Oral Answers to Questions

Nicholas Dakin Excerpts

Tuesday 28th June 2016 Commons Chamber

[Anna Soubry]

We have changed the procurement rules in relation to Government funding, but there is really no excuse. We know how brilliant British steel is—[Interruption]—especially when it comes to the construction of railway lines. It is the best steel in the world, which is why so many people buy it when they are constructing rail lines.

[Nic Dakin (Scunthorpe) (Lab)]

I welcome the Minister’s comments about UK steel, and Scunthorpe steel in particular. What is she doing to ensure that there is a clear pipeline of infrastructure projects in train so that the correct capacity is put in place for creating the steel for those projects?

[Anna Soubry]

I am grateful, as ever, to the hon. Gentleman for his question. One of the things that will certainly take place today is the Secretary of State leading an extremely large meeting, as the hon. Gentleman might imagine, of all the key players in British industry, following last week’s vote. One of the things that we have already discussed is the need to make sure that we address—if at all possible, and if we can really get determination—huge infrastructure projects. Whether it is HS2, a third runway or whatever, it is incredibly important that we make the very best of what has been a very bad decision by the British public, if I may say so.

School Governance (Constitution and Federations) (England) (Amendment) Regulations 2016

Nicholas Dakin Excerpts

Tuesday 14th June 2016 General Committees

[Nic Dakin (Scunthorpe) (Lab)]

I beg to move,

That the Committee has considered the School Governance (Constitution and Federations) (England) (Amendment) Regulations 2016 (S.I. 2016, No. 204).

As always, it is a pleasure to serve under your chairmanship, Mr Bailey.

I welcome the fact that we are able to debate the regulations. It is positive that the Government are taking the opportunity to amend the constitution of the governing bodies of maintained schools in England to require them to apply for an enhanced criminal records certificate in respect of any of their governors who do not hold one. That is the right and proper thing to do. Will the Minister clarify whether all educational institutions educating under 18-year-olds are now covered by the same requirement that all their governors have enhanced criminal records clearance?

The regulations amend the requirements in the constitutions of federations by requiring governing bodies to have two parent governors. I welcome the focus on federations, because it provides an opportunity to underline the advantage of the model. Federations have all the advantages of multi-academy trusts, without requiring the legal costs or business changes of academisation—changes that do not always add to educational improvement. There has been much good work in highlighting the value of federations through Federation First, a national campaign developed this year by the National Governors Association to raise awareness of the advantages of federations to school improvement.

An example of a positive federation that I know well is the federation of Westcliffe Primary School and Priory Lane Community School, which came about when the search for an academy sponsor for Priory Lane ran into difficulties due to the dearth of capacity in academy sponsors. Through the initiative and support of the local authority, the successful Westcliffe Primary entered into a federation with Priory Lane. Although it is still in its early days, that federation appears to be delivering well for the children and parents of both school communities.

Currently, the parents in each school in a federation can elect one parent governor. In a federation of five schools, for example, there will be five parent governors. From September, if the motion is agreed to today, the number of governors who come through the elected parent route will be limited to just two. There is no maximum number of governors, but there must be at least seven, and each headteacher can be a governor, meaning that the proposed changes strengthen the professional voice on governing bodies at the expense of the parent voice.

For all other local authority maintained school governing bodies, there must be at least two elected parent governors. A school governing body is not restricted to that number of parent governors and, for example, a large secondary school can continue to have five parent governors. Therefore, to limit the number to just two elected parents seems unnecessarily prescriptive. If we must go down this route, it might be better to make the new composition voluntary, rather than making all federations reconstitute, which is unnecessarily bureaucratic. Why must federations have only two parent governors, while other maintained school governing bodies must have at least two elected parent governors? Why is the change compulsory, rather than voluntary?

The move raises a number of important issues about the voice of parents in their school communities. The proposal would break the direct link between each school’s parent community and the federation’s governing body, raising questions about how inclusive the parent governor voice will be. It raises the question of how each individual school community will ensure that the parent voice is effectively and appropriately empowered.

It would be helpful if the Minister shared the Government’s thoughts. After all, this Government have a track record of not really trusting parents. The Education and Adoption Act 2016 removed the right of parents to have a say in the choice of academy sponsor for their children’s school when the school is being forcibly academised.

The Government’s instinct to remove parents from having a say in the running of schools is the clear direction of travel set out in the recent White Paper, which states that

“we will no longer require academy trusts to reserve places for elected parents on governing boards.”

It goes on to say:

“Parents often have these skills and many parents already play a valuable role in governance—and will always be encouraged to serve on governing boards. We will also expect every academy to put in place arrangements for meaningful engagement with all parents, to listen to their views and feedback.”

That sounds a little patronising towards parents. After all, there is a world of difference between parents having an entitlement to be on their child’s governing body and being elected by their peers to serve in that capacity, to then being encouraged to serve on the governing body by the governing body itself. Election confers a unique independence that co-option does not. That is the view of the National Governors Association in its St George’s day letter to the Secretary of State. It makes the case very well when it says:

“Elected parents are an important part of sound governance… They have knowledge that others governing from outside the school do not have and through election, they ensure that boards do not become small groups of like-minded people who appoint their friends, colleagues and in some cases even relations. Those disposed to governance by clique must not have that option.”

The NGA’s words echo those of Sir Keith Joseph, who, when arguing for elected parent governors, said to this House,

“We mean to give parents an increased role within it. Parents, too, are partners in education. They bring to this task unique responsibilities, a close knowledge of the children and a personal dedication to the full development of their qualities and talents.”—[Official Report, 25 May 1984; Vol. 60, c. 1381.]

