Nick Gibb
Main Page: Nick Gibb (Conservative - Bognor Regis and Littlehampton)Department Debates - View all Nick Gibb's debates with the Department for Education
(13 years, 2 months ago)
Commons ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Annette Brooke (Mid Dorset and North Poole) (LD)
1. What assessment he has made of the 2011 GCSE results for academies; and if he will make a statement.
The Minister of State, Department for Education (Mr Nick Gibb)
The 2011 GCSE self-reported figures from academies suggest an increase of 5.6 percentage points in the proportion of pupils achieving five or more GCSEs at grades A* to C, including English and maths. That increase is, once again, greater than the historical national improvement rates for all maintained schools. Individual 2011 GCSE school level results will be not be available until January 2012.
Annette Brooke
I thank the Minister for his answer, and I congratulate all those pupils who did so well this summer, but I seek assurances from him. In the event of less than 10% of an academy's pupils achieving five A to C grades at GCSE, or even of less than 5%, would he expect full involvement from the local authority, playing a key role? Also, will he be giving support from his Department?
Mr Gibb
Where the performance of an academy is unacceptably low, we will ensure that urgent action is taken to bring about sustained improvement. There is nothing to prevent local authorities from offering help to underperforming academies, but ultimately it is for the academy or the sponsor to decide whether to accept that help. The success of the academies programme has meant a changing role for local authorities and they will have an important role to play as the champions of pupils and parents in the area, ensuring both sufficiency and quality of places.
Chi Onwurah (Newcastle upon Tyne Central) (Lab)
Many head teachers and governors in my constituency tell me that they feel pressurised into converting to academy status, not only because of the financial incentives but because it is the Government’s policy that as many schools as possible should become academies. Could the Minister say whether that is the case and explain the role of local authorities in state education in future?
Mr Gibb
There is no compulsion to convert to academy status, but all the evidence from around the world is that three factors give rise to higher performance: autonomy, high-quality teaching and external accountabilities—and it is autonomy that head teachers seek when they apply for academy status. There is no incentive, financially, to become an academy, as academies are funded on exactly the same basis as maintained schools.
Mr James Gray (North Wiltshire) (Con)
Wootton Bassett comprehensive was, until Friday, an outstanding comprehensive, having achieved outstanding results in all five categories. Will the Minister join me in congratulating what from today will be called Royal Wootton Bassett academy on its achievement?
Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)
I am pleased to join the Minister in welcoming the GCSE results of academies in 2011; their progress in English and maths is especially welcome. Some of them have focused successfully on improving vocational education —progress which is not reflected in the Government’s E-bac. Will the Secretary of State give serious consideration to creating a technical baccalaureate as has been proposed by many, including the Minister’s noble friend Lord Baker?
Mr Gibb
May I welcome the hon. Gentleman to his post? I know that he has a passion for education and I look forward to working with him in the months and years ahead.
The English baccalaureate is designed to increase the take-up in our schools of history, geography and modern foreign languages, which has declined significantly in recent years, particularly in modern languages since 2004. That is something we seek to reverse. However, the E-bac is sufficiently small to enable pupils to take a vocational subject in addition to the E-bac and to take music, art, economics—[Interruption.]—and religious education, indeed, and all the other subjects that pupils want to take.
Stephen Twigg
We will return to that in later questions.
The Government give the impression that they are interested only in the progress of academies and free schools. I welcome the great results that academies have achieved, but can the Minister tell me what proportion of the schools that he and the Secretary of State have visited are neither academies nor free schools?
Mr Gibb
Certainly the vast majority of schools that I have visited are maintained schools, and that may well be the case for the Secretary of State—we can send the hon. Gentleman the figures. It is important that we raise standards right across the board, and that is why the Secretary of State has raised the floor standards for all schools to 35% this year and to 40% from next year. By the end of the Parliament, we expect all schools to have at least half of their pupils achieving five good GCSEs.
Justin Tomlinson (North Swindon) (Con)
5. What consideration he has given to offering two GCSEs in mathematics.
The Minister of State, Department for Education (Mr Nick Gibb)
We are reviewing the national curriculum requirements for mathematics and will take decisions on the content and number of maths GCSEs in the light of the review. A pilot of a pair of mathematics GCSEs—applications of mathematics and methods in mathematics —began last September and continues to 2013. Evidence from the pilot will also inform our decisions.
Justin Tomlinson
As part of the review, may I urge the Minister to provide an opportunity to include financial education as part of the syllabus?
