Nick Gibb
Main Page: Nick Gibb (Conservative - Bognor Regis and Littlehampton)Department Debates - View all Nick Gibb's debates with the Department for Education
(12 years, 7 months ago)
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Mr Christopher Chope (Christchurch) (Con)
3. What steps he is taking to reduce regulatory burdens on schools.
The Minister of State, Department for Education (Mr Nick Gibb)
The Government are committed to reducing regulatory burdens on schools. We have already removed a range of unnecessary duties via the Education Act 2011 and, subject to parliamentary process, we will remove further burdens in September. In addition to reducing regulations, we have cut the volume of guidance issued to schools by more than half, removed the lengthy self-evaluation form and the financial management standard in schools, and introduced a streamlined inspection framework. We have also made it clear that neither the Department nor Ofsted expects teachers to produce written lesson plans for every lesson.
Mr Chope
I am grateful to my hon. Friend for that response, but does he think it fair to describe his Department’s performance as meriting a capital alpha for effort while it is still getting only a gamma minus for achievement? In particular, will he look again at the deregulation of admissions criteria, at the pupil numbers that schools can have, and at the whole issue of grammar schools and free schools that are still calling for more freedoms?
Mr Gibb
That sounds like Greek to me! The Department deserves an A* for what it has achieved. We have already removed statutory burdens. Performance targets have gone. Changes have been made to consultation on the school day, and it is no longer necessary to appoint a school improvement partner or to prepare and publish a school profile. We have also abolished the absurd rule requiring parents to be given 24 hours’ notice of a detention. We have abolished the requirement to join behaviour and attendance partnerships, and we have removed 20,000 pages of guidance from schools. We have more than halved the guidance going to schools—
Mr Speaker
Order. I am grateful to the Minister of State, but can I ask him not to keep swivelling round? The House cannot hear what he is trying to say, although we wish to do so—[Interruption.] We are grateful to him, for the time being.
Chris Bryant (Rhondda) (Lab)
I do not object to regulation as much as the hon. Member for Christchurch (Mr Chope) does, so may I suggest one additional regulatory burden for schools—that every school and every child should have statutory and proper sex and relationship education? Notwithstanding the falls of recent years, this country still has a five times higher level of teenage pregnancy than Holland, and a quarter of this year’s terminations were by girls under 18. Please let us move forward.
Mr Gibb
I know that the hon. Gentleman is passionate about this subject. Sex education is compulsory in schools, but we are reviewing the personal, social, health and economic education curriculum and how the subject is taught to improve the teaching of PSHE. That is what will cover the issue that he raises.
Mr Peter Bone (Wellingborough) (Con)
4. If he will consider relocating his Department to Wellingborough.
Damian Hinds (East Hampshire) (Con)
12. What steps he plans to take to improve the quality of teaching.
The Minister of State, Department for Education (Mr Nick Gibb)
Nothing has more impact on children’s achievement at school than the quality of the teaching that they receive. We are raising the bar for new teachers, helping existing teachers to improve, and, when teachers cannot meet the required standards, making it easier for head teachers to tackle underperformance.
Damian Hinds
As my hon. Friend says, far the most important factor in the quality of teaching is the presence of our dedicated teachers. Will he consider widening access to taster sessions for potential teachers, both to attract more good people to the profession and to give more people a chance to decide whether it is really for them before committing themselves to a BEd or a PGCE?
Mr Gibb
My hon. Friend makes a very good point. The Teaching Agency’s new school experience programme for people who are considering teaching maths, physics, chemistry or a modern language at secondary level provides precisely the opportunities to which he refers. It gives participants an opportunity to observe teaching and pastoral work, and to talk to teachers about day-to-day school life. More than 800 people have benefited from the programme so far, and many more placements are planned for the future.
