Teaching Quality

Nadine Dorries Excerpts

Wednesday 29th January 2014 Commons Chamber

[Tristram Hunt]

My hon. Friend puts his finger on the point. The vital challenge for education reform is trying to keep teachers’ skills up to date. As the Education Committee has said

“successive education ministers have neglected continuing professional development (CPD) and focused overly much on initial teacher training”.

That is why the third plank of the Labour party’s schools policy is a profession-led programme of revalidating teachers on a rolling basis to ensure that teachers are up to date on subject knowledge and classroom technique.

[Nadine Dorries (Mid Bedfordshire) (Con)]

That one-size-fits-all approach does not work across the school curriculum, particularly in arts and music and other such areas. A teacher in a school in my constituency has been a first violinist in an orchestra for all his life and now spends a lot of time in the music department of his school. He has no interest in professional development or in continuing his development, and although I appreciate what the hon. Gentleman is trying to say there are many areas across the curriculum in which expertise other than the development about which he is talking is relevant and useful to children.

[Tristram Hunt]

The hon. Lady makes an excellent point. There has always been a role for instructors coming into a school—for example, outside experts, lecturers and those who teach sport and music—and we would retain that. However, if someone is permanently in charge of the curriculum outcomes for young people in a class, it seems to me that as a minimum they should be of qualified teacher standard. There is no way that we will block the creativity and excellence coming into schools, but we want the best possible teachers, with minimum guarantees of teaching standards, to look after the education of our young people.

The Sutton Trust and the London School of Economics have concluded that if we raised the performance of the bottom 10% of teachers only to the average we would see a marked improvement in performance in our schools. That is especially the case when we consider that disadvantaged children suffer most from poor teaching. Without home support and social capital to fall back on, children from disadvantaged backgrounds suffer disproportionately from poor teaching.

--- Later in debate ---

[Michael Gove]

I note that the hon. Gentleman did not respond to my point about Richard Cairns not having QTS, and that he did not take the opportunity of returning to the Dispatch Box to apologise for stating things in the House that were not true. We will draw our own conclusions about his reliability as an expert witness.

[Nadine Dorries]

As someone who was educated in the state sector and had the privilege of being able to send some of my children to independent schools at some stages, it has always amazed and upset me that independent school children have had the advantage of a different standard of teaching. I have seen that many teachers in the independent sector have not been formally qualified, but they have brought huge inspiration, expertise and skills from their own field. The children have benefited hugely, as the results show.

[Michael Gove]

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

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

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

or qualified teaching status.

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

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

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

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

by Labour—

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

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

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

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

I agree with him.