Improving Education Standards

Nick Gibb Excerpts

Thursday 29th November 2018 Commons Chamber

[The Minister for School Standards (Nick Gibb)]

I beg to move,

That this House has considered improving education standards.

Since May 2010, the Government have been determined to drive up academic standards. Our overarching objective has been to ensure that every local school is a good school with a rigorous curriculum, higher standards of reading and maths, and with GCSE and A-level qualifications that are on a par with the qualifications used in the best performing countries in the world. Our drive has been to close the attainment gap between children from disadvantaged backgrounds and their more advantaged peers.

In 2010, just 66% of pupils were attending schools judged by Ofsted to be good or outstanding; today, that figure is 84%. We focused on improving behaviour in schools by clarifying the powers that teachers have in the classroom, by scrapping the absurd law that Labour had introduced requiring 24 hours’ written notice for detention for a pupil, and we prevented headteachers’ decisions over expulsions from being undermined by giving them the final say over the return of a pupil. We clamped down on poor attendance and increased the fines for parents who failed to send their children to school. We expanded the academies programme to allow any good school, including primary schools, to opt for the professional autonomy that comes with academisation, and we expedited the route to sponsored academy status for those schools that were seriously underperforming.

There are now over half a million pupils in sponsored academies rated good or outstanding—those schools typically had been chronically underperforming, so that means over half a million pupils receiving a better education. Such schools include Great Yarmouth High School, which was judged inadequate by Ofsted in 2016. It converted to sponsored academy status in 2017 and was taken over by the multi-academy Inspiration Trust with a new headteacher, Barry Smith. Within a year, the school had been transformed. In May this year, Nicholas Marshall, an academic from Sheffield Hallam University wrote:

“Numerous teachers and support staff alike mentioned that the standards of pupil behaviour in the predecessor school were appalling and dangerous and how they had felt threatened. This was not now the case.”

He went on to write:

“The support staff…recounted stories in the predecessor school of large groups of students running around the school and disrupting learning, with adults being treated with gross disrespect and threatened.”

That has all changed. Ofsted now reports that bullying has declined and that lessons take place in a calm and orderly environment.

In 2017, the predecessor school, Great Yarmouth High School, had a Progress 8 score of minus 0.57, in the bottom 12% of schools nationally, with only 6% of pupils achieving the EBacc at grade 4 and just 30% achieving a grade 4 or above in English and maths. Now, just a year after conversion to academy status, Great Yarmouth Charter Academy has 55% achieving a grade 4 or above in English and maths in its provisional GCSE results, and it intends that to rise further still.

At Downhills Primary School in Haringey in 2011, just 63% of pupils were achieving the expected standard in the old SATs in reading, writing and maths combined, compared with the national average at the time of 79%.[Official Report, 12 December 2018, Vol. 651, c. 2MC.] The school was judged inadequate, and in 2012, became a sponsored academy in the Harris Federation multi-academy trust. This move was bitterly opposed by the National Union of Teachers, but today, the school is judged as good by Ofsted, 78% of its pupils are achieving the expected standard in reading, writing and maths in the new more demanding SATS, compared with the national average of 61%, and 82% of its pupils are reaching the expected standard in the new reading SATs.

[Nigel Huddleston (Mid Worcestershire) (Con)]

I agree with everything that the Minister is saying about the improvements that can come from moving to a multi-academy trust. What practical support do schools get from Government to make that transition, which can sometimes be quite difficult, including financially difficult for some?

[Nick Gibb]

My hon. Friend raises an important point. Grants are given to schools to help to fund the conversion process. About two thirds of secondary schools now have academy status and a significant proportion of primary schools—the figure is, I think, just under one third—have now converted to academy status.

[Gareth Snell (Stoke-on-Trent Central) (Lab/Co-op)]

While the Minister is talking about the conversions to academy status, will he explain why he thinks it is fair that when schools that have a deficit in their overall funding or their budget convert to academy status, that deficit stays with the local authority, rather than going into the multi-academy trust chain? Often, that just produces an additional financial burden for local government.

