Free Schools (Funding)

Debate between Michael Gove and Graham Stuart

Monday 12th May 2014 Commons Chamber

[Michael Gove]

I am grateful to the hon. Gentleman for his questions. He asks where responsibility lies for a shortage of school places. The responsibility lies with the previous Government, whose Chief Secretary to the Treasury left a note to his successor saying that there was no money left. The responsibility lies with the Labour Government who, when they were in power, cut primary places—cut them—by 200,000 between 2003 and 2010. The responsibility lies with the Labour Government who cut funding for new school places by £150 million, or by 26%, between 2004 and 2009. The responsibility lies with the previous Labour Government, whose primary capital programme told local authorities to cut primary places, not to increase them.

This coalition Government have increased spending on primary school places and local authority need and, at the same time, we have provided excellent new provision through the free school programme. I note that the hon. Gentleman was silent on Labour’s position on the free school programme. Where is the consistency of Labour’s position on this policy? In May 2010, he said that free schools were a

“vanity project for yummy mummies”.

In May 2013, he reversed his position, saying that he wanted to put “rocket boosters” under the programme. In October 2013, he reversed again, saying that free schools were a “dangerous ideological experiment”. Later the same month, he said, “If you are a parent interested in setting up a free school, we will be on your side.” He has had more contorted positions on free schools than some Indian sex manuals that I could name.

The truth is that the hon. Gentleman has betrayed his inconsistency on free schools and the inconsistency in his support for the additional money that we have put in to provide not just local authorities but free school sponsors with the places that our children need.

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

I wonder whether we can clear this matter up, because the Minister for Schools appeared before the Education Committee during the school places inquiry. He said:

“We have got £12.5 billion or more for basic need that we are going to spend over the 2010 to 2021 period, which is absolutely massive. The Treasury have been very clear with us and we have been clear with them that basic need is the top priority. If we thought jointly that we couldn’t fund the basic need because of the free school programme, we would have to reduce the free school programme. But the free school programme is additional; it does not compromise our basic need objectives.”

Is the evidence that was given to the Committee correct or is what we heard in anonymous whispers over the weekend correct?

[Michael Gove]

I am grateful to the Chairman of the Education Committee. I absolutely confirm that the evidence shared with him was 100% correct.

Teaching Quality

Debate between Michael Gove and Graham Stuart

Wednesday 29th January 2014 Commons Chamber

[Michael Gove]

My hon. Friend is absolutely right. Under Labour policy, no state school could poach an outstanding teacher from an independent school. It would put restrictions on getting the best teachers from the independent sector into the state sector, which makes no sense at all.

I know that the hon. Member for Stoke-on-Trent Central has a passion for independent schools, having attended one, but he says that he also has a passion for what he calls the “forgotten 50%”—those pursuing vocational education. One problem with his policy is that if we were to implement it, we would be going against the Wolf report on vocational education, which his two predecessors accepted. It stated:

“Many schools believe that it is impossible to bring professionals in to demonstrate/teach even part of a course without requiring the presence of…salaried teaching staff”

or qualified teaching status.

“This further reduces the incidence of high quality vocational teaching, delivered to the standards that industries actually require.”

What happened to the forgotten 50% when the hon. Gentleman was coming up with his policy? He forgot about them.

This morning, Professor Alison Wolf appeared in front of the Select Committee on Education and said:

“I would be desperately sorry if the result of this…move”—

by Labour—

“was to actually make it harder, indeed impossible, to get vocational experts into the classrooms to teach their own subject and show their own expertise, because they are the ones who motivate. The fantastic vocational teaching that you see is done by people who have actually worked in the area, can talk to kids and know what is going to happen and know where it is taking them.”

A direct result of the hon. Gentleman’s policy is to knock one of the principal props of Alison Wolf’s report, which is improving the quality of vocational and technical education for the so-called forgotten 50%—and yet he does not care.

The hon. Gentleman should listen to someone who has been Education Secretary and knows exactly the importance of bringing in the maximum amount of talent and what helping working-class children involves. When the right hon. Member for Kingston upon Hull West and Hessle (Alan Johnson) was on “This Week” in October 2013, he spoke to a musician, Nicola Benedetti, about the importance of securing music teachers who had real talent. He said:

“I think music is a specialist subject. My worry is that many children won’t have the opportunity to learn to play a musical instrument. If you find someone who is a great musician but they can’t spend three years getting the proper teaching qualifications, I think you should use them.”

I agree with him.

[Mr Graham Stuart]

When we questioned Alison Wolf about this issue this morning I asked her about a study, which I suggested to the hon. Member for Stoke-on-Trent Central (Tristram Hunt) should be carried out before such a policy is implanted. She said:

“I think it’s important to do that and particularly in respect of vocational courses. I remember a case where in Texas they did something similar and the main people who got sacked were, I am afraid, what they call shop-teachers.”

Is there a danger that we will take out those who are re-engaging people in the classroom, re-engaging children and helping them with vocational courses, if the Labour party does not, at the very least, commit to a piece of research before going ahead with this policy?

[Michael Gove]

My hon. Friend is right on both counts. First, the Opposition’s policy would be destructive of high-quality technical education, and secondly, there is not a single shred of academic evidence that could be adduced by the hon. Member for Stoke-on-Trent Central in support of his policy.

The hon. Gentleman talked about the importance of continuous professional development, but he did not refer to the network of teaching schools that we have established and the brilliant work they are doing. He referred to the Prince’s Teaching Institute, but did not quote what its leader, Bernice McCabe, said this week when she thanked the Government for restoring the status and prestige of teachers, which had been undermined by the previous Labour Government. He made a comparison with what the General Medical Council does with the revalidation of doctors, but what he did not do while talking about professionalism, is his homework. The whole point is that many doctors, like many lawyers, are either self-employed or in partnerships. Where they are directly employed in the public sector under management in hospitals, those who run the hospitals perform the process of revalidation, exactly like headmasters do in schools. That is not by using an external body, but by doing it internally.

