Oral Answers to Questions
Debate between Michael Gove and Stephen Twigg(10 years, 11 months ago)
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Michael Gove
My hon. Friend is absolutely right. Parents are naturally nervous whenever there is a change of management or leadership in any school and so they should be—they care about their children. The evidence points to the fact that when primary and secondary schools have been converted to academies, they have made significant improvements. One of the most controversial academy conversions happened in Haringey when Downhills school was taken over by the Harris chain. That met furious opposition from the unions and some Labour MPs, but children in that school are now flourishing at last, as are children in so many other academy schools.
Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)
Does not the evidence show that the most important factor is the quality of teaching in our schools? Thousands of schools around the country have chosen not to go down the academy route. Will the Secretary of State join me in congratulating Ranworth Square primary school in my constituency, where the majority of children are on free school meals but where last summer 93% achieved at least a level 4 in English, maths and writing?
Michael Gove
That is a significant achievement and I am delighted to be able to congratulate the head and the team of teachers at that school. Many schools that I hugely admire have chosen not to go down the academy route. Thomas Jones primary in west London is one of the most outstanding schools in the country—100% of its children reach the level to which the hon. Gentleman refers—and is not an academy. For schools that are foundering or facing difficulties, however, academy solutions have, in an overwhelming number of circumstances, brought the improvement in results that we would all love to see.
PISA Results
Debate between Michael Gove and Stephen Twigg(11 years ago)
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Michael Gove
Not for the first time, and I am sure not for the last time, my hon. Friend hits several nails squarely on the head.
Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)
Twenty years ago, the greatest underachievement in schools in this country was in London and other big cities, which is why the Labour Government introduced programmes such as the London Challenge and Teach First, which the Secretary of State has praised. Andreas Schleicher has talked about autonomy, but he has also talked about collaboration. What have the Government done to implement Ofsted’s report from June, “Unseen children”, which called for new sub-regional challenges modelled on Labour’s London Challenge?
Michael Gove
The hon. Gentleman makes a number of good points. It is the case that the London Challenge was a success. Other systems of sub-regional collaboration introduced under the previous Government were less conspicuously successful. If we look at the ingredients of the London Challenge, we find that they were primarily growth in the number of academies, greater autonomy for head teachers and a rigorous approach—[Interruption] —and a greater and more rigorous approach to underperformance in schools that needed new leadership. Through the academies programme, we have ensured that schools across the country that have underperformed are under new leadership. It has been called the “forced academies programme”, and there has been no support for it from those on the Labour Front Bench. I hope that now they will show their support for this rigorous attempt to tackle underperformance, but I fear that they will remain silent, and will continue to have their strings pulled by their union paymasters.
National Curriculum
Debate between Michael Gove and Stephen Twigg(11 years, 5 months ago)
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Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)
I thank the Secretary of State for notice of his statement. The national curriculum should be a vehicle for raising standards, promoting innovation and strengthening great teaching.
Let me first pay tribute to the teachers, parents and pupils who have campaigned hard for changes to the Secretary of State’s original proposals. When did he come to the conclusion that it might be an idea for pupils to study climate change as part of the geography curriculum? When did he realise that speaking skills should be an integral part of the English curriculum? When did he decide to listen to business leaders, who warned him that the D and T curriculum did not include a focus on computer design and electronics? When did he decide that it might be an idea for children to study the history of China and India as well as that of our own country? Finally, when did he realise that it made no sense to limit the number of foreign languages that could be taught in primary schools? Surely it would have been a lot better if he had got his proposals right the first time round.
The Secretary of State’s new curriculum will apply to fewer than half of all secondary schools. Academies have the freedom to innovate. If that freedom makes sense for academies, surely it makes sense for maintained schools as well.
Why has the Secretary of State decided to abolish the levels by which teachers assess pupils’ progress throughout their school life? The levels system is well used, particularly in primary schools. May I urge him to think again about that?
The Department’s own impact assessment of today’s announcement warns of the risks for lower attainers and pupils with special educational needs or disabilities. How will the Secretary of State ensure that they, too, are challenged and supported and that their progress is measured effectively?
The changes are due to be implemented in just one year’s time. How will the Secretary of State ensure that teachers are qualified to teach to the new curriculum when he is letting unqualified teachers into our classrooms? Is it not time for him to reverse the decision to relax the rules on unqualified teachers? What support will there be for continuing professional development and training on the new curriculum ahead of its introduction in a year’s time?
The curriculum matters, but I am sure the Secretary of State agrees that what matters more is that we have a teaching profession that is high in quality and has high status and high morale. Does he accept that as a result of his policies and his rhetoric, teacher morale is at an all-time low? His divisive approach means that we have curriculum freedom for just some schools. Is not the time right for a reformed national curriculum that allows teachers in all schools the freedom to innovate, and therefore prepares young people for the challenges of the modern economy?
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.
Oral Answers to Questions
Debate between Michael Gove and Stephen Twigg(11 years, 6 months ago)
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Michael Gove
My right hon. Friend the Minister for Schools and I have been discussing today exactly what we can do to ensure that the arguments made in the committee’s report are taken on board and to ensure that when we think about how to invest in the future fabric of schools and about the state of the estate we take appropriate steps. I hope, following on from the spending review, we can be clear that the money we spend on maintenance will be spent in a way that takes account of the arguments made by my hon. Friend.
Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)
Can the Secretary of State confirm that, over the past year, the number of infants in classes of more than 30 has increased by more than 25,000—an increase of 50% in just 12 months? What proportion of free school places go to primary-age children in areas where there is a shortage?
Michael Gove
I think the hon. Gentleman is right about those figures for infants, but I also think that the increase in the number is less in percentage terms than was the increase under Labour. [Interruption.] I think it is, actually. I have answered the question of substance; the rest of it was rhetoric, so over to you.
Stephen Twigg
Three years ago, in the first comprehensive spending review, the Secretary of State got a truly terrible education capital spending settlement. His free schools programme fails to focus on areas where there is a shortage of places but opens new schools in areas with existing good schools with places available, and of course it allows unqualified people to teach. Is it not a policy driven by dogma, not by the best interests of children?
Michael Gove
No, not at all. In these matters, I often pay close attention to what Lord Adonis, a former schools Minister, says. He argued last week that we need more free school places in areas where there is a lack of high-quality school places. That is a different view from the one taken by the hon. Gentleman. I take the view that Lord Adonis is right—we need to give parents a choice where schools are poor—and therefore, not for the last time, the hon. Gentleman is wrong.
GCSEs
Debate between Michael Gove and Stephen Twigg(11 years, 6 months ago)
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Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)
I thank the Secretary of State for giving me advance sight of the statement and the consultation documents.
Here we are again. Last summer, we had “Bring back CSEs and O-levels”: dropped. Then it was the English baccalaureate certificate: dropped. Just last week, it was going to be I-levels, but there is no sign of them today. The Secretary of State is cutting back on resits for students, but he affords himself a fourth attempt at GCSE reform. The problem last summer was that he started with qualifications when he should have started with the curriculum. He was putting the cart before the horse—a grade A lesson in bad policy making.
When we were in government, we raised standards across schools. On the performance measure of five A* to C grades including English and maths, we went from 35% in 1997 to 59% in 2010. Let me give the House a quote:
“Schools got better over the course of the last 15 years.”
Those are not my words but those of the Secretary of State a year ago. The improvements were the result of a laser focus on literacy and numeracy, better teaching and better schools.
Parents are worried that, by allowing unqualified teachers into classrooms, this Government are damaging education standards. They want to know that the changes to the curriculum and qualifications will help to equip their children for the jobs of the future. Let me set three tests for the changes. First, will they strengthen rigour and raise standards, by introducing the rigour of the future that rejects a choice between knowledge and skills? We need both. Secondly, are the changes driven by the evidence of what actually works, here and elsewhere? Thirdly, will they command consensus and stand the test of time?
On the curriculum changes, we will study the detail of today’s proposals. We want to strike the right balance between setting out entitlements to high-quality education and freedoms for schools and teachers to innovate. What is the Secretary of State’s evaluation of how academies have used their freedoms, and of the implications of that for the future national curriculum? When will he bring forward plans for other subjects that are not covered by today’s announcement? In particular, what about the young people who want to study high-quality technical and practical subjects? For too long, they have been the forgotten 50%, yet there is no reference to them in today’s statement.
We support the reform of controlled assessment, but we do not support its wholesale abandonment across almost all subjects.
“Moving towards linear assessment will reduce the reliability of GCSE. Less coursework means less assessment time which leads inevitably to lower reliability—this is about as cast iron a rule in assessment as there is”.
Those are not my words; they are the words of Prof Dylan Wiliam, one of the distinguished experts to whom the Secretary of State referred in his statement.
What body of evidence supports this wholesale switch on controlled assessment? The Secretary of State has previously expressed doubts about tiering. I welcome the principles Ofqual has set out today. Has he changed his mind on tiering in maths and science?
On grading, I accept that there is a good case for more differentiation at the top end, but I am concerned about consolidation at the other end. Surely it is vital that there is challenge and stretch for all students across the ability range? There is a strong argument for moving to what Ofqual has described as scaled scoring, giving students the actual percentage mark subject by subject. I know Ofqual feels we are not ready for that yet, but does the Secretary of State share my aspiration to move towards such a system in the future?
In conclusion, there is a clear lesson from this past year: this is no way to conduct system reform. Future change should be informed by the evidence and should properly engage with professionals. If we do that, I think we really can achieve lasting and successful reform.
Michael Gove
May I, first, thank the hon. Gentleman for his witty and discursive response? Picking through the thickets of the comments he made, I think there was a broad welcome for the direction of travel we have set out today, and in our efforts to achieve consensus across the House—which has always been my aim—I am grateful for that.
