Nick Gibb
Main Page: Nick Gibb (Conservative - Bognor Regis and Littlehampton)Department Debates - View all Nick Gibb's debates with the Department for Education
(8 years, 1 month ago)
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Lisa Nandy
I suspect that the Minister would reply that the Government want to expand the number of places in grammar schools, so that more children will get in. There is no question but that grammar schools outperform non-selective schools in terms of exam results, but the Government make a great leap in claiming that grammar schools are somehow intrinsically better for the children in them than other similar schools in the area. I want the Minister to consider for a moment that there is evidence to the contrary.
We know that when grammar schools were the norm, working-class children were far more likely to drop out of those schools. The Robbins report revealed that only 2% of children whose parents were semi-skilled or low skilled then went on to university. The Minister’s claim that disadvantaged grammar school pupils are more likely to go on to a Russell Group university, which I have heard him repeat often, is based on research that does not control for prior attainment. He also often mentions the Sutton Trust research. The 2011 report concluded:
“Given their selective intake, grammar schools would appear to be underrepresented among the most successful schools for Oxbridge entry”.
All I am asking the Minister to do is consider the whole range of evidence on this subject and base education policy on it accordingly. This morning before the Education Committee we saw what happens when Ministers do not do that. He was forced to admit that in areas of selection, the impact on children in non-selective schools is mixed. Until now, he has been fond of citing one report by the Sutton Trust, which says that there is no negative effect on children who are not in grammar schools in areas where there is selection, but against that the Education Committee was able to cite Dr Becky Allen, the Institute for Fiscal Studies, the Education Policy Institute, and the education journalist Chris Cook, who found that the only thing that shifts in areas where selection is introduced is who does well, not how many do well, and that, put simply, the better-off do well at the expense of the rest.
Policy Exchange set out clearly the stark impact in terms of lost opportunities and earnings for those who do not attend grammar schools, and the Institute for Social and Economic Research says that for girls there was some raised wage potential, but not for boys.
The Minister for School Standards (Mr Nick Gibb)
The evidence this morning was that there was no negative effect in areas of selection or a slight negative effect of one tenth of a grade in those pupils in non-grammar schools in selective areas. There are other reports that say that the negative effect is slightly higher, but what the hon. Lady is describing and what those reports are describing is the current situation, and it is the situation that prevailed when Labour was in power for 13 years. The consultation document seeks to find a solution to that problem by requiring all new grammar schools that are established and all grammar schools that want to expand to help raise the academic standard in those non-selective schools in those areas—something that her Government did not propose, and her party today are not proposing.
Lisa Nandy
What I am asking the Minister to understand is that this new approach set out in the consultation document is based on no evidence. If he says that we have to discount all the evidence that we have had about the education system thus far, it is incumbent on the Government to prove that this new, expensive approach, which will be highly disruptive to children’s education and to the education system as a whole, will be better for children. This morning at the Education Committee the Minister was forced to admit that there is no evidence that it will be better.
My hon. Friend the Member for Gateshead (Ian Mearns) put to the Minister a simple proposition: there are areas of the country, as we have already heard, where selection still exists. Kent is the one that my hon. Friend mentioned to the Minister when he said that if the Minister is so sure that the new system will work and if he is so keen to explore new ways of working, why does he not pilot it in one area of the country. I ask him please not to inflict an experiment based on such flimsy evidence on millions of children who cannot afford for the Government to fail.
Neil Carmichael
What I did think was slightly amusing was that, again, in this time of Brexit, we were given the example of the Netherlands as a country to emulate, given that we are departing from the European Union and that the Netherlands is a component part of it. I take the point, but it actually rests on another, which is that we have significant cultural differences with those countries—certainly with the other two my hon. Friend rightly mentioned. The issue of whether we can actually transpose their systems, when there is such a cultural difference, would raise a few questions.
Mr Gibb
At this time of Brexit, would my hon. Friend not share my worry that, of those level 5 pupils—those able children—leaving primary school who go to grammar school, 78% achieve the EBacc, including a foreign language, whereas only 52% of those who go to a non-selective school achieve the EBacc?