How right he was. He fully understood the unique viewpoint of parents, and how that could strengthen the governance of our schools. However, more than 30 years later, I fear that his successors no longer value parents in the same way. Parent governors’ very independence is a bulwark against a governing body losing its focus on children—a loss of focus that can lead to things going seriously wrong for the whole school community. To use Sir Keith Joseph’s phrase, if parents are true “partners”, they should have a right to places on governing bodies and not be there only through the grace and favour of the rest of the governing body.

The proposals in the White Paper led Professor Sally Tomlinson to observe despairingly:

“Elected parents obviously don’t have the right skills! What parents will get instead of any formal influence…is a website displaying school performance tables. There will also be something called a Parent Portal.”

Indeed, the White Paper makes a commitment to:

“Help parents to support their child’s education and navigate the schools system, through a new Parent Portal”.

It all sounds rather patronising, and a far cry from the great British confidence in parents shown by Sir Keith Joseph. That confidence has been richly rewarded: parent governors have been an excellent way of growing governor and community capacity. Emma Knights, the chief executive of the NGA, puts it well:

“There are a lot of us about—former elected parents who get the governing bug—and go on to govern with different hats on. It may be over egging it…but elected parents are certainly an important source of governors who most probably otherwise would not have become involved.”

I certainly found that to be true on my recent visit to Haydn Primary School in Nottingham, where both the chair and vice-chair of governors had begun their governance role many moons ago as parent governors.

The noble Lord Nash, the Minister who leads on governance in the other place, used the ConservativeHome website to insist—without any awareness of the heavy irony in his argument—that, despite wanting to take away the right of parents to be elected on to governing bodies, the Government want parents to be

“more involved in their children’s education—not less.”

He said that there will be an expectation that academies set up arrangements for “meaningful engagement with parents”, including parent councils, and that such councils will ensure that schools “not only listen” to parents,

“but also act on their views and feedback.”

Using ConservativeHome to float Government policy may be seen as innovative, but it is certainly not authoritative. Will the Minister, who is authoritative, take the opportunity to say whether he thinks the noble Lord’s pronouncements represent a way forward? If they do, how do the Government intend to consult parents, governors, schools and other stakeholders on the ideas?

The consideration of these regulations gives the Minister the opportunity to indicate the direction of travel on the role of parents in school governance. Is it to be at the optional whim of a governing body or academy trust, or will it remain an entitlement, with parent governors elected by their peers? If the proposal to break the link between school parent communities and their federated governing body is agreed to, what does he propose to put in its place to ensure that each school parent community has a direct voice in the running of its children’s school?

[The Minister for Schools (Mr Nick Gibb)]

It is a pleasure to serve under your chairmanship, Mr Bailey. I have listened with great pleasure to the opening comments of the hon. Member for Scunthorpe, although it would surprise many who are listening to know that we are debating the School Governance (Constitution and Federations) (England) (Amendment) Regulations 2016, not the excellent education White Paper, “Educational Excellence Everywhere”. We are debating S.I. 2016, No. 204.

The regulations, which were laid before both Houses on 25 February, amend the School Governance (Constitution) (England) Regulations 2012 so that all governors in maintained schools in England are required to have an enhanced criminal records certificate from the Disclosure and Barring Service, if they do not already have one. The hon. Gentleman should welcome that, as I hope will all Committee members. He asked specifically whether all educational institutions will be bound by the same rules, and I can confirm that they will be. The rules apply to academies and maintained schools, and proprietors of independent schools are governed by the Education (Independent School Standards) Regulations 2014, which contain the same requirement.

[Nic Dakin]

While the Minister is being comprehensive, can he mention sixth-form colleges and further education colleges?

[Mr Gibb]

Yes. I will write to the hon. Gentleman about sixth-form colleges after the Committee, if I may.

The regulations also amend the School Governance (Federations) (England) Regulations 2012 to provide that the governing body of every federation of two or more maintained schools includes two parent governors.

The regulations bring maintained schools into line with current practice in the academies sector, where DBS checks are already compulsory for every person involved in governance. Similarly, academy trusts, however many schools they contain, have never been required to have more than two parents on the board. That allows governing bodies to remain at a workable size, enabling them to make sound and strategic decisions for their group of schools. We have consulted the Department’s advisory group on governance, which includes all organisations with a key interest in governance, and I emphasise that the National Governors Association supports both the measures.

Governors hold an important public office, and it is essential that we know that they are not unsuitable for their role. We have taken a number of measures to increase transparency in that area, including expecting governing bodies to publish their arrangements on their websites. Individuals should be disqualified from governance roles in maintained schools on a number of grounds, including if they have a criminal conviction involving certain sentences and imprisonment. Until now, the arrangements have relied on governors voluntarily disclosing such information or the clerk to the governing body requesting it, in contrast with the position in academies, where all members and trustees, and those on local governing bodies in multi-academy trusts, must be DBS checked.

Term-time Holidays

Nicholas Dakin Excerpts

Thursday 19th May 2016 Commons Chamber

[Mr Gibb]

Before 2013 authorised family holidays made up between 5% and 6% of pupil absences. That figure dropped to 2.3% in 2013-14 and to 1.2% in 2014-15. With the greatest respect to my hon. Friend, I do not believe that we should be returning to the Dickensian world where the needs of industry and commerce take precedence over the education of children. His constituency of St Austell and Newquay, in the beautiful county of Cornwall, has a hugely successful and thriving tourism industry that generates about £2 billion of income for the UK economy. I doubt that the Cornish tourism industry will be best pleased by his assertion that tourism in Cornwall is dependent on truanting children for its survival.

