Oral Answers to Questions

Michael Gove Excerpts

Monday 3rd December 2012 Commons Chamber

[Paul Goggins (Wythenshawe and Sale East) (Lab)]

6. What assessment he has made of the current standard of religious education teaching.

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

Ofsted’s subject report in 2010 found that religious education teaching was not good enough, but teacher quality is improving. In 2012-13, 78% of religious education teacher trainees held a 2:1 or higher degree classification, compared with just 70% in 2011-12.

[Paul Goggins]

I am grateful to the Secretary of State for that answer. If he believes that the best way to achieve academic rigour is through the English baccalaureate, is he willing to reconsider the inclusion of religious education as a core subject, at least for faith schools, in order that they can uphold their ethos and parental choice, as well as their high educational standards?

[Michael Gove]

I have enormous respect for the right hon. Gentleman. He is a stout advocate for faith schools and I want to underline the important role that they play in state education. We have no plans to change the English baccalaureate, not least because religious education remains a compulsory subject in the national curriculum. Well taught, it can take its place alongside the subjects in the English baccalaureate in a broad and balanced education.

[Michael Fabricant (Lichfield) (Con)]

My right hon. Friend will know that I value faith schools and the teaching of religious education. However, what steps is he taking to ensure that religious hatred is not taught by some faith schools and religious teachers?

[Michael Gove]

My hon. Friend has a distinguished record in fighting extremism of all kinds. That is why I am delighted to be able to say that we have set up a due diligence unit in the Department for Education to prevent extremism. It has staff from the security services and elsewhere, and will ensure that public money is not abused by those who would preach hate rather than love.

[Dan Rogerson (North Cornwall) (LD)]

To follow on from the answers to the right hon. Member for Wythenshawe and Sale East (Paul Goggins) and the hon. Member for Stoke-on-Trent Central (Tristram Hunt) about the need for specialist teaching, the number of institutions training religious education teachers has declined. Will the Department keep a constant review on the number of teachers entering the profession in subjects that are outside the EBacc to ensure that there is adequate expertise across the specialisms?

[Michael Gove]

My hon. Friend is quite right to hold my feet to the fire on that. The headcount for religious education teachers at key stage 4 has increased over the lifetime of the Government from 10,400 to 10,700 and there are two applicants for every available post for a religious education teacher, so there is no evidence of a decline in numbers or quality.

[Iain Stewart (Milton Keynes South) (Con)]

7. How he plans to deliver more rigorous vocational education in schools.

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[Yvonne Fovargue (Makerfield) (Lab)]

10. What plans he has for the safeguarding of children; and if he will make a statement.

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

The child protection system is not working. That is why we are undertaking reform. We are reforming the social work profession and removing the bureaucracy which holds gifted professionals back, and demanding greater transparency and efficiency from local authorities.

[Yvonne Fovargue]

A recent all-party group inquiry highlighted the vulnerability of children who go missing from care, and the risks of physical and sexual exploitation. Does the Secretary of State therefore agree that local authorities and police forces should offer training to front-line and managerial staff working with children to raise awareness of the risks associated with running away and of the vulnerability of all children, including older children?

[Michael Gove]

The hon. Lady raises an important point. My former colleague, my hon. Friend the Member for East Worthing and Shoreham (Tim Loughton), responded to that report and made a compelling argument for ensuring better data sharing between local authorities and the police on the location of children within children’s homes to ensure that we can provide yet better protection for them. However, that is only one part of a mosaic of policies we need in order to give those children and young people a better chance.

[Mr Peter Bone (Wellingborough) (Con)]

Given the Secretary of State’s opening remarks, could he start with Northamptonshire county council? Two foster parents came to see me. Two very difficult children were placed with them—they are the same ethnic background. They have bonded very well with the children and are now one family, but—would you believe it?—the county council is trying to break the family up to save money. Will the Secretary of State intervene in this matter?

[Michael Gove]

I am grateful to my hon. Friend for bringing this case to my attention—I shall look at it more closely. It is vital that all recognise that those who agree to foster children are responsible for bringing love and stability to some of the most damaged children and young people in our society. We should do everything possible to support them.

[Lisa Nandy (Wigan) (Lab)]

The Children’s Commissioner’s recent interim report was reportedly dismissed by senior Government Ministers as “hysterical” and “half-baked”. According to news reports, Government sources said:

“It is difficult to overstate the contempt the Government has for the methodology and analysis”.

Does the Secretary of State want to take this opportunity to reject those comments; to join me, the NSPCC and Barnardo’s in welcoming that important report on child sexual exploitation; and to tell hon. Members what concrete steps he plans to take immediately to ensure that the 16,500 young people identified in the report as at immediate and high risk of exploitation are protected before harm comes to them?

[Michael Gove]

I am grateful to the hon. Lady, and to the deputy Children’s Commissioner for her work. I asked her explicitly to accelerate part of her report to inform our work on improving child protection. The hon. Lady says that 16,500 are at risk. The methodology used to identify them is not shared by every professional in the field, but we can put that statistic to one side. The urgency with which we need to tackle the problem is undoubted, and I commend to her the action plan that I outlined in a speech to the Institute for Public Policy Research I made just a few days before the report was published.

[Fiona Mactaggart (Slough) (Lab)]

11. What assessment he has made of the likely contribution to the UK’s international achievements of studying creative subjects in school; and if he will make a statement.

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

The arts are mankind’s greatest achievement. Every child should be able to enjoy and appreciate great literature, music, drama and visual art.

[Fiona Mactaggart]

But is the Secretary of State aware that Britain’s record in Nobel prizes—we have won 19 prizes for every 10 million of our population, whereas the USA has won 11 prizes per 10 million, and the EU has won 9 per 10 million—is achieved partly as a result of the combination of excellent science education and a strong creative tradition throughout our education system? At the same time, the Secretary of State’s EBacc proposals will result, according to research he has commissioned from Ipsos MORI, in something like a quarter of our schools dropping subjects such as art and design, design technology, music and so on. Will that mean that our international achievements, including in Nobel prizes, will slide down?

[Michael Gove]

If I thought the EBacc proposals would lead to that, I would not be able to sleep at night, knowing that the ghosts of Rutherford and Churchill were hanging over my bed and chiding me for my failures. I had the opportunity to speak to representatives of a variety of arts organisations today. They applauded the work we have done, not least the report that Darren Henley authored on cultural education. Many of the initiatives that we have launched since that time are initiatives that the previous Government were capable of neither initiating nor funding.

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

One key factor when considering the subjects to be studied at secondary schools must be how well they prepare young people for further training or study at college or university. Professor Ebdon from the Office for Fair Access has said that it is “dreadful snobbery” to put pressure on schools to achieve places for their students at the best universities. As a former schools Minister, I share the uncertainty of another former schools Minister, Lord Adonis, about whether Professor Ebdon is the right person to lead an organisation committed to encouraging wider access to higher education. Does my right hon. Friend share that uncertainty?

[Michael Gove]

When my hon. Friend and Lord Adonis agree, it is a brave and usually wrong man who disagrees.

[Bill Esterson (Sefton Central) (Lab)]

The creative industries are critical to jobs and growth, and some estimates are that as many as half of all new jobs will be created in those industries in the coming years. Will the Secretary of State take on board the massive concerns put forward by the CBI among others about how the EBacc is pushing academic study at the expense of vocational, not least creative, subjects?

[Michael Gove]

My right hon. Friend the Minister for Schools pointed out earlier that there has been a misreading of the CBI’s argument by those on the Opposition Benches. The CBI is not always right—it was not right about appeasement and it was not right about the euro. Historically, it has not been right about many things. However, on this occasion the CBI is applauding our policies. I do not know whether I should be delighted or worried, but I take comfort where I can that there are many people who are committed to improving our state education system who think our reform programme is right.

[Duncan Hames (Chippenham) (LD)]

Learning to let creativity flourish will be enormously beneficial for the next generation and needs to be embraced right across the curriculum. The Secretary of State has been offered input by heads from the leading edge programme of the best-performing schools, among them Martin Williams from the Corsham school, to help to ensure that teaching is engaging and innovative for pupils learning in key stage 4. How will he respond to that offer from these outstanding schools?

[Michael Gove]

I am grateful to my hon. Friend and I will respond with enthusiasm. I want to make sure that the very best, which succeed not just in the quality of academic and technical education, but in instilling a love of creative education in young people, have an opportunity to help schools that may not have those strengths. I have never visited a school that is strong academically that is not also strong creatively. The more we can learn from great schools, the better for all our children.

[David Mowat (Warrington South) (Con)]

12. What plans he has to review the allocation formula for education funding.

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[Julie Hilling (Bolton West) (Lab)]

15. What plans he has for the secondary curriculum; and if he will make a statement.

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

We announced draft proposals for the new primary curriculum earlier this year and we will bring forward proposals for the secondary curriculum in due course.

[Nic Dakin]

When I visited award-winning St Lawrence academy in my constituency on Friday, I heard first hand how year 10 and year 11 students were gaining from accessing vocational courses at North Lindsey college. Can the Secretary of State confirm that he still supports Alison Wolf’s recommendation that 14 to 16-year-olds can benefit hugely from access to high-quality vocational education in colleges?

[Michael Gove]

I often find myself nodding along whenever the hon. Gentleman makes a point, and I have never yet found a recommendation by Alison Wolf with which I have not agreed.

[Julie Hilling]

Given the cross-party support, public support and professional support, and because he can save 150,000 lives a year, why on earth will the Secretary of State not put emergency life support skills somewhere in the national curriculum, so that every school leaver is a life-saver?

[Michael Gove]

The many heads and teachers who listened to the hon. Lady as she made her point will think that if they have not already incorporated emergency life-saving skills into the way they teach, they should do so in future. Indeed, with such brilliant advocacy, I am sure that even more lives can be saved.

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

Can my right hon. Friend assure the House that when reforms of the national curriculum are published, teachers will have more than sufficient time to become fully familiar with them?

[Michael Gove]

My hon. Friend makes a very good point. It is absolutely important that we ensure that teachers have an opportunity to absorb the changes that we want to make, so that they can do what I know they wish to do, which is to raise the bar for all children.

[Mary Macleod (Brentford and Isleworth) (Con)]

Would my right hon. Friend consider putting enterprise into the school curriculum? This Government are keen to see young people set up businesses, which will be important for the future growth of this country.

[Michael Gove]

There are few in the Government keener than me on encouraging enterprise among young people—in fact, there is one: the Under-Secretary of State for Skills, my hon. Friend the Member for West Suffolk (Matthew Hancock). However, I would be wary of treating the curriculum as though it were Santa’s sack—as though we could shove into it everything that we wanted and it would magically expand. If we are to ensure that teachers are free from unnecessary prescription, we need to ensure that great teachers can build the curriculum they want with a proper balance between what we expect centrally and what they determine locally.

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

Ian McNeilly, the head of the National Association for the Teaching of English, has said of the Government’s new English curriculum:

“It is fantastic that Mr Gove has acknowledged that English as a subject needs to move into a different century. Unfortunately for all concerned, he has chosen the 19th rather than the 21st”.

I am sure that the Secretary of State will regard that as the highest praise, but does he agree that that is almost certainly not what was intended? Will he therefore reflect again on the omissions from the curriculum—particularly in areas such as writing, analytical and listening skills—that have been invoked by our friends in the CBI?

[Michael Gove]

I do not see anything wrong with having the 19th century at the heart of the English curriculum. As far as I am concerned, Jane Austen, Charles Dickens and Thomas Hardy—not to mention George Eliot—are great names that every child should have the chance to study. As for the National Association for the Teaching of English, I am afraid that it is yet another pressure group that has been consistently wrong for decades. It is another aspect of the educational establishment involving the same people whose moral relativism and whose cultural approach of dumbing down have held our children back. Those on the Opposition Benches have not yet found a special interest group with which they will not dumbly nod along and assent to. I believe in excellence in English education. I believe in the canon of great works, in proper literature and in grammar, spelling and punctuation. As far as I am concerned, the NATE will command my respect only when it returns to rigour.

[Mr Aidan Burley (Cannock Chase) (Con)]

rose—

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[John Pugh (Southport) (LD)]

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

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

With your permission, Mr Speaker—

[Mr Speaker]

Order. On this occasion, an answer rather than a speech will suffice. I must also say that I richly enjoyed the Secretary of State’s Oxford Union oration.

[Michael Gove]

Thank you, Mr Speaker. I have had lots of meetings today and they have all been fun. Getting advice from you is the most fun of all.

[John Pugh]

Last month, the Secretary of State attacked the National Audit Office for being one of the “fiercest forces of conservatism”, and that statement was raised with the NAO in the Public Accounts Committee last week. Is such a statement wise, given the helpful advice that the NAO has provided on matters such as the overspending on the academies programme? After all, we all want to defeat the forces of conservatism.

[Michael Gove]

I am grateful to my hon. Friend for giving me the opportunity to expand briefly on those remarks. It is important that the National Audit Office and the Public Accounts Committee should strike a proper balance between respect for public money and the encouragement of innovation. As the NAO pointed out, the academies programme has been a success for this Government. We also need to ensure, however, that every penny that we have is spent wisely.

[Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)]

Is the Secretary of State aware that, according to Ofsted’s recent report, there are now 381 fewer children’s centres than there were at the time of the election, which represents a cut of 10%? In the same week, the Minister for Children and Families admitted that the number of centres providing child care had fallen by 30% in just one year, and that many of the closures were in deprived areas that have problems with the availability and quality of child care. How many of those services, on which families rely, does the Secretary of State think will be lost, now that the budget for Sure Start has been cut by 40%? Why does he not care about Sure Start?

[Michael Gove]

It is because I care so much about Sure Start that I want to ensure that the quality of service that is delivered to young people is the most important criterion. We do not want to fetishise bricks and mortar; we want to ensure that the quality of the education that children receive is as high—[Interruption.] What sort of an example is that setting for the nation’s three and four-year-olds? I say that we should concentrate on the quality of education.

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[Helen Jones (Warrington North) (Lab)]

T2. Children with special needs, children who are in care and even children on free school meals are disproportionately represented among pupils permanently excluded from school. Many end up in pupil referral units, where the limited number of courses on offer can permanently damage their life chances. What is the Secretary of State doing to find out why that is happening and to provide more support to teachers in the classroom in dealing with such pupils?

[Michael Gove]

The hon. Lady makes a very important point. We appointed a special adviser to deal specifically with disciplinary and behavioural issues—Charlie Taylor, who had experience in dealing with precisely the sort of children whom the hon. Lady and I care about. That is why we have a reform programme to ensure that the quality of education offered in pupil referral units improves and that teachers who are responsible for dealing with those children receive improved initial teacher training. If the hon. Lady would like to know more, I would be happy to arrange a meeting with Mr Taylor so that he can bring her up to date.

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

T4. Will the Secretary of State comment further on how he will address the concerns that creative studies might be squeezed out of the secondary curriculum? Furthermore, will he or his Minister for Schools meet the secondary heads in my constituency to celebrate their successes and to discuss the future direction of the secondary curriculum?

[Michael Gove]

I am grateful to my hon. Friend, who always makes her points proportionately and wisely. I agree with her that it is important not just to reassure students and teachers, but to applaud the fantastic work that is being done in creative and cultural education. That is why I or one of my colleagues would be only too happy to meet those in the schools in her constituency that are doing such a good job.

[Chi Onwurah (Newcastle upon Tyne Central) (Lab)]

T8. It is 20 years ago today that the very first SMS was sent by an engineer. Today also sees the publication of EngineeringUK’s report, setting out the need to double the number of students studying GCSE physics if we are to meet the engineering needs of the future. What is the Secretary of State doing to make sure that a doubling of the numbers studying physics will happen, particularly in academies, which as he knows are responsible only to him?

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[Luciana Berger (Liverpool, Wavertree) (Lab/Co-op)]

T10. I listened carefully to the answer to my earlier question about Liverpool community college, but I must point out that Liverpool community college does not receive the pupil premium. Will the Minister responsible for skills answer my question? Will he approve the granting of £6 million, on which the college currently loses out because of the lagged funding formula, so that none of the extra 1,000 students who have enrolled will lose out.

[Michael Gove]

I am grateful to the hon. Lady for advocating so persistently and constantly on behalf of her constituents. I would say two things. First, we are doing everything to ensure that we can equalise funding between schools, school sixth-forms and colleges in the direction that the Association of Colleges has welcomed. Secondly, I am absolutely delighted that 1,000 more students have enrolled in Liverpool, thus proving that our reforms to the education maintenance allowance and its replacement by a bursary fund has been, as Government Members have said, a success—and not the failure predicted by Opposition Members.

[John Glen (Salisbury) (Con)]

T6. Salisbury has submitted an application for a science university, a university technical college and a free school sixth-form; we also have two outstanding grammar schools and a recent encouraging report from Sarum academy. Does the Minister agree that that diversity of provision allows opportunities for all children from all backgrounds?

[John Healey (Wentworth and Dearne) (Lab)]

Last weekend the Secretary of State condemned a foster care decision made by social workers in Rotherham, who he said had made

“the wrong decision in the wrong way for the wrong reasons”.

He knew nothing about that complex case and had done nothing to check the facts, which was completely wrong for a Minister in his position. Will he now apologise?

[Michael Gove]

Absolutely not.

[Mr Aidan Burley (Cannock Chase) (Con)]

T7. More than 80 independent day schools are backing the Sutton Trust’s open access scheme, which will make private school places available to able children from all backgrounds on the basis of merit rather than ability to pay. Does the Secretary of State agree that opening up 100% of such places would fundamentally change the social structure of the schools, accelerate social mobility, and give bright kids from poor backgrounds the chance of a fantastic education?

[Michael Gove]

The Sutton Trust and Sir Peter Lampl have done wonderful work to advance social mobility. Not every aspect of the open access scheme necessarily recommends itself to the Government, but I applaud all the independent schools, such as those in the King Edward VI Foundation in Birmingham, which have done so much to extend a brilliant education to students from disadvantaged backgrounds.

[Alison McGovern (Wirral South) (Lab)]

The Secretary of State spoke earlier about the canon. He may recall that, in 2009, he said:

“the greatest artists and thinkers are great precisely because their insights and achievements have the capacity to move, and influence, us all”.

Does he agree with the great artist Danny Boyle, who said recently:

“If there is any way you can help make culture, music, dance, theatre a core of the new English baccalaureate you will have given something beyond what you give every day”

[Michael Gove]

As an admirer of Danny Boyle’s film-making, and indeed of the amazing work that he did at the opening ceremony for the Olympics, I hesitate ever to disagree with him in any respect. That is why I was so pleased this morning to be able to talk to representatives of the culture sector, including those responsible for dance education, drama and visual arts, and to agree on what we can do together to ensure that every child has access to the best that has been thought and written.

[Mr Dominic Raab (Esher and Walton) (Con)]

T9. Our schools in Elmbridge face serious financial pressures as a result of a spike in the birth rate, the large number of young families who are moving into the area, and small pockets of relatively acute deprivation. Those factors were consistently overlooked by the last Government. What steps is the Minister taking to ensure that they are properly taken into account in the forthcoming funding formula review?

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

Has the Secretary of State read the Pearson report, published last week and written by the Economist Intelligence Unit, which shows that Britain has the sixth best education system in the world and the second best in Europe? Does he agree that that shows great advancement under 13 years of the previous Labour Government and following many years of hard work from our teaching profession, and does he therefore regret talking down our education system and our teaching profession, as he did earlier today?

[Michael Gove]

I congratulate the hon. Lady on her recent election to Parliament. She couched her question brilliantly, and I know she will be a superb asset to this House. She is right to draw attention to the fantastic work our teachers are doing. However, only last week I was talking to Arne Duncan, the reappointed Secretary for Education in Barack Obama’s Administration, and he outlined to me how important it is that the two of us work together on a reform programme identical in every detail, to ensure that, however well we have done in the past, we do yet better in the future on behalf of all our children.

[Sir Bob Russell (Colchester) (LD)]

Further to Question 6 on religious education teaching, the Bible gives accounts of Jesus healing the sick. With that in mind, will the Secretary of State put first aid training in the national curriculum?

[Michael Gove]

On previous occasions I have observed that the hon. Gentleman has never yet said anything in Education questions with which I have disagreed. This is a first, therefore. It is miraculous that there should be any gap between us, but I look forward perhaps to talking to the hon. Gentleman to see what we can do.

[Mr Speaker]

Certainly there is very rarely any Question Time in which the hon. Member for Colchester (Sir Bob Russell) does not say something. We are accustomed to that by now, and we are grateful to him for it.

[Mr Gerry Sutcliffe (Bradford South) (Lab)]

Why do free schools not have to provide sports facilities, and how will that help the Olympic legacy?

[Michael Gove]

All schools need to ensure that their children have access to high-quality sports and physical education facilities and, under regulations that we have brought in, for the first time ever all schools, including independent and free schools, will have to guarantee access to high-quality facilities.

National Pupil Database

Michael Gove Excerpts

Tuesday 6th November 2012 Written Statements

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

I am today launching a public consultation on proposals to amend the Education (Individual Pupil Information) (Prescribed Persons) (England) Regulations 2009 to enable the Department for Education to share extracts of data held in the National Pupil Database for a wider range of purposes than currently possible in order to maximise the value of this rich dataset.

The National Pupil Database holds one of the richest educational datasets in the world and forms a significant part of the education evidence base. It is a longitudinal database which holds information on children in schools in England. This includes pupil level data relating to school attended, teacher assessments, test and exam results by subject, prior attainment, progression and pupil characteristics.