Neil Carmichael
The Minister is right in what he quotes, but the solution is really to make sure that those schools that are not doing well enough do better—I would have thought that that was elementary.
Lucy Powell (Manchester Central) (Lab/Co-op)
I am very pleased to speak in this debate. It is the first opportunity I have had to speak in an education debate since I resigned from the shadow education brief. Almost a year ago, I led opposition to Government plans to open a so-called annexe of a grammar school in Kent. I cannot quite believe that in 2016 Britain we are seriously contemplating a return to selection at 11, given all the progress in education that we have made over the past 20 years.
Before I get to the meat of this debate, and why I believe that grammar schools will take backwards the agenda of opportunity for everybody that the Prime Minister says she supports, I want to mention social mobility, which the Chair of the Education Committee, the hon. Member for Stroud (Neil Carmichael), spoke about. Too often, social mobility is thought of in terms of plucking the one or two lucky ones out of disadvantage and taking them to the top—the “council house to the Cabinet table” journey. This understanding is really unhelpful when looking at the deep-seated challenges that our country’s education system faces and the complex policy solutions required to overcome them. Social mobility is, and should be, about people, starting as children, being able to make economic and social progress, unconfined by the disadvantages they begin with and achieving to their full potential.
The barriers to this in Britain today are manifold. In education, as the hon. Gentleman said, the long tail of underachievement and the educational attainment gap between the disadvantaged and their peers, which is now widening, not narrowing, under this Government, should be the focus of public policy, as it has been for the past two decades. A concerted strategy for narrowing the skills gap and the productivity gap would boost social mobility for the many. Breaking down the social barriers in accessing opportunities in work and in life is also key. None of these fundamental and deep-rooted problems is addressed by a policy that focuses entirely on the already high attainers and the already advantaged getting a more elite education. The Prime Minister says that she wants opportunity for everyone and every child to be able to get as far as their talents and hard work will take them. I agree with those aims, as would, I am sure, all of us in this House today, but her means are entirely wrong. Not only would the reintroduction of grammar schools push this agenda backwards and be “retrograde”, as the chief inspector of schools describes it, but, as my hon. Friend the Member for Leicester West (Liz Kendall) said, the policies and interventions that do work will also go backwards under this Government.
Let us now look at both these issues. First, on academic selection and the reintroduction of grammar schools, the evidence is clear, as my hon. Friend the Member for Wigan (Lisa Nandy) and others have said. Internationally, the systems in countries that make greater gains for children in the bottom half of the income distribution are comprehensive, not selective. That is why the OECD has concluded that countries with selective education systems perform less well on average than countries with more comprehensive systems. In England, the highest performing boroughs are comprehensive. London, for example, outperforms both selective areas and the national average in its bottom and top results at GCSE. By contrast, the attainment gap is worse than the national average in eight out of nine fully selective areas.
Lucy Powell
These are figures that the House of Commons of Library has produced for me today on grammar schools and fully selective areas, and the Minister will be aware of them.
In Kent and Medway, poorer children lag behind while richer children move ahead, and the losses at the bottom are much larger than the gains at the top. That pattern is a feature of selective areas in England. Let us compare fully selective Kent with comprehensive London. Just 27% of children eligible for free school meals in Kent achieve five good GCSEs, while the national figure is 33% and the figure for London is 45%. I have to ask the Government yet again: why not focus on sharing the good practice of London, rather than spreading the poorer practice of Kent?
Furthermore, disadvantaged children in selective areas do worse for the rest of their lives. The practice of coaching children to pass the 11-plus in selective areas is rife, as we have heard. That is why the proportion of disadvantaged children at grammar schools is so extremely and embarrassingly low—just 2.6% of kids on free school meals attend grammar schools. Overall, grammars admit four to five times as many children who went to independent and prep schools than children who are eligible for free school meals.