I am all for making sure we have employers who are capable of ensuring high-quality continuous professional development, but the truth is that we do have them—they are called head teachers. The hon. Gentleman’s policy does not trust head teachers sufficiently. He want to undermine their autonomy over whom they can hire and whom they can fire, and he wants to undermine their autonomy to choose the type of continuous professional development and evaluation that they believe is right for their teachers.

I know that when I talk about autonomy the hon. Gentleman will say, “Aha. There he is again. Gove is talking about structures, not standards.” Indeed, in his speech he said that he believes in standards not structures. Let me quote from a book called “A Journey”, written by a mutual friend of ours:

“We had come to power in 1997 saying it was “standards not structures” that mattered…This was fine as a piece of rhetoric; and positively beneficial as a piece of politics. Unfortunately, as I began to realise when experience started to shape our thinking, it was bunkum as a piece of policy. The whole point is that structures beget standards.”

How a service is configured affects outcomes. Of all the people qualified to teach Labour politicians how to run and reform public services, there is no one better than the author of those words: Tony Blair. That is why we are implementing Blairite progressive policies, but unfortunately, the hon. Member for Stoke-on-Trent Central is taking his cue lines from the National Union of Teachers and the educational establishment. That is why everyone who believes in driving quality up, reforming education, and a progressive future for children should reject this nonsensical, ungrammatical and regressive motion.

--- Later in debate ---

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

It is a pleasure to take part in this debate. One hundred and forty years ago, Benjamin Disraeli said:

“Upon the education of the people of this country the fate of this country depends.”—[Official Report, 15 June 1874; Vol. 219, c. 1618.]

His words are as true today as they were at the time.

I am glad that the shadow Front-Bench team grasp the central importance of teacher quality to driving up standards in our schools. However, I doubt I am alone in feeling that today we are living through the parliamentary equivalent of groundhog day. Almost exactly three months ago, the Opposition secured a debate on this topic. The House will remember that during the course of that debate I challenged the shadow Secretary of State to supply the evidence showing that employing non-qualified teacher status teachers in our state schools was damaging children’s prospects, or to provide examples of head teachers who were taking on unqualified teachers just to save money or sticking them with low-achieving children. If that evidence was produced, we could then review the impact of non-QTS teachers on educational standards and consider, on that evidence, whether to outlaw them. There was no answer to my question.

Ahead of the speech made by the hon. Member for Stoke-on-Trent Central (Tristram Hunt), I was confident that he must have uncovered compelling new evidence on the importance of QTS—that he and his team must have been working through the night to provide devastating proof on why QTS is so vital, and why teachers without QTS should be forced out of a job. I challenged him on that again today and he had no answer.

When I asked the hon. Gentleman at least to consider conducting an inquiry to find evidence before making a decision, he suggested that I was partial because three months ago, and again today, I took issue with him on this matter. If I appeared aggressive in doing so, it was not because I sit on the Government Benches. I could list the issues on which I disagree with the Secretary of State and on which I am happy to challenge him in this House. However, when the Government are right and the Opposition are putting forward an irresponsible policy that is wrong, it is my duty to challenge it.

[Michael Gove]

I am very grateful to the Chair of the Select Committee for giving way. If there is an iron-clad link between possession of qualified teacher status and automatic success in pedagogy, why does the part of the country with the highest proportion of unqualified teachers, inner London, have the best state education, and why are two schools with 100% QTS teachers in Stoke-on-Trent in special measures?

[Mr Stuart]

I thank the Secretary of State. The point, if the shadow Secretary of State will listen, is that the evidence is anecdotal. To bring in such a change, if one believes in evidence-based policy making, the hon. Gentleman should do the work first, gather the evidence and make sure he is doing the right thing before outlawing these teachers.

Over the past 48 hours, I have asked any number of experts what studies have been conducted into the quality of QTS teachers as opposed to non-QTS teachers. I have spoken to the Education Committee Clerk to see whether the Committee is aware of any studies, to academic experts such as Alan Smithers at the university of Buckingham, an adviser to my Committee, to the Institute of Education and to Ofsted, but none could identify any empirical surveys in this area.

I turned, then, to the teaching profession itself and contacted the principals of several academies in Hull to hear about their experiences. I spoke to people such as Dr Cathy Taylor, the head of the Sirius academy, who told me that her school employed five teachers without QTS out of a total teaching strength of about 87. Those five include excellent teachers in art and maths, both of whom are completing their teaching qualifications, Members will be delighted to hear, but they also include specialists in ICT and salon services. The Sirius academy has a strong professional development programme, and Dr Taylor was clear that she would never employ more non-QTS staff than could be properly mentored within the school.

I also spoke to Andy Grace, the principal of the Boulevard academy. He does not employ non-QTS teachers on permanent contracts, but the academy employs peripatetic, non-QTS staff to provide expert tuition in fields such as sport, art and music, helping to stretch able students.

Oral Answers to Questions

Debate between Michael Gove and Graham Stuart

Monday 6th January 2014 Commons Chamber

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

4. What systems his Department has in place for management of failing academies and free schools.

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

The Department monitors schools through scrutiny of performance data and Ofsted reports. All free schools are visited by an education adviser in the first and fourth term of opening. Concerns are investigated immediately. It is for an academy trust to ensure that appropriate action is taken to bring about rapid improvement. If it does not, we use the intervention powers in the funding agreement.

[Mr Stuart]

The recent action taken on Al-Madinah and the Discovery New School by Lord Nash, the Under-Secretary of State, followed his setting out in detail the requirements those schools had to follow in order to turn themselves around and required his personal supervision of those schools. What role will school commissioners have in future to ensure that we no longer have Ministers trying to run schools from a desk in Whitehall?