May I also thank the hon. Gentleman for his acceptance that Ofqual is right to recognise the case for tiering in mathematics and science? He asked what my view is: my view has always been that we should, wherever possible, seek to remove any cap on aspiration, but we have listened to the experts, and they conclude in this case that tiering in maths and science is appropriate.
The hon. Gentleman also asked whether I believe, as some do, that we should move from not just an alphabetical to a numerical skill, but to scaled scores. The consultation provides an opportunity for those who believe that that is appropriate to make their case. Ofqual will make a judgment, and I will listen closely to what it says, but I think the need to change the way in which we award grades reflects the improvement in teaching, to which he alluded and which I entirely endorse.
The hon. Gentleman asked about technical and practical subjects. As I have confirmed before, technical and practical subjects are our highest priority in the Department for Education, which is why our reforms started with vocational qualifications and the publication of the Wolf report. I recently wrote to the hon. Gentleman to ask him if he still stood by his endorsement of the Wolf report. I still await a reply, but I know he is a busy man and I shall wait patiently to hear what he has to say.
The final thing I should say is that the hon. Gentleman asks for evidence for the case for change, and all I need do is commend to him the superb work done by the Select Committee in its report today, which points out that it was the introduction of changes by the last Government that fundamentally destabilised GCSEs. The hon. Gentleman himself has acknowledged that there was grade inflation on Labour’s watch. Let us be clear: yes, there were improvements, thanks to changes in our education system and a higher quality of teaching than ever before, but they were put in doubt by Ministers’ failure to ensure that the gold standard was adequately protected. We are, at last, protecting the standards on which all our children depend.
Oral Answers to Questions
Debate between Michael Gove and Stephen Twigg(11 years, 8 months ago)
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Michael Gove
My hon. Friend is absolutely right. I was very worried when I read the latest issue of The House magazine. In an interview with the shadow Secretary of State that was generally quite nice—he is a nice chap—he nevertheless said that he had “great respect” for Lord Adonis but “differences of emphasis”. He wanted to put “less of an emphasis” on
“the independent governance that academies have”.
I am afraid that, once more, that is a retreat from reform. Unfortunately, if the Labour party were to return to power, reform would stop in its tracks.
Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)
May I echo the Secretary of State’s earlier comments about the Chair of the Education Committee, and wish him a speedy recovery? I also commend my hon. Friend the Member for North West Durham (Pat Glass), who is acting in the capacity of Chair.
Last October, the Leader of the Opposition set out Labour’s plans for a technical baccalaureate. Today, we have the Government’s plans. Our plan included high-quality work experience. Will work experience be integral to the Secretary of State’s technical baccalaureate?
Michael Gove
No, work experience is not integral to the technical baccalaureate. It is provided for by our changes to the funding mechanism for 16, 17 and 18-year-olds to ensure that rather than paying by the number of qualifications, which actually led to a prejudice against work experience, there can be a coherent programme of study for those who want to follow a vocational or technical path.
Stephen Twigg
I am disappointed but not surprised by that answer, because for the past three years the Secretary of State has undermined technical, practical and vocational education by abolishing statutory work experience, downgrading the engineering diploma, removing face-to-face careers advice and narrowing the curriculum so that skills are undermined. I want the tech bacc to succeed, but does he not agree that if that is to happen, he needs to reconsider all the other policies that I have listed?
Michael Gove
I am grateful to the hon. Gentleman for making his points, but I am afraid that in many areas he is quite wrong. Before the Government reformed academic qualifications, we asked Professor Alison Wolf to help reform technical and vocational qualifications. The Labour party said that it endorsed the proposals, but when we have put forward individual policies to implement her proposals, it has opposed them.
We have not abolished work experience. It was an entirely different process that referred to key stage 4, and it was a recommendation of the Wolf report, which we implemented in full. The Opposition said they backed it, but now they U-turn on it. I am afraid that the hon. Gentleman’s passion for vocational education will be credible only if he does his homework, which sadly he has failed to do so far.
Curriculum and Exam Reform
Debate between Michael Gove and Stephen Twigg(11 years, 10 months ago)
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Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)
I thank the Secretary of State for advance sight of his statement.
Under this Government, the words “GCSE” and “fiasco” seem to be linked indelibly. This is a humiliating climbdown. The trouble with this Secretary of State is that he thinks he knows the answer to everything, so he digs out the fag packet and comes up with his latest wheeze. What does that result in? It results in free schools that do not get built, scrapping AS-levels, which Cambridge university hates, and the rejection of English baccalaureate certificates by the CBI, which says they are a mistake. This is a familiar routine; one of the Secretary of State’s advisers briefs the Daily Mail, and when it falls apart by lunchtime, it is time to blame the Liberal Democrats. His priority is pandering to the right wing of the Conservative party.
Parents and pupils are left confused and frustrated. Will the Secretary of State now apologise to them for this shambles? Having done down their hard work on GCSEs, will he accept that that was the wrong thing to do? The statement demonstrates once again his flawed vision for education and a total misunderstanding of the future needs of our country.
Last September, the Secretary of State said:
“After years of drift…we are…reforming our examination system to compete with the world’s best.”—[Official Report, 17 September 2012; Vol. 550, c. 655.]
Is it not the case that he is the one adrift? This is a total shambles. Forced into apologising to the House when he scrapped Building Schools for the Future and forced into a partial U-turn on school sport, he should have learnt his lesson by now. It is simple, really: before announcing a bright idea, would it not make sense to check it first with the deputy headmaster?
I want to pay tribute to those who have argued against the Secretary of State’s plans. The CBI said that they would leave young people in a holding pattern when they need a clear target to aim for at 18. Entrepreneurs, such as the inventor of the iPhone, said the impact on this country’s economy would have been catastrophic. The head of the leading private schools association said that the Secretary of State was hankering after a bygone era. Backward looking, narrow and two-tier, the best thing would be for the Education Secretary to go back to the drawing board. Instead, we have another back-of-the-envelope plan: a new national curriculum, following the last one that his own expert advisers said was deeply flawed.
Education is too important for this kind of short-term thinking. Most children only get one chance at their GCSEs. Surely their future is too important to be subjected to the usual party politicking and parliamentary game-playing. [Laughter.] Conservative Members laugh at the suggestion that that is the case. If the hon. Member for Pendle (Andrew Stephenson) visits schools in his constituency, that is the message he will hear from teachers, parents and pupils. We have to focus on standards, and move beyond this shambles. Surely there should be a cross-party consensus on a future plan for the next generation of qualifications. That should be based on the best available expert evidence, not on the back of an envelope. Will he do things differently this time?
Michael Gove
I am grateful to the shadow Secretary of State for his questions. He asks: when we get things wrong will we apologise? Yes. In my time as Education Secretary I have made mistakes. Every Minister makes mistakes. When I made mistakes over Building Schools for the Future, I was happy to come to the House and acknowledge that I had made an error. Where I have made mistakes in other areas, I have been happy to acknowledge that I have made an error, and the very first thing I said today was that I embarked on one reform too far by seeking to move towards single exam boards. I am happy to acknowledge today that that was an error.
One thing we did not hear from the shadow Secretary of State was his view on that reform, because when he wrote to me on Wednesday 26 September 2012, he said:
“I welcome the proposal to introduce single exam boards for each subject.”
I acknowledge that that was a mistake, but in the brief and shining moment that he had the House of Commons in the palm of his hand, I am afraid that the shadow Secretary of State did not enlighten us about his view on single exam boards. He did not enlighten us on his views about vocational qualifications, apprenticeships or A-levels.
He asks me if I will work with others to ensure cross-party consensus. I am delighted that there is cross-party consensus on our reform of vocational qualifications, as he has acknowledged. I am delighted that there is cross-party consensus on our reforms of apprenticeships, as Andrew Adonis has acknowledged. I am delighted that there is growing support for the changes to A-levels and university entry, as I have acknowledged. What I hope to see is consensus on how we reform GCSEs. There is growing consensus in that the National Association of Head Teachers and the Association of School and College Leaders have welcomed the changes we are making today. There is also growing consensus in that the CBI, the Institute of Directors and every body that represents industry says that we need to restore rigour. I hope, after today, that we can get clarity from the hon. Gentleman and consensus across the House, and that we can work together, as we have so successfully on so many other issues, to ensure that children get the high quality education they deserve.
Oral Answers to Questions
Debate between Michael Gove and Stephen Twigg(11 years, 11 months ago)
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Michael Gove
My hon. Friend is absolutely right: the pupil premium has been hugely successful in incentivising innovation and trying to ensure that children from disadvantaged backgrounds do better. It has also ensured that the balance of funding in education has moved towards disadvantaged children and disadvantaged areas. We are constantly looking at ways to ensure that the innovation and progress that the pupil premium has helped bring about are extended to more children at more ages.
Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)
The Secretary of State cites a figure of £2.2 billion for 2011-12, but by that point he had cut £600 million from early intervention in the previous year. I asked him about that in October; since then we have had the local government settlement, which includes a further cut of £49 million to early intervention. Is this not yet another example of how, as the former children’s Minister told the Select Committee last week, children and families are a “declining priority” for this Secretary of State?
Michael Gove
I am grateful to the hon. Gentleman for his point. I remind him that he and his colleagues would have more credibility in discussing public spending if they were to acknowledge the terrible mistakes made by the previous Labour Government that led to the desperate economic situation in which we find ourselves. The figures are—[Interruption.] Silence in class! Spending on early intervention has gone up from £2.2 billion to £2.36 billion to £2.39 billion to £2.51 billion. Even at a time of tremendous economic pressure, spending is increasing. I should have thought that that would be good news in anyone’s language.
Michael Gove
I thank my hon. Friend for the work that he has done on how to improve school governance. It matters hugely and one of the successes of the academies programme has been to raise the quality of school governance. I agree that, while it is important that the community feels that its voice is represented on governing bodies, the single most important thing is the skills and capabilities of the governing body.
Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)
Last week, the former children’s Minister, the hon. Member for East Worthing and Shoreham (Tim Loughton), said that the children and families agenda is a “declining priority” for this Government. The response from a senior official in the Department was to describe the hon. Gentleman as “lazy” and “incompetent”. The code of conduct for special advisers and civil servants precludes them from making such personal attacks. Will the Education Secretary investigate to determine whether a breach of the code has occurred and, if one has, will he take all necessary disciplinary action?
Michael Gove
I am grateful to the hon. Gentleman for making that point. It gives me an opportunity to affirm the importance of child protection and of ensuring that this Government take all the steps needed to make sure that no child is placed at risk and to—[Hon. Members: “Answer the question.”] I think the first part of the question was about child protection and I regard that as the most important part, which is why we have taken steps to ensure that child protection is and remains a top priority. It is, of course, the case that leaks are a part of political life, and I tend to regard them all with equanimity.
Examination Reform
Debate between Michael Gove and Stephen Twigg(11 years, 11 months ago)
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Stephen Twigg
The hon. Gentleman is absolutely right and that is part of the reason we have said that English and maths should continue beyond 16, right up to 18. As an advanced industrialised country we are unusual in not requiring learners to continue with both mathematics and the home language, and we have put forward that positive reform precisely to meet the concern raised. I see nothing in the Government’s proposals for EBCs that will address that bad situation, and a real risk that it will make it even worse.
When the Secretary of State set out his proposals last September he had no plans to include vocational education. A few weeks later, the Labour party set out its proposals, including for a technical baccalaureate. How did the Secretary of State respond? The Conservatives put out a press release stating that the certificates would “make young people unemployable.” That is what they said in September. Two months later the Under-Secretary of State for Skills, the hon. Member for West Suffolk (Matthew Hancock), who is not in the Chamber today, supported Labour’s Tech Bac. We have seen from the Secretary of State that vocational education is, at very best, an afterthought, and in reality his policy on vocational education is a total shambles. I believe that education is crucial.
The Secretary of State for Education (Michael Gove)
The hon. Gentleman’s predecessor as shadow Secretary of State, the right hon. Member for Leigh (Andy Burnham), welcomed in full the Wolf report on vocational education, which preceded consultation on academic subjects. Does he welcome it in full, or has he changed Labour’s position?
Stephen Twigg
I certainly welcome the Wolf recommendations in full—absolutely in full. They provide an important guide for the work we are doing to develop vocational education. However, the Secretary of State may want to return to the Dispatch Box to explain why the Conservatives dismiss the technical baccalaureate—will he take this opportunity to support it?
Michael Gove
I am delighted to take this position again. I do not want to turn this into a conversation, but it is striking that before I asked my question the hon. Gentleman said our plans for vocational education were a shambles and he now says that the report, which we have implemented in full, was absolutely right. I am therefore in two minds about what the shadow Secretary of State’s position is on vocational education. On the one hand he endorses the Wolf report, which we have implemented, and on the other hand he says that our proposals for vocational education are a shambles.
Stephen Twigg
The reality, as a number of colleagues on my side were shouting, is that the Secretary of State has not implemented fully the Wolf report. We will support him in doing so. We will work with the Government to develop a technical baccalaureate if they are serious about it. However, if the Government were really focused on these issues, they would not have done what they did to the engineering diploma.
Stephen Twigg
The Secretary of State is keen to intervene and I will take his intervention. Why did it take the intervention of the Chancellor of the Exchequer to reassemble the engineering diploma?
Michael Gove
Which parts of the Wolf report implementation have we not fulfilled that the shadow Secretary of State would like us to fulfil?
Stephen Twigg
The full implementation of English and maths right through to 18 is in the Wolf report and the Government have not said that that is one of their plans. We believe, for the reason given by the hon. Member for Henley (John Howell) on the Government Benches, that English and maths to 18 is vital to our future. The technical baccalaureate is a proposal that we have made and the Secretary of State’s junior Minister has backed it. We want to see movement forward. It is not just about the Wolf report; it is about moving forward to a system where we have vocational qualifications that are fit for purpose and where English and maths sit alongside those good, vocational qualifications.
Michael Gove
The hon. Gentleman says that there is one thing in the Wolf report that we have not implemented—English and maths to 18. I would contest that. Is that the only thing that he can think of? Have we implemented everything else? I should point out that there is no reference to the technical baccalaureate in the report.
Stephen Twigg
I am sorry that the Secretary of State seems to regard young people continuing with English and maths to 18 as a trivial proposal in the Wolf report—it is a central, important proposal. If he moves to implement it now he will have our full support, because it is vital to the future of this country. If vocational education really was at the heart of the Government’s proposals, why was he silent about it when he made his announcement in September? Why was the focus of the announcement in September on the EBacc subjects and anything else an afterthought: EBacc certificates for English, maths and science, EBacc certificates later for the other EBacc subjects, and then some vague possibility that Ofqual would devise other certificates for other subjects? If vocational education in creative and other academic subjects were really being given the seriousness that the Secretary of State claims, we should have a set of reforms that apply across the entire curriculum, not the narrowing of the curriculum that the Government have proposed through their English baccalaureate certificates.
Michael Gove
I would just like to repeat my question. Are there any other recommendations in the Wolf report that we have not implemented?
Stephen Twigg
The Secretary of State should stop digging. I welcome the Wolf report. It was published, as he pointed out, when my predecessor was in this position. I have been in this position for 15 months. The Wolf report is important, but the world is moving on. It took us to propose a technical baccalaureate. I am delighted that, albeit belatedly and half-heartedly, the Government seem to be supporting that, but my central point is that he set out proposals last September that were silent on the technical and practical subjects that are so vital to vocational education. I look forward to the day when I answer the right hon. Gentleman’s questions from the Government side of the House, but he seems very keen to question me today. I will of course take his final intervention.
Michael Gove
I am sure we are all grateful that this will be the final one. First of all, the hon. Gentleman says that we have moved on from the Wolf report, so having welcomed it he now believes it is obsolete—that is interesting. [Interruption.] Well, if it is not obsolete, can he tell us which aspects of the Wolf report—not the one that he has mentioned; we will return to that—we have not implemented? Are there any others at all? I am all ears.
Stephen Twigg
I reaffirm that we welcome the Wolf report in full. We are in favour of English and maths to 18. As the right hon. Gentleman acknowledged, the Government did not come forward with proposals for that. When and if they do so, we will give them our support. The Wolf report is very important. It is not obsolete; it is an important piece of work that needs to be fully implemented. We will support full implementation, but we need then to move to build on that. The technical baccalaureate is a proposal to achieve that. English baccalaureate certificates that will not be in crucial creative, technical and practical subjects risk undermining the progress that the Wolf report has given us. If he says that we are going to have a new—I think he has used the term “golden standard”—qualification called the English baccalaureate certificate that will apply only to certain subjects and will be given a high status in the accountability framework, that is bound to lead to an acceleration of the trend that I have already described, where fewer schools are doing design technology, fewer schools are doing art and fewer schools are doing drama. That is surely something that all sides of the House can be very concerned about.
The Secretary of State for Education (Michael Gove)
First, may I congratulate the shadow Secretary of State, the hon. Member for Liverpool, West Derby (Stephen Twigg), on securing this debate? It has been advantageous to the House and of benefit to me to be able to hear a range of views about how we might reform our examination system, and I am grateful to all Members who spoke in what felt at times almost more like a seminar than a parliamentary debate. As well as speaking with passion from the heart, many Members had specific experience. The hon. Member for Croydon North (Steve Reed) was a distinguished leader of a successful Labour council, and the hon. Members for Gateshead (Ian Mearns) and for North West Durham (Pat Glass) have both had council responsibility for children’s services, and under their stewardship standards for their children were high. [Interruption.] Forgive me: the hon. Member for North West Durham has a range of past experience that qualifies her to speak on these subjects, but, sadly, she was never a councillor.
All the contributions have given me an opportunity to reflect on what we should assess and on how we should assess achievement at the age of 16. One of the important consequences of the process of consultation we have initiated is that a vigorous debate has been taking place, not only in schools and among teachers, but also, as the hon. Member for Slough (Fiona Mactaggart) pointed out, among people in the creative and cultural worlds. As the shadow Secretary of State pointed out, business organisations and associations have also engaged in that debate.
There was, perhaps, consensus among Members that the current situation is unsatisfactory. The shadow Secretary of State quoted the CBI liberally in his speech. The CBI is no friend of the situation that prevailed under Labour for 13 years, however. This is what the CBI report on education says about the situation we inherited from Labour:
“This approach represents a triumph for relativism, with pupils either taught to the test while developing no real mastery of the subject being studied or left to fester in study of subjects where they will do least harm to the school’s overall results and league table position. In truth, however, this cult of relativism has blighted every stage of their educational journey.”
Those are strong words and, as my hon. Friend the Member for Kingswood (Chris Skidmore) pointed out, they reflect a broad consensus in the business sector that we need to change our examination system.
Understandably, the CBI and others have questioned the purpose of assessment at 16. As my hon. Friend the Member for Bognor Regis and Littlehampton (Mr Gibb) pointed out in a brilliant speech, it is important that we have rigorous, summative assessment at that stage. The Labour party has questioned the appropriateness of that. If Labour believes we should get rid of proper, rigorous assessment at the age of 16, it should say so. If, as the shadow Secretary of State hinted in an interview in The Guardian, Labour believes we should go back to the 14 to 19 Tomlinson diploma approach, it should say so. Disappointingly, although the critiques mounted from the Opposition Benches had much to recommend them in terms of forensic detail and passion, precious few positive alternatives were offered.