Mr Gibb
My hon. Friend has worked tirelessly on financial education, and the all-party group on financial education for young people, which he chairs, is about to produce a report, following its inquiry into the issue. As he has said, financial education is important, and we will look carefully at his report when it is published and its conclusions will be taken into account as part of the national curriculum review and the review of personal, social and health education.
John Mann (Bassetlaw) (Lab)
On 19 June, an AQA GCSE maths examination paper contained an error, along with two other exam papers. How could that be, as a week earlier, we were told that every exam paper had been rechecked for mistakes? What has gone wrong, and what explanation has been given to the Minister?
Mr Gibb
The hon. Gentleman is right to raise these issues. The number of errors in exam papers this summer was unacceptable. A review is being conducted by Ofqual, which will report later in the year. As a consequence of the errors that took place this summer, we have reviewed Ofqual’s powers, and in another place, we are considering introducing into the Education Bill new powers for Ofqual to fine the awarding organisations when they are not delivering high-quality exams without error.
Elizabeth Truss (South West Norfolk) (Con)
Does the Minister agree that the distinction between methods and applications is spurious in a subject that is all about practice, and that instead we should have mathematics and additional mathematics at GCSE, or pure and applied? That would be more logical and more mathematical.
Mr Gibb
I pay tribute to my hon. Friend for her passion for the subject of maths education in this country. She is right to raise, and continue to raise, the issue. We will wait to see the outcome of the pilot of the twin maths GCSEs, and we will take into account its conclusions before considering what further reforms to maths GCSE we will make.
Tony Baldry (Banbury) (Con)
6. What assessment he has made of the potential effect on student choices of the English baccalaureate.
Alun Michael (Cardiff South and Penarth) (Lab/Co-op)
15. What steps he plans to take to promote the involvement of primary schoolchildren in IT and internet-related activities.
The Minister of State, Department for Education (Mr Nick Gibb)
Information and communications technology in the national curriculum will be considered as part of the national curriculum review. The effective use of technology can support good teaching and raise educational standards, but primary schools are best placed to make decisions on how to use technology to meet the needs of their pupils.
Alun Michael
But enthusiasm and encouragement are also important. With your support and encouragement, Mr Speaker, MPs across all parties have encouraged their local primary schools to engage with the “Make IT happy” competition, organised by the Parliamentary Information Technology Committee, which I have the honour to chair. Will the Minister join me in urging schools to enter that competition, because it is good for pupils, good for Parliament and good for the early engagement of children with issues that are important to our economy?
Mark Menzies (Fylde) (Con)
16. What plans he has to improve the quality of teaching.
The Minister of State, Department for Education (Mr Nick Gibb)
Nothing has more impact on a child’s achievement than the quality of the teaching that they receive. We are raising the bar for new teachers, supporting existing teachers to improve and making it easier for head teachers to tackle underperformance among teachers who cannot meet the required standards.
Mark Menzies
I thank the Minister for his answer, but exactly how will he raise the bar to ensure that we get the best possible new entrants into the teaching profession?
Mr Gibb
We are offering strong financial incentives to the best trainees, and are consulting on issuing bursaries of up to £20,000 to the best trainees in priority subjects. We are also expanding and doubling the successful Teach First programme and introducing trips for teachers to bring the skills of service leavers into schools. We will ensure that all trainees have a good understanding of maths and English, by requiring them to take tests prior to entering initial teacher training. We are reviewing the qualified teacher status standards under the excellent chairmanship of Sally Coates, the principal of Burlington Danes academy. I could go on, Mr Speaker, but I will stop there.
Ian Lucas (Wrexham) (Lab)
Does the Minister think that lessening teachers’ employment protection and worsening their terms and conditions will improve or diminish teachers’ morale?
Mr Gibb
That is not our policy. Teachers in academies are generally paid more. What we are doing is reviewing the performance management regulations to make it easier for head teachers to tackle underperformance in our schools and to bring the employment regulations in schools in line with employment practices in other professions and industries.
Dr Julian Lewis (New Forest East) (Con)
Does the Minister feel, as I do, that the quality of teaching is adversely affected by the recently reported high number of false complaints made by children against teachers? If so, what sort of protection can the Government give innocent teachers who are put in that situation?
Mr Gibb
My hon. Friend is absolutely right to raise the issue. For a teacher to have an accusation made against them by a pupil, which ultimately turns out to be false, can have a devastating impact on not only their career but their private life. We are therefore determined to do all we can to protect teachers, to enable them to maintain discipline and improve behaviour in our schools. That is why the Education Bill, which is currently going through another place, has a provision giving school teachers anonymity in the reporting of such accusations in the press.