We have already significantly expanded the content of school performance tables for primary and secondary schools and were commended in the National Audit Office report “Implementing Transparency” (April 2012) for opening up access to our data. Recently, we have also improved the application arrangements for requesting access to data from the National Pupil Database under our existing regulations for those who need pupil level data for research purposes.

However, we are aware that the existing Prescribed Persons Regulations may prevent some potentially beneficial uses of the data by third-party organisations, as use is currently restricted to “research into educational achievement”. For example, we have had to reject requests to use the data for analysis on sexual exploitation, the impact on the environment of school transport, and demographic modelling, all of which seem to be legitimate and fruitful areas for further research.

We want to give organisations greater freedom to use extracts of the data for wider purposes, while still ensuring its confidentiality and security. Existing arrangements for access to the data would apply to all future requests: all requests to access extracts of data would go through a robust approval process and successful organisations would be subject to strict terms and conditions covering their handling and use of the data, including having appropriate security arrangements in place. Organisations granted access would need to comply with the Data Protection Act, and any reports, statistical tables, or other products published or released, would need to fully protect the identity of individuals.

Amending these regulations should encourage more organisations to use the data for wider research, such as socio-economic analysis, or research into equality issues, including disability, gender or race. It could also help stimulate the market for innovative tools and services which present anonymised versions of the data.

If, having listened to the views expressed in the public consultation and subject to the will of the House, I decide to proceed with the proposed amendments, I expect the revised regulations to come into force in spring 2013.

The public consultation on this proposal will commence today and run for six weeks. A consultation document containing full details of this proposal and how interested parties can respond to the consultation will be published on the Department for Education website. Copies of that document will also be placed in the House Libraries.

Oral Answers to Questions

Michael Gove Excerpts

Monday 29th October 2012 Commons Chamber

[Seema Malhotra (Feltham and Heston) (Lab/Co-op)]

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

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

We are increasing the overall funding for early intervention from £2.2 billion in 2011-12 to £2.5 billion in 2014-15. This funding should enable local authorities to support early intervention for children under five, including through the new entitlement to early education for two-year-olds.

[Annette Brooke]

What particular action will the Department take to ensure that Sure Start children’s centres retain early intervention support for families, as well as providing targeted services?

[Michael Gove]

Local authorities are under an obligation to ensure a sufficient supply of Sure Start children’s centres. The overwhelming majority of local authorities, including Liberal Democrat-led ones, have done just that. It is important to recognise that children’s centres work best when they offer a variety of services, from stay and play to some of the targeted early intervention programmes that have done so much to help those children most in need.

[Seema Malhotra]

The Royal College of Speech and Language Therapists estimates that at just age four there is a 30 million word gap between a child from a deprived household and one from an affluent household. This is the number of words that a child will hear in different environments. Will not language and child development now suffer from the scrapping of the ring-fenced early intervention grant and result in more children starting school at four on an unequal playing field?

[Michael Gove]

I have a lot of sympathy with the hon. Lady’s case. The gap in attainment between disadvantaged children and children from more fortunate circumstances only grows over time and is often a consequence of growing up in households where they are not read to and where they do not have a rich literary heritage on which to draw. However, she is mistaken in thinking that the early intervention grant was ring-fenced. It was not; it was money that was available to local authorities to spend as they saw fit in order to help those whom they considered, on a local basis, to be most deserving.

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

Will the Secretary of State tell the House whether the Government intend to abolish the early intervention grant, and what steps they are taking to ensure the quality of provision provided in the early years? It is not simply about providing services but about ensuring that they are of the necessary quality to make a difference, so that disadvantaged children arrive ready for school.

[Michael Gove]

That is a typically good point from the Chairman of the Education Select Committee. The early intervention grant money has never been ring-fenced and will remain available to local authorities, which have statutory obligations to provide not just children’s centres but particular services, and we will be announcing more steps in due course to ensure that money is spent even more effectively in the future.

[Mr Graham Allen (Nottingham North) (Lab)]

17. I declare my interest in the Register of Members’ Financial Interests, Mr Speaker. The early intervention grant has been, and will be, reduced and will be put into the rate support grant. Without a doubt, one thing that is happening is that £150 million is being taken from the localities to the centre. What does the Secretary of State intend to do with that money on early intervention, and will he please meet me, in the not-too-distant future, to discuss that and other early intervention grant matters?

[Michael Gove]

Meetings with the hon. Gentleman are always a pleasure—I find myself better informed after every single one. On this occasion, however, I fear that, in the same way as even Homer nods, even the hon. Gentleman errs. The early intervention grant money will increase over the lifetime of this Parliament. The £150 million to which he refers is money that will go to local authorities in order to support the sorts of evidence-based interventions I know he has done so much to champion.

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

Even a Conservative councillor described the Government’s approach on this as “typical smoke and mirrors”, and we have heard typical smoke and mirrors again from the Secretary of State today. If we compare like with like—not the money for two-year-olds, which the Government have claimed is new money—what are the figures this year and next year?

[Michael Gove]

The figure for this year, 2011-12, is £2,222,555,697, which then goes up to £2,365,200,000, so that is an increase from 2011-12 to 2012-13.

[Stephen Twigg]

A significant part of that extra money is actually the money for two-year-olds which the Government said was additional money. The figures in the Government’s own consultation showed that the cut would be from the £2.3 billion figure, which the Secretary of State has just given us, to £1.72 billion next year, which is a cut of 27%. Should not the Secretary of State be honest and listen to Merrick Cockell, the leader of Conservative local government, who made a clear point last week:

“this move…will force local authorities to cut early intervention services even further”?

Is that not what is really going on?

[Mr Speaker]

Order. Just before the Secretary of State responds, I am sure that the shadow Secretary of State would accept that the Secretary of State would always be honest with the House. There is no need to ask for a commitment to honesty; that is implicit.

[Michael Gove]

Thank you very much, Mr Speaker.

[Mr Speaker]

The Secretary of State need not sound so surprised.

[Michael Gove]

I am never surprised when I hear a kind word from the Chair. It is no more than I have come to expect.

Implicit in the hon. Gentleman’s question was the idea that we should reduce funding to extend early education to two-year-olds. I do not believe that is right. I believe it is right that we increase the amount we spend on early intervention from £2.2 billion to £2.3 billion, to £2.4 billion and then to £2.5 billion. That is an increase in anyone’s money.

[Nigel Mills (Amber Valley) (Con)]

6. How many places he expects to be available in studio schools by 2015.

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

16. What assessment he has made of the 2012 GCSE English results; and if he will make a statement.

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

On 18 October, provisional national and local authority level GCSE results for 2012 were published. The percentage of pupils achieving grades A* to C in English had fallen by three percentage points to 66.2%. The independent regulator, Ofqual, continues its investigation into the awarding of English GCSEs this year, and is now looking into why some schools achieved the results that they had expected while others did not. The final report will be published shortly.

[Kelvin Hopkins]

My hon. Friend the Member for Luton South (Gavin Shuker) and I recently met teachers and head teachers in Luton to discuss the problems involved in the GCSE results. It is clear that some pupils were not permitted to take the sixth-form courses that they had chosen, as a consequence of their results, and that some schools that made strenuous efforts to improve their English results have actually been knocked back. Is that not a disgrace, and should not apologies be made?

[Michael Gove]

I share the concern felt by the hon. Gentlemen. We must wait to see the Ofqual report before we can be more certain about what went wrong this year, but it is clear that there were a variety of factors consequent on the design of the examination, and that we need to take steps to remedy them.

[Meg Hillier]

In Hackney, 103 pupils received D grades in English in June. In some cases, classmates at the same schools achieved lower scores in January, and received C grades. In each of the five schools affected in Hackney, at least 85% of ethnic minority pupils received Ds rather than Cs. The Secretary of State talked about looking into why some schools had achieved less than others. Will he look into this very serious matter as well?

[Michael Gove]

I certainly shall. Hackney has an exemplary record of educational improvement, and when there are inconsistencies such as this, we must look at the evidence to work out what has happened.

[Andrew Percy (Brigg and Goole) (Con)]

Along with my hon. Friend the Member for Cleethorpes (Martin Vickers), I recently met head teachers from North Lincolnshire. Despite an improvement in results in the area this year, they were still concerned about this year’s marking, particularly in the case of pupils who would have found it easier to get an A in January than they did in the summer examinations. Will my right hon. Friend consider the concerns about the situation that will be expressed in a letter from my hon. Friend and me?

[Michael Gove]

I certainly shall. As we all know, the hon. Gentleman is a teacher with extensive experience of working in some of the toughest schools. I am glad that there has been an improvement in academic results in North Lincolnshire, but yes, there are continuing question marks over the quality of marking at GCSE.

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

Questions raised about GCSEs earlier this year place even greater emphasis on the need for rigour in the exam system. Will my right hon. Friend encourage other parts of the United Kingdom to follow suit, and does he agree that clarity is needed for pupils and students, universities and employers, so that they compare equally?

[Michael Gove]

My hon. Friend has made a very good point, and I look forward to working with the Welsh Assembly to ensure that standards there can be raised to the level enjoyed by students in England.

[Paul Blomfield (Sheffield Central) (Lab)]

18. If the legal action against Ofqual is successful, and it is decided that pupils were treated unfairly—which the Secretary of State himself believes, although he refuses to do anything about it—what action will the right hon. Gentleman take?

[Michael Gove]

I would not wish to pre-empt any judgment in the courts.

[Kevin Brennan (Cardiff West) (Lab)]

We know that the Secretary of State is in a good mood, because yesterday was his favourite day of the year, when he gets an opportunity to turn the clock back without anyone being able to complain. Why does his new Schools Minister have no responsibility whatsoever for GCSE English, or even for the curriculum? Is he too ashamed to defend the Government’s position on the GCSE English scandal, is he too busy at the Cabinet Office polishing the Deputy Prime Minister’s shoes, or does the Secretary of State not trust him?

[Michael Gove]

That was a three-part question, and I shall use both sides of the paper. Yesterday was, in fact, a sad day for me: I was in mourning because, sadly, Queens Park Rangers lost to Arsenal, who, with 10 minutes to go, scored a goal that I can only conclude was offside. It was a day of mourning for the Gove household. The Schools Minister, however, is fully involved in all discussions in the Department for Education in every policy area. The two of us are singing from the same hymn sheet, which is, of course, what we should be doing every Sunday, whether or not the clocks go back.

[Mr Speaker]

The Arsenal result was extremely satisfactory and I was there to observe it.

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[Chris Skidmore (Kingswood) (Con)]

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

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

Last week, I had the opportunity to write to hon. Members from Leicester and Derby inviting them to join me in raising standards in those cities, specifically by making sure that underperforming primary schools can be converted into academies. I look forward to working with those Members in the coming weeks.

[Chris Skidmore]

This year, only 11 out of the 2,000 pupils who took A-levels in Knowsley took A-level physics, which compares with 971 who did so in Hampshire. Even when the population size is taken into account, I simply do not believe that pupils in Hampshire are 22 times more scientifically gifted than those in Knowsley. Will the Education Secretary commit to a one nation policy in which every pupil, regardless of their background, will be encouraged to study rigorous qualifications, as opposed to the previous Government’s two nation policy, which exposed this educational divide?

[Michael Gove]

May I congratulate my hon. Friend on his election to the Education Committee? He is a distinguished historian and a long-time campaigner for improved access to rigorous academic subjects for all students. He is absolutely right to say that we inherited a frankly inequitable situation, and I hope that we can work across the House to resolve it.

[Lisa Nandy (Wigan) (Lab)]

The whole nation has been shocked by the allegations of child abuse surrounding Jimmy Savile, but Labour Members are also deeply concerned by the similarities with recent cases such as the one in Rochdale, where power relationships were exploited and cries for help were ignored. It has become clear that the BBC is just one of many organisations with questions to answer, so will the Secretary of State back our calls for a public inquiry, in order to gain justice for the victims and to ensure that in future young people are both empowered to speak out and listened to when they do so?

[Michael Gove]

I do not think that any of us should seek, for any moment and in any way, to relativise the seriousness of the charges that the hon. Lady raises. The BBC certainly has some issues to investigate, and two inquiries are being undertaken there. Separately, the Deputy Children’s Commissioner has been conducting her own inquiry into the exploitation of young people by groups and gangs. I want to make sure that we can consider each of those reports, but I rule nothing out.

[Simon Kirby (Brighton, Kemptown) (Con)]

T2. Does my right hon. Friend agree that parental engagement in children’s education is vital in raising standards? Will he continue to develop the close ties that exist between schools, parents and pupils?

[Michael Gove]

My hon. Friend is absolutely right. Ensuring parental involvement in children’s education is critical, and one way that that can be improved is through regular reporting of pupils’ progress. That is why I deprecate the action that has been taken by the National Union of Teachers and the National Association of Schoolmasters Union of Women Teachers, which works against parental involvement by inflicting a work to rule on members.

[Kerry McCarthy (Bristol East) (Lab)]

T3. This summer, 97% of students at Bristol Metropolitan academy achieved five good GCSEs, which is a phenomenal improvement over the past few years. Sadly, only 37% achieved five good GCSEs in English and maths, but 46% would have done so if they had sat the exams in January. That means that the school is now below the floor standard, whereas it would have been above it. Is that not grossly unfair, particularly for those pupils who worked so hard to try to get that grade C?

[Michael Gove]

I am grateful to the hon. Lady for her question and delighted that pupils in that academy are improving their education. As I have said before, the structure of the GCSE examination that those students sat, which was designed before this Government came to power, was unfair.

[Simon Hughes (Bermondsey and Old Southwark) (LD)]

T5. I think I detect a bid for the regrading of football scores from the Secretary of State. Will Ministers confirm that the Government will do everything they can to ensure that the Southwark and Lewisham college campus site in Bermondsey gets not only a continuing further education college but a university technical college and, if space permits, a secondary school, too?

[Richard Burden (Birmingham, Northfield) (Lab)]

T4. Does the Secretary of State share my concern at a recent Ofsted report that showed serious and ongoing issues in Birmingham social services? There is good news, however, in that under new leadership Birmingham is now showing greater vigour and strategy in addressing those issues. How can Birmingham be assured that it will have the resources it needs to address those issues, particularly given the doubt over matters such as the early intervention grant, which was discussed earlier?

[Michael Gove]

First, let me reassure the hon. Gentleman that, because the early intervention grant is rising, the money will be there to ensure that safeguarding responsibilities can be discharged. Birmingham local authority has, under different political colours, had problems in both school improvement and child protection. I want to work constructively with local councillors and local MPs to ensure that we can make some improvements. Investment is required, but so is a far more rigorous attitude towards dealing with the circumstances in which many children at risk of abuse or neglect find themselves.

[John Glen (Salisbury) (Con)]

T9. A number of schools in my constituency struggle to get some of their pupils to grade C standard at GCSE, and some of the head teachers to whom I have spoken are concerned that the rigorous standards of the English baccalaureate certificate will prove unattainable for some of those pupils and might be discouraging, particularly for those who at age 11 are five years behind on reading? Will he assure teachers in my constituency that he is committed to raising standards for all, that those pupils should not be discouraged and that the EBacc is not out of reach?

[Michael Gove]

My hon. Friend makes a fair point, and that is why we are introducing additional support for all children who are behind their expected level of achievement at the age of 11. That additional support will go to those secondary schools that need it. I must be honest, however, and if there are primary schools in Wiltshire in which children are five years behind their expected reading age, that is just not good enough. The responsibility rests with the head teachers of those underperforming primary schools. If secondary teachers are saying that they cannot transform those children’s education in some of the wealthiest parts of Wiltshire, he should have a word with those head teachers, because as far as I am concerned they are falling down on the job.

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

T6. May I go back to the Minister’s answer to the question from my hon. Friend the Member for Derby North (Chris Williamson) about tough new tests for new teachers? Will he clarify whether that will apply outside the state system—for example, to free schools? Will he answer that question directly?

[Michael Gove]

Those schools that are already outside the state system—independent schools—have the opportunity to hire people who do not have qualified teacher status. That has led to Brighton college, for example, hiring a nuclear physicist. I am sure that the students in Brighton college and the parents who pay for that education are only too appreciative of it, and if we can have the same degree of spirit, invention and flexibility in the state sector, great.

[Mr Robert Buckland (South Swindon) (Con)]

I welcome the provisions on special educational needs in the draft Children and Families Bill, but will my hon. Friend carefully consider the case for a national framework within which those commissioning the new local offers can operate, similar to NICE guidelines in the field of health, for example?

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[Michael Gove]

I admire their passion, but they are wrong.

[Stephen Gilbert (St Austell and Newquay) (LD)]

Many children from my constituency with severe learning difficulties attend Doubletrees school in St Blazey. It has been reported to me that the move from EMA to bursaries for 16 to 19-year-olds represent a fall in funding for that school. Will he meet me to discuss their concerns?

[Michael Gove]

I would be delighted to meet the hon. Gentleman.

[Dr Alan Whitehead (Southampton, Test) (Lab)]

T8. Bearing in mind that the Secretary of State has already said that the results of the GCSE fiasco this year were unfair, who would he advise the 137 pupils in my city who have had manifest injustice done to them as a result of the marking fiasco to put their faith in—him, to put the matter right, or the legal action against Ofqual?

[Michael Gove]

It is anyone’s right to pursue action through the courts if they believe that is the only way to secure a remedy, but the point that I would make, and have consistently made, and a point which was reinforced by the Chairman of the Select Committee, is that the design of those qualifications was flawed from the start, and it was not this Government who designed them.

[Sir Bob Russell (Colchester) (LD)]

I am sure that forward thinking and value for money are part of the Department for Education’s thinking. With that in mind, does the Secretary of State agree that it would be silly to remove permanently surplus places in secondary education, when it is known, as is set out in question 24, that youngsters coming through the system will need those places in three or four years’ time?

[Liz Kendall (Leicester West) (Lab)]

The Government’s decision to transfer funding for two-year-olds’ nursery education to the dedicated schools grant will mean an additional cut of 27% for the early intervention grant. Leicester will lose £4 million in 2013. It will have no option but to reduce support for children’s services and the troubled families programme. Can the Minister explain how this will get kids ready for school, promote social mobility or save taxpayers’ money in the long run?

[Michael Gove]

I should have thought that the hon. Lady would welcome the additional investment in making sure that the very poorest two-year-olds receive 15 hours of free pre-school education—something that was never achieved under the previous Government. [Interruption.] I notice all sorts of sedentary chuntering from the Opposition Benches but there is a direct challenge to the hon. Lady and to the shadow Secretary of State. Last week I asked whether they would work with me in order to convert underperforming primary schools in her constituency into academies. She has said nothing yet. People are waiting. Is she on the side of reform or of a failing status quo?

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

I welcome proposals to continue the teaching of maths to age 18, both for those who get a grade C GCSE and for those who do not. Are any practical changes required in the timetable of those who go into employment at the age of 16 if they are to be able to continue to do maths and possibly literacy up to the age of 18?

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[Mr Speaker]

Order. The hon. Gentleman is supposed to be an egalitarian. One question will do—an equal distribution of the available fruits.

[Michael Gove]

I, too, am an egalitarian, which is why I believe that academy status should be extended to every school that believes in improving outcomes for its children.

[Duncan Hames (Chippenham) (LD)]

As Wiltshire’s education settlement has historically been underfunded, we look forward to the new school funding formula, but Wiltshire council is concerned that it might have unintended consequences, especially in relation to support for small schools, so will the Minister please meet me to explore any scope for discretion in how the council can go about making those changes?

--- Later in debate ---

[Rehman Chishti (Gillingham and Rainham) (Con)]

In the 2012 GCSE results more students in Medway achieved five or more A to C grades. Will the Minister join me in congratulating the parents, students and staff on that achievement?

[Michael Gove]

I absolutely will. It proves that, even in tough circumstances, with strong leadership children can do better.

[Lilian Greenwood (Nottingham South) (Lab)]

What evidence informed the Secretary of State’s decision to propose the removal of coursework and controlled assessments from the examination system?

[Michael Gove]

A huge weight of evidence showing that the very best schools recognise that the most effective way of ensuring that children can be motivated is by having linear qualifications.

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

I, like many others in South Essex, believe that one way to improve educational outcomes in Basildon would be through the provision of a UTC specialising in both engineering and logistics. Will my hon. Friend confirm that he would welcome and support an application for such a college in Basildon?

[Paul Goggins (Wythenshawe and Sale East) (Lab)]

I am sure that the Secretary of State agrees that children learn properly when they eat properly, so does he share my concern that already more than 1 million children who live in poverty are not eligible to claim free school meals—a figure that is likely to increase next year with the introduction of universal credit? Has he made it clear to the Secretary of State for Work and Pensions that he should be seeking to extend eligibility rather than restricting it?

[Michael Gove]

I have enormous respect for the right hon. Gentleman. We are working across Government to ensure that as many children as possible who are eligible for free school meals receive that very important benefit and that it continues to go to those who deserve it.

[Jenny Chapman (Darlington) (Lab)]

Does the Secretary of State accept that the effects of the GCSE fiasco are now being felt by students not directly involved, because schools in my constituency are having to fund a legal action against Ofqual, because the Government, unlike the Welsh Government, have failed to act?

[Michael Gove]

I have already made clear to the House my view of the mistakes the Welsh Education Minister has made. All I will say once again is that the flaw in the qualification was in its design, and it was not this Government who designed it.