We were accused of having neglected the vital importance of a rounded education in two specific areas: cultural subjects and vocational subjects. I want to say a little about each. There was an exchange—I was tempted to call it a dramatic monologue, or soliloquy, punctuated by noises off—between the shadow Secretary of State and myself on the Wolf report, but putting that to one side, I am pleased that there seems to be consensus about the Wolf report and its recommendations. The shadow Secretary of State says it is important that English and mathematics are taught to the age of 18. We should bear in mind that Professor Wolf says people who have not secured a good GCSE pass or equivalent in English or maths at the age of 16 should carry the subject on, and that is Government policy. We would only contend, however, that people who secure a good pass in English and maths at 16 but who wish to specialise in other, perhaps creative or vocational, areas should not be forced to carry those subjects on. We should develop courses for such people who want to move beyond GCSEs. Someone may not want to pursue A-level mathematics, but may believe that a mathematical course would be appropriate, and we have worked with Cambridge university and Professor Tim Gowers on that area.
The care we have taken to implement every detail of Professor Wolf’s report reinforces the fact that before we said how we were going to reform academic qualifications, we said how we were going to reform vocational qualifications. We have heard a lot about carts and horses, and about priorities, in this debate. We put vocational qualifications ahead of academic qualifications in our desire to reform. I am not just talking about the Wolf report; the Richard report on apprenticeships, which my right hon. Friend the Secretary of State for Business, Innovation and Skills rightly welcomed recently, as I have done, sets a path for the reform of the most trusted brand in vocational education—the apprenticeship. The Richard report was welcomed yesterday by Lord Adonis and it points out the steps we have been taking to change apprenticeships so that they are no longer a theoretical driving test, such as that described by the hon. Member for Cardiff West (Kevin Brennan). They are no longer the inadequate, poor qualification that, sadly, used to exist in some cases. An apprenticeship will now be conferred on somebody only where they not only secure English and maths to an acceptable standard, but have an occupationally specific qualification which guarantees or confers mastery in a specific area and can be graded on more than simply a pass-or-fail basis. The fact that this reform was so carefully designed and has been so widely supported underlines our support for improving vocational education.
Stephen Twigg
May I bring the Secretary of State to the subject of today’s debate? In my opening speech, I asked him about the issue about which Ofqual has raised real concern: the preparedness of the system to be implemented in the way that he says. Is there any possibility that he will change the time scale in response to the real concern that hon. Members on both sides of the House have reflected today?
Michael Gove
I was grateful that a number of concerns were raised about different parts of implementation, and they have been raised during the consultation. It is important that I look seriously, as I am doing, at all the points raised in the consultation. Following on from the very good speech made by the Chairman of the Select Committee, it is important that we respond having reflected on all the points that were made and that our response is not simply yes to this and no to that in a piecemeal and cherry-picking way. We should present a sustained and coherent response to what has been an informed and helpful consultation.
I wish briefly to discuss creative subjects, because, in a brilliant speech, the hon. Member for Slough (Fiona Mactaggart) both paid me a compliment and set me a challenge. One thing I would say is that there is ample time in a well-constructed curriculum for creative subjects, as was pointed out by my hon. Friend the Member for East Hampshire (Damian Hinds) and a number of other hon. Members. The idea that this Government have not been taking creative and cultural education seriously is belied by the facts. First, we ensured that we had a national plan for music education, following on from Darren Henley’s report, that has seen not just sustained investment in new music hubs that provide high-quality music education and increased access to instrumental tuition, but our expanding of the In Harmony orchestra initiative, which was borrowed from the El Sistema idea in Chavez’s Venezuela. We have also commissioned a report on cultural education from Darren Henley, which has led us to implement a variety of changes, including having a cultural passport for every child to record their cultural and creative engagement during their time at school. We have provided extended access to Saturday schools for those able and capable in art and design. In addition, a Conservative Government—not a Labour Government—have for the first time introduced a national youth dance company for talented and gifted individuals who want to and should make a success in dance. So the future Akram Khans and Michael Clarks will have that opportunity as a result of our changes.
Michael Gove
We have only two minutes left and there are still a number of points to cover—
Michael Gove
In a speech that was significantly longer. In the time available, I wish to deal with one or two of the other points that were raised, particularly the one discussed by the Chairman of the Select Committee. He asked whether qualification reform is the key driver of change and improvement in education. The answer, which I wanted to underline, was given by my hon. Friend the Member for Bognor Regis and Littlehampton: it is a key driver. The hon. Member for Cardiff West pointed out that nothing matters more than the quality of teaching, and that is right. But the qualification reforms that we have put forward will ensure that there is more time for teaching. If we remove controlled assessment, which teachers tell us takes between six and eight weeks of what could be teaching time, we allow more high quality teaching to be made available to the students who need it. So there is a link between the style of assessment and the capacity to improve a child’s education.
Let me take this opportunity to point out that we do not need to change, nor is it the case simply that we can make requests of Ofqual. Ofqual can consider them and has in the past made wise judgments. I should say that the shadow Secretary of State has consistently questioned the judgment of Ofqual. We have been clear that it is an independent regulator and we back it.
In the course of the debate, a number of misconceptions were repeated. It is the case that we believe that a move away from modular towards linear assessment reduces the chance of gaming and frees time for teaching, but it is important to say that we do not think that every subject should have three-hour exams. Nowhere in our consultation have we said that three, six, nine or 12-hour exams are appropriate. We believe that rigorous examination in academic subjects requires the deployment of end-of-course linear assessment, but there are a variety of subjects, many of them creative, which, as the Arts Council recognised, should be assessed in other ways.
I note that it is 4 o’clock. I hope this conversation can continue. I thank you, Mr Deputy Speaker, and the House for your indulgence and, in particular, I thank the Members who contributed to the debate for the brilliant speeches that I so much enjoyed the opportunity to listen to this afternoon.
Question put.
Oral Answers to Questions
Debate between Michael Gove and Stephen Twigg(12 years, 1 month ago)
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Michael Gove
Meetings with the hon. Gentleman are always a pleasure—I find myself better informed after every single one. On this occasion, however, I fear that, in the same way as even Homer nods, even the hon. Gentleman errs. The early intervention grant money will increase over the lifetime of this Parliament. The £150 million to which he refers is money that will go to local authorities in order to support the sorts of evidence-based interventions I know he has done so much to champion.
Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)
Even a Conservative councillor described the Government’s approach on this as “typical smoke and mirrors”, and we have heard typical smoke and mirrors again from the Secretary of State today. If we compare like with like—not the money for two-year-olds, which the Government have claimed is new money—what are the figures this year and next year?
Michael Gove
The figure for this year, 2011-12, is £2,222,555,697, which then goes up to £2,365,200,000, so that is an increase from 2011-12 to 2012-13.
Stephen Twigg
A significant part of that extra money is actually the money for two-year-olds which the Government said was additional money. The figures in the Government’s own consultation showed that the cut would be from the £2.3 billion figure, which the Secretary of State has just given us, to £1.72 billion next year, which is a cut of 27%. Should not the Secretary of State be honest and listen to Merrick Cockell, the leader of Conservative local government, who made a clear point last week:
“this move…will force local authorities to cut early intervention services even further”?
Is that not what is really going on?
Mr Speaker
Order. Just before the Secretary of State responds, I am sure that the shadow Secretary of State would accept that the Secretary of State would always be honest with the House. There is no need to ask for a commitment to honesty; that is implicit.
Exam Reform
Debate between Michael Gove and Stephen Twigg(12 years, 3 months ago)
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Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)
I thank the Secretary of State for sending me an advance copy of the statement. I appreciated having an hour to consider it, although considerably more advance notice was given to readers of The Mail on Sunday yesterday. It is deeply disappointing that, once again, the Secretary of State’s plans for GCSEs have been leaked to the press before being presented to Parliament. Head teachers to whom I have spoken to today are angry, and rightly so, that issues affecting the lives and opportunities of their pupils have been drawn up by Ministers in secret and then leaked to selected media outlets without proper parliamentary scrutiny or consultation with parents, teachers and pupils.
Last week, the Secretary of State appeared before the Education Select Committee. The Conservative Chairman of the Committee said that he was “flabbergasted” by the fact the Secretary of State was not aware of the ministerial code regarding leaks. So, let me ask the right hon. Gentleman: will he today condemn this further leak and reassure the House that he did not authorise it?
The plans that were leaked yesterday look somewhat different from those leaked in June. Can the Secretary of State explain those changes? Does he not really want to introduce plan A, which, according to The Daily Mail in June, would consist of O-levels and CSEs? Is that why he is delaying implementation until 2017? An unnamed source in The Mail on Sunday said that if
“pupils simply aren’t up to taking the new exam they may be forced to find a different option.”
Is that the reason for delaying the implementation of the new system until 2017? The only other plausible explanation is that the Secretary of State has already lost his first battle with his new Minister of State, the Minister for Schools. Is this a Trojan horse preparing the way for a two-tier system, or a cave-in to the Liberal Democrats?
Thousands of young people have been failed because the Secretary of State refuses to sort out the grading fiasco of this year’s GCSE English exams. Opposition Members have called for fairness. The right hon. Gentleman has tried to claim today that he will sort out the credibility of GCSEs in five years’ time, but why should anyone believe what he says today when he has failed so miserably to deal with the GCSE fiasco this year? I urge him to get a grip and to call an independent inquiry so that we can get to the bottom of this mess.
Labour is absolutely committed to rigour and raising standards, but this proposed new system does not reflect the needs of society and the modern economy. Moderate Conservatives, such as the former Education Secretary Lord Baker, have set out their views. Earlier today, Lord Baker said that the best system
“does involve coursework. It involves project work. It involves working in teams...We mustn’t lose that from the education system. Otherwise we’ll be denying a huge opportunity for many young people today”.
I agree with Lord Baker. Surely our system should value skills as well as knowledge. Does the Secretary of State really want to remove all coursework from these core subjects? Is he saying that rigorously assessed field work in geography will not count? Is he saying that an extended essay in English simply will not count? I think that approach is totally out of date, and it is typical of a Government who are totally out of touch with modern Britain.