[Nic Dakin (Scunthorpe) (Lab)]

Another week, another crisis for the Department for Education: Ministers really do need to get a grip. Their obsession with school structures means that they focus on the wrong issues and fail to deal with the bread-and-butter issues that matter to parents.

All the evidence shows that regular attendance at school is crucial to ensuring that children fulfil their potential, and 100% attendance records should be the ambition of all children in all schools. However, this problem is of the Government’s own making. When changing the guidance to headteachers back in 2013, they should have carried out a full impact assessment much earlier and acted to address concerns. Back in the autumn, the hon. Member for St Austell and Newquay (Steve Double) led a Westminster Hall debate on the 50,000-strong petition on this subject. The Government said then that they would look at the concerns raised, so they have known that this ruling was coming for a long time—they could have clarified the law and they have not.

This ruling is the worst of both worlds. It puts parents and headteachers in a very difficult position and is not in the best interests of children. By and large, the system up to 2012, with heads having a small amount of discretion, was working well. Parents and headteachers had a clear signal that children should be in school. It is right that headteachers who know their parents and school community well, and are accountable for their children and school, should have appropriate discretion. Will the Minister pledge to work with all interested parties across this House and outside this House to clarify the law in the interests of pupils, schools and parents? We pledge to work with him on that.

The reality is that Ministers have been asleep at the wheel, focusing on the wrong issues when we have teacher shortages and problems in primary assessment. It is time for them to take their head out of the sand and deal with these fundamental issues rather than fixating on school types at the expense of raising school standards. Will the Minister do that now?

[Mr Gibb]

I listened carefully to the hon. Gentleman, but I do feel that he is not on the same side as us with regard to raising school standards. Improving school attendance is absolutely key to raising academic standards. Under the previous Labour Government, it became accepted wisdom that parents could take their children out of school for term-time holidays for up to 10 days a year. Those numbers were causing an issue for us. We had to address the problem that we inherited from the previous Labour Government—[Interruption.]

Key Stage 2 Tests

Nicholas Dakin Excerpts

Tuesday 10th May 2016 Commons Chamber

[Nic Dakin (Scunthorpe) (Lab)]

I thank the Minister for giving me advance sight of his statement. The Government have taken their eye off the ball. Ministers have obsessed for months over a plan for forced academisation, a plan which was never about raising standards and which was self-evidently flawed from the start. Parents did not want or need forced academisation. They made that extremely clear and played a key role in forcing the Government into a humiliating policy U-turn last week, which was confirmed by the Secretary of State in her humiliating statement yesterday. What does matter to parents, however, is having an appropriate and supportive assessment regime for their child. They want to know how their child is performing at school, how they can help to close any gaps in their knowledge and how they can support them to do their best.

The Government have let parents down at every step of the way. Today’s debacle is just the latest in a sorry line of chaos in primary assessment. First, with no proper consultation with parents, school leaders or teachers, the Government scrapped the assessment system of levels in schools with no regard to what would replace it, creating significant uncertainty and anxiety among the professionals delivering the primary curriculum. It created confusion for parents, with many schools simply attempting to reintroduce their own watered-down version of levels assessment that failed to adequately articulate exactly how well children were getting on. Ministers were then forced to push back the deadline for primary assessments after failing to deliver the necessary resources for teachers in time.

Following that came the embarrassment of the Government’s failure to introduce baseline assessment. By rushing ahead with the policy without properly involving professionals or parents, the Government failed to spot the fundamental flaw in the design, which was that the tests that they had developed were insufficiently comparable. As a result, they were forced to abandon their approach to baseline tests entirely. Furthermore, just three weeks ago, we learned that the key stage 1 spelling and grammar test had been accidentally published online in December 2015 as a practice paper. Answers to parliamentary questions show that it was downloaded more than 18,000 times before Ministers realised that there was an issue. As a result, the Government were forced to cancel the test, invalidating the work of many children, teachers and parents.

There has been a constant stream of chop and change in primary assessment under this Government. Since September, the Department for Education has updated or clarified on average at least one primary school assessment resource every other working day. The situation has become so ludicrous that the Department is now having to start clarifying its clarifications. Without a doubt, the confusion and chaos created in primary assessment has led to a damaging fall in confidence among parents and teachers about the reliability and validity of assessment in schools.

As 10 and 11-year-olds are sitting down to take the key stage 2 spelling and grammar test this morning, we now learn that the test has already been published online. To paraphrase Oscar Wilde, to lose one test may be regarded as a mistake, but to lose both looks like carelessness. It could not be made up. It is a serious breach on top of a series of multiple failures. How on earth can parents have confidence in the assessment regime when the Department for Education has completely lost control of the tests for which it is responsible? How can we be confident that the rest of the test process is secure? Remember, the tests are not only important for individual pupils, but part of the performance data by which schools are judged. We can have no confidence in their being used for that purpose after what we have heard today.

The National Association of Head Teachers is right to say:

“We cannot see how school level results can be published or a national benchmark set on such shaky data.”

Headteachers and parents deserve a firm guarantee from the Minister today that no primary school will be forced to become an academy on the basis of these compromised tests. It is time for him to be honest with then, honest with himself and—[Interruption.] The reality is that parents, school leaders and teachers have lost confidence in this Government’s approach to assessment and exams. It is time for the Minister to be honest with them, honest with himself and honest with us. He needs to hold up his hands, admit that he has got it wrong and stop trying to blame others for his Department’s mistakes. It is time for him to engage properly with parents and teachers to establish an approach to primary assessment that has everybody’s confidence and not just his. He needs to look into the eyes of all those 10 and 11-year-olds who are taking the tests today and say sorry for getting it wrong and sorry for letting them down. After all, that is what we teach children to do: admit their mistakes, apologise for them, learn from them and move on. So will he now learn his lesson and turn his attention away from the misguided obsession with structures at the expense of raising standards in schools? Will he turn his focus and his energy on what really matters to parents, and get this right?