Exam Reform

Michael Gove Excerpts

Monday 17th September 2012 Commons Chamber

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

With your permission, Mr Speaker, I should like to make a statement about the future of examinations in our schools.

The examination that the overwhelming majority of young people sit at 16—the GCSE—was designed with the best of intentions. It sought to broaden the numbers engaging in academic study and to prepare for an expansion of further and higher education. In the years since it was established, we have undoubtedly seen improvements in our education system. Those who are responsible—heads, teachers, parents, students, and reformers such as Kenneth Baker and Andrew Adonis—deserve our praise.

However, the GCSE was conceived and designed for a different age and a different world—a time before majority participation in higher education and a world where information technology was in its infancy. When the GCSE was first taught, the school leaving age was still 16, state-planned economies dominated half the globe and the internet was a work of science fiction. Now that we are raising the education participation age to 18, now that nations that were slow developers 20 years ago are outstripping us economically, and now that ways of learning have been so dramatically transformed in all our lifetimes, it is right that we reform our examination system. We know that the old model—the ’80s model—is no longer right for now. We know that record increases in performance at GCSE have not been matched by the same level of improvements in learning. While pass rates have soared, we have fallen down international league tables.

We know that employers and academics have become less confident in the worth of GCSE passes because they fear that students lack the skills for the modern workplace and the knowledge for advanced study. We know that children’s achievements are not properly recognised, with even the hon. Member for Liverpool, West Derby (Stephen Twigg), an Education Minister in the last Labour Government, admitting that there was grade inflation under that Government. We know, most recently and most tellingly, that changes made to GCSEs under the last Government—specifically, the introduction of modules and the expansion of coursework, or controlled assessment, in schools—further undermined the credibility of exams, leaving young people without the rigorous education that they deserved. Only last week, the OECD reported that in the years up until 2010, our education system had still not been reformed fast enough to keep pace with the best in the world.

Critical to reform is ending an examination system that has narrowed the curriculum, forced idealistic professionals to teach to the test and encouraged heads to offer children the softest possible options. We believe it is time for the race to the bottom to end. We believe it is time to tackle grade inflation and dumbing down, and we believe that it is time to raise aspirations and restore rigour to our examinations. This Government have already taken steps to improve vocational qualifications. Following on from the Wolf review, we have ensured that there is proper assessment, more rigorous content and tighter quality controls on vocational courses. We are also reforming post-16 funding to improve the education of those taking vocational courses. Today marks the next stage in radical exam reform, to equip children for the 21st century and allow us to compete with the best-performing nations in education.

We want to ensure that modules—which encourage bite-size learning and spoon-feeding, teaching to the test and gaming of the system—go, once and for all. We want to remove controlled assessment and coursework from core subjects. These assessment methods have, in all too many cases, corrupted the fair testing of students. We want to ensure that children are tested transparently on what they—and they alone—can do at the end of years of deep learning. Where individual practical work needs to be assessed in specific subjects, we will be flexible. However, we cannot have a system where some students enjoy an in-built and unfair advantage over others because of exam design. We also want to end the current two-tier division of exams into foundation and higher tiers, which condemns thousands of students to courses that explicitly place a cap on aspiration.

Critically, we will end the competition between exam boards, which has led to a race to the bottom, with different boards offering easier courses or assistance to teachers, in a corrupt effort to massage up pass rates. We will invite exam boards to offer wholly new qualifications in the core subject areas of English, mathematics, the sciences, history, geography and languages. In each subject area, only one exam board will offer the new exams. The independent exams regulator will assess all the exams put forward by awarding bodies. The winner will be the board that offers the most ambitious course, benchmarked to the world’s best, informed by academic expertise and capable of both recognising exceptional performance and allowing the overwhelming majority of students to have their work recognised and graded fairly. We plan to call the new qualifications in core academic subjects English baccalaureate certificates, recognising that they are the academic foundation that is the secure basis on which further study, vocational learning or a satisfying apprenticeship can be built. Success in English, mathematics, the sciences, a humanities subject and a language will mean that the student has the full English baccalaureate.

Some will argue that more rigorous qualifications in those subjects will inevitably lead to more students failing, but we believe that such fatalism is indicative of a dated mindset—one that believes in a distribution of abilities so fixed that great teaching can do little to change them. We know that great teaching is changing lives even as we speak. We know that we have the best generation of teachers and head teachers that we have ever had. Their excellence—combined with the reforms and improvements to education that this coalition Government are making, through improved teacher training, greater freedoms for head teachers, and the growth of academies and free schools—will mean more students operating at a higher level. So, even as exams become more rigorous, more students will be equipped to clear that higher bar. Indeed, we are explicitly ambitious for all our children and we believe that, over time, we will catch up with the highest performing education nations and that a higher proportion of children will clear the bar than do so now.

We expect that everyone who now sits a GCSE should sit this new qualification, but there will of course be some students who will find it difficult to sit the exams, just as there are some students who do not sit GCSEs at the moment. We will make special—indeed, enhanced—provision, for those students, with their schools being required to produce a detailed record of their achievement in each curriculum area. That will help them to make progress subsequently, and we anticipate that many of those students will go on to secure English baccalaureate certificates at the age of 17 or 18.

These reforms are radical, so we will consult widely. Their introduction will require careful preparation, so we propose the first teaching of the new certificates in English, maths and the sciences in September 2015, with other subjects following. To ensure that the benefits of this more rigorous approach to the English baccalaureate subjects are felt across the whole curriculum, we will ask Ofqual to consider how the new higher standards could be used as a template for judging and accrediting a new suite of qualifications, beyond those subjects, to replace the entire suite of GCSEs.

The changes will also require us to consider afresh how we hold schools accountable, so we will consult widely on replacements for existing league tables, and we are determined to find even better ways of recognising those schools that add value and help the poorest. We also wish to recognise the best vocational, as well as academic, qualifications in a fair and rigorous fashion.

After years of drift, decline and dumbing down, we are at last reforming our examination system to compete with the world’s best. Just as we were left with a legacy of mismanagement, poor incentives and wasted talent in economic policy by the last Government—which this coalition is turning round—so we were left a dysfunctional legacy in our examination system. This coalition Government are now bringing modernisation, so that we can have truly rigorous exams, competitive with the best in the world, making opportunity more equal for every child. That is why I commend the reforms to the House.

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

I thank the Secretary of State for sending me an advance copy of the statement. I appreciated having an hour to consider it, although considerably more advance notice was given to readers of The Mail on Sunday yesterday. It is deeply disappointing that, once again, the Secretary of State’s plans for GCSEs have been leaked to the press before being presented to Parliament. Head teachers to whom I have spoken to today are angry, and rightly so, that issues affecting the lives and opportunities of their pupils have been drawn up by Ministers in secret and then leaked to selected media outlets without proper parliamentary scrutiny or consultation with parents, teachers and pupils.

Last week, the Secretary of State appeared before the Education Select Committee. The Conservative Chairman of the Committee said that he was “flabbergasted” by the fact the Secretary of State was not aware of the ministerial code regarding leaks. So, let me ask the right hon. Gentleman: will he today condemn this further leak and reassure the House that he did not authorise it?

The plans that were leaked yesterday look somewhat different from those leaked in June. Can the Secretary of State explain those changes? Does he not really want to introduce plan A, which, according to The Daily Mail in June, would consist of O-levels and CSEs? Is that why he is delaying implementation until 2017? An unnamed source in The Mail on Sunday said that if

“pupils simply aren’t up to taking the new exam they may be forced to find a different option.”

Is that the reason for delaying the implementation of the new system until 2017? The only other plausible explanation is that the Secretary of State has already lost his first battle with his new Minister of State, the Minister for Schools. Is this a Trojan horse preparing the way for a two-tier system, or a cave-in to the Liberal Democrats?

Thousands of young people have been failed because the Secretary of State refuses to sort out the grading fiasco of this year’s GCSE English exams. Opposition Members have called for fairness. The right hon. Gentleman has tried to claim today that he will sort out the credibility of GCSEs in five years’ time, but why should anyone believe what he says today when he has failed so miserably to deal with the GCSE fiasco this year? I urge him to get a grip and to call an independent inquiry so that we can get to the bottom of this mess.

Labour is absolutely committed to rigour and raising standards, but this proposed new system does not reflect the needs of society and the modern economy. Moderate Conservatives, such as the former Education Secretary Lord Baker, have set out their views. Earlier today, Lord Baker said that the best system

“does involve coursework. It involves project work. It involves working in teams...We mustn’t lose that from the education system. Otherwise we’ll be denying a huge opportunity for many young people today”.

I agree with Lord Baker. Surely our system should value skills as well as knowledge. Does the Secretary of State really want to remove all coursework from these core subjects? Is he saying that rigorously assessed field work in geography will not count? Is he saying that an extended essay in English simply will not count? I think that approach is totally out of date, and it is typical of a Government who are totally out of touch with modern Britain.

Schools today do need to change. The education leaving age is rising to 18 and we need to face the challenges of the 21st century. I simply do not accept that we achieve that by returning to a system abolished as “out of date” in the 1980s. Instead, we need a system that promotes rigour and breadth, and prepares young people for the challenges of the modern economy. Nearly a year and a half on from Professor Wolf’s report, not enough is being done for vocational education. What does this new system do to ensure that all young people are studying English and maths until they are 18? How does it help the 50% who do not go on to higher education? How does it help the bottom 20% who are most at risk of becoming not in education, employment or training?

In the 1980s, when the GCSE was introduced, there was cross-party support and extensive consultation. If the right hon. Gentleman really wants a reform that will last, I suggest that he shelve these proposals and start a genuine consultation. Ahead of today’s announcements, what has he done to consult employers; what has he done to consult education experts; what has he done to consult head teachers?

Does the right hon. Gentleman envisage all these changes being implemented in all of what he has identified as the core subjects from 2017? Will he set out the cost implications of his proposed changes? He has just said, and I think I am right in quoting him, that some “will go on to secure English baccalaureate certificates at the age of 17 or 18.” Surely the new standard should be one that any well-educated 16-year-old can achieve. Opposition Members will not support changes that work only for some children. We need system-wide improvement and change that enjoys genuine support from the world of education and from employers. The truth is that these plans do not meet those challenges: they are out of date, out of touch and have been drawn up in secret. Above all, they have been launched amidst a fiasco surrounding GCSE English. The Secretary of State has come before us today with a plan for 2017, but the reality is that he has failed to produce a plan to sort out the fiasco of 2012.

[Michael Gove]

I am grateful to the hon. Member for West Derby—[Interruption.] The hon. Member for Liverpool, West Derby (Stephen Twigg), yes. I am grateful for his questions.

The hon. Gentleman’s first point was about the secrecy with which these plans have been drawn up. He then went on to complain that they had been shared with the second-best selling tabloid and the second-best selling Sunday tabloid in our country, as a result of which millions have had an opportunity to comment on them. Which is it? It cannot be the case simultaneously that the plans were drawn up in secret, and that they stimulated a widespread debate.

It would have been helpful if the hon. Gentleman had engaged with what we had announced today rather than engaging with what he had hoped we would announce, for his own reasons. He asked us what we would do in order to deal with the students—the weakest 20%—who were currently unable to secure good GCSE passes. We had explicitly said that we expected more students to be able to secure good GCSE passes, and that for those who did not, we would provide enhanced support and an assessment giving an all-round view of how they had done, enabling them then to take examinations at the age of 17 or 18.

The hon. Gentleman asked us what we would do for students who wanted to take examinations in English and maths at 17 or 18. We had explicitly said that students who could not secure a good pass in those subjects at that age would be offered the new certificates so that they could make the progress that they wanted to make later. He asked us what we were doing to deal with the problems that we had inherited with GCSEs which were dysfunctional this year and which had caused students suffering. We are explicitly addressing the problems with modules and controlled assessment that were introduced by the previous Government, and making sure that as a result of those changes, students will never again face the difficulties that they face this year as a result of dysfunctional examination design.

The hon. Gentleman asked about the cost of these qualifications. Getting rid of modules, coursework and controlled assessment means that less time will be spent on sitting and resitting examinations, and more time can be spent on teaching and learning. Schools will save money, and they will be able to reinvest that money in high-quality teaching, high-quality learning, and the stretching of every child.

The hon. Gentleman was faced with his own test today. He was faced with an opportunity to embrace the reform that has been outlined on this side of the House, and he flunked that test by making clear that he would engage in blind and partisan opposition. He asked us to build cross-party support for these proposals, but the best minds in the Labour party have already endorsed them. Conor Ryan, former special adviser to the right hon. Member for Sheffield, Brightside and Hillsborough (Mr Blunkett) and to the former Prime Minister, Tony Blair, has said that there are good ideas in what the coalition Government are doing. He has said that it is right to end competition between exam boards—the hon. Gentleman did not address that issue. He, Conor Ryan has also said that it is right to have more rigour at the top, and the hon. Gentleman did not address that argument either. Conor Ryan has also said:

“More rigorous GCSEs, particularly for top achievers, do not have to place a cap on ambition for many other students.”

That is another argument that the hon. Gentleman failed to address.

There will be an opportunity for the hon. Gentleman to resit this test. There will be an opportunity during our consultation for him to rethink his blind opposition to this progress. I hope that we can count on him to reflect on the decision that he made today, and decide that he will join this side of the House in delivering better, more rigorous and more inclusive qualifications.

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

I congratulate my right hon. Friend on his statement. He will be unsurprised to know that I fully support his proposals. The current structure of our school exam system, in which exam boards compete with one another for a market share, has meant a year-on-year incremental reduction in the academic rigour of GCSEs, a narrowing of the breadth of the curriculum examined, and an increase in the predictability of the exams themselves.

May I ask my right hon. Friend to go one step further and address the issue of school textbooks, so that we can encourage publishers to move away from textbooks that are a step-by-step guide to passing a GCSE and towards textbooks that are rich in knowledge of the subject, encourage pupils to read beyond the confines of passing the exam, and provide greater scope for academically able children to flourish?

[Michael Gove]

I thank my hon. Friend for his kind words. Let me first take this opportunity to say that, during his two and a half years in the Department for Education, he did more than anyone else to ensure that rigour was injected back into our education system—[Interruption.] I shall ignore the graceless remarks from the Opposition Front Bench.

I want to underline my gratitude to my hon. Friend for doing such an exemplary job, from the introduction of the phonics test at the end of year 1 and the reform of key stage 2 tests to ensure that spelling, punctuation and grammar were properly marked, to the groundwork that he carried out in this examination reform. Future generations of teachers and pupils will be grateful to him. His comments on exam textbooks are very well made, and I believe that the reforms we are making to eliminate the race to the bottom will provide room for education publishers to do just what he hopes they do: to enhance the quality of textbooks.

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

I hope that the Secretary of State will stop maligning my former special adviser on these occasions. When I inherited the brief in 1997, my Conservative predecessor involved me in preparing the Dearing inquiry and in setting up the Qualifications and Curriculum Authority, which the Secretary of State has abolished. Is it not time to stop the chest banging and belligerence—the sheer, artificial anger about the past—and to agree to collaborate in the interests of parents, pupils, head teachers and teaching staff? That way, we can reach a consensus on a way forward for agreed improvement in rigour and on a qualification fit for the 21st century, rather than adopting the current approach, which is, “We know best, you know nothing; we’re going to do it.”

[Michael Gove]

I am grateful to the right hon. Gentleman for his contribution, and I am sure the whole House will note with approval his conversion to a style of politics in which he abjures machismo and chest beating. It is entirely our intention to seek to work with everyone who wants to ensure that our examination system can be better. That is why we are having a consultation process over the next few years—to ensure that we can have an examination system that suits all students.

The right hon. Gentleman was kind enough to refer to his former special adviser, Mr Conor Ryan. Far from maligning Mr Ryan, I wish to embrace him, just as he has embraced these reforms in a spirit of bipartisan consensus and progressivism.

[Dan Rogerson (North Cornwall) (LD)]

I welcome the consultation that the Secretary of State has said will take place on the proposals he has set out today. There is wide agreement on the issue of single exam boards, and I welcome the fact that he is looking at more rigorous examinations and reform of the performance tables, which schools have had issues with in recent years. I also welcome the fact that there will be some form of recognition and means of progress for those who are not yet ready to sit the test at the age of 16. He will know that Members on these Benches had concerns about any return to a two-tier system, so we particularly welcome that being ruled out in these proposals.

In the consultation on coursework and the abolition of controlled assessment, will the Secretary of State listen carefully to the responses, so that, if arguments are made in favour of it in certain circumstances and subjects, we can ensure that all students get the opportunity to demonstrate the best of their abilities?

[Michael Gove]

We will listen to the profession, in order to make sure that these reforms are implemented effectively. It was implicit in the hon. Gentleman’s question that there are some subjects outside the current English baccalaureate—for example, art and design—for which, by definition, practical work would need to be recognised, hence the flexibility I said we would apply in my statement.

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

May I push the Secretary of State a little on the level and depth of the consultation he is suggesting? He will know that many people of good will on both sides of the House, and outside it in the education world, want reform and change, but they are willing to work with him to get change fit for the 21st century. Many competitor nations are moving to a system that looks at 14 to 19 in a very different way, and the crucial turning point in education for many of those economies is 14, not 16; 16 is becoming rather redundant. If the Secretary of State is genuine about consultation, many of us on the Opposition Benches will work with him, but not if he is too fixed and too belligerent about today’s announcement.

[Michael Gove]

Again, I am grateful to the hon. Gentleman for arguing that we should take a less belligerent tone, but I could not help feeling that those remarks would have been better addressed to his Front Benchers rather than ours. It is in that spirit that we will work with others to identify best practice internationally. [Interruption.] I think we have had another outbreak of belligerence from some of the more rumbustious elements on the Opposition Front Bench. Of course we are happy to work with the profession, hence the period of consultation on which we are now embarking, but we want to make sure that it is informed by evidence, and the evidence is that the highest-performing jurisdictions ensure that there is an academic core that students follow to the age of 16. There is growing concern in other countries that premature specialisation at the age of 14 actually condemns some students to a lower place in a two-tier system that perpetuates the social division that I know the hon. Gentleman and I want to end.

[Andrew Percy (Brigg and Goole) (Con)]

I know from my time in the classroom that there is no doubt that the exam system has been undermined, with young people forced on to courses for the benefit of the school. However, I say to my right hon. Friend that there is a place for coursework in examinations, particularly in history and geography, the subjects I used to teach. In addition, some pupils simply do not test well because they are not supported at home in the same way that more privileged children may be. What will my right hon. Friend do to support those young people, generally from poorer backgrounds, who struggle with exams?

[Michael Gove]

I was talking this morning to the head teacher of Burlington Danes academy, Sally Coates—[Interruption.] She is embracing these reforms, as most enlightened head teachers are, and I suggest that the hon. Member for Liverpool, West Derby (Stephen Twigg) have a word with her before it is too late and his position leaves him even more exposed in the educational world. The point she made to me is that, contrary to my hon. Friend’s suggestion, coursework and controlled assessment often work to the benefit of middle-class students, whose parents can better support them, and actually the form of examinations we are putting forward is better designed to support students from poorer backgrounds to show what they can do, rather than simply to show what their parents have achieved.

[Mr Frank Field (Birkenhead) (Lab)]

Would parents be correct in drawing from the Secretary of State’s statement that he will ensure that the weakest students are helped so that they enter a single exam and that he will not tolerate a second-tier exam for those weaker students? Although parents will be relieved that students are not asked any more to complete coursework, does he not accept that some coursework does enable students to manage their time better and to improve their skills? Should that not be reflected in his new system?

[Michael Gove]

The right hon. Gentleman makes two very important points. On the first, we are perfectly clear that we are moving towards a single-tier system and away from a split, two-tier system. One of the points that the Opposition Front-Bench team have refused to engage with or acknowledge is that we have a two-tier system now, with foundation and higher-tier examinations at GCSE which force students who enter the foundation tier to accept a cap on aspiration. It is a disgraceful situation, which was never addressed when they were in office.

On the second point, which the right hon. Gentleman rightly makes, about the importance of coursework and controlled assessment, I would say, as I said in response to the hon. Member for North Cornwall (Dan Rogerson), that there are specific subjects outside the existing English baccalaureate, such as art and design or design and technology, in which students can demonstrate practical skills effectively through work that is not examined during a time-limited examination period. However, there are real problems with coursework and controlled assessment in core academic subjects.

[Karen Lumley (Redditch) (Con)]

I welcome my right hon. Friend’s announcement today, but will he look at strengthening vocational qualifications, as they are so important to young people in my constituency?

[Michael Gove]

My hon. Friend makes a good point. One of the things that I am delighted by is that, under the leadership shown by the Secretary of State for Business, Innovation and Skills, the number of apprenticeships has increased. In addition, thanks to the work put in place by the former skills Minister, my hon. Friend the Member for South Holland and The Deepings (Mr Hayes), we have seen a growth in the number of university technical colleges and studio schools. The Wolf report, which has also been referred to, has set us on a path where we can ensure that high-quality vocational qualifications are offered to all students who believe that that is the right course for them.

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

Under the Secretary of State’s proposals, it seems that the experimental generation who will have gained qualifications in 2016 will have either two different qualifications or none. I am not clear—perhaps the Secretary of State could provide an answer—as to whether there will be an age cap on achieving the English baccalaureate. What happens to those who do not get that grade?