[Nick Gibb]

The reasoning behind that decision is, of course, that the deficit arose during the period in which the school was under the control of the local authority. That is why the deficit remains with the local authority on conversion.

[Gareth Snell]

I thank the Minister for being so candid with his answer. Will he explain, therefore, why it is that when schools have a surplus in their revenue budgets, that money goes into the multi-academy trust chain rather than staying with the local authority, given that that surplus will also have arisen under local authority control?

[Nick Gibb]

The reason for that is twofold. First, the surplus is often working capital and secondly, the school may well have been saving money from their revenue funding to purchase a capital item or to build a science block, and so on, and it would be a pity for those plans not to go ahead simply because they were being converted to academy status.

In opposition, when we were developing our academies and free school policy, we also came to the view that the policy would lead to higher standards not just in academies and free schools, but in local authority maintained schools. Last year, 83% of pupils at St Bonaventure’s Roman Catholic School were entered for the EBacc, up from just 33% in 2015. At St Paul’s Church of England Primary School in Staffordshire in 2014-15, only 50% of its pupils were reaching the expected standard in reading, but last year, that had risen to 87%. I am sure that I could find a lot of other examples of local authority schools that have improved their standards under this Government.

Of course, it does all begin with reading. Central to our reforms has been ensuring that all pupils are taught to read effectively. Pupils who are reading well by age five are six times more likely than their peers to be on track by age 11 in reading, and counter-intuitively, 11 times more likely to be on track in mathematics. For decades, there has been a significant body of evidence demonstrating that systematic phonics is the most effective method for teaching early reading. Phonics teaches children to associate letters with sounds, providing them with the code to unlock written English. Despite that evidence, our phonics reforms were initially met with opposition from some. They were dismissed by some critics as being a traditional approach. I make no apology for this, because phonics works. I pay particular tribute to the former Labour Mayor of Newham, Sir Robin Wales, who, in his independent way, promoted phonics and reading in Newham. Despite being an area of significant disadvantage, Newham now boasts the best phonics results in the country. Labour deselected Sir Robin as its mayoral candidate earlier this year.

In England, schools’ phonics performance has significantly improved since we introduced the phonics screening check in 2012, when just 58% of six-year-olds correctly read at least 32 out of the 40 words in the check. Today that figure is 82%, which means that 163,000 more six-year-olds are on track to be fluent readers this year compared with 2012. In 2016, England achieved its highest ever score in the reading ability of nine-year-olds, moving from joint 10th to joint eighth in the Progress in International Reading Literacy Study—PIRLS—rankings. This follows a greater focus on reading in the primary curriculum and a particular focus on phonics.

We need to go further, of course, so backed by £26 million of funding, we have selected 32 primary schools across the country to spread best practice in the teaching of phonics and reading. Our aim is for every primary school to be teaching children to read as effectively as the best, and I will not stop going on about phonics until this is achieved. Reading is the essential building block to a good, fulfilling and successful life.

We reformed the primary school national curriculum in 2014, restoring knowledge to its heart and raising expectations of what children should be taught, particularly in English and maths. Since 2011, the attainment gap between disadvantaged pupils and their more affluent peers has narrowed in both primary and secondary schools in England.

[Rachael Maskell (York Central) (Lab/Co-op)]

York is the worst-funded authority in the country, we have the widest attainment gap in the country, and our poorest schools in the most deprived areas have suffered the biggest cuts. How does the Minister correlate that evidence?

[Nick Gibb]

The Government are spending record amounts on our schools—£42.4 billion this year, rising to £43.5 billion next year—and the national funding formula ensures that deprivation and disadvantage are a priority in the additional needs element of the formula.

[Rachael Maskell]

I asked a specific question about York in the light of the evidence that I presented, and I should like the Minister to respond to it.