That is why Lord David Willetts, the former Conservative Minister, has described grammar schools as an
“arms race of private tuition for rich parents”.
Any parent would understand why that is the case. Of course most parents would want their children to go to a school full of clever children where their social networks would be developed, where it is easier to recruit and retain teachers and where success helps to breed further success. However, the majority of their kids will not get in. To suggest that the very existence of grammar schools does not disrupt the wider education system and outcomes for everybody else—the 80% who do not get in—is plain wrong. That is why, in today’s papers, school leaders in Conservative Surrey have said that they are vehemently opposed to grammar schools. They echo the many concerns raised by others about the impact of creaming off the brightest and the best and stigmatising the rest.
We, as policymakers, should be leading the debate. As my hon. Friend the Member for Wigan has said, we should be shouting from the rooftops about how great many more of today’s schools are. The top-performing comprehensives, which take in many thousands more poorer children than the grammar schools do, are just as good as, if not better than, the best grammars. Those comprehensive schools provide opportunity, stretch and good outcomes for all children, not just for a few. As I said at the start of my remarks, it is particularly important in today’s world that social networks and community cohesion should be available to everybody, and comprehensives offer those things.
I am really proud of the fact that I went to a local comprehensive school in Manchester. In fact, my hon. Friend the Member for Wigan attended the same school. But hon. Members should be under no illusion simply because we have made it this far. In the era when we attended that school—Parrs Wood High School—too many children were failed. We had some great teachers, but education was poorly resourced and too many children were allowed to slip through the net.
I am proud that my eldest child now attends the same school. It is a truly comprehensive school, in which 40% of kids are on free school meals, and it achieved its best ever results this year, with 72% of children gaining five A* to C grades in subjects including English and maths. Like many of the best comprehensives, it has a strong gifted and talented programme—pretty much dropped by this Government when they came in—and fluid streaming and setting in many subjects. That is what the best schools do: they stretch all kids as they develop and create a school-wide ethos of success and achievement.
Even though education was not so great in my day, it mattered hugely to my peers and to kids from all backgrounds that they could mix socially and academically, raising aspiration and attainment for everybody. The dozens of Manchester school kids whom I meet every week can see that I went to a local comprehensive school, just as they do. They can see that there is no barrier to what they can achieve. What a damning verdict it would be on our country if we went back to an era when we told four out of every five children at the age of 11 that there was a cap on their potential and that only the grammar school kids could go far.
I could give Members many examples of outstanding secondary schools across Manchester today that are delivering real progress for huge numbers of disadvantaged kids: Wright Robinson College, Trinity High School, Manchester Enterprise Academy and Whalley Range High School—the list could go on. That is why the Education Policy Institute found that the overall improvements in education over the last 20 years, including the sponsored academy programme, have had a much more significant impact on attainment among disadvantaged children than any expansion of grammar schools could possibly have.
We are all sitting here and asking the same question: why are the Government proposing to bring back grammar schools, when the evidence is so clear? One can only assume that the decision is based on ideology and not on sound policy. In pursuit of this ideology, Ministers have scrabbled together a pretty flimsy Green Paper and cherry-picked a few bits of—I am sorry for the pun—selective evidence. First, they cling to research that shows that the tiny number of children on free school meals who get into grammar schools do better than those who do not. What a deeply dubious argument. Not only is that tiny number not comparable with the huge number of children who are not at grammars, but, by definition, those few children are already high attainers at key stage 2. If we look at the top attainers at key stage 2 from all backgrounds, we see that they do just as well at the best comprehensives as they do at grammar schools.
Mr Gibb
The point I was trying to make earlier was that that is not the case. Of the children who leave primary school having achieved level 5 in the key stage 2 SATS, 78% of those who attend grammar schools go on to get the EBacc, but only 52% of those who go to a non-selective school achieve the EBacc. So those children do not achieve as highly in non-selective schools as they do in selective schools.