[Michael Gove]

Inevitably, we inherited a situation in which funding agreements were the principal method of ensuring that both academies and free schools acted in conformity with the principles that all of us would expect. We are not intending to abandon the principle that it should be for Ministers to sign and, if necessary, revisit funding agreements, but a new system of regional schools commissioners working to the Office of the Schools Commissioner can ensure that we have the local intelligence that we need in order to respond more quickly, and that there is a greater number of high-quality sponsors to help drive school improvement.

PISA Results

Debate between Michael Gove and Graham Stuart

Tuesday 3rd December 2013 Commons Chamber

[Michael Gove]

I am grateful to the hon. Gentleman for his comments. He taxed me for demonstrating partisanship and indulging in personal attacks. I am glad that we had the opportunity to witness four minutes entirely free from those sins.

First, let me turn to the whole question of qualified teachers. It is the case that there are now fewer unqualified teachers in our schools than under Labour. In 2009, there were 17,400 unqualified teachers, in 2010, just before Labour left office, there were 17,800 and there are now only 14,800, a significant reduction. Indeed, those teachers who are now joining the profession are better qualified than ever before. In 2009, just before the Labour party lost office, only 61% of teachers had a 2:1 or better as their undergraduate degree. Under the coalition Government, the figure is 74%, which is a clear improvement that has been driven by the changes that we have introduced. It has been reinforced by the introduction of the school direct system, which I invited the hon. Gentleman to applaud and welcome—he declined to do so—and which has secured even more top graduates with a 2:1 or better, including a first, in our schools.

The hon. Gentleman mentioned Sweden. Unfortunately, it is the case that in Sweden results have slid, but as I said earlier, not only do we need to grant greater autonomy, as has been done for school leaders in Singapore, Hong Kong, South Korea and elsewhere, but we need a more rigorous system of accountability. We heard nothing from him on how we would improve accountability. There was no indication as to whether or not he supports, as he has indicated in the past, our English baccalaureate measure. There was no indication from him, as there has been in the past, as to whether or not he supports A-level reform, and there was no indication, as there has been in the past, that he believes in a rigorous academic curriculum for all. The terrible truth about the situation that we face in our schools is that Labour does not have a strong record to defend, and it does not have a strong policy to advance. That is why the coalition Government are committed to reform, and that is why, I am afraid, the hon. Gentleman must do better.

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

Today’s figures are extremely sobering. They are an indictment of the previous Government’s education policy. There was a massive investment in education, a huge effort was put into education, and we went nowhere. We need to hear from the Secretary of State how his reforms will ensure that in future years—probably not so early as three years from now, but six years from now—we see the change that we require. In particular, will he tell us what he can do to promote maths and science for girls, because we cannot have so many females left behind in this country?

[Michael Gove]

I thank the Chairman of the Select Committee on Education for his wise words. He is absolutely right—there was a significant increase in investment and, as I mentioned in my statement, we have one of the most socially just systems of education funding in the developed world. However, we did not move forward as we should have done. My hon. Friend asks, of course, when we will see the fruits of our reform programme. As Andreas Schleicher of the OECD asked yesterday: is it too early on the basis of these results to judge the coalition reforms? Absolutely, we could not possibly judge the coalition Government on these results, he said. We are “moving from” ideas “to implementation”, and 2015 would be the very earliest.

My hon. Friend makes the vital point that we need to do more to promote mathematics and science. The English baccalaureate does that. The increased emphasis in many academies and free schools that have opened under the Government does that, but there is still more that we can do, and I shall meet representatives from higher education and our best schools just before Christmas to see what we can do to encourage more girls to do even better in mathematics and science.

Oral Answers to Questions

Debate between Michael Gove and Graham Stuart

Monday 11th November 2013 Commons Chamber

[Michael Gove]

I welcome the hon. Gentleman’s comments. My hon. Friend the Member for Brigg and Goole (Andrew Percy) has been campaigning on this issue and I will be meeting him shortly. There is much to be said for supporting schools to ensure that defibrillators are in place. I want to work with the hon. Member for Bolton North East (Mr Crausby) and my hon. Friend the Member for Brigg and Goole to do that in the most effective way.

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

T2. Last week, I was pleased to help launch “My Education”, a report produced by Teach First and Pearson, which surveyed 8,000 British teenagers on their education. The overwhelming majority said that more work experience and better careers advice would help them find the right future. Following that overwhelming response, can the Secretary of State assure us that the National Careers Service will be enabled to support the delivery of careers advice and guidance in schools to the betterment of our entire population?

[Michael Gove]

I am grateful to my hon. Friend. It is important to stress that we need to ensure more work experience opportunities for all young people, which is why we have changed how children are funded when they enter post-16 education to make it easier to offer the appropriate work experience. I also agree that we need to ensure that careers advice for young people is suitably inspiring and to see whether the National Careers Service or other institutions can help. In particular, it is important to work with businesses to ensure that young people have the opportunity to see and hear from the role models who will ensure they make the right choices in the future.

Qualified Teachers

Debate between Michael Gove and Graham Stuart

Wednesday 30th October 2013 Commons Chamber

[Mr Graham Stuart]

May I correct my right hon. Friend, because the policy is worse than that? The net effect of this highly scrutinised system of sacking people who do not have QTS will be to take high-quality teachers who make such a difference to the lives of the poorest children out of the classroom. To maintain their living, these teachers will be sent to the independent sector, where doubtless they will educate the children of people such as the shadow Secretary of State.

[Michael Gove]

The Chairman of the Select Committee is right once again. This is a policy for generating unemployment for excellent teachers in the state sector and giving the wealthy—those who have the advantage of the cash that enables them to pay for an independent education—the freedom to benefit from them. It is also important to recognise that the freedom to employ whoever a head teacher believes to be important and capable of adding value to education is essential to the academies and free schools programme.