Schools today do need to change. The education leaving age is rising to 18 and we need to face the challenges of the 21st century. I simply do not accept that we achieve that by returning to a system abolished as “out of date” in the 1980s. Instead, we need a system that promotes rigour and breadth, and prepares young people for the challenges of the modern economy. Nearly a year and a half on from Professor Wolf’s report, not enough is being done for vocational education. What does this new system do to ensure that all young people are studying English and maths until they are 18? How does it help the 50% who do not go on to higher education? How does it help the bottom 20% who are most at risk of becoming not in education, employment or training?
In the 1980s, when the GCSE was introduced, there was cross-party support and extensive consultation. If the right hon. Gentleman really wants a reform that will last, I suggest that he shelve these proposals and start a genuine consultation. Ahead of today’s announcements, what has he done to consult employers; what has he done to consult education experts; what has he done to consult head teachers?
Does the right hon. Gentleman envisage all these changes being implemented in all of what he has identified as the core subjects from 2017? Will he set out the cost implications of his proposed changes? He has just said, and I think I am right in quoting him, that some “will go on to secure English baccalaureate certificates at the age of 17 or 18.” Surely the new standard should be one that any well-educated 16-year-old can achieve. Opposition Members will not support changes that work only for some children. We need system-wide improvement and change that enjoys genuine support from the world of education and from employers. The truth is that these plans do not meet those challenges: they are out of date, out of touch and have been drawn up in secret. Above all, they have been launched amidst a fiasco surrounding GCSE English. The Secretary of State has come before us today with a plan for 2017, but the reality is that he has failed to produce a plan to sort out the fiasco of 2012.
Michael Gove
I am grateful to the hon. Member for West Derby—[Interruption.] The hon. Member for Liverpool, West Derby (Stephen Twigg), yes. I am grateful for his questions.
The hon. Gentleman’s first point was about the secrecy with which these plans have been drawn up. He then went on to complain that they had been shared with the second-best selling tabloid and the second-best selling Sunday tabloid in our country, as a result of which millions have had an opportunity to comment on them. Which is it? It cannot be the case simultaneously that the plans were drawn up in secret, and that they stimulated a widespread debate.
It would have been helpful if the hon. Gentleman had engaged with what we had announced today rather than engaging with what he had hoped we would announce, for his own reasons. He asked us what we would do in order to deal with the students—the weakest 20%—who were currently unable to secure good GCSE passes. We had explicitly said that we expected more students to be able to secure good GCSE passes, and that for those who did not, we would provide enhanced support and an assessment giving an all-round view of how they had done, enabling them then to take examinations at the age of 17 or 18.
The hon. Gentleman asked us what we would do for students who wanted to take examinations in English and maths at 17 or 18. We had explicitly said that students who could not secure a good pass in those subjects at that age would be offered the new certificates so that they could make the progress that they wanted to make later. He asked us what we were doing to deal with the problems that we had inherited with GCSEs which were dysfunctional this year and which had caused students suffering. We are explicitly addressing the problems with modules and controlled assessment that were introduced by the previous Government, and making sure that as a result of those changes, students will never again face the difficulties that they face this year as a result of dysfunctional examination design.
The hon. Gentleman asked about the cost of these qualifications. Getting rid of modules, coursework and controlled assessment means that less time will be spent on sitting and resitting examinations, and more time can be spent on teaching and learning. Schools will save money, and they will be able to reinvest that money in high-quality teaching, high-quality learning, and the stretching of every child.
The hon. Gentleman was faced with his own test today. He was faced with an opportunity to embrace the reform that has been outlined on this side of the House, and he flunked that test by making clear that he would engage in blind and partisan opposition. He asked us to build cross-party support for these proposals, but the best minds in the Labour party have already endorsed them. Conor Ryan, former special adviser to the right hon. Member for Sheffield, Brightside and Hillsborough (Mr Blunkett) and to the former Prime Minister, Tony Blair, has said that there are good ideas in what the coalition Government are doing. He has said that it is right to end competition between exam boards—the hon. Gentleman did not address that issue. He, Conor Ryan has also said that it is right to have more rigour at the top, and the hon. Gentleman did not address that argument either. Conor Ryan has also said:
“More rigorous GCSEs, particularly for top achievers, do not have to place a cap on ambition for many other students.”
That is another argument that the hon. Gentleman failed to address.
There will be an opportunity for the hon. Gentleman to resit this test. There will be an opportunity during our consultation for him to rethink his blind opposition to this progress. I hope that we can count on him to reflect on the decision that he made today, and decide that he will join this side of the House in delivering better, more rigorous and more inclusive qualifications.
Oral Answers to Questions
Debate between Michael Gove and Stephen Twigg(12 years, 3 months ago)
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Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)
Over the past 10 days, there have been countless examples of people getting a D for work assessed this summer that would have got a C grade in January. Sally Coates, head of the excellent Burlington Danes academy, who spoke alongside the Secretary of State at last year’s Conservative party conference, said:
“It is blatantly unfair to move the goalposts, without warning, midway through the year”,
and described it as “rough justice.” Does the Secretary of State agree?
Michael Gove
I agree that these examinations are unfit for purpose and need to change. I also agree with Labour Ministers, who, when they were in power, said:
“The objective of Ofqual is to ensure consistency between the modular GCSEs and their non-modular predecessors. How it does that will be up to Ofqual.”––[Official Report, Apprenticeships, Skills, Children and Learning Public Bill Committee, 24 March 2009; c. 597.]
So it should be. Ofqual is an independent regulator, accountable to Parliament. If Ministers were to interfere in Ofqual’s decisions, they would be meddling where they should not interfere. It is deeply irresponsible, cynical and opportunistic for the hon. Gentleman to make the case that he is making.
Stephen Twigg
No wonder the Secretary of State did not want to answer my second question, because I have been looking at what he said when issues to do with exams and tests arose when he was the shadow Secretary of State. In 2008, he said that
“ministers must be held accountable when the regime fails.”
He went on to say that it was time to end what he described as
“This ‘it weren’t me, miss’ approach”.
Was he not right then, and wrong now? And what was the title of that article? “Minister, you failed the test”.
Michael Gove
For 13 years, Ministers under Labour did fail the test. They failed to ensure that our examinations were modernised and reformed so as to be among the world’s best. This is a test that we are determined to meet. It is a great pity that the Labour party is not joining us in making sure that our state education system is one of the world’s best.
Secondary Education (GCSEs)
Debate between Michael Gove and Stephen Twigg(12 years, 6 months ago)
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Michael Gove
It is absolutely right that we make sure that we recognise that children are individuals and that teaching should, as far as possible, be personalised towards them. Children will not only have different abilities in different subjects but will mature at different stages.
That is one of the reasons why we wanted to ensure that we developed qualifications that are not only without the tiers that set a cap on aspiration but can be taken at different points in a child’s career. At the moment, far too many children fail to secure a GCSE pass in English and maths at the age of 16 and never manage to secure a meaningful qualification in maths or English thereafter. We want to learn from Singapore, where students at the age of 16, then 17, and then 18, secure those passes. We must not give up on children simply because they have not reached an appropriate level at the age of 16. That is why we are reforming post-16 education and why we are placing a requirement on students who have not secured those qualifications at the age of 16 to secure them at 17 or 18. The generation that had been written off under Labour is at last, under the coalition Government, receiving support.
Stephen Twigg
The Secretary of State said that the Government will abolish tiering in GCSEs. Will he clarify whether that is because 20% to 25% of students will take not O-levels, but the new CSE?
Michael Gove
The hon. Gentleman, not for the first time, has misunderstood. We want to ensure that more and more of our children do better and better.
There are two poles in this debate, neither of which I am happy with. One pole holds that only a minority of about 20% or 25% will ever be able to pass academic qualifications—the A stream, the elite. The other view, which was incarnated in Labour education policy in the past, is that to ensure that a majority of children pass the qualifications, we need to make them less demanding. I reject both those views. I think that more children can succeed if we make our exams more demanding, because we have a higher degree of aspiration and ambition for all our children.
I understand why the right hon. Member for Liverpool, West Derby and other Opposition Members find it so difficult to grasp this point. Sorry, he is an hon. Gentleman—there is no cap on his aspiration or ambition. They find it difficult because the only way in which they felt that they could succeed was to lower the bar. We believe that it is by raising the bar that we can deal with this issue.
Michael Gove
It is about the House. When the hon. Member for Liverpool, West Derby was interviewed just a couple of weeks ago, he was asked about academies. He said that one of the freedoms Labour extended to academies is freedom over the curriculum. He said we should extend that to all schools. He is therefore for the academies programme. In the same interview, however, he said: “We have now got 2,000 schools that are academies. I do not think that is desirable. I do not think that is a good system.” He was for our academies programme before he was against it.
Andrew Adonis was quoted as saying that free schools were Labour’s invention. When the hon. Gentleman was asked about free schools, he said: “Yes, free schools are being established, some of which will be excellent.” So he was asked, “Will you create any more?”, and he replied, “That we need to look at. We need to look at that.” It was then put to him that, in fact, before looking at the policy, he had voted against it.
Michael Gove
Yes, in a minute.
The hon. Gentleman then said, “Our policy was to oppose free schools, and we voted against them.” So he was for it before he looked at it and before he was against it. Perhaps he might now illuminate the House on his position towards free schools—position 1, in favour; position 2, don’t know; or position 3, against?
Stephen Twigg
If the Secretary of State wants to ask me questions, we can always swap places. I would be happy to swap places and answer his questions, but this is a debate where he has to defend his position. Lord Adonis, whom he mentioned, has been clear in the past few days about what he thinks of the Government’s latest proposals to bring back CSEs. Will the Secretary of State rule out bringing back a new version of the CSE?