[Michael Gove]

I see no age cap, and I stress that one of the things that has been very encouraging during the course of today is that a number of schools have suggested that they would like to pilot this qualification even earlier than the planned start date. I hope that we can build up a degree of consensus behind exactly what it is that we propose to introduce and that the schools that are enthusiastic about it are able to make sure that students who do not get a good pass at 16 have the chance to do so at 17 or 18.

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

May I welcome the Secretary of State’s statement and congratulate him on being a real education reformer? He will know that introducing an exam with higher standards that rejects grade inflation will mean more schools failing to meet the minimum standards. Does he agree that it is better to know the failures in our schools and put them right? Does he agree that it is better to know the details?

[Michael Gove]

I do not believe that there is a necessary link between making sure that exams are more rigorous and more schools failing. My experience of all highly successful schools is that they use outside encouragement to do even better, and higher standards set from the centre as an opportunity to raise their performance, but I agree that greater clarity and honesty about how students and schools are performing is an absolute precondition for improving outcomes for everyone.

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

Does the Secretary of State understand that increasingly educated parents and investment in schools are the driving forces for increasing results at GCSE, and does he not realise that abolishing GCSEs will discredit the qualifications of everyone under the age of 50, and the likely qualifications of those taking GCSEs over the next five years, thus devaluing the currency of education in Britain and shooting a hole in the economy?

[Michael Gove]

The currency was devalued by decisions taken by the Government the hon. Gentleman supported from the Back Benches. The currency was devalued by the introduction of modules and by the extension of controlled assessment. It is not just me taking that view; it is the view taken by business organisations and school teachers themselves. The things that contribute to improvement are Governments committed to raising the bar, head teachers liberated to do a superb job and two parties coming together to make sure that we modernise our examination system in a genuinely internationalist way. If the hon. Gentleman wants to be part of that process, we will welcome him; if he wants to carp from the sidelines, sadly, history will leave him behind.

[Andrea Leadsom (South Northamptonshire) (Con)]

Does my right hon. Friend agree that it is not just good for children but essential for our country that our exam results are internationally competitive? An example where we have badly fallen behind is in the EU: although we are 12% of the population of the EU, and back in the ’70s we represented 12% of the EU Commission, now we have fallen to around 4%. One of the key reasons is that we are not good enough at speaking bilingually to compete in that essential area.

[Michael Gove]

My hon. Friend makes a good point about the importance of language learning. Under the previous Government, the proportion of students who were studying modern languages at GCSE fell, but under this Government, it is at last beginning to rise. On Friday, I had the opportunity to congratulate the Lycée Charles de Gaulle on its bilingual extension, and 60 years of successful Anglo-French teaching. Later this year, I shall visit the first new bilingual primary free school, which is in Hove. The growth of language teaching as an integral part of an all-round academic education is central to what the coalition Government wish to achieve; it is an area where we diverge from the previous Government. Vive la différence.

[Nia Griffith (Llanelli) (Lab)]

The GCSE fiasco this summer showed the danger of rushing in change, so will the Secretary of State not only hold serious consultation with business but serious piloting of the type of question that can be tackled by the least able and also stretch the most able? That is a real challenge.

[Michael Gove]

I agree that it is important that we have the sort of questions in examinations that can simultaneously test the most able and ensure that all students feel that their hard work is recognised, but when the hon. Lady talks about examinations being introduced without sufficient consultation or thought, and refers to this year’s GCSE problems, I am afraid that was an examination designed by the Labour party, introduced by the Labour party and there are people—[Interruption.]

[Mr Speaker]

Order. The hon. Member for Cardiff West (Kevin Brennan) makes more noise chuntering from a sedentary position than he does strumming on his guitar, and I am bound to say that the noise is not as melodious.

[Michael Gove]

Mr Speaker, I have nothing to add to your excellent judgment from the Chair.

[Dr Julian Lewis (New Forest East) (Con)]

Does my right hon. Friend accept that the publication of grades rather than of actual examination marks makes examination results easier to massage and manipulate? Will he therefore consider the publication of actual marks in any future new examination results?

[Michael Gove]

My hon. Friend makes a very good point. One of the things we want to encourage in the consultation is thoughtful reflection on how we can properly record the level of achievement that each student has secured. His point is a very valuable contribution to the debate.

[Siobhain McDonagh (Mitcham and Morden) (Lab)]

As a new member of the Education Committee, I am particularly disturbed by some of the language the Secretary of State uses. Certainly in my constituency, the real-life chances of kids, particularly those previously in the bottom schools, were transformed with the introduction of city academies by Lord Adonis and the former Prime Minister, Tony Blair. I should like to hear the Secretary of State say good things about great sponsors such as the Harris Federation and the Church of England, because they seem to be missing from this picture.

[Michael Gove]

I am a huge fan of the hon. Lady, one of the last surviving Blairites in the Labour party. I am tempted to say, looking at the hon. Member for Stoke-on-Trent Central (Tristram Hunt), that together they are perhaps the last breeding pair of Blairites on the Labour Back Benches. All I will say is that I never lose an opportunity to celebrate the work of the Church of England and Lord Harris, whose 70th birthday party I was delighted to attend on Saturday in order to raise a glass to everything he has achieved for young people in the hon. Lady’s constituency and elsewhere.

[Mr Speaker]

We are always pleased to learn about the Secretary of State’s social engagements.

[Jane Ellison (Battersea) (Con)]

I very much welcome my right hon. Friend’s statement, and his words about academic rigour will be welcomed by many schools in my constituency, not least Bolingbroke academy, which opened today. Will he be looking to learn from exam systems from other parts of the world that are generally acknowledged to be very rigorous?

[Michael Gove]

My hon. Friend makes a very good point. One of the problems with the debate in this country, as the Deputy Prime Minister points out in an excellent article in today’s Evening Standard, is that it has tended to be introspective and backward-looking. My hon. Friend is right that we need to look outward and forward to those countries that have the best-performing education systems.

[Mr Ronnie Campbell (Blyth Valley) (Lab)]

May I press the Secretary of State further on the kids who leave school with nothing, the kids who are on the street corners, on methadone courses, drinking cans of beer, or going down the road of crime. We all have them in our constituencies; we have all seen them. What about those kids? Why are they being left on the shelf?

[Michael Gove]

The hon. Gentleman’s passion does him credit, but it is thanks to some of the changes introduced by people such as Lord Adonis and carried on under this Government that we are addressing problems in constituencies such as his. It is as a result of the new academy that has opened in Blyth that children are at last enjoying a more rigorous education of the kind they deserve. It is a relentless focus, through academies, free schools and improved examinations, on improving education for the very poorest children that marks out this coalition Government, and the additional money that the pupil premium provides will ensure that those children who are poorest, and about whom the hon. Gentleman cares most, benefit the most.

[Fiona Bruce (Congleton) (Con)]

I welcome the Secretary of State’s statement, and it will also be welcomed by Eaton Bank academy, which I had the privilege of opening on Friday. With reference to the teaching of languages, may I ask that the assessment of verbal skills during the examination process includes a genuinely spontaneous conversation with an independent external assessor so that those skills can be realistically assessed on the part of students?

[Michael Gove]

My hon. Friend makes an excellent point. One of the problems we have had with languages is not just the decline in the number of pupils taking them—the result of changes made by the previous Government—but insufficient rigour in the way speaking and translation have been assessed. We aim directly to address that.

[Julie Hilling (Bolton West) (Lab)]

One head teacher in my constituency contacted me to say that he went to bed in 2012 but woke up in 1956, and I know that manufacturing employers in my constituency are equally outraged by the Secretary of State’s proposals. Why did he not consult broadly with educationists and employers before coming forward with these proposals, and how will he ensure that young people end up with a qualification that is fit for the skills needs of the future?

[Michael Gove]

I am grateful to the hon. Lady for her point, but she invites us to consult. As I have pointed out, we are launching a consultation today, but we cannot launch a consultation on any proposals. Perhaps she is inviting us to launch a consultation on whether we should have a consultation on some ideas that someone else might think of before we can actually come forward with our own. It seems to me that she wants to have her consultation and eat it at the same time.

[Sir Tony Baldry (Banbury) (Con)]

Is that not the point my right hon. Friend is making? First, this is a genuine consultation, which will take some time, and head teachers and others should submit their views in it. Secondly, this is not being rushed—the first of the exams under any new system will not be taken until 2017—so a little less synthetic anger and a little more constructive comment would probably do us all well.

[Michael Gove]

As is so often the case, my hon. Friend hits several nails squarely on the head in quick succession. It is our intention to ensure that the consultation is long enough to take into account the views of head teachers, academics and others, and head teachers have already welcomed many of the steps we are taking and want to engage positively with the Government. I hope that the Opposition do likewise.

[Nic Dakin (Scunthorpe) (Lab)]

The noble Baroness Thatcher, the former Prime Minister, said when she scrapped O-levels that she was doing so because they represented a cap on social mobility. Is today’s announcement a return to terminal norm-referenced exams and that cap on social mobility?

[Michael Gove]

No.

[Mr John Leech (Manchester, Withington) (LD)]

I welcome any changes to qualifications that will better prepare young people for the transition to A-levels, because the gulf between GCSEs and O-levels is too great. However, may I caution the Secretary of State to bear in mind that there is also a huge gulf between O-levels and A-levels, so any changes must take us forward and better prepare us for transition rather than just be a return to the past?

[Michael Gove]

The hon. Gentleman makes a very good point. Exactly as he points out, one of the real problems with the GCSE course is that teachers say that it is poor preparation for A-levels. In some cases, GCSE English and maths is poor preparation for the workplace as well. I entirely agree with him, and I hope that over the course of the next few months we can work to ensure that that chasm is closed.

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

I welcome the reform plans as regards an end to endless resits and competition between examination boards, but I am not convinced of the year zero approach to coursework, nor that this might not lead to a two-tier system. May I gently say to the Secretary of State that this is not the way to develop public policy in this area? In Hong Kong, this kind of major reform took 10 years of open public debate. I fully understand that he wants to butter up the Rothermeres, but the examination system deserves better than a series of squalid leaks to The Mail on Sunday.

[Michael Gove]

I am grateful to the hon. Gentleman, particularly for the fact that in 30 seconds he said considerably more that was sensible and coherent than his Front Benchers managed in their allotted five minutes. I am also grateful to him for showing a degree of leadership in welcoming many of the changes that we have made. I take his point about coursework and controlled assessment. I said earlier that in some subjects outside the academic core, such as art and design and design and technology, we can see the need to assess practical endeavour. However, I remain to be convinced, given the terrible problems that we have seen with coursework and, this year, with controlled assessment, that it is right for academic subjects.

[Craig Whittaker (Calder Valley) (Con)]

Employers in Calder Valley often complain to me that young people leaving school and being presented to them for jobs cannot read or write properly and have poor social skills. Can my right hon. Friend tell employers out there in the UK how the new reforms will change that and enable young people to be more job-ready?

[Michael Gove]

My hon. Friend makes a very good point. There is a consensus among business organisations, from the Federation of Small Businesses to the CBI to the Institute of Directors, that the current GCSE offer is inadequate and that we need reform. Particularly on literacy and numeracy, in our consultation paper issued today we make it clear that we would like GCSE English and mathematics to include sufficient rigour so that employers can be guaranteed that students are properly literate, properly numerate, and ready for the workplace.

[Paul Blomfield (Sheffield Central) (Lab)]

Does the Secretary of State accept that a one-size-fits-all final exam is not the best way of assessing talent across the whole ability range in core subjects, and that it is no preparation for a world of work in which no employer would dream of appointing or evaluating staff on the basis of a single closed paper?

[Michael Gove]

I am grateful for the hon. Gentleman’s question, but he seems to be inviting me to move towards a two-tier system because he believes that one size would not fit all. I reject the view implicit in his argument that the overwhelming majority of our students are not capable of doing what they do in other jurisdictions in showing at the age of 16 that they have mastered the core academic subjects and are ready for further study and the world of work.

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

May I press the Secretary of State on how the enhanced provision for the least academically gifted will be delivered in rural areas? He is aware that North Yorkshire is one of the most underfunded of local education authorities. What particular provision will be made to the schools in question?

[Michael Gove]

I am aware that North Yorkshire has particular challenges, not only as a result of funding but because of the dispersed nature of the population. I hope that North Yorkshire, like other areas of the country, has benefited from the additional funding for the poorest students through the pupil premium. Although there is not an absolute correlation between poverty and low achievement, it has certainly been an entrenched feature of our system in the past. I hope that the additional resources and the other changes that may well be brought in will ensure that those students continue to do better under this coalition Government.

[Angela Smith (Penistone and Stocksbridge) (Lab)]

One of the most important aspects of my work as a teacher of GCSE English was the formal assessment of the speaking and listening skills exhibited by students—skills that are vital for young people as they go into the workplace. Will the Secretary of State clarify whether the assessment of speaking and listening skills will be excluded from the English examination system post-2017?

[Michael Gove]

I read with interest the work that was done looking at some of the weaknesses in the current English GCSE, and the controlled assessment of speaking and listening was one of the areas in which there were the greatest problems in ensuring effective marking by teachers assessing their own students. I agree that effective speaking and listening is essential to a broad curriculum, but when it comes to ensuring that speaking, listening and every other skill is assessed properly, we need to move away from the model of the past.

[Sir Peter Bottomley (Worthing West) (Con)]

My right hon. Friend can expect some representations on the expression “baccalaureate”, which originally came from an English degree at age 21 and a university course, is now a European system for 18 or 19-year-olds and will in future be provided to 16-year-olds who qualify in the core subjects.

As well as the public examination and certification system, we ought to encourage people to pass standards and get grades in their academic and other school subjects in the same way as they can in music and sport, to allow those who are achieving things to have that recognised. They can then get add-on tuition and develop.

As a last point, may I say that my right hon. Friend ought to look at the sub-editors of his article in the Evening Standard? The first four times he used the word “both”—meaning the coalition, presumably—were unnecessary, and the fifth time, the word “We” would have substituted for the first four words of the sentence.

--- Later in debate ---

[Michael Gove]

My hon. Friend has just completed an eloquent application for the post of chief examiner at whichever exam board is successful in securing the franchise. I will ensure in future that any article that is penned by both the Deputy Prime Minister and I—or should that be me?—passes through my hon. Friend’s blue pencil before it appears in the Evening Standard. I take his point about sport and music, which both need to be better recognised in modern schools.

[Bill Esterson (Sefton Central) (Lab)]

I do not think any hon. Member is arguing against the need for improvements in the GCSE system. However, it must be a mistake to move back to rote learning at the expense of problem-solving and the encouragement of the applied skills that are needed in the workplace and generally in life, which benefit both children and the economy in a competitive world. From what the Secretary of State has said, it seems that we face a system that will be to the benefit of the few who are good at exams but at the expense of the many who excel in other ways.

[Michael Gove]

I am grateful to the hon. Gentleman for his points. He says that no one in the House will oppose improvement to GCSEs, but I am afraid the Opposition Front-Bench team have done precisely that. They have made no constructive proposals of their own; they have merely defended a discredited status quo and sought to create partisan dividing lines.

On the hon. Gentleman’s point about rote learning, I would say that it is encouraged in the current system by the modular approach and the way in which examinations are currently designed—[Interruption.]

[Mr Speaker]

Order.

[Michael Gove]

Thank you, Mr Speaker.

Well designed examinations ensure that people have not just the knowledge but the skill and deep understanding to show that they have been well taught. The best head teachers have argued for that view, and I am happy to embrace it.

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

The statement by the Secretary of State is excellent news for pupils in England. The way in which GCSEs have been discredited over the past decade or more has been completely unacceptable. Pupils in my constituency and across Wales, however, will still be subject to the same failed model of GCSEs. Will he do everything possible to encourage his counterpart in Wales to engage in the process and bring about either the same model as in England or one as close to it as possible, and to stop scoring party political points?

[Michael Gove]

I am grateful to my hon. Friend for making his point. As someone married to a Welsh girl, it grieves me that the Welsh education system went backwards under Labour, and it grieves me even more that every objective assessment of what has happened under Labour in Wales shows that education has improved more quickly and effectively in England than in Wales. I hope that the Education and Skills Minister in Wales will embrace the progressive reforms that the coalition Government have put forward. He now has an opportunity to show that he is ready to operate in a constructive fashion.

[Alison McGovern (Wirral South) (Lab)]

Which businesses did the Secretary of State consult before making his announcement today?

[Michael Gove]

I looked at everything that had been written by the Confederation of British Industry, the Institute of Directors and the Federation of Small Businesses, and in so doing, I could see the widespread view among business that we needed to reform GCSEs. I look forward to hearing from individual businesses about their views of specific aspects of the reform. However, among businesses, there was a universal view that examinations had been discredited and dumbed down under the previous Government and that, at last, the nettle was being grasped.

[Nigel Mills (Amber Valley) (Con)]

I welcome the statement. What can my right hon. Friend do to ensure that students in the next five years also obtain qualifications that are well regarded by prospective employers?

[Michael Gove]

One thing that the coalition Government have done is allow schools that are concerned about the quality of GCSEs, particularly the modular nature of some GCSEs, to teach the IGCSE. I visited a state school in Hertfordshire on Friday, where a mathematics teacher told me that she hoped that we would adopt a system that was more similar to the IGCSE, because that would help inject greater rigour into the process. I was able to reassure her that we were learning from best international practice and that I would encourage all schools to consider how the IGCSE might be an appropriate preparation for the changes that we hope to introduce.

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

I would like rigorously to test the Secretary of State’s statement. To assist me, will he provide the evidence base for the policy that he has announced to assure me that it will benefit young people and this country’s economy?

[Michael Gove]

Yes, I would be happy to share with the hon. Lady the work that has been done by the university of Durham, the Royal Society of Chemistry, Ofqual, Ofsted and King’s College London, all of which have pointed out the way in which the current model of GCSE examination needs to change. I would also be happy to share with her best practice in every successful education jurisdiction, which stresses a broad curriculum of the kind that the English baccalaureate aspires to provide.

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

I thank the Secretary of State for his statement. Does my right hon. Friend agree that, to reassure everyone of the rigour of the new exam, no pupil should be regarded as having passed it unless they achieve a mark of at least 50%?

[Michael Gove]

I take my hon. Friend’s point. When I was re-reading Mike Tomlinson’s report into what went wrong with A-levels under the last Labour Government, I noted that he made the point that it is very difficult for the public to understand how exam boards convert raw marks into particular scores and then particular grades. It is an opaque process that impedes understanding. I think that my hon. Friend the Member for New Forest East (Dr Lewis) made the point that greater granular detail about attainment can help us all understand how marks are awarded. The simplicity that my hon. Friend the Member for Bury North (Mr Nuttall) wants is not always available to us, but we should aspire to it.

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

Employers in places such as Birmingham tell me that new industries, particularly social media and the computer programming and gaming industry, often look for aptitude in such skills as programming and coding. They say that none of the current examination systems reflects that sort of aptitude. Will the Secretary of State’s reforms to the examination system take those areas into account, accommodate new skills and provide a test for them?

[Michael Gove]

The hon. Lady is right. In January, in response to the Livingstone-Hope review, I announced that we would disapply the current ICT curriculum, which did not provide the sorts of skills that the hon. Lady mentions, and that we would develop new computer science specifications. That announcement was widely welcomed, and I have been working since then with Ian Livingstone, Microsoft and others to ensure that we can provide people with the coding skills with which they were not provided in the curriculum that we inherited.

[Henry Smith (Crawley) (Con)]

I seek reassurances from my right hon. Friend that students who have been diagnosed with dyslexia will be afforded the additional time and appropriate assistance needed during a more rigorous exam process.

[Michael Gove]

My hon. Friend makes a characteristically acute point on behalf of those students who labour under the disadvantage that comes from having special educational needs. We want to ensure that all students are capable of sitting the examination and that, if they have a particular disability, or live with a condition such as dyslexia, appropriate support is provided.

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

During the consultation, will the Secretary of State listen carefully, particularly to the engineering industry, which is concerned about the artificial divides that have crept in between vocational and academic qualifications? We all need to develop some practical skills—even the Secretary of State needs to learn how to use a left-handed screwdriver. In doing that work, will he also listen to those who are worried about the lack of continuous professional development in the teaching profession because of the pressures in the curriculum?

[Michael Gove]

I am painfully aware, as are the British School of Motoring and the Department for Transport, of the need continually to improve practical skills, and as a result of my failure in that area I have had recourse to expert engineers on more occasions than I care to remember. The hon. Gentleman makes an important point and we must ensure that the academic qualifications in maths and the sciences for which students study to age 16 are preparation for the vocational courses that follow, including in engineering. The point about continuous professional development was well made, and we will ensure that that is a priority of the new chief executive of the Teaching Agency.

[Lorely Burt (Solihull) (LD)]

Under the existing GCSE system, too many of the most vulnerable children leave school with nothing. What arrangements will be made for children with special educational needs?

[Michael Gove]

The hon. Lady makes a good point. In every nation, a small percentage of students—perhaps 5% or 6%—live with such severe special educational needs that it is difficult for them to secure access to an academic curriculum by the age of 16. We must ensure that those young people have a full and rounded statement of what they have achieved at age 16, so that they, their parents, and potential employers know that they have talent and real ability. Although that talent may not be recognised through an academic curriculum, it can be recognised in the world of work and deserves to be applauded. We want to work with specialists in the field of special educational needs to ensure that that achievement is recognised and, where appropriate, for those students to secure EBacc certificates in English and mathematics at a later stage.