[Mr Gibb]

I am grateful for the opportunity to respond to the hon. Member for Scunthorpe (Nic Dakin)—or should I say the Lady Bracknell from Scunthorpe. I have to say to him that this Government are committed to raising standards in schools. Given the way the Opposition address this issue, I sometimes wonder whether they are as committed to raising standards as we are. In 2011, we conducted a review of the primary curriculum to ensure that it was closer to the curriculums being taught in the most successful education systems in the world. The review was overseen by the national curriculum review panel, which was made up of highly experienced headteachers and teachers in this country. We introduced the phonics check to ensure that six-year-olds were learning to read properly, and as a consequence of that reform 120,000 six-year-olds are reading more effectively today. We reviewed the reading curriculum—the English curriculum—to ensure that children became fluent readers who developed a habit of reading for pleasure. We reformed the maths curriculum so that children learn how to perform long multiplication by year 5 and long division by year 6, and so that they know their multiplication tables—up to 12 by 12—by heart by the end of year 4. Under the last Labour Government, one in three pupils were leaving primary school still unable to read, write and add up properly. Our Government are determined to address those issues.

Let me address some of the issues the hon. Gentleman raised. He talked about the removal of levels, but level descriptors were only ever intended to be used for the end of key stage statutory assessments, and yet over time came to dominate all assessment and teaching practice. That had a damaging impact on teaching and failed to give parents an accurate understanding of how their children were doing at school. The removal of levels allowed classroom assessment to return to its real purpose of helping teachers evaluate pupils’ knowledge and understanding of curriculum content. When we introduced the reception baseline in September last year, we said we would carry out a comparability study to establish whether it was fit for purpose. The study is now complete, and it has shown that the three different assessments being used by schools this year are not sufficiently comparable for us to create a fair starting point from which to measure pupils’ progress. We remain committed to the assessment of pupils in reception, and over the coming months we will be considering options for improving these assessment arrangements for beyond 2016-17. We will engage teachers, school leaders and parents in that work.

The hon. Gentleman brought up the spelling test. The investigation has uncovered further weaknesses in some of the Standards and Testing Agency’s clearance processes. I initiated that investigation, and the STA is now taking appropriate management action with the members of staff involved. We have already reviewed and tightened up the publication clearance processes.

This is a Government who are committed to reviewing the curriculum and to raising academic standards in our schools. This was always going to be a challenging month as schools got used to the new, more demanding curriculum and the new, more demanding assessments that follow that curriculum. I am confident—the Government are confident—that this is the right thing to do to raise academic standards in our schools to prepare young people for life in modern Britain and for an increasingly competitive global economy.

Education Funding in London

Nicholas Dakin Excerpts

Wednesday 4th May 2016 Commons Chamber

[Nic Dakin (Scunthorpe) (Lab)]

I thank the Backbench Business Committee for granting the debate, which was secured by the hon. Member for Bromley and Chislehurst (Robert Neill), supported by other Members, including my hon. Friend the Member for Croydon North (Mr Reed).

It has been a good, positive and wide-ranging debate. In addition to the speeches, we have had contributions by way of intervention from my right hon. Friends the Members for Enfield North (Joan Ryan) and for Barking (Dame Margaret Hodge), my hon. Friends the Members for West Ham (Lyn Brown), for Westminster North (Ms Buck), for Gateshead (Ian Mearns) and for Greenwich and Woolwich (Matthew Pennycook), my right hon. and learned Friend the Member for Camberwell and Peckham (Ms Harman), the hon. and learned Member for South East Cambridgeshire (Lucy Frazer), and the hon. Members for Kingston and Surbiton (James Berry), for South West Wiltshire (Dr Murrison), for Kensington (Victoria Borwick), for Hornchurch and Upminster (Dame Angela Watkinson) and for Beckenham (Bob Stewart). The range of Members involved demonstrates the importance of the debate and the issue. I am pleased that the Minister has listened attentively throughout the debate. He has been exemplary in that respect, taking on board the issues that have been raised across the House.

With the last intervention in the debate, my hon. Friend the Member for Greenwich and Woolwich drew our attention to the dangers of taking away local flexibility while rushing for a national formula. That important issue was not mentioned by anyone else, so I thought it should be captured before I move on.

In an excellent opening speech, the hon. Member for Bromley and Chislehurst laid out the landscape really well. He reminded us of London’s high performance, describing it quite rightly as a success story. He also reminded us of the reason for London’s higher level of funding, namely the greater challenges it faces as a result of the number of youngsters with English as a second language, the breadth of the attainment gap and the deprivation in London. All those issues are very significant. His starting point was important; as he said, there is no issue with the principle of fair funding. That point was echoed by many Members from across the House throughout the debate.

What I liked most about the hon. Gentleman’s speech was the sense of celebration—that here we have a success story and something we should capture. That was echoed by comments from many Members on both sides of the House, and by my hon. Friends in particular. My hon. Friend the Member for Hammersmith (Andy Slaughter) talked about the huge strides that London has made. My hon. Friend the Member for Bethnal Green and Bow (Rushanara Ali) reminded us that nine out of 10 London schools are good or outstanding. My hon. Friend the Member for Croydon North talked about the transformation of London schools since 2003 through the London Challenge. My hon. Friend the Member for Dulwich and West Norwood (Helen Hayes) reminded us of the many inspiring, hard-working teachers across her constituency, whose work is mirrored across the whole of London.

