in that they will have moved quickly to deal with underperformance.

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

I beg the Secretary of State to stop giving the impression that he believes that all teachers are incompetent. There are some incompetent teachers, and they should be guided and managed properly, but too many people—both parents and teachers—think he is against teachers. Please will he start working with them, have confidence in them and energise them, in which case children and parents will be very happy?

[Michael Gove]

Again, I am grateful to the hon. Gentleman for giving me an opportunity to repeat in this House what I say in every speech I give, which is that we are uniquely fortunate to have the best generation of young teachers in our schools, and that standards are higher to a significant extent because of the commitment they make. I am also delighted that so many changes that are happening in education—from the establishment of free schools to the way in which teacher training is changing—are being driven by teachers, who are working with us in a spirit of collaboration.

[Mr Julian Brazier (Canterbury) (Con)]

While welcoming my right hon. Friend’s moves to give head teachers more power in this area, may I ask what he is doing, by way of balance, to attract the very brightest and best into the profession?

[Michael Gove]

My hon. Friend makes a very important point. He is committed to helping ensure that there are more mathematicians of ability teaching in our schools, and as a result of the changes we have made, including working with organisations such as the Institute of Physics and the Royal Society of Chemistry, more students with top degrees in science and mathematics subjects are now entering our schools, thus transforming the way in which those vital subjects are taught.

[Ms Gisela Stuart (Birmingham, Edgbaston) (Lab)]

Heads used to turn to the local education authorities for support in dealing with underperforming teachers. Under the Secretary of State’s new regime, who would he expect academies and free schools to turn to?

[Michael Gove]

As the hon. Lady knows, the Birmingham authority does not have a particularly good record, whether under Labour or the coalition, in providing an appropriate level of challenge. In Birmingham, it is head teachers who are providing the opportunity—people like Sir Christopher Stone are doing a fantastic job in making sure other schools improve—and the best school in Birmingham, Perry Beeches, has now opened a free school, which is showing the way. If we empower teachers in the spirit in which the hon. Member for Huddersfield (Mr Sheerman) suggests, we can do a lot more to raise standards than we ever did when we empowered bureaucrats.

[Paul Blomfield (Sheffield Central) (Lab)]

6. What plans he has for child care and early intervention provision; and if he will make a statement.

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[Mr David Amess (Southend West) (Con)]

11. What steps he is taking to ensure that all pupils gain a chronological understanding of British history.

[The Secretary of State for Education (Michael Gove)]

We believe that all pupils should be taught about the events that have shaped the history of these islands, and their understanding of that history is best developed when it is taught within a robust chronological framework. That is why we have published proposals for a new curriculum. Consultation on the draft closed on 16 April and we hope to publish a final version in the autumn.

[Andrew Rosindell]

The country will thank the Secretary of State for at last restoring British history to our schools, but will he also ensure that our pupils are taught about the proud history of our Commonwealth, the former British empire, and also the British territories?

[Michael Gove]

On the eve of St George’s day, my hon. Friend makes an important point, and it is the case that the new draft national history curriculum explains how Britain has interacted with the rest of the world, from Wolfe’s victory over Montcalm on the Plains of Abraham, which ensured that Canada could remain British, to the influence of Britain on India. It is also the case that the period right up to the 20th century and the process of decolonisation that brought Jinnah, Nehru, Kenyatta and Nkrumah to power is in the national curriculum in detail that did not exist before.

[Mr Amess]

Does my right hon. Friend welcome the comments of leading historians Niall Ferguson, David Starkey and Antony Beevor concerning his plans for the history curriculum, who all recognise that unless our children have a real understanding of British history, they cannot possibly know where we have been, where we are now, or where we might be heading in the future?

[Michael Gove]

I am absolutely delighted that high profile historians, along with academics from Cambridge, such as David Abulafia, Professor Robert Tombs and Professor Jonathan Clark, one of the most distinguished contemporary historians of our time, Professor Jeremy Black at the university of Exeter and others have said that our direction of travel is right, but I want to make sure that there is the maximum possible consensus behind this necessary reform.

[David Wright (Telford) (Lab)]

I support the chronological teaching of British history. Is he sure that the split between primary and secondary is correct in the date lines that he is talking about? Will he ensure that we are not just talking about the dates of kings and queens, but about the history of working people in this country?

[Michael Gove]

I absolutely agree that we need to make sure that the division between primary and secondary is appropriate for both. As for the history of working people, this is the first draft of the national history curriculum that mentions not only the role of Annie Besant, who helped to lead the match girls’ strike in east London, but also the Tolpuddle Martyrs. I hope that the hon. Gentleman, like me, would celebrate an understanding of labour history alongside economic, political and social history.

[Bill Esterson (Sefton Central) (Lab)]

Thirty A-level students from my constituency visited Parliament with their teachers recently, and they told me that they need a broad history curriculum for later on in life. They also told me that if the Secretary of State goes ahead with the kind of proposals that have been mentioned in the press recently, that will not be possible for them and he will see a sharp drop-off in the numbers taking A-level history.

[Michael Gove]

I am grateful for what the hon. Gentleman says, but I am reassured by the enthusiasm that has been shown by parents and students for a deeper immersion in British history. It is sadly the case that an insufficient number of students leave school with a proper knowledge of Britain’s past. I want them to know about the achievements of heroes and heroines so that they can take pride in what these islands have achieved.

[Sir Gerald Howarth (Aldershot) (Con)]

Pursuant to that answer, may I invite my right hon. Friend to tell the nation how important it is that our children understand those great heroes of the past? For example, Admiral Sir Thomas Cochrane, a former Member of this House for this notable city of Westminster, not only captured 53 ships of the French flag when he commanded HMS Speedy, but went on to liberate Chile from Spanish rule and Brazil from Portuguese rule. As a result, in both those countries there is not a child who has not heard of Admiral Sir Thomas Cochrane, while there is not a child in this country who has.

[Mr Speaker]

I had a feeling that the hon. Gentleman might want an Adjournment debate on the subject—and then I realised that he has had one.

[Michael Gove]

Thank you, Mr Speaker. There are a number of British maritime heroes, and indeed heroines, of whom we should know more, from Grace Darling to Thomas Cochrane, and from Nelson to Mountbatten. We should be aware of the role that the Royal Navy, the merchant navy and the Royal National Lifeboat Institution have played in ensuring that people are safe on the high seas and, critically, that nations can enjoy liberty now in the same way we have enjoyed it for generations.

[Hugh Bayley (York Central) (Lab)]

9. What plans he has for the regulatory framework for under-fives provision.

--- Later in debate ---

[The Secretary of State for Education (Michael Gove)]

All publicly funded schools must teach a broad and balanced curriculum, and Ofsted has a duty to inspect this. We have announced that maintained schools will continue to have a statutory requirement to teach music and art and design from the ages of five to 14. Curriculum entitlements are also in place at key stage 4. Funding agreements with academies and free schools also require them to teach a broad and balanced curriculum.

[Andrew Stunell]

I thank the Secretary of State for his answer. Bearing in mind how important the creative industries are as far as our exports are concerned—just to be pragmatic about this—will he give some assurance that music in particular will continue to play a part, and how will composition and other musical skills be developed at key stages 1 and 2?

[Michael Gove]

My right hon. Friend makes a very good point. First, I thank Darren Henley for his report on music education, which we have had a chance to implement and which has helped influence our own approach to the national curriculum in music. We want children to learn to appreciate, but also to create, which, of course, involves learning composition skills. We also want to make sure that that is done in harness with the new music hubs that are being created. “Hubs” is not a pretty word, but they are a beautiful thing, because they are bringing instrumental tuition to many more young people.

[Lisa Nandy (Wigan) (Lab)]

Recently the Children’s Commissioner found that girls and boys too often do not know what a good relationship looks like, so, as part of a broad and balanced curriculum, why is the Secretary of State refusing to make sex and relationships education compulsory in our schools? Is he aware that this vacuum is currently being filled in some areas by extremist groups, which are targeting vulnerable young girls with racist literature that claims to keep them safe? If he is as horrified by that as I am, is it not time to act?

[Michael Gove]

I am absolutely horrified by the extremist activity that the hon. Lady alludes to and if she could share that material with me, we will make sure that action is taken.

[Andrea Leadsom (South Northamptonshire) (Con)]

22. My right hon. Friend will be aware that his former Schools Minister, my hon. Friend the Member for Bognor Regis and Littlehampton (Mr Gibb), looked into the rating of sex and relationship education in schools, particularly primary schools. At the moment this is an area that is completely unregulated and I know that the Government have been trying to make some moves to get the British Board of Film Classification to look at it. Does the Secretary of State plan to make some progress?

[Michael Gove]

Yes, we do. My hon. Friend makes an important point. As the hon. Member for Wigan (Lisa Nandy) pointed out, we need to make sure that children have the information they need in order to make confident choices. We also need to take account of the fact that technology is changing rapidly. We all know some of the challenges that young people face—as a parent, I know them myself—and it is vital, as my hon. Friend says, to make sure that we do everything we can to keep inappropriate material away from children.

[Kate Hoey (Vauxhall) (Lab)]

The Secretary of State knows that extended days are very important in getting quality education in the wider curriculum, so will he continue to back strongly Durand academy in its desire to have a boarding element in Stedham? Does he agree that this will be a wonderful opportunity to extend the academic achievement of those young people?

[Michael Gove]

I owe a debt to the hon. Lady, because it was she who first invited me to visit Durand academy in her constituency. To this day I am grateful, because it is an outstanding school with a wonderful team of teachers. The fact that it is thinking of opening boarding provision for children after the age of 11 is a bright ray of hope. It is a pity that some unfortunate words have been said—[Interruption.] All I can do is quote Cardinal Newman:

“Lead, kindly Light, amid th’encircling gloom”.

The same spirit of that great pioneer of education is operating in Greg Martin’s Durand school. I hope that it will come to Sussex as well.

[Catherine McKinnell (Newcastle upon Tyne North) (Lab)]

13. What recent assessment he has made of the availability of primary school places; and if he will make a statement.

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[Andrew Selous (South West Bedfordshire) (Con)]

14. How head teachers of academies can be removed if their schools fail to make the progress that can reasonably be expected.

[The Secretary of State for Education (Michael Gove)]

The responsibility for the performance of an academy rests with the academy trust. Academy trusts are free to set their own processes for managing the performance, and indeed any dismissal, of head teachers. They are free to adopt the procedures that apply in maintained schools, if they choose. If the Department has concerns about the leadership of an academy, we raise the matter with the academy trust.

[Andrew Selous]

Successful schools are vital to the well-being of the areas that they serve. Central Bedfordshire has many outstanding head teachers in academies and maintained schools. When an academy head teacher has not made the progress that could reasonably be expected, does the Secretary of State see that there is a role for the local authority in dealing with the issue?

[Michael Gove]

Local authorities certainly have an important role in championing vulnerable children in particular. If they feel that any school, whether it is a maintained school, an academy or a free school, has a principal who is not doing the right job for their children, they should raise it directly with the Department and we will together take action.

[Guy Opperman (Hexham) (Con)]

20. Head teachers in Northumberland find it unacceptable that high local government pension scheme rates are set simply because a school decides to become an academy, and yet that is the policy of the county council. Does the Secretary of State agree that that policy is totally wrong and that head teachers who aspire for their schools to be academies should be encouraged and supported?

[Michael Gove]

I absolutely agree with my hon. Friend. He has fought like a tiger for the schools in his constituency and across Northumberland. I have been working with the Secretary of State for Communities and Local Government to make progress.

[Dr Thérèse Coffey (Suffolk Coastal) (Con)]

T1. If he will make a statement on his departmental responsibilities.

[The Secretary of State for Education (Michael Gove)]

As was mentioned earlier in questions, the Under-Secretary of State for Skills and I today launched the new technical baccalaureate, which will make the recognition of vocational education even more demanding and aspirational. I am grateful to Lord Adonis for the work that he has done to shine a light on what is good in vocational and technical education.

[Dr Coffey]

I welcome the launch of the tech bacc today. Will my right hon. Friend assure me that he will not return powers from academies to local authorities, as the shadow Secretary of State seemed to recommend last week? Is that not a U-turn on what Tony Blair and the noble Lord Adonis said when they first set up academies?

[Michael Gove]

My hon. Friend is absolutely right. I was very worried when I read the latest issue of The House magazine. In an interview with the shadow Secretary of State that was generally quite nice—he is a nice chap—he nevertheless said that he had “great respect” for Lord Adonis but “differences of emphasis”. He wanted to put “less of an emphasis” on

“the independent governance that academies have”.

I am afraid that, once more, that is a retreat from reform. Unfortunately, if the Labour party were to return to power, reform would stop in its tracks.

[Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)]

May I echo the Secretary of State’s earlier comments about the Chair of the Education Committee, and wish him a speedy recovery? I also commend my hon. Friend the Member for North West Durham (Pat Glass), who is acting in the capacity of Chair.

Last October, the Leader of the Opposition set out Labour’s plans for a technical baccalaureate. Today, we have the Government’s plans. Our plan included high-quality work experience. Will work experience be integral to the Secretary of State’s technical baccalaureate?

[Michael Gove]

No, work experience is not integral to the technical baccalaureate. It is provided for by our changes to the funding mechanism for 16, 17 and 18-year-olds to ensure that rather than paying by the number of qualifications, which actually led to a prejudice against work experience, there can be a coherent programme of study for those who want to follow a vocational or technical path.

[Stephen Twigg]

I am disappointed but not surprised by that answer, because for the past three years the Secretary of State has undermined technical, practical and vocational education by abolishing statutory work experience, downgrading the engineering diploma, removing face-to-face careers advice and narrowing the curriculum so that skills are undermined. I want the tech bacc to succeed, but does he not agree that if that is to happen, he needs to reconsider all the other policies that I have listed?

[Michael Gove]

I am grateful to the hon. Gentleman for making his points, but I am afraid that in many areas he is quite wrong. Before the Government reformed academic qualifications, we asked Professor Alison Wolf to help reform technical and vocational qualifications. The Labour party said that it endorsed the proposals, but when we have put forward individual policies to implement her proposals, it has opposed them.

We have not abolished work experience. It was an entirely different process that referred to key stage 4, and it was a recommendation of the Wolf report, which we implemented in full. The Opposition said they backed it, but now they U-turn on it. I am afraid that the hon. Gentleman’s passion for vocational education will be credible only if he does his homework, which sadly he has failed to do so far.

[Stephen Mosley (City of Chester) (Con)]

T2. It is disappointing that before Easter, the National Union of Teachers and the NASUWT announced plans for strike action in the summer term, which will achieve little except disrupting children’s education and ruining parents’ working arrangements. Will my right hon. Friend do his utmost to ensure that teachers are aware of the folly of industrial action in the classroom?

[Michael Gove]

I entirely agree. I meet more and more teachers who are in despair at how the NUT and the NASUWT affect to represent them. One thing worries me more, however—the principal party of opposition has not yet condemned the strikes and criticised those unions. When the hon. Member for Liverpool, West Derby (Stephen Twigg) had a platform at the NASUWT conference, he should have denounced its strike action, but I am afraid there was silence.

[Mr Jim Cunningham (Coventry South) (Lab)]

T3. The Daycare Trust reports that just 20% of local authorities have enough places for two-year-olds in their area. Why, then, are the Government abolishing section 11 of the Childcare Act 2006, and with it the child care sufficiency report that local authorities have to publish?

[Amber Rudd (Hastings and Rye) (Con)]

T4. I am delighted that seven of the eight children’s centres in Hastings are rated good or outstanding, and that despite scaremongering by the Labour party, East Sussex county council has plans to expand the service. Will the Secretary of State join me in congratulating East Sussex county council on its focus on helping families at an early stage in children’s lives?

[Michael Gove]

I am certainly absolutely delighted that Conservative-led East Sussex county council is doing such a good job in the early years.

[Meg Munn (Sheffield, Heeley) (Lab/Co-op)]

Last week, the National Society for the Prevention of Cruelty to Children produced its report on child protection, in which it described child protection services as working in overdrive. It also estimated that for every child subject to a child protection plan or on the child protection register, another eight children have suffered maltreatment. Will the Secretary of State or one of his colleagues tell me what he is doing to ensure that children who are not on child protection plans but are clearly in need of services get help and support?

[Michael Gove]

The Under-Secretary of State for Education, my hon. Friend the Member for Crewe and Nantwich (Mr Timpson), had the opportunity to speak at the NSPCC conference, and I had an opportunity to read the report, which I found thought-provoking and challenging. In our reform of social work practice, we are attempting to ensure that social workers can spend more time with families in need where there are children who are at risk or face neglect. We will make more announcements shortly about how we are enhancing the way the social work profession works with families that need its support.

[Tessa Munt (Wells) (LD)]

T5. Brymore school, a state-funded boarding school for 13 to 17-year-olds in Somerset, specialises in rural technology and has its own its own farms, stock, greenhouses, workshops, foundry and forge. Although it delivers exactly what the Secretary of State wants—vocational excellence, great maths and English teaching, and a rapid rise in exam results, having moved from the bottom 9% to the top 3% of schools nationally when looking at value added over the past two years—no land-based subjects will be included in the performance measures from 2015. Will the Secretary of State consider the recognition of agriculture and horticulture in a farm bacc, and meet parents from my patch, and others, to discuss the issue?

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[Nic Dakin (Scunthorpe) (Lab)]

Changes to AS and A-levels are planned for 2015, as well as changes to GCSEs. What assessment have the Government made of the impact of that conflagration of curriculum changes on young people, schools and colleges?

[Michael Gove]

It will raise standards.

[Annette Brooke (Mid Dorset and North Poole) (LD)]

T7. In the interest of transparency and to provide information for schools and local authorities, will the Secretary of State ensure that all reports on the asbestos incident in Cwmcarn high school in Wales, including the final report from the Health and Safety Executive, are made publicly available? I note that the local council has decided to remove asbestos from the school on safety grounds.

--- Later in debate ---

[Michael Gove]

Free the Children is a wonderful charity and I look forward to supporting it later this evening.

[Ann Coffey (Stockport) (Lab)]

The Under-Secretary of State for Education, the hon. Member for Crewe and Nantwich (Mr Timpson), who has responsibility for children’s matters, is concerned about the high numbers of children placed in children’s homes some distance outside their local areas, the difficulty of supporting those children, and their vulnerability to child sexual exploitation. I am pleased that he is planning to make changes to tackle that problem, but will he update hon. Members on progress?