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

Children in homes that are not connected to the internet—largely those in disadvantaged areas—are likely to fall one grade behind other children, so tackling rather than increasing poverty must be a priority. Does the Secretary of State agree that working with families in those children’s early years is more important than waiting until they fail at 16 and hoping to sort things out in the two years that follow?

[Michael Gove]

I absolutely agree and would say two things. First, the efforts being made to improve access to broadband across the country will help to ensure better internet access for every family. Secondly, improving education in a child’s early years is critical. That is why we are extending the number of hours of pre-school learning available for disadvantaged two-year-olds, and why we are ensuring that the early years foundation stage is more rigorous.

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

My right hon. Friend the Secretary of State will be aware of the investigation by The Daily Telegraph into the conduct of exam boards last year. One examiner was recorded as saying that the exam in question had so little content he was surprised it got through, and other examiners were caught telling teachers which questions to expect in that year’s exams. Will the Secretary of State assure the House that the reforms will end the ludicrous situation in which exam boards compete with each other in a race to the bottom to offer the easiest exams to schools?

[Michael Gove]

My hon. Friend is to be congratulated on the clarity of his question and the cogency of his argument, as is The Daily Telegraph on the public benefit that accrued from its investigation.

[Paul Flynn (Newport West) (Lab)]

rose—

[Paul Flynn]

I was sitting elsewhere.

May I congratulate the Secretary of State on learning his Welsh lesson, even if he has proved himself a rather slow learner? My constituents can enjoy the benefits of the Welsh baccalaureate now, rather than wait until 2017. Will the Secretary of State learn another lesson from Wales by studying what happened with Leighton Andrews’s decision to award fair results to those who were cheated by the mismarking in the English exams?

[Michael Gove]

There is a lot to admire in Wales, including the hon. Gentleman. I do not, however, admire the way that the regulator and the Education and Skills Minister are one and the same, and we must separate decisions taken by politicians from those taken by regulators. That is the approach taken in England, and I think it is better.

[David Rutley (Macclesfield) (Con)]

I welcome the commitment of my right hon. Friend the Secretary of State to ensuring an absolute focus on genuine educational attainment, rather than grade inflation. Will he reassure the House by confirming that the planned consultation exercise will focus not only on course content but on how the new exams will be implemented to ensure maximum possible success?

[Michael Gove]

Yes. My hon. Friend makes an important point and we will do everything we can to ensure that the consultation includes not only content but method of assessment and support for teachers.

[Neil Carmichael (Stroud) (Con)]

I welcome the statement, chiefly because it builds on the English baccalaureate, and also because it reflects the important conclusions of Professor Alison Wolf’s report. However, may I stress the importance of ensuring that further education colleges, universities, sector councils and representatives of business communities are consulted, because their views are pivotal? My right hon. Friend will find that they are also supportive.

[Michael Gove]

I am grateful to my hon. Friend, whose commitment to the FE sector is well known. He is absolutely right: no reform of examinations at 16 can succeed unless we listen to the best voices in further education.

[Mr Speaker]

I call finally Mr Stuart Andrew.

[Stuart Andrew (Pudsey) (Con)]

Bottom of the class again!

Businesses in my constituency tell me time and again of their concerns about standards and their confidence in them. Members may find it hard to believe, but I was not the most academic pupil. I am therefore particularly interested in how best we can help such students. Guiseley school in my constituency has done excellent work on encouraging pupils into engineering and on working with local businesses to determine their needs. Will my right hon. Friend assure me that while he is introducing the changes he will put equal emphasis on creating opportunities for those less academic pupils and on encouraging partnerships such as the one that Guiseley school has established with local businesses?

[Michael Gove]

I am grateful to my hon. Friend, who makes a characteristically acute point. It is absolutely right that we should ensure that all students, of whatever ability, can progress at the age 16 either to the world of work if it suits them, or to further and higher education. We need to work with business to ensure that that can happen.

May I express my sympathy for him in finding himself the final person to be called? As it says in the King James Bible, which, of course, has been distributed free to every school under this Government, the first shall be last and the last shall be first.

Oral Answers to Questions

Michael Gove Excerpts

Monday 3rd September 2012 Commons Chamber

[Charlie Elphicke (Dover) (Con)]

15. What progress his Department has made on steps to speed up the adoption process.

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

In May, my Department published scorecards for local authorities to enable them to identify and tackle the causes of delay in the adoption system. My Department will shortly launch a consultation on changes to speed up processes for prospective adopters, and we plan to introduce legislation thereafter.

[Jeremy Lefroy]

I thank the Secretary of State for his answer. Will he confirm that he is looking at all the barriers to adoption that prospective parents can encounter—including, on occasions, their religious faith?

[Michael Gove]

My hon. Friend is quite right to raise that issue. There have been a number of occasions in the past when, for the best of motives, social workers have felt it inappropriate to match children with prospective adopters because faith might have been seen as a barrier. I do not believe that faith should be a barrier to ensuring that children find a loving home.

[Charlie Elphicke]

We know that some 5,000 children have placement orders, but the number of approved parents is less than a third of that figure. Does not this highlight the importance of hammering home to social services authorities the need to welcome prospective adopters and push the process through so that they can adopt children today?

[Michael Gove]

I absolutely agree. One of the most heartbreaking aspects of my job is reading about parents who want to adopt children but who have found that, for understandable reasons, the system has been far too bureaucratic and slow in allocating children to them. Working with the best in local authorities, I am sure that we can all do better.

[Valerie Vaz (Walsall South) (Lab)]

It is welcome that the speed of adoption is being looked at, but will the Secretary of State confirm that the safeguards of the Hague convention will still apply to inter-country adoptions, and that the adoption panels’ functions will not be watered down?

[Michael Gove]

It is vital that we ensure that international safeguards are present in respect of inter-country adoptions. When we come to look at the adoption panels, we will want to strike a balance to ensure that the right people are coming forward and being scrutinised appropriately with the minimum of delay.

[David Simpson (Upper Bann) (DUP)]

What more can the Government do to encourage and help older couples who wish to adopt children?

[Michael Gove]

We can do that by making it clear to all local authorities that age should not be a barrier. I understand the pressures on social workers, and I empathise with them, but in the past local authorities have sometimes made the best the enemy of the good. Notwithstanding the fantastic work that is done in children’s homes and by foster carers, we know that adoption is for good, and that the sooner we can place a child permanently in a loving home, the better it is for all concerned.

[Jo Swinson (East Dunbartonshire) (LD)]

One of my constituents, who is here today, has spoken to me about her continued grief at having been forced to give up her son for adoption in the 1970s. Will the Secretary of State take a moment to read about the experience of my constituent, and give her the recognition that she is seeking of the fact that the forced adoption practices that used to exist in this country were traumatic and absolutely wrong, and should never have been allowed to exist by any Government?

[Michael Gove]

The hon. Lady makes an effective point in a very effective way, and I absolutely agree with her. It is one of the blessings of the past 30 years that attitudes towards adoption and conception have changed so much, and that the stigma that used to be attached to children who were born out of wedlock is, mercifully, no longer there. It is quite wrong to force a mother to part from her child when she is capable of providing that child with a loving home. Anxious as we are to ensure that children in need are adopted, we must be equally anxious to ensure that single parents are supported.

[Mr Gerry Sutcliffe (Bradford South) (Lab)]

3. What plans his Department has for child care; and if he will make a statement.

--- Later in debate ---

[Hugh Bayley (York Central) (Lab)]

7. What proportion of students at state schools in York achieved five or more GCSEs at (a) grade A* to C and (b) grades A* to E in 2012.

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

The Department for Education will publish tables of provisional GCSE results for 2012 in October. In 2011, 84.3% of pupils in state schools in York achieved five or more GCSEs at grade A* to C and 94.3% achieved five or more GCSEs at grade A* to E.

[Hugh Bayley]

York’s schools continue to perform better than the national average, but I have faced many complaints from parents and teachers about the English marking fiasco. The head teacher of one of York’s best performing schools, Steve Smith, says:

“It is morally wrong to manipulate exam results in this way—it is playing with young people’s futures.”

Will the Secretary of State advise Ofqual to re-mark the papers according to the old criteria while the inquiry goes on and will he publish all his correspondence with Ofqual on this matter?

[Michael Gove]

I am grateful to the hon. Gentleman for asking that question. Let me take this opportunity to underline my admiration for the work done by York schools and York head teachers. I share the sadness that many teachers and students will feel about what happened with GCSE English this year. It is appropriate that we should all learn lessons about some of the mistakes made in introducing an examination, modular in style, that was not best equipped to ensure that all students could perform well and be treated fairly.

The hon. Gentleman invites me to tell Ofqual what it should do. I will not, because the Secretary of State for Education when the hon. Gentleman supported the Government, Mr Ed Balls, pointed out that Ofqual was an independent regulator of standards, independent of Ministers and reporting directly to Parliament and he said:

“I am not going to second-guess its work.”—[Official Report, 23 February 2009; Vol. 488, c. 27.]

I hold to that position.

[Mr Speaker]

I was reluctant to interrupt the flow of the Secretary of State’s eloquence, but I remind the House that the question relates exclusively to York—not even to Redcar, although Question 9 might present its opportunities to hon. Members.

--- Later in debate ---

[Emma Reynolds (Wolverhampton North East) (Lab)]

9. What plans he has for the future of GCSEs; and if he will make a statement.

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

The coalition Government will shortly announce their proposals for the future of exams at 16; we hope to ensure that future examinations work in the interests of all young people. We need exams that will keep pace with the best in the world and meet the demands of children, teachers and employers.

[Emma Reynolds]

Today is the start of the new school year. Thousands of 16-year-olds in my constituency and across the country have had their hopes dashed and their plans devastated by this summer’s grading fiasco. When will the Secretary of State accept that it is his responsibility to tackle this injustice, and call for a regrading?

[Michael Gove]

I quite agree that it is appropriate that we should tackle the problem, which arises from the structure of the GCSE examination. That is why we are removing modules and reforming examinations. For years, under Labour, Ministers sat idly by as we endured grade inflation and dumbing down. At last the tide is turning.

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

Does the Secretary of State agree that the challenges in setting the grade boundaries in the new GCSE English qualification this year highlight the need to end modular exams, restrict controlled assessment, and end the lazy devaluation of the GCSE currency that has gone on for too long?

[Michael Gove]

The Chairman of the Select Committee makes the point superbly.

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

Over the past 10 days, there have been countless examples of people getting a D for work assessed this summer that would have got a C grade in January. Sally Coates, head of the excellent Burlington Danes academy, who spoke alongside the Secretary of State at last year’s Conservative party conference, said:

“It is blatantly unfair to move the goalposts, without warning, midway through the year”,

and described it as “rough justice.” Does the Secretary of State agree?

[Michael Gove]

I agree that these examinations are unfit for purpose and need to change. I also agree with Labour Ministers, who, when they were in power, said:

“The objective of Ofqual is to ensure consistency between the modular GCSEs and their non-modular predecessors. How it does that will be up to Ofqual.”––[Official Report, Apprenticeships, Skills, Children and Learning Public Bill Committee, 24 March 2009; c. 597.]

So it should be. Ofqual is an independent regulator, accountable to Parliament. If Ministers were to interfere in Ofqual’s decisions, they would be meddling where they should not interfere. It is deeply irresponsible, cynical and opportunistic for the hon. Gentleman to make the case that he is making.

[Stephen Twigg]

No wonder the Secretary of State did not want to answer my second question, because I have been looking at what he said when issues to do with exams and tests arose when he was the shadow Secretary of State. In 2008, he said that

“ministers must be held accountable when the regime fails.”

He went on to say that it was time to end what he described as

“This ‘it weren’t me, miss’ approach”.

Was he not right then, and wrong now? And what was the title of that article? “Minister, you failed the test”.

[Michael Gove]

For 13 years, Ministers under Labour did fail the test. They failed to ensure that our examinations were modernised and reformed so as to be among the world’s best. This is a test that we are determined to meet. It is a great pity that the Labour party is not joining us in making sure that our state education system is one of the world’s best.

[Dr Julian Lewis (New Forest East) (Con)]

Would it assist my right hon. Friend in his admirable wish to reintroduce rigour to GCSEs if pupils who sat them were told the actual marks given, and not just the grades, which are subject to inflation?

[Michael Gove]

My hon. Friend makes a very good point. The greater the transparency in the grade setting and marking process, the better. That is one of the reasons Ofqual exists as an independent regulator, and one of the reasons it should continue to do that job, not Ministers.

[Phil Wilson (Sedgefield) (Lab)]

If, when Mo Farah had run the 10,000 metre final in the Olympics, he had been told he had to run a further 10,000 metres before he could claim that he had won the gold medal, he would say that that was wrong, so why is it right to change the way GCSE exam results are marked halfway through the academic year, which is what happened this year?

[Michael Gove]

What is right is to allow the independent regulator and exam boards to decide how these exams should be graded—not, as the Labour party seems to be suggesting, to have Ministers marking papers.

[Alec Shelbrooke (Elmet and Rothwell) (Con)]

May I ask my right hon. Friend to take heed of the message I have received from businesses in my constituency? When it comes to looking at changing the GCSE’s structure, what young people need, and what is fair to them, is a sound GCSE system that allows employers to know that the people who they hire are able to do the job, and that therefore does not put undue pressure on people who would not be able to do the job.

[Michael Gove]

My hon. Friend makes an absolutely critical point. We need to make sure that standards are comparable over time. The process by which Ofqual ensures that standards are comparable over time was introduced under the last Labour Government. It is a process that Labour Members now disavow for opportunistic reasons, and in so doing they make it more difficult to ensure that our examination system can be reformed on a sound basis. It is a pity that a party that once led on education reform is now clambering on to any bandwagon that passes.

[Mr Andy Slaughter (Hammersmith) (Lab)]

11. What steps his Department is taking to reform youth services to meet the needs of local communities.

--- Later in debate ---

[Karl MᶜCartney (Lincoln) (Con)]

13. What steps he is taking to ensure the development of sport in schools.

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

Sport should be a central part of any school. Great schools know that sporting and cultural opportunities go hand in hand with high academic standards. We are introducing a revised programme of study for physical education with a greater focus on competitive sport. We are also encouraging more schools to sign up for the highly successful school games. We will make a statement about further measures shortly.

[Karl MᶜCartney]

I thank my right hon. Friend for that energetic answer. Does he agree that the Government need to focus on improving competition in school sport to counter the culture that existed under the previous Labour Government whereby teachers sought to reward all competitors for fear of dividing children into winners and losers? [Interruption.]

[Michael Gove]

Judging by the reaction from the Labour Benches, that question was, to use a fencing term, a palpable hit. I agree that it is important that we support the growth of competitive and team sports in all our schools. One of the things I have been most impressed by when visiting state schools is the way so many of them are using academy freedoms to provide not only greater facilities but more sporting opportunities for our young people.

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

Will the right hon. Gentleman make it a requirement that free schools provide sport in the way he has just described?

[Michael Gove]

Free schools are already doing a fantastic job in providing that opportunity—[Interruption.] The hon. Gentleman, having missing the penalty the first time, is trying to come back, put the ball on the spot and have another go. The whole point is that free schools are doing a superb job in providing great sporting facilities, and the reason for that is that they are free of the sort of centralist interference that old socialists like him, in their sweet but frankly out-of-touch way, are still nostalgic for.

[Mr Robin Walker (Worcester) (Con)]

16. What plans he has for the future level of the pupil premium.

--- Later in debate ---

[Chi Onwurah (Newcastle upon Tyne Central) (Lab)]

19. What measures he has put in place to prevent the sale of academy school sports playing fields.

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

No disposal of publicly funded playing field land at an academy may take place without the Secretary of State’s consent. The Government will agree to the sale of playing fields only if the sports and curriculum needs of the academy and its neighbouring schools can continue to be met. Sale proceeds must be used to improve sports and education facilities.

[Chi Onwurah]

The Secretary of State made sure that academies were accountable only to himself and then decided that all state schools should become academies. But he gets his figures wrong on playing fields, overrules his own advisers, exempts academies from most of his own policies and, in any case, focuses all his time and his Department’s money on free schools. How can we have confidence in him on sport or anything else?

[Michael Gove]

I am proud of the success of academies and free schools, but they are not the only thing that the Government are doing; we are also making sure that we improve inspection, teacher recruitment, the curriculum and examinations. As for playing fields, we have ensured that the rules have changed so that they are better protected under this Government than they were under the last one.

[Mr Iain Wright (Hartlepool) (Lab)]

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

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

It is a pleasure to announce that 55 new free schools are opening this year. They will provide young people across the country with a high standard of education and the facilities that they deserve. I am delighted that we are building on the good work of Labour reformers such as Lord Adonis in bringing forward the programme.

[Mr Wright]

How on earth can it be fair that pupils in Dyke House and High Tunstall in my constituency, as well as those in other constituencies, could obtain the same mark in the same subject from the same examining body in the same year and yet get different grades? What urgent work is the Secretary of State doing to ensure that pupils affected are not disadvantaged and that they will be able to take up the college place or apprenticeship course of their choice?

[Michael Gove]

The hon. Gentleman has been a highly effective Minister in his turn and he knows how important it is, when dealing with questions of examinations, to ensure that there is consistency over time. He will also be aware that Ofqual, the regulator, is the appropriate body to look into these matters. It published an interim report last Friday, which I hope he has had the chance to read. He will be aware that Ofqual is doing more work this week and will be talking not just to teachers’ representatives but to all interested parties. I hope that he will make a submission to Ofqual.

The hon. Gentleman will also know, as a former Minister, that Ofqual is accountable to Parliament and not to Ministers. That means that if there are further questions to be asked of Ofqual beyond those that I and other Ministers are asking, it may be appropriate for the House to ask those questions, through the Select Committee or other means.

[Tom Brake (Carshalton and Wallington) (LD)]

T4. Carshalton boys sports college, whose pupils are active in the community, has been badly affected by the AQA blunder. What reassurances can I give those pupils that their futures are not going to be blighted?

[Michael Gove]

Again, I stress that Ofqual is the appropriate regulator and will want to hear from all schools affected. The report that I hoped would be delivered and which Ofqual did deliver rapidly this Friday dealt in broad terms with the issues about grade boundaries. However, there may be school-specific cases that, like the hon. Member for Hartlepool (Mr Wright), my right hon. Friend, as an assiduous constituency Member, may want to bring to Ofqual’s attention. I encourage all MPs who believe that there are specific cases that defy logic in schools of which they are aware to bring them to Ofqual’s attention.

[Kevin Brennan (Cardiff West) (Lab)]

The Secretary of State said earlier that this year’s problem arose because the modular English exam was “unfit for purpose” so nothing could be done to rectify the injustice this year, yet the same exam will be sat next year. Is he saying that next year’s pupils can look forward to the same injustice on his watch?

[Michael Gove]

It was a Labour Government who introduced modularisation of GCSEs. We made it clear that we thought that was a mistake and we moved as quickly as possible to end it. I hope that we can count on the hon. Gentleman’s support in making that reform.

[Andrew Stephenson (Pendle) (Con)]

T5. My right hon. Friend will know that schools will shortly have a duty to provide comprehensive and independent careers advice to their pupils. What support will he provide to schools to ensure that that they meet these important new obligations?

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

T3. Where was the Secretary of State when so many parents and young people were traumatised by what was happening with GCSEs? Why did he not go on radio and television to explain his position? None of us wants him to interfere with Ofqual, but over the past two years he has been responsible for producing a climate of fear in which Ofqual and the examination boards operate.

[Michael Gove]

I am grateful to the former Chairman of the Select Committee for his points about Ofqual. The most important of his series of comments was his assertion that none of us would like Ministers to interfere in Ofqual’s operations on grade boundaries and grade setting—a mature and appropriate point. More broadly, he asked where I was when the GCSE results were announced. On that day, I took the opportunity to give interviews to the BBC, ITV and Sky to explain my concerns about the situation that we inherited from the previous Government. Ever since then, I have been doing everything I can in my Department, with the help of my Ministers and the superb team of civil servants we have, to ensure that we can reform examinations for all students.

[Jeremy Lefroy (Stafford) (Con)]

T8. I welcome the help that the Minister for Further Education, Skills and Lifelong Learning and the Skills Funding Agency have provided in showing flexibility over the number of 16 to 18-year-old apprentices taken on by my local college in Stafford. How can he ensure that this common-sense attitude always prevails?

[Emma Reynolds (Wolverhampton North East) (Lab)]

T6. We should be incredibly proud of Team GB’s Olympic success, including that of my constituent, gymnast and bronze medallist Kristian Thomas. Does the Secretary of State agree with the Government’s own school sports adviser, Dame Kelly Holmes, that two hours of PE per week should be compulsory in schools?

[Michael Gove]

Let me congratulate the hon. Lady’s constituents on their achievements. I know that Wolverhampton, which I think held a marathon only this weekend, is a place of sporting excellence. Dame Kelly Holmes has done a fantastic job as adviser and continues to help us in every way, but although we should do everything possible to encourage the maximum participation in and enjoyment of sporting and physical education, compulsion of the kind that she has called for is not something I believe in.

[Steve Baker(Wycombe) (Con)]

T9. Apprenticeships are being promoted vigorously by the Government, but what progress is being made on the higher levels and, in particular, on their quality?