[Nick Gibb]

The national funding formula ensures that all areas of the country, including York, are funded on a fair basis. Pupils will receive the same amount wherever they go to school, on the basis of an initial single figure that is the same throughout the country. That represents about three quarters of the national funding formula. The other quarter is determined by the additional needs of the pupil, so a significant element of it is based on disadvantage, whether it relates to the income deprivation affecting children index, free school meals, low prior attainment, or a child who has English as an additional language. Where a particular area fits into the rankings of other local authorities will depend on the number of pupils with additional needs. That is a fair system. It should have been introduced when the Labour party was in office, but Labour left it to us to make a controversial decision to ensure that we have a fair funding system.

[Rachael Maskell]

Can the Minister explain how he proposes to close the attainment gap in York, which is the worst in the country, given that we also receive the worst funding?

[Nick Gibb]

It is our determination to ensure that every part of the country has higher levels of social mobility, and that every part of the country has high academic standards. We have 12 opportunity areas around the country where we are focusing extra resources and extra attention from our national campaigns to ensure that those areas improve their academic standards. We are also rolling out schemes such as the English hubs that I mentioned, which ensure that we spread best practice in the teaching of reading. We have maths hubs, which ensure that we spread best practice in the teaching of mathematics, and we are spreading best practice in the teaching of modern foreign languages. Wherever there is a gap in attainment, we take action to close that gap, and we take swift action to deal with schools—wherever they are—that are underperforming and not providing the quality of education that parents want and that we want for our young people.

[Nigel Huddleston]

I thank the Minister for giving way again. He is being generous with his time.

I wholeheartedly support not only the goals for improving standards, but the fairer funding formula. Schools in my constituency are funded in a similar way to those in the constituency of the hon. Member for York Central (Rachael Maskell). We really appreciate the efforts being made to improve school funding in my constituency, because it does make a difference, and I hope that they will be fully implemented very soon.

[Nick Gibb]

I am grateful to my hon. Friend for his supportive comments. We are, in a transition period—or implementation period, if you like—allowing local authorities to determine the allocations to individual schools within a local authority area, both this year and next year and in 2020-21. However, the funding for those authorities is determined on a school-by-school, pupil-by-pupil basis to ensure that every authority is funded on the basis of the children in its area.

The Government have reformed GCSEs to put them on a par with the best in the world, and A-levels have been reformed to improve students’ readiness for the demands of higher education. We have also introduced the English baccalaureate school performance measure to ensure that all pupils have the chance to create a solid academic foundation on which they can build their future. The EBacc is a specific measure consisting of GCSEs in English, maths, at least two sciences, history or geography, and a language. According to the Russell Group of universities, those are the subjects which, at A-level, open more doors to more degrees. They provide a sound basis for a variety of careers beyond the age of 16. They can enrich pupils’ studies and give them a broad general knowledge that will enable them to participate in and contribute to society.

Confining the EBacc to seven or sometimes eight GCSEs also means that pupils have time to study other subjects, including the arts, music and technical disciplines. Indeed, the vast majority of pupils continue to take the opportunity to study further academic GCSEs or high-value, approved vocational qualifications at key stage 4 alongside EBacc subjects. Under this Government, the percentage of pupils taking the EBacc suite of core academic subjects in state-funded schools has risen from just 22% in 2010 to 38% in 2018. However, we want the percentage to rise further, with 75% starting to study the EBacc by 2022 and 90% by 2025.

Having a secure grasp of the basics of mathematics, including multiplication tables, is crucial for children’s success in moving on to more complex mathematical reasoning. The national curriculum stipulates that children should be able to recall tables up to and including the 12 times table by the end of year 4. Next year we will introduce a new multiplication tables check in primary schools, to be taken by year 4 pupils, to ensure that every child knows their tables. That short on-screen check, which is easy to administer, will help teachers to identify pupils who may need more support in mastering their times tables, and will allow schools to benchmark their own performance against those of others.