[Lorely Burt (Solihull) (LD)]

T9. I have recently participated in a cross-party inquiry into unwanted pregnancy. We found that there were gaping holes in understanding not only of the mechanics of sex, but of how relationships work. In a letter to the hon. Member for Kingston upon Hull North (Diana Johnson), the Under-Secretary of State for Education, the hon. Member for South West Norfolk (Elizabeth Truss), admitted that academies are not required to teach sex education. Given the life-changing consequences of such ignorance, does the Secretary of State agree that sex and relationships education should be compulsory in all schools?

[Michael Gove]

All academies have the opportunity to depart from the national curriculum, which is entirely appropriate, but I do not think—[Interruption.] Honestly! This is a serious subject, and I am afraid the hon. Member for Rhondda (Chris Bryant) is not doing it the service it deserves—[Interruption.]

[Mr Speaker]

Order. We cannot have a debate while a question is being answered—[Interruption.] Order. The Secretary of State will respond to the question as he thinks fit, without a running commentary.

[Michael Gove]

Thank you very much, Mr Speaker.

One inference of the hon. Lady’s question is that head teachers or principals in academies will be neglectful of the welfare of children, particularly with respect to sex and relationships education. As I have said, this is a uniquely serious matter. Given changes in technology and family formation, it requires the attention of all us if we are to get it right. One thing my Department has done is conduct a survey of best practice. Sometimes, best practice occurs in faith schools and academies and not in maintained schools. Simply prescribing something in the national curriculum does not mean that best practice will result. I am afraid that the debate deserves more than the catcalls and superficial sloganising we get from some people.

[Diana Johnson (Kingston upon Hull North) (Lab)]

May I therefore ask the Secretary of State directly why he will introduce financial education as part of the compulsory national curriculum and yet denies that drug education, alcohol education and relationship education should have the same status?

[Michael Gove]

As the hon. Lady acknowledges, the changes to the citizenship curriculum have been widely supported. She draws a distinction between what happens in one national curriculum area and others—as the hon. Member for Solihull (Lorely Burt) has pointed out, academies are not subject to the national curriculum. If we look at the national curriculum overall, we see that there is an absolute requirement in science to teach sex education, and sex and relationships education is part of the national curriculum expectation for all schools.

[Penny Mordaunt (Portsmouth North) (Con)]

Is the Secretary of State aware of the problems still being caused by the private finance initiative building programme? Miltoncross school in Portsmouth has ambitions to become an academy, but cannot make progress owing to unresolved issues in its PFI contract. Will the Secretary of State meet me regarding that problem and assist in getting it resolved?

[Michael Gove]

Yes, I will.

[Lyn Brown (West Ham) (Lab)]

How does the Government’s rhetoric on supporting catch-up literacy match the ongoing closure of libraries up and down the country? Do his Government ever attempt to join up, or are they just extraordinarily bad at it?

[Michael Gove]

The hon. Lady again shows the devotion to partisanship that has characterised her time in the House. The truth is that some local authorities do a superb job in making library services more relevant and more effective, but others are not doing so effectively—as we are in an election season, it is probably worth pointing out that they are mainly Labour, whether, for example, it is Brent or Newham. If she is serious about raising standards in literacy and ensuring that children have the opportunity to enjoy great works of literature, perhaps she will throw her support behind the national curriculum reforms and the academy and free school reforms we are making. I fear that, once again, she will go into the default mode of Opposition Members, which is to make cheap sloganeering points rather than to care about children.

[Mr Rob Wilson (Reading East) (Con)]

Owing to the sudden, serious illness of a head teacher at a school in my constituency, the names of a number of children who were due to sit the level 6 SATs test were not submitted in time. Despite these exceptional circumstances, which the local authority supports, the Standards and Testing Agency will not make an exception. Will the Minister intervene in this rather silly bureaucracy and allow the children, who have worked very hard, to take the test?

[Michael Gove]

I am aware that this is a widespread issue; a number of colleagues have raised it with me. We will talk to the schools concerned to see what we can do, but it is difficult, when the STA gave appropriate notice, to necessarily make exceptions.

[Alex Cunningham (Stockton North) (Lab)]

Following the Secretary of State’s visit to Stockton last week, does he expect any schools in the area, attended by children from my constituency, to close as a result of the creation of surplus places if a new free school is opened in the south of the borough?

[Michael Gove]

It was great to visit Stockton South. My hon. Friend the Member for Stockton South (James Wharton) is an outstanding MP and people were saying to me, “If only there were more Conservatives in the north-east.” People were also saying to me that they need a new school because, apart from the free school that is being built, provision in the north of the constituency is not good enough. I am only sorry that Labour-led Stockton council has stood in the way of parents who are working with us, and with the Conservative MP, to improve education. [Interruption.] Once again, if the hon. Member for Stockton North (Alex Cunningham) would only haud his whisht and listen to the parents, he would be of far better service to the children of Teesside.

Vocational Education Reform

Michael Gove Excerpts

Monday 22nd April 2013 Written Statements

[The Secretary of State for Education (Michael Gove)]

We are introducing a new school and college performance table measure which recognises the highest level of technical training achieved by students aged 16 to 19. This will be known as the technical baccalaureate measure. It will recognise the achievement of students taking advanced (level 3) programmes which include a DFE-approved occupational qualification, core maths, and an extended project. This builds on the radical reforms of 16 to 19 vocational qualifications on which we are currently consulting. Establishing a measure for excellence in technical provision will end the perception that vocational education in the UK is a poor second to academic study. Students will be well prepared to enter technician and higher apprenticeship roles in industry, or professional training or university.

It is part of a wide range of reforms that will help to repair the broken link between the qualifications students take, and the training that British industry needs. This will give employers and universities confidence that the vocational qualifications students achieve at 19 will be of a high standard and of real value to students with ambition and talent. The policy statement provides further details on the technical baccalaureate measure, and will be published on the Department’s website today.

Introduction of new technical baccalaureate measure for 16 to 19-year-olds.

Overview

The Government are introducing a new school and college performance table measure which recognises the highest level of technical training achieved by students aged 16 to 19. This will be known as the technical baccalaureate measure. It will recognise the achievement of students taking advanced (level 3) programmes which include a DFE-approved occupational qualification, core maths, and an extended project. It will be introduced for courses beginning in September 2014, for reporting in the 16 to 19 performance tables from 2016.

Establishing a measure for excellence in technical provision will end the perception that vocational education in the UK is a poor second to academic study. By recognising excellence, it will incentivise the development of the highest value provision and encourage the most able students to study demanding technical study programmes.

Students who achieve the qualifications that are included in the technical baccalaureate measure will be equipped to apply for technician roles and higher apprenticeships in a wide range of industry sectors. Alternatively, they could enter professional training or university.

Who is it aimed at?

The technical baccalaureate measure will be aimed at ambitious, talented students who want to pursue a technical career. It will give young people the opportunity to be stretched and demonstrate their personal best.

The group most likely to opt for qualifications included in the technical baccalaureate measure are those who choose to study advanced vocational qualifications having already achieved a grade C or above in GCSE maths. This means that over time, and as standards are raised, the proportion of students able to study at advanced level is likely to increase further.

The qualifications included in the technical baccalaureate measure will be most suited for young people interested in occupations that require significant theory and knowledge acquisition, such as:

STEM technicians (e.g. lab technicians, IT technicians, various engineering technician roles, construction professionals);

Service technicians (e.g. retail and hospitality management, personal services, junior accounting positions);

Creative technicians (e.g. digital media, other media, creative industries, sport industry, material/textiles, design).

What does it include?

The technical baccalaureate measure is made up of three components.

To achieve the measure, a student would need to successfully complete an advanced (level 3) programme of at least one DFE-approved occupational qualification, level 3 maths qualification(s), and an extended project.

i) Occupational Qualifications

At the core of the new technical baccalaureate measure will be the study of qualifications which are recognised and valued by industry. In November 2013 the Government will publish details of the advanced level occupational and other qualifications for 16 to 19-year-olds which will “count” towards reformed performance tables and the technical baccalaureate measure.

The Government are currently consulting on a process for identifying vocational qualifications that are genuinely “high value”. Further information on this can be found at:

http://www.education.gov.uk/childrenandyoungpeople/youngpeople/qandlearning/otherqualifications/a00222542/vocational-qualifications-16-19-year-olds

As part of this process, the Government are asking professional and industry bodies to endorse occupational qualifications that prepare a young person for a specific job role, and are intended for students who have a clear idea about an occupation they want to pursue. Some qualifications will prepare a student for a specific job role by confirming and in some cases certifying occupational competence. Others may provide a route into a specialist degree or a higher education course that qualifies entry to an occupation (many health and engineering professions, for example).

ii) Core Maths

Many aspects of technical education require the understanding and ability to apply maths, and there is evidence that those with level 3 maths benefit from improved employment prospects and higher wages.

Therefore, the technical baccalaureate measure includes the study of relevant core maths qualifications at level 3. This means students will need to have achieved a GCSE A*-C in English and maths before enrolling on a programme which meets the standard set by the new measure.

Further information about the core maths requirement for the technical baccalaureate measure will be published by the Department in due course. From 2014, A-level, AS-level and the international baccalaureate maths qualifications are expected to be included alongside other more applied maths qualifications such as mathematics for engineering. A number of new maths qualifications are currently being developed by awarding organisations and may also be included.

iii) The Extended Project

The extended project will develop and test students’ skills in extended writing, communication, research, self-discipline and self-motivation. Such skills are in high demand by industry and academia. The extended project also gives students the opportunity to undertake research projects with an industry focus relevant to their vocational programme, encouraging them to explore further aspects of the occupation to equip them with a breadth of knowledge and understanding to reinforce their employability.

Time scales

The consultation on 16 to 19 vocational qualifications will close on 10 May. Details of the approved occupational qualifications which will count towards the technical baccalaureate measure are expected to be published in November 2013. The technical baccalaureate measure will be introduced alongside the teaching of these qualifications from September 2014. The measure will first be reported in the 2016 performance tables, due to be published in January 2017.

The Government’s forthcoming 16 to 19 consultation will propose further detail on how the technical baccalaureate measure will operate alongside wider 16 to 19 accountability reforms.

Oral Answers to Questions

Michael Gove Excerpts

Monday 4th March 2013 Commons Chamber

[Mr Nick Gibb (Bognor Regis and Littlehampton) (Con)]

1. What recent steps he has taken to increase the amount of information about schools available to parents and the public.

[The Secretary of State for Education (Michael Gove)]

School performance tables now include four times as much data as those published before May 2010. In addition, since September 2012, schools are required to publish information on their websites on the use and impact of the pupil premium, their curriculum, their admission arrangements and their policies on behaviour, charging and special educational needs.

[Mr Gibb]

My right hon. Friend will know that the new school information regulations came into force on 1 September last year. Among other things, they require schools to publish details of the curriculum for every subject in each year. Looking at a sample of schools’ websites, I do not yet see widespread compliance with this regulation. Given the importance of this information to parents and of parental choice in driving up standards, will he take steps to publicise the new requirement and take measures to ensure compliance?

[Michael Gove]

My hon. Friend is absolutely right to emphasise the importance of ensuring that parents are well informed about schools and the curriculum they offer. The Department sends out termly e-mails reminding schools of their obligations under legislation, and most recently Her Majesty’s chief inspector has written to all schools reminding them of the requirement to publish information and pointing out that inspectors will use the publication of this information as a starting point when considering inspection of provision in the school.

[Phil Wilson (Sedgefield) (Lab)]

Last week, the Secretary of State said of the schools in east Durham:

“When you go into those schools, you can smell the sense of defeatism.”

Will he tell the House which of those schools in east Durham he has actually visited since he became Secretary of State, and will he apologise to the people of east Durham for his outrageous remarks?

[Michael Gove]

I absolutely will not apologise to the people of east Durham for standing up for better education for their children. Perhaps the most telling remarks about the lack of ambition in schools in east Durham were uttered by Lord Adonis. Having visited a school there, he said that a teacher had told him, “In the past children turned right to work in the shipyards or left to work in the coal mines. Now they might as well walk on into the sea.” That spirit of defeatism reported by the noble Lord is exactly what we need to attack. Instead of attacking the Government, the hon. Gentleman would be better off tackling underperformance in his own constituency.

[Dr Thérèse Coffey (Suffolk Coastal) (Con)]

I welcome the publication of the dashboards launched by Ofsted last week and recommend them to the public, parents and governors. Will the Secretary of State go further, though, and explain how we can reconcile some of the Ofsted judgments with the attainment and other progress reports?

[Michael Gove]

The chief inspector is absolutely right to publish these dashboards, but they are only the beginning of how governors and others can hold schools to account for their performance. For example, if we look at the performance of schools under the English baccalaureate measure, we see that there are many schools across the country whose superficial headline GCSE figures flatter to deceive.

[David Wright (Telford) (Lab)]

A number of parents have approached me with concerns about children who are particularly high achievers, whom they feel are sometimes not given the support they require in the classroom. Will the Secretary of State outline how he will ensure that schools provide more information to those parents in order to encourage people to achieve more broadly and ensure that high achievers with particular talents can flourish in our schools?

[Michael Gove]

That is a very good question. We have introduced new papers in primary schools allowing children at the end of key stage 2—the end of their primary curriculum—to aspire to do even better by reaching a level 6, which is a higher level of achievement than was previously available to them, while the changes we hope to make to GCSEs will, I hope, drive a higher level of attainment as well. Furthermore, we have said to all state schools that they have an opportunity to visit for free a Russell group university on behalf of their students in order to aspire to do better. There is much more that we can do, however, and I look forward to working with the hon. Gentleman to do it.

[Stephen Metcalfe (South Basildon and East Thurrock) (Con)]

2. What steps he is taking to ensure that schools are able to shape the curriculum to their own pupils’ aspirations and priorities.

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[Andrew Stephenson (Pendle) (Con)]

12. How many schools have become academies since May 2010.

[The Secretary of State for Education (Michael Gove)]

Since May 2010, 2,470 new academies have opened.

[Andrew Stephenson]

My right hon. Friend will be aware that one of those schools is Colne Primet high school in my constituency, which converted to academy status as part of a multi-academy trust, the Pendle education trust, on 1 January this year. It has recently submitted an excellent bid for capital funding through the Education Funding Agency to carry out much-needed improvements to its school building. Will my right hon. Friend let me know how I can draw this excellent bid to his attention and that of the rest of the team?

[Michael Gove]

My hon. Friend has just done so, with characteristic acuity and passion.

[Helen Goodman (Bishop Auckland) (Lab)]

14. What his policy is on the secondary school curriculum.

[The Secretary of State for Education (Michael Gove)]

We recently published a number of proposals for the reform of the national curriculum in primary and secondary schools and those proposals are now subject to public consultation.

[Helen Goodman]

We know from industry that computing science is extremely important, and particularly coding skills. However, two thirds of schoolteachers do not have the relevant skills to teach coding. What does the Secretary of State intend to do about that?

[Michael Gove]

That is a very good question from the hon. Lady. One of the things that we have done is disapply the existing information and communications technology curriculum that we inherited from the previous Government, which was not appropriate, was out of date and ensured that students did not acquire the skills they need. We now have a new curriculum and we are working with industry, including Microsoft, in order to ensure that that new curriculum teaches children the coding skills required. I had the opportunity on Friday to see a school in my own constituency doing just that.

[Justin Tomlinson (North Swindon) (Con)]

As chair of the all-party parliamentary group on financial education for young people, I welcome the proposed inclusion of financial education in the maths and citizenship curricula. What more needs to be done during the consultation period to make sure that we deliver on our duty to equip the next generation of consumers to make informed and savvy financial decisions?

[Michael Gove]

I pay tribute to my hon. Friend for the tenacity and skill with which he has fought his campaign. It is important that all of us recognise that we need to equip children with both the mathematical skills and the strength of character to be able to navigate choppy financial waters.

[Diana Johnson (Kingston upon Hull North) (Lab)]

I welcome the Secretary of State’s decision to include financial education, but what about relationship and sex education? Should they not be part of personal, social, health and economic education, as a statutory part of the curriculum, especially in light of the allegations around Jimmy Savile and Cyril Smith, to ensure that young people know how to deal with sexual predators?

[Michael Gove]

Sex education is a statutory part of the national curriculum. The broader point about the nature of sexual exploitation is most effectively dealt with by ensuring that we can prosecute those people who are responsible for despicable crimes.

[Margot James (Stourbridge) (Con)]

My right hon. Friend will be aware of “Informed Choices”, which was published by the Russell group of universities and deals with subject selection at GCSE and A-level. Does he agree that all young people, not just those designated as gifted and talented, should be made aware of the implications of subject choices at GCSE so as to maximise their opportunity to attend such universities?

[Michael Gove]

My hon. Friend makes a characteristically good point. It is absolutely right that we do not prematurely curtail young people’s freedom of choice. In order to do that, we need to make it clear to them which subjects give them the widest choice later in life, and those are English, mathematics, the sciences, a modern or ancient foreign language, history and geography.

[John Howell (Henley) (Con)]

16. What steps he plans to take to ensure that children with special educational needs receive a joined-up service across agencies.

--- Later in debate ---

[Meg Munn (Sheffield, Heeley) (Lab/Co-op)]

18. What progress he has made on implementation of the recommendations of the Munro review of social work.

[The Secretary of State for Education (Michael Gove)]

We are making a number of changes to the child protection system. “Working Together to Safeguard Children”, the guidance that provides support and advice to those who look after children potentially subject to abuse, risk or neglect, will be republished shortly in a tighter and more focused way.

[Meg Munn]

We are two years on from the original work, whose aim was to reduce the amount of bureaucracy and the time that social workers were spending on form filling. Many social workers are reporting that the situation has not changed at all and that they are still in a system that does not give them sufficient time to work directly with children. Where have things gone wrong and what is the Secretary of State going to do about it?

[Michael Gove]

The hon. Lady is right to emphasise how difficult life is for many social workers at the front line. Part of the problem rests with the complicated process that we inherited, which the revision of “Working Together” attempts to address. The space or gap between the initial and subsequent assessments that children at risk of abuse or neglect have to face is one of the changes addressed through the Munro recommendations. However, we also need to change how local safeguarding children boards operate and to make sure that the capacity of the social work profession to cope with the challenges thrown at it is greater. That is being addressed through the College of Social Work and the additional support that we hope to give through the launch of the Frontline programme.