--- Later in debate ---

[Mr Nicholas Brown (Newcastle upon Tyne East) (Lab)]

I thank the Secretary of State for meeting me to discuss cadet forces in state schools. The problem remains: how does the BTEC in uniformed public services count towards the performance tables? If he can find a way to resolve that issue, he will have the gratitude of my constituents.

[Michael Gove]

I am grateful to the right hon. Gentleman. He has raised the case of the academy in Wallsend in his constituency brilliantly. My officials are looking at what we can do to build on that school’s successes.

[Michael Fallon (Sevenoaks) (Con)]

Will the Secretary of State confirm that from this month it will no longer take a whole year for schools to dismiss the very small minority of teachers who turn out to be professionally incompetent? Will he reassure us that that is just one of a series of future reforms that will give schools and head teachers more control over their own schools?

[Michael Gove]

My hon. Friend is absolutely right. The rules have changed and we will make it easier for head teachers to deal with underperforming staff. In the most extreme cases, that means that the underperforming staff will have to go. I want to ensure that head teachers are given the resources and time to ensure that underperforming staff can improve, because we all know that every child deserves to have a high-quality teacher for every moment in class.

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

As one of the MPs representing Hackney, which 10 years ago was one of the worst performing boroughs in education, I want to draw the Secretary of State’s attention to our excellent exam results, with more than 60% of pupils getting five A to C grades at GCSE, including maths and English. Mossbourne community academy gained a result of 89%, which is exceptionally good. However, within that there were real challenges for pupils sitting the English exam. At BSix college, for example, for the previous three years, 83%, 86% and 83% of pupils respectively gained a C or above, but only 36% did so this year—

[Mr Speaker]

Order. We are extremely grateful. We need short questions in topicals.

[Michael Gove]

Hackney is a model authority when it comes to educational reform. I mentioned earlier, and I underline again, that if MPs feel there are cases of specific schools that it is worth investigating, they should bring them to Ofqual’s attention.

[Justin Tomlinson (North Swindon) (Con)]

When a youth service is failing to meet the needs of its local communities, would the Minister support switching the funding to organisations such as sports groups, scouts and guides, so that they can extend their constructive engagement with young people?

[Jenny Chapman (Darlington) (Lab)]

In Darlington, 50 young people at St Aidan’s academy should have got a C this year but got a D. That is not a one-off case; there are schools like it up and down the country. The Secretary of State has said that he is sad about this matter. Does he think that it is fair?

[Michael Gove]

I think that the GCSE, which was introduced under the last Government and was sat by students this time around, is not fit for purpose. Any specific questions about grade boundaries are properly a matter for examination boards and for Ofqual, the independent regulator. As I mentioned earlier, it would be quite wrong for Ministers to attempt to mark exam papers.

[Sir Bob Russell (Colchester) (LD)]

Although I represent a garrison town, I do not agree with having cadet forces in schools. Will the Secretary of State tell the House where all the cadet officers and leaders will come from?

[Michael Gove]

This is a first—I do not think that until now I have ever disagreed with any word that the hon. Gentleman has said in Education questions. Thanks to the fantastic work of the Under-Secretary of State for Defence, my right hon. Friend the Member for South Leicestershire (Mr Robathan), and his team, and the UK Reserve Forces Association, great steps forward are being taken to ensure that more schools have cadet forces. I was overjoyed a couple of months ago to read an op-ed article penned by the hon. Member for Liverpool, West Derby (Stephen Twigg) and the right hon. Member for East Renfrewshire (Mr Murphy), which said that there should be more, not less, military involvement in all our schools. I am pleased to see that there is a pact of steel across the Front Benches on this issue.

[Mr Frank Field (Birkenhead) (Lab)]

The regulator has said that if the marking for this summer’s English exams had been the same as the marking in January, it would have made a 10% difference to results. Given that fact, might not the Secretary of State have a word with the regulator to encourage the re-marking of borderline cases in grade D, with that 10% being added to the score?

[Michael Gove]

I am sure the regulator will have heard the right hon. Gentleman’s case, but it is vital that we maintain its independence. If we were to subject it to ministerial inference, that would undermine the point of having an independent regulator in the first place.

[Matthew Hancock (West Suffolk) (Con)]

Will the Secretary of State join me in welcoming the start this month of IES Breckland in Brandon, a free school? It means that there will be secondary education in Brandon thanks to the free school programme, which there would not have been without it. It provides a local future for the schooling of people in Brandon.

[Michael Gove]

There have been three reasons to celebrate in Suffolk over the past four weeks: first, a new free school in Brandon; secondly, a new free school in Beccles; and, thirdly, my hon. Friend coming first in a handicap race at Newmarket in his constituency and, in so doing, raising money for some of the most deserving cases in the military and equestrian worlds.

[Nic Dakin (Scunthorpe) (Lab)]

GCSE English is a progression qualification. From my 30-plus years in education and from listening to heads, teachers and local young people, it is clear to me that this year’s marking is a fiasco. Will the Secretary of State urge Ofqual to ensure fairness across the whole of this year’s entry group and not hide behind unacceptable comments such as that the entrants in January “got lucky”?

[Michael Gove]

I am sure the regulator will have heard the hon. Gentleman’s case. As I have said before, he was the head of an outstanding further education college. However, it is only appropriate to say that when the regulator appeared before the Education Committee, she made it clear that she saw it as her mission to deal with problems associated with grade inflation. It was on that basis that a Committee of this House approved her appointment.

[Gordon Birtwistle (Burnley) (LD)]

More than 20 children in my constituency have not been allocated any of their three preferences for primary schools, leaving some children without a school place this year. Will the Secretary of State meet me to hear a solution proposed by a local headmaster, which Lancashire county council refused to discuss?

[Michael Gove]

Of course.

[Mr Speaker]

Order. Before I call the hon. Member for Islington North (Jeremy Corbyn) to ask his urgent question, I should emphasise to the House that owing to the pressure of business, I intend to let the exchanges on the urgent question run for no longer than half an hour. I hope that is helpful to the House.

Education Services Reform

Michael Gove Excerpts

Tuesday 17th July 2012 Written Statements

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

We need to reform the way that local authorities and academies are funded for central education services. We have inherited a complicated system which can no longer support the rapid growth in the number of academies and today I am announcing proposals to make it fairer, simpler and more transparent from 2013-14.

Academies are responsible for a range of education services such as school improvement, audit and HR, that local authorities perform on behalf of maintained schools. Academies receive a grant (known as the local authority central spend equivalent grant or LACSEG) to fund those additional duties. This gives academies greater freedom to secure the right services for their pupils.

Local authorities and academies receive funding for these responsibilities separately and the current method of calculating how much money each academy should receive is convoluted and bureaucratic. We have to wait until every local authority tells us how much they plan to spend on services for maintained schools in their area before we can calculate the grants for academies. This means that academies can receive vastly different levels of funding from one year to the next and the rates tend to vary starkly across the country.

Moreover, as more schools adopt the freedoms of academy status, basing this grant on the amount spent by the local authority is increasingly incongruous. In two local authorities, for instance, all state funded secondary schools are now academies and the funding for education services needs to be brought into line with this significant shift in school provision.

Local authorities fund central education services from the money they receive for schools from the Department for Education, as well as from their general funding. The Government believe that money intended for schools should be given straight to schools themselves so that they can decide how best to spend it. That is why I announced in March that, from 2013-14, it will be compulsory for local authorities to allocate all of the money that they receive specifically for schools (the dedicated schools grant) directly to the maintained schools and academies in their area.

I am also proposing that the money that is currently paid separately to local authorities and academies for central education services should be replaced by a single grant. This would be allocated on a simple national basis according to the numbers of pupils for which they are responsible. The new grant would be paid directly to individual academies and to each local authority for all the pupils in maintained schools. The funding for these functions will be transferred from the Department for Communities and Local Government, to be administered by the Department for Education, and so I am consulting on these proposals alongside the Secretary of State for Communities and Local Government’s consultation on the introduction of a business rates retention scheme from 2013-14.

Distributing this money on a clear and transparent basis will help to restore confidence in the system and will put an end to the dramatic year-on-year turbulence and national variation in funding levels. This will take us further in achieving our objective of raising the attainment of all pupils across the country.

I have also published the Government’s response to the consultation held late last year on the way that funding for central education services was removed from local authorities in 2011-12 and 2012-13 to reflect the transfer of responsibilities to academies. This sets out the steps we have taken to ensure that the amounts deducted better reflect the number of academies in each local authority over the two-year period.

Copies of these publications will be placed in the Libraries of both Houses.

Education for Young People

Michael Gove Excerpts

Monday 2nd July 2012 Written Statements

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

We are committed to raising the age of compulsory participation in education or training to 17 in 2013 and 18 in 2015. This will ensure that every young person has the opportunity to continue their studies and go on to skilled employment or higher education.

The raising the participation age (RPA) legislation makes it clear that education and training does not necessarily mean full-time study in a school or college. Employment with training is, for many young people, an excellent option, either through an apprenticeship or through full-time work with part-time training alongside. We want to do all we can to support employers who want to hire young people.

The legislation introduced by the previous Government included duties on employers to check evidence of young employees’ enrolment in education or training and, where necessary, to agree working hours to fit around those courses. It also introduced powers for local authorities to take enforcement action against young people who are not participating and their parents, which could ultimately have led to a fine.

Ministers stated during the passage of the 2011 Education Bill (now Act) that the Government’s intention was to commence all of the provisions of the RPA legislation, except the enforcement against young people and parents, to the original timetable.

However, our recent consultation suggested that the introduction of the employers’ duties, together with associated potential fines, could act as a powerful disincentive to firms hiring 16 and17-year-olds, particularly at a time when the labour market for young people is extremely difficult. This would be damaging both for the economy and for the prospects of young people.

We have decided that we must not at this point put in place barriers that may deter businesses from employing young people. We have therefore decided that we will not commence the two duties on employers within the RPA legislation (in chapter 3 of the Education and Skills Act 2008) in 2013.

As a result, we will not require employers to check that a young person is enrolled on a course before employing them, nor arrange work to fit round training as would previously have been the case. Nor will we subject employers to fines for failure to discharge one or more of these duties.

The duties on employers, together with the enforcement process against young people and parents, will remain in statute. We will review implementation regularly after 2013 and will have the option to bring these elements into force if and when they are needed.

The duties on young people, local authorities and learning providers will be brought into force as planned in 2013 (and 2015). Sixteen and 17-year-olds in work will be required to participate in education or training and local authorities will have a duty to support them to do so.

A copy of this statement and the report of the recent consultation will be placed in the House Libraries.

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

We need to reform the education system for young people aged over 16, particularly for students who want to pursue vocational courses. Around 1.6 million 16 to 19-year-olds are in education each year, but as Professor Alison Wolf stated in her review of vocational education, as many as 350,000 are on courses which do not benefit them.

This year’s annual skills survey from the CBI found that more than two-fifths of employers were not satisfied with the basic literacy of school and college leavers, and more than a third were unhappy with levels of numeracy. Reform is vital if we are to ensure that all young people are given the best chance of getting good jobs, succeeding in life and continuing their education.

To ensure a better experience for all young people a number of changes need to take place. One of the principal barriers to improving vocational education has been the system for funding education for young people aged over 16. At present schools and colleges are funded per qualification and so the more qualifications students take and pass, the more money schools and colleges receive. This means that the most rational course of action for schools and colleges is to enter students for easier qualifications—whether vocational or academic. Furthermore, the funding system is not geared towards activity that does not lead to qualifications, such as work experience, even though evidence shows its high value in securing future employment.

We are therefore introducing reforms to programmes of study and funding so that schools and colleges are freed to improve vocational education. Rather than funding per qualification, we will fund institutions “per student” allowing sufficient income for each student to undertake a full programme of study, whether vocational or academic.

As a result of these changes, every 16 to 19-year-old will have the opportunity to undertake high quality study which will help students move on to skilled work or further or higher education. Young people will be able to take up valuable work experience opportunities. Students without a good pass at 16 in English and maths—the subjects most valued by employers—will have to continue to study those subjects to age 18. We will publish data for each institution showing whether students progressed into work and further or higher education. This will enable students and their parents to make informed choices about programmes of study and institutions. It will also encourage schools and colleges to offer the courses and qualifications employers and higher education institutions value.

Young parents in particular can face barriers to participating in post-16 education and so I am today also publishing the results of the consultation on the Care to Learn childcare support scheme. This confirms that we will continue the scheme in its current form and the support it offers to this group of young people.

We are committed to raising the age of compulsory participation in education or training to 17 in 2013 and 18 in 2015. Young people will either study full or part-time at a school or college, or be in work but released for training opportunities. The Government want to do all they can to support employers who want to hire young people. We are today making a separate statement that explains why we have decided not to commence the duties placed on employers by the raising the participation age legislation in 2013. The Government have decided that we must not at this point put in place barriers that may deter employers from employing young people.

I realise that these changes may cause concern for institutions which offer a primarily academic programme of study. I very much value the commitment of schools, colleges and students to achieving academic excellence and entry to top universities. To protect institutions while discussions about academic qualifications take place, I am guaranteeing that no institution will see its funding per student fall as a result of these changes for at least three years.

I am establishing a ministerial working group to assist us in ensuring that these reforms work in the best interests of all young people. I will be inviting representatives from further education colleges, sixth form colleges, schools (including grammar schools) and other providers of post-16 education to consider the best way to implement the reforms to the programmes of study and associated funding changes.

Taken together, the reforms I am announcing today will set us on a clear path to giving young people greater choice and higher quality provision. It will mean that, whatever their ambitions or aspirations, they will reach adulthood with the rigorous qualifications, experience and skills that higher education and employers require.

Copies of the documents we are publishing today will be placed in the House Libraries.

Education Reform

Michael Gove Excerpts

Thursday 28th June 2012 Written Statements

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

I am today announcing the final arrangements for funding schools from 2013-14. This provides a vital step towards a national funding formula, which will create a funding system that is fair, logical and distributes extra funding towards pupils who need it the most.

We inherited a situation where there was inequality in the funding of schools, with similar schools or pupils in different locations attracting different levels of funding. I am determined to end this inequality and to create a fair and transparent system of funding for schools.

In March, I announced my intention to introduce a new national funding formula for schools during the next spending review period. This will ensure that similar pupils, no matter where they go to school in the country, attract similar levels of funding. To pave the way for this broader reform, I set out my intention to simplify the local funding arrangements for 2013-14 and consulted on some of those arrangements. I also announced a new approach to high needs funding that will help to improve transparency, quality and choice for young people and their families.

Following that consultation, I am today publishing a document—“School Funding Reform: Arrangements for 2013-14”—which confirms my final decisions. Copies of this document will be placed in the House Libraries. These new arrangements will move us towards a funding system which promotes choice and raises quality.

The announcement today provides the detail necessary to enable school budgets to be determined on a clearer and more transparent basis. It is a significant part in our continuing reform of the way schools are funded and will help us achieve our objective of raising the aspirations and attainment of all pupils.

Secondary Education (GCSEs)

Michael Gove Excerpts

Tuesday 26th June 2012 Commons Chamber

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

I beg to move an amendment, to leave out from “House” to the end of the Question and add:

“notes the forthcoming consultation on the secondary school qualifications and curriculum framework; welcomes the opportunity to address the weaknesses of the system introduced by the previous Administration, which undermined confidence in standards, increased inequality and led to a reduction in the take-up of core subjects such as modern languages, history, geography and the sciences; and calls for proposals which are approved by Parliament and which are based on the principles of high standards for all, greater curriculum freedom, and a qualifications and curriculum framework which supports and stretches every child and which boosts social mobility.”

May I first congratulate the shadow Secretary of State on his kind words about Saturday’s edition of The Times, which will be welcomed in every part of the Gove household, particularly by Mrs Gove, whose column appears on that day? I am also grateful to him for paying such close attention to the words of Bill Bain—if only I had paid closer attention to his words when at Robert Gordon’s college—and I am sure that the alumni of the school will be grateful to him for his generous words.

We are all grateful to the hon. Gentleman for securing the debate this afternoon and congratulate him on doing so. As an experienced former Schools Minister, he brings passion and fluency to consideration of these issues. He has also brought a degree of intellectual honesty to the debate, which is welcome—I do not think that we have ever heard an acknowledgment from the Labour Front Bench that there was grade inflation under Labour. That was not the case with his immediate predecessor as shadow Secretary of State, and it was certainly not when the right hon. Member for Morley and Outwood (Ed Balls) was Secretary of State. I think that it is important that we record this moment, because it seems the first occasion when there has been a genuine acknowledgment of one of the failures of Labour’s management of our curriculum and qualifications system.

In a moment we will discuss the future and how we might reform our examination system and our curricula, but before that I want to note how striking it was that in the hon. Gentleman’s speech, which I enjoyed and appreciated for its honesty and grace, he did not come forward with a single positive proposal for how to make our qualifications more rigorous. He acknowledged weaknesses, but at no point did he say that he would change things in any particular direction. There was no Labour policy or initiative and nothing progressive from that side of the House, merely criticism. Of course, he will have an opportunity in future debates to outline what he thinks on these questions but, at the moment, where thought and initiative should be there is still a vacuum, a hole in the air.

Before we look to the future, let us consider the past and Labour’s record. As the shadow Secretary of State rightly said, there are aspects of Labour’s record that I acknowledge are good and wish to build on. I am looking forward to building consensus across the House on the growth of the academies programme, for example, the growth of Teach First and the importance of improving teacher training. But there are other areas where I fear that a wrong turning was taken, one of which relates to the curriculum and qualifications. In particular, as our amendment to the motion points out, we saw a flight away from the rigorous subjects that employers and universities value. Under Labour, the proportion of students taking history at GCSE dropped to just 31%, the number taking science subjects dropped by 5%, the number taking geography dropped by 15%, and the number taking foreign languages dropped by 34%. That was despite the shadow Secretary of State saying in May 2004, when he was a Minister in the Department for Education:

“In the knowledge society of the 21st century, language competence and intercultural understanding are not optional extras, they are an essential part of being a citizen.”

That is presumably why in September 2004 he took modern foreign languages out of the national curriculum.

The reason why a drop and a deterioration in the numbers following those subjects matters is that they are critical to social mobility. Both parties in the coalition have made improving social mobility the long-term goal—the measure of the success—of the five years that we have in power, and we know that more students studying history, foreign languages, geography, physics, chemistry and biology means more students having a chance to do satisfying subjects at university and fulfilling jobs in the 21st-century workplace.

[Mr Lammy]

Will the right hon. Gentleman give way?

[Michael Gove]

In a second.

It is for that reason that we introduced the English baccalaureate measure, in the teeth of opposition from the Labour party—both sides of the coalition determined to redress that decline. What has the result been? In two years, we have already seen the numbers taking languages up by 21%; taking history at GCSE up by 26%; taking geography up by 70%; and taking physics, biology and chemistry up by more than 70%. What we have seen as a result of that determined change to the way in which we set aspiration for our young people is improved social mobility—Liberals and Conservatives working together in order to achieve it.

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

I remember contributing to an Adjournment debate about the dropping of foreign languages, but how will the Secretary of State deal with a situation such as that in Birmingham, where in about half of our schools English is the second language? Will his proposals fit in with their first language and with English as their second, or will his crude measure of just any other foreign language actually not address the problem of learning the skill of a second language?

[Michael Gove]

I have enormous respect for the hon. Lady, who makes a very important point about Birmingham. It is the youngest city in Britain, and its multicultural traditions are part of its strength, but it is important to recognise in Birmingham that, although there are some excellent schools, such as Perry Beeches and Arthur Terry, there are some underperforming schools.

The excellence of a school is not, however, related to the number of children who have English as an additional language; all research shows that such children are just as capable of succeeding as children from any background. What matters is the quality of the school, not the nature of the home background, and what matters for all children in the 21st century is developing the language skills that will enable them to take their place in university or in the modern workplace. That is why it was a disaster when language learning was dropped under the previous Government, and why it is so welcome that the coalition Government have seen it restored.

Some people will ask why, if performance in those core GCSEs that matter so much declined, the headline figures for GCSE performance improved under Labour? What was going on? What was filling that gap? The truth is that we had a growth in so-called equivalent exams, which were called vocational although most employers did not rate them, and which were called equivalent to one or more GCSEs when most employers and colleges did not believe that they were. They have been eloquently criticised by the hon. Member for Stoke-on-Trent Central (Tristram Hunt), by the right hon. Member for Sheffield, Brightside and Hillsborough (Mr Blunkett) and by Professor Alison Wolf in her universally praised report on vocational qualifications. There was fantastic growth in low-level qualifications under Labour, most of which, she says, had

“little to no labour market value.”

In 2004, students were taking just 15,000 of those qualifications, and then the Minister for Schools changed the rules. The then Minister for Schools is now the hon. Member for Liverpool, West Derby, and as a result of those changes a certificate in nail technology counted as two GCSEs, a diploma in horse care counted as four GCSEs and, by 2010, where previously 15,000 such qualifications had been pursued, 575,000 were being taken, crowding out real study, driving rigour to the margins and holding back social mobility.

Incentives were created by government which, as Alison Wolf points out,

“deliberately steered institutions and, therefore, their students away from qualifications that might stretch (and reward) young people and towards qualifications that can be passed easily.”

She says also that, of the current cohort of children between the ages of 16 and 19,

“at least 350,000 get little to no benefit”

from such qualifications.

[Gloria De Piero (Ashfield) (Lab)]

rose—

[Michael Gove]

Will the hon. Lady defend that wrong turn in Labour policy?