There is therefore something to celebrate, but there are concerns that it might be under threat. My hon. Friends the Members for Bethnal Green and Bow, and for Croydon North, pointed to analysis that suggested that funding might decrease for London; one estimate suggested that the cut in funding might be as great as £260 million a year. I understand why some hon. Members are rightly concerned about that, because it would be a huge funding cut.

In a thoughtful and considered contribution, my right hon. Friend the Member for East Ham (Stephen Timms) explored the concern in the House that perhaps things are not being done in the right and proper way. Those perceptions may not be true, but that concern is palpable, and I am sure that the Minister’s commitment in an intervention, when he said that he would meet groups of Members and engage properly with them, went a long way to reassuring my right hon. Friend. However, the proof of the pudding will be in the eating, and as my hon. Friend the Member for Hammersmith said, there is concern that there has been some special interest and access—not something that anybody wishes to happen. If that is the perception among some, the Minister’s generous and immediate commitment to meeting Members who have expressed concern must be followed by thorough action and engagement.

My right hon. Friend the Member for East Ham and others drew attention to the impact that mobility has on school costs in London. Much reference was made to housing issues in London—to the cost of housing, and to the nature of housing estates. I hope that the Minister will consider ways to include that mobility factor in the formula as it is developed. The former Chair of the Education Committee, the hon. Member for Beverley and Holderness (Graham Stuart), put the case for fair funding: if London is getting a good deal, everybody else needs to get one, too. He made that fair challenge in his usual passionate way.

Everyone will agree with the principle of fair funding, but the rub is that one person’s fair funding can end up being another person’s unfair funding. Although I commend the F40 group for its patient and persistent campaign to address the funding needs of its schools and children—indeed, I have been a supportive officer of that group in the past—care must be taken in how that is progressed. The Government have done the right thing in taking careful steps along that road, consulting before acting, and evaluating the consequences before proceeding. However, as this debate demonstrates, there is more to be done in that arena if the Government are to move forward with the confidence of the whole House. There is still no detail about who will be the winners and losers, and by how much, and that major concern naturally leads to the sort of speculation that we have heard today. I hope that the Minister and his colleagues will provide more details, and view today’s debate as a constructive contribution to the ongoing consultation.

Labour’s candidate for Mayor is right to stand up for the capital’s children, and to express the concern that if there are the cuts that some analysts are predicting, it would do huge damage to the next generation of Londoners. The current London Mayor, together with Jules Pipe, chair of London Councils, made clear the case for ongoing investment in London’s schools in a joint letter to the Secretary of State. They are all right. Schools are the first part of the skills and employment supply chain, and any reduction in funding is likely to impact negatively on the growth and productivity of local economies. My hon. Friend the Member for Hornsey and Wood Green (Catherine West) made that point in a good and powerful contribution to the debate. She also talked about the schools and school communities that she is proud to represent, and which have made some of the greatest strides in school improvement over the past year.

The Department for Education’s fair funding consultation document states that it intends to address the variability in funding levels by distributing more funding to areas that are underfunded, while

“gradually reducing the funding of schools that have been generously funded to date”.

It is understandable that many in London fear that this will result in severe cuts to London schools’ budgets, with a negative impact on the capital’s young people. We all know that, with or without fair funding, all schools face a real-terms 8% cut in funding during the lifetime of this Conservative Government. My hon. Friend the Member for Hammersmith detailed the type of budget pressures schools are under and having to manage. Schools are already having to cut back on extracurricular activities. As my hon. Friend the Member for Dulwich and West Norwood said, extracurricular activities benefit low-income children the most, raising aspiration and opportunities. It is a shame that they are already under pressure.

As my hon. Friend the Member for Brentford and Isleworth (Ruth Cadbury) pointed out, schools are already taking subjects off the curriculum to balance the books. There is already pressure in the system, and there is a worry that there may be more pressure in the future. Any headteacher will tell you that teaching assistants and teachers will be next in the firing line if there are further reductions in spending. Dramatic reductions in funding in some areas will make the situation much worse. It is welcome that the Chancellor has committed £500 million to ease the transition from one system to another. However, the Treasury has said that this funding is dependent on how much the Department is willing to contribute. As the Department is faced with the need for more cash for its forced academisation plans, that has raised perfectly reasonable concerns. It is therefore imperative that we have more detail on both the funding formula and the funding underpinning the recent academisation announcement, so that we can see whether the amount of transitional funding available will be adequate to mitigate the costs of the changes.

The indicative modelling carried out by London Councils suggests that the Government would need to increase the direct schools grant by about £521 million, a figure alluded to by my hon. Friend the Member for Croydon North, to protect completely all schools—not just schools in London—in local authorities that would lose money under the national funding formula. So £500 million is being made available, and the modelling suggests that £521 million a year is required to ensure that no school will be worse off. A lot of Members have talked about levelling up, rather than levelling down.

My right hon. Friend the Member for Tottenham (Mr Lammy) made the last contribution to the debate. He reminded us, in his usual highly eloquent style, that the greatest disparity is between funding for pupils in the state system and pupils in the private system. I agree with him that nothing should happen that is to the detriment of any pupils in the state system. We should aspire to match the best anywhere in the world. He alluded to the programme for international student assessment league tables and, in his inimitable fashion, said, “Don’t muck about with the alchemy in London.” I think that is the phrase of the debate. We should be careful what we muck about with as we take this forward.