It is important that Opposition Members are not selective in their use of evidence when they talk about academies and free schools, because academic results are improving faster in sponsored academies than in other schools, and the longer schools have enjoyed academy freedoms, the better they have done. In sponsored academies, open for three years and taking advantage of the freedoms we have given them, the proportion of pupils who achieve five good GCSEs including English and maths has increased by an average of 12.1 percentage points. Over the same time, results in all state-funded schools have gone up, which is good, but only by 5.1 percentage points.

We are clearly seeing academies and free schools generating improved results for the students who need them most. More than that, free schools, overwhelmingly in the poorest areas, have been backed by Andrew Adonis and Tony Blair. Andrew Adonis said that free schools were essentially Labour’s invention and Tony Blair, the former Prime Minister, backed them, saying that they were a great idea, explicitly because they were

“independent schools in the state sector”.

He backed them because they had all the freedoms of great independent schools, like University College school and others, to do the right thing for their students.

National Curriculum

Debate between Michael Gove and Graham Stuart

Monday 8th July 2013 Commons Chamber

[Michael Gove]

I am grateful to the hon. Gentleman for his questions. He asked me first when I realised that we should have climate change in the geography curriculum. I actually realised that before we published the first drafts in February. If he had looked at those drafts, he would have seen that we said that people should understand

“place-based exemplars at a variety of scales”

and

“the key processes in physical geography pertaining to…weather and climate”.

In fact, the draft curriculum that we published in February contained more detail on the scientific processes behind climate change than the previous national curriculum, over which he presided. [Interruption.] All you need to do is read it, Stephen.

Secondly, the hon. Gentleman asked about speaking. In the English curriculum as it was drafted in February, it was perfectly clear that drama, poetry and other forms of speaking were in it. If the Labour party does not believe that drama and poetry require speaking, I would be interested in its perspective on what exactly does.

The hon. Gentleman asked about world history. It was perfectly clear that there were all sorts of examples of world history in the first draft, from decolonisation, invoking the spirit of Kenyatta and Jinnah, through to the impact that this country has had on the middle east, India and north America.

In all those areas, we have listened and made revisions. My mother always said that self-praise is no honour, so I shall not lavish any praise on myself—I will instead lavish it on my fellow Ministers at the Department for Education. They listened extensively to the best in the field, and we have revised the curriculum. Judging from the fact that the hon. Gentleman did not take exception to anything in the current draft, I presume that he thinks it is an A* curriculum. I will take his comments as an endorsement.

The hon. Gentleman asked about level descriptors. They are widely mistrusted by the very best in the teaching profession, which is why outstanding teachers are moving away from them and why the very best academies, such as ARK and Harris academies, are developing their own methods of internal assessment. It is why Dame Reena Keeble, at Cannon Lane First School in Harrow, has her own method of assessing how children are making progress, which is far more popular and rigorous than anything that we used to have.

The hon. Gentleman asked about the risks for lower attainers. We are absolutely clear that because there will be higher expectations than ever before, lower attainers will learn and achieve more in school and be happier and more fulfilled later. Instead of the culture of low expectations that prevailed in the past, we will have a culture of higher expectations that values every child.

The hon. Gentleman asks about curriculum support. Not only will the National Centre for Excellence in the Teaching of Mathematics be funded to provide improved mathematics teaching, but our national support schools will receive millions of pounds of extra money to ensure the required professional development. I have every confidence that teachers in our schools—the best generation of teachers ever—are up to the challenge. Whenever I visit schools, they say to me, “We want to ensure that our curriculum, like our teaching, is world class.” That is what we have delivered today, and I am delighted to have the, albeit grudging, endorsement of the hon. Gentleman.

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

I congratulate the Secretary of State on the statement. Some critics suggest that if someone goes out with an idea, listens to feedback, thinks and goes out again, that is a weak form of policy making, but I say the opposite. As we have seen with qualifications, so with the curriculum—it is important to listen and this is a strong set of proposals. Will the Secretary of State identify all the risks concerning the time scale and scheduling of the proposals, and say what the Government are doing to ensure that implementation is as smooth as possible?

[Michael Gove]

I agree with my hon. Friend. It is right to put forward a proposition, consult on it and amend it when good advice is given. That seems exactly how the Government should operate. On the implementation timetable, as I alluded to briefly in my response to the hon. Member for Liverpool, West Derby (Stephen Twigg), we are supporting a number of centres of excellence, not just in mathematics and science but also in outstanding teaching schools that are doing much to raise standards across the country and help deliver change. If evidence suggests that additional support is required in any area, of course we will provide it.

GCSEs

Debate between Michael Gove and Graham Stuart

Tuesday 11th June 2013 Commons Chamber

[Michael Gove]

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

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

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

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

[Michael Gove]

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

Oral Answers to Questions

Debate between Michael Gove and Graham Stuart

Monday 29th October 2012 Commons Chamber

[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.

--- Later in debate ---

[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?

Oral Answers to Questions

Debate between Michael Gove and Graham Stuart

Monday 3rd September 2012 Commons Chamber

[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.

Secondary Education (GCSEs)

Debate between Michael Gove and Graham Stuart

Tuesday 26th June 2012 Commons Chamber

[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.

Secondary Education

Debate between Michael Gove and Graham Stuart

Thursday 21st June 2012 Commons Chamber

[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.

New Schools

Debate between Michael Gove and Graham Stuart

Monday 10th October 2011 Commons Chamber

[Michael Gove]

May I thank the hon. Gentleman for his generous words and welcome him back to the Front Bench? He was a superb Minister in the Department for Education. Like Lord Adonis and the right hon. Member for Sheffield, Brightside and Hillsborough (Mr Blunkett), he was a reformist in government and I am more than happy to underline my appreciation for the work that he did. He is the third shadow Education Secretary whom I have faced across the Dispatch Box. His two predecessors indulged in raucous opportunistic assaults on our reform programme and were promoted as a consequence. I realise that there is now a battle between ambition and principle in the hon. Gentleman’s breast. I know that he will choose principle, as he always has done throughout his political career.