Inspired by the success of the far east and building on the reformed national curriculum, we have established and funded a network of 35 maths hubs which are spreading evidence-based approaches to maths teaching through the teaching for mastery programme. We have invested a total of £76 million to extend the programme to 11,000 primary and secondary schools by the end of the current Parliament. The number of pupils taking maths A-level has risen for the past eight years, and it is now the single most popular choice. To encourage even more pupils to consider level 3 mathematics qualifications, we have launched the advanced mathematics support programme, giving schools an extra £600 per year for each additional pupil taking maths or further maths A-level or any level 3 mathematics qualification.

For the good of our economy, we need to equip more young people to pursue degrees and careers in the sciences, including computer science. We have already seen remarkable progress: entries to A-levels in science, technology, engineering and maths have increased by 23% since 2010. We are investing in programmes that improve science teaching, support teacher retention, and increase take-up in subjects such as physics. That includes the network of science learning partnerships, which delivers continuing professional development through school-led hubs, and the stimulating physics network, which is helping schools to improve the take-up of A-level physics, especially by girls.

As a global trading nation, we need to raise the profile of languages, and we are determined to increase the number of students studying a language to GCSE. The proportion of pupils taking a foreign language in state-funded schools was 40% in 2010, and today it stands at 46%. We have introduced a package of measures to support language teaching, and to encourage more students to study modern foreign languages at GCSE and A-level. That includes the modern foreign languages pedagogy programme that I mentioned earlier, a mentoring pilot scheme and generous financial incentives, including scholarships and bursaries, to encourage more people to consider language teaching.

You may not have heard of the Mandarin excellence programme, Madam Deputy Speaker, but it is a hugely successful example of what can be achieved through targeted programmes. According to the CBI’s education and skills annual report, which was published this month, education is the number one driver of productivity and economic prosperity. Mandarin Chinese boosts career opportunities: 37% of UK businesses cited Mandarin as useful to their business, up from just 28% in 2016. Our £10 million Mandarin excellence programme is on target to put at least 5,000 young people on track towards fluency in Mandarin Chinese by 2020. A total of 64 schools have joined the programme, and approximately 3,000 students are now participating. They study Mandarin for eight hours a week, spending four hours in class and four doing homework. The programme is proving hugely successful. At the end of each year the students take a hurdle test to ensure that they are progressing towards fluency, and they are all performing extremely well.

The EBacc may be at the heart of the curriculum, but it is not the whole curriculum. The Government believe that the EBacc should be studied as part of a broad and balanced curriculum, and that every child should experience a high-quality arts and cultural education throughout their time at school. To secure that breadth, each of dance, music, art and design, and drama are compulsory in the national curriculum from ages five to 14.

There are many examples of schools where the majority of pupils study the core academic curriculum while the arts continue to flourish. At Northampton School for Boys, for example, pupils take the EBacc but are also able to keep their options open in studying other subjects such as music, drama and art. Arts are promoted at the school with over 20 ensembles and choirs, and there are many extracurricular opportunities for pupils to experience a creative and varied arts programme.

We are also putting more money into arts education programmes—nearly half a billion pounds to fund a range of music and cultural programmes between 2016 and 2020; that is more than for any subject other than PE. The funding includes £300 million for our network of music education hubs. Just last month, the Arts Council published a report that showed that, through the hubs, over 700,000 children learnt to play instruments in class together last year.

As well as learning to play instruments, children should be taught to listen to music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians. That is why our Classical 100 resource produced by the Associated Board of the Royal Schools of Music, Classic FM and Decca is so important. Over 5,500 schools are already using—[Interruption.] I think that is on the list, so well done to the hon. Member for Wythenshawe and Sale East (Mike Kane). Over 5,500 schools are already using this excellent resource, which is free for all primary schools and I encourage others to do the same.

A culture of good behaviour in schools is critical to enabling pupils to fulfil their potential. We are continuing to support schools to create disciplined and safe environments that allow pupils to be effectively taught. For some schools, standards of behaviour remain a challenge. Poor behaviour not only has a negative impact on pupils’ education and wellbeing, but affects the experience of teachers in schools. That is why the Government commissioned Tom Bennett’s review of effective behaviour, “Creating a culture”, which highlights strategies that schools can deploy to design, build and maintain a school culture that prevents classroom disruption, maintains good discipline and promotes pupils’ education. To make sure our work on behaviour is embedded in the system, we recently announced a £10 million investment to enable schools to share best practice on behaviour and classroom management.