Kelvin Hopkins (Luton North) (Lab)
Last week I listened with interest to a Radio 4 programme about the use of synthetic phonics in the teaching of reading in schools. It was clear that there was a fundamental difference between the philosophies relating to education and teaching methods which had not yet been resolved. Does the Minister accept that until we solve that problem, we will not overcome our fundamental problems in education?
Mr Gibb
The hon. Gentleman is absolutely right. Getting reading right in primary schools is fundamental to children’s future education. That is why we have introduced match funding for primary schools—£3,000 per school for new training and materials—and why every six-year-old will undergo a phonic check this June so that we can ensure that we spot the children who are struggling with reading. We are determined to end the scandal of one in 10 boys leaving primary school with a reading age of seven or less.
Mr Graham Stuart (Beverley and Holderness) (Con)
We should celebrate and support the best teachers in our schools. Is the Minister aware of research by the Sutton Trust which shows that if a below-average teacher can be raised to the average, the impact on the lifetime earnings of that teacher’s classroom can amount to more than £250,000? The importance of teaching is critical not only to our society, to our culture and to social justice, but to the economy. What more can the Minister do to improve the quality of teaching?
Mr Gibb
My hon. Friend, who is the Chairman of the Select Committee on Education, is absolutely right. We are doing a huge amount to raise the bar both for entry to the teaching profession and for continuing professional development. That is what is behind the whole teaching schools programme. Already 218 schools have been designated teaching schools, which promote peer-to-peer training. The Government are determined to restore the centre of academic life to our schools.
Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)
The quality of teaching is indeed the single most important determinant of a school’s success, and it is vital that we attract the very best teachers to the most challenging schools. Schools already have significant flexibility when it comes to pay. Does the Minister agree that regional pay would make it harder to attract the best teachers to the most challenging schools?
Mr Gibb
I am surprised by the hon. Gentleman’s question. We have asked the School Teachers Review Body to consider the issue—[Interruption.] Yes, those independent experts are examining the issue of regional pay. We will submit evidence to them, as will the trade unions, and they will report to the Government in September.
Mr Don Foster (Bath) (LD)
Graduates with first-class degrees in shortage subjects receive higher teacher training bursaries than those with second-class degrees. Is there any research evidence showing that those with a first-class degree are better teachers than those with a second-class degree?
Mr Gibb
There is evidence that teacher subject knowledge has a direct bearing on the attainment of pupils. There is also a correlation between the degree classification and the propensity of trainees to finish their course. There is also evidence from around the world that the highest performing education jurisdictions are those that take their trainees from the top 10% or top quarter of graduates.
Fiona Mactaggart (Slough) (Lab)
The Minister will have read the OECD’s recent report showing that teacher status, pay and professional autonomy are key to teacher success and the learning of pupils. The Prime Minister tells us that we should follow the lead of countries with excellent records in this regard, such as Finland and South Korea. What is the Minister doing to increase teacher pay and professional autonomy?
Mr Gibb
The entire academies programme is built on the autonomy of the teaching profession; that is the essence of the programme. We want a well-rewarded teaching profession in order to attract and retain the best people, and we are determined to achieve that. Of course, because of the legacy left behind by the last Government, which the hon. Lady supported, we are having to take some very tough decisions right across the public sector. Despite all the problems left by the previous Government, however, in education we have maintained spending on schools at flat cash per pupil, and in addition to that we have the pupil premium, which amounts to a significant sum of money.
Jason McCartney (Colne Valley) (Con)
21. Will my hon. Friend give us a quick update on what the Government are doing to attract talented individuals from the armed forces into teaching?
Mr Gibb
We have already allocated a number of places in the graduate teaching programme for service leavers, and we are working with the Ministry of Defence on schemes to encourage more service leavers into teaching through graduate and undergraduate processes. The skills and experience members of the armed forces have are crucial to raising standards in our schools, and we are determined to tap into those skills.
