Oral Answers to Questions

Debate between Michael Gove and David Ward

Monday 16th June 2014 Commons Chamber

[Michael Gove]

I think it is important that there is a balance—I find myself increasingly in agreement with the hon. Gentleman. There is a role for greater autonomy—exercised by principals, driven by a sense of moral purpose—to improve education. It is also the case that there is a role for local authorities as well, not least when it comes to safeguarding children at risk.

[Mr David Ward (Bradford East) (LD)]

Does the Secretary of State regret the weak scrutiny—and, indeed, evaluation—of applications for free schools that has led to what must be, for him personally, some extremely embarrassing examples of poor educational provision?

[Michael Gove]

I do not mind embarrassment personally—[Interruption.] Just as well, some might say. What I do worry about is if any school, anywhere in the country, is not providing the highest quality education for children. One of the striking things about the free schools programme is that not only are schools more likely to be “good” or “outstanding”, but when schools have underperformed, we have moved rapidly to close them or replace the leadership of schools that have not been doing a good enough job.

Birmingham Schools

Debate between Michael Gove and David Ward

Monday 9th June 2014 Commons Chamber

[Michael Gove]

I take the hon. Gentleman’s point. I think one of the things that is clear from the action that has been taken in schools today is that academies, and, for that matter, free schools, are subject to a higher level of accountability than local authority schools. One of the things I will be looking at is how we can ensure that local authority schools are held to a similar level of accountability in the future, not least for the discharge of public money.

[Mr David Ward (Bradford East) (LD)]

Will the Secretary of State tell us whether what has been discovered in Birmingham is confined to Birmingham? He will know of rumours of links between Birmingham schools and Bradford schools. Will he tell us whether it is sheer coincidence that Feversham college, a Muslim girls’ school that is one of the highest performing schools in the country, has been notified today that it will have an Ofsted inspection tomorrow?

[Michael Gove]

I would make two points. First, the original Trojan horse letter, which as we know contained a number of facts and allegations that proved to be unfounded, was allegedly a letter sent to individuals in Bradford. I am grateful to my hon. Friend for his support in alerting me to some potential concerns. I know that Bradford council has taken them seriously, and I look forward to remaining in touch with Bradford—and, indeed, any other local authority that has concerns. The Department for Education is there to support and help if, for example, governors need to be removed and an interim executive board put in place. Secondly, as for what he tells me about Feversham college, I have no prior warning of any Ofsted inspections, which are quite properly an operational matter for the chief inspector unless I specifically request an inspection because of information that has been passed to me.

Oral Answers to Questions

Debate between Michael Gove and David Ward

Monday 10th February 2014 Commons Chamber

[Michael Gove]

Absolutely; I very much enjoyed visiting the Wirral just two weeks ago, and I will do anything I can to work with the hon. Lady to help the children and teachers in that school.

[Mr David Ward (Bradford East) (LD)]

I wonder whether the Secretary of State read the article in The Times Educational Supplement last week which challenged the PISA evidence about the relationship between greater autonomy and educational improvement.

[Michael Gove]

I have not caught up with last week’s Times Educational Supplement, but I enjoy reading it and I will look at that article. The evidence from PISA—both the hon. Member for Stoke-on-Trent Central (Tristram Hunt) and I agree on this—is very powerful in favour of greater autonomy for schools, but I shall look at any critique of that evidence in order to weigh it appropriately.

Oral Answers to Questions

Debate between Michael Gove and David Ward

Monday 6th January 2014 Commons Chamber

[Mr David Ward (Bradford East) (LD)]

12. What steps his Department has taken in relation to the principal of Kings science academy in Bradford following the conclusions of his Department’s audit report.

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

Responsibility for a principal’s performance rests of course with the governing body of an academy, not the Department for Education. One thing I should say is that, as the hon. Gentleman will be aware, there is an ongoing police investigation, which I have to be careful not to prejudice.

[Mr Ward]

That is disappointing, because of course the head of a maintained school would have been on his bike long ago. May I ask the Secretary of State about a comment made by a spokesperson for Alan Lewis who said:

“At no time has Mr Lewis had responsibility for the financial management or governance of the academy”?

If, as I have been told, the report by the auditors recommended to the school by Mr Lewis was presented directly to him and amended as a result of his comments, does the Secretary of State agree that that provides evidence of involvement in both financial management and governance within the school?

[Michael Gove]

I am grateful to the hon. Gentleman for his question, and for the dogged and persistent way in which he has sought to ensure that we can improve the situation at Kings science academy. I would say that Mr Lewis was responsible for commissioning a report, to which the hon. Gentleman quite rightly draws attention, that has played a part in helping to ensure that Kings science academy moved from a difficult position to a better one, but I must stress that I do not want to say anything that might prejudice an ongoing police report.