All these reforms have been delivered against the background of a changing landscape in terms of the autonomy of schools themselves. Through academies and free schools, we have given our frontline professionals, local communities and parents more freedom and choice. Since 2010, the number of academies has grown from 200 to over 8,200 including free schools. More than a third of state-funded primary and secondary schools are now part of an academy trust. The reforms of the last eight years show that autonomy and freedom in the hands of excellent heads and outstanding teachers can deliver high-quality education.

Converting to become an academy is a positive choice made by hundreds of schools every year to give great teachers and heads the freedom to focus on what is best for their pupils. Academy status leads to a more dynamic and responsive education system by allowing schools to make decisions based on local need and the interests of their pupils. It allows high-performing schools to consolidate success and spread that success to other schools.

The figures speak for themselves. Some 65% of inspected sponsored academies whose predecessor schools were judged to be inadequate now have either good or outstanding Ofsted judgments. Around one in 10 sponsored academy predecessor schools were good or outstanding before they converted, compared with almost seven in 10 after they became an academy where an inspection has taken place.

Beaver Green Primary School in Ashford, Kent is a good example of how a school can be turned around. Judged as inadequate by Ofsted in 2013 and with a long history of underperformance, it became an academy in 2015 and last year was Ofsted-rated good in all areas, with the early years provision being rated as outstanding. Newfield Secondary School in Sheffield was rated as inadequate from 2006 until October 2010. But meaningful improvements began to take place when the school became an academy, and when it was inspected in March 2017, for the first time as an academy, it was judged as good. At its best, the multi-academy trust model can be a powerful vehicle for improving schools. It allows high-performing schools to consolidate success and spread that excellence to other schools.

[Theresa Villiers (Chipping Barnet) (Con)]

Does my right hon. Friend agree that, among high-performing schools, that can include pupil referral units? There is an excellent pupil referral unit in my constituency called the Pavilion, and I would welcome my right hon. Friend’s affirmation that these units can provide excellent education, which is not always recognised by the general public.

[Nick Gibb]

My right hon. Friend is right. We have published our vision document for alternative provision. We want the right pupils in the right provision. Like her, I can point to excellent examples of alternative provision. The London East Alternative Provision School in Tower Hamlets provides an ordered, calm environment where young people can get their education back on track, and half the pupils who attend that unit manage to achieve a GCSE in maths or English. The Wave Multi Academy Trust in Cornwall is a chain of alternative provision schools which provide an excellent second chance for young people who have lost their way sometimes in education. Since 2012, WISE Academies—a mainstream schools multi-academy trust in the north-east—has taken on nine sponsored academies, all of which previously had significant performance concerns. The trust reduced teacher workload through more efficient lesson planning and the creation of shared resources, and introduced new ways of teaching such as maths mastery techniques brought over from Singapore. That has contributed to every school that has been inspected since joining the trust being judged as good or outstanding.

This is a Government who for more than eight years have been unflinchingly driving up standards in schools with a reform programme that is already delivering more good schools, better-quality qualifications, children reading more fluently, improved mathematics, higher expectations, more control for teachers over pupil behaviour, and more than 800,000 new school places. Opposite we have the serried—or sparse, today—ranks of Labour MPs, whose party opposed our reforms every step of the way, opposed the phonics check and opposed the EBacc, which is giving opportunities of study to the most disadvantaged that are routinely enjoyed by the most advantaged. It is a Labour party that is the enemy of social mobility and the enemy of promise, and that in office presided over declining standards, grade inflation and a proliferation of qualifications that had little value in the jobs market. And it is a Labour Party that would scrap the free schools programme: a programme that led to the establishment of Dixons Trinity Academy, Bradford, which was eighth in the country last year for Progress 8 and 82% of whose pupils were entered for the EBacc; and the Harris Westminster School, which tells us that, with 40% of its pupils from a disadvantaged background, 18 pupils went to Oxbridge last year.

