Oral Answers to Questions

Nick Gibb Excerpts

Monday 7th March 2016 Commons Chamber

[Derek Thomas (St Ives) (Con)]

3. What steps her Department is taking to support provision of STEM subjects in schools.

[The Minister for Schools (Mr Nick Gibb)]

The Government are determined to make Britain the best place in the world to study science, technology, engineering and maths. Our reforms to the curriculum and qualifications are designed to raise standards to match the best internationally. Our networks of maths hubs and science learning partnerships are supporting schools with the aim of improving the quality of maths and science teaching, and a £67 million package will train up to 17,500 maths and physics teachers by 2020.

[Derek Thomas]

In my constituency, there are a number of new skilled and well-paid jobs in engineering, space, renewable energy and other highly skilled, high-tech sectors, including the Navy. What further message can I take back to employers to assure them that schools have the resources and expertise to inspire and prepare our young people for these jobs in west Cornwall and the Isles of Scilly, and what more can the Department do to ensure that we have the engineers we need as a nation for the future?

[Mr Gibb]

My hon. Friend, as a member of the Science and Technology Committee, is a keen advocate of the high-tech sector and particularly of the Goonhilly satellite earth station in Cornwall. He is right to share the Government’s determination to improve STEM skills in this country. That is why the Government fund the Cornwall and West Devon maths hub and the Cornwall science learning partnership, which provide support to schools in west Cornwall and the Isles of Scilly to improve maths and scientific education. We are also reforming technical and professional education and taking steps to improve the quality of careers advice to young people.

[Kevin Hollinrake (Thirsk and Malton) (Con)]

8. Families for schools does an excellent job arranging for business people to visit schools to inspire the next generation of entrepreneurs, including science and technology entrepreneurs. Will the Secretary of State outline plans to engage more business people with more schools to encourage more young people to help build our enterprise economy, particularly in science and technology?

[Mr Gibb]

That is precisely what is happening. The local enterprise partnerships are working closely with the careers and enterprise companies because we want to ensure that there is a connection between employers and schools so that a generation of young people inspired by technology can get to know what jobs are available in the technology sector, where, incidentally, earnings are on average 19% higher than for those not working in that sector.

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

Does the Minister agree that no Prime Minister was more passionate about science, technology and mathematics and their power to liberate individuals’ potential than Harold Wilson? Does he further agree that Harold Wilson set up the Open University and all those polytechnics that became our new universities in order to help in that process of changing our culture? Can we not now liberate the universities to do more in partnership with schools to get this culture change that Harold Wilson worked so hard to achieve?

[Mr Gibb]

The hon. Gentleman seemed to get a bigger cheer for mentioning Harold Wilson than he would have done if he had mentioned the current leader of the Labour party. I absolutely agree with the hon. Gentleman, however, about the importance of inspiring young people. University technical colleges have been established to do precisely that, and we have seen a huge increase in the number of young people taking STEM A-levels, with the number taking maths A-level going up by 18% so that some 82,000 young people are now taking it. It has become the single most popular A-level choice, while both physics and chemistry A-level entries have increased by 15%.

[Carol Monaghan (Glasgow North West) (SNP)]

We currently have a situation in which the income threshold for non-EU workers could be raised to £35,000, which will cause issues for many STEM teachers currently working in UK schools, as well as for teachers that could be recruited from abroad. Will the Minister explain to schools that have gaping holes in STEM teaching positions how he is working with the Home Office to ensure that we can continue to recruit from abroad?

[Mr Gibb]

As the hon. Lady will know, there is a consultation taking place with the Home Office on these very issues, and it will report in due course.

[Damian Green (Ashford) (Con)]

One of the traditional problems with getting more students to study STEM subjects has been the difficulty of persuading girls to take such subjects up to A-level and beyond. Does the Minister have any evidence to show that policies to encourage more girls to take up these very important subjects are working?

[Mr Gibb]

My right hon. Friend is absolutely right. The Government recently set out an ambition to see a 20% increase in the number of girls’ entries to science and maths A-levels by 2020. We established, with industry, the Your Life campaign, which is designed to encourage young people, and especially girls, to choose maths and physics. We have seen a huge increase in the number of girls taking A-levels in physics, from 5,800 in 2010 to 6,800 this year, and in maths, from 28,000 in 2010 to 31,000 this year. However, there is still more to do.

[Tristram Hunt (Stoke-on-Trent Central) (Lab)]

In Stoke-on-Trent, we have decided to do something about the crisis in maths teaching. Will the Minister congratulate inspiring head teachers Roisin Maguire and Mark Stanyer, along with the city council and the Denise Coates Foundation, on establishing the £1 million maths excellence partnership, which was opened by Sir Michael Wilshaw last week to attract maths graduates to Stoke and to support the continuing professional development of current classroom teachers?

[Mr Gibb]

I am delighted to join the hon. Gentleman in passing on my congratulations. It is good to see inspirational, imaginative and innovative programmes that are designed to encourage more young people with science backgrounds to come into teaching.

[Craig Tracey (North Warwickshire) (Con)]

5. What progress the Careers & Enterprise Company has made on improving careers education and inspiring young people about the world of work.

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[Tulip Siddiq (Hampstead and Kilburn) (Lab)]

12. What assessment she has made of the effectiveness of the schools admissions appeals process.

[The Minister for Schools (Mr Nick Gibb)]

When parents are refused a place for their child at a school of their choice, it is important that they have the opportunity to appeal that decision. A robust system is in place for handling admissions appeals, including complaints about appeal maladministration. We are currently reviewing the admissions systems, including whether changes to the school admission appeals code are necessary. We will conduct a full public consultation on any changes in due course.