Lucy Powell
If the Minister is basing an entire, huge change in education public policy on the narrow measure of modern foreign languages at GCSE, good luck to him. As he knows, we cannot compare a tiny number of pupils—I think it is 3,000—who are on free school meals in grammar schools with the tens of thousands of high achieving children on free school meals in other schools. Schools in which three or four children out of 700 are on free school meals face a completely different challenge from that faced by schools such as most of those in my constituency, where 70% or 80% of kids are on free school meals. The challenge for the latter schools in educating children on free school meals is significantly greater. The Minister is not comparing like with like, and he knows it.
Those who are not high achievers at 11—the vast majority of children, who do not get that level 5—do better in comprehensive systems than in selective ones. The Government also argue that by changing the nature of selection and somehow making getting into grammar schools tutor-proof will solve the problems. We have already heard how difficult that is, but I beg to differ in any case. If the Government are pushing forward with this policy on that basis, why not enforce a requirement on today’s grammar schools to take a larger number of children on free school meals? They should do that first and prove their point, if they are so confident of their argument, and then they should come back to the House in two or three years’ time and show us that it is possible to narrow the gap in selective areas.
The Prime Minister’s final straw in justifying the policy was that
“it is wrong that we have a system in this country where a law prevents the opening or expansion of good schools.”—[Official Report, 19 October 2016; Vol. 615, c. 806.]
She seems to see no irony whatsoever in the fact that her Government has banned the opening of good schools by anybody other than a free school sponsor, which has led to the school place crisis and a system that is in utter chaos.
I almost find it depressing that we again have to rehearse these arguments when the overwhelming evidence is clear. The evidence base for policies and interventions that work and that tackle the educational attainment gap has also become much clearer. Let us recap what they are: quality in early years, as my hon. Friend the Member for Leicester West said; a deep pool of excellent teachers; and adequate resources targeted at closing the gap and providing opportunity for all. I will look at what is happening in each of those areas under this Government.
For early years, yes, more resources have gone in, as the importance of affordable childcare becomes a political imperative and an economic necessity. I welcome the focus on enabling more parents to work, but the critical issue of quality early education in narrowing the gap has taken a backward step. We know that by the age of five, the developmental gap between disadvantaged children and their peers is already very clear—it is equivalent to at least 15 months—yet what is happening today is the opposite of what is needed to close the gap. Remarkably, in many parts of the country, after years of focus by the previous Labour Government and many councils, we have some of the highest-quality early years provision in some of the most deprived communities—the silver bullet of education—through many maintained nursery schools and free places in school nurseries. Yet in an attempt to deliver its pledge of 30 hours free childcare for working parents—by definition, they are more likely to be better off—the Government are prohibiting councils from investing in quality or subsidising places for non-working parents. I could go into many more reasons why the quality of early years provision is going backwards.
As hon. Members have mentioned, there is a growing teacher supply crisis in this country today. Unless urgent action is taken to address this acute problem, any other education policy is meaningless and will fail. We all know that the kids who pay the highest price when teacher supply falls, and therefore quality falls, are those who are least advantaged and least able to help themselves at home.
Finally, on resources, there have been welcome increases in education budgets during the past 20 years. Schools have been able to use additional targeted interventions, such as the pupil premium, to level the playing field in everything from one-to-one tuition and support to paying for uniforms, music lessons and school trips for kids who would not otherwise be able to afford them. However, I know from talking to heads in my area that with the biggest cuts to school budgets in a generation—about 8% during this Parliament—it is exactly such support that is going first.
Any Government who purport to have an interest in educational equality and social mobility must look seriously and quickly at these pressing issues, before we even get to those involving technical education and skills, and access to jobs. Such an agenda would keep any Minister busy, so why, after six months of unnecessary distraction with the forced academisation agenda, which has now been dropped, are Ministers creating yet another unnecessary upheaval in school structures? This time, support for their proposals is even more narrow, the evidence base even more flimsy and the outcomes even more divisive. It is time for the Government to drop these damaging proposals and get back to the task of investing in early years education, addressing the teacher supply crisis and stopping the harmful cuts to school budgets.
