Budget Resolutions and Economic Situation
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Nicky Morgan
No. I think that what people in the country will want, particularly parents, who often are not spoken about nearly enough in this debate—
Nicky Morgan
Absolutely. I suggest that the hon. Gentleman read the White Paper and then he will see exactly how parents are going to be involved in this. What parents want is for their children to be in a good school.
Engineering Skills: Design and Technology Education
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Nic Dakin (Scunthorpe) (Lab)
It is a pleasure to serve under your chairmanship, Mr Bailey, I think for the first time. I start by congratulating the hon. Member for Chippenham (Michelle Donelan) on setting out her stall so well at the beginning of the debate. She reminded us that engineering and design and technology education are central to our future economic success and underlined the need for skills to match the requirements of our economy. She also talked interestingly about creating an “innovation-hungry economy”. I liked that phrase; it inspired and encouraged me, and that is what we want for young people, is it not? She also spoke with passion and knowledge about the new, improved design and technology GCSE, which I think everyone in the Chamber would commend. It is an exciting move forward with a lot of potential. She also argued that, because it is exciting and has rigour and clear value, it should be given EBacc status. I will come to that later.
The hon. Member for Henley (John Howell) said that he had had words with the Minister about trying to elbow D and T into the EBacc. I can understand why the Minister has difficulties with that, but I will come to that later. The hon. Member for Strangford (Jim Shannon) spoke as always with passion and reminded us that design and technology are even more important than Leicester City’s success this season. The hon. Member for Rochester and Strood (Kelly Tolhurst) highlighted the need for better careers information, advice and guidance, which is something I very much agree with. She also pointed to her personal experience of her own design and technology GCSE and the way in which that helped to prepare her for a career as a marine surveyor.
The hon. Member for Kilmarnock and Loudoun (Alan Brown) worked as an engineer and came out with the perceptive statement that the one-size-fits-all approach will not work in this area. That is at the heart of some of the difficulties that the Government are perhaps getting into with their EBacc approach. The hon. Member for Bolton West (Chris Green) reminded us that a modern economy needs hands-on skills as well as academic skills. I think that is very perceptive. The design and technology curriculum is particularly good at developing practical skills, which he told us were necessary whether making a saucepan or HS2. The hon. Member for South Antrim (Danny Kinahan) drew on his great experience in Northern Ireland and again underlined the importance of practical skills and careers education, among other things.
The hon. Member for Glasgow North West (Carol Monaghan) made a significant contribution to the debate by drawing on her experience as a physics teacher and underlined the fact that there is a massive skills gap that needs to be addressed. She drew attention to how the term “engineer” covers a wide range of disciplines. Frankly, we need the practical hands-on engineering skills of plumbers as well as the high-tech engineering skills of qualified chartered engineers. We need it all; that is why design and technology is so important in our curriculum. The hon. Lady concluded by emphasising the importance of the personalisation of learning, and I think she is correct. Learning that combines rigour and the interests of the learner as well as the destination of the economy is the very best sort of learning because that allows everybody to succeed.
If I glance back to 2010, the curriculum was in many ways in quite a good place. It was not perfect, but we had a highly personalised curriculum with a lot of rigour that was driving up performance and moving people forward. That did not mean it did not need to change, but there were a lot of strengths in that approach. I know that from my own experience in leading a sixth-form college at that time. We saw standards improving in local schools, often driven by curriculum innovation, so we saw the five A* to Cs rising, and a couple of years behind that we saw the five A* to Cs plus maths and English rising. Once someone has a sense of achievement and success, it drives aspiration not only for the youngsters in that community school, but for everybody around them. That is the spiral of success that we had in 2010. Hopefully, we can continue to move forward on that.
When the EBacc was introduced, the Education Committee, on which I served, raised concerns in a critical and challenging report. The concerns were around why a particular set of subjects were chosen. Why was ancient history more important than design and technology? Why was Latin more important than business studies? The evidence base was not clear. The examination of what the world of work needs and what the world of education should supply was not there. I think we would all agree that a core curriculum is necessary, but the Government knew without asking anybody what the answer was, and, when probed, came up with the thought that the facilitating subjects of the Russell Group universities were the set of subjects that should determine the EBacc’s central purpose. There is no logical reason why that should be so. Indeed, as somebody who has probably sent more students to Russell Group universities than anybody else here, I know that the Russell Group accept a wide range of subjects beyond those facilitating subjects.
To go down such a route is questionable. To extend the EBacc to 90% of students obviously constricts the timetable even more. Again, I know that from having done timetables in which a limited number of resources had to be managed. Concentrating resources on certain things means other things will not fit. So there are big challenges. I recently spoke to the leader of one of the highest performing multi-academy trusts. He said that they might not go down that road. He pointed to the former Labour Government’s diploma activities as something else that they did not follow because, from their views on what is in the best interests of young people, it does not work, so there is a challenge there.