Oral Answers to Questions

Debate between Michael Gove and David Ward

Monday 18th June 2012 Commons Chamber

[Michael Gove]

First, may I congratulate the hon. Gentleman on the interview he gave in The Guardian today? In it, he pointed out that the quality of education that he received was a tribute to the grammar schools of the past. What a pity it is that a past Labour Government did such damage to the education system that allowed him to become such an effective advocate for the people of Bolsover. It is thanks to the election of a Conservative county council in Derbyshire that Tibshelf school will be rebuilt. Something that the Labour councillors of Derbyshire were never able to achieve, the Tories of Derbyshire are at last achieving. I hope that as the hon. Gentleman mellows with age, he will realise, like me, that true blue Derbyshire is achieving far more than it ever did when it was as red as Ed.

[Mr David Ward (Bradford East) (LD)]

An earlier question linked aspiration and universities. Does the Minister agree that we need to avoid the situation in which those who do not go to university are regarded as failures and that the key thing is creating and supporting high aspirations in all young people and then giving them the opportunity to achieve what they aspire to?

[Michael Gove]

My hon. Friend is absolutely right and although we should always insist that young people’s aspirations should be raised so that they can consider university when they come from communities where that has not been an option in the past, we should also emphasise that there are high quality vocational and technical options that are every bit as demanding, impressive and likely to lead to the individual concerned fulfilling themselves. My hon. Friend’s words are absolutely correct.

New Schools

Debate between Michael Gove and David Ward

Monday 10th October 2011 Commons Chamber

[Michael Gove]

The experience so far of existing head teachers, where new free schools have been set up, has been in some cases concern before the application has come forward and, afterwards, some trepidation, but after the school has opened there has been a general recognition that wider choice and an emphasis on helping the most disadvantaged students has helped to raise the prestige and reputation of state education overall, so such proposals should be seen as friendly emulation and not as a threat to any school.

[Mr David Ward (Bradford East) (LD)]

Last week, I visited a school in Bradford, you will not be surprised to hear, Mr Deputy Speaker. Indeed, you will know that it was not in Bingley and Ilkley when I tell you that 60% of the children in one year 3 class were not in it in year 1. We have more than 7,000 in-year starters in our schools, and that exceeds the number of children who start in reception class each year. That is the level of mobility and churn, so will the Secretary of State please tell me how on earth the local education authority is to fulfil its statutory responsibility for the strategic planning of school places at the same time as maintained sector begins to fragment completely?

[Michael Gove]

I am grateful to my hon. Friend for his question. I appreciate that one of the challenges in Bradford is that we have not just huge population churn, but different communities with different needs and a requirement to ensure that those communities feel that they are part of one Bradford. It is therefore important that, when we bring forward proposals for free schools and the growth in academies, we recognise the achievement of the local authority and of the leadership of existing maintained schools. I hope that, before too long, I will have the chance to come to Bradford and talk to existing and new head teachers about how we can all work together in the interests of Bradford’s children.

Post-16 Education Funding

Debate between Michael Gove and David Ward

Monday 28th March 2011 Commons Chamber

[Michael Gove]

We will do everything in our power, but colleges and college principals who understand the ecology of the local labour market and the needs of local students are often in a better position to tailor support than any Minister or bureaucrat sitting in Whitehall would be when developing that scheme in the abstract.

[Mr David Ward (Bradford East) (LD)]

I strongly welcome the statement but I wish there had been a tiny glimmer of acknowledgement from the Opposition of the ground that has been shifted here. They all say that the person who never thought twice never thought once, and I want to thank the Secretary of State for thinking twice on this. Does he agree that this is not a U-turn because a U-turn takes you back to where you were before and we are not where we were before? Nobody who opposed the removal of EMA in our debate on this issue was of the opinion that it did not need to be reviewed, so I welcome the review. Will the Secretary of State give us an undertaking that there will be a review of the new proposals to make sure that we get to where we want to be—supporting children from deprived backgrounds to enable them to do what they want to do with their lives after 16?

[Michael Gove]

I always take seriously what my hon. Friend says because before he came to the House he worked very hard as a councillor in Bradford to ensure that the education of the poorest children was enhanced. I am grateful to him for his support. The point that he makes—that we need to make sure that the new regime is kept under review to ensure that it helps the very poorest—is right. I look forward to working for him. The tough questions that he asks and the constructive support that he offers are a model to the rest of the House.

Building Schools for the Future

Debate between Michael Gove and David Ward

Monday 14th February 2011 Commons Chamber

[Michael Gove]

The hon. Gentleman, along with the hon. Member for Coventry North West (Mr Robinson), met me last summer to make the case for Coventry, and he did so very effectively. I appreciate that a number of schools in Coventry need investment at some point in the future and have suffered as a result of the way in which the BSF timetable has operated. We hope that the James review of the allocation of capital will be published shortly—as I said, some of the pilot projects have shown that there is significant scope for savings—but naturally I want to make sure, as part of this process, that we can receive the submissions from the local authorities cited in this case.