The Minister for School Standards (Mr Nick Gibb)
I congratulate the hon. Member for Wigan (Lisa Nandy) and my hon. Friend the Member for Stroud (Neil Carmichael) on securing this welcome and important debate on a crucial issue facing our country.
The Government are determined to deliver the good school places this country needs. Since 2010, more than 1.4 million more pupils are in good or outstanding schools, and we have created over half a million new school places in that period, in direct contradiction to the last Labour Government, who cut 200,000 primary school places at a time when the birth rate was increasing.
Yet too often, parents do not have the choice of a good school place for their child. In 65 local authorities, fewer than half of children have access to a good or outstanding secondary school within three miles of their home. For these pupils, the chance of getting the best education depends not on talent or hard work, but on where they live and how much money their parents have.
The focus of the Government under this Administration and the previous one has been on driving up standards in schools, so that every child receives the education they need to reach their potential. Thanks to the hard work of hundreds of thousands of teachers and the reforms we have introduced over the past six years, our school system has improved dramatically.
The Government have reformed the primary curriculum, so that it is on a par with the best in the world. Evidence-based teaching practice such as “maths mastery” and “systematic synthetic phonics” is revolutionising the way primary pupils are being taught maths and how to read. This year, as a result of our reforms, 147,000 more year 1 pupils are on-track to becoming fluent readers than in 2012.
Lucy Powell
The Minister is highly amusing. On a more serious point, I am sure I will disagree with much in his speech, but I have to take issue with him if he is coming to this House to talk about this year’s SATs results. Is he pleased that after the chaos and confusion he has caused in this year’s SATs, at key stage 2 we saw a drop in the proportion of those meeting national expectations from over 80% to just 53%? Is he happy with that appalling drop in results?
Mr Gibb
The standards are significantly higher, and schools are raising their game and adapting to the new significantly higher standards. Some 66% of primary school pupils reach the expected standard in the reading tests and 70% reach the expected standard in maths. The hon. Lady is right that the combined reading, writing and maths result came to 53% but that is for the first year of the significantly more demanding SATs, based on a significantly more demanding national curriculum that puts our school system on a par with the best education systems in the world. That is the way to prepare young people for life in modern Britain and life in a globalised competitive world.
Lucy Powell
Many parents and teachers listening will be aghast at that. I give the Minister one more opportunity to apologise to teachers and parents for the fact that the Government did not embed those changes properly and did not give enough time to teachers and that the poor kids who have just left year 6 have now been branded as not reaching the national expectation. There is no difference from the children or the teaching of the year before, but because of the difference he personally has made, those results have dropped by 30%. Will he apologise for that?
Mr Gibb
But the children are better educated as a consequence of a national curriculum that is more demanding and that requires children to become fluent readers and to understand grammar, punctuation and spelling, and to do long division and long multiplication instead of chunking and the grid method. Children will leave primary school better educated—more fluent readers and more fluent in arithmetic—as a consequence of our reforms.
These reforms do take time to embed, however. We published that new curriculum in 2013, and it became law in September 2014, but of course it will take some schools longer than others to adapt to it. But one thing I am sure of is that teachers up and down this country are conscientious; they are working hard and are responding very well to a brilliant, more demanding new curriculum.
In secondary education, we have ended grade inflation and empowered teachers and headteachers to deal with poor behaviour. We have also removed GCSE equivalents and prioritised the teaching of core academic subjects, so that more children are taught the knowledge they need to flourish. But we need to do more. There are still more than 1 million children in schools that are not good enough, and that is why we are consulting on a range of measures to look at more ways to increase the number of good school places. We want to tap into the knowledge and expertise of this country’s world-leading universities and independent schools. We want to remove the restrictive regulations that are preventing more children from going to a high-quality faith school. We also want to end the ban on opening new grammar schools.