The contrast between the two parties has never been starker: improving education standards delivered by a Conservative Government; and low expectations and falling academic standards, the hallmark of Labour’s approach to education.

[Mike Kane (Wythenshawe and Sale East) (Lab)]

In the past fortnight, we have seen the most unstable period of government since the Maastricht rebellion of the early 1990s. Unlike that debacle, however, this Government cannot rely on their own MPs, or even Unionist MPs, to make up the numbers. Indeed, many of the Minister’s colleagues have aired open mutiny directly to the Prime Minister in this Chamber; it is a piteous sight. So I was surprised to hear the Leader of the House announce last Thursday that there would be a general debate on improving education standards today. Thursday is normally reserved for Back-Bench business, but the Government do not want to hear any Back-Bench business at present.

This is an astonishing act of hubris: the Government have chosen to debate a subject for which they have shown nothing to show but failure over the past eight years. The right hon. Gentleman’s colleague the Secretary of State for Education must know that the Government have failed in their duty to improve educational standards, because in July the Secretary of State conceded that too many teachers were overwhelmed by excessive workload and then pledged to do more to support teachers and said he was trying to squeeze more funding out of No. 11. What did teachers get in last month’s Budget? The primary way of improving standards is to improve the quality of our teaching workforce and the relationship they have with their pupils, but there was no increase in school funding last month. Instead, budgets are set to fall again in the year ahead, and teachers did not see a proper pay rise. In fact, the majority of teachers will face another real-terms pay cut this year.

[Nick Gibb]

I do not know whether the hon. Gentleman was paying attention to the Budget, but £400 million of extra capital was given to schools to spend this year, and another £508 million was given to schools to fund the pay award over two years.

[Mike Kane]

The majority of teachers will face a real-terms pay cut. I will come on to the £400 million in just a moment.

In the Chancellor’s words, all that the teachers got was a few “little extras”. The Secretary of State was said to have winced when asked about the Chancellor’s choice of words, which is not exactly the endorsement that one would expect from a Cabinet colleague. However, the Chancellor then doubled down by saying that the £400 million for “little extras” could buy

“a couple of whiteboards, or some laptop computers or something”.

It is no wonder that the Secretary of State cringed.

I am sure that the Minister will remember his colleague, the right hon. Member for Surrey Heath (Michael Gove), now the Environment Secretary, saying that the measure of this Government’s success would be how the country would perform in the PISA rankings. That is what the Government predicated their agenda on. However, the PISA rankings that followed showed that the UK had failed to make any substantial improvements. In fact, we slipped back down the rankings. That shows the Government’s failure to improve standards on their own terms.

[Nick Gibb]

The children who were tested in those PISA rankings spent most of their education in schools under the last Labour Government.

--- Later in debate ---

[Mike Kane]

There is no evidence whatsoever for that. We know that 100 free schools have opened and shut in the past few years. We had one free school in Bermondsey that cost £1 million over two years and attracted 60 pupils. The local authority begged for it not to be opened, but it cost £60,000 per pupil while it lasted. We could have sent those pupils to Eton for half the price, although let me say to my hon. Friends that I am not advocating sending anybody there at the moment. We have 100 schools, unbrokered, containing 700,000 children. The Government cannot get anywhere near enough sponsors for the academies. They have only the Church of England in the rural areas and the Co-op, the Churches and the faith schools. The Education Policy Institute has stated that

“large structural reforms, through the expansion of the academies programme and the introduction of free schools, have so far resulted in…no impact on overall attainment.”

That is a damning measure, after eight years of this Government.

