Teaching Quality

Debate between Nadine Dorries and Tristram Hunt

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.