Faith schools make up around a third of all mainstream schools in England. As the Second Church Estates Commissioner, my right hon. Friend the Member for Meriden (Dame Caroline Spelman) said, the Church has 4,700 schools. Faith schools are more likely than non-faith schools to be rated as good or outstanding, with 89% of primary faith schools reaching those standards. The current rule, designed to promote inclusion by limiting the proportion of pupils that oversubscribed new faith free schools can admit on the basis of faith, has not worked to combat segregation. Worse, this burdensome regulation has become a barrier to some faith groups opening new schools. Most markedly, it is preventing the establishment of new Catholic schools. The absurdity of the current rule is exposed when we consider that Catholic schools are more ethnically diverse than other faith schools, more likely to be located in deprived communities and more likely to be rated good or outstanding by Ofsted. There is growing demand for them in this country. If this restrictive regulation is removed, the Catholic Church hopes to open up to 45 new schools by 2020, and the Church of England has said that it hopes to open up to 100 new schools in a similar timeframe.
With this greater freedom will come strict rules to ensure that every new faith school operates in a way that supports British values. We will also explore ways to use the school system to promote greater integration within our society, such as requiring new faith schools to establish twinning arrangements with other schools not of their faith. The Government are also consulting on lifting the ban on more grammar school places being created. Ofsted rates 99% of grammar school places as good or better, and 82% are rated outstanding. In a school system where over a million pupils are not getting the education they need and deserve, it cannot be right to prevent more good and outstanding selective school places from being created.
Lucy Powell
On that point, will the Minister look at the ban imposed by his Government on good and outstanding local authority schools opening new schools? Will he also ensure that maintained nursery schools— 98% of which are also good or outstanding—can open new schools? That, too, has been banned by his Government.
Mr Gibb
We want a diverse education system. At the moment, 40% of secondary schools and nearly 80% of primary schools are still run by local authorities. We want to open that up to create a more diverse system of education with more providers coming in. That includes providers such as the West London Free School, which the Opposition have severely criticised. It is providing very high-quality education. There are other examples of such a diverse system bringing in new providers, establishing parent groups and enabling teachers to establish their own schools. This is raising academic standards right across the system. We are proposing to scrap the ban on new grammar schools and to allow them to open where parents want them, with strict conditions to ensure that they improve standards for pupils across the school system.
Kevin Foster (Torbay) (Con)
The Minister will be aware that Torbay has retained some grammar schools as part of its schools mix. In the past, Torquay Academy, which was close to Torquay Boys’ Grammar School, was not doing particularly well. However, following the establishment of a multi-academy trust and a partnership with the grammar school, the academy was for the first time rated as good by Ofsted in all categories earlier this year and, last month, it was for the first time listed in the top five schools in the west country. It is now providing outstanding education for its pupils, and I hope that the Minister will join me in congratulating Steve Margetts and his team. Does he agree that this proves definitively that there is no conflict in having good grammar schools and good other schools for everyone else?
Mr Gibb
I could not have put it any better. That is a classic example of a grammar school working with a non-selective school to raise the standards in both schools, and it is working extremely well. We want to see that replicated up and down the country, and that is what we are consulting on in our proposals.
Under our proposals, existing grammar schools and new grammar schools would be allowed to open only if they met strict conditions designed to ensure that increased numbers of less-well-off pupils have access to a selective education. The hon. Member for Wigan asked for evidence that the proposals would work. We know that selective schools are almost 50% more popular with parents than non-selective schools, based on the preferences expressed in the secondary school application process. The most recent GCSE figures show that pupils at grammar schools make significantly more progress, relative to their similarly able peers in comprehensives, with a progress 8 score in aggregate of plus 0.33, compared with the national average of nought. The results are even starker for pupils from less affluent backgrounds. Disadvantaged pupils from grammar schools are almost twice as likely to go to a top Russell Group university than their wealthier peers who attend comprehensive schools, and they are more than three times as likely to attend one of these prestigious universities as their comprehensively educated peers from similar socioeconomic backgrounds.