[Fiona Mactaggart]

T2. If he will make a statement on his departmental responsibilities.

[The Secretary of State for Education (Michael Gove)]

On Friday, I was absolutely delighted to publish details of the allocation of money that we are giving to local authorities to help them meet the need for additional pupil places, including in local authority areas such as Slough.

[Fiona Mactaggart]

I am glad of the money for extra places, because we need them.

I want to ask the Secretary of State about his permanent secretary’s response at a Public Accounts Committee hearing last week. The permanent secretary said that everything that the Department for Education does is early intervention. Yet the National Audit Office report reveals that 40% of newly sentenced prisoners had been permanently excluded from school. What is the Department doing to prevent the failure in attainment among those 40%?

[Michael Gove]

The hon. Lady is absolutely right to draw attention to the fact that there is an iron-clad link between under-achievement at school and the likelihood of someone’s becoming known to the criminal justice system.

The most important thing that we can do is address the particular problem that so many young men have in learning to read properly and in acquiring the qualifications that will give them good jobs. The changes we are making to the national curriculum, to Ofsted and in particular to how literacy is assessed at the end of primary school and through GCSE are all intended to ensure that young men do not continue to be failed.

[Stuart Andrew (Pudsey) (Con)]

T3. I commend my right hon. and hon. Friends at the Department for Education on the Children and Families Bill, not least because it brings about welcome reforms to the special educational needs system. It is clear that pathfinders will have an extremely important role in informing the legislation and the new code of practice. What progress are pathfinders making in that area?

--- Later in debate ---

[Andrew Selous (South West Bedfordshire) (Con)]

T7. In addition to improving children’s education across the country, the other great commission that Ministers in the Department are charged with is to strengthen family life. The Department runs some great programmes such as “Let’s Stick Together” and “Parents as Partners”, but given the scale of the challenge what more can be done to strengthen family life in this country? Will the Secretary of State meet me to discuss this important issue?

[Michael Gove]

I would be delighted to meet my hon. Friend, who has a formidable record in campaigning to support family life. It is a massive challenge. No single set of Government interventions will help to sustain family life, but it is important that we do what we can. I look forward to working with him to ensure that we can support people who stay together and who demonstrate love and support for the next generation.

[Paul Blomfield (Sheffield Central) (Lab)]

T4. The Government have cut Sheffield’s early intervention grant by 27%, or £6.8 million, forcing the council to make deep cuts to early years provision. Last week the Secretary of State was invited to present evidence to the council’s children, young people and family support scrutiny committee. As he missed that opportunity, will he now tell the House what he would say to some of the most vulnerable families in our city whose child care is threatened as a result of his decision?

[Michael Gove]

I am reliably informed by the Department that in this financial year £25.2 million has been allocated to Sheffield in the early intervention grant. [Interruption.] It is a 3.9% increase on last year.

[Mel Stride (Central Devon) (Con)]

T8. I congratulate my right hon. Friend on his progress with free schools, but may I urge him to go further and faster in opening up free school provision by bringing in profit-making enterprises paid by results and focused on the parts of the country where educational achievement is weakest and where free school take-up is scarce?

[Michael Gove]

My hon. Friend is right. Free schools are making a significant difference in driving up standards in every part of the country from Merseyside to the Mendips. I am absolutely committed to making sure that everyone who is committed philanthropically to supporting state education is given the chance to do so.

[Mr David Blunkett (Sheffield, Brightside and Hillsborough) (Lab)]

T5. When I give the awards at Longley Park sixth-form college on 21 March, I shall pass on the enthusiasm of the Under-Secretary of State for Skills for sixth-form colleges. The college teaches maths and English to 16 to 19-year-olds, and through its teaching enrichment programme, which continues at over 600 hours per year, it has increased access in a way not seen in generations. Is it not strange, therefore, that £740 per student is going to be cut from its budget by 2016?

--- Later in debate ---

[Helen Goodman (Bishop Auckland) (Lab)]

T6. The Government claim to be promoting family life, but the truth is that the bedroom tax will penalise non-resident parents who keep a room so that their children can stay with them on a regular basis. What representations have Ministers in this Department made to the Department for Work and Pensions?

[Michael Gove]

I do not know why the hon. Lady and, indeed, all Opposition Members keep referring to this as a bedroom tax. It is not a tax. It is timely and necessary action to deal with our out-of-control welfare bills, and that action is needed because of the way in which our economy was driven into the ground by the Labour party. It was in power for 13 years, during which no effective welfare reform took place and during which money was spent on a series of vanity projects that only left the country saying, “Thank heavens that a coalition Government have two parties clearing up the mess left behind by that crew of socialist wreckers on whom we wish nothing but a rapid path to contrition.”

[Gordon Birtwistle (Burnley) (LD)]

Over the past 15 years, professional, face-to-face careers advice has virtually vanished from our schools. Could the Minister advise us when it will return?

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[Peter Luff (Mid Worcestershire) (Con)]

We all want young people to be able to cook, but the design and technology curriculum on which my right hon. Friend the Secretary of State is consulting at present is very important to the whole future of British industry and the British economy, so does he not think that giving primacy to cooking in that curriculum might be over-egging the pudding?

[Michael Gove]

In design and technology, we absolutely need to listen to those sections of our economy that will generate prosperity for the future and that want people to be well trained. However, cooking is not just important, but critical as a life skill and as a means of ensuring that Britain remains a wonderful and attractive place for visitors and our own citizens. I pay tribute to Henry Dimbleby and John Vincent for the fantastic work they have done on the school food plan.

[Grahame M. Morris (Easington) (Lab)]

I hope that the Secretary of State will reflect on the inaccurate and deeply offensive remarks about teachers, pupils and parents that he made at a conference in London on Thursday. Given his own culpability and the unlimited finance available to his pet project of free schools, will he think again about the funding for schools such as Seaham school of technology in my constituency, which serves one of the most deprived communities in the country? I have a Latin motto for him: sublimiora petamus, or “We must do better.”

[Michael Gove]

I am grateful to the hon. Gentleman for the fair way in which he made his point. My comments were reported from a conference that I spoke at last Wednesday on educational underperformance. It is the case that east Durham performs less well than the rest of the county of Durham and that Durham county council has itself acknowledged that with its East Durham area action partnership. It is also the case that half the secondary schools in east Durham are rated by Ofsted as “requires improvement” or “inadequate”, which is worse than the national average, and that, whether at A-level, AS-level, GCSE or English baccalaureate, these schools are underperforming. I always enjoy my visits to the north-east, but we must work together to help these children secure a better future.

[Claire Perry (Devizes) (Con)]

I am a governor of two academies in my constituency of Devizes, both of which have been asked to become sponsors of primary schools that are doing less well. We are happy to get involved in that process, but the due diligence process is very rapid and there is concern that if we rush, we may ignore important local interests. I have written to the Minister for Schools on that issue. Will he please meet me to discuss this important process as soon as possible?

[Michael Gove]

A Minister will certainly meet my hon. Friend.

[Meg Hillier (Hackney South and Shoreditch) (Lab/Co-op)]

First, we had the pile ’em high, teach ’em cheap approach to child care and in the Children and Families Bill, there is a move towards agencies, but there has still been no unveiling of the supposed policy on tax breaks for working parents. Will the Secretary of State let us know when that is coming and whether it will replace the tax credits that parents already get?

[Michael Gove]

All tax issues are a matter for the Chancellor of the Exchequer. His policies are always right and should always be announced when he wishes to announce them and not, however beseeching the hon. Lady’s questions are, when she wants them to be announced.

[Annette Brooke (Mid Dorset and North Poole) (LD)]

What advice would the Minister give to the governors of the school that I visited this morning, which, despite their best efforts, has a low take-up of free school meals and, as a consequence, is in receipt of considerably less pupil premium than similar schools nearby?

[Alex Cunningham (Stockton North) (Lab)]

Further to the question from my hon. Friend the Member for Easington (Grahame M. Morris), the Secretary of State has failed to answer the series of questions from The Northern Echo after his disparaging remarks about some east Durham schools. Will he say how many of the schools he referred to he has actually visited or will he have the decency to apologise for his remarks?

[Michael Gove]

I was first alerted to the problems in east Durham schools when I visited schools in north and north-west Durham and those who were responsible for raising attainment in those schools shared with me their concerns about the underperformance in east Durham. I look forward to working with the hon. Gentleman to deal with the problems at Dene community school of technology, Seaham school of technology, Easington community science college, Wellfield community school and St Bede’s Catholic comprehensive school, all of which have underperformed dramatically compared with the national average in English baccalaureate scores and all of which do not yet provide the quality of education that children deserve.

[Several hon. Members]

rose—

School Capital Funding

Michael Gove Excerpts

Friday 1st March 2013 Written Statements

[The Secretary of State for Education (Michael Gove)]

Today I am announcing details of the capital funding of around £4 billion that will be made available to create new school places and to carry out maintenance and repair work to existing school buildings.

The number of pupils in England is rising and is set to continue to rise well into the next Parliament. Ensuring that every child is able to attend a good or outstanding school in their local area is at the heart of the Government’s comprehensive programme of reform of the school system. We have previously made available core annual allocations of £800 million to help local authorities meet the demand for additional school places together with a further £500 million in 2011-12 and £600 million in 2012-13. Today we are allocating capital funding for basic need of £1.6 billion covering the two years 2013-14 and 2014-15.

It is vital that this money is targeted where it is needed and so we have worked with local authorities to improve the way that funding for new school places is distributed across the country.

Until now, we have not had detailed information about the specific areas within local authorities where the demand for school places is expected to increase. This meant that we could not target funding in the most effective way possible to meet pockets of demand within local authorities.

Over the past 12 months, we have worked with local authorities to ensure that funding is distributed more fairly across the country. Local authorities told us that funding should be allocated based solely on projected shortfalls between the places available and the places required within the smaller planning areas that they use when assessing the need for new school places. They also said that funding should be confirmed for at least two years in order to aid better planning.

We redesigned the annual school capacity survey, which local authorities submit to the Department each year, to ensure that, for the first time, we have detailed information about the pressure points within individual authority areas.

As a result of these changes, the distribution of funding to local authorities for additional school places should be fairer, more accurate and better value for money. Some local authorities will see their funding go up, while others will see funding levels go down. This reflects changes in the number of new school places required in different areas of the country as well as the use of more detailed data and it is right that money is allocated where it is needed.

These changes in allocation will get the best value from our core funding for new places. But, in view of the urgent need for more school places following the steep rise in birth rates in many parts of the country, this extra investment needs further enhancement. That is why, in his autumn statement on 5 December, the Chancellor announced that the Government will provide additional investment of £982 million for schools in England over the remainder of this Parliament.

With this additional money, we are now launching the targeted basic need programme to fund the provision of new, high-quality school places in the areas that need it most. The programme will offer additional support to those local authorities experiencing the greatest pressure on places and will help them to prepare for further rises in pupil numbers. The programme will deliver new academies and free schools, as well as enabling investment to expand existing good and outstanding schools.

Local authorities will be able to bid for funding to increase the number of high-quality school places available in areas with the most acute levels of need. All new schools will open as academies or free schools and successful local authorities will be required to run a competitive process in order to select the best provider. This will enable greater parental choice where it is most needed, thereby driving up standards across the local area.

This, together with the additional local authority allocations we made in 2011-12 and 2012-13 will bring the total amount of funding allocated to local authorities for new school places over the current spending review period to over £5 billion. This is more than double the £1.9 billion spent by the previous Government over an equivalent period. We are also setting out our expectation today of greater transparency so that local authorities’ decisions about where to add places are more transparent and accessible to the public. Local authorities will be required to make available details of how they have used their basic need allocations to create additional places and in which schools.

In addition, we must also ensure that existing school buildings are kept in good condition. In 2013-14, as in the previous two years, an additional £1.2 billion will be made available to local authorities and academies to maintain and improve the condition of existing school buildings across the country.

The previous Government did not collect comprehensive and consistent data about the schools most in need of repair and investment. That is why we are in the process of gathering extensive information about the condition of the school estate through the property data survey. In the meantime, funding for condition and maintenance will be allocated on a simple and transparent per-pupil basis. In addition to this £1.2 billion in 2013-14, a further £200 million of devolved formula capital funding will be given directly to maintained schools and academies in 2013-14 to maintain the condition of their buildings.

Today’s announcement also includes capital funding for 16 to 19 provision. Some £80 million will be made available for 2013-14 and 2014-15 to maintained schools, academies, sixth-form colleges and independent specialist providers to fund additional places needed as a result of demographic changes. This funding will also support the provision of new places for students with learning difficulties and disabilities.

Some £61 million of capital maintenance funding will be allocated to sixth-form colleges in 2013-14. Alongside this, £15 million of capital maintenance funding will be allocated to independent specialist providers for 2013-14 and 2014-15.

Capital allocations for 2013-14 and 2014-15 have been published on the Department for Education’s website and I will also place a copy of this and accompanying documents in the Libraries of both Houses.

Curriculum and Exam Reform

Michael Gove Excerpts

Thursday 7th February 2013 Commons Chamber

[The Secretary of State for Education (Michael Gove)]

With your permission, Mr Speaker, I should like to make a statement on the future of qualifications, school league tables and the national curriculum.

Last September, we outlined plans for changes to GCSE qualifications that were designed to address the grade inflation, dumbing down and loss of rigour in those examinations. We have consulted on those proposals and there is a consensus that the system needs to change. However, one of the proposals that I put forward was a bridge too far. My idea that we end the competition between exam boards to offer GCSEs in core academic qualifications and have just one wholly new exam in each subject was one reform too many at this time.

The exam regulator Ofqual, which has done such a great job in recent months upholding standards, was clear that there were significant risks in trying to both strengthen qualifications and end competition in a large part of the exams market. I have therefore decided not to make the best the enemy of the good, and I will not proceed with plans to have a single exam board offering a new exam in each academic subject. Instead, we will concentrate on reforming existing GCSEs, broadly along the lines put forward in September. There is a consensus that the exams and qualification system we inherited was broken.

Our first set of reforms were to vocational qualifications, which had been allowed to become less rigorous options under the previous Government. Alison Wolf’s report outlined how to improve the quality of vocational courses and expand work experience. It secured near universal support and it will soon all be done. We are also reforming apprenticeships. Under the previous Government, the currency of apprenticeships was devalued alongside every other qualification. The Richard report on apprenticeship reform will restore rigour, as Andrew Adonis has explained so powerfully.

We are also reforming A-levels. Schools and universities were unhappy that constant assessment and modularisation got in the way of proper learning, so we are reforming those exams with the help of school and university leaders. GCSEs will also be reformed in a similar fashion. The qualifications should be linear, with all assessments normally taken at the end of the course. Examinations will test extended writing in subjects such as English and history, have fewer bite-sized and overly structured questions, and in mathematics and science there should be greater emphasis on quantitative problem-solving. Internal assessments and the use of exam aids will be kept to a minimum and used only where there is a compelling case to do so, to provide for effective and deep assessment of the specified curriculum content.

Importantly, the new GCSEs will be universal qualifications and I expect the same proportion of pupils to sit them as now. This is something we believe the vast majority of children with a good education should be able to achieve. However, reformed GCSEs will no longer set an artificial cap on how much pupils can achieve by forcing students to choose between higher and foundation tiers. Reformed GCSEs should allow students to access any grade while enabling high-quality assessment at all levels. The appropriate approach to assessment will vary between subjects, and a range of solutions may come forward—for example, extension papers offering access to higher grades alongside a common core. There should be no disincentive for schools to give an open choice of papers to their pupils.

I have asked Ofqual to ensure we have new GCSEs in the core academic subjects of English, maths, the sciences, history and geography, ready for teaching in 2015. These proposals will, I believe, achieve a swift and significant rise in standards right across the country, equipping far more young people with the knowledge and skills they need to achieve their full potential.

However, reforming qualifications alone is not enough to ensure higher standards for every child, and we must also reform how schools are graded to encourage higher expectations for every student. Existing league tables have focused almost exclusively on how many children achieve a C pass in five GCSEs, including English and maths, but that deceptively simple measure contains three perverse incentives. It encourages schools to choose exams based on how easy they are to pass, rather than how valuable they are to the student; it causes a narrow concentration on just five subjects, instead of a broad curriculum; and it focuses teachers’ time and energy too closely on those pupils on the C/D borderline, at the expense of their higher or lower-achieving peers.

Today I am proposing a more balanced and meaningful accountability system, with two new measures—the percentage of pupils in each school reaching an attainment threshold in the vital core subjects of English and maths; and an average point score showing how much progress every student makes between key stage 2 and key stage 4. The average point score measure will reflect pupils’ achievement across a wide range of eight subjects. As well as English and maths, it will measure how well pupils perform in at least three subjects from the English baccalaureate—sciences, history, geography, languages—as well as computer science, and also in three additional subjects, whether arts subjects, academic subjects or high-quality vocational qualifications.

That measure will incentivise schools to offer a broad, balanced curriculum, with high-quality teaching and high achievement across the board. It will also affirm the importance of every child enjoying the opportunity to pursue English baccalaureate subjects. By measuring average point scores rather than a single cut-off point, the new measure will ensure that the achievement of all students, including low attainers and high achievers, is recognised equally.

Alongside today’s proposed changes to exams and league tables, we are also publishing our proposals for the new national curriculum in England. Over the past two years, we have examined and analysed the curricula used in the world’s most successful school systems in jurisdictions such as Hong Kong, Massachusetts and Singapore. We have combined the best elements of their curricula with some of the most impressive practice from state schools in this country. The result is published today in a new draft national curriculum for the 21st century, which embodies high expectations in every subject.

We are determined to give every child, regardless of background, a broad and balanced education, so that by the time their compulsory education is complete, they are well equipped for further study, future employment and adult life. All the current national curriculum subjects will be retained at both primary and secondary levels, with the important addition of foreign languages, to be taught in key stage 2. Our new draft programmes of study in core subjects are both challenging and ambitious. They focus tightly on the fundamental building blocks of study, so that every child has the knowledge and understanding to succeed.

A key principle of our reforms is that the statutory national curriculum should form only part of the whole school curriculum, not its entirety. Each individual school should have the freedom to shape the whole curriculum to their particular pupils’ aspirations—a freedom already enjoyed by the growing numbers of academies and free schools, as well, of course, as schools in the independent sector. Programmes of study in almost all subjects—subjects other than primary English, mathematics and science—have been significantly slimmed down, and we have specifically stripped out unnecessary prescription about how to teach, and concentrated only on the essential knowledge and skills that every child should master.

