Teaching Quality

Nicholas Dakin Excerpts

Wednesday 29th January 2014 Commons Chamber

[Michael Gove]

Not for the first time and I am sure not for the last time, my hon. Friend hits the nail squarely on the head. It has now been the case for some time that schools can advertise for and employ instructors, trainees or others.

[Nic Dakin (Scunthorpe) (Lab)]

They are paid significantly less.

[Michael Gove]

We will come to that.

It is important to recognise that situation, because that is exactly what has happened in the school referred to several times in this Chamber and elsewhere by the shadow Secretary of State—the South Leeds academy. When he first raised the issue, I was genuinely concerned, because he said that unqualified teachers might have been hired with just a few GCSEs. If such people were teachers in the classroom, that would be a genuine cause for concern. He alleged that the academy could do that only because of our changes in policy. [Interruption.] No, absolutely not. The South Leeds academy does not have the power in its funding agreement to hire unqualified teachers, because its funding agreement was constructed, written and agreed before the change in policy. The South Leeds academy has advertised for trainees under a policy that has been in place since at least 1982.

I made that point in this House, and I invited the hon. Gentleman to acknowledge that he had made a mistake. I did so as graciously as I could. [Interruption.] No. I hoped that he would take the trouble to check his facts, but he did not. I have received a letter from the chief executive officer and director of Schools Partnership Trust Academies, which is responsible for the school. Of the specific case of South Leeds academy, he said: “The post advertised was for the appointment of trainees to support the teaching of mathematics. This was not made clear in the advert, which was placed in error. Once I became aware of the issue, the advert was withdrawn. A statement was placed on our website to clarify the matter.”

Moreover, I drew that matter to the attention of the shadow Secretary of State in the House. I told him that he was persisting in error, and I gave him an opportunity to retract. He chose not to do so. Will he now take the opportunity to apologise to the South Leeds academy and to the House for getting his facts wrong?

I note that he had the opportunity then to apologise.

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[Michael Gove]

That is a very well made point.—[Interruption.] I should say to the shadow schools Minister, the hon. Member for Cardiff West (Kevin Brennan), that the credibility with which he speaks on education is undermined by what is happening in his jurisdiction. One reason why Sir Michael Wilshaw and others recognise that it can often be a good idea to employ people who do not at that time have qualified teacher status, as my hon. Friend the Member for Kingswood (Chris Skidmore) pointed out, is that there are many teachers in the independent sector who are doing an outstanding job and whom we would want to have in our schools.

One of the direct consequences of the policy that the hon. Member for Stoke-on-Trent Central spelled out would be that any teacher in the private sector who did not have qualified teacher status would not be able to help the state sector. Where would that leave Liverpool college? Its head teacher does not have QTS, yet it is an outstanding independent school that has been taken into the state sector under our free school programme. Would the hon. Gentleman sack the head teacher and say that decades of outstanding academic achievement are worthless because he knows more about education than the head teacher of Liverpool college?

If the hon. Gentleman thinks that, would he say the same thing to the head teacher of Brighton college, Richard Cairns, who was voted the most outstanding head teacher in the independent sector and was responsible for setting up the London Academy of Excellence? That is another free school that was set up under our programme, and it has just taken children from working-class backgrounds in the east of London, represented by the hon. Member for West Ham (Lyn Brown), who is no longer in her place, and guaranteed their accession to our best universities. Richard Cairns does not have QTS, yet he has run an outstanding independent school and an outstanding state school. According to the hon. Member for Stoke-on-Trent Central, he does not know his own job. Who is better qualified to lead schools, the hon. Gentleman or Richard Cairns and the headmaster of Liverpool college? Should we erect barriers to prevent the excellence that is available in the independent sector from being made available in the state sector? I had thought that the role of progressives was to spread excellence rather than ration it, but it appears to me that the Labour party has abandoned progressivism.

[Nic Dakin]

I have led a college and managed teachers and other educational staff. Does the Secretary of State recognise that any accreditation system can include a process for accreditation of prior learning, which would deal slickly with the issues that he has raised?