An economical attitude to evidence is apparent from the Government’s claim that 1.9 million children are in schools that are rated good or outstanding. Many of those schools have not been Ofsteded for more than 10 years, and the claim does not take into account the fact that we now have more pupils in the system. This is a discredited statistic. The UK Statistics Authority and the independent Education Policy Institute have raised serious concerns about it. The claim does not account for increases in the school population, or for the number of pupils who are in schools that have not been inspected since before 2010. In other words, it does not give the full picture. Today, the Minister has a chance to correct the record. Are his colleagues, the Secretary of State and the Prime Minister, right to say that their policies have led to 1.9 million more children being educated in schools rated good or outstanding, or is the UK Statistics Authority right to say that they need to put that figure into context? I would be happy to give way to the Minister on this point.

[Nick Gibb]

I said in my speech that, in 2010, 66% of pupils were attending schools that were then graded good or outstanding. Today, 84% of pupils are attending schools that are graded good or outstanding. If we multiply that out, we get the 1.9 million figure that the hon. Gentleman has cited.

[Mike Kane]

There we have it. That at least provides some context, but it is not what the UK Statistics Authority, the Institute for Fiscal Studies or the Education Policy Institute have said. These are made-up figures from a Government who have run out of ideas for education.

The true hindrance to improving standards is austerity. After all, every area of education—from early years, where we have seen 1,000 Sure Start programmes cut, to schools to further and higher education—has seen massive cuts since the Conservative party came to power. Our analysis of figures produced by the independent Institute for Fiscal Studies shows that school budgets are £1.7 billion lower in real terms than they were five years ago.

[Mike Kane]

There is a huge threat to maintained nursery schools, which we hear enough about from Government Members. The Government cut 1,000 Sure Start centres. The sure-fire way to achieve social mobility in our country is to make the best provision available for the youngest people in our society. We do not have that anymore; those Sure Start centres were cut. I will come to the impact of that on social mobility in a second.

Our analysis of the IFS figures shows a £1.7 billion cut in real terms. Government Members know it in their schools, too, because they talk to headteachers just as we do in our constituencies. To unpack that, these cuts, along with the impact of the public sector pay freeze and then the cap, have created a crisis in teacher recruitment and retention, which was not once referred to by the Minister today. The Government have subsequently missed the teacher recruitment and retention target for five successive years, and in the past two years, more teachers have left than have joined the profession.

[Nick Gibb]

rose—

[Mike Kane]

For the third or fourth time, and following his speech, which went on for about 26 minutes, I give way to Minister.

[Nick Gibb]

I am grateful to the hon. Gentleman, who has been extremely generous to me and my hon. Friends. I shall try to make this the last intervention. He might have missed the statistics that came out this morning, which showed that this year we recruited 8% more people, or over 2,000 more, into teacher training than we did in the previous year.

[Mike Kane]

Last year, we saw the number of teachers decline by 5,000. The Minister might come up with a statistic today, but teacher numbers are going down. Since 2011, a third of all teachers have left. I spoke to Teach First just the other day in a meeting. The current rate is one in, one out. Does the Minister bear no responsibility for the reforms, the pressures and the lack of pay rises that are the reason why so many great graduates and brilliant people are no longer training the future of our country but are leaving the profession? Does he bear no responsibility at all? Five thousand have left in one year.

Despite the noble effort of staff and teachers, schools are unable to deliver the high-quality education that children deserve because they simply do not have the funding to make ends meet, for either themselves or their schools. The Government’s own analysis has shown that teachers were around £4,000 worse off in 2016, compared with 2010, as a direct result of their policies on pay. Furthermore, the IFS has found that the promised pay rise will see the majority of teachers facing another real-terms pay cut.

Earlier this year, I was shocked to read a BBC article that reported that children were filling their pockets with food from school canteens because they were hungry. This is Tory Britain, 2018. These were children with greying skin. They were malnourished and afflicted with hunger. As a teacher, I know that schools cannot teach children properly if they are hungry in the classroom. That is happening in our country—one that now has 4.5 million children in poverty. That did not happen in a vacuum. Poverty is the grim and logical conclusion to austerity. Its effects are palpable, and its consequences can be irrevocable. If the Government truly want to see standards in education rise, they must do the logical thing and truly end austerity once and for all.