The Edge Foundation’s submission to the EBacc consultation concluded:
“Imposing an arbitrary set of qualifications on students is not supported by a solid evidence base. The 90% EBacc target is neither necessary nor desirable. It will harm, not help, large numbers of students, reduce the uptake of technical and creative subjects and limit choices open to students and their parents. It could exacerbate the country's growing skills gap, because fewer students will achieve passes in technical and creative subjects linked to the needs of the economy.”
Let us hope that that is wrong, but it is a clarion call from the organisation. The Baker Dearing Educational Trust has been very much behind the movement towards greater skills development and so on.
The Labour party wants to see a broad and balanced curriculum. We welcome the steps towards measuring the progress that children make on progress 8 and attainment 8, because a broader range of subjects are provided. It is important that young people have a core knowledge of the curriculum, including English, maths and sciences. It is all well and good thinking about D and T and the EBacc, but the thing that undermines that the most is not having enough qualified teachers to teach it. Many contributions today have drawn attention to that. The key challenge is to ensure there are enough teachers to teach design and technology, yet at the moment the Government are not getting anywhere near the target they need to achieve this, with just 41% of the target being met, and they are also missing their targets in science and computing.
The fall in the numbers of students taking design and technology is a concern too, given the skills shortages in the economy. Design and technology and engineering are important for delivering the productive high-tech economy that we need to compete in an increasingly globalised world. Forecasts suggest that the UK will need more than a million new engineers and technicians in the next five years. The Conservative Government are failing to deliver the pipeline of talent that we require. It would be a challenge for anybody, so we all need to support the Government in meeting the challenge, but we need to check whether this direction is the right way to meet it.
From manufacturers and construction firms to digital industries and the CBI, businesses in Britain are increasingly warning about the skills shortages that our country is grappling with. I hope the Minister has time to answer the many questions that have been raised in the debate. He is courteous and able and always does his best in that regard.
Education and Adoption Bill
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Mr Gibb
The hon. Gentleman raises an important point, but the regional schools commissioners, of which there are eight around the country who know the local conditions and the local schools, will take action—indeed, they are taking action—when a multi-academy trust is failing to raise standards in its schools. We have taken action over 120 times to remove schools from multi-academy trusts that have not been delivering the support and sponsorship that we seek.
Once a sponsor has been identified for a failing school, it is commonplace for the sponsor to engage with parents about its plans for the school to ensure that they know what to expect. Often, parents are given the opportunity to share their views about any changes that the sponsor proposes to make. Lords amendment 7 will ensure that there is greater consistency for parents because the sponsor that is identified to take over a maintained school that is eligible for intervention will always be required to communicate to parents its plans for improving the school before the school is converted into a sponsored academy.
The hon. Members for Manchester Central (Lucy Powell), for Scunthorpe (Nic Dakin) and for Manchester, Withington (Jeff Smith) have proposed four amendments to Lords amendment 7 that would replace the requirement on the proposed sponsor to communicate information about its plans to parents with a requirement for sponsors to consult parents about their improvement plans. I hope the House will recognise that that proposed change is more than just semantics. To ensure that underperforming schools are turned around as quickly as possible, clause 8 removes the requirement to consult on whether the school should become an academy so that that process cannot be misused to delay decisive action.
Mr Gibb
The Government consider that to be an important step that will allow failing schools to begin receiving the expert leadership and support that the hon. Gentleman seeks from day one.
Underperforming schools are carefully matched to sponsors. Trusting educational professionals to improve schools based on their experience and expertise is central to the academies programme. The proposal to impose a requirement on sponsors to consult parents about their plans to improve a school would represent a return to the rigid approach that allowed vested interests to prevent sponsors from taking decisive action and to delay the process of transformation.
Mr Gibb
My hon. and learned Friend is right, and nothing in the Bill prevents any amount of consultation, or a new sponsor from talking to staff, parents and so on. The amendment imposes a requirement on sponsors to communicate with parents. Elsewhere the Bill also prevents ideologically driven organisations and community groups that are determined to prevent a failing or underperforming school from becoming an academy from doing so. We will not tolerate failure in our school system, and we want to take action from day one.
Mr Gibb
In Committee I gave the hon. Gentleman and other members of the Committee ample illustrations of that. One example was Downhills school in Haringey, which was deeply underperforming. The process of conversion to an academy—it is now run by the Harris Federation—was drawn out, which delayed improvement in that school. It is now a highly performing primary school in Haringey, and it provides a much better quality of education. I hope that the hon. Gentleman does not want such a process to be delayed in future.