To be fair, I think the Government are taking their plans forward carefully at the moment. There are things they could do more carefully in the light of this debate. I hope that the Minister will take this opportunity to give us his view on the levelling-up approach. Given the dramatic rise in standards under Labour’s London Challenge and investment in schools in the capital and across the country, is the Minister concerned that taking away funds from London schools will impact on results and outcomes? That concern has been echoed by Members across the Chamber.

I have one helpful suggestion—I am a helpful chap—for the Minister to consider as part of the ongoing consultation. The Secretary of State’s plan to force all good and outstanding schools to become academies against their wishes is estimated to cost £1.3 billion. As my hon. Friend the Member for Ealing Central and Acton (Dr Huq) said very succinctly, that is poor value for the taxpayer, and I tend to agree. Nobody wants this forced academy programme—certainly not the Minister’s Back Benchers, and certainly not local Conservative councillors. If Ministers dropped this plan, they would have more cash to play with to help deliver a truly fair funding formula. That would have the dual benefit of helping to deliver a manifesto commitment and leaving Education Ministers to focus their energy and effort on the things that really matter to parents and communities, without being distracted by an unhelpful row over forced academisation. Instead, Ministers would be able to tackle the real problems of place planning, teacher supply and exam chaos.

Labour supports fairer funding, but as always, the devil will be in the detail, and the jury is still out on whether there will be adequate mitigation in the system that this Government are bringing forward.

Oral Answers to Questions

Nicholas Dakin Excerpts

Tuesday 3rd May 2016 Commons Chamber

[Nick Boles]

My right hon. Friend is absolutely right. One of the great opportunities in the apprenticeships programme is that apprenticeships are all age. For women who have perhaps taken a career break, or just want to change their profession, an apprenticeship is an opportunity to gain new skills while also earning an income so that they can forge a great career.

[Nic Dakin (Scunthorpe) (Lab)]

When will the Government be publishing guidelines on how skills budgets might be devolved in those areas where that devolution is being looked at?

[Nick Boles]

That will depend on when exactly the devolution deal is done. As the hon. Gentleman will be aware, in our own area of Greater Lincolnshire that deal is reasonably well advanced; in other parts of the country, the deals are less well advanced. Fundamentally, it is pretty simple: we want authorities to be commissioning from their local colleges the adult skills provision that they believe their area can benefit from.

Oral Answers to Questions

Nicholas Dakin Excerpts

Monday 25th April 2016 Commons Chamber

[Nicky Morgan]

The point about academies and academisation is that they are the vehicle for schools to innovate, make best use of the freedom to drive up standards and do the right thing for their children, which often does not happen under local authority control. That is what we want to see, and that is why we want schools to become academies.

[Nic Dakin (Scunthorpe) (Lab)]

The Secretary of State has intimated that good local authorities can form multi-academy trusts. Ironically, this would give local authorities more responsibility for running schools than they have now, although the Prime Minister has suggested that local authorities having such responsibility is holding schools back. Why is such a costly upheaval necessary for outstanding schools under good local authorities? Is it not time for her to smell the coffee and shelve her plans for forced academisation?

[Nicky Morgan]

The hon. Gentleman perhaps knows that I am a caffeine addict, but he is missing the point, which is that good schools have much to offer the whole of the rest of the education system. What we see now in schools across the country is collaboration and partnership in clusters of schools, and that is what we want to continue right across the system. We know that actually the best people to run schools are those on the frontline—the heads, the teachers and the professionals—and that is what we want. The issue for the Labour party is that we never hear talk of the pupils, the children or the raising of standards; it is always about vested interests.

Draft Education (Repeal of Arrangements for Vocational Qualifications Awarded or Authenticated in Northern Ireland) Order 2016

Nicholas Dakin Excerpts

Wednesday 20th April 2016 General Committees

[Nic Dakin (Scunthorpe) (Lab)]

As always, it is a pleasure to serve under your chairmanship, Mr Streeter.

The Minister has outlined very clearly the reasons for taking these steps, which we support. The CCEA Regulation already regulates the majority of qualifications in Northern Ireland, so it makes great sense to introduce this measure. The Northern Ireland Executive have requested the changes and it is right and proper that the UK Government accede to that request. The Minister clearly spelt out the policy background, which is plainly stated in paragraph 7.1 of the explanatory memorandum and gives us context for today’s debate.

I have only a couple of questions for the Minister. He spoke very helpfully about the communication and practical steps already in place, but will he say what steps are being taken to ensure the smoothest possible transfer from Ofqual to the CCEA? Also, will he reassure us about the support being given to the staff affected by the closure of the small Ofqual office in Belfast?

Educational Attainment: Yorkshire and the Humber

Nicholas Dakin Excerpts

Monday 18th April 2016 Commons Chamber

[Nic Dakin (Scunthorpe) (Lab)]

I congratulate my hon. Friend the Member for Batley and Spen (Jo Cox) on securing the debate, which has been excellent, along with the hon. Members for Cleethorpes (Martin Vickers) and for Leeds North West (Greg Mulholland). It has shown the strength and passion of Yorkshire and the Humber MPs across the Chamber.

My hon. Friend the Member for Batley and Spen made the case really well about the dangers of education becoming a postcode lottery. Sadly, the evidence suggests that children in the so-called northern powerhouse are falling behind, which we definitely do not want to happen. She was right to emphasise the importance of teacher quality and to urge the Government to do more to address the teacher recruitment and retention crisis that we face. She was also right to welcome steps set out in the White Paper, such as the setting up of the National Teaching Service. She urged the Government to accelerate such actions and drew attention to the problem of Teach First retaining so many of its teachers in areas where they are perhaps less needed than they are in Yorkshire and the Humber. That is a challenge to the Minister and the Government.