[Gloria De Piero]

I asked the head teacher of a really successful academy in my constituency what he thought about the issue, and he told me:

“We will have to limit success by choosing tiering well before students have hit their potential.”

Does the Secretary of State believe that that fantastic head teacher, who is taking his school from strength to strength, is an enemy of reform?

[Michael Gove]

I absolutely do not. I am sure that that school, like many of the schools in the hon. Lady’s constituency, is doing a fantastic job, and I am grateful that she has been so enthusiastic in embracing the academies reform programme.

As the hon. Member for Liverpool, West Derby acknowledged, the two-tier system that he talks about is not something that the coalition Government are planning to introduce, but something that the Labour Government presided over and we want to tackle. The problem is that we already have a two-tier GCSE system. As he acknowledged but then skated over, we have two types of GCSE—foundation and higher tier—in English, maths and science. We have a two-tier system of first-class and second-class qualifications. The higher tier allows anyone who takes a paper to get an A, B or C, and so on; the foundation paper is explicitly designed to limit student success. In ordinary circumstances, it is impossible for a student who enters for a foundation-tier paper to achieve a grade higher than C. It is impossible, in other words, for thousands of students to achieve the most basic grade that is respected by employers and will in many colleges allow them to progress to A-levels. The very act of entering a child for a foundation-tier paper at GCSE is a way of saying, “Don’t get above yourself—A-levels are not for you.” Even colleges that set a C grade as an entry requirement often demand a grade C from a higher-tier paper because they treat higher-tier and lower-tier GCSEs as separate qualifications.

A cap on aspiration was Labour’s policy for the 13 years it was in power, and this coalition Government are determined to remove that cap.

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

According to the Organisation for Economic Co-operation and Development world rankings, between 2000 and 2009 this country fell from seventh to 25th in reading and from eighth to 27th in mathematics. Without my right hon. Friend’s very welcome radicalism, we will find it increasingly difficult to compete successfully in the global economy.

[Michael Gove]

I am grateful to my hon. Friend, who is absolutely correct that we need to have higher aspirations for all students. That is why, in our forthcoming consultation on how we can improve GCSEs and get world-class qualifications, we will suggest that we end the tiering of papers and ensure that this barrier—this cap on aspiration—is removed. That is genuine radicalism that embodies greater aspiration for all students. After 13 years of Labour when there was a cap on aspiration, under this coalition Government social mobility is at last advanced.

[Mr Frank Field (Birkenhead) (Lab)]

Given that practically all the studies show that the differences between children when they are first sent to school at the age of five are not changed by schools of any nature or under any exam system, why does the Secretary of State think that the introduction of his proposed reforms will change the life chances of the poorest children?

[Michael Gove]

I think that their life chances can change. I usually agree with the right hon. Gentleman on almost every issue, but in this area I differ with him. I do not believe that birth or even the early years determine a child’s fate. I have seen children from very similar backgrounds, often from troubled and chaotic homes, go into primary schools and then on to secondary schools with very different qualities of teaching and, as a result, have their outcomes transformed. The right hon. Gentleman has been a fantastic advocate for the growth of the academies programme, including in his own constituency. His actions suggest to me that while he is, of course, as determined as I am to improve the early years, he recognises that we can intervene at every stage to help children and young people to succeed.

[Mr Field]

Of course we need to intervene at every stage as effectively as possible. While all of us, thank goodness, have seen examples of children escaping their circumstances such as those the right hon. Gentleman cites, the truth is that if we look at students as classes we do not free whole groups of pupils.

[Michael Gove]

It is absolutely right that we make sure that we recognise that children are individuals and that teaching should, as far as possible, be personalised towards them. Children will not only have different abilities in different subjects but will mature at different stages.

That is one of the reasons why we wanted to ensure that we developed qualifications that are not only without the tiers that set a cap on aspiration but can be taken at different points in a child’s career. At the moment, far too many children fail to secure a GCSE pass in English and maths at the age of 16 and never manage to secure a meaningful qualification in maths or English thereafter. We want to learn from Singapore, where students at the age of 16, then 17, and then 18, secure those passes. We must not give up on children simply because they have not reached an appropriate level at the age of 16. That is why we are reforming post-16 education and why we are placing a requirement on students who have not secured those qualifications at the age of 16 to secure them at 17 or 18. The generation that had been written off under Labour is at last, under the coalition Government, receiving support.

[Stephen Twigg]

The Secretary of State said that the Government will abolish tiering in GCSEs. Will he clarify whether that is because 20% to 25% of students will take not O-levels, but the new CSE?

[Michael Gove]

The hon. Gentleman, not for the first time, has misunderstood. We want to ensure that more and more of our children do better and better.

There are two poles in this debate, neither of which I am happy with. One pole holds that only a minority of about 20% or 25% will ever be able to pass academic qualifications—the A stream, the elite. The other view, which was incarnated in Labour education policy in the past, is that to ensure that a majority of children pass the qualifications, we need to make them less demanding. I reject both those views. I think that more children can succeed if we make our exams more demanding, because we have a higher degree of aspiration and ambition for all our children.

I understand why the right hon. Member for Liverpool, West Derby and other Opposition Members find it so difficult to grasp this point. Sorry, he is an hon. Gentleman—there is no cap on his aspiration or ambition. They find it difficult because the only way in which they felt that they could succeed was to lower the bar. We believe that it is by raising the bar that we can deal with this issue.

[Nia Griffith (Llanelli) (Lab)]

Will the right hon. Gentleman give way?

[Michael Gove]

No, thank you.

We not only have a two-tier system in the split between foundation and higher tier GCSEs, over which Labour presided—

[Kevin Brennan (Cardiff West) (Lab)]

You introduced it.

[Michael Gove]

Quite right. I did not come into Parliament to defend the status quo, unlike the small-c conservatives opposite. I am a radical who believes in liberating human potential. It is interesting that the hon. Member for Liverpool, West Derby and the hon. Member for Cardiff West (Kevin Brennan) are disciples of Keith Joseph. I regard myself as being in a slightly more radical, reforming, modern and liberal tradition than the late Member for Leeds North East, bless his soul.

As a reformer, it offends me not only that is there a division incarnated in our state schools, but that independent schools are opting for the IGCSE because the GCSE is not rigorous enough and that, as a result, there is a two-tier system between state and independent schools. There is also a two-tier system between this nation and other nations because other countries have more testing examinations at the ages of 16, 17 and 18, whereas we have incarnated low aspirations in the way in which we judge our young people.

[Several hon. Members]

rose—

[Michael Gove]

Un embarras de richesses, as they say in west Derby! I give way to my hon. Friend the Member for Ealing Central and Acton (Angie Bray).

[Angie Bray (Ealing Central and Acton) (Con)]

As my right hon. Friend may know, Acton high school is about to open a sixth form. The most important thing for the students who study there is that we give them the best possible start as they pursue their A-levels. Does he agree that more rigorous preparation, whether through an enhanced GCSE or an O-level, would help them to get through their A-levels and go on to university?

[Michael Gove]

My hon. Friend makes a characteristically acute point. One problem with the current system is that GCSEs are not, in many cases, adequate preparation for A-levels, and A-levels are not adequate preparation for university, particularly when our students are compared with those from other jurisdictions. That is because, notwithstanding the incremental improvement in state education over the past 15 years, other countries have reformed their education systems faster than we have reformed ours. We have to match them and that means reform.

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

Will the Secretary of State give way?

[Michael Gove]

I am happy to give way to the Chairman of the Select Committee on Education.

[Mr Stuart]

The Secretary of State wants more rigorous exams that more people pass. That is an aspiration that we would all share, but it is not immediately obvious how it is to be brought about. Today, 42% of children do not get five good GCSEs including English and maths. If we make the tests more difficult, it is not immediately obvious how more people will pass them. I welcome that he is aiming higher and that we will have more rigour, but we need more detail. He is very good at explaining what is wrong with what Labour did, and I agree with every word, but he is not so good at giving us the detail of precisely what this Government plan to do.

[Michael Gove]

It is perfectly clear what we need to do to get more children to pass more exams: we must press ahead with the reforms that we have introduced to create more academies and free schools, to get better teachers in our schools, to have continuous professional development in which we invest in the very best people, to expand the Teach First programme, and to ensure that we have a relentless focus on raising the bar. Complacency on performance in our schools will lead us only to continue to be backmarkers. One point I would make to the Chair of the Education Committee and the House is that some schools manage to do every bit as well as schools in Singapore by getting 80% or more of their students to five good GCSEs or equivalents. We should ask ourselves why more schools are not doing as well as them. The whole point of the Government’s education reforms is to ensure that we raise standards for all.

The Chair of the Committee asked what the Government will do to change things. We have already taken some steps. We have banned modules and re-sits, and introduced the English baccalaureate to put a stress on rigorous subjects. It is not clear whether the Opposition agree with us. We have explicitly said that we believe there is a case for one exam board per subject in English, maths and science. The Opposition inched towards agreeing with us, and I hope we can reach a consensus.

One problem I have in attempting to tease out where the Opposition stand in order to build the consensus we all want is that whenever the Government put forward a case for reform, it is difficult to know where the hon. Member for Liverpool, West Derby stands.

[Ms Gisela Stuart]

The Secretary of State mentioned Alison Wolf. He wants to be the great radical, but he must recognise that he needs to widen the skills base. He must show the House that he is attempting a dual system rather than a two-tier system if he prays in aid Alison Wolf.

[Michael Gove]

I would never accuse the hon. Lady of falling into the fatalist camp, but some do. The fatalist position—that we cannot improve—was touched on by my hon. Friend the Member for Beverley and Holderness (Mr Stuart), the Chair of the Education Committee, but I believe Andrew Adonis, who said: “The fatalists who say”—[Interruption.] As Front Benchers say, “If the cap on aspiration fits, wear it.”

Andrew Adonis has said:

“The fatalists who say that countries with strong academic school traditions cannot create, in a short timescale, quality vocational education institutions and pathways with real prestige should take note. It is being done abroad and must be done here.”

It is being done here through the introduction of university technical colleges, and through the development of studio schools, which were introduced by the Government of Andrew Adonis and expanded massively by this one. It is also being done with a review of vocational qualifications, which will mean that apprenticeships are at last possessed of the rigour that all hon. Members might expect, but which did not happen under the previous Government. Thanks to the Minister for Further Education, Skills and Lifelong Learning, we have extended a requirement so that all apprenticeships will be for 12 rather than just six months. We have also extended the important work-related learning in apprenticeships. I acknowledge that there are improvements to be made, but the Holt and Richard reviews will ensure that we make them.

If those improvements are to be enduring and if we are to succeed, if the university technical colleges and studio schools are to succeed and take root, and if the changes we are making in the academies programme are to succeed, such as the welcome addition of the Liverpool college—an independent fee-paying school—to the state sector, which was welcomed graciously by the hon. Member for Liverpool, West Derby, we need, as Andrew Adonis pointed out today, a consensus in the House.

In calling this debate, the hon. Gentleman has asked Parliament to approve certain propositions. Let us try to approve certain propositions on where Labour stands on critical issues.

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

It’s not about Labour; it’s about you.

--- Later in debate ---

[Michael Gove]

It is about the House. When the hon. Member for Liverpool, West Derby was interviewed just a couple of weeks ago, he was asked about academies. He said that one of the freedoms Labour extended to academies is freedom over the curriculum. He said we should extend that to all schools. He is therefore for the academies programme. In the same interview, however, he said: “We have now got 2,000 schools that are academies. I do not think that is desirable. I do not think that is a good system.” He was for our academies programme before he was against it.

Andrew Adonis was quoted as saying that free schools were Labour’s invention. When the hon. Gentleman was asked about free schools, he said: “Yes, free schools are being established, some of which will be excellent.” So he was asked, “Will you create any more?”, and he replied, “That we need to look at. We need to look at that.” It was then put to him that, in fact, before looking at the policy, he had voted against it.

[Stephen Twigg]

May I explain?

[Michael Gove]

Yes, in a minute.

The hon. Gentleman then said, “Our policy was to oppose free schools, and we voted against them.” So he was for it before he looked at it and before he was against it. Perhaps he might now illuminate the House on his position towards free schools—position 1, in favour; position 2, don’t know; or position 3, against?

[Stephen Twigg]

If the Secretary of State wants to ask me questions, we can always swap places. I would be happy to swap places and answer his questions, but this is a debate where he has to defend his position. Lord Adonis, whom he mentioned, has been clear in the past few days about what he thinks of the Government’s latest proposals to bring back CSEs. Will the Secretary of State rule out bringing back a new version of the CSE?

[Michael Gove]

I have explained exactly what we will do, which is to strengthen GCSEs and world-class qualifications. Nothing we want to do is a step backwards; everything we want to do is a step towards the high-class qualifications that other countries have. I have ruled out as clearly as I can any two-tier system. I have said that we want to move to one tier and a set of high-level qualifications. I can bring clarity to the Government’s position but not to the Opposition’s.

[Stephen Twigg]

rose—

[Michael Gove]

No, no.

We want to know whether, as we make changes to the curriculum, the hon. Gentleman will back us on modern foreign languages, for example.

[Stephen Twigg]

I have done.

[Michael Gove]

The hon. Gentleman says yes, but his position on modern foreign languages has changed over time. As I pointed out, he said in July 2004:

“In the knowledge society of the 21st century language competence”

is “essential.” Then, in September 2004, he said, “We don’t want to go back to the old days when we tried to force feed languages to students.” Then, when he was asked in May 2011 what his real position had been on languages in 2004, he said: “I had mixed views.” Given this lack of consistency, can we be certain that his position now, in backing modern foreign languages, is a consistent one? And will he assent to our other proposals? Does he believe that we should get rid of modules at GCSE and end the re-sit culture? Yes or no? A simple nod will suffice. [Interruption.] No, he is not going to get into it. No consistency! He is uncertain. Is he for it, or against it? What about the English baccalaureate? All he needs to do is nod. Will he support the English baccalaureate? We know that the hon. Members for Hackney North and Stoke Newington (Ms Abbott) and for Birmingham, Edgbaston (Ms Stuart) do.

[Tristram Hunt]

rose—

[Michael Gove]

Does the hon. Gentleman support the EBacc? Yes or no?

[Tristram Hunt]

I support the English baccalaureate. But my question is this: does the Secretary of State think the Daily Mail reported his intended reforms accurately and fully?

[Michael Gove]

I am grateful to the hon. Gentleman for supporting the English baccalaureate. The frock-coated communist has become the grey-suited radical. One of the things that matters to me is whether the hon. Member for Liverpool, West Derby supports the English baccalaureate. Yes or no? [Hon. Members: “Answer the question.”] After my appearance at Leveson, it probably ill behoves me to pass commentary on the press in this country, other than to say that I support the right of a free and rigorous press to report and comment on things with their usually pungency.

Does the hon. Gentleman support our position on equivalents? Does he support stripping them out of the school system?

[Stephen Twigg]

rose—

[Michael Gove]

A simple yes or no will do.

[Stephen Twigg]

I know that the right hon. Gentleman wants everything to be black and white, but sometimes there is nuance in these debates. One of the equivalents I certainly do not support—this is the issue I tried to intervene on earlier—is changing some of the diplomas, including the engineering diploma. The excellent JCB academy, the first university technical college, has lobbied me strongly to say that it disagrees with how the Government have downgraded the engineering diploma. There is a real risk that vocational and practical subjects will be crowded out of our schools at a time when we need more young people getting good qualifications in engineering and other areas.

[Michael Gove]

I am grateful to the hon. Gentleman for asking about one of the more than 1,700 vocational qualifications. So he supports the engineering diploma being an equivalent. Does he support nail technology or horse husbandry or any of the others? Again, answer comes there none.

The hon. Gentleman says that there is nuance in his position. I say, rather than nuance, there is an absence of clarity, without which we cannot secure consensus. Does he believe that we should continue with foundation and higher-tier GCSEs? Yes or no? A simple nod would suffice. Again, answer comes there none, but we probably know what he thinks. When he was a Minister in the Department for Education and Skills in 2003, the “Excellence and Opportunity” White Paper said that:

“the GCSE has become a qualification at two levels: Level 2 (or grades A*–C) is viewed by the public as success, while Level 1 (or grades D–G) is seen as failure. For many young people achieving Level 1 is demotivating. Some young people prefer not to reveal that they have taken GCSEs than admit to a lower grade. This undermines motivation and discourages staying on”.

That was the view of the hon. Gentleman and his Department in 2003, but they took no action to deal with the problem. At last, 10 years later, the coalition Government are taking action to end the problem of failure, to ensure that we no longer have an examination system that is demotivating and to end a system that discourages staying on.

[Nia Griffith]

Does the Secretary of State accept that with the foundation and higher-tier system there was always the opportunity for pupils to transfer, and there was always a motivation to try to drive pupils to get better than a D by getting a C? How will the new system of separating a CSE and an O-level examination allow a pupil to be pushed so that they can attain the higher level—the O-level qualification—if they have already started on a CSE syllabus, which is significantly different?

[Michael Gove]

I have to ask the hon. Lady where she has been for most of this debate. At no stage have we talked about separating children at the age of 14, and at no stage—

[Liz Kendall (Leicester West) (Lab)]

rose—

[Michael Gove]

I am delighted to give way to the hon. Lady.

[Liz Kendall]

The Secretary of State is supposed to be a man of his convictions. Parents and pupils in my constituency want to know whether the Daily Mail report was accurate—yes or no?

[Michael Gove]

I am grateful to the hon. Lady for asking her question. I am a man of my convictions, and my convictions are that we need to improve our GCSE system. That is why we have outlined proposals that will ensure that we change the way in which children sit qualifications at the age of 16. In place of a two-tier system, with GCSEs split between foundation and higher-tier, we will have one qualification for all students. In place of competing exam boards where there is a race to the bottom instituted under the Labour Government, we will have exam boards that will be asked to compete to go to the top, and all those exam boards will be asked to produce qualifications that are more rigorous.

Instead of 60% of students being assumed to succeed and 40% being written off, we will set a benchmark whereby at least 80% and a rising proportion of students succeed over time. Instead of a flight away from rigorous subjects like history, geography and modern foreign languages, physics, chemistry and biology, we will ensure that those subjects are incentivised in league tables and accountability measures. We will ensure as a result of these changes that the drift towards mediocrity that the last Government’s qualification system incarnated is finally addressed.

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

I applaud the measures my right hon. Friend has taken more greatly to value spelling, punctuation and grammar. In that respect, does he share my concern about a school I came across recently whose policy was to correct no more than three spelling mistakes in any piece of work? Does he agree with me that that is a false kindness to children who might put in with a CV a covering letter with spelling mistakes, which is then put in the bin with the child’s potential being wasted?

[Michael Gove]

My hon. Friend is absolutely right. One change we have already made to GCSEs—again, I do not know whether or not the Opposition back it—is to reintroduce marks for spelling, punctuation and grammar so that all students know that rigour is demanded at every point.

During the course of this debate—including the speeches from the Front Bench and subsequently—we have not heard a single constructive proposal from the Opposition on how to change exams. By contrast, the coalition Government have spelled out steps to ensure that more students take more rigorous subjects; steps to ensure that we deal with a race to the bottom and the wrong type of competition; steps to ensure that we remove a cap on aspiration; steps to ensure that we match the quality of the International GCSE and Singapore O-levels.

[Several hon. Members]

rose—

[Michael Gove]

I shall not take any more interventions at this stage.

The reason for doing that is that we need to ensure that our curriculum and qualifications system moves on from being one that, as I mentioned earlier, has been trapped by two opposing and equally out-of-date views: either that only a minority can succeed, or that, for a majority to succeed, we have to lower the bar. I believe we can ensure that more children succeed by ensuring that the policies of the coalition Government are implemented with vigour and energy. That is why we need to press ahead with the academies programme, it is why we need to invest more in Teach First, and it is why we need the changes in education for children with special educational needs that are being introduced by the Minister of State, Department for Education, my hon. Friend the Member for Brent Central (Sarah Teather).

For all those reasons, I commend the amendment to the House, and I look forward to the vote.

[Several hon. Members]

rose—

Secondary Education

Michael Gove Excerpts

Thursday 21st June 2012 Commons Chamber

[Kevin Brennan (Cardiff West) (Lab)]

(Urgent Question): To ask the Secretary of State for Education to make a statement on reports that he plans to scrap GCSEs, end the secondary national curriculum and replace examination boards with single-subject bodies.

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

The coalition Government’s education reforms are designed to raise standards in all our schools and give every child the opportunity to acquire the rigorous qualifications that will enable them to succeed in further and higher education and the world of work. We have already taken steps to make the curriculum in primary schools more rigorous, with a new emphasis on getting every child to read fluently and widely for pleasure, higher standards in essential arithmetic and new, more demanding expectations of the level of scientific knowledge each child will master. Draft programmes of study for our primary curriculum are out for consultation and we look forward to engaging with parents and teachers on how to help every child achieve more. We inherited a situation in which far too many children left primary school unable to read, write or add up properly. That was a crime against social justice and we are determined to put it right.

We are also taking steps to inject greater rigour into secondary education. The introduction of the English baccalaureate measure has resulted in the numbers studying physics, chemistry, biology, history, geography and foreign languages all rising. At the same time, we have already made GCSEs more rigorous by tackling the re-sit culture, ending modules and restoring marks for spelling, punctuation and grammar, but the evidence we have heard from parents, pupils, our best schools and our top universities shows that we need to consider going further.