I am grateful to the hon. Gentleman for the support that he has given to the university technical colleges. They are emphatically a cross-party achievement. Lord Adonis played a part. I think others, including the right hon. Member for Morley and Outwood (Ed Balls), acted as fairy godfathers to the project. I am delighted that UTCs have their support.

It is important to recognise that the English baccalaureate is there to ensure that students pursue the sort of subjects that will get them into universities. The great advantage of university technical colleges is that they also have that link with higher education institutions that help to raise aspiration for all. There is no single tool that will raise aspiration in all our communities. We have to use whatever tools are to hand. I believe that the English baccalaureate, as so many head teachers are demonstrating, helps alongside high quality vocational education, to raise aspirations and increase the number of students going into higher education.

The hon. Gentleman said that when he was looking at free schools, he wanted to apply a series of tests. The tests that he asked me to apply are: will they extend opportunity, will they drive up standards, will they have a fair admissions policy and will they close the attainment gap? Those are four sensible tests, and I would add a fifth—can they ensure that we have a low-cost way of adding capacity to our school system so that exactly the solution to the problem that he alluded to, the need for good school places, was found at the lowest possible cost?

The hon. Gentleman asked me about capital and drew attention to the difficulties that we have with capital in the Department for Education. These difficulties, I am afraid, are a consequence of economic decisions that were taken while he was out of the House by his successors in the Labour Government, and they landed us with a poisoned economic legacy. We are doing our very best to deal with it, and one of the things that we can do is ensure that we get more schools more cheaply. That is why I am so delighted that as well as the additional sums that have been made available for school repair, and as well as the additional sums that we are making available for new schools, the free schools programme has seen schools being delivered at a unit cost lower than was the case under the Labour Government’s school building programme.

Finally, the hon. Gentleman asked me whether I regretted not getting the same settlement for the Department for Education as other Government Departments. No, I do not regret it. I am delighted that we secured the same level of funding in cash terms for education as the previous Government had secured. I am delighted that we had the best revenue deal of any domestic Department, apart from the Department of Health. I am overjoyed that, thanks to the support of our coalition partners, there is £2.5 billion of additional money going in the pupil premium to the very poorest schools. It is additional money being spent in a progressive cause, and it is deliverable only thanks to the leadership shown by two parties working together in the national interest.

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

The Secretary of State is bringing choice and diversity to our education system while seeing off his shadow at the same time.

For too many 14-year-olds school is an ordeal from which they learn and benefit not at all. I welcome the support for more UTCs, but for those who do not have the choice of a UTC, what steps will the Secretary of State take to ensure that young 14-year-olds can go to college instead of school if they wish?

[Michael Gove]

My hon. Friend makes a very good point, which is that we need to think hard about the paths that those from the age of 14 will follow. One of the things that I believe we can do is ensure that high quality further education colleges make available their resources, whether through sponsoring underperforming schools or allowing lecturers or others from FE colleges to operate in schools. Following on from the Wolf report, we have already changed the law to allow that to happen. But there is more that can be done to integrate the great work that FE colleges and schools do.

School Funding Reform

Debate between Michael Gove and Graham Stuart

Tuesday 19th July 2011 Commons Chamber

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

I welcome the statement from the Secretary of State. Too many areas, particularly rural areas, have suffered from grossly inequitable funding for too long. I welcome what the Secretary of State said because rural areas have additional costs, which are not met by current funding. Can he assure the House that we will not falter in moving to fairer funding and we will put real need ahead of political convenience in bringing forward a national funding formula in due course?

[Michael Gove]

My hon. Friend is absolutely correct.

School Closures (Thursday)

Debate between Michael Gove and Graham Stuart

Tuesday 28th June 2011 Commons Chamber

[Michael Gove]

I was grateful to the right hon. Gentleman for the constructive way in which he began his response, but I think that, on reflection, he will consider the way in which he concluded it to be irresponsible at this time. The whole House wants to see people keeping level heads and maintaining an even temper at this time, and the fact that he chose to ratchet up the rhetoric in that way was not appropriate.

I am grateful to him for supporting the direction of Lord Hutton’s reforms and for his initial words about the responsibility of all local authorities and heads to keep schools open in order to ensure that we do everything possible to minimise disruption. Because teachers are employed by local authorities and individual heads, individual local authorities and heads have to depend on teachers telling them whether they will be on strike before making contingency arrangements. That is a direct consequence of the labour laws that we inherited from the right hon. Gentleman’s Government. If he believes that those laws should change, and that we should reform trade union laws, I should like to know about it.

The right hon. Gentleman asked us to update Members of the House with data, and we will do so. At the first available opportunity when the data are reliable, we will share them with hon. Members, with local authorities and with individual parents. He also asked us to do everything possible to keep children safe and secure. The safety of children is always my first concern, and that is why I want to see schools remain open, and why I have written to local authorities and outlined the flexibilities that they have. It is also why I have drawn their attention to the statutory guidance that covers health and safety and child protection.

The right hon. Gentleman referred to the 3% surcharge that is being placed on pensions. As a former Chief Secretary to the Treasury, he should be aware that every aspect of the pension reform that we are bringing forward is a direct result of the dire mess in which he and his colleagues left our economy. If people want to know why our pensions have to be reformed, they need only look at the financial mess that was made—[Interruption.] I am afraid that the intemperate response coming from the Opposition Benches reinforces the guilty consciences on that side of the House.

The right hon. Gentleman also quoted from a speech that I gave to the Association of Teachers and Lecturers. It is important that he not mislead the House or anyone listening—[Hon. Members: “Oh!”] I am sure that he would never do so intentionally, which is why I hope that he will stress that the proposals that we are putting forward respect the accrued rights of all those who have been in state pension schemes up until this moment—[Hon. Members: “Withdraw.”] I know that he would wish to make that clear.