In maths—learning from east Asia—there is a stronger emphasis on arithmetic and more demanding content in fractions, decimals and percentages, to build solid foundations for algebra. In the sciences, there is rigorous detail on the key scientific processes from evolution to energy. In English, there is more clarity on spelling, punctuation and grammar, as well as a new emphasis on the great works of the literary canon. In foreign languages, there will be a new stress on learning proper grammatical structures and practising translation.

In geography, there is an emphasis on locational knowledge, using maps and locating key geographical features from capital cities to the world’s great rivers; and in history, there is a clear narrative of British progress, with a proper emphasis on heroes and heroines from our past. In art and design, there is a stronger emphasis on painting and drawing skills. In music, there is a balance between performance and appreciation. We have also replaced the old information and communications technology curriculum with a new computing curriculum, with help from Google, Facebook and some of Britain’s most brilliant computer scientists. We have also included rigorous computer science GCSEs in the English baccalaureate.

With sharper accountability, a more ambitious curriculum and world-class qualifications, I believe we can create an education system that can compete with the best in the world—a system that gives every young person, regardless of background, the high-quality education, high aspirations and high achievement they need and deserve. I commend this statement to the House.

[Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)]

I thank the Secretary of State for advance sight of his statement.

Under this Government, the words “GCSE” and “fiasco” seem to be linked indelibly. This is a humiliating climbdown. The trouble with this Secretary of State is that he thinks he knows the answer to everything, so he digs out the fag packet and comes up with his latest wheeze. What does that result in? It results in free schools that do not get built, scrapping AS-levels, which Cambridge university hates, and the rejection of English baccalaureate certificates by the CBI, which says they are a mistake. This is a familiar routine; one of the Secretary of State’s advisers briefs the Daily Mail, and when it falls apart by lunchtime, it is time to blame the Liberal Democrats. His priority is pandering to the right wing of the Conservative party.

Parents and pupils are left confused and frustrated. Will the Secretary of State now apologise to them for this shambles? Having done down their hard work on GCSEs, will he accept that that was the wrong thing to do? The statement demonstrates once again his flawed vision for education and a total misunderstanding of the future needs of our country.

Last September, the Secretary of State said:

“After years of drift…we are…reforming our examination system to compete with the world’s best.”—[Official Report, 17 September 2012; Vol. 550, c. 655.]

Is it not the case that he is the one adrift? This is a total shambles. Forced into apologising to the House when he scrapped Building Schools for the Future and forced into a partial U-turn on school sport, he should have learnt his lesson by now. It is simple, really: before announcing a bright idea, would it not make sense to check it first with the deputy headmaster?

I want to pay tribute to those who have argued against the Secretary of State’s plans. The CBI said that they would leave young people in a holding pattern when they need a clear target to aim for at 18. Entrepreneurs, such as the inventor of the iPhone, said the impact on this country’s economy would have been catastrophic. The head of the leading private schools association said that the Secretary of State was hankering after a bygone era. Backward looking, narrow and two-tier, the best thing would be for the Education Secretary to go back to the drawing board. Instead, we have another back-of-the-envelope plan: a new national curriculum, following the last one that his own expert advisers said was deeply flawed.

Education is too important for this kind of short-term thinking. Most children only get one chance at their GCSEs. Surely their future is too important to be subjected to the usual party politicking and parliamentary game-playing. [Laughter.] Conservative Members laugh at the suggestion that that is the case. If the hon. Member for Pendle (Andrew Stephenson) visits schools in his constituency, that is the message he will hear from teachers, parents and pupils. We have to focus on standards, and move beyond this shambles. Surely there should be a cross-party consensus on a future plan for the next generation of qualifications. That should be based on the best available expert evidence, not on the back of an envelope. Will he do things differently this time?

[Michael Gove]

I am grateful to the shadow Secretary of State for his questions. He asks: when we get things wrong will we apologise? Yes. In my time as Education Secretary I have made mistakes. Every Minister makes mistakes. When I made mistakes over Building Schools for the Future, I was happy to come to the House and acknowledge that I had made an error. Where I have made mistakes in other areas, I have been happy to acknowledge that I have made an error, and the very first thing I said today was that I embarked on one reform too far by seeking to move towards single exam boards. I am happy to acknowledge today that that was an error.

One thing we did not hear from the shadow Secretary of State was his view on that reform, because when he wrote to me on Wednesday 26 September 2012, he said:

“I welcome the proposal to introduce single exam boards for each subject.”

I acknowledge that that was a mistake, but in the brief and shining moment that he had the House of Commons in the palm of his hand, I am afraid that the shadow Secretary of State did not enlighten us about his view on single exam boards. He did not enlighten us on his views about vocational qualifications, apprenticeships or A-levels.

He asks me if I will work with others to ensure cross-party consensus. I am delighted that there is cross-party consensus on our reform of vocational qualifications, as he has acknowledged. I am delighted that there is cross-party consensus on our reforms of apprenticeships, as Andrew Adonis has acknowledged. I am delighted that there is growing support for the changes to A-levels and university entry, as I have acknowledged. What I hope to see is consensus on how we reform GCSEs. There is growing consensus in that the National Association of Head Teachers and the Association of School and College Leaders have welcomed the changes we are making today. There is also growing consensus in that the CBI, the Institute of Directors and every body that represents industry says that we need to restore rigour. I hope, after today, that we can get clarity from the hon. Gentleman and consensus across the House, and that we can work together, as we have so successfully on so many other issues, to ensure that children get the high quality education they deserve.

[Several hon. Members]

rose—

[Mr Nick Gibb (Bognor Regis and Littlehampton) (Con)]

I congratulate my right hon. Friend on his statement and, in particular, on the publication of the new national curriculum. Does he share my view that the 2007 curriculum, written by the Qualifications and Curriculum Authority and introduced by the last Government, was hugely damaging to educational standards in this country and the cultural and scientific literacy of school students, and that the new, knowledge-based curriculum published today will do an enormous amount to raise standards, undo that damage and put our curriculum on a par with the best in the world?

[Michael Gove]

I pay tribute to my hon. Friend for the fantastic work he did during his time as a Minister to ensure that some of the mistakes made in the past were reversed and that some of the successes achieved in the past were built on. I absolutely agree with him: the curriculum took a wrong turn in 2007. Real improvements were made to the national curriculum and how it was taught when the right hon. Member for Sheffield, Brightside and Hillsborough (Mr Blunkett) was Education Secretary. Sadly, those improvements were not maintained. I hope we are now back on course in order to ensure that our curriculum ranks with those of the highest-performing jurisdictions in the world.

Copies of the national curriculum, my letter to the exam regulator Ofqual and all the other relevant documents will be placed in the Library.

[Mr David Blunkett (Sheffield, Brightside and Hillsborough) (Lab)]

Flattery will get the Secretary of State nowhere. I welcome the glimmer of humility, as well as many of the changes announced this morning, not least the range of subject areas that will now count for the value-added tables and for GCSEs. Will he confirm that all these subjects will now be of equal weight and that citizenship will not only remain in the curriculum, but have a national programme of study?

[Michael Gove]

I am very grateful to the right hon. Gentleman not only for his distinguished tenure of the office of Education Secretary and the reforms he introduced, but for the statesmanlike way in which he has responded, which I am sure others can learn from. I can absolutely and with pleasure confirm that citizenship will remain a programme of study at key stages 3 and 4. I look forward to working with him to ensure that this valuable subject is even better taught in more of our schools.

[Tracey Crouch (Chatham and Aylesford) (Con)]

I welcome today’s announcement and I am pleased that the Secretary of State has listened to the concerns of head teachers in Chatham and Aylesford. Under the last Government, heads would have just started to plan or implement a reform or strategy when it would be ripped up and changed. I fear that we are continuing down the same path, so can the Secretary of State assure the House that he will end the constant tinkering with the curriculum, so that heads can get on with planning and delivering good education for their students?

[Michael Gove]

My hon. Friend makes an important point. One of the benefits of the national curriculum approach that we are taking today is that one of the areas that matters most to heads and teachers—how they teach—will be devolved to their responsibility. It has been the case in the past that prescriptive teaching methods and particular styles of pedagogy have sometimes intruded into the national curriculum. We have stripped them out to concentrate on the knowledge that every child should expect to have and that every parent needs to know their child is receiving.

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

The right hon. Gentleman galloped through his statement so fast that I would have challenged anybody in this House to follow it in any detail. He tells us that it has been widely accepted by all sorts of people who could not have had very much notice of it. Let me bring him back to the point: this is a dramatic U-turn, but the fact of the matter is that we kept telling him, “Consult, base your policies on evidence and try to be bipartisan.” I have not seen any evidence of that, and if the new proposals do not meet those criteria, they will also fail, as will the reforms of A-levels.

--- Later in debate ---

[Michael Gove]

I am grateful to the hon. Gentleman, who was a distinguished Chairman of the Select Committee on Children, Schools and Families. I am sorry that the speed of my diction was too fast for him, but I believe that the clarity of our proposals was understood very well by those on the Opposition Front Bench and other Members who have spoken. As I mentioned earlier, our proposals have also been welcomed by head teacher organisations. They have given that welcome because we did exactly what the hon. Gentleman enjoined me to do: we consulted. We put forward proposals, some of them very radical, for change to our examination system. Many of those proposals have been welcomed. One of them—one that was dear to my heart—was a bridge too far. I have listened, and that is why we have dropped it. I hope that in future we will continue to work—as I have worked so pleasantly with him in so many other areas—to achieve consensus for all our children.

[Dan Rogerson (North Cornwall) (LD)]

Over the past few months we have had a number of debates in which I and many other Members have pointed out to the Secretary of State our concerns about some of his proposals. I am delighted that we are now moving towards a rigorous, reformed GCSE, a slimmed-down national curriculum, which has been a long-cherished aspiration of the Liberal Democrats, and an accountability measure that will push schools to encourage all pupils to do their best. In the consultations that the Secretary of State continues to have, will he ensure that we get that measure right so that we continue to push up participation in subjects such as modern foreign languages, while also guaranteeing the place of creative and technical subjects and religious education?

[Michael Gove]

I thank the hon. Gentleman for the constructive way in which he has engaged in both the consultation and the broader debate. The points that he and many of his colleagues have made during that consultation have been the right ones. They have been designed to ensure that we recognised that there were faults with the examination and qualification system that we inherited, that they needed to be put right, and that challenge and rigour were welcome, but that we also need to listen to what school leaders and head teachers are telling us about how to implement that.

[Andrew Miller (Ellesmere Port and Neston) (Lab)]

At midnight tonight, the Science and Technology Committee will publish its report on engineering skills. Clearly, it would be inappropriate for me to comment on its content just now, but will the Secretary of State give me an assurance that he will read it very carefully? It is an evidence-based report that commands the cross-party support of the whole Committee, so will he assure us that it will get an evidence-based response?

[Michael Gove]

I am grateful to the hon. Gentleman’s Committee for the fantastic work it has done in the past and I look forward to reading the report. We have ensured, I hope, with the national curriculum changes we are making, that the building blocks of a mathematical and scientific knowledge will be there in order to ensure that higher-level engineering qualifications can be enjoyed and achieved by a wider group of pupils than ever before. Of course, when we make our propositions, we always look at the evidence. I was delighted earlier this week to see that a number of scientists in America were looking at the initial outline of our approach to our curriculum. We are moving in the right direction, with a greater attention to evidence than any other jurisdiction in the world.

[Neil Carmichael (Stroud) (Con)]

I welcome the statement, because it signals that there is still much to do. I also recognise that those on the Opposition Front Bench support the need for change. Will the Secretary of State reassure the House that the EBacc will continue and that he will emphasise the need to make sure that teachers think more about all pupils, not just those who are hovering around the C grade?

[Michael Gove]

I am grateful to my hon. Friend who, both as a school governor and as someone with experience in further education, speaks with authority. He is absolutely right. The changes that we will make, I hope, to the accountability system will ensure that schools are incentivised to help students of all abilities. The English baccalaureate is a valuable measure that has already driven up participation in sciences, languages and history, and it will remain as a key element and measurement of how schools are responding to the needs of their pupils.

[Nic Dakin (Scunthorpe) (Lab)]

I welcome the retention of the GCSE brand, but when will the Secretary of State learn from his mistakes, like a good learner, and stop meddling and tinkering, to echo the words of the hon. Member for Chatham and Aylesford (Tracey Crouch), and trying to micro-manage the school system in a way that will, I am afraid, inevitably and sadly disadvantage young people?

[Michael Gove]

I certainly shall not stop challenging the entire school system to do better for all our children, because my first priority is always to ensure that the generation of children who are in school—who, as the hon. Member for Liverpool, West Derby (Stephen Twigg), has pointed out, only have one chance—get schools that are pressurised to do even better for them.

As for micro-management, almost all the changes that we have made during my time as Secretary of State have been to allow teachers and heads greater control and to free them from micro-management in order to ensure that they can concentrate on teaching and learning. The success of the academies programme, which more than half of secondary schools have now adopted, shows that head teachers are enthusiastic about this Government’s desire to empower them with greater control over the curriculum and how teachers are rewarded.

[Chris Skidmore (Kingswood) (Con)]

As a member of the Education Select Committee, I welcome my right hon. Friend’s statement. I thank him for listening to what the Committee said in its report “From GCSEs to EBCs: the Government’s proposals for reform”, which was published last week. It is a rare thing for a Minister to pay attention to a Select Committee, and I am sure that all the members of the Committee will be grateful to him for doing so. Will he tell the House whether there will still be significant reforms of the content of GCSEs? Will there, for example, be an opportunity in the history GCSE for a narrative British history qualification to be created?

--- Later in debate ---

[Michael Gove]

First, may I place on record my thanks to the Select Committee? Sadly, the Chairman of the Committee, my hon. Friend the Member for Beverley and Holderness (Mr Stuart), cannot be in the House today, for very good reasons. I am grateful for the detailed work that all the members of the Committee did in response to our GCSE reforms. There was consensus between the Committee and Ofqual on one of the flaws in our proposals, and I listened to the evidence that they both produced. I am happy to acknowledge my debt to the Select Committee and to Ofqual, because, as I mentioned earlier, they have persuaded me not to implement at this stage a key part of the reform programme that we put forward.

[Fiona Mactaggart (Slough) (Lab)]

When I said, on 16 January, that I would have a crack at changing the Secretary of State’s mind, I did not believe that I would be here within a month thanking him for changing his mind—and I do thank him for that. I understand from his statement that three subjects in addition to the EBacc subjects will be recognised when determining how schools achieve. Will he take this opportunity to stress the importance of creative subjects and practical examinations for many people at the age of 16?

[Michael Gove]

The hon. Lady has conducted a campaign on behalf of creative subjects with skill and panache. The fault is only mine that there was some confusion in the minds of some students and teachers about the distinction between English baccalaureate certificates and the English baccalaureate. There was a fear among some—which I felt was unfounded, but I understand how it arose—that artistic and creative subjects would be marginalised. I hope that the clarity that we have provided today on the accountability in the reforms will reinforce the fact that, for the hon. Lady and for me, artistic and creative subjects are central to a broad and balanced education.

[Andrew Selous (South West Bedfordshire) (Con)]

I commend the Secretary of State for listening and learning. If more people did the same, the country would be a better place. As someone who has been a school governor for longer than he has been a Member of Parliament, may I ask him to ensure that children are given really good careers advice before they decide which subjects to take at AS-level in the improved national curriculum? That will be very important.

[Michael Gove]

My hon. Friend makes a very good point. One of the changes that the English baccalaureate has helped to cement is that students will be clearer about the subjects that they need to take in order to get on to a particular course or into a particular university or college. Given how fast the world is changing, it is vital that we ensure that the advice is tailored to every student in the right way. It is also important that students recognise the potential of new subjects, such as computing, to offer them an even richer range of chances to succeed.

[Clive Efford (Eltham) (Lab)]

We can only live in hope that Hong Kong, Massachusetts and Singapore do sport in their schools. The Secretary of State has presided over a reduction in the number of hours that PE teachers spend outside the classroom organising sport, and the children in our schools are spending less time on PE and physical recreation on his watch. What is the position of sport in his new, strengthened national curriculum?

[Michael Gove]

Sport is stronger than ever in the national curriculum, and I hope that the hon. Gentleman will have an opportunity to feed back on the draft, which shows a renewed emphasis on competitive and team sports. I hope that he will welcome that. I am grateful to The Observer newspaper for showing in a recent poll that a majority of parents believe that school sport is being either protected or enhanced under this Government, rather than diminished. It is great to see that parents know that, on the ground, our commitment to sport is stronger than ever.

[Tessa Munt (Wells) (LD)]

I am hopeful that the Secretary of State’s announcement will stop schools concentrating on the children who hover on the D to C borderline. Will he ensure that all schools are recognised for the progress of every pupil, and that they publish their progress data in comparative tables so that parents, teachers, carers and adults who look after young people can see that a school’s success includes those at the very top and the very bottom of the ability range?

[Michael Gove]

The hon. Lady is absolutely right. Of course it is important that children and young people leave school with qualifications, but it is also important that we incentivise schools to ensure that those students who are very low attainers are the focus of particular attention. The progress measure that we are planning to introduce will be a powerful driver to help those students, and the teachers who are their best hope for success.

[Mr Dennis Skinner (Bolsover) (Lab)]

A lot of us think that it is the certainty, leading to arrogance, of the Secretary of State that led him to read out 10 pages of waffle. All he needed to do was say, “Sorry, got it wrong; will do better.”

[Michael Gove]

I am grateful to hon. Gentleman, as ever, for lessons on humility and how to avoid arrogance, and how to acknowledge that we have made mistakes in the past. As in so many areas of life, he is my model in all things.

[David Mowat (Warrington South) (Con)]

In the recent past, examining boards have competed with each other to offer better results. This has been a driver of grade inflation. Now we are moving away from having a single board per subject, how can we be sure this will be dealt with?