Amendment 8 relates to underperforming academies. We have always been clear that we will tackle under- performance wherever it occurs, whether in a maintained school or an academy. We recognise, however, that our formal powers on failing and coasting academies vary depending on the terms of an academy’s funding agreement. In some cases, particularly in earlier academies, that can restrict our ability to take action as strongly or as swiftly as we would want. Regional schools commissioners already take swift and effective action to secure improvements in a minority of academies that underperform. We have issued 134 formal notices to underperforming academies and free schools, and we have moved to change the sponsor in 124 cases of particular concern.
Nic Dakin
First, I pay tribute to my hon. Friends the Members for Cardiff West (Kevin Brennan) and for Birmingham, Selly Oak (Steve McCabe), who led for the Opposition when the Bill came through the House, as I do to all other right hon. and hon. Members who, as the Minister bore witness in his opening statement, contributed in Committee and in the Chamber to improving the Bill. I commend those in the other place who have worked hard at least to extract some small movements in the right direction, which come before us today in the form of Lords amendments.
It is quite amazing that, when there are so many real challenges facing the education system on the Conservatives’ watch, the first education Bill of the new Parliament does nothing to tackle them: parents concerned about the crisis in school places; parents anxious about the crisis in teacher supply; parents worried about changes to the school assessment system. Parents get no answers to the things that matter to them from the Bill and this Government. Instead, the Education Secretary brings forward another Bill obsessed with structures, seizing more powers for herself while marginalising parents and local communities—the very people who understand their areas, their local economy and what their children need to succeed.
Let us take the amendments in turn. I welcome the Government’s proposals in Lords amendments 1 to 5 that the coasting regulations will be subject to an affirmative procedure the first time they are laid. Hopefully, things will then become much clearer—they are still pretty murky at the moment. We do know, however, that primary and secondary schools will be identified on the basis of their 2014 to 2016 pupil results through a devised progress measure. We do not know when that final designation will occur for primary and secondary schools, with GCSE results about a month behind final key stage 2 results. We can only wonder how many schools will be identified. It could be 200, it could be 2,000.
We do not know whether the measures will work. After all, the Schools Minister has form on promising to fix the problem of coasting schools. He came to this House in November 2011 to say that we must concentrate on the schools in the leafy suburbs that are not challenging their pupils as well as they should be. He promised that all schools would be subject to scrutiny to make sure that they raised standards and he placed his faith in the new performance tables that would identify how schools perform in relation to children of high academic ability as well as to those of lower academic ability. There is no evidence that the new panacea of academisation will be any more effective than the old panacea of performance tables.
We welcome amendment 7, as it finally recognises that parents exist and have an interest in their children’s school. Frankly, though, it does not go far enough. The 2015 Conservative party manifesto boldly states that “power to the people” is “a core Conservative belief”. [Interruption.] Thank you. I am not sure whether that is right, but I do know that in this Bill that belief is not extended to the people most concerned about their children’s education—their parents. Surely parents deserve to be as fully engaged as possible in decisions affecting their child’s education. Where the ownership of the school is changing, they should surely have the right to be consulted, and not simply, in the Secretary of State’s words,
“given the opportunity to understand just how a sponsor aims to transform their child’s school.”
The right hon. Lady serves up advertising jargon when she should be giving power to parents.
The selection of a sponsor is a critical strategic decision. As the Sutton Trust has shown, not all sponsors are as effective as others. Some are failing to provide an acceptable standard of education. Indeed, Ofsted recently said that the Academies Enterprise Trust, the largest academy chain, is “failing too many pupils” and that poorer pupils are doing “particularly badly”. None of us wants that. We are agreed across the House on that, but the reality is that that is what is happening in a number of multi-academy trusts. Ofsted has also branded standards at secondary schools at another multi-academy trust, E-ACT, as “too low”, while the performance of pupils from poorer backgrounds was “causing serious concern.” This is the chain that wants to cut local people out of governance arrangements, replacing them with “academy ambassadorial advisory bodies”—more jargon.
Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)
My hon. Friend mentions Ofsted and power to local people. He may have seen the comments of Michael Wilshaw about Liverpool and Manchester. Does he agree that it vital to have solutions to bring about school improvements in great cities such as Liverpool and Manchester that are owned by local people and by local communities? Will he welcome the Liverpool challenge, which is seeking to address precisely the issues that Michael Wilshaw was talking about?
Mike Kane
To follow the comments of my hon. Friend the Member for Liverpool, West Derby (Stephen Twigg), Michael Wilshaw also commented today from London that Greater Manchester and Merseyside schools should have greater local involvement or more direction from local politicians. Has Government policy changed— we should now have a devolved structure for school administration—or has Ofsted under Sir Michael’s stewardship between 2012 and 2016 failed to improve standards?