[Mr David Ward (Bradford East) (LD)]

Under phase 3 of BSF, 19 school projects in Bradford were frozen. I am sure that the Secretary of State will agree that it was a cruel deceit to sign off phase 3 just before the general election when there was no money available to build those schools. However, is it not also cruel to spend new capital money on free schools before we first meet the needs of the schools tied up in BSF?

[Michael Gove]

My hon. Friend makes a balanced point. The point I would make about free schools is that in the work that we have done so far, we have established that we can cut significantly—by up to 50%—the costs of providing school places. There is a proposal for at least one free school in Bradford, and it will be considerably cheaper than BSF schools. I hope that he will work with me to ensure that all new schools that are built—whether free, maintained or academy—are value for money and admit students on the basis of social justice and equality for all.

Funding and Schools Reform

Debate between Michael Gove and David Ward

Wednesday 17th November 2010 Commons Chamber

[Michael Gove]

I am conscious that many Back Benchers, on both sides of the House, wish to contribute. I am also aware that the Opposition motion asks us all, but particularly the Government, to

“work with families, teachers and communities to deliver improved standards of learning and teaching in all local schools.”

But how? Nothing in what the shadow Secretary of State said today, what he said in his speech to the Association of Directors of Children’s Services or what he has said in any interview that he has given constitutes a new or fresh, radical or reforming idea to improve our education system. What do the Opposition offer? How are they going to work with schools, local authorities and parents to improve education? Are they just going to hold hands and sing “Kum ba ya”? Are they going to close their eyes and wish really hard? Are they going to cross their fingers and hope that Tinkerbell will somehow magic a better education system into place? Why can the Opposition not give us a single solid idea for reforming our schools system? It is because they have abandoned reform and instead prefer the opportunism of opposition.

[Mr David Ward (Bradford East) (LD)]

Now will the Secretary of State answer the question: is it £2.5 billion on top of cash balances or is it £2.5 billion in real terms on top of what schools are now receiving?

Academies Bill [Lords]

Debate between Michael Gove and David Ward

Monday 19th July 2010 Commons Chamber

[Michael Gove]

I am going to hand power back to teachers. There are some teachers, Vernon, like yourself, that I should be a little less reluctant to hand power back to.

The Bill trusts teachers. It marks a big step forward from what happened under the last Government. The last piece of education legislation that Labour tried to bring forward sought to prescribe in excessive detail exactly what should happen in every school, but all the evidence suggests that a greater degree of autonomy and freedom yields results for all pupils. Even before academies, a group of schools—the city technology colleges—was established by my right hon. Friend Lord Baker of Dorking. All of them were comprehensive schools in working-class, challenged or disadvantaged areas. All of them were established independent of local authority control. They are now achieving fantastic results. On average, their GCSE performance involves more than 82% of students getting five good GCSEs, including English and maths, which is at least half as good again as the average level of all schools in the country.

We know that CTCs have been successful. They have been in existence for more than 20 years and are a proven model of how autonomy can work. It was their persuasive work and the evidence of school improvement they generated that prompted Tony Blair, when he was Prime Minister, to go for the academies programme. He believed that the autonomy CTCs benefited from should be extended much more widely.

[Mr David Ward (Bradford East) (LD)]

Is the Secretary of State aware that Dixons CTC, one of the first in the country, has hardly any European students at all, yet the new Bradford academy, which is less than a mile away, is overrun with new arrivals from eastern Europe? How does he explain that?

[Michael Gove]

My understanding is that the Bradford Dixons CTC operates a banded entry system, which is one of the truest and fairest methods of comprehensive entry, but I recognise that demographic change in Bradford and elsewhere is posing challenges for all schools. One of the things I believe is that the success of many CTCs shows that children, including those with special educational needs and those who have English as an additional language, can flourish. I hope that other schools in Bradford will contemplate—as several of them are—taking on some of the freedoms in the Bill to address the very real deprivation that exists in that city and that my hon. Friend has done so much to address, both as a councillor and as a Member of Parliament.

Education Funding

Debate between Michael Gove and David Ward

Monday 5th July 2010 Commons Chamber

[Michael Gove]

I am sorry that the hon. Gentleman feels that way. I appreciate that Phoenix school in his constituency—a school that I have visited, as he rightly pointed out—is an excellent school. The language of financial close is not my language; it is the language that has been chosen for Building Schools for the Future. It was the language developed by the Government of whom he was a part and the language used by the shadow Education Secretary.