The hon. Member for Beverley and Holderness (Graham Stuart), who used to chair the Education Committee, made an interesting and informed contribution, as he always does, focusing on good leaders and good teachers being the key. He drew attention to the Hanushek research, which shows that teachers performing on the 90th percentile add an extra year’s learning compared with teachers performing on the 10th percentile. That reminds us of the need to do everything we can to get teachers to the high level of performance we need consistently across the country. He reminded us that the high-stakes accountability system sometimes creates perverse incentives, so more intelligence is needed in how we deal with those incentives so that we get the right teachers and the right leaders in the right places and deliver the right outcomes across the country.

My hon. Friend the Member for Bradford South (Judith Cummins) talked about her constituency passionately, drawing attention to the underperformance of young people there but pointing out that it was not for want of trying. She drew attention to the enormous challenge that the city of Bradford faces. The word “challenge” came up again and again. We need to look at the London Challenge as an exemplar for tackling this issue. She said that if the northern powerhouse is to mean anything at all, it must mean that we invest in educational excellence and make sure that things are moving forward.

The hon. Member for Shipley (Philip Davies), in a characteristically robust contribution, made the strong point that pupils get only one go at their education, which is why it is so important to get it right. He drew attention to parental responsibility. The Minister might want to talk about what the Government are doing to support parents—not just in a technical way, but by supporting parenting and parenthood—so that the opportunities that young people coming into the system with good parental backgrounds have are equalised across the piece.

[John Healey (Wentworth and Dearne) (Lab)]

Parents as governors.

[Nic Dakin]

Exactly.

The hon. Member for Shipley also expressed concern that the changes to the funding formula might have unintended consequences. That has been a theme throughout the debate, and it was a helpful comment.

In a useful exchange, my hon. Friend the Member for Barnsley Central (Dan Jarvis) and the hon. Member for Shipley emphasised the importance of role models, as well as the fact that where someone grows up should not be where they end up, and that aspiration is a key driver of educational and other attainment. My hon. Friend also reminded us of the advantages of growing up in Kingston upon Thames as opposed to Kingstone in Barnsley. Furthermore, he drew attention to the impact of poverty and of leadership—key issues that need to be considered.

My neighbour, the hon. Member for Cleethorpes, talked about the conundrum of North East Lincolnshire—something my hon. Friend the Member for Great Grimsby (Melanie Onn) also touched on. The area was a trailblazer for academies and has some excellent practice, but it continues to perform less well than we would wish—as my hon. Friend said, performance is actually going backwards at secondary level. The Minister should think about that conundrum, given that we are on the cusp of putting a lot of energy into forced academisation. As many hon. Members have said, that might be a distraction from the issues we should be prioritising.

In a personal, passionate contribution, my right hon. Friend the Member for Don Valley (Caroline Flint) reminded us of the relationship between home and the world of education, and of the fact that education can often transform lives and be a passport to a better future. As she said, Yorkshire and the Humber persistently underperforms, and that needs to stop. We need more confident, engaged parenting, which will make a difference to our young people. She also drew attention to the way in which area-based reviews have not always looked at all post-16 provision in an area, which seems perverse. Some 91% of colleges in Yorkshire and the Humber are good or outstanding, and we should recognise that in the debate.

In a characteristically perceptive contribution, my hon. Friend the Member for Sheffield Central (Paul Blomfield) reminded us of the relationship between economic success and educational attainment. He talked about the imbalance that arises when jobs—whether private sector or public sector—move out of the north for various reasons. As those jobs move out, it is not surprising that the opportunities for growth, and the opportunities my right hon. Friend the Member for Don Valley talked about for things such as internships and work experience, also shrink. My hon. Friend also echoed concerns about academisation being a distraction, and he quoted people in his constituency with a lot of knowledge about the issue.

The hon. Member for Leeds North West talked about issues having an impact on the morale of teachers, as well as about the importance of teacher morale and the Government needing to do something about it.

My hon. Friend the Member for Rotherham (Sarah Champion) talked about the way in which one in three youngsters from poorer backgrounds does well in primary school but only 25% achieve at GCSE—a damning statistic.

My hon. Friend the Member for Leeds East (Richard Burgon) reminded us again of the relationship between economic performance and educational attainment. Speaking with great passion and with great knowledge of his area and the performance of different schools there, he outlined his concerns about forced academisation.

My hon. Friend the Member for Great Grimsby finished on a fantastic note, saying that it is important that Yorkshire and the Humber speaks with one voice. That is very much the case.

I hope the Minister will be able to give us a northern powerhouse schools strategy, to talk about what the Government are doing for parents, to talk about joined-up discussions of education and the economy, and to give us confidence about moving forward in Yorkshire and the Humber.

Schools White Paper

Nicholas Dakin Excerpts

Wednesday 13th April 2016 Commons Chamber

[Nic Dakin (Scunthorpe) (Lab)]

Let me start by declaring an interest as a lifelong member of the National Union of Teachers and a former teacher and college principal—I am not sure whether or not it is a benefit in this debate to have led a high-performing educational institution. This has been an excellent debate, begun from the Back Benches by the Father of the House, my right hon. Friend the Member for Manchester, Gorton (Sir Gerald Kaufman), who pointed out in a very able contribution that the Government are making a big mistake and asked them to think again.