Mr Barry Sheerman (Huddersfield) (Lab/Co-op)
To follow that up with another quick intervention, does my hon. Friend agree that too few MPs get involved in school improvement in the local area? Many MPs of all parties talk about schools as though they were experts, but they do not roll up their sleeves and do what our hon. Friend the Member for Stoke-on-Trent Central (Tristram Hunt) is doing—actually trying to make a difference on the ground.
Nic Dakin
I always listen carefully to what the former Chair of the Education Committee has to say, and he is right on this occasion. We all have a leadership role in our communities when it comes to supporting our schools and colleges and ensuring that they deliver.
This is the second occasion on which AET and E-ACT—the two largest multi-academy trusts in the country, responsible between them for 85 schools—have received significant criticism from the Independent Schools Inspectorate. That is telling. The Secretary of State is ultimately responsible for holding academies to account, but, two years after Ofsted’s warning that the trusts were failing to raise standards, we are again being told that their schools are not delivering for many pupils. I am sure we all agree that that is not good enough, and that it illustrates the size of the challenge.
Parents have a fundamental wish to be involved in their children’s education. A recent survey by PTA-UK found that 97% of parents wanted to be consulted when big changes were made to how their schools were run. When a school becomes a sponsored academy and the sponsor is chosen, that represents a big change and a big deal. Parents have an important role to play in challenging—and helping—school communities to improve, and their views should be taken into account at such important moments.
Steve McCabe (Birmingham, Selly Oak) (Lab)
Might there be a risk that the Government are laying the foundation for future legal challenges against academy trusts if the duty to inform turns out to be a duty to misinform, because they misrepresent the information to parents and they are not allowed to consult on it?
Nic Dakin
My hon. Friend has done a great deal of work on the Bill, and I am sure that Ministers have heard what he has said. No doubt their legal advisers will have already looked into the point very carefully, but they may want—with his assistance—to double-check the position. Why the Government cannot trust parents is beyond me, but the House has an opportunity to put that right by voting for our amendments (a) to (d).
There is real concern about whether the pool of current and potential academy sponsors has the capacity to improve additional schools. The Government’s own statistics show that only 15% of the 20 largest chains are performing above the national average, compared with 44% of maintained schools. Since September 2012, 75% of maintained schools have gained good or outstanding judgments, compared with 69% of academies. According to the National Foundation for Educational Research, in 2014 pupils at maintained schools achieved the same high standard of GCSE results as those attending academies. The facts suggest that the Government would help schools to improve by ending their ideological obsession with academisation, and pragmatically removing the bureaucratic barriers that prevent councils from intervening in underperforming schools.
In my constituency, Priory Lane school received an Ofsted judgment that meant that it needed significant improvement. The governors indicated that they wanted to go down the academy route, but that they wanted a choice of academy sponsor. Owing to a lack of academy sponsor capacity, the Department for Education and the regional schools commissioner could offer only one option, so governors and parents were presented with a “take it or leave it” choice. Despite representations from all and sundry—including myself—the Government remained adamant that the shotgun wedding would go ahead.
I understand where the Government were coming from, and, indeed, their sense of urgency and exasperation has been made clear today. In the event, however, owing to the skilled intervention of the local authority, a better solution was found. The school formed a federation with a successful partner, Westcliffe Primary, and that process is now benefiting both school communities. Ultimately, the local authority’s skilled intervention has produced a better outcome for children and parents—the very people on whom we should all be focusing. That is the sort of best practice that should be applauded and learnt from in the interests of children and parents everywhere. Of course we are pleased that the Government acceded to our arguments, and have included academies in the “coasting arena” so that action can be taken when necessary.
We come to the 80 lines of amendment 8, which was inserted to recognise that academies—as we already know—can also fail or be coasting and need improvement. Academy governance is a mess. There are 5,000-plus academies and 5,000-plus funding agreements. The private contract, as opposed to public law, cannot work for such a large number. It is a bureaucratic nightmare.
It baffles me that this Bill insists on treating schools differently depending on what type of school structure they have. If Ministers truly believe that no parent should have to put up with their child spending a single day in a failing school—to be fair, they have reiterated that today, and we agree wholeheartedly with them on it—and that leadership and governance should be replaced immediately, I simply cannot fathom why that would not apply to failing academies, too. Rather than double standards for pupils, there needs to be robust, purposeful action taken over any school that should be doing better.
In conclusion, let me remind Members of the words of Sir Keith Joseph, one of the Secretary of State’s illustrious predecessors, in introducing his 1984 Green Paper:
“Parents care about their children’s progress—how they develop and what they learn. They share the general desire for higher standards of education…We have not yet… allowed parents sufficient scope for discharging their unique responsibilities. Our education system is poorer for this. The Government now intends—while fully respecting the responsibilities of local education authorities—to extend its policies for raising standards in schools by enabling parents to improve the work of the schools.”