The right hon. Gentleman also said that, in the last year of the Labour Government, we had the lowest number ever of days lost to strike action. The truth is that, in the past year under this coalition Government, we have lost even fewer days to strike action. If we are to maintain that record, we need calm on both sides of the House, and not the pandering to the union gallery that we heard at the end of the right hon. Gentleman’s comments.

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

Does the Secretary of State agree that it is irresponsible for union leaders in the teaching unions who are on six-figure salaries to lead teachers out on strike when two thirds of their members did not even vote in the ballot? Does he also agree that this action will undermine and damage the education of children and the status of the teaching profession?

[Michael Gove]

We all listen with respect to the Select Committee, and its Chairman is quite right. The general secretaries of those trade unions have, throughout their careers, shown a commitment to improving state education. I therefore believe that their motives are right in most circumstances. On this occasion, however, they have made a mistake and they should acknowledge it.

Oral Answers to Questions

Debate between Michael Gove and Graham Stuart

Monday 23rd May 2011 Commons Chamber

[Michael Gove]

We gave an answer to that excellent report with the publication of our White Paper, “The Importance of Teaching”. From that title, I am sure that the hon. Gentleman will draw the appropriate inference that there is nothing more important than teaching.

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

The James review found that school buildings that are beyond being merely fit for purpose make no real contribution to educational standards and that teaching and leadership are what make the difference to outcomes for children, not least in our weakest schools. Will the Secretary of State explain the difference in spending patterns that will be implemented by this Government as compared with those of the previous Government?

[Michael Gove]

That is a typically good question from the Education Committee Chairman. Unlike the previous Government, we will not be wasting money on a capital programme that is out of control and bureaucratic. Instead, we will be investing money in making sure that more of the very best graduates go into teaching and we will be expanding opportunities for inspirational figures such as Peter Hyman to open new free schools and target the disadvantaged, who need them most.

Vocational Education

Debate between Michael Gove and Graham Stuart

Thursday 12th May 2011 Commons Chamber

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

Professor Wolf might not have thought that the English baccalaureate on its own could distort and harm outcomes for the poorest in our schools, but I have to say that the Chairman of the Select Committee feels that it could. However, I welcome what the Secretary of State has said today about building a balanced score card. Can we work to create a consensus across the House that what we need is an assessment and accountability framework that gives equal weight to the progress of every child? We do not want too complicated a set of targets, but we need a system that works, allowing schools to get on with it and deliver for everyone.

[Michael Gove]

That is a very good point. It is rather a shame that the view of some Labour Members—which is not shared by my hon. Friend—is that working-class children cannot achieve academic excellence. [Interruption.] I am afraid that that is the view of Opposition Front Benchers. Labour Members therefore feel that this is somehow an unfair and elitist measure, but I think that it is an aspirational measure. My hon. Friend is absolutely right: we need to ensure that all the abilities of all children are recognised, whatever their background. Labour Members need to return to the aspirational educational model that we saw under Lord Adonis, the hon. Member for Huddersfield (Mr Sheerman) and the former right hon. Member for Sedgefield, which was sadly abandoned three years ago.

Post-16 Education Funding

Debate between Michael Gove and Graham Stuart

Monday 28th March 2011 Commons Chamber

[Michael Gove]

I am very grateful to the right hon. Gentleman for those questions. I am grateful for his reference to people being out of their depth—I will of course acknowledge his expertise in this area. I am also grateful to him on behalf of my right hon. Friend the Secretary of State for Business, Innovation and Skills for once more recycling the Mr Bean joke—the copyright on that joke will ensure that the right hon. Gentleman enjoys a successful and happy retirement in years ahead.

The first question that the right hon. Gentleman asked was: where is the money coming from? The answer is that the money for all public spending comes from the taxpayer. It was on his watch that the taxpayer got a spectacularly bad deal from a Government who spent every penny and left this coalition Government with a difficult economic inheritance. He asked whether the money would be allocated by discretionary means. I pointed out in my statement that it absolutely will. He argued that college principals would face an invidious decision, but he must know that it was the Association of Colleges that argued that the new fund should be put in place on discretionary principles. Perhaps he should consult college principals before claiming to speak on their behalf.

The right hon. Gentleman accused the coalition at one point of engaging in no consultation, and of having too much at another. There was no consistency at all in the questions that he asked. There has been a certain consistency in his position in one area, however, and that is his consistent refusal to state what his alternative would be. The truth is that Labour does not have a policy on this issue or any other education issue. We know what the right hon. Member for Kingston upon Hull West and Hessle thought: he said that we should divert money from the EMA to the poorest. We know what the right hon. Member for Kirkcaldy and Cowdenbeath (Mr Brown) thought: that we should divert money from child benefit to pay for EMA. However, we do not know what the right hon. Member for Leigh (Andy Burnham) thinks, beyond believing that students should have money to go out for drinks with friends.

We do not know how the right hon. Gentleman would pay for his alternative to our proposal, because he has opposed every saving that we have made. We do not know what he thinks people should be studying when they are not going out, because he has opposed every reform to raise standards. He has no policies on education other than blanket opposition. No wonder he did not join the march for an alternative on Saturday—he does not have one.

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

I welcome the statement and the funding—which is greater than was originally expected—going into the new bursary scheme. I also welcome the focus on the poorest, to whom it is appropriate to ensure that that funding goes. Can the Secretary of State tell the House on what basis the money will be allocated? Will it be based on free school meals? Indeed, is that part of the consultation? Can he also confirm again that colleges will have total freedom in how they spend the money, so that they can provide directly for transport, for instance?

[Michael Gove]

The Chairman of the Select Committee on Education asks two intimately related and very good questions. On the first, I can confirm that we intend as closely as possible to mirror funding for the replacement scheme and existing funding, which was given to colleges on the basis of EMA entitlement. However, as he rightly points out, in the consultation, which will relate to the implementation of the scheme, we will take on board the points made by college principals and others, in order to ensure the fairest possible distribution of funding. Unlike with the EMA, college principals will have explicit flexibility under our scheme to be able to provide for transport, among other needs.