[Michael Gove]

This is a very good point. I was keen to try to deal with this problem of competition, which I believed generated a race to the bottom. While I was keen to do so, however, I recognised that it was a step too far at this stage. We retain the option of moving in that direction if exam boards do not change the way in which they operate, but I have been encouraged by the eagerness with which awarding organisations have responded to Ofqual’s desire to ensure that standards are higher. I note that the shadow Secretary of State did not acknowledge Ofqual or thank it for the work it did to ensure that the English GCSE and other GCSEs were protected as gold standard qualifications. I am confident that the current leadership of Ofqual is doing the right thing. I believe that the steps and instruments are there to ensure that we can have more rigorous qualifications.

[Steve Reed (Croydon North) (Lab)]

Does the Secretary of State intend to reintroduce the Grand Old Duke of York into the curriculum when he marches schools to the top of the hill and then marches them down again? Will he tell us how much his climbdown has cost?

[Michael Gove]

I am delighted that the hon. Gentleman is familiar with nursery rhymes. This has been a week when Dukes of York have been in the headlines. [Interruption.] Little did I realise how popular hereditary peers would be on both sides of the House. In this process of consultation what we have managed to achieve, for remarkably little cost, is a degree of consensus about how much reform we need.

[Andrew Stephenson (Pendle) (Con)]

During his reply to the statement, the shadow Secretary of State said I should visit schools in my constituency. I am delighted to tell him that I do. His last visit to my constituency was to campaign for a Labour candidate in the local elections who ended up humiliated in coming third, behind the Conservatives who won the ward and the British National party in second place. May I urge my right hon. Friend to take no lectures from the Labour party on achievement?

[Michael Gove]

I thank my hon. Friend for that elegantly and pithily put question. I would also like to take the opportunity to invite the hon. Member for Liverpool, West Derby to execute his own U-turn. As I say, on Wednesday 26 September he said he believed that we needed single exam boards for each subject. I no longer believe that is appropriate or necessary, but we are still none the wiser as to the Labour party’s position on that issue.

[Derek Twigg (Halton) (Lab)]

The Secretary of State accepts that we must learn from our mistakes. He referred in his statement to Ofqual saying that there were significant risks in trying to both strengthen qualifications and to end competition in large parts of the exams market. Will he tell us why he did not realise before now that there were significant risks?

[Michael Gove]

I was clear that the programme of reform we put out in September was ambitious, and I wanted to ensure that we could challenge the examinations system—and, indeed, our schools system—to make a series of changes that would embed rigour and stop a drift to dumbing-down. I realised, however, as I mentioned in my statement, that the best was the enemy of the good. The case made by Ofqual, the detail it produced and the warning it gave, as well as the work done by the Select Committee, convinced me that it was better to proceed on the basis of consensus around the very many changes that made sense rather than to push this particular point.

[Mr John Baron (Basildon and Billericay) (Con)]

I commend the Secretary of State for listening to the consultation, which is a sign of strength, not weakness. Given that we are a creative people, as illustrated by the strength of our creative industries, may I have his assurance that we will not marginalise creative subjects at school?

[Michael Gove]

My hon. Friend has lobbied me with characteristic politeness, persistence and authority on behalf of creative subjects, and I am happy to give him that assurance. I believe that the new accountability system on which we are consulting today will ensure that creative and artistic subjects, alongside high-quality vocational subjects, can take their place in making sure that schools are graded appropriately.

[Julie Hilling (Bolton West) (Lab)]

The head teacher who told me last year that he had gone to bed in 2012 and woken up in 1956 probably thinks that today he woke up on groundhog day. Does the Secretary of State not realise how much harm he does to young people every time he disparages the GCSEs that they work so hard to achieve? What value does he think employers should place on today’s GCSEs?

[Michael Gove]

I think the real harm occurs when children are at schools where teaching is not of a good quality, and where ambitions and aspirations for those children are insufficiently high. One of the problems we have experienced in the past is that employers have said that some qualifications—including those introduced under the last Government—do not command confidence. That is a tragedy, but today we are playing a part in the ending of it.

[Damian Hinds (East Hampshire) (Con)]

I greatly welcome the move away from the blunt, simplistic “five-plus C-plus” measure involving the “three perverse incentives” to which my right hon. Friend referred. Will he strive to make the new progress measure a lot simpler and easier to understand than “contextual value added”, which was so complex that it was hardly ever used?

[Michael Gove]

My hon. Friend—who used to be a member of the Education Committee—has made a very good point. One of the other problems with contextual value added was that it seemed to embed a culture of low expectations by automatically assuming that students from particular ethnic minority backgrounds would do less well. The “value added” measure that we hope to introduce will be clearer and simpler, and will also embed high expectations for every student.

[Alison McGovern (Wirral South) (Lab)]

Only last Friday, when I visited a secondary school in Bebington, in my constituency, I was greeted at the gates by exasperated teachers who were fed up with learning the latest news about their subjects on BBC News 24. Now that the Secretary of State has apologised, will he put things right by answering the question that he was asked earlier, and telling us how much all this has cost?

[Michael Gove]

Over the last three years, the Department has made significant savings in every area by concentrating on better value for money. I think that, overall, this move will save money for a variety of schools and students by ensuring that modularisation, controlled assessment and coursework—which have absorbed so much energy and time—will no longer absorb energy, time and money from our schools.

[Sir Tony Baldry (Banbury) (Con)]

Are not the really important points that we should greatly enhance aspiration in all pupils, particularly those in lower-income groups, and that we need to do something about grade inflation if any public examination is to have some value? May I also say to the Secretary of State that it seems to me that the only purpose of consultation is to enable people to listen to those who are consulted, and that paying respect to what they have said is a mark of ministerial strength rather than ministerial weakness?

[Michael Gove]

I am grateful to my hon. Friend. It is absolutely the case that I have strong views about improving the education system, and that I am happy to debate in any forum in order to present those views, but it is also the case that I believe that it is through debate—through the testing of propositions—that we can reach a consensus, a synthesis, on how best to proceed. I am delighted that so many of the changes that we have made which were initially controversial and vigorously contested—from the introduction of academies and free schools to changes in the way in which teachers are paid and rewarded—are now accepted. However, when the arguments overwhelm me and I recognise that I am wrong, I think it best to retreat.

[Chris Bryant (Rhondda) (Lab)]

Basically, the Secretary of State has failed his resits. It is a delight to see him eating humble pie. Boris Johnson might say to him festina lente, and that might become his motto for the rest of his career in his present job.

The Secretary of State has said that he wants all schools to flourish in many different ways, and wants the methodology of teaching to be different in every one, but it is teenage pregnancy that has prevented many young women from being able to prosper in society. It means that poverty is as hereditary as wealth in this country. When will the Secretary of State ensure that proper sex and relationship education is statutory?

[Michael Gove]

Let me say two things to the hon. Gentleman. First, I congratulate him on his deployment of Latin. [Hon. Members: “What did he say?” He said, essentially, “Make haste slowly.”

Secondly, I happily acknowledge—as one who, as was pointed out by the hon. Member for Cardiff West (Kevin Brennan), took seven opportunities to pass his driving test—that resits are sometimes necessary. Winston Churchill once said that success meant moving from mistake to mistake without any loss of enthusiasm along the way.

As for the hon. Gentleman’s point about sex and relationship education, I can tell him that sex education is already statutory.

[Chris Bryant]

I did not ask about sex education; I asked about sex and relationship education.

[Philip Davies (Shipley) (Con)]

And it has failed.

[Michael Gove]

A resit will be necessary.

Teenage pregnancy is a real problem, as is the risky behaviour of so many young people from poorer homes who do not have high levels of educational qualification. One of the things that we can do about that is ensure that they are taught in the right way at primary school.

[Mr Tobias Ellwood (Bournemouth East) (Con)]

I welcome the rare display of humility that my right hon. Friend brings to the Dispatch Box today, and his determination to introduce education reform. One third of our European Union postings are filled, but two thirds are unfilled because we do not have candidates with second and third languages. What is he doing to encourage more students to take up languages in primary and secondary school?

[Michael Gove]

I am grateful to my hon. Friend for his comments, although I do not know whether he was suggesting that humility at the Dispatch Box was rare or humility from me was rare—but let us cherish it whenever it occurs.

One of our biggest problems has been our insular approach to teaching foreign languages. The English baccalaureate has been one of the means by which we have increased the number of students studying French, German, Spanish and also new languages such as Mandarin. I absolutely agree with my hon. Friend, therefore, and our new measure and our new national curriculum requirement that languages be taught at key stage 2 in primary schools will help to ensure that we become a less insular nation.

[Kate Green (Stretford and Urmston) (Lab)]

This is a timely statement, because tomorrow in my constituency I am due to meet parents who have been concerned about the suitability of the Ebacc structure for the needs of their children. Can the Secretary of State reassure them that the new extended curriculum will meet the needs of students who struggle in more formal and traditional learning environments and with formal examination structures?

[Michael Gove]

It is designed to do exactly that. Some students are written off prematurely and it is assumed—often because of their background or as a result of poor early primary education—that they cannot cope with formal learning, but more students can cope than is currently acknowledged. However, I absolutely agree with the hon. Lady that it is very important that we make sure students of all abilities are supported. That is what our new accountability system will do, and it is also what the changes to special educational needs provision in the Children and Families Bill being brought forward by the Under-Secretary, my hon. Friend the Member for Crewe and Nantwich (Mr Timpson), will do.

[Julian Smith (Skipton and Ripon) (Con)]

Will the Secretary of State confirm that he will not be swayed from his obsessive, relentless, brilliant and, frankly, ballsy approach to preparing British children for the fire and fury of the global competitive race?

[Michael Gove]

Absolutely. As I said earlier, my approach is always to argue strongly for radical change and then to make sure that where that radical change is right, it is implemented, consolidated and agreed, and where that radical change may just occasionally be a step too far, then to acknowledge that we only make progress in this life by recognising when to cut our losses.

[Philip Davies (Shipley) (Con)]

I greatly support what the Secretary of State is doing, but some of us are not convinced he was wrong to want to put in place a single exam board for each subject because of the grade inflation that has come about as a result of having multiple exam boards. He said he would keep this matter under review. Will he give us an idea of how long he will give the existing regime to prove itself before he might revisit the matter ?

[Michael Gove]

My hon. Friend makes a good point. I think there was a case for the change he describes, but I felt that the best was the enemy of the good, and we agreed it would be better to put this to one side. We are still not clear whether Labour believes we should move towards having a single exam board. That was its position last September; we do not know whether it has U-turned since then. It is important that we give the exam boards a chance to show that they can improve GCSEs, but if they have not done so in the next Parliament, more steps could be taken.

[Jeremy Lefroy (Stafford) (Con)]

“A Bridge Too Far” was a fine British artistic achievement, and I welcome my right hon. Friend’s embrace of it. Will he underline the importance of arts and design in the curriculum?

[Michael Gove]

I am a great fan of that movie, especially the role played by Sean Connery, who is one of my heroes.

[Kevin Brennan (Cardiff West) (Lab)]

More Michael Caine, I think.

[Michael Gove]

Both, actually.

Our new history curriculum will affirm the important place of British heroes and heroines in fighting for liberty over many centuries. Let me also take this opportunity to say that the role of Mary Seacole is not just cemented but enhanced in the curriculum. I also believe the new history curriculum is fairer in its treatment of black and minority ethnic figures in European and world history, and is more inclusive in its approach to the contribution women have made to our past, but I look forward to hearing all responses from both sides of the House about how we can make sure the subject is taught properly. As for creative and artistic subjects, we will do everything possible, working with the Arts Council and others, to make sure that they are of high quality.

[Mr Marcus Jones (Nuneaton) (Con)]

Examination league tables have many merits, but there is often a conflict between them and the young person in question getting the best impartial advice to suit their future. Can my right hon. Friend assure me that where that conflict arises, the best advice and the future of the young person will always win?

[Michael Gove]

My hon. Friend is absolutely right—that was the case with existing league tables. They were a good thing and helped to drive up standards, but they created perverse incentives and I hope that the reforms we have put forward today will ensure that young people are better advised about the options that will enable them to succeed.

[Mr Deputy Speaker (Mr Lindsay Hoyle)]

Last, but certainly not least, Bob Blackman.

[Bob Blackman (Harrow East) (Con)]

It is clearly crucial that young people gain key skills at the earliest possible stage, particularly in mathematics. Can my right hon. Friend confirm that under the new curriculum, children will learn their 12 times table at the age of nine, rather than learning the 10 times table by the age of 11? Does that not demonstrate the huge shift that is going on to improve standards?

[Michael Gove]

I am grateful to my hon. Friend for that. There is a higher level of ambition at every stage in the national curriculum and a decisive shift towards 21st-century subjects, so that mathematics is more rigorous and the computing science curriculum is more attuned to the demands of today. Critically, that curriculum will not only prepare people to be the programmers of the future, but help to keep children safe online by ensuring that e-safety is at the heart of how children are taught in primary school.

[Mr Deputy Speaker]

Well, at least we got 31 Members in in 32 minutes.

Oral Answers to Questions

Michael Gove Excerpts

Monday 21st January 2013 Commons Chamber

[Mr Philip Hollobone (Kettering) (Con)]

1. What proportion of secondary school pupils are taught in academies in (a) the borough of Kettering, (b) Northamptonshire and (c) England.

[The Secretary of State for Education (Michael Gove)]

On behalf of the whole House, may I take this opportunity to congratulate you, Mr Speaker, on your 50th birthday on Saturday? On behalf of the whole House, I hope that it was a festive weekend in the Speaker’s household.

There are 2,619 academies in England. Over half of state-funded secondary schools are now open as academies or have applied for academy status. In Kettering, 85% of secondary school-age pupils are taught in academies; in Northamptonshire overall the figure is 75%; and in England it is 52%.

[Mr Hollobone]

My constituents are delighted that five of our six secondary schools have now become academies. Will my right hon. Friend kindly agree to visit Kettering to see for himself how the lives of young people are being transformed and their educational development is being enhanced by this exciting Government initiative?

[Michael Gove]

It would be a pleasure to visit Kettering. I am delighted at the progress that has been made in Northamptonshire. A wide range of academy sponsors have helped to ensure that children—not just in my hon. Friend’s constituency but across the county—are at last enjoying the education they deserve.

[Kate Green (Stretford and Urmston) (Lab)]

As the Secretary of State knows, Trafford borough council has a strong educational record and is giving good support to schools to form academy trusts, including Elmridge and Acre Hall schools in my constituency, about which I have written to him. Does he agree that it is important that every support is given to enable local solutions and local sponsors to come forward in successful authorities such as Trafford, rather than simply opening things up through outside organisations that might have little association with our children’s educational needs?

[Michael Gove]

I absolutely accept the hon. Lady’s point that Conservative-controlled Trafford is a superb local authority, and we can see the many schools that have flourished under its care over the years. As a strong local authority, not only has it welcomed the growth and expansion of outstanding schools—such as Urmston grammar, led by Mike Spinks, in her constituency —but it recognises that schools sometimes have a responsibility beyond their borders to help others to improve. In Northamptonshire we would not have schools improving had it not been for the actions of David Ross and other outside sponsors. Similarly, I know that there are schools in the north-west that wish to extend their wings, not least Altrincham girls grammar in Trafford, helping schools in deprived east Manchester.

[Bob Blackman (Harrow East) (Con)]

20. Three of the schools in my constituency have become academies, but there are still some laggards. What can my right hon. Friend do to encourage the rest of the schools to offer the same opportunity enjoyed by the young people in those academies?

[Michael Gove]

I think that the best thing I can do is join my hon. Friend in visiting those schools in person, so that we can have a charm offensive to persuade them to become academies. He will provide the charm—and I will complement him.

[Mr Gordon Marsden (Blackpool South) (Lab)]

2. What assessment he has made of the effects of removing statutory guidance on work experience at key stage 4 on the promotion of vocational education to young people.

[The Secretary of State for Education (Michael Gove)]

In her report on vocational education, Professor Alison Wolf recommended the replacement of work-related learning at key stage 4 with high-quality work experience beyond the age of 16. Thanks to that report, funding reforms and the introduction of new 16-to-19 study programmes are supporting those changes, which were announced last July and will take effect from September.

[Mr Marsden]

Apart from the fact that most of that was fairly waffly, how would the Secretary of State know what is going on in his Department, given that his former children’s Minister told the Select Committee on Education last week that it was more like a department of Grace Brothers than a Department of State? What will the Secretary of State do, therefore, to ensure that people are being served? The Engineering Employers Federation, the Forum of Private Business and others have all said, “This isn’t working. Get your act together.”

[Michael Gove]

I am grateful to the hon. Gentleman, but as Minister responsible for vocational education I do not know why he is so dismissive of department stores. Retail provides many opportunities for young people to learn the skills that they need to be successful in the world of employment. Last week we had the opportunity to discuss qualifications at 16 and the importance of vocational education. I was delighted then that those on the Opposition Front Bench endorsed every recommendation in the Wolf report, and I am delighted also that we have an opportunity now to carry through those recommendations.

[Caroline Dinenage (Gosport) (Con)]

My local education business partnership does fantastic work linking local businesses with schools and giving pupils a bit more understanding of the world of work and the workplace. What are the Government doing to help to promote such social enterprises?

[Michael Gove]

I am absolutely delighted that business, not only in my hon. Friend’s constituency but elsewhere, is playing an increasingly positive role in supporting work experience in schools and promoting an understanding of the world of work among the next generation. In particular, I have been delighted to be able to work with Business in the Community, an outstanding organisation supported and established by the Prince of Wales, that has done much to ensure that business plays its part in encouraging our young people to aspire to achieve more.

[Ms Karen Buck (Westminster North) (Lab)]

This morning, the Under-Secretary of State for Skills tweeted his support for the Policy Exchange report on vocational education, but that report and Tim Oates’s report for Cambridge Assessment were both heavily critical of the Government’s approach, including of their move away from immersion in the workplace for young people. Will the Secretary of State tell us how many schools have now withdrawn provision for work experience for 14 to 16-year-olds, and whether he wants that provision to be ended completely?

[Michael Gove]

It is for each school to decide what is appropriate for its own students, but Alison Wolf’s report, which was welcomed across the House, clearly underlined the importance of high-quality work experience after the age of 16. That position was supported by the CBI and by the Labour party at the time, and our reforms to the funding of post-16 education now facilitate that provision.

[Mr Jonathan Djanogly (Huntingdon) (Con)]

Will not the removal of the statutory guidance assist schools and further education colleges to work more closely together to maximise vocational opportunities for all vocational students in a particular area?