According to the Educational Policy Institute report, pupils at grammar schools achieve a third of a grade per subject higher than those at non-grammar schools, and 78% of highly able children—those who achieve level 5 at the end of primary school—who go to a grammar school achieve the EBacc, compared with 52% of highly able pupils who go to a comprehensive school. If we look at the Oxbridge entrance—
Mr Gibb
I will give way to the hon. Lady when I have finished responding to the hon. Member for Wigan’s points.
One in five of the state school-educated students at Oxford between 2012 and 2014 were from grammar schools. In Cambridge in 2015, 682 students came from the comprehensive sector and 589 from grammar schools, so almost as many students from the state sector came from 163 grammar schools as came from 2,800 comprehensive schools. Disadvantaged pupils are, as I have said, twice as likely to go to a Russell Group university.
The hon. Member for Wigan also asked me to praise some non-selective schools, and I am happy to do so. At the King Solomon Academy, 95% achieved five good GCSEs including English and maths. At the West London Free School, which she does not like, 37% qualify for the pupil premium and 46% achieve the EBacc. She also asked about capital spending. The 2015 spending review allocated £23 billion to all capital funding, including capital funding for 500 new free schools by 2020. I should add that none of that capital will be spent on schools without classroom walls, which the last Labour Government built in Knowsley and elsewhere. Those schools are now struggling to put those walls back at great expense.
Kate Green
A few moments ago, the Minister said that no new grammar school would be allowed to open without it accepting a certain proportion of children from disadvantaged backgrounds. In Trafford, around 3% of children in grammar schools are on free school meals, compared with a borough-wide average of 11% or 12%. Will the Minister say whether existing grammar schools in Trafford will also be required to lift the proportion of children from disadvantaged backgrounds on their rolls? If not, why not?
Mr Gibb
If the hon. Lady had read the consultation document, she would have seen that page 28 states that we will require
“existing selective schools to engage in outreach activity… We therefore propose to require all selective schools to have in place strategies to ensure fair access.”
We want to extend the requirements to existing schools which, incidentally, is something that no Labour Member urged their Government to do over 13 years. This Government, however, are seeking to take measures to ensure that all grammar schools that want to expand and all new grammar schools do more to widen their social intake.
My hon. Friend the Member for Stroud (Neil Carmichael) mentioned alternative priorities for the Government. During his speech today and during the Select Committee hearings, he hinted that his alternative priority was Brexit, but he also mentioned the national funding formula, the transition from primary to secondary and post-16 literacy and numeracy. All three are priorities for this Government and we have taken and are taking action. We have already consulted on phase 1 of the national fair funding formula and will be consulting on phase 2 shortly. I have already described all the measures that we have taken to improve outcomes for primary school pupils, so that they are ready for secondary education.
Neil Carmichael
I just want to clarify one priority. It is not Brexit; it is ensuring that we make the best job of Brexit—there is a big difference. My other priority was primary schools and ensuring that they are all good and effective. The Minister reminded the House that 80% of primary schools are still in the custody, so to speak, of local authorities, so will he be thinking about ensuring that new grammar schools have links with those primary schools, some of which are where the biggest problems exist?
Mr Gibb
We have made extremely good progress in raising academic standards in primary schools in reading and mathematics with the knowledge-based primary curriculum. However, one of the conditions on which we are consulting is for new grammar schools to have relationships with feeder primary schools and to establish new feeder primary schools as part and parcel of the objective of widening the social intake into expanded, existing and new grammar schools.
Mr Gibb
We have consulted on the principles that will drive the national funding formula. We had many responses to that consultation and we are working through them. We will say more in due course about the weighting that attaches to those different principles. We will then have another consultation and I am sure that the hon. Gentleman will make his views known at that stage.
My hon. Friend the Member for Stroud also raised a concern about the proportion of pupils at grammar schools who are eligible for free school meals. He will of course know that central to the proposals in the consultation document is a requirement on all new grammar schools to take a proportion of pupils from lower income households.