My hon. Friends spelled out the need to think again. We heard contributions from my hon. Friends the Members for Coventry North West (Mr Robinson), for Brent Central (Dawn Butler), for Newcastle upon Tyne North (Catherine McKinnell), for Bradford West (Naz Shah), for Hyndburn (Graham Jones), for Norwich South (Clive Lewis), for Oldham West and Royton (Jim McMahon), for Chesterfield (Toby Perkins), for Burnley (Julie Cooper), for Salford and Eccles (Rebecca Long Bailey), for Ilford North (Wes Streeting) and for York Central (Rachael Maskell). We also heard extremely positive contributions from the hon. Members for Motherwell and Wishaw (Marion Fellows), for Southport (John Pugh), for Stroud (Neil Carmichael), for Gloucester (Richard Graham), for Solihull (Julian Knight) and for Portsmouth South (Mrs Drummond).

I would like to draw particular attention to the concerns expressed carefully, and quite properly, by Government Members. Concerns about removing choice and forcing academisation were expressed by the hon. Members for East Worthing and Shoreham (Tim Loughton), for South Dorset (Richard Drax), for Beckenham (Bob Stewart) and for South Suffolk (James Cartlidge). The hon. Member for South Suffolk also expressed concern about the independence of small primary schools, as did the hon. Members for Newbury (Richard Benyon), for Gainsborough (Sir Edward Leigh), for Telford (Lucy Allan) and for Solihull. The hon. Members for Winchester (Steve Brine), for Romsey and Southampton North (Caroline Nokes) and for Fareham (Suella Fernandes) asked why, if something is broken in Hampshire, can the schools not stick with the local authority? I think that the Secretary of State indicated that there might be a concession to allow local authorities to form a multi-academy trust. If that is the case, it should be welcomed.

[Peter Dowd (Bootle) (Lab)]

Will my hon. Friend give way?

[Nic Dakin]

I am going to make some progress.

I thought that the hon. Member for Colchester (Will Quince) made a really excellent speech. He made it clear that there is no evidence that academies are always better and expressed the fear, which many of us genuinely feel, that this may prove to be an unnecessary shake-up. He was complimented on that argument by his colleague the hon. Member for Bexhill and Battle (Huw Merriman).

The big question that everybody is asking is: why? Why force every school to become an academy? Why remove the historical partnership between local communities and their schools by saying that schools can no longer choose to remain in local authority families? Why remove the right of parents to be elected by their peers to serve on their child’s school’s governing body, as is clearly proposed in paragraph 3.3 of the White Paper? I listened very carefully, but no credible answer has yet come forth, and there has been no evidence to support the huge upheaval that this forced academisation represents.

It is not as though those working in education do not have challenges to focus their energies on, such as teacher shortages, inadequate school place planning, managing the chaos of initiatives on exams and assessment being imposed on schools, or managing the first real-terms cuts in schools funding since the mid-1990s, with the need to make around £7.5 billion of savings. With limited resources, one might think that a Conservative Government would focus their energies on these very real issues.

I think that the Bow Group put it well:

“The proposed changes to schools follow a worrying trend in recent years to further centralise decisions away from local communities, which have more nuanced understanding of the issues they face daily. This adds to an ongoing ideological drift between the Party and conservative values.”

The leaders of the four largest groups on the Local Government Association are right to point out that 82% of local authority schools are good or outstanding, adding that there

“is no clear evidence that academies perform better than council maintained schools.”

That echoes the conclusion that the cross-party Education Committee came to after its in-depth inquiry into the matter. The National Association of Head Teachers is right to warn that

“the proposals present a particularly high risk to the future viability and identity of small, rural schools, nurseries and special schools.”

The professional associations are right to point out in their joint letter that a

“forcible transfer of 17,000 schools to academy status... will be a huge distraction from schools’ core functions of teaching and learning… This is not what parents want from their schools, nor was this a proposal part of the manifesto that the current government put before the electorate.”

That is from the leaders of the Local Government Association’s leading groups. Evidence that they are right can be seen in the angry reaction of parents on Mumsnet to the suggestion that schools should be forced to become academies, whether or not that is needed or the school community and parents want it.

Her Majesty’s chief inspector has recently written to the Secretary of State to raise serious concerns about the performance of seven large multi-academy trusts:

“Given these worrying findings about the performance of disadvantaged pupils and the lack of leadership capacity and strategic oversight by trustees, salary levels for the chief executives of some of these MATs do not appear to be commensurate with the level of performance of their trusts or constituent academies. This poor use of public money is compounded by some trusts holding very large cash reserves that are not being spent on raising standards.”

It is no wonder 146,000 people have already signed a petition calling on the Government to stop going down this road.

“Schools Week” asked a pertinent question: what will forced academisation mean for pupils? It came up with a perceptive answer: “Almost nothing.” However, there will be an impact on children and parents. School leaders will have to put scarce energy and money into researching and managing academisation. An additional £1.3 billion will be spent on the process, which is money that could be directly spent on children in our schools. Time and money that should be spent tackling the real problems facing schools—managing cuts in funding, recruiting and maintaining the education workforce, and providing sufficient school places—will be spent on managing a process of structural change. However, it is worse than that. There is not the capacity in the system to support wholesale academisation. There are already insufficient potential sponsors to give schools that need or want to become academies a choice.

The regional schools directors charged with ensuring school improvement will be distracted from focusing on that as they marshal capacity for wholescale academisation —a capacity that might well include expanding already-failing academy chains, which was something the Secretary of State failed to rule out when pressed to do so by my right hon. Friend the Member for East Ham (Stephen Timms) in the Budget debate. We have a strategy that would deliver the ideological outcome of forced academisation but do nothing to improve outcomes for the UK’s children or UK plc.

I hope all right hon. and hon. Members who believe that such massive changes to our school system should go ahead only if the evidence is in place to support them will vote for the motion on the Order Paper if they are not convinced that the time, money and energy that will be spent on forced academisation will improve outcomes for children, families and communities.