This is an old-fashioned one nation Tory who respected local authorities and wanted to empower parents. I applaud his words.
How times have changed when it is now a Labour Opposition who have to remind a Conservative Government of the need to respect parents and recognise the role of local government in providing oversight and accountability. Amendment 8 goes a tiny way towards bringing improvement by stating what funding agreements should say—whether they say or do not—about Government action when a school causes concern. Much more robust legislation is required, and the Minister might like to indicate whether it is true that the Government’s much touted next White Paper will ideologically academise the rest of the school estate. If so, will there be further reams of words trying to make sense out of nonsense?
The Labour amendment highlights the fact that when an academy has an Ofsted inadequate judgment, the Secretary of State must listen to representations from the school’s academy trust before taking further actions. No such opportunity is afforded to local authority-maintained schools.
The noble Lord Nash said amusingly in the other place when introducing amendment 8 that a myth had grown that Government
“somehow favour academies and hold them to account less robustly than maintained schools”,
adding:
“That is not the case.”—[Official Report, House of Lords, 16 December 2015; Vol. 767, c. 2095.]
He is clearly a dab hand at irony. The reality is that this clause further treats academies more favourably than maintained schools by giving them the right of appeal to the Secretary of State in these circumstances when maintained schools cannot.
Mike Wood (Dudley South) (Con)
Is it the shadow Minister’s party’s policy to retain existing academies? We are a little confused as to where it currently stands on the issue of the academy system.
Nic Dakin
There is absolutely no confusion. We are just arguing that, whatever title there is above the door to the school—academy, free school, maintained school, university technical college or whatever—the same rules should apply, and all those rules should recognise the importance and the role of parents.
Labour believes that all schools should be treated equally. There should not be preferential treatment of schools that are academies compared with maintained schools when either are failing or coasting. Academies that are failing should have no more rights than maintained schools that are failing. There should be a level playing field for children, parents and communities, whatever the structure of the school. Labour believes that a partnership with parents is key to a strong education system, which is why we continue to argue that when their child’s school is to academise or the academy’s sponsor is to be changed, parents should be consulted.
Lords amendment 1 agreed to.
Lords amendments 2 to 6 agreed to.
After Clause 12
Amendment (a) proposed to Lords amendment 7.— (Nic Dakin.)
Question put, That the amendment be made.
Oral Answers to Questions
Nic Dakin Excerpts(8 years, 3 months ago)
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Sajid Javid
My hon. Friend is right to talk about SMEs being the lifeblood of the economy in terms of the employment and growth that they produce. We have taken a number of measures, including cuts to tax and to regulation. Later on today, I will be opening the Second Reading debate on the Enterprise Bill, when we will announce a number of new measures.
Nic Dakin (Scunthorpe) (Lab)
T4. The welcome new procurement guidelines for steel are worthless unless they have an impact on procurement practice. What are the Government going to do to ensure that this is delivered properly? How will they ensure that all Departments and government contractors follow these guidelines? How will the Government assess their impact?
Anna Soubry
The hon. Gentleman makes a good point, and he will of course know that 98% of Network Rail’s tracks are made in his constituency. He can be assured that we will make sure there is real delivery on those procurement changes. May I just pay tribute to the councils of Corby, Sheffield, Powys, Cardiff, Rotherham and his own in North Lincolnshire, all of which have signed up to the new agreement to make sure that in their procurement they use sustainable and brilliant British steel?
Oral Answers to Questions
Nic Dakin Excerpts(8 years, 3 months ago)
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Mr Gibb
It is not necessary to spend that kind of money recruiting teachers, because there are many free websites for teacher recruitment. I have been to many schools that have very imaginative ways of recruiting—going into sixth forms, local employers and universities to recruit graduates for their School Direct scheme—and they find very high-quality graduates coming into teaching. The challenge we face in this country is that we have a very strong economy, which is something we would not have were the hon. Gentleman to become Chancellor in a future Labour Government.
Nic Dakin (Scunthorpe) (Lab)
Demand for teachers is growing. Are the Government, despite Ofsted’s warnings, still burying their head in the sand about the teacher recruitment and supply crisis on their watch? If they are not, what are they doing about it?
Mr Gibb
We are certainly not burying our head in the sand. We have the highest number of teachers—there are now 455,000, so 13,000 more today than there were in 2010. We are also taking action to deal with the challenge of having a strong economy. We have introduced bursaries—up to £30,000 for top physics graduates. We have introduced the “Your future their future” advertising campaign. We have removed the cap on physics and maths recruitment. We have expanded Teach First. We have incentives for returners; some 14,000 returners came back into teaching last year, which is a record number. We are improving behaviour in our schools to improve retention, and we are dealing with the workload, which is one of the reasons why teachers say they leave the profession.