[Michael Gove]

My hon. Friend makes an important point. We need better integration of schools and further education colleges, and that is happening as a result of the Wolf report. The barrier that prevented those who are qualified to work in further education colleges from working in schools has been removed, and children over the age of 14 have the opportunity to be taught in FE colleges, which they did not have before. Greater integration of the two sectors is vital if we are to build on the successes of both.

[John Glen (Salisbury) (Con)]

3. What steps he is taking to accelerate the adoption process.

--- Later in debate ---

[Karl Turner (Kingston upon Hull East) (Lab)]

12. What recent representations he has received on his proposed changes to GCSEs; and if he will make a statement.

[The Secretary of State for Education (Michael Gove)]

We have received almost 5,500 written responses to our consultation, and we are currently reviewing them, along with all the views that we have heard in meetings with interested organisations. We will report on the findings from the consultation once we have had a chance to consider them in full.

[Toby Perkins]

If the Secretary of State had succeeded in uniting everyone—from the CBI to the teaching unions, from Kenneth Baker to Sir Jonathan Ive—in support of his proposals, we would be calling him a genius. What word would he use to describe someone who has achieved the exact opposite?

[Michael Gove]

I am always grateful for the thought that the hon. Gentleman is toying with the question of whether to call me a genius or a saint. I shall merely say that what we have managed to do so far is put the case for reform after the years when, sadly, the Labour party was in power, and confidence in our examination system received a shock from which the coalition Government are at last rescuing it.

[Karl Turner]

The Secretary of State may not see anything wrong with a 19th-century education system that places no value on practical, vocational or creative training, but employers are very concerned, and so is the CBI. Why is the Secretary of State not as worried as they are?

[Michael Gove]

I am grateful to the hon. Gentleman for his question, because it gives me another opportunity to remind the House of the changes that we have made to, for example, the teaching of computer science. We replaced an out-of-date information and communications technology curriculum, which had not changed under the last Government, with a fit-for-purpose computer science curriculum that was endorsed by the industry. The hon. Gentleman’s question also gives me an opportunity to point out that, through both the Wolf review of vocational qualifications and the Richard review of apprenticeships, we have managed to unite all those who take vocational education seriously in acclaiming the reforming steps that we have taken.

[Mr Nick Gibb (Bognor Regis and Littlehampton) (Con)]

The school information regulations that came into force last September require schools to publish on their websites their GCSE results and the GCSE courses that they offer, as well as details of the curriculum for each academic subject in each year of school. Will my right hon. Friend ensure that schools comply with those regulations, so that parents have all the information that they need when deciding on a school for their children?

[Michael Gove]

My hon. Friend makes an excellent point; one of the best ways in which we can ensure that all schools offer the range of subjects that young people need in order to succeed is to ensure that there is transparency about the curriculum and clarity in the minds of parents. The changes he mentions should secure that, and it is important that schools observe them.

[Andrew Bridgen (North West Leicestershire) (Con)]

Does my right hon. Friend agree that if this country’s work force are to be able to compete in the global marketplace, we must always endeavour to equip our students better with the skills that they will need to flourish in an increasingly competitive and globalised world?

[Michael Gove]

My hon. Friend, once again, hits the nail on the head; he is acquiring a reputation in these Question Times for cutting straight to the heart of an issue. He describes why the changes we have made to ensure that all students who fail to secure adequate GCSE passes in English and maths at 16 are now required to take those critical subjects on beyond that age are so important. That is also why we are absolutely delighted that we are recruiting a better cohort of teachers than ever before, to build on the achievements of the past.

[Kevin Brennan (Cardiff West) (Lab)]

A quote:

“The EBacc is very similar to the exam I sat in 1951…the School Certificate. It’s exactly the same, exactly!”

That was changed in 1951

“because it simply wasn’t broad enough for most children…I was part of a privileged elite. And the EBacc is a throwback to that.”

Those were the words of former Conservative Education Secretary, Lord Baker. Discuss.

[Michael Gove]

I am happy to say that what was an academic education limited to a narrow elite in the 1950s is now being extended to more and more children. I am very sorry that the snobbish attitude that prevails on the Labour Benches—[Interruption.] It is interesting to see Labour Members uniting behind a view that academic education should be available only to a minority, and it is a unique historic trap into which they are falling by endorsing the idea that English, maths, science and modern foreign languages should somehow be denied to young people. What a pity that the party that once stood up for ragged-trousered philanthropists is now standing up for closed-minded reaction.

[Damian Hinds (East Hampshire) (Con)]

Despite the concerns that have been expressed about arts and creative subjects, is it not true that there is plenty of room in the curriculum for young people who are interested in studying those subjects, even while taking the full English baccalaureate suite?

[Michael Gove]

Yes, and I find it curious that there are those who say, for example, that English literature is not a subject that encourages creativity. The assault on the subjects in the English baccalaureate betrays the most narrow of mindsets, whereby the only things that are creative are those which fall within a particularly narrow spectrum. I think that scientists are creative; I think that those who study physics are capable of creativity; I think that geographers are creative; I think that historians are creative. To have Labour Members attacking those subjects as somehow not being creative and not being appropriate for the 21st century is as revealing as the dog that did not bark in Sherlock Holmes’s story.

[Mike Gapes (Ilford South) (Lab/Co-op)]

7. What plans he has for early intervention provision; and if he will make a statement.

[The Secretary of State for Education (Michael Gove)]

Local authorities have a key role in securing early intervention provision to meet the needs of their communities. To support this, we are increasing the overall funding for early intervention, from £2.2 billion in 2011-12 to £2.5 billion in 2014-15. That funding will enable local authorities to support early intervention provision, as well as funding the early education for two-year-olds from low-income families, which evidence shows is one of the most important types of early intervention.

[Mike Gapes]

I am interested in those figures, because I do not think they are quite what they seem. If it is so important to have early intervention, why is the Secretary of State actually taking away more than £1 billion from early intervention in England? Why is he taking 41% in real terms—more than £4.4 million—from my local authority, the London borough of Redbridge?

[Michael Gove]

I am a great fan of the hon. Gentleman; he does distinguished work in this House, so it is rare to see him lapse. I would remind him of two things: we inherited a blasted economic heath as a result of the depredations of the previous Government; and the figures for the amount that we are spending on early intervention rise for every year of this Parliament.

[Dan Rogerson (North Cornwall) (LD)]

In view of the success of the pupil premium in targeting money for school-age children and on this important issue of early intervention, has the Department given any consideration to a form of nursery premium that would extend the benefits of that to younger children?

[Michael Gove]

My hon. Friend is absolutely right: the pupil premium has been hugely successful in incentivising innovation and trying to ensure that children from disadvantaged backgrounds do better. It has also ensured that the balance of funding in education has moved towards disadvantaged children and disadvantaged areas. We are constantly looking at ways to ensure that the innovation and progress that the pupil premium has helped bring about are extended to more children at more ages.

[Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)]

The Secretary of State cites a figure of £2.2 billion for 2011-12, but by that point he had cut £600 million from early intervention in the previous year. I asked him about that in October; since then we have had the local government settlement, which includes a further cut of £49 million to early intervention. Is this not yet another example of how, as the former children’s Minister told the Select Committee last week, children and families are a “declining priority” for this Secretary of State?

[Michael Gove]

I am grateful to the hon. Gentleman for his point. I remind him that he and his colleagues would have more credibility in discussing public spending if they were to acknowledge the terrible mistakes made by the previous Labour Government that led to the desperate economic situation in which we find ourselves. The figures are—[Interruption.] Silence in class! Spending on early intervention has gone up from £2.2 billion to £2.36 billion to £2.39 billion to £2.51 billion. Even at a time of tremendous economic pressure, spending is increasing. I should have thought that that would be good news in anyone’s language.

[Richard Harrington (Watford) (Con)]

8. How many students are enrolled in university technical colleges; and how many he expects to be enrolled by September 2013.

--- Later in debate ---

[Mr Henry Bellingham (North West Norfolk) (Con)]

14. What plans he has to encourage the setting up of further academies.

[The Secretary of State for Education (Michael Gove)]

The Department is working to ensure that as many good and outstanding state schools as possible have the opportunity to sponsor other schools. We have created a sponsor capacity fund to ensure that just such a change can take place.

[Mr Bellingham]

I refer my right hon. Friend to the excellent progress being made by King’s Lynn academy. Will he join me in paying tribute to the principal Craig Morrison and his team, who have put in place a new reinvigorated ethos and put real pride into the school? Is it not an excellent example of why the academies programme should be rolled out and will he join me in visiting the school in the not-too-distant future?

[Michael Gove]

It is always a pleasure to visit the county of Norfolk, particularly in my hon. Friend’s company, and I would be delighted to do so. In the past, educational standards in Norfolk simply were not good enough, but as a result of the transformational leadership of academy principals, things are at last improving. I commend, for example, the work undertaken by Rachel de Souza at the Ormiston Victory academy and the work that she is extending across the whole county, particularly targeting children in the most disadvantaged parts who need our reforms most.

[Kerry McCarthy (Bristol East) (Lab)]

By April this year, 40% of Bristol pupils will be taught in academies. One of the consequences of that has been the creation of rather fragmented services in school improvement, educational welfare and so on; 75%, I think, of the academies are buying those services in from the local authority, but not all of them are. What assessment has been made of the quality of both statutory and non-statutory safeguarding provisions in academies as a result of the change?

[Michael Gove]

There was fragmentation in education in Bristol, with far too many children being educated outside the city and far too many of their parents feeling that they had to be educated privately. At last, educational standards in Bristol are being turned around, not least thanks to the inspirational leadership of academy sponsors and academy leaders such as David Carter of the Cabot Learning Federation. There is no evidence that child safeguarding is taken any less seriously in academies. All the evidence is that academies, in pastoral and in educational terms, outperform other schools.

[Mr Rob Wilson (Reading East) (Con)]

Academies and free schools are making a real difference to educational attainment in this country. May I make the Secretary of State aware of an excellent bid for a new free school in east Reading that is truly worthy of Government support?

[Michael Gove]

I am grateful to my hon. Friend for making that case. I find increasingly that Members in all parts of the House are supporting free school bids. Not so long ago, the shadow Education Secretary was saying that free schools were freaky schools; now, increasingly, free schools are the schools that every Member of this House wants in their constituency.

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

15. What progress he has made on ensuring the provision of a high-quality information, advice and guidance service in all secondary schools.

--- Later in debate ---

[Diana Johnson (Kingston upon Hull North) (Lab)]

T1. If he will make a statement on his departmental responsibilities.

[The Secretary of State for Education (Michael Gove)]

More than 5,000 schools across the country are closed today as a result of adverse weather conditions. Thanks to changes that this Government have made, no school that ensures that it is open will be penalised if individual students cannot make it to school on that day. I hope that as a result more and more schools will recognise that while the decision on whether to remain open or closed is a matter for the head teacher, everything can and should be done to ensure that all children get access to a good education.

[Diana Johnson]

After the revelations about Jimmy Savile, Cyril Smith and other appalling cases, is it not time for the Secretary of State to stop dragging his feet over personal, social, health and economic education, causing its teaching over the past two years to decline, and instead to help equip our young people to better resist the efforts of predatory paedophiles?

[Michael Gove]

The hon. Lady is absolutely right that given their scale the recent revelations about the extent of child abuse and child grooming are uniquely worrying. In a speech that I gave to the Institute for Public Policy Research just before Christmas, I outlined a series of steps that my Department has taken, and will take, in order to deal with this.

[Neil Carmichael (Stroud) (Con)]

T2. Given the evolving role of school governors, especially in performing accountability measures, and bearing in mind how Ofsted is focusing on school governors and their role in ensuring that higher standards are found in schools that have thus far not managed to achieve them, does the Secretary of State agree that we need to focus on skills and, in particular, the role of the chair?

[Michael Gove]

I thank my hon. Friend for the work that he has done on how to improve school governance. It matters hugely and one of the successes of the academies programme has been to raise the quality of school governance. I agree that, while it is important that the community feels that its voice is represented on governing bodies, the single most important thing is the skills and capabilities of the governing body.

[Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)]

Last week, the former children’s Minister, the hon. Member for East Worthing and Shoreham (Tim Loughton), said that the children and families agenda is a “declining priority” for this Government. The response from a senior official in the Department was to describe the hon. Gentleman as “lazy” and “incompetent”. The code of conduct for special advisers and civil servants precludes them from making such personal attacks. Will the Education Secretary investigate to determine whether a breach of the code has occurred and, if one has, will he take all necessary disciplinary action?

[Michael Gove]

I am grateful to the hon. Gentleman for making that point. It gives me an opportunity to affirm the importance of child protection and of ensuring that this Government take all the steps needed to make sure that no child is placed at risk and to—[Hon. Members: “Answer the question.”] I think the first part of the question was about child protection and I regard that as the most important part, which is why we have taken steps to ensure that child protection is and remains a top priority. It is, of course, the case that leaks are a part of political life, and I tend to regard them all with equanimity.

[Mr Douglas Carswell (Clacton) (Con)]

T3. Does my right hon. Friend agree that we need to give head teachers and individual schools far greater autonomy over teachers’ pay, to allow them to reward, recruit and retain good teachers?

[Michael Gove]

I am grateful to my hon. Friend for making a very important point. Changes to the way in which we pay and reward teachers will ensure that good teachers are rewarded better and that those schools in disadvantaged areas which, thanks to the pupil premium, are receiving more money will have the chance to get the high-quality teaching that their children deserve.

[Bridget Phillipson (Houghton and Sunderland South) (Lab)]

T4. Hetton school in my constituency was due to be rebuilt under Labour’s Building Schools for the Future programme. The school was then accepted on to this Government’s new scheme, but its head has now been told that, due to financing issues, the rebuilding will be delayed by another year. Will the Secretary of State explain the reasons for that?

[Michael Gove]

I am grateful to the hon. Lady for her question and will investigate the specific case that she mentions. Sadly, the Building Schools for the Future programme had to be terminated, not least because of the inefficiencies within the scheme. The priority schools building programme will ensure that schools are repaired at less cost to the taxpayer and in a more effective way. If there has been any slippage in the particular case that the hon. Lady has brought to my attention, I will look at it and write to her.

[Chris Skidmore (Kingswood) (Con)]

T6. Today, the all-party group on archives and history has formally published its report, “History for all?” One of its principal recommendations is to consider whether there should be a British history qualification at 16 that would teach the broad chronological span of British history. Will the Secretary of State seriously consider this report and meet a cross-party delegation of MPs to discuss its findings?

[Michael Gove]

It is an excellent report and I would love to meet a cross-party delegation of MPs to tease out the implications of some of its brilliant recommendations.

[Tristram Hunt (Stoke-on-Trent Central) (Lab)]

T5. The Secretary of State has spoken eloquently of the need for academic subjects to be taught in poorer communities, so why is Keele university in north Staffordshire seeing its allocation for secondary teacher core training cut by 100% in history, 100% in geography and 100% in English? Will he give me an assurance that the new teaching regime will not distort teacher supply geographically, so that areas such as Stoke-on-Trent are not deprived of well trained, well motivated teachers? Why this snobbery? Don’t Stoke kids deserve the best?

[Michael Gove]

I am grateful to the hon. Gentleman for raising this issue. I read his column in the Stoke Sentinel on precisely this issue, with admiration both for his passion and for the quality of his prose. I assure him that we will absolutely ensure that, across the country, teachers who are well trained will be placed in the schools that need them most. That is why we have reformed pay and conditions—there is still silence from the Labour party on whether or not it supports our changes—and why we have made changes to teacher training through the school direct programme. Let me offer the hon. Gentleman a meeting with the head of the Teaching Agency, Charlie Taylor. After that meeting, if he is not impressed by Charlie and his commitment to helping the poorest children do well, I am afraid that nothing will convince him.

[Richard Harrington (Watford) (Con)]

T7. I am sure that Ministers will be aware that Holocaust memorial day will take place this week and that the work of the Holocaust Education Trust has been commended by this and previous Governments. Are they also aware that the Lord Merlyn-Rees memorial lecture will take place this evening here in Parliament—in the Attlee suite—at which the former Foreign Secretary, the right hon. Member for South Shields (David Miliband), and Mr Danny Finkelstein of The Times will speak? I hope that Ministers will implore their constituents and colleagues to attend.

[Michael Gove]

I look forward to listening to both the right hon. Member for South Shields (David Miliband) and Mr Finkelstein of The Times this evening. Let me place on record my gratitude to the last Government for instituting state support for the Holocaust Education Trust, and particularly to my predecessor as Secretary of State, the right hon. Member for Morley and Outwood (Ed Balls), for the courage and commitment that he showed to the fantastic work of the HET. I extend my congratulations also to its chief executive, Karen Pollock, who is an inspirational public figure and richly deserved her recent recognition in the honours list.

[Lyn Brown (West Ham) (Lab)]

T8. I have just come from an excellent event hosted by Newham council called “Every child a musician”. It is a scheme that was launched in 2010 to give all children from whatever background access to a musical education. It has been rigorously evaluated by the Institute of Education, and Professor Graham Welch has stated that evidence already exists of“a link between progress in EcAM and progress in writing and English.”Can the Secretary of State explain, therefore, why arts subjects will not count towards the English baccalaureate?

[Michael Gove]

I congratulate Newham council on its leadership, and I congratulate all those involved in music education, who have been supported in London by the Mayor through the scheme that he has introduced to ensure that more children have access to instrumental tuition.

Darren Henley’s report on music education was greeted as probably the best report on the subject that had been written, and enacted by any Government, since the dawn of time. I am grateful that there is such widespread recognition of our commitment to school music.

[Bob Blackman (Harrow East) (Con)]

T9. Some 18,000 young people and teachers have had the opportunity to visit Auschwitz thanks to the wonderful work of the Holocaust Education Trust. Does my right hon. Friend agree that we should commend those who are organising events across the country to commemorate the awful evil of the holocaust, and that it is important that all young people learn the lessons from the past so that it is not repeated in the future?

[Michael Gove]

I absolutely agree, and at a time when we are seeing the effects of prejudice and anti-Semitism on the rise—all of us will have been watching news programmes over the weekend horrified at the re-emergence of murderous prejudice in north Africa and the middle east—we will all affirm the vital importance of the work that the Holocaust Education Trust continues to do.

[Julie Hilling (Bolton West) (Lab)]

Youth services are being wiped out up and down the country. Why will the Secretary of State not collect the data from local authorities and ensure that they meet their statutory duty to provide a sufficient youth service?