Michael Gove
I have explained exactly what we will do, which is to strengthen GCSEs and world-class qualifications. Nothing we want to do is a step backwards; everything we want to do is a step towards the high-class qualifications that other countries have. I have ruled out as clearly as I can any two-tier system. I have said that we want to move to one tier and a set of high-level qualifications. I can bring clarity to the Government’s position but not to the Opposition’s.
Michael Gove
No, no.
We want to know whether, as we make changes to the curriculum, the hon. Gentleman will back us on modern foreign languages, for example.
Michael Gove
The hon. Gentleman says yes, but his position on modern foreign languages has changed over time. As I pointed out, he said in July 2004:
“In the knowledge society of the 21st century language competence”
is “essential.” Then, in September 2004, he said, “We don’t want to go back to the old days when we tried to force feed languages to students.” Then, when he was asked in May 2011 what his real position had been on languages in 2004, he said: “I had mixed views.” Given this lack of consistency, can we be certain that his position now, in backing modern foreign languages, is a consistent one? And will he assent to our other proposals? Does he believe that we should get rid of modules at GCSE and end the re-sit culture? Yes or no? A simple nod will suffice. [Interruption.] No, he is not going to get into it. No consistency! He is uncertain. Is he for it, or against it? What about the English baccalaureate? All he needs to do is nod. Will he support the English baccalaureate? We know that the hon. Members for Hackney North and Stoke Newington (Ms Abbott) and for Birmingham, Edgbaston (Ms Stuart) do.
Michael Gove
I am grateful to the hon. Gentleman for supporting the English baccalaureate. The frock-coated communist has become the grey-suited radical. One of the things that matters to me is whether the hon. Member for Liverpool, West Derby supports the English baccalaureate. Yes or no? [Hon. Members: “Answer the question.”] After my appearance at Leveson, it probably ill behoves me to pass commentary on the press in this country, other than to say that I support the right of a free and rigorous press to report and comment on things with their usually pungency.
Does the hon. Gentleman support our position on equivalents? Does he support stripping them out of the school system?
Stephen Twigg
I know that the right hon. Gentleman wants everything to be black and white, but sometimes there is nuance in these debates. One of the equivalents I certainly do not support—this is the issue I tried to intervene on earlier—is changing some of the diplomas, including the engineering diploma. The excellent JCB academy, the first university technical college, has lobbied me strongly to say that it disagrees with how the Government have downgraded the engineering diploma. There is a real risk that vocational and practical subjects will be crowded out of our schools at a time when we need more young people getting good qualifications in engineering and other areas.
Michael Gove
I am grateful to the hon. Gentleman for asking about one of the more than 1,700 vocational qualifications. So he supports the engineering diploma being an equivalent. Does he support nail technology or horse husbandry or any of the others? Again, answer comes there none.
The hon. Gentleman says that there is nuance in his position. I say, rather than nuance, there is an absence of clarity, without which we cannot secure consensus. Does he believe that we should continue with foundation and higher-tier GCSEs? Yes or no? A simple nod would suffice. Again, answer comes there none, but we probably know what he thinks. When he was a Minister in the Department for Education and Skills in 2003, the “Excellence and Opportunity” White Paper said that:
“the GCSE has become a qualification at two levels: Level 2 (or grades A*–C) is viewed by the public as success, while Level 1 (or grades D–G) is seen as failure. For many young people achieving Level 1 is demotivating. Some young people prefer not to reveal that they have taken GCSEs than admit to a lower grade. This undermines motivation and discourages staying on”.
That was the view of the hon. Gentleman and his Department in 2003, but they took no action to deal with the problem. At last, 10 years later, the coalition Government are taking action to end the problem of failure, to ensure that we no longer have an examination system that is demotivating and to end a system that discourages staying on.
Oral Answers to Questions
Debate between Michael Gove and Stephen Twigg(12 years, 6 months ago)
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Michael Gove
The Oxford diocese is doing a fantastic job. The Bishop of Oxford, the Right Reverend John Pritchard, has been a very effective voice for the role of the Church in education. I know that there is a new diocesan director of education in Oxford, and we look forward to working with him.
Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)
Opposition Members support a national curriculum that combines high expectations for all students with freedom for teachers to innovate. Does the Secretary of State agree that curriculum reform should be based on evidence, not dogma? If so, why is his own expert panel so unhappy with his latest proposals?
Michael Gove
As Baroness Thatcher of Kesteven once said, advisers advise but Ministers decide.
Stephen Twigg
The Secretary of State appointed four advisers, three of whom are deeply unhappy with his proposals. Professor Andrew Pollard described them as “overly prescriptive”, Professor Mary James said that they
“fly in the face of evidence from the UK and internationally and… cannot be justified educationally”,
and Professor Dylan William said
“"If you don't have a set of principles for a curriculum it just becomes people's pet topics”.
Is this not yet another example of an out-of-touch Government not listening to expert advice, concentrating on their pet projects, and preferring their own dogma to the evidence of what actually works, here and in the rest of the world?
Michael Gove
That was beautifully read. Perhaps the hon. Gentleman should have learned it by rote: had he done so, we might all have had the benefit of his being able to look the House in the eye rather than reading out those quotations.
The truth is that the international evidence from Hong Kong, Singapore, Massachusetts and every high-performing jurisdiction specifies that we need to do better in maths, English and science. The quality of grammar, spelling and punctuation fell as a result of the curriculum over which the hon. Gentleman presided. We have brought back rigour in primary schools and aspiration in secondary schools. A few professors and some individuals seeking to curry favour in Ed Miliband’s Labour party may disagree, but parents and teachers who believe in excellence are united in supporting these changes.
Oral Answers to Questions
Debate between Michael Gove and Stephen Twigg(12 years, 10 months ago)
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Michael Gove
I know that the Minister of State enjoyed his visit to Enfield, Southgate and was impressed by the quality of apprenticeships being offered to young people there. I also know that my hon. Friend has been a principal campaigner for supporting the family, and the voluntary organisation he mentions is just one of a number that we need to support in the valuable work they do in helping parents to do right by their children.
Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)
Has the Secretary of State had an opportunity to read the Daycare Trust’s child care costs survey published today? The trust concludes that extending free early education to 2-year-olds is a step in the right direction, but that cuts to tax credit support and local child care services are two steps backwards. We know that in many areas breakfast clubs have been cut and children’s centres closed. As a matter of urgency will the Secretary of State conduct an audit of child care places across England?
Michael Gove
I am grateful to the hon. Gentleman for raising that issue. I have not yet had a chance to read the report, but I look forward to doing so. May I take this opportunity to thank the Daycare Trust for the work it has done? It is important that we recognise that the additional investment that has been secured in extra places for disadvantaged 2-year-olds—championed by the Minister of State, my hon. Friend the Member for Brent Central (Sarah Teather), and delivered by the Deputy Prime Minister—has done a great deal, but there are issues that we all need to address to ensure that regulation does not increase the cost of child care and, in particular, that the very poorest have access to the highest quality child care.
Stephen Twigg
The Daycare Trust says that cuts to tax credits are forcing families out of work and into poverty. According to The Times this morning’s, the Secretary of State is one of three senior Conservatives who have plotted to scrap the child poverty measure. Might this be another example of the “friendly fire” to which the Minister of State, Department for Education, the hon. Member for Brent Central (Sarah Teather), referred? Instead of trying to move the goalposts by changing the measure of child poverty, is it not time to change course?
Michael Gove
I have often been tempted to move the goalposts, as a Queens Park Rangers fan, but I realise that the situation is more serious than that. The hon. Gentleman rightly raises the importance of making sure that we tackle child poverty. Following on from the work done by the right hon. Member for Birkenhead (Mr Field) and the recent work done by the Government’s adviser on social mobility, Alan Milburn, I believe that the really important thing to do is ensure that when we target child poverty we recognise not only an income measure but access to quality services. That is why it is so important that we make sure that more child care places are available and that those places have people of high quality and good qualifications supporting children to do better.
Oral Answers to Questions
Debate between Michael Gove and Stephen Twigg(12 years, 11 months ago)
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Michael Gove
My hon. Friend has bravely and rightly drawn attention to the fact that inward migration flows have had a particularly strong effect on his constituents. On the current changes to education funding, upon which we are consulting, we propose to include additional funding for those schools that have a significant number of students who have English as an additional language.
Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)
How many primary school places could the Government fund with the money that the Secretary of State has proposed be spent on a new royal yacht? Does he regret his rushed decision in 2010 to abolish the Labour Government’s primary capital programme and would it not have been better to have reformed that programme to focus on the serious shortage of primary school places?
Michael Gove
The hon. Gentleman should have been careful to look at the charts and to navigate out of rocky waters, because the letter that I wrote to the Prime Minister on 12 September clearly stated that I agreed, of course, that the project for a royal yacht—the Future Ship Project 21st Century—was one where no public funding should be provided. I am afraid that the hon. Gentleman has once again allowed himself to be misled. I support that project because it would provide opportunities for disadvantaged youth from across the country to learn new skills and to take part in exciting new adventures. It is typical of the unreformed elements—
Mr Speaker
Order. I am extremely grateful to be educated by the Secretary of State, but I do not think that the yacht will provide additional primary school places, which is the subject matter under discussion.
Stephen Twigg
Indeed, Mr Speaker. The Government have found £1.2 billion for new places, half of which is being spent on new free schools. Although 90% of the extra places that are needed by 2015 are in primary schools, the majority of the new free schools announced late last year are secondary schools. Instead of his dogmatic and ideological preference for his pet project, would it not make more sense to allocate the whole of that £1.2 billion to meet the serious shortfall in primary school places?
Michael Gove
I am grateful for your advice, Mr Speaker, but I always try to answer the questions that I am asked by the hon. Gentleman—I know that that is sometimes a novel approach, but I believe it to be right.