Childcare Bill [Lords]
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Jenny Chapman
It’s fantastic stuff, isn’t it? There is more:
“With a Conservative Government, you will get 30 hours of free childcare a week”.
Marvellous! Had I believed it, I might just have voted for it myself.
The trouble is that thousands of families did believe the Prime Minister when he promised to double the 15 hours of free childcare per week. How disappointed they will be to discover that the promise was false! Even those who dug deep and read the small print will be disappointed. When he made the promise, there was a caveat in the notes at the bottom of the press release: children will get the free childcare only if their parents are working more than eight hours a week. Thousands of families in which both parents worked more than eight hours a week each could plan on that basis, or so they thought—the Bill says nothing about eight hours. The Government now say that both parents must be working at least 16 hours a week, at the minimum wage, or, just to confuse things a bit more, earning above the equivalent earnings of 16 hours per week on the minimum wage but in fewer hours.
The Government, in their spin, misled the public, then they misled families with the detail, and now they are confusing parents and providers with the implementation. That is why I support new clause 1. It is necessary to ensure the Government examine the Bill after its enactment, which could have some serious unintended consequences. The first potential consequence I would like the Government to monitor is the impact on the supply and quality of childcare places.
Out-of-school Education Settings
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Nic Dakin (Scunthorpe) (Lab)
The fact that more than 20 right hon. and hon. Members have contributed to the debate shows how big the concern is about the issues that have been raised. I congratulate the hon. Member for Gainsborough (Sir Edward Leigh), whose constituency neighbours mine, on securing the debate and on raising so many pertinent questions.
The first thing to be clear about is what problem the Government are trying to sort out. The main spur for their desire to review the registration system for out-of-school education settings seems to be the serious problems discovered in a number of unregistered schools in Birmingham. In July 2015, Ofsted warned the Department for Education that high numbers of pupils were dropping off the radar and potentially ending up in unregistered schools, where they could be exposed to harm, exploitation or the influence of extremist ideologies.
In early November, Ofsted identified and inspected several unregistered schools in Birmingham, finding a “narrow Islamic-focused curriculum” and the use of
“misogynistic, homophobic and anti-Semitic material”,
along with “serious fire hazards”, “unhygienic and filthy conditions” and staff who had not undergone suitable checks or who did not have clearance to work with children. It immediately informed officials at the Department. Yet, when it returned on 30 November, four weeks after the initial inspections, it found that all the unregistered schools were still operating.
Rather than immediately stopping the unregistered schools operating, the Department for Education seems to have advised the proprietors that they could register their provision. That suggests that the Department perceived what was taking place as acceptable practice. Ofsted expressed serious concerns that that could encourage others to open such schools. The illegal schools were closed down only after Ofsted inspectors remained at the premises until they were satisfied that the schools had ceased operating and that alternative arrangements had been made in registered schools for all the children, with the support of local authority officers. Ofsted says that that was achieved despite “confusing and unhelpful” advice from the Department.
Graham Stuart
My hon. Friend the Member for Gainsborough (Sir Edward Leigh) referred earlier to the ultra-Orthodox Jewish Charedi Talmud Torah Tashbar school in Stamford Hill, which apparently operated illegally for 40 years. The Department for Education, Ofsted, local authorities and others need to enforce the existing law before they are capable of extending it elsewhere. Let us enforce the existing law first and then consider extending it, once we can do what we are already supposed to properly.
Nic Dakin
Absolutely. Ofsted remains concerned that the number of children being educated in unregistered schools in parts of the country is far higher than is currently known by the Government.
When confronted with the real issue, the Government were slow to act, allowing children to remain exposed to a narrow and negative curriculum in unsafe premises, in the care of staff who had not been cleared to work with children. Every day that children remain in such a setting is a day too long. The Government have a basic responsibility to ensure that children are kept safe, yet despite warning after warning, they failed to act swiftly and deal with the issue.
The prohibited list of activities in paragraph 3.19 of the consultation document seems highly appropriate. I agree that action should take place immediately to investigate genuine concerns and evidence of out-of-school settings engaging in prohibited activities. That seems common sense, but as many Members have pointed out, there are lots of ways in which it can be done already under current legislation.
The question remains: does the direction of travel in the consultation document deal with the actual problem? As I said earlier, it seems that the main spur for the Government to review the registration scheme for out-of-school education settings is the serious problems discovered in a number of unregistered schools. I am sure the Minister will take time today to explain why the Department failed to act as swiftly and effectively back in November as we all would have wished it to.