Miss Anne McIntosh (Thirsk and Malton) (Con)
15. What recent representations he has received on funding for schools in rural areas; and if he will make a statement.
The Minister of State, Department for Education (Mr Nick Gibb)
The Government recently held two meetings with delegations to discuss education funding and the issues faced by schools in rural areas. I met a delegation of hon. Members to discuss funding for rural areas following a debate in Westminster Hall on 8 February. My right hon. Friend the Secretary of State met the f40 group, which represents the lowest-funded authorities in England, to discuss Government proposals on school funding reform.
Miss McIntosh
May I thank my hon. Friend for that reply but point out that North Yorkshire is one of the lowest funded and most sparsely populated local authorities, and that it has the highest cost of fuel in the country so there are tremendous problems in getting children to school at the moment? Will he please review this issue as a matter of extreme urgency?
Mr Gibb
I understand my hon. Friend’s concerns about funding in North Yorkshire, which is ranked 114th out of 151 authorities, with its schools receiving £4,786 per pupil compared with the national average of £5,082. The current system is unfair. It is opaque, which is why the Government’s announcement at the end of March begins the process of moving towards a fairer system with reforms to the local formula. We intend, ultimately, to move to a national funding formula, but of course in the current economic climate, stability has to be a priority.
Mike Weatherley (Hove) (Con)
16. How many people aged 16 to 18 started an apprenticeship in (a) Hove constituency, (b) the south-west and (c) England in 2011.
Gordon Henderson (Sittingbourne and Sheppey) (Con)
18. What steps he is taking to ensure that more parents in (a) Sittingbourne and Sheppey constituency, (b) the south-east and (c) England are able to send their children to their first choice of school.
The Minister of State, Department for Education (Mr Nick Gibb)
The latest figures show that almost 86% of parents in England were offered a place at their first preference school starting in September 2012. That compares with 83% for Kent, 87% for Medway and 85% for the south-east overall, but it still means that 74,000 children have missed out on a place at their first choice school, so the broad thrust of our education reforms is to increase the supply of good school places.
Gordon Henderson
I am grateful for that answer. Will my hon. Friend go further and encourage local authorities, when considering appeals for the 2012-13 intake, to take into account the recently updated school admissions code for 2012, which shows a commitment to prioritising previously looked-after children but will not come into force until 2013-14?
Mr Gibb
My hon. Friend is right to say that we have changed the admissions code so that not only looked-after children but previously looked-after children—those who were in local authority care but who have subsequently been adopted—are given priority in the admissions process. The change is designed to help speed up the adoption system and recognises the difficulties that those children have encountered in their early childhood. Appeals are based on the admission arrangements in force at the time, and so for 2012 they will not include a priority for previously looked-after children.
Elizabeth Truss (South West Norfolk) (Con)
19. What recent assessment he has made of the 16-to-19 funding formula.
Iain Stewart (Milton Keynes South) (Con)
20. How many schools did not offer GCSE history to pupils in 2011.
The Minister of State, Department for Education (Mr Nick Gibb)
In 2011, 57 mainstream maintained secondary schools in England entered no pupils for a full course GCSE or iGCSE in history or ancient history. We have introduced the English baccalaureate to encourage schools to increase opportunities for pupils to study history as part of a core of key academic subjects and early evidence suggests that the measure is already having a positive impact on pupils’ subject choices.
Iain Stewart
I recently spent a day shadowing an inspirational history teacher at the Hazeley academy in my constituency. If my hon. Friend would like to see a good example of a school offering history in its curriculum, may I urge him to visit the school?
Mr Gibb
I would be delighted to return to my hon. Friend’s constituency to visit the Hazeley academy. I agree that it is vital that the history curriculum should enable pupils to know and understand the key events of our country’s history. It is one of the issues that the curriculum review is destined to address, and I look forward to seeing inspirational history being taught at the Hazeley academy.
Julian Smith (Skipton and Ripon) (Con)
22. What steps he is taking to improve the quality of vocational education in schools.