It is also right to remind the hon. Gentleman, as he reminded the readers of The Observer on Sunday, that the last Labour Government wasted money on Building Schools for the Future. As a result of eliminating that waste, we have made £500 million available this year, and £600 million next year, for primary school places for which they never provided. They failed to look ahead and navigate a way through hard times, and now that there is a captain at the helm who knows in which direction to take this ship, I am afraid that we need less rumbling from the ratings who want to mutiny below deck.
Oral Answers to Questions
Debate between Michael Gove and Stephen Twigg(13 years, 1 month ago)
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Michael Gove
My hon. Friend has made another welcome point. The truth is that any reductions in spending across government are a direct result of the mismanagement of the last Government and the economic mess that they bequeathed to us.
Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)
The IFS report shows that the Secretary of State is undertaking the largest cut in education spending since the 1950s, and that education capital will be cut by an eye-watering 57%. Can he tell us how that 57% cut compares to the average capital spending cut across all other Departments?
Michael Gove
I am reminded by my hon. Friend the Minister of State with responsibility for children and families that it should be “compares with”, not “compares to.” The truth is that under the last Government capital spending was poorly allocated and wastefully squandered, and we are now ensuring that money goes in particular to those primary schools in desperate need that were neglected when the hon. Gentleman, unfortunately, was not in government but so many of his colleagues were.
Stephen Twigg
The right hon. Gentleman’s English may be better than mine, but his maths certainly is not, because, as he knows, the cut is double the average cut—a truly terrible spending settlement for education capital. With youth unemployment now over 1 million, will he join me in pressing the Treasury to bring forward capital investment in schools, as set out in Labour’s plan for jobs? Does he agree that that would not only be good for education, but it would be good for jobs and economic growth?
Oral Answers to Questions
Debate between Michael Gove and Stephen Twigg(13 years, 2 months ago)
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Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)
May I first join the Secretary of State in welcoming the appointment of Sir Michael Wilshaw, who has a fine track record, and in thanking Miriam Rosen and Christine Gilbert for their service?
May I take the Secretary of State back to my earlier exchange with the Minister of State, the hon. Member for Bognor Regis and Littlehampton (Mr Gibb)? I welcome the increase in the number of young people taking history, geography and modern foreign languages, but schools are getting very mixed messages about the E-bac. Will he answer the question that I put to his colleague? Will he look to create a technical baccalaureate, as proposed by many including his noble Friend Lord Baker? If he does not, the UTCs and others will simply be frozen out of the improvements to education that he says he wants to deliver.
Michael Gove
It is a curious type of freezing out that has seen the number of UTCs increase by 800% as a result of the changes that we have made. If we are going to talk about freezing out and frostiness, what about the cold shoulder that the hon. Gentleman is turning to the parents and teachers who want to set up free schools everywhere? If we are talking about a chilling effect, what about the chilling effect on all those who believe in education reform, who will have seen his brave efforts to drag the Labour party into the 21st century, only to see him dragged back within 72 hours? We detect the cold and pulsate hand of his leader dragging him back from a posture of reform to one of reaction.
New Schools
Debate between Michael Gove and Stephen Twigg(13 years, 2 months ago)
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The Secretary of State for Education (Michael Gove)
Mr Deputy Speaker, with your permission, I would like to make a statement on the next steps in our school reform programme. Just a few weeks ago, we opened the first 24 free schools—new comprehensive schools free from central and local government bureaucracy, designed to tackle educational inequality, widen choice and raise standards. Those schools have provided great head teachers with a new opportunity to extend educational opportunity, and they have given parents who had been denied a choice the chance to secure educational excellence for their children.
In the most disadvantaged areas of Enfield and Bradford, outstanding state school teachers have opened new schools for children who have been denied the good school places that their parents wanted. In Norwich, the new free school is open from 8 am to 6 pm, 51 weeks a year. In Haringey, Birmingham and Leicester, inclusive schools with a religious ethos, whether Jewish, Sikh or Hindu, now provide parents with more choice. In Hammersmith and north Westminster, outstanding academy sponsors are extending to primary schools the superb education that they have already been providing for secondary school children.
Across the country, new schools, by increasing choice, are forcing existing schools to raise their game. By embodying the principle that every child should have access to a great education, free schools are helping to advance social mobility and make opportunity more equal. It is because we want to make sure that more children benefit that we are today accelerating the pace of reform. The 24 free schools set up in the past year were established in record time. It took the Governments of Margaret Thatcher and John Major five years to establish 15 city technology colleges, and it took Tony Blair eight years from winning office before the first 17 academies were established. The speed with which the first 24 free schools have been set up is astounding, and credit is due to the teachers and parents behind them, and to the superb team of officials at the Department for Education who oversaw the reform.
The establishment of free schools is just one of a series of reforms that we have taken forward explicitly to raise standards in the state sector. We have also ensured that more than 1,000 schools have been able to convert to academy status, each enjoying new freedoms, and each using those freedoms to help other schools. When Tony Blair was Prime Minister, he argued that having 400 academies would be transformational; we now have three times that number.
We are using the academy programme to transform underperforming schools. This year, more underperforming schools than ever are becoming sponsored academies. Outstanding schools that enjoy academy status are increasingly sponsoring underperforming schools. By extending academy freedoms to more great schools, the capacity is created to turn round more disadvantaged schools. We have explicitly targeted those secondaries where fewer than 35% of children get five good GCSEs and those primaries where fewer than 60% of children get to the proper level in English and mathematics. We are targeting those local authorities with the worst concentrations of poor schools, and we will lift the floor standard below which no secondary school should fall, so that schools know that by the end of this Parliament at least half their students must get five good GCSEs. Under this Government, there will be no excuses for underperformance.
Sadly, one area where England has underperformed for years is vocational education, but under our reforms and the leadership of my hon. Friend the Minister for Further Education, Skills and Lifelong Learning, that is being addressed. I was pleased that, this weekend, England came fifth in the WorldSkills championships, outstripping nations such as Germany and, indeed, France and proving that, when it comes to vocational skills, our young people are world beaters. [Interruption.] I am always happy to acknowledge that our United Kingdom is stronger for all its constituent parts.
We are building on that success, because there is a new model of academy whose development has the potential to be particularly transformational—the university technical college. Thanks to the leadership shown by Lords Adonis and Baker, and the vision of Sir Anthony Bamford of JCB, the first university technical college opened its doors in September last year. Educating young people from the age of 14 to 19, with a curriculum oriented towards practical and technical skills, with support from industry and sponsorship from a university, these schools have the potential to transform vocational education in this country immeasurably for the better. They combine a dedication to academic rigour—with the JCB UTC delivering GCSEs in English, maths, the sciences and modern languages—with the adult disciplines of the workplace. Longer school days and longer school terms contribute to a culture of hard work and high aspirations.
The JCB UTC was joined by another in Walsall this September, and three more are in the pipeline. If we are to ensure that the benefits of UTCs, academies and free schools reach many more children we have to up the pace of reform. That is why I am delighted to be able to announce today that my Department has given the go-ahead to 13 new UTCs in Bristol, Buckinghamshire, Burnley, Bedfordshire, Daventry, Liverpool, Newcastle, Nottingham, Plymouth, Sheffield, Southwark, Wigan and at Silverstone race track. This Baker’s dozen of UTCs will specialise in skills from engineering to life sciences, and I am convinced they have the potential to change the lives of thousands for the better.
In addition, I am delighted that today we can more than double the number of free schools approved to go through to the next stage of opening by confirming that 55 new applications have been accepted, including the first fully bilingual state-funded schools—Brighton bilingual primary school and Europa school in Oxfordshire. They include schools set up by existing strong educational providers such as the Dixons academy and Cuckoo Hall academy. They include the London Academy of Excellence—a school for sixth-formers set up by Brighton college with the aim of getting talented pupils from disadvantaged backgrounds into our leading universities. They also include a school led by Peter Hyman, a former Downing Street policy adviser turned deputy head who wants to create new opportunities for pupils in east London. They also include Atherton free school, which has been set up by a community group in the constituency of the right hon. Member for Leigh (Andy Burnham), and they join eight free schools already in the pipeline for opening in 2012.
Altogether, the number of wholly new schools, UTCs and free schools that have been approved to go ahead from 2012 is 79. Once they are open, more than 100 new schools will have been established by the coalition Government to help to raise standards for all. More than 70% of the free schools given the go-ahead today are in the 50% most deprived areas of the country. More than 80% of the schools are in areas where population growth means that we need more good school places. Every single one of those schools was born out of the passion, the idealism and the commitment to excellence of visionary men and women.
The proposer of one of the new schools we approve today, Mr Peter Hyman, explained in The Guardian why he was opening a free school—and his feelings are shared by every promoter of free schools and UTCs:
“There is no cause greater in our country today, no mission more important, than giving all children an education that inspires them to do great things.”
I could not agree more, which is why I commend this statement to the House.
Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)
I welcome the Secretary of State’s statement today and thank him for providing a copy of it in advance.
At the Conservative party conference last week, the Secretary of State said:
“We’re fortunate in this country that we have so many good schools. We’re fortunate that we have so many great teachers.”
I agree with that. May I thank him on behalf of the Opposition for his fitting tribute to Labour’s education record?
Like the Secretary of State, I am pleased to echo the words of Peter Hyman in The Guardian, and I congratulate the university technical colleges and free schools that have secured approval today. UTCs are an exciting innovation modelled, as he said, on the highly successful JCB academy in Staffordshire established under the previous Government. However, there is a real risk that the success of the UTCs will be undermined at birth by the stringent requirements of the English baccalaureate. There is a basic contradiction at the heart of Government policy. The rhetoric is often about freedom and autonomy, but the reality is that the Government want to dictate the details of the school curriculum from the Department.