When Ofsted investigated those unregistered schools, it found timetables suggesting that teaching was taking place in institutions for at least 20 hours a week, despite the fact that anywhere offering more than 20 hours of teaching a week is legally obliged to be registered as a school. The reality is that those institutions should therefore have already been registered under current legislation and subject to inspections and safeguarding requirements that ensure children receive high quality education and are well looked after.
Before we even begin to examine the appropriate threshold for registering schools, the most important question to answer, in my mind, is: why were those institutions, which should have already been registered, allowed to go under the radar? Without explaining that and what is going wrong in the Department for Education, the Government are wholly unable to justify the changes they propose as being the robust action needed to tackle the real problem.
As the situation in Birmingham demonstrates, the Department for Education is evidently unable to monitor and ensure that all provision that breaches the threshold set is actually registered in the first place. That issue goes to the heart of what is wrong with the Government’s approach to our schools today. There is an obsession with school structures, at the expense of driving improvement in education for all children, which has created such a fragmented system of oversight for schools that some children are dropping off the radar and ending up in harm’s way.
The report published today by the Select Committee on Education supports that. It finds that oversight of our schools is not being carried out by Whitehall effectively. The model of eight regional schools commissioners, each responsible for thousands of schools across very large areas, is not working well to identify problems and to challenge and support schools to improve, let alone to spot the provision going under the radar, which is at the heart of the problem.
At the same time, local authorities are not empowered with the responsibility and capacity to act when inappropriate things are happening and children are potentially at risk. They do not have the resources to ensure they have strong intelligence about what is happening on the ground and that appropriate action is taken when things go wrong. Further cuts to local authority budgets, as promised by the current Government, will only weaken that situation even more.
The truth is that the Department for Education is currently failing on all its route 1, basic duties. Are we recruiting enough teachers? As the hon. Member for Eastbourne (Caroline Ansell) pointed out, there are chronic shortages of teachers up and down the country. Are we providing enough school places? Instead, some families applying last week will go straight on to a waiting list with no offer of a school place, and soaring numbers of children are being crammed into ever expanding classes.
Nic Dakin
It is the point. It is important that we concentrate on the key issues, and at the heart of this is a failure of oversight. Are we ensuring that all children are safe and out of harm’s way when they are in school or out of school?
As we have seen time and time again since 2010, this Government are not delivering on the big issues. There is real concern in the wider community that the Government are using a sledgehammer to crack a nut, tying up many voluntary organisations and faith groups in more red tape that makes it look as if the Government are doing something. They already have the powers to act, but they have a track record of being slow to use them.
I fear that this is all about activity, rather than action. As the hon. Member for Belfast East (Gavin Robinson) said, what is being proposed is wide and shallow, when what we need is something narrow and deep. That is very pertinent to the debate. It is rather like a teacher keeping the whole class in at break to teach them a lesson, when just one pupil had been misbehaving. It is better to use our energies and finite capacity to deal with the actual problem in a focused way.
Will the increase in red tape make it more likely that people running unregistered provision get it registered—which is part of the problem—or will it end up putting an administrative burden on various voluntary and charitable organisations running youth activities, including Sunday schools? If so, for what purpose? I would be grateful if the Minister—who is a very good Minister, I have to say—focused on the following questions when he responds. How many registered out-of-school settings are there under the current system? What is the Government’s estimate of the number of unregistered settings that should be registered under current legislation? What steps are they taking to register those settings? What is the Government’s estimate of the number of out-of-school settings that would need to be registered if the proposals in the consultation were where we ended up?
Oral Answers to Questions
Nic Dakin Excerpts(8 years, 4 months ago)
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Sajid Javid
Let me commend my hon. Friend on her efforts to encourage businesses in her constituency to export more to China. While exports to China have doubled in the last five years, there is a lot of potential and a lot more that we can do. The recent visit by the Chinese President helped to highlight that, and the effort that my hon. Friend is making with UK Trade & Investment, the China-Britain Business Council and others provides an example to us all.
Nic Dakin (Scunthorpe) (Lab)
What steps has the Secretary of State taken since the steel summit to increase trade opportunities for the UK steel sector?
Sajid Javid
The hon. Gentleman makes an important point. The more we can export of higher-value steel products, the more we can help. We have been discussing this with UKTI and steel producers. We are coming up with a plan, and this will certainly feature in the trade meetings we have in due course.
Oral Answers to Questions
Nic Dakin Excerpts(8 years, 5 months ago)
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Nic Dakin (Scunthorpe) (Lab)
We support moves towards fairer funding. Can the Secretary of State reassure head teachers who are worried about how the changed funding formula will impact on their schools that transition from the old to the new formula will be achieved in a way that ensures that no school will lose out in cash terms if their pupil numbers remain the same?