Oral Answers to Questions

Debate between Michael Gove and Graham Stuart

Monday 21st March 2011 Commons Chamber

[Michael Gove]

Thank you. The two manoeuvres for which the shadow Secretary of State is preparing are: a U-turn on his academy position, which he has already executed, and now another U-turn, which I can sense him undertaking on the English baccalaureate. I celebrate the fact that he is manoeuvring out of the way of the criticism of those of us on this side of the House who believe in higher standards.

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

Can the Secretary of State confirm that the English baccalaureate is not compulsory, that schools retain the right—indeed, the duty—to offer an appropriate curriculum to their pupils, and that schools such as university technical colleges will not be obliged to ensure that at least 80% of pupils’ time up to the age of 16 is spent on academic subjects?

[Michael Gove]

The Chairman of the Select Committee on Education has not only asked an excellent question but given a superb summary of the beneficial effects of the English baccalaureate and the flexibility inherent in the coalition’s education proposals.

Education Bill

Debate between Michael Gove and Graham Stuart

Tuesday 8th February 2011 Commons Chamber

[Michael Gove]

As so often, the hon. Lady is absolutely right. One problem in the education system is that we need to make it easier for good heads to tackle underperformance by encouraging staff to do the professional development that they need to improve. If they do not improve, they should move on. No one benefits when poor teachers are in the classroom. It not only places an additional burden on hard-working and talented staff, but denies children the chance that they need.

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

Will the Secretary of State give way?

[Michael Gove]

I am delighted to give way to the Select Committee Chairman.

[Mr Stuart]

The Secretary of State plans to keep a register of teachers who are barred from teaching. Will he confirm that schools will be able to refer someone who is sacked for gross misconduct to the Secretary of State to be put on the register, but not someone who is fired for incompetence? If that is the case, will he explain the reasoning behind it?

[Michael Gove]

I am delighted to confirm that. We want to ensure that people who are barred for gross misconduct are kept on a central list, which is updated continually. As my hon. Friend and I know, the General Teaching Council, which was responsible for dismissing and barring incompetent teachers, succeeded in barring only 14 teachers over the 10 years that it was in existence. We need to ensure that at school level, head teachers have the power to dismiss those whom they consider to be inappropriate. We must ensure that head teachers who are doing a fantastic job and are generating improved results have freedom and flexibility over the staff that are required to carry on doing that great work.

[Mr Stuart]

I agree with the Secretary of State that the previous system was not working effectively. However, that is no reason to believe that we should not have a system that ensures that an incompetent teacher who is removed and sacked—we know how difficult that is, as the hon. Member for Vauxhall (Kate Hoey) just said—does not reappear in another school. That will happen if the Secretary of State does not put that person’s name on a register. I ask him to reconsider this issue.

[Michael Gove]

I am grateful to my hon. Friend for making that point, and we will have an opportunity to consider it in Committee. The phenomenon that he refers to is known in the United States as “the dance of the lemons”, whereby teachers who are not up to the job are removed from it and reappear in another educational setting. We have explored with a variety of professional bodies the best way of ensuring that that cannot happen. There is no consensus that a central list of the kind he mentions is the answer. I am happy to discuss with him, in Committee and elsewhere, how we can ensure that teachers who are not effective do not continue in the classroom.

I mentioned that there are six principal areas in the Bill. The first is investment in the early years. It is critical that Opposition Members appreciate that if they vote against the Bill tonight, they will be voting against additional funding to guarantee 15 hours of learning for all disadvantaged two-year-olds. Under Labour, 20,000 of the poorest two-year-olds would have received 15 hours of free learning. Now, under the coalition Government’s proposals, 120,000 two-year-olds will be able to have the best possible free learning. Because of that investment, we will be able to ensure that those children are school-ready when they arrive at primary school. We can ensure that when we have in place the literacy check at the end of year 1 that we intend to impose, those children will have a grasp of the basic skills required to make the most of their time at primary school.

Schools White Paper

Debate between Michael Gove and Graham Stuart

Wednesday 24th November 2010 Commons Chamber

[Michael Gove]

I am grateful for the hon. Gentleman’s typically statesmanlike words. I agree that there is significant consensus across the parties on the way forward. When he was chairman of the Select Committee he did a great job of pioneering ideas. It is right to look at Mike Tomlinson’s arguments and to ensure that all children have a properly broad education. Our English baccalaureate will ensure that all children, whatever their background, have access to the best that has been thought and written academically, but we will also ensure that vocational qualifications that blend with the academic are of the highest quality. That is why we commissioned Alison Wolf, and why the Minister for Further Education, Skills and Lifelong Learning has done so much with the launch of his skills strategy last week to raise the prestige and esteem of vocational learning.

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

I believe that there can be consensus in the House, but it must be based on an acceptance that the present position is not good enough, that we must have higher aspirations for this country, that we must recognise that we have fallen behind our international competitors, and that we have seen the gap between rich and poor widen unacceptably.

On international comparison, will my right hon. Friend explain how the Select Committee will be able to map and track that? Will there be a role for Ofsted—on which we are doing an inquiry—in providing information and checking the Government’s progress?

[Mr Speaker]

I think we have the gist of the question.

Funding and Schools Reform

Debate between Michael Gove and Graham Stuart

Wednesday 17th November 2010 Commons Chamber

[Michael Gove]

Absolutely not. Schools spending will rise in real terms over the lifetime of the coalition Government. That was not a promise that the Opposition were able to give; they could promise only to increase spending over two years. As I say, we are also extending 15 hours of pre-school learning to all disadvantaged two-year-olds—the Government of the right hon. Member for Kirkcaldy and Cowdenbeath were not able to deliver that. We are also giving £150 million to help disadvantaged students from poorer backgrounds to make it to university.