The hon. Member for Stretford and Urmston (Kate Green) raised the issue of children with special educational needs and disabilities. She will know that all schools must make admission decisions over those with special educational needs and disabilities fairly. When a child with SEND meets a school’s admission criteria of a selective school over academic ability, that will allow them to access the benefits of education at that school in just the same way as any other pupil. As I have said, we will expect selective schools to support non-selective schools and we will be looking to them to be engines of academic and social achievement for all pupils, whatever their background, wherever they are from and whatever their ability. Such support will benefit pupils with SEND in non-selective schools.
Two years ago, we made fundamental changes to how the SEND support system worked for families—the biggest change in a generation—putting children and young people with SEND at the heart of the process and ensuring that they are supported all the way through to adulthood. Since then, 74,200 young people have been given personalised education, health and care plans.
Lucy Powell
The Minister is using the flimsiest of evidence of how already high-attaining children have managed to break through all the barriers to get themselves to a grammar school in the first place—only 3,000 children in the entire country are on free school meals at a grammar school—to expand the policy. It is the most dubious use of evidence I have ever seen. He has not answered a single point raised by any Opposition Member about the wealth of evidence about selective systems as a whole and the widening attainment gap that they create. Bright Futures is a selective academy trust in Manchester that has palpably failed to transfer any good practice to Cedar Mount Academy, the other school that it was given in Manchester. When will the Government do something about that?
Mr Gibb
On that last point, I will write to the hon. Lady. There is nothing flimsy about the evidence that says that progress made in grammar schools is plus 0.33, which is way above the zero figure nationally. We want a higher proportion of pupils from disadvantaged backgrounds and from low-income families to be going into grammar schools and selective education—that is our objective. That was never the objective of, or what was delivered by, the last Labour Government. We intend to address that issue; we acknowledge it and are taking action to deal with it. As well as the Oxford and Cambridge evidence, the other evidence I have cited compares level 5 pupils at grammar schools and at comprehensive schools; I am talking about all pupils, not just pupils from disadvantaged backgrounds, and those in the grammar schools are significantly outperforming those others. [Interruption.]
It is a pity to interrupt the diatribe made by the hon. Member for Manchester Central (Lucy Powell) from a sedentary position, but may I just conclude by saying that this policy is not about returning to the binary system of the 1950s and 1960s, where the alternative to the grammar school was a secondary modern where pupils often did not even sit exams or take qualifications? Our reforms to the education system over the past six years have meant that 85% of schools are now good or outstanding, but we want 100% of schools to be that. We want areas of the country with poor academic results—for example, Blackpool, where just 9.2% of pupils achieve the English baccalaureate; Knowsley, where the figure is 10.4%, Middlesbrough, where it is 10.4%, Isle of Wight, where it is 13.3% and Hartlepool, where it is 13.7%—to be matching areas such as Southwark, whose figure is 35.6%, York, whose figure is 35%, and selective areas such as Sutton, where 45.8% achieve this. We want all those areas to achieve even higher levels of EBacc attainment, but the lowest-performing areas are our concern. Establishing new selective schools and new high-performing faith schools will help drive up academic standards in those areas. It cannot be right that in 65 local districts fewer than half of the secondary school age pupils are within 3 miles of a good secondary school. It cannot be right that there are still 1.25 million pupils in schools that are simply not good enough.
The motion asks this House to note the Government’s proposals to expand the role of grammar and faith schools, as set out in our consultation document “Schools that work for everyone” and
“calls on the Government to conduct a full assessment of the evidence”.
That is what we have done; that is what we continue to do; and that is what we will do as we consider all the responses to the consultation document when that consultation closes on 12 December. Hon. Members should be under no misapprehension: this Government are determined to ensure that every child has the quality of education that helps them fulfil their potential. That is the drive behind all our reforms over the past six years, and it is the objective behind the proposals to end the ban on new grammar schools and the restrictions on new good school places in our faith schools.
Madam Deputy Speaker (Natascha Engel)
I call Lisa Nandy. You have two minutes in which to wind up.