--- Later in debate ---

[Michael Fabricant (Lichfield) (Con)]

We heard earlier about the success of Northamptonshire in introducing academies. We have not been as successful in Staffordshire, and one reason for that has been peer pressure by headmasters on those headmasters who want to establish academies. What steps can the Department take—if any—to encourage headmasters to have a little bit more courage to go ahead and take that step?

[Michael Gove]

I am grateful to my hon. Friend for that question. I fear we have reached a tipping point in the number of schools that have become academies at secondary level, with more than 52% of pupils now educated in academies. As a result of that, even in local authorities where there are perhaps one or two more small c conservative head teachers, I believe that the overwhelming evidence of the benefits that academies bring will ensure that we see more schools going down that path.

[Hazel Blears (Salford and Eccles) (Lab)]

I know that the Secretary of State shares my determination to improve social mobility. Will he therefore support my constituent, Damien Shannon, who has been prevented from taking an MSc place at St Hugh’s college Oxford simply because he cannot lay his hands on £21,000 immediately? How does that help social mobility?

[Michael Gove]

May I take this opportunity to pay tribute to the right hon. Lady’s commitment to social mobility and the work she has done in encouraging internships in this House? I shall look as quickly as I can into that case and discuss it with the Department for Business, Innovation and Skills.

[Alun Cairns (Vale of Glamorgan) (Con)]

I look forward to the Minister’s proposals for improving outcomes for children with special educational needs. However, for those parents who are still forced to use the tribunal process, the delay before they get to that tribunal is considerable and can lead to additional pressure and for too long leave children without the education they need. Will he agree to discuss the matter with the Department, and seek to improve those outcomes?

[Jenny Chapman (Darlington) (Lab)]

At Christmas, officials from the Department for Education held a party at which they were encouraged to wear silly hats and not remove them until they had identified what cuts they wanted to make. Another official blogged that he would like a barge on which to sail between the different offices outside London. The one he could not reach was Darlington, which is under threat of moving to Newcastle. Does the Secretary of State see how insulting that is to 450 of my constituents who might be losing their jobs?

[Michael Gove]

The hon. Lady has made a good case for the continuation of Department for Education provision at Mowden hall in Darlington. It is important for us all to recognise that the work of civil servants engaged in the DfE review has been typical of the committed work they do across the Department to ensure that we have better services for less money. I am looking forward to working with her to ensure that we examine the case for either Darlington or another location in the north-east providing an even better service for all children in the future.

[Mr Speaker]

Last but not least, George Eustice.

--- Later in debate ---

[Michael Gove]

We are currently undertaking three pilots to see how parenting classes can enhance the capacity of parents from a variety of backgrounds to provide children with the support they need. I am particularly open to innovation in that field, and those three pilots should help us to decide the best way to move on.

Examination Reform

Michael Gove Excerpts

Wednesday 16th January 2013 Commons Chamber

[Stephen Twigg]

The hon. Gentleman is absolutely right and that is part of the reason we have said that English and maths should continue beyond 16, right up to 18. As an advanced industrialised country we are unusual in not requiring learners to continue with both mathematics and the home language, and we have put forward that positive reform precisely to meet the concern raised. I see nothing in the Government’s proposals for EBCs that will address that bad situation, and a real risk that it will make it even worse.

When the Secretary of State set out his proposals last September he had no plans to include vocational education. A few weeks later, the Labour party set out its proposals, including for a technical baccalaureate. How did the Secretary of State respond? The Conservatives put out a press release stating that the certificates would “make young people unemployable.” That is what they said in September. Two months later the Under-Secretary of State for Skills, the hon. Member for West Suffolk (Matthew Hancock), who is not in the Chamber today, supported Labour’s Tech Bac. We have seen from the Secretary of State that vocational education is, at very best, an afterthought, and in reality his policy on vocational education is a total shambles. I believe that education is crucial.

[The Secretary of State for Education (Michael Gove)]

The hon. Gentleman’s predecessor as shadow Secretary of State, the right hon. Member for Leigh (Andy Burnham), welcomed in full the Wolf report on vocational education, which preceded consultation on academic subjects. Does he welcome it in full, or has he changed Labour’s position?

[Stephen Twigg]

I certainly welcome the Wolf recommendations in full—absolutely in full. They provide an important guide for the work we are doing to develop vocational education. However, the Secretary of State may want to return to the Dispatch Box to explain why the Conservatives dismiss the technical baccalaureate—will he take this opportunity to support it?

[Michael Gove]

I am delighted to take this position again. I do not want to turn this into a conversation, but it is striking that before I asked my question the hon. Gentleman said our plans for vocational education were a shambles and he now says that the report, which we have implemented in full, was absolutely right. I am therefore in two minds about what the shadow Secretary of State’s position is on vocational education. On the one hand he endorses the Wolf report, which we have implemented, and on the other hand he says that our proposals for vocational education are a shambles.

[Stephen Twigg]

The reality, as a number of colleagues on my side were shouting, is that the Secretary of State has not implemented fully the Wolf report. We will support him in doing so. We will work with the Government to develop a technical baccalaureate if they are serious about it. However, if the Government were really focused on these issues, they would not have done what they did to the engineering diploma.

[Michael Gove]

rose—

[Stephen Twigg]

The Secretary of State is keen to intervene and I will take his intervention. Why did it take the intervention of the Chancellor of the Exchequer to reassemble the engineering diploma?

[Michael Gove]

Which parts of the Wolf report implementation have we not fulfilled that the shadow Secretary of State would like us to fulfil?

[Stephen Twigg]

The full implementation of English and maths right through to 18 is in the Wolf report and the Government have not said that that is one of their plans. We believe, for the reason given by the hon. Member for Henley (John Howell) on the Government Benches, that English and maths to 18 is vital to our future. The technical baccalaureate is a proposal that we have made and the Secretary of State’s junior Minister has backed it. We want to see movement forward. It is not just about the Wolf report; it is about moving forward to a system where we have vocational qualifications that are fit for purpose and where English and maths sit alongside those good, vocational qualifications.

[Michael Gove]

The hon. Gentleman says that there is one thing in the Wolf report that we have not implemented—English and maths to 18. I would contest that. Is that the only thing that he can think of? Have we implemented everything else? I should point out that there is no reference to the technical baccalaureate in the report.

[Stephen Twigg]

I am sorry that the Secretary of State seems to regard young people continuing with English and maths to 18 as a trivial proposal in the Wolf report—it is a central, important proposal. If he moves to implement it now he will have our full support, because it is vital to the future of this country. If vocational education really was at the heart of the Government’s proposals, why was he silent about it when he made his announcement in September? Why was the focus of the announcement in September on the EBacc subjects and anything else an afterthought: EBacc certificates for English, maths and science, EBacc certificates later for the other EBacc subjects, and then some vague possibility that Ofqual would devise other certificates for other subjects? If vocational education in creative and other academic subjects were really being given the seriousness that the Secretary of State claims, we should have a set of reforms that apply across the entire curriculum, not the narrowing of the curriculum that the Government have proposed through their English baccalaureate certificates.

[Michael Gove]

I would just like to repeat my question. Are there any other recommendations in the Wolf report that we have not implemented?

[Stephen Twigg]

The Secretary of State should stop digging. I welcome the Wolf report. It was published, as he pointed out, when my predecessor was in this position. I have been in this position for 15 months. The Wolf report is important, but the world is moving on. It took us to propose a technical baccalaureate. I am delighted that, albeit belatedly and half-heartedly, the Government seem to be supporting that, but my central point is that he set out proposals last September that were silent on the technical and practical subjects that are so vital to vocational education. I look forward to the day when I answer the right hon. Gentleman’s questions from the Government side of the House, but he seems very keen to question me today. I will of course take his final intervention.

[Michael Gove]

I am sure we are all grateful that this will be the final one. First of all, the hon. Gentleman says that we have moved on from the Wolf report, so having welcomed it he now believes it is obsolete—that is interesting. [Interruption.] Well, if it is not obsolete, can he tell us which aspects of the Wolf report—not the one that he has mentioned; we will return to that—we have not implemented? Are there any others at all? I am all ears.

[Stephen Twigg]

I reaffirm that we welcome the Wolf report in full. We are in favour of English and maths to 18. As the right hon. Gentleman acknowledged, the Government did not come forward with proposals for that. When and if they do so, we will give them our support. The Wolf report is very important. It is not obsolete; it is an important piece of work that needs to be fully implemented. We will support full implementation, but we need then to move to build on that. The technical baccalaureate is a proposal to achieve that. English baccalaureate certificates that will not be in crucial creative, technical and practical subjects risk undermining the progress that the Wolf report has given us. If he says that we are going to have a new—I think he has used the term “golden standard”—qualification called the English baccalaureate certificate that will apply only to certain subjects and will be given a high status in the accountability framework, that is bound to lead to an acceleration of the trend that I have already described, where fewer schools are doing design technology, fewer schools are doing art and fewer schools are doing drama. That is surely something that all sides of the House can be very concerned about.

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[Bill Esterson]

Yes, and of course Lord Baker was one of the architects of the GCSE system. He recognised the need for change, so he is in a strong position on this matter. He has credibility and a track record, and the Government should certainly listen closely to what he has to say.

Standards in English and maths are crucial. We can all agree on that and we all do, but the question is how those standards are measured. I do not believe that we measure them effectively, either for young people or for the economy, purely through the use of a linear exam system.

In my business career I worked with many young people in telephone call centres, among other places. Call centre managers often bemoaned the lack of basic literacy of the younger recruits. Often those with GCSEs in English of grade C or better were unable to write properly and struggled when talking to customers on the phone. There is clearly a problem, but the solution we found was to help young trainees with practical skills. They included literacy skills, because they had not picked them up at school. The key was to make training practical—to make it relevant to their jobs and to their lives outside of work. Because the training took place at work, it was in context and they understood for that reason. The students were motivated to learn and to do well at work. How do we replicate that within the education system before students go to work? I do not see how it can be done in the artificial environment of a linear exam process.

To make learning practical and real is a simple concept, and we should be able to do it in school. In short, we should be able to design a system where young people learn what they need for life, in a way that motivates them and helps businesses to flourish. However, to make sure young people are ready for life, they need to learn skills that they can use and which are of use to employers.

[Michael Gove]

I am listening with great interest to the hon. Gentleman. He has made a number of interesting and worthwhile points, and has outlined some of the weaknesses that he sees with existing and proposed qualifications. Are there are any qualifications that he thinks hit the nail on the head and do the job that he has described?

[Bill Esterson]

I am certainly familiar with some work qualifications. If the Secretary of State is looking for ideas, I hope he will look at them as examples and consider how they could be introduced, with good work experience, into the education system.

To ensure that young people are ready for life, they need to learn skills they can use and which are of use to employers. Someone who has a qualification that shows they can already do a job is of much greater interest. Perhaps the answer I gave to the Secretary of State demonstrates a way of doing just that.

--- Later in debate ---

[Kevin Brennan (Cardiff West) (Lab)]

We have had a high-quality debate this afternoon with contributions from my hon. Friend the Member for North West Durham (Pat Glass), the hon. Member for Beverley and Holderness (Mr Stuart), my hon. Friend the Member for Gateshead (Ian Mearns), the hon. Member for Bognor Regis and Littlehampton (Mr Gibb), my hon. Friend the Member for Slough (Fiona Mactaggart), the hon. Member for Brigg and Goole (Andrew Percy), my hon. Friend the Member for Croydon North (Steve Reed), the hon. Member for North Cornwall (Dan Rogerson), my hon. Friend the Member for Scunthorpe (Nic Dakin) and the hon. Member for Kingswood (Chris Skidmore). We found out from him that at 6 am in the morning, he is checking Lord Knight’s Twitter feed—not something the rest of us would necessarily do at that time. We also heard contributions from my hon. Friend the Member for Sefton Central (Bill Esterson) and the hon. Members for East Hampshire (Damian Hinds) and for Stroud (Neil Carmichael). The hon. Member for Kingswood was obviously only half awake because he seemed to think that Lord Knight’s Twitter feed said that he supported the proposals, which is certainly not the case.

It is more and more clear that the Government’s proposed EBacc certificate is the wrong reform on the wrong timetable. What is more, the Secretary of State has got it the wrong way round. In one sense, I am certain that he agrees that it is the wrong reform, because we know that it is not the reform that he wanted. He announced the reform that he wanted using the now traditional method for making important Department for Education announcements—via a leak to the The Mail on Sunday. He was celebrating his great news triumph when word got through to the Deputy Prime Minister in his hotel room in Rio, presumably wearing his onesie—[Interruption.] That is true; it might be too hot in Rio for a onesie.

The Deputy Prime Minister was so furious with the Education Secretary that he not only made him withdraw his plans and modify them into the incoherent mess that we have been hearing about today, but made him sack his trusted lieutenant, the former schools Minister, and replace him with the current part-time schools Minister, who I think is off in the Cabinet Office doing his other job—a Lib Dem incubus in the Secretary of State’s lair. [Interruption.] He has now come to the Chamber. A bit like horsemeat in a burger, it can be swallowed but it is not very palatable. Even the Secretary of State thinks that it is the wrong reform, because he has had to drop the overtly two-tier approach that he favoured for the covert one that we have heard about today. Everyone else knows that it is the wrong reform, because it does not address, as we have heard overwhelmingly from Members on both sides of the House, the real issues and challenges for education at 16.

First, the reform is anti-creativity. Many people are asking: what do the Secretary of State and the Government have against creativity? As we saw in a debate on the EBacc certificate in another place on Monday, he calls his new qualification a gold standard, but how can a qualification on which the Secretary of State places such a valedictory appellation have no place for the arts? As the former Education Secretary Baroness Morris of Yardley in another place said:

“How can an assessment that marks the end of the national curriculum not recognise achievement in music, dance, drama, art, design and craft?”—[Official Report, House of Lords, 14 January 2013; Vol. 742, c. 547.]

The EBacc is also the wrong reform because it does not seriously examine the purpose and relevance of high-stakes public examinations at 16 when the participation age has been raised to 18. That topic is causing a veritable buzz in the world of education. The Secretary of State needs to listen not just to his closest advisers and cronies and his own soliloquies. We need a proper debate and consensus around reform, which addresses the key issues that the Chair of the Education Committee has often cited, as he did again today—in particular the long tail of underachievement. Perhaps we should rename the EBacc certificate the GOVE—general opposition to vocational education—because the Secretary of State has nothing to say on how we can have a gold standard in vocational education. That is why we have had to take the initiative in developing the Tech Bacc, in which he seems so uninterested.

Another reason the EBacc certificate is the wrong reform is its rigid and mystifying insistence that it should be assessed by final essay-based examination only. The Secretary of State was rightly asked earlier whether it is his role to decide that anyway, and perhaps we will get an answer in his speech, but essay-based exams measure only a narrow range of skills and knowledge. I have been trying to understand what makes the Secretary of State so against controlled assessment and practical exams and why he thinks the only valid way of testing anything is a three-hour written examination at the end of a course. What traumatic event in his past could have led him to have this seemingly inexplicable aversion to the appropriate use of controlled assessment and his insistence that only written exams should count? Then I remembered—

[Michael Gove]

The driving test.

[Kevin Brennan]

He is ahead of me—he is very quick. The driving test is administered on a basis of a written test combined with a practical controlled assessment, and the Secretary of State failed his driving test on six occasions. And this is the man who does not believe in re-sits!

Had the driving test consisted of a course in the theory of driving followed by a three-hour written test, the Secretary of State would no doubt have passed first time, with flying colours. He might have achieved a merit, perhaps even a distinction, maybe an A* for demonstrating his in-depth understanding of the intricacies of the highway code. But would that have made him a better driver, and would the public have been safe with him behind the wheel? Possibly not.

This is the wrong reform, and it is also being carried out according to the wrong timetable. It is not just the foot-draggers, the naysayers and the vested interests who are saying that. It is being said by Glenys Stacey, the head of Ofqual and the Secretary of State’s guardian of exam standards, who has written to him expressing her concerns—incidentally, we know about her letter only as a result of dogged forensic questioning of the Secretary of State by the Education Committee—and it is not being said just by Ofqual either. In response to a recent survey, more than 80% of teachers said that the changes were being rushed, adding to the huge majority of heads who said that the changes would not be an improvement, and reinforcing the call from the CBI—about which we have already heard today—for a pause in the Government’s timetable.

I am old enough to have taken O-levels—I also have a CSE in woodwork, a grade 1—and A-levels, and I taught for O-level, GCSE and A-level. One thing that I do know is that it is impossible to introduce successful examination reform without being clear about the curriculum, without consensus, and without proper piloting of new qualifications. GCSE reform was kicked off by Shirley Williams, and brought in by Keith Joseph after many years of development. It is necessary to aim for that breadth of consensus at the start if lasting reform is to achieved. However, the English baccalaureate certificate proposal is not a product of consensus based on evidence; it is being rushed through to meet a political, not an educational, timetable. That is the wrong recipe for reform, and the right recipe for chaos.

The Secretary of State’s reform is being introduced for the wrong reasons, the wrong way round. The Secretary of State says it is about rigour, but rigour is achieved through engaging, imaginative, high-quality and creative teaching, not through dispiriting learning by rote that is based only on facts. That is not a recipe for rigour; it is a recipe for rigor mortis in the classroom—the stiff dead hand of Gradgrindian misery about which we heard earlier.

In a recent television interview, Lord Baker reminded us of the welcome contrast between the current CBI report on education and that of one of its predecessor bodies, which states that all that was, or should be, required of the curriculum was that it should teach “literacy, numeracy and obedience”. Sometimes, listening to what is said by members of the Government, I wonder whether that is what they believe now. As Lord Baker also said, if that is all we think is required today, God help us, because that is the attitude that has created

“the long tail of underachievement”,

demotivated generations of young people, and wasted the talents of so many.

It is, however, the background noise that hisses around the Secretary of State’s approach to this reform. The proposal is the wrong way around. It puts the cart before the horse, the exams before the course, and the outcomes before the aims.

Here are some possible aims of a curriculum for the Secretary of State. It should produce

“a confident person who has a strong sense of right and wrong, is adaptable and resilient, knows himself, is discerning in judgment, thinks independently and critically, and communicates effectively; a self-directed learner who takes responsibility for his own learning, who questions, reflects and perseveres in the pursuit of learning; an active contributor who is able to work effectively in teams, exercises initiative, takes calculated risks, is innovative and strives for excellence; and, a concerned citizen who is rooted”

in his country,

“has a strong civic consciousness, is informed, and takes an active role in bettering the lives of others”.