Nicky Morgan
I thank the hon. Gentleman for his question. I know that, in the past, he has been an influential member of the f40 group of local authorities. We will have a full consultation. We absolutely realise that we will not solve the problem by making schools’ lives more difficult. Last week, my right hon. Friend the Chancellor confirmed that core schools funding is protected in real terms per pupil until the end of this Parliament.
Compulsory Emergency First Aid Education (State-funded Secondary Schools) Bill
Nic Dakin Excerpts(8 years, 5 months ago)
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Nic Dakin (Scunthorpe) (Lab)
I am going to be fairly brief, because I agree very much with the hon. Member for Berwick-upon-Tweed (Mrs Trevelyan) on the importance of having the opportunity to vote on this Bill. This is a Second Reading debate, so we are talking about whether, in principle, the Bill should go into Committee, where we will be able to deal with some of the issues raised by the hon. Member for Calder Valley (Craig Whittaker), for whom I have a lot of regard, having served with him on the Education Committee. Those sorts of issues can be addressed in more detail in Committee; it is what the Committee stage is there for. The concerns raised by the hon. Member for Newark (Robert Jenrick) would also come into that category.
In starting my speech, I should praise my—
Nic Dakin
I am not going to give way because, as I said, I am going to be brief. I am going to praise my hon. Friend the Member for Erith and Thamesmead (Teresa Pearce) for all the work she has done in bringing this Bill to us today and in getting the support she has. It is worth noting that Members from four different parties have signed up as sponsors of the Bill, which demonstrates the strong cross-party support it has, both within this House and outside it. We have heard 10 speeches today. In the two speeches to which I have referred, we heard valid concerns that could appropriately be dealt with in Committee. The hon. Member for South East Cornwall (Mrs Murray) has also raised, in her interventions, the sort of concerns that should be followed through in Committee. As my hon. Friend the Member for Erith and Thamesmead said in response to an intervention from the hon. Member for Bury North (Mr Nuttall), people with those concerns will be welcome on the Committee, in order to make sure we get the Bill right, because that is the purpose of that stage. Without going through the detail of what the other eight Members said, it is worth saying that we heard eight very strong speeches from across the House, each of which was strongly in favour of the Bill. The speakers drew on their own personal and professional experience to give strong evidence as to why the Bill should go into Committee. They also brought information from outside this House in support.
I agree with the Bill in principle. I believe it is important to help people look after each other. Improving our health is the product of many activities, and this does not just come from government; these things are done in communities, schools, workplaces, businesses and homes across the country. I recognise the need to train as many people as we can, particularly young people. Many hon. Members have alluded to the fact that the things we learn when we are young, be it in the girl guides, through St John Ambulance or at school, often stay with us almost instinctively throughout life. The skills needed to step in and help in an emergency are exactly the sort of things that could assist in the circumstances that many Members have alluded to in the debate. That is why at the general election Labour called for young people to have had access to emergency first aid training, including CPR, by the time they leave school.
I will be supporting the Bill, but, as I have indicated, I will be seeking further improvements to the Bill in Committee to address some of the issues that have been raised in the debate, so that it can offer a more holistic approach to emergency first aid training and so that schools can work with the voluntary sector to deliver the Bill’s aims. As it stands, the Bill places a strong onus on schools to provide the training, and that could be seen as prescriptive. I do not think that is the intention, and the opening remarks made by my hon. Friend the Member for Erith and Thamesmead clearly showed that. It will be important that those things are tackled as we go through the detail of the Bill in Committee.
Mrs Sheryll Murray
Why, then, does the Bill say that this is to be compulsory?
Nic Dakin
I have run an educational establishment, so I know all the complexities and challenges involved in making sure that things happen. Something can be compulsory yet still be delivered across a spectrum of different ways. That area can be dealt with in Committee, and I hope that the hon. Lady will offer to serve on it, because she has expertise that would be helpful in ensuring that we get this right.
The Government should take this opportunity to work with the third sector to support schools and young people in having access to this training. Taking the Bill into Committee represents an excellent opportunity to deliver the will of this House, as it has been clearly expressed today, and to progress things further. That stage will provide us with something we can consider further once the Bill returns.
Mr Gyimah
I am glad that you have grasped the point so quickly, Mr Deputy Speaker. Some of those proposals are niche, to say the least, but when made they all have a strong and persuasive argument behind them, with support from a strong campaign. If we were to include each of them in the national curriculum, we would have to ask what they displace, how we account for the time and how things develop. If the Government were to tell schools that they should teach about the dangers of tobacco, about gardening and about road safety along with every one of the issues that I listed earlier, we would be prescribing a very long list of specific content that should be covered, which would be unproductive. It could lead to a tick-box approach, as my hon. Friend the Member for Newark (Robert Jenrick) mentioned, that does not properly address the most important issues.