[Michael Gove]

It might, or it might not, but the point is that the hon. Member for Stoke-on-Trent Central said in his speech that teachers in the independent sector who did not have QTS would have to acquire it to work in the state sector. That means that state schools could not poach great teachers from independent schools, there could be no effective collaboration between them and we would not be able to lift standards in all state schools by using the expertise that others pay for.

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[Nic Dakin (Scunthorpe) (Lab)]

The best teachers want to be better teachers. What is changing fastest is the young people themselves and the world that they are being prepared for, both as young people and in the future as citizens and workers. Today, very young children are adept at using a tablet computer, and anyone who goes into a primary school will see electronic devices being used to access information, to draft written text creatively or to make video clips or other inventive things. The world is changing rapidly and teachers need to change too. Pedagogy needs to move with the times. The best teachers have always wanted to be better teachers. That is why in my 30-plus years of what was the chalkface and is now the technology interface, I have always seen teachers talking to each other, keen to share and develop, and keen to learn in the interests of their learners.

Politicians, as my hon. Friend the Member for Liverpool, West Derby (Stephen Twigg) said in a quite brilliant speech, need to be careful in the way they talk about these matters. They need to talk about the real world, not the world of fantasy classrooms, and about what is actually going on out there. Politicians would do well to start by understanding and celebrating what is going on in teacher education and ongoing teacher development. It is worth understanding how important high quality initial teacher training is in getting recruitment right. We have debated this before, and the Government’s obsession with School Direct is imperilling effective teacher recruitment and induction. It may well be that one of the Government’s achievements is to preside over not only a school places crisis, but a teacher supply crisis as well, while continuing with expensive, unproven pet projects.

There is a huge amount of excellent practice in schools and colleges, which any consultation on ongoing teacher development should capture, recognise and build on. Every hon. Member who has spoken has paid tribute to the work of teachers throughout the land, and I add my tributes, but it is important to understand the role of induction and support in teachers’ early years. When I was a principal, I always said to staff that supporting a new teacher effectively was one of the most important jobs they did. Get it right and the benefits are huge. Get it wrong and the problems are massive. We need to recognise how appraisal works at the moment, how the process to support staff going through the threshold works and how the ongoing process of keeping evidence of personal development that is commonplace in our schools and colleges works. Anything new needs to build on this. The hon. Member for Norwich South (Simon Wright) was right: we need to build on what is there to avoid unnecessary bureaucratic problems.

People do not want unqualified doctors to operate on them, so it is hardly surprising that parents do not want unqualified teachers teaching their children. It is about professionalism. Some Government Members seek to suggest that by giving someone qualified status the problem has been solved, but that clearly is not the case. This is about recognising the role of professionalism and professionalising the future in a way that secures the future.

The things that are important in terms of ongoing teacher education are subject knowledge—I have never come across a teacher who does not want to improve their subject knowledge—pedagogy; which is challenging and moves rapidly, particularly at the moment; assessment; and leadership, because many teachers will have leadership roles. Unless school and college leaders are committed to teacher improvement, it will not happen.

[Michael Gove]

I always enjoy listening to the hon. Gentleman, who is a distinguished figure in further education. Does he agree with me, with the shadow Secretary of State and with Amanda Phillips, the head teacher of a school in Tower Hamlets who recently wrote so passionately about the subject in The Sun, that we need performance-related pay for teachers in order to ensure that we have more effective continuous professional development?

[Nic Dakin]

My personal view is that performance-related pay rarely works in any sphere of life; all it tends to do is push up the cost of pay without tackling the real issues. I think that separating pay and performance is helpful, because we need to focus on getting performance right. If teachers are not up to scratch, we need to tackle that as a separate issue. I have dealt with that myself. Any good school or college leader will do that day in, day out—it is not easy, but it is done. The link between pay and performance, in my experience, is unhelpful more often than not.

My hon. Friend the Member for Liverpool, West Derby listed the pioneers. I could add to that list, but time is short. I merely draw attention to the strength of his argument, which needs to be listened to.