[Mr David Ward (Bradford East) (LD)]

Is the Secretary of State disappointed to hear that when I asked why two of the three allowable phase 3 new build projects in Bradford were in schools with some of the highest levels of attainment in the district—instead of in schools serving deprived communities—I was told that raising educational attainment was not a criterion for the allocation of BSF phase 3 funds?

[Michael Gove]

My hon. Friend makes the very good point that the criteria that govern Building Schools for the Future were not as they should be. The capital review will be looking to ensure that when future money is allocated, a more sensitive set of criteria will form part of that process.

Education and Health

Debate between Michael Gove and David Ward

Wednesday 2nd June 2010 Commons Chamber

[Michael Gove]

That was a beautifully read question from the hon. Gentleman. As we know, he is a former headmaster of some distinction—indeed, he was headmaster of the school that the former Prime Minister attended—so I shall listen to what he has to say. It is crucial to ensure that we have high standards of teaching and learning. As I pointed out in a reply to my hon. Friend the Member for Beverley and Holderness (Mr Stuart), we are taking steps to ensure that we improve the quality of both recruitment and teacher training—that is central to our reform programme. That is why we will expand Teach First, institute a new programme called Teach Now and invest in continuous professional development to ensure that those who are currently in the classroom—they are doing a fantastic job—have the opportunity to enhance their skills and accept new responsibilities.

It is because we want to attract more talented people into the classroom that we will also remove the biggest barrier to people entering or staying in the teaching profession; we will focus relentlessly on improving school discipline. We will change the law on detentions so that teachers will no longer have to give parents 24 hours’ notice before disciplining badly behaved pupils. We will change the law on the use of force and enhance teachers’ search powers so that they will be able to prevent disruptive pupils from bringing items into school that are designed to disrupt learning. We will change the law to enhance teacher protection by giving teachers anonymity when they face potentially malicious allegations, and we will insist that allegations are either investigated within a tight time period or dropped. We will also change the law to ensure that heads have the powers that they need on exclusions, and we will ensure that there is improved provision for excluded pupils to get their lives back on track.

I hope that the hon. Member for Glenrothes (Lindsay Roy), and others who believe in protecting teachers and ensuring that we have good standards of discipline and behaviour, can support all those measures. I take it from his headshake that we have his enthusiastic assent. In addition to improving discipline, we will strengthen our exam system. We want to have fewer and better exams. We want to reverse the trend towards modularisation, reduce the role of coursework in certain subjects and ask universities to help us to design new and stretching A-levels that can compete with the best exams in the world.

Just as we plan to learn from the rest of the world in order to improve our exam system, so we will learn from the rest of the world in order to improve our school system. In America, President Barack Obama is pressing ahead with radical school reform on the model that we believe in. He is attracting more great people into teaching, demanding greater accountability for parents and welcoming new providers into state education. He has insisted on having more great charter schools—the American equivalent of our academies—to drive up attainment, especially among the poorest. He, along with other reformers, such as the Democrat Education Secretary Arne Duncan, the Democrat in charge of New York’s schools, Joel Klein, and the Democrat in charge of Washington DC’s schools, Michelle Rhee, wants more schools like the inspirational Knowledge is Power Programme—KIPP—schools, which are raising attainment in ghetto areas. Such schools are founded by teachers and funded by public money, but they are free from Government bureaucracy. They operate in neighbourhoods where, in the past, most children did not even make it to the end of high school. Now, thanks to these KIPP schools, a majority of these young people are going on to elite universities. These schools have a relentless focus on traditional subjects and a culture of no excuses, tough discipline and personalised pastoral care. The schools have enthusiastic staff, who are in charge of their own destiny and work hard to help every child to succeed. Such schools are amazing engines of social mobility, which is why we need more like them in this country.

That is, in turn, why we need to expand and accelerate the academies programme and why we are reforming state education to help groups of teachers, charities, philanthropists and community groups to set up new schools. It is also why I have been determined to give professionals more scope to drive improvement by inviting all schools to consider applying for academy freedoms. We have invited outstanding schools to lead the way.

I believe that heads and teachers, not politicians or bureaucrats, know best how to run schools, which is why I am passionate about extending freedom. Since I issued my invitation last week, I have been overwhelmed by the response. In less than one week, more than 1,100 schools have applied for academy freedoms, more than half of which are outstanding—626 outstanding schools, including more than 250 outstanding primaries. More than half the outstanding secondary schools in the country have applied, and more than 50 special schools have expressed an interest. That is a vote of confidence in greater professional autonomy from those driving improvement in our schools—inspirational head teachers.

[Mr David Ward (Bradford East) (LD)]

Does the Secretary of State acknowledge that it is dangerous, and certainly misleading, to use terms such as “outstanding” to describe schools when the evidence and research show overwhelmingly that the single most important determinant in success and attainment is the deprivation levels among parents of the children in a school?