[Mr Graham Stuart]

The Opposition are complaining about any possible changes to areas of deprivation, but it is not areas that we need to be concerned about—areas of Sheffield that were some of the wealthiest in the country were getting additional money. What we need to do is ensure that money follows the pupil. The gap between children on free school meals and the rest is wider in the East Riding of Yorkshire, including my constituency, than in any other part of the country. We need a pupil premium that follows children wherever they live, so that we have a more just system that does narrow that gap, which sadly widened under the previous Government.

[Michael Gove]

My hon. Friend makes a good point and we need to narrow the gap. The gap between children who are eligible for free school meals and other children across the country is far too wide. We need to ensure that disadvantaged children receive additional funding, and under the coalition Government they will receive such funding on top of the dedicated schools grant that was not going to be delivered by the Opposition.

Education Policy

Debate between Michael Gove and Graham Stuart

Monday 18th October 2010 Commons Chamber

[Michael Gove]

I thank the right hon. Gentleman for his series of questions, and may I also thank him for his generous words about the Deputy Prime Minister, who had a very good week last week? I think that being able during the course of our CSR to secure a better deal for schools than the right hon. Member for Morley and Outwood (Ed Balls) was able to negotiate when he was Education Secretary counts as a significant triumph. I think that advancing social mobility and social justice by delivering on Liberal Democrat manifesto promises is something in which Members on both sides of the House can take pride.

The right hon. Gentleman asks when I knew about the fairness premium. I knew when I read through, and nodded with approval at, the education section of the Liberal Democrat manifesto. The Liberal Democrats committed then—months ago—to spending more on early years, to funding a pupil premium and to ensuring that more disadvantaged people can go to university. The Liberal Democrats, in this coalition Government, have delivered on all those goals.

The right hon. Gentleman asks whether there will be any disproportionate cuts in any other part of the education budget. I can assure him in respect of Sure Start and 16-to-19 funding that he will find out on Wednesday that we have ensured that the funding is in place in order to guarantee that more people will participate after the age of 16 and that a network of Sure Start children centres is there for every child who needs them.

All of this has been done because our coalition Government working together has dealt with the inefficiencies, the waste and the bureaucracy that the right hon. Gentleman’s Government bequeathed to us. A coalition Government working together has prioritised social mobility after years in which it was frozen. A coalition Government working together has ensured that money goes to the front line rather than being spent on bureaucracy and waste. As a result, we are taking the tough decisions that he and he and he—his right hon. Friends on the Opposition Benches—ducked. They will not support reducing child benefit in order to ensure that the poorest get more. They will not support our VAT increase in order to plug the deficit. They will not support any of our steps to improve efficiency on the front line in schools. They are a party of naysayers and deficit deniers, and that is why this coalition Government are putting right the mess we inherited from them.

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

I welcome today’s announcement and the commitment it shows on the part of the Government to narrowing the gap between rich and poor and between their respective outcomes. Has the Secretary of State yet decided how the pupil premium will be allocated and on what basis?

[Michael Gove]

The Government have consulted on exactly who should receive the pupil premium. That consultation began earlier this year and there are still a couple of hours left should the right hon. Member for Leigh (Andy Burnham) wish to contribute to it—he has not yet done so. We are looking at a variety of measures of poverty and we wish to target the pupil premium most effectively on all children in need. One of the disadvantages of the way in which the previous Government targeted resources on the very poorest was that the premium attached to children who were eligible for free school meals was as low as £22 in some local authority areas.

Education Funding

Debate between Michael Gove and Graham Stuart

Monday 5th July 2010 Commons Chamber

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

Building Schools for the Future achieved too little at too great a cost, as the Labour-dominated Select Committee on Children, Schools and Families concluded in the previous Parliament. When will the new review team report back to the Secretary of State so that we can have a clearer view of the policy going forward?

[Michael Gove]

We hope to have an interim review reporting in September, which will tell us how we can make significant improvements in efficiency, which will feed into the spending review. The culmination of that review should be by the end of the calendar year.

Oral Answers to Questions

Debate between Michael Gove and Graham Stuart

Monday 7th June 2010 Commons Chamber

[Michael Gove]

It is because I am committed to the needs of the many and not just the few that I want to see this programme, which has done so much to raise attainment for disadvantaged children, move forward. I would like to see governors and head teachers working with other schools and other groups within the community to drive up attainment. That is why those who currently lead our schools will, I know, have those conversations. I prefer to give them the freedom to do so rather than to patronise and to busybody by insisting that they do so.

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

May I ask the Secretary of State whether the academies programme will continue to provide an alternative route to accessing funds for new school buildings? I am thinking in particular of Withernsea high school in my constituency. I wonder whether he or the Minister with responsibility for schools might be able to visit Withernsea, see the school and see how it might benefit from joining the academies programme in future.

[Michael Gove]

It is always a pleasure to visit my hon. Friend’s constituency and my ministerial colleague or I will look forward to doing so in due course.

Education and Health

Debate between Michael Gove and Graham Stuart

Wednesday 2nd June 2010 Commons Chamber

[Michael Gove]

It is a great column and a great newspaper—never was a truer word said. It is against the backdrop of the terrible fiscal position left us by the previous Government, in which the right hon. Gentleman played such a distinguished part, that we have to make our judgments in this Queen’s Speech.

Hard times require tough choices, and we have chosen to put health and education first, not just in terms of spending, but in terms of reform. Unlike the last Prime Minister, we recognise that investment in the front line has to be matched with trust in the front line. That is why, in both health and education, we will devolve responsibility down—away from Whitehall towards schools and hospitals. Power will be taken out of the hands of politicians and bureaucrats, and placed in the hands of teachers, nurses and doctors.

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

I am grateful to my right hon. Friend and congratulate him on his new post. The single most important way to raise standards in education is to attract, retain and motivate higher calibre people in teaching and school leadership. What steps will the new coalition Government take to make teaching more attractive and to ensure that we increase the motivation and support of teachers?