The Government’s emphasis on the central importance of English and maths is absolutely right and I support them in that, but are we really saying to successful schools and colleges such as the JCB academy that they will be punished because they offer engineering rather than the full range of E-bac subjects? In the summer of 2011 this academy, the first UTC and the model for what the Secretary of State is announcing today, scored 0% on the E-bac. How can that make sense? Surely if we are going to increase the status and quality of vocational education, we need a modern baccalaureate, a policy championed by my predecessor and by Lord Baker?
As we showed in government, Labour supports experimentation and innovation in how we set up new schools. Our academies programme proved that good schools can indeed be delivered. The question for the Government’s free schools policy is will the new schools established be good ones. Will they extend opportunities, particularly in deprived areas? Will they drive up school standards in their localities? Will they be based on a fair admissions policy? Most important of all, will they help to close the attainment gap between children from rich and poor backgrounds? That is the basis on which we will scrutinise and challenge the Government’s policy. The Secretary of State’s belief in the programme is ideological. Our scrutiny will be evidence-based.
However, the bigger challenge is the hundreds of schools that need new capital investment and that are not in today’s announcement, including in areas with a severe shortage of school places. Is not the central problem here that the Secretary of State got such a terrible spending review settlement for schools capital from the Treasury a year ago—a cut of 60% in schools capital, compared with a Government average cut of 29%? His failure to persuade the Treasury to give education the settlement given to other Departments means that thousands of children will continue to go to schools with out-of-date facilities, leaking roofs and asbestos.
Today we have an announcement that focuses on just 68 new schools. We wish those schools well, but there are 24,000 schools in England. The Opposition will support reform, investment and innovation that benefit all schools so that we can improve standards for children in all our communities.
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.
School Funding Reform
Debate between Michael Gove and Stephen Twigg(13 years, 5 months ago)
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Michael Gove
We will absolutely seek to ensure that academies are fairly funded and that they are neither penalised nor overfunded. The hon. Gentleman is quite right to emphasise that in some cases we need to look again to ensure that there is absolute propriety. On the broader question, we will continually seek to bear down on inefficiencies, and money that we liberate will go to those most in need.
Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)
Five schools in my constituency lost out with the cancellation of BSF, including St John Bosco and Holly Lodge. Those schools will have their hopes raised by the Secretary of State’s announcement of the new private capital fund. Can he tell us how quickly decisions will be made on the allocation of that fund? Will deprivation be a criterion according to which it is decided which schools will get money, and will there be scope for match funding by local authorities?
Michael Gove
I hope to take decisions this autumn. I would not wish precipitately to raise hopes in any part of the country, but we will seek to work constructively. Deprivation obviously figures in revenue funding, but in capital funding the question I have to ask is: which schools are in the gravest danger? We need the information now to ensure that every child is in a safe school place, whichever part of the country they are in. Obviously, if a council such as Liverpool is prepared to work constructively, we will work constructively with it.
Oral Answers to Questions
Debate between Michael Gove and Stephen Twigg(13 years, 7 months ago)
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Michael Gove
My right hon. Friend has made his case consistently and well. I hope to make an announcement about our response to the James review before Parliament rises for the summer recess. That will give explicit details about how we can make available resources for schools whose condition and fabric deserve urgent attention.
Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)
In March this year, the Minister of State, Department for Education, the hon. Member for Bognor Regis and Littlehampton (Mr Gibb) kindly visited St John Bosco arts college in my constituency. In the Government’s announcement before the summer on their response to the James review, will they state that schools in areas of high social and economic deprivation will still benefit from higher capital support from Government?
Michael Gove
I know that the Minister of State was impressed by the commitment shown by the teachers and parents at the school he visited. The hon. Gentleman has put his case throughout fairly and well. We will do everything that we can to ensure that the schools in the greatest need receive money. We have to prioritise schools where the fabric is most in need of support. As ever when thinking about revenue and capital allocations, deprivation is one of the central factors that we will consider.
Oral Answers to Questions
Debate between Michael Gove and Stephen Twigg(13 years, 9 months ago)
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Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)
Is the Secretary of State aware that there is widespread concern that his national curriculum review might result in the removal of citizenship education from the core curriculum? Will he reassure the House that the Government remain committed to citizenship education in schools?
Michael Gove
Citizenship runs through everything we do at the Department for Education.
Building Schools for the Future
Debate between Michael Gove and Stephen Twigg(13 years, 10 months ago)
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Michael Gove
My hon. Friend makes a good point. The Commission for Architecture and the Built Environment made it clear that far too many of the designs were not up to scratch under the previous Government. We want to make sure that every young person has a school that is fit for purpose. That was not the case under the previous Government.
Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)
The priorities for BSF were set according to social and economic deprivation and educational underachievement. Is the Secretary of State really saying that those are the wrong priorities when deciding what educational investment should be? Liverpool schools have been hit hard by last year’s announcement. A month ago, I wrote to the Secretary of State inviting him to visit St John Bosco school in my constituency—one of the schools that was affected by the announcement. Will he, or one of his colleagues, visit that school at his earliest convenience?
Michael Gove
I am grateful to the hon. Gentleman for making the case. Initially, the Building Schools for the Future criteria were exactly as he described, but subsequently they were altered so that readiness to deliver became a factor. That meant that, for a variety of reasons, the money was not always targeted at the areas most in need. He has made the case for St John Bosco and for other schools in Liverpool very effectively. One of my ministerial colleagues or I will make good on the promise to visit Liverpool.
Academies Bill [Lords]
Debate between Michael Gove and Stephen Twigg(14 years, 5 months ago)
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Michael Gove
The number is zero, which is just about right. It has often been alleged that, for example, Gateshead Emmanuel CTC teaches creationism as part of the science curriculum. Having visited that school, I know that it does not. I can tell anyone who is a critic of CTCs or academies that the cure for such cynicism is to visit them. It used to be said that the cure for anyone who admired the House of Lords too much was to visit it. Having visited the House of Lords during its deliberations on the Bill, I am full of admiration for the way in which it was debated there and for the many Liberal Democrat colleagues who helped to improve it. To anyone who wants to see how our schools can be improved, I recommend visiting academies such as Mossbourne community academy in Hackney, with 84% of children getting five good GCSEs; Burlington Danes academy in Hammersmith, where a school that was in special measures now has more than half its children getting five good GCSEs; Manchester academy, where Kathy August, on behalf of the United Learning Trust, has taken a school in which only 6% of students got five good GCSEs to a point where 35% do so now—all great successes, which I am sure the hon. Gentleman will want to applaud.
Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)
I do indeed applaud all those successes. Surely the difference between the CTCs and academies that Labour introduced and the right hon. Gentleman’s proposal is that the CTCs and academies deliberately focused on areas of disadvantage, but his proposal is to give first priority to outstanding schools, which are disproportionately in areas of affluence and advantage.
Michael Gove
First, outstanding schools can be found in any area, including areas of disadvantage. Secondly, if most of our outstanding schools are in areas of advantage, is it not a telling indictment of 13 years of Labour rule that all the best schools are in the richest areas? The hon. Gentleman lost his seat just five years ago; if only he had stayed in the Department for Education, perhaps the situation would not have been so bad. We will ensure that every school that acquires academy freedom takes an underperforming school under its wing to ensure that all schools improve as a result.
Oral Answers to Questions
Debate between Michael Gove and Stephen Twigg(14 years, 5 months ago)
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Michael Gove
I sympathise hugely with my hon. Friend. Only 97 schools were built under Building Schools for the Future during the period when the previous Government were in charge. Now we know that under this coalition Government, 706 schools will benefit from BSF and more than half of those will be new builds. Where the previous Government failed, this Government are succeeding.
Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)
T5. On Friday, I visited Holly Lodge school—one of six in my constituency affected by last week’s announcement. For Liverpool, investment in our schools is crucial to our economic future. Will the Secretary of State undertake to visit Liverpool between now and the end of September to meet schools, the business community, my colleagues and the local council to discuss this crucial issue for the future of our city?
Michael Gove
I am very grateful to the hon. Gentleman, who was a distinguished schools Minister, for that question. I know how hard he works for his constituents and, indeed, for every parent, child and teacher in Liverpool. I am aware that the consequences of the regrettable decision we had to take last week will be felt particularly hard in Liverpool, so either I or a member of my ministerial team will commit to come to Liverpool to talk to him and those affected—by the end of the year, I hope, but certainly as soon as possible.
Education Funding
Debate between Michael Gove and Stephen Twigg(14 years, 5 months ago)
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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.
Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)
Schools in Liverpool will be devastated by the Secretary of State’s announcement today. When the Building Schools for the Future programme was devised we deliberately decided to focus first on the schools in the poorest parts of the country. He said at the beginning of his statement that his priority was raising the attainment of the poorest. How does the announcement today do that for communities such as the one that I represent in Liverpool?
Michael Gove
I am grateful for the hon. Gentleman’s question and can confirm that four schools in his constituency are unaffected and five have been stopped, but it is my—[Interruption.]
Oral Answers to Questions
Debate between Michael Gove and Stephen Twigg(14 years, 6 months ago)
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Michael Gove
Evidence shows that academy freedoms have a key role to play in driving up standards, and that academy schools have improved their academic results at twice the rate of other schools as a result of using those freedoms. Moreover, the specific freedoms that an overwhelming number of head teachers wish to acquire will be used not only to improve the education of children in those schools, but to help other schools which desperately need freedom from local and central bureaucracy in order to drive up standards for all.
Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)
I believe that the principle of autonomy will be supported in schools throughout the country, but how would the Secretary of State balance it with the need for fairness in terms of funding and admissions? In particular, what role does he see for local authorities under the new regime?
Michael Gove
The hon. Gentleman was a distinguished Minister for School Standards in the last Government. He will know that academies will have to abide by the admissions code, and that admissions will therefore be fair. He will also know that academies will not enjoy preferential funding, and that we are absolutely committed to ensuring that local authorities continue to play a strong strategic role. I was delighted to be able to write to the Local Government Association to affirm my commitment to working with it in order to achieve that.