The Secretary of State may think that that is wishy-washy. It is, in fact, a list of the aims of the curriculum in Singapore, and perhaps he ought to take a look at it before he starts to design a new exam system. How can this style of examination achieve those aims? It cannot, which is why Singapore has been reforming its education in our direction.

This is a case of wrong reform, wrong timetable, wrong way round: wrong, wrong, wrong. The new three Rs are all spelt with a W, standing not for “reading, writing and arithmetic” but for “wrong, wrong, and”—as the Secretary of State might say—“thrice wrong”.

[The Secretary of State for Education (Michael Gove)]

First, may I congratulate the shadow Secretary of State, the hon. Member for Liverpool, West Derby (Stephen Twigg), on securing this debate? It has been advantageous to the House and of benefit to me to be able to hear a range of views about how we might reform our examination system, and I am grateful to all Members who spoke in what felt at times almost more like a seminar than a parliamentary debate. As well as speaking with passion from the heart, many Members had specific experience. The hon. Member for Croydon North (Steve Reed) was a distinguished leader of a successful Labour council, and the hon. Members for Gateshead (Ian Mearns) and for North West Durham (Pat Glass) have both had council responsibility for children’s services, and under their stewardship standards for their children were high. [Interruption.] Forgive me: the hon. Member for North West Durham has a range of past experience that qualifies her to speak on these subjects, but, sadly, she was never a councillor.

All the contributions have given me an opportunity to reflect on what we should assess and on how we should assess achievement at the age of 16. One of the important consequences of the process of consultation we have initiated is that a vigorous debate has been taking place, not only in schools and among teachers, but also, as the hon. Member for Slough (Fiona Mactaggart) pointed out, among people in the creative and cultural worlds. As the shadow Secretary of State pointed out, business organisations and associations have also engaged in that debate.

There was, perhaps, consensus among Members that the current situation is unsatisfactory. The shadow Secretary of State quoted the CBI liberally in his speech. The CBI is no friend of the situation that prevailed under Labour for 13 years, however. This is what the CBI report on education says about the situation we inherited from Labour:

“This approach represents a triumph for relativism, with pupils either taught to the test while developing no real mastery of the subject being studied or left to fester in study of subjects where they will do least harm to the school’s overall results and league table position. In truth, however, this cult of relativism has blighted every stage of their educational journey.”

Those are strong words and, as my hon. Friend the Member for Kingswood (Chris Skidmore) pointed out, they reflect a broad consensus in the business sector that we need to change our examination system.

Understandably, the CBI and others have questioned the purpose of assessment at 16. As my hon. Friend the Member for Bognor Regis and Littlehampton (Mr Gibb) pointed out in a brilliant speech, it is important that we have rigorous, summative assessment at that stage. The Labour party has questioned the appropriateness of that. If Labour believes we should get rid of proper, rigorous assessment at the age of 16, it should say so. If, as the shadow Secretary of State hinted in an interview in The Guardian, Labour believes we should go back to the 14 to 19 Tomlinson diploma approach, it should say so. Disappointingly, although the critiques mounted from the Opposition Benches had much to recommend them in terms of forensic detail and passion, precious few positive alternatives were offered.

We were accused of having neglected the vital importance of a rounded education in two specific areas: cultural subjects and vocational subjects. I want to say a little about each. There was an exchange—I was tempted to call it a dramatic monologue, or soliloquy, punctuated by noises off—between the shadow Secretary of State and myself on the Wolf report, but putting that to one side, I am pleased that there seems to be consensus about the Wolf report and its recommendations. The shadow Secretary of State says it is important that English and mathematics are taught to the age of 18. We should bear in mind that Professor Wolf says people who have not secured a good GCSE pass or equivalent in English or maths at the age of 16 should carry the subject on, and that is Government policy. We would only contend, however, that people who secure a good pass in English and maths at 16 but who wish to specialise in other, perhaps creative or vocational, areas should not be forced to carry those subjects on. We should develop courses for such people who want to move beyond GCSEs. Someone may not want to pursue A-level mathematics, but may believe that a mathematical course would be appropriate, and we have worked with Cambridge university and Professor Tim Gowers on that area.

The care we have taken to implement every detail of Professor Wolf’s report reinforces the fact that before we said how we were going to reform academic qualifications, we said how we were going to reform vocational qualifications. We have heard a lot about carts and horses, and about priorities, in this debate. We put vocational qualifications ahead of academic qualifications in our desire to reform. I am not just talking about the Wolf report; the Richard report on apprenticeships, which my right hon. Friend the Secretary of State for Business, Innovation and Skills rightly welcomed recently, as I have done, sets a path for the reform of the most trusted brand in vocational education—the apprenticeship. The Richard report was welcomed yesterday by Lord Adonis and it points out the steps we have been taking to change apprenticeships so that they are no longer a theoretical driving test, such as that described by the hon. Member for Cardiff West (Kevin Brennan). They are no longer the inadequate, poor qualification that, sadly, used to exist in some cases. An apprenticeship will now be conferred on somebody only where they not only secure English and maths to an acceptable standard, but have an occupationally specific qualification which guarantees or confers mastery in a specific area and can be graded on more than simply a pass-or-fail basis. The fact that this reform was so carefully designed and has been so widely supported underlines our support for improving vocational education.

[Stephen Twigg]

May I bring the Secretary of State to the subject of today’s debate? In my opening speech, I asked him about the issue about which Ofqual has raised real concern: the preparedness of the system to be implemented in the way that he says. Is there any possibility that he will change the time scale in response to the real concern that hon. Members on both sides of the House have reflected today?

[Michael Gove]

I was grateful that a number of concerns were raised about different parts of implementation, and they have been raised during the consultation. It is important that I look seriously, as I am doing, at all the points raised in the consultation. Following on from the very good speech made by the Chairman of the Select Committee, it is important that we respond having reflected on all the points that were made and that our response is not simply yes to this and no to that in a piecemeal and cherry-picking way. We should present a sustained and coherent response to what has been an informed and helpful consultation.

I wish briefly to discuss creative subjects, because, in a brilliant speech, the hon. Member for Slough (Fiona Mactaggart) both paid me a compliment and set me a challenge. One thing I would say is that there is ample time in a well-constructed curriculum for creative subjects, as was pointed out by my hon. Friend the Member for East Hampshire (Damian Hinds) and a number of other hon. Members. The idea that this Government have not been taking creative and cultural education seriously is belied by the facts. First, we ensured that we had a national plan for music education, following on from Darren Henley’s report, that has seen not just sustained investment in new music hubs that provide high-quality music education and increased access to instrumental tuition, but our expanding of the In Harmony orchestra initiative, which was borrowed from the El Sistema idea in Chavez’s Venezuela. We have also commissioned a report on cultural education from Darren Henley, which has led us to implement a variety of changes, including having a cultural passport for every child to record their cultural and creative engagement during their time at school. We have provided extended access to Saturday schools for those able and capable in art and design. In addition, a Conservative Government—not a Labour Government—have for the first time introduced a national youth dance company for talented and gifted individuals who want to and should make a success in dance. So the future Akram Khans and Michael Clarks will have that opportunity as a result of our changes.

[Several hon. Members]

rose—

[Michael Gove]

We have only two minutes left and there are still a number of points to cover—

[Stephen Twigg]

I gave way five times.

[Michael Gove]

In a speech that was significantly longer. In the time available, I wish to deal with one or two of the other points that were raised, particularly the one discussed by the Chairman of the Select Committee. He asked whether qualification reform is the key driver of change and improvement in education. The answer, which I wanted to underline, was given by my hon. Friend the Member for Bognor Regis and Littlehampton: it is a key driver. The hon. Member for Cardiff West pointed out that nothing matters more than the quality of teaching, and that is right. But the qualification reforms that we have put forward will ensure that there is more time for teaching. If we remove controlled assessment, which teachers tell us takes between six and eight weeks of what could be teaching time, we allow more high quality teaching to be made available to the students who need it. So there is a link between the style of assessment and the capacity to improve a child’s education.

Let me take this opportunity to point out that we do not need to change, nor is it the case simply that we can make requests of Ofqual. Ofqual can consider them and has in the past made wise judgments. I should say that the shadow Secretary of State has consistently questioned the judgment of Ofqual. We have been clear that it is an independent regulator and we back it.

In the course of the debate, a number of misconceptions were repeated. It is the case that we believe that a move away from modular towards linear assessment reduces the chance of gaming and frees time for teaching, but it is important to say that we do not think that every subject should have three-hour exams. Nowhere in our consultation have we said that three, six, nine or 12-hour exams are appropriate. We believe that rigorous examination in academic subjects requires the deployment of end-of-course linear assessment, but there are a variety of subjects, many of them creative, which, as the Arts Council recognised, should be assessed in other ways.

I note that it is 4 o’clock. I hope this conversation can continue. I thank you, Mr Deputy Speaker, and the House for your indulgence and, in particular, I thank the Members who contributed to the debate for the brilliant speeches that I so much enjoyed the opportunity to listen to this afternoon.

Question put.

School Teachers' Review Body

Michael Gove Excerpts

Wednesday 5th December 2012 Written Statements

[The Secretary of State for Education (Michael Gove)]

The “21st Report of the School Teachers’ Review Body” (STRB) is being published today. Its recommendations cover the issues that were referred to it in February 2012. These were about reforming teachers’ pay in order to raise the status of the profession and contribute to improving the standard of teaching in our schools.

I am grateful for the careful consideration which the STRB has given to these important matters and fully support the guiding principles that it has used as the basis for its recommendations. Copies of the STRB’s 21st report are available in the Vote Office, the Printed Paper Office and the Libraries of both Houses, and online at: http://www.education.gov.uk and http://www.ome.uk.com/.

The STRB has made recommendations on a pay framework that seeks to raise the status of the profession, support professional development, and reward individuals in line with their contribution to improving pupil outcomes, enabling the most successful teachers to progress faster than at present on the basis of annual appraisal. It proposes greater autonomy for schools to set teachers’ pay within that broad national framework, alongside increased accountability for high professional standards and contribution to pupil progress.

I am grateful to the STRB for these recommendations and, subject to the views of consultees, I intend to accept all the key recommendations. I also intend to accept the more detailed recommendations and the consequential recommendations, but wish to give notice that there are some areas to which I will wish to return in a future remit for further consideration by the STRB. This will include the application of a 1% pay uplift for the two years following the end of the pay freeze, as set out by the Chancellor in the 2011 autumn statement. The statutory minima and maxima for classroom teachers’ pay will be uprated by 1% in each year 2013-14 and 2014-15. Schools are free to determine the extent of pay uplifts to teachers within the statutory minima and maxima, and will be able to provide an uplift of 1%, in line with any overall uplift in pay in the public sector, if they so choose.

As regards the recommendations on implementation, I broadly accept these in principle, but will want to consider them further before reaching firm conclusions on whether they represent the most effective and practical way of implementing the key recommendations.

My detailed response contains further information on the matters.

Annex to written ministerial statement

School Teachers’ Review Body’s (STRB’s) recommendations and response from the Secretary of State for Education.

[The following sets out the full set of recommendations from the STRB as published in the 21st report (CM 8487) on 5 December 2012, together with the response from the Secretary of State for Education. The STRB’s recommendations below.]

[The Secretary of State for Education (Michael Gove)]

The 21st report of the STRB is being published today. It covers matters referred to the STRB in February 2012. Copies are available in the Vote Office, the Printed Paper Office and in the Libraries of both Houses and online at: http://www.education.gov.uk and http://www.ome.uk.com/.

In making its recommendations, the STRB was asked to review the current provisions for teachers’ pay and consider;

how the pay framework for teachers should best be made more market facing in local areas;

how the pay scales, including the main and upper pay scales, should be reformed to more effectively link pay and performance, including arrangements for progression;

what other reforms should be made to teachers’ pay and conditions in order to raise the status of the profession and best support the recruitment and retention of high-quality teachers in all schools.

I am grateful for the careful consideration which the STRB has given to these important matters. I am inviting comments on the STRB’s report and my response to its recommendations by 4 January 2013.

The STRB has recommended:

Replacement of increments based on length of service by differentiated progression through the main pay scale to reward excellence and performance improvement.

Extension to all teachers of pay progression linked to annual appraisal (which is already established for more senior teachers). Appraisal should be against a single set of teaching standards, and individual objectives, with a strong emphasis on professional development.

Abolition of mandatory pay points within the pay scales for classroom teachers, to enable individual pay decisions, but with retention at present of points for reference only in the main pay scale, to guide career expectations for entrants to the profession.

Retention of a broad national framework, including the higher pay bands for London and fringe areas and an upper pay scale as a career path for experienced teachers who make a wider contribution to the school.

Replacement of the unnecessarily detailed threshold test for progression from the main to the upper pay scale, with simple criteria based on one set of teacher standards. This will create a consistent progression path from graduate entry to the top of the upper pay scale and allow schools to promote the best teachers more rapidly.

Local flexibility for schools to create posts paying salaries above the upper pay scale, enabling some of the very best teachers to remain in the classroom and lead the improvement of teaching skills.

More discretion for schools in the use of allowances for recruitment and retention and freedom to pay fixed-term responsibility allowances of up to £2,500 a year for time-limited projects.

Reinforcement of the responsibility of head teachers to manage staff and resources and of governing bodies to hold school leaders to account for managing and rewarding the performance of teachers in the interests of pupils.

On the basis of the above, a much simplified “School Teachers’ Pay and Conditions” document, including a brief guide to the national framework and the flexibilities open to schools.

I am grateful to the STRB for its consideration of the issues and, subject to consultees’ views, I intend to accept all these key recommendations in full. I regard these recommendations as providing the framework to move towards a more flexible and simpler system, where the emphasis is on pay progression related to performance and greater autonomy for schools in deciding how to reward their teachers. I particularly support the aim of enabling the best teachers to be promoted more quickly than is currently the case and rewarded accordingly. I note the STRB’s comments about these recommendations representing a first stage of reform and that they would welcome an opportunity to consider other issues, including leadership pay and teachers’ conditions, in a subsequent remit. I intend to issue a further remit to the STRB next year to ask for their advice about how to implement the 1% pay uplift for the two years following the end of the pay freeze. The statutory minima and maxima for classroom teachers’ pay will be uprated by 1% in each year 2013-14 and 2014-15. Schools are free to determine the extent of pay uplifts to teachers within the statutory minima and maxima, and will be able to provide an uplift of 1%, in line with any overall uplift in pay in the public sector, if they so choose.

The STRB has also further recommended:

The retention, for now, of the four geographical pay bands as the starting point for recognising broad labour market differences which bear widely on recruitment and retention.

Differentiated performance-based progression on the main pay scale to enable teachers to progress at different speeds, with higher rewards and more rapid progression for the most able teachers.

More flexible performance-based progression to and within the upper pay scale, assessed against substantially simplified criteria, enabling abolition of the bureaucratic post threshold standards.

Local discretion to pay a higher salary to the most successful teachers (akin to AST) if such a post is required and meets simple yet demanding criteria on leading improvement of teaching skills.

No change to the core TLR provisions already in the STPCD.

Fixed-term TLRs for time-limited projects, with non-safeguarded payments in a range between £500 and £2,500 per annum.

Removal of the three-year time limit for recruitment and retention, subject to a formal review by the school of all awards on a regular basis.

The Department communicate clearly to schools the scope for them to make greater use of existing discretionary recruitment and retention payments available under paragraph 50 of the STPCD to respond to local market needs, including case-study examples of good practice.

The Department prepare a much simpler document for publication in autumn 2013.

In addition, the STRB has made a number of consequential recommendations:

No obligation for schools when recruiting to match a teacher’s existing salary on either the main or the upper pay scales.

The requirement for two consecutive successful appraisals for progression purposes on the upper pay scale be discontinued.

The existing post-threshold, AST and ET standards be abolished.

The AST pay spine and ET pay range be discontinued.

Again, subject to consultees’ views, I intend to accept all these detailed and consequential recommendations. I believe that these represent a significant step in the process of reform and provide the scope for further flexibility at a later stage. For instance, I welcome the recommendations in respect of teaching and learning responsibility payments and recruitment and retention allowances, but would want to ask the STRB to revisit the whole area of allowances in a future remit.

Finally, the STRB has made a number of recommendations about implementation. It has recommended:

The existing points on the main pay scale should become purely reference points.

The Department consider how to give effect to the detailed recommendations on implementation, including:

A clear expectation of progression to the maximum of the main pay scale, subject to good performance;

An option for no progression without the automatic implication of capability proceedings;

Progression to reference point M2 for NQTs on successful completion of the induction period;

All pay progression to be dependent on a written recommendation based on timely completion of an annual performance appraisal in line with the pay policy of a school.

The Department develop guidance or a tool-kit to help schools develop systematic and transparent local approaches to pay progression.

A basic eligibility requirement for teachers applying for the upper pay scale, who must be highly competent classroom teachers who have already progressed substantially towards the maximum of the main scale.

Criteria for access to the upper pay scale requiring candidates to have demonstrated:

Substantial and sustained achievement of objectives, appropriate skills and competence in all elements of the teachers’ standards; and

Potential and commitment to undertake professional duties which make a wider contribution (which involves working with adults) beyond their own classroom.

On the upper pay scale, the amount and timing of any progression recommendations should be at the school’s discretion, reflecting individuals’ differential contributions to the school.

School discretion to create a post for a teacher whose primary purpose is the modelling and leading improvement of teaching skills. Such posts should have a salary range fixed within the range between £37,461 and £56,950 (nationally), taking account of the challenge of the post and of internal pay relativities, with progression increases entirely dependent upon performance.

Discretion for schools to set salaries within the unqualified teachers’ scale without reference points and with performance based progression.

I broadly accept these recommendations in principle. I am however clear that the Department will need to consider further how best to implement the STRB’s key recommendations and that it would be helpful to discuss the details with other parties before reaching firm conclusions that the STRB’s proposals represent the most effective approach. For instance, we may wish to give further consideration to the appropriate criteria for eligibility to the upper pay scale. A requirement to have made substantial progress towards the maximum of the main scale could perhaps seem an unnecessary barrier if we are seeking to enable the best teachers to progress more rapidly. We will also need to ensure that we consider equalities issues as part of the process of implementing the recommendations and I will want to seek consultees’ views on these issues as well.