Children are working harder than ever, but we have been told that the exam system is not working for them. Before Christmas The Daily Telegraph reported on the competition between exam boards to dumb down qualifications—[Laughter.] I do not regard falling standards in our schools as a laughing matter. Heads have told us that the current league table system incentivises weak schools to push students towards soft subjects and easier exams. Parents and students have told us that there are weaknesses with current GCSEs, which privilege bite-size learning over deep understanding and gobbets of knowledge over real learning. Academics have reported that headline improvements in exam results have not been matched by profound improvements in understanding, with researchers from King’s college London reporting today that teenagers’ maths skills have declined over the last 30 years.

We have been considering how to address these concerns and plan to issue a consultation paper shortly. We would like to see every student in this country able to take world-class qualifications, such as the rigorous and respected exams taken by Singapore’s students, for example. We want to tackle the culture of competitive dumbing down by ensuring that exam boards cannot compete with each other on the basis of how easy their exams are. We want a curriculum that prepares all students for success, at 16 and beyond, by broadening what is taught in our schools and then improving how it is assessed.

These are inevitably challenging ambitions that will require careful implementation. That is why we want the conversation on how we raise standards to be broad and inclusive. It is in all our interests that all our children do better than ever before. Although we want a broad conversation, we are also determined to reach a clear conclusion: a state school system in which every child is challenged to do much better, in which there are no excuses for failure and in which every child is introduced to the best that has been thought and written and given every opportunity to achieve their utmost.

[Kevin Brennan]

My hon. Friend the shadow Education Secretary has asked me to put on the record the reason for his absence today: he is attending a meeting in Edinburgh with two of his constituents and the Spanish consul-general about the murder of their son in Spain. He sends his apologies.

GCSEs may well need improving, but a two-tier exam system that divides children into winners and losers at 14 is not the answer. The Opposition believe in a modern education system that promotes high standards, rigorous exams and a broad curriculum that prepares young people for the world of work and to succeed in life, but it seems that Ministers are in favour of going back to the future. They have cut education spending by the largest amount since the 1950s. They believe that Victorian-style rote learning is the way to teach our children. They want to bring back a two-tier exam system, designed in the 1950s, that will separate children and close off opportunity.

We on the Opposition Benches believe in rigour and high standards for all, but we also believe in a broad curriculum that prepares young people for work, so we will set a series of tests to ensure that the changes meet both. First, Labour wants higher literacy and numeracy standards. The key is to raise teaching quality across the board. Is there any reason to expect these proposals to deliver that? At best, they are a distraction from the central challenges. Standards rose under Labour because we focused on literacy and numeracy. It was we who inherited a weak system for maths and English from the Tories. Only three in 10 pupils—that is 60%, because I know that the Secretary of State is not very good at maths—got a good GCSE in 1997, more than half—[Interruption.]

--- Later in debate ---

[Kevin Brennan]

Of course, Mr Speaker.

How will these measures improve and promote social mobility? How will a return to 1950s qualifications help to prepare young people for a 21st century world of work? Is not this nothing more than a softening-up exercise to disguise a fall in attainment as Tory cuts, disruption and teachers leaving have an effect on pupils’ ability to learn? Parents, pupils and employers will be asking today what evidence there is to suggest that a return, back to the future, to the CSE and O-levels will actually work.

[Michael Gove]

I am grateful to the hon. Gentleman for his questions and associate myself with his remarks about the hon. Member for Liverpool, West Derby (Stephen Twigg), who I know is unavoidably detained on constituency business. I hope that the whole House will note that he is doing his first and most important job: representing those who elected him.

The hon. Gentleman asked a series of questions—[Interruption.] He asked a series of rhetorical questions. He invited us to consider that what the Government are reported to be putting forward would lead to a two-tier system. The sad truth is that we already have a two-tier system in education in this country. Some of our most impressive schools have already left the GCSE behind and opted for the IGCSE or other more rigorous examinations. It is also the case, sadly, that 40% of children do not achieve five good GCSEs, including English and maths, in our system. He said that, under the proposals that are being reported, 25% of children would be left behind. The sad truth is that at least 40% of children have been left behind under the current system. There is no excuse not to act. [Interruption.] I note what the hon. Member for Westminster North (Ms Buck) says from a sedentary position, but given the questions the hon. Member for Cardiff West asked, I think that trading percentages across the Dispatch Box is not an area in which Labour Members can consider themselves strong.

The hon. Gentleman also alleged that the proposals were an attempt to move backwards. Far from it. They are an attempt to ensure that our education system stands comparison with the world’s most rigorous, because although there have undoubtedly been improvements in our schools and by our teachers over the past 20 years, they have not been sufficient to ensure that we keep pace with other jurisdictions. As Singapore, Hong Kong, Alberta and New Zealand, have improved their education systems, we have fallen behind them in relative terms, and we need to ensure that our young people have qualifications that are every bit as rigorous and a curriculum that is every bit as stretching.

The sad truth is that, if we look at the objective measure of how we have done over the past 15 years, we find that on international league tables our schools fell in reading from 523 to 494 points, in maths from 529 to 492 and in science from 528 to 514. Every objective academic study of what has happened in our education system has drawn attention to the weakness of our qualifications. We aim to address that in order to ensure that the next generation get what they deserve—a world-class education and world-class qualifications.

[Several hon. Members]

rose—

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

I welcome improved rigour, stretch and achievement for our most able pupils, but the central problem facing this country is not about its most able pupils but about the lowest-performing and, all too often, the poorest. How will these changes and proposals improve the outcomes for the lowest deciles of achievement in our population? Socially and economically, we cannot afford the tail that we have inherited from the Labour party.

[Michael Gove]

My hon. Friend makes a very good point. One of the principal problems with our education system is not only that it has fallen behind other nations, but that it is one of the most inequitable, stratified and segregated. The way in which we tackle that is not by dumbing down on qualifications, but by raising expectations at every level.

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

I appeal to the Secretary of State to stop rubbishing everything that happened before he came into office; BG—before Gove—is not a very attractive proposition. Will he tell the House why Margaret Thatcher introduced a common national curriculum and a common examination system in 1988?

[Michael Gove]

I am at pains, I hope, never to rubbish everything that preceded this Government, but I want to tell the truth, and the truth is that, although there were improvements, many as a direct result of the right hon. Gentleman’s stewardship of the Department for Education, wrong turnings were taken, one of which, I am afraid, was to allow a race to the bottom in examinations, which serves no one’s interests.

[Elizabeth Truss (South West Norfolk) (Con)]

I congratulate my right hon. Friend on his excellent statement and, in particular, the idea of a single examination board. Does he agree that we have not had a free market in exams; we have had a state-sponsored race to the bottom? Sweden has a single exam board and has had no grade inflation for the past 20 years.

[Michael Gove]

I am grateful to my hon. Friend for her point. Not only does the Swedish experience inform the case, but Mr Conor Ryan, a distinguished former special adviser to the right hon. Member for Sheffield, Brightside and Hillsborough (Mr Blunkett) and to the former Prime Minister, Tony Blair, said this morning:

“There are some…good ideas in what appears to be being considered”

by the Department for Education. He continues:

“It makes perfect sense to have a single exam board for each exam.”

That view weighs heavily with me.

[Mr Frank Field (Birkenhead) (Lab)]

Given that the Secretary of State is rightly concerned to ensure that no children fail, why is he so obsessed with schools? All the evidence points to the idea that perhaps at three years old, but certainly by the time they enter school, their life chances are determined. Might one invite him to be equally obsessive about the foundation years as he is about schools?

[Michael Gove]

I am very grateful to the right hon. Gentleman for the point that he makes. Absolutely: we believe in intervening as early as possible, which is why we have extended the number of hours of pre-school learning that we offer, particularly to disadvantaged children. More can be done, however, and we are reforming the early years foundation stage. The Minister of State, Department for Education, my hon. Friend the Member for Brent Central (Sarah Teather), who has responsibility for children and families, is doing fantastic work in that area, and I look forward to working with the right hon. Gentleman to do more.

[Dan Rogerson (North Cornwall) (LD)]

The coalition Government have been determined to raise aspiration, and the Secretary of State has set out some ideas about the qualifications system. Does he agree, however, that we must not create a system that, for the 40% of students to whom he has just referred, creates a concrete ceiling that prevents them from moving beyond that 40%? I am very concerned that a two-tier system will do just that.

[Michael Gove]

My hon. Friend, as ever, makes a very valid point. One thing we need to do is ensure that more students are capable of taking more rigorous examinations. If we look at other jurisdictions that are performing better than us, such as Singapore, we find that 80% of students there take their O-level examinations, some at 15, some at 16 and some at 17. I see no reason why we cannot have a similarly rigorous situation here. He is also right that there should be no cap on aspiration, and one of our deepest problems is that some schools and some local authorities are insufficiently ambitious for their young people.

[Mr Pat McFadden (Wolverhampton South East) (Lab)]

The Secretary of State is absolutely right to say that there is a close link between educational achievement, opportunity and social mobility, so the question is not “Change or no change?” but “What kind of change?”

What is his reaction to the analysis published in the Financial Times of his proposed reforms, suggesting that the new CSE will be a poorer person’s qualification and a northern qualification? Would it not be a tragedy if any such reform reinforced the educational divides that exist, instead of providing a bridge out of them?

[Michael Gove]

That is a typically acute point by the right hon. Gentleman; every time he speaks on education, I hear a voice of good sense. It is absolutely right to say that we need to tackle a culture low aspiration that has held students back in many northern cities and in places such as east Lancashire for far too long. Any reform of the examination system and curriculum needs to ensure that we do not place a cap on aspiration in those areas.

I have had a look at the Financial Times analysis and think that it suffers from one thing: it itself is a prisoner of the culture of low aspiration that we are tackling. I hope to work with the right hon. Gentleman and other fair-minded people to ensure that we do not fall into that trap.

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

Does the Minister welcome international GCSEs, which have always been legal outside the United Kingdom?

[Michael Gove]

We absolutely do, and one of our first reforms was to ensure that they would count in league tables in order to inject additional rigour.

[Kate Hoey (Vauxhall) (Lab)]

Most parents want more rigour in their schools, and I think that, on reflection, many families will welcome the changes that are being suggested and consulted on. Will the Secretary of State make it clear to schools that introducing additional maths is a great way forward? It has happened in Northern Ireland and has been terrific for future science graduates.

[Michael Gove]

Again, the hon. Lady talks good sense on education and is absolutely right. One strength of the Northern Ireland system is its emphasis on greater rigour and stretch in mathematics, and more and more students are achieving those qualifications. We have sought to pay mathematics graduates more to encourage them to consider teaching, and to create new centres of excellence, new 16-to-18 free schools in mathematics, but there is so much more to do, and I look forward to working with her on that.

[Mr Peter Lilley (Hitchin and Harpenden) (Con)]

Does my right hon. Friend agree that the weakness that has characterised the British education system for a century and a half has been a failure to produce enough people with technical and vocational qualifications, partly because of a presumption that they were for the less able and less academic? Can he reassure me that his reforms will tackle that weakness and ensure that technical and vocational qualifications that are of the utmost rigour and held in the highest esteem are available to all?

[Michael Gove]

My right hon. Friend makes a very good point. One weakness in the implementation of the Education Act 1944 was that the third strand, technical schools, did not receive the investment that they should have done, and as a result a weakness in technical education, which this country has had since 1851, was reinforced.

The advent of university technical colleges, an idea pioneered by Kenneth Baker and Andrew Adonis, is going some way to dealing with the problem, and Alison Wolf’s report, which has injected additional rigour into vocational qualifications, also helps to meet that challenge, but we need to do more, including reforming the funding of further education colleges in order to strengthen vocational subjects.

[Julie Hilling (Bolton West) (Lab)]

I do wonder whether the Secretary of State ever visits schools and speaks to pupils and teachers. Children’s progress and achievement can currently be judged by the children themselves and by employers within a common framework. CSEs had little value in the past, so how can he assure me that they will have any value in the future? I cannot see how they can.

[Michael Gove]

I do visit schools, and I am constantly inspired by the amazing job that so many brilliant teachers do. I am encouraged by the fact that more and more teachers are more and more enthusiastic about the changes that we are making, which will inject greater rigour into the system. One of the problems that we face, however, is that employers do not have faith in D and E passes at GCSE at the moment; they do not consider them an appropriate springboard for success at work. We need to work with employers and others to ensure that they have more faith in the qualifications that our young people achieve.

[Philip Davies (Shipley) (Con)]

As somebody who sat GCSEs in their first year, 1988, and saw the watering down of standards at the time and the knock-on watering down of standards that followed for A-levels, I welcome what my right hon. Friend has said today. Building on the point that he has just made, does he accept that whereas 30 or 40 years ago somebody could go to an employer with five O-levels and that would mean something, today the fact that a person has 10 GCSEs is becoming increasingly meaningless to many employers, despite that person’s hard work?

[Michael Gove]

My hon. Friend makes his point effectively and with typical pungency. Among employers there is a lack of confidence in many of the qualifications that exist at the moment. The people let down most by that are hard-working and intelligent students. I am convinced that we have the best generation of teachers ever in our schools and that students are working harder than ever. That is why we need to change the exam system—so that it works as hard as they do.

[Nic Dakin (Scunthorpe) (Lab)]

I know from personal experience, having prepared students for many different qualifications, of the inadequacy of O-levels and CSEs, compared with GCSEs, in setting and assessing standards. Will the Secretary of State reassure the House and those outside it that any changes to our examination system are strongly and rigorously evidence-based and not based on hunch and assumption, so that he does not make a wrong turning that damages the UK economy and young people’s lives?

[Michael Gove]

The hon. Gentleman, who was an outstanding principal of an outstanding further education college, makes a very good point. I emphasise again that it is natural, when we seek to reform our examination system, that people will look backwards and think that we are moving back to a situation that we inherited. We are not; we are moving forward to ensure that our qualifications are more rigorous, stand comparison with the best in the world and take account of precisely the point that the hon. Gentleman made about the need for evidence.

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

The multitude of examination boards is confusing for pupils, schools and, above all, universities. May I urge the Secretary of State to work closely with the Russell group, the leading group of universities, to make sure that we have an independent, rigorous examination board in which all universities can have confidence?

[Michael Gove]

My hon. Friend makes an absolutely vital point. In order to ensure that the new examinations and curriculum are properly rigorous, we need to listen to parents’ concerns, work with teachers and, above all, make sure that academics are engaged in the debate to ensure that the qualifications can become the world’s best.

[David Wright (Telford) (Lab)]

The introduction of GCSEs was a progressive Thatcherite policy; I am worried about the Secretary of State, who is ditching his Thatcherite credentials. My main concern about the proposal is that it is going to be divisive and that pupils who do not achieve the opportunity to go on and do an O-level equivalent at 14 will be left behind. Can he assure us that that is not his objective?

[Michael Gove]

Absolutely. I can also reassure the hon. Gentleman that in matters of ideology, I am a Blairite; I believe that what is right is what works. One of our problems at the moment is that the GCSE system is not working for all students. I absolutely agree that we need to ensure that our qualification system raises aspiration for all students, and ensures, as in Singapore, that 80%, and rising, of students can acquire the qualifications that enable them to go on to further and higher education.

[Stuart Andrew (Pudsey) (Con)]

It is well reported that the Yorkshire-based supermarket Morrisons found the standard of its school leavers so poor that it had to refer them for remedial job training. Does that not highlight the issues that we face? It beggars belief that we should not be looking at those issues.

[Michael Gove]

That is good Yorkshire sense from my hon. Friend.

[Ian Lucas (Wrexham) (Lab)]

He’s Welsh!

[Michael Gove]

Yorkshire is a generous county that adopts children from whatever background and turns them into men.

It is not just Morrisons; in 2009, Sir Terry Leahy said that standards among the students that he was recruiting to Tesco were “woefully low”. We have to listen to employers. They demand a greater level of technical, mathematical and literacy skills from all their students and we need to improve our education to ensure that whatever route children follow, they receive a 21st century education—and that means additional rigour to compete with the world’s best.

[Angela Smith (Penistone and Stocksbridge) (Lab)]

Can the Secretary of State explain how going backwards to a 1950s qualification will help young people prepare for a 21st century world of work?

[Michael Gove]

The hon. Lady, whom I greatly respect, has fallen into the trap, perhaps taking her cue from those on her party’s Front Bench, of thinking that the measure is a move towards the 1950s. Let me take this opportunity, which she has kindly given me, to reassure her absolutely that we want not to look backwards but to look outwards. We want to ask ourselves why there are other countries that have stronger exam systems and also make opportunity more equal. Why do countries such as Singapore, Hong Kong, Canada, Australia and New Zealand manage to have both a higher level of absolute attainment and a more equal society, including a more equal education system? That is what we want to achieve and I hope that we can count on the hon. Lady’s support in that mission.

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

My right hon. Friend is right to concentrate on raising standards, and employers will welcome what he has said today, but can he confirm whether he plans to abolish the national curriculum for secondary schools?

[Michael Gove]

We want to make sure that the national curriculum in secondary schools is properly aligned with qualifications. One of the problems is that, to my mind, there are many admirable aspects of the secondary curriculum that we inherited, but also some very weak aspects. One of the problems is that both what is admirable and what is weak in that curriculum is overshadowed by what people have to do to acquire qualifications. In that sense, our secondary school system is the wrong way around in that weak qualifications determine what is taught and the only things considered worth teaching are those that are assessed. I want to change that to make sure that our qualifications are rigorous and that much of what goes on in secondary schools that is not assessed is properly regarded as valuable.

[Richard Burden (Birmingham, Northfield) (Lab)]

The Secretary of State has sought to assure the House that he is not looking backwards, but he is being uncharacteristically coy about what he is actually proposing. Is it true that he is seeking to reintroduce something akin to the O-level? If so, how will he avoid the reintroduction of CSEs? The problem is not simply a cap on aspiration, but the stigmatisation of young people in their teens.

[Michael Gove]

The hon. Gentleman makes a fair point. I have not said more at this stage because at the Department for Education we are considering how to deal with a very real problem. I have laid out what I believe are the problems with the examination system that we have inherited. I am clear that certain points need to be addressed, but I want to ensure that in the collective national conversation about how we address these problems we are clear that we need to end dumbing down and the race to the bottom. To do that, we need to ensure that we look to what happens in the world’s best jurisdictions and learn from our best academics, teachers and the increasing number of parents who recognise that we need to change our education system to keep pace with the world’s best nations.

[Tessa Munt (Wells) (LD)]

Does the Secretary of State agree that one of the major advantages of a single exam board is that it will allow children in more difficult circumstances—looked-after children, those in military families or those whose parents separate or move for other reasons—to slot straight into the exam board and know exactly where they are going to be for their education?

[Michael Gove]

My hon. Friend makes a very good point. One of the advantages of avoiding that race to the bottom in single subject areas is precisely the degree of certainty that she alludes to.

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

The hon. Member for South West Norfolk (Elizabeth Truss) talked passionately about the use of the free market in education. In a free market, the weakest go to the wall. Does the Secretary of State support the view that children who need to be supported to aspire and achieve should simply go to the wall?

[Michael Gove]

I do not. I think that the hon. Lady is misrepresenting what my hon. Friend the Member for South West Norfolk (Elizabeth Truss) said. Forgive me; she would never misrepresent, but she misconstrued my hon. Friend. My hon. Friend was calling for a single exam board in each subject and for steps to be taken to deal with one of the adverse aspects of poorly regulated competition. That is a critical thing that I hope we can agree on across the House. Sometimes, competition can raise standards, but poorly designed competition can sometimes lead to a race to the bottom. We need to recognise when competition is right and when it needs to be dealt with.

[Mr Robert Buckland (South Swindon) (Con)]

Secondary head teachers in Swindon, some of whom have been meeting me only today, will welcome reforms to the examination board system. Can my right hon. Friend assure me that the terms of reference for setting up the new boards will explicitly refer to rigorous and high standards in future examinations?

[Michael Gove]

Absolutely.

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

Has the Secretary of State looked at what is done in the country that leads the education achievement tables, Finland, which is very different from what he is proposing?

[Michael Gove]

I look very closely at what happens in Finland and other high-performing jurisdictions. Finland is in many respects an outlier, but one of the things that is common to it and to other high-performing jurisdictions is a great degree of rigour in the examinations that students take at the end of their studies. A recent report by Ofqual compares our A-levels with some of the qualifications and examinations that Finnish students sit in their final years at school, which are exceptionally rigorous. However, the most important thing about the Finnish education system is that it attracts and retains the very best people in teaching. That is why the changes that we have made to initial teacher training announced last week are so important.

[Nicky Morgan (Loughborough) (Con)]

The Secretary of State rightly paid tribute to the hard work being done by schools and pupils. Does he agree that it is a great shame that the Opposition have automatically assumed that these proposals are divisive and bad for schools and pupils, not recognising that they are a legitimate way of tackling the problems that employers and universities are telling the Department about?

--- Later in debate ---

[Michael Gove]

That is a typically fair point. I want to seek consensus on the correct way forward, because that is in the interests of all our children. Looking at what has gone wrong in the past, mistakes were made by previous Conservative and Labour Governments, and I hope that we can work together to put them right. I believe that behind the inevitable political commentary by the hon. Member for Cardiff West (Kevin Brennan) there was a recognition, as there certainly is among those on the Labour Back Benches, that we have suffered from a culture of low aspiration for too long and need to address that by raising standards for all.

[Several hon. Members]

rose—