[Tulip Siddiq]

The Secretary of State recently stated her ambition for the Government potentially to ban civil society organisations from raising concerns about the admissions processes of schools. Those organisations perform an important public duty. Constituents have been in touch with me to say that they find the admissions process too complex and too lengthy to deal with by themselves. Does the Minister agree that banning civil society organisations from raising concerns will not only exacerbate the difficulties that parents already face, but further enable breaches of the admissions code?

[Mr Gibb]

The purpose of that announcement was to enable the chief schools adjudicator to focus on the concerns of parents and not to have the system absorbed by the need to handle multiple objections by campaigning organisations. That was a recommendation of the adjudicator as a consequence of her experiencing those issues in her term of office.

[Mr James Gray (North Wiltshire) (Con)]

I think that the Minister is referring to secular organisations that have been trying to clog up faith school application and appeals processes. Will he confirm to the House that the code of practice brought in at the beginning of this year will specifically prevent that sort of thing from occurring?

[Mr Gibb]

Yes. The announcement made by my right hon. Friend the Secretary of State was to ensure that the school admissions process is fair, that parents—and only parents—can object to admission arrangements in their area if they regard them as unfair, and that it is not used as a campaigning tool.

[Chris Green (Bolton West) (Con)]

13. What steps the Government are taking to improve maths and numeracy standards in primary schools.

[The Minister for Schools (Mr Nick Gibb)]

The Government are committed to raising standards in primary maths. We have introduced an ambitious new national curriculum that places greater focus on written and mental arithmetic. Long multiplication, long division and fractions are now compulsory for all pupils. We have strengthened primary mathematics assessment, removed the use of calculators from key stage 2 tests, and pledged to introduce a multiplication tables check for all pupils at the end of year 6.

[Chris Green]

I thank the Minister for his reply. Improving the standards of maths and numeracy in primary schools is crucial for children in later life, as they provide the foundation for more advanced learning. What are the Government doing to ensure that more children leave primary school with the expected levels of maths and numeracy?

[Mr Gibb]

We have launched a network of 35 maths hubs. These school-led centres of excellence are driving the transformation of teaching based on best practice internationally. Hubs have delivered a successful teacher exchange with Shanghai and have introduced high-quality Singapore textbooks to schools. Increasing numbers of primary school teachers are working with hubs to adopt effective south-east-Asian mastery approaches to teaching to ensure that every child leaves primary school with the expected levels of maths and numeracy.

[Kelvin Hopkins (Luton North) (Lab)]

May I press the Minister a little further? I have experience of teaching statistics to A-level students, and I have observed that some of those students could not do simple arithmetic because they never learned multiplication tables in early primary education. I suspect that that is still a problem today. What are the Government doing to ensure that all our children are required specifically to learn multiplication tables in their early years at primary school?

[Mr Gibb]

We have introduced into the new primary curriculum a requirement that by the end of year 4 all children will know their multiplication tables to 12 times 12. We will introduce a multiplication check next year to ensure that every child knows their multiplication tables by heart. That is a wonderful achievement. If we can ensure that every child leaves primary school knowing their multiplication tables by heart, it will transform mathematics teaching in this country at secondary school and beyond.

[Sir Edward Leigh (Gainsborough) (Con)]

15. If she will make an assessment of the contribution of faith schools to society.

[The Minister for Schools (Mr Nick Gibb)]

Church and faith schools have made a significant contribution in helping to shape our education system over many years. They are among our best performing schools in the country and parents of all faiths and of none value them for the quality of their education and their strong ethos. We continue to work closely with faith organisations to ensure that the religious character of their schools is maintained and developed.

[Sir Edward Leigh]

All that is undeniable: faith schools are extraordinarily popular, so why do the Government insist on the cap of 50% on people of a faith attending a new free school? We all know that the Government’s hidden agenda is that they do not want 100% Muslim schools, but the fact is that few Muslim schools are oversubscribed anyway, so all this is doing is preventing the Catholic and Anglican new free schools from coming on stream. Why not abolish the cap and let freedom prevail?

[Mr Gibb]

The 50% limit on faith admissions to free schools ensures that the new high-quality school places that they provide are available to local children, not just those of a particular faith, and it helps to ensure that those pupils receive an inclusive and broad-based education. We are always happy to hear representations on how best to achieve those goals and I would certainly welcome applications to establish, for example, more Catholic free schools, but I understand why the Catholic Church in particular is reluctant to do so.

[Mr Gavin Shuker (Luton South) (Lab/Co-op)]

T1. If she will make a statement on her departmental responsibilities.

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[Mr Alan Mak (Havant) (Con)]

T4. Archie Hayward, a 15-year-old student from Warblington school in Havant, is the first British teenager to secure work experience at the CERN science laboratory in Switzerland. Will the Minister join me in congratulating Archie and confirm that the Government will continue to support careers in science and technology?

[The Minister for Schools (Mr Nick Gibb)]

I join my hon. Friend in congratulating Archie Hayward on his significant achievement, which I am sure will provide him with the insight and inspiration to continue studying science and mathematics. We want to see more young people studying those subjects, which can lead to so many rewarding and interesting careers in science and engineering, which the Government are supporting through a more challenging curriculum and qualifications, better teaching and improved career advice in schools.

[Bill Esterson (Sefton Central) (Lab)]

T3. A headteacher in my constituency showed me the sample paper for this year’s key stage 2 SATs. The paper included questions about the subjunctive form, past progressive, subordinating, conjunction and many other such gems. I am tempted to ask how many Members here could answer questions on those topics, but the more important question is how many children could do so. Does the Minister understand the concerns put to me by head teachers that they want the very highest standards for the children they are looking after, but, far from helping to raise standards, such an approach runs the risk of setting 10 and 11-year-olds up for failure?

[Mr Gibb]

It is important to understand the scale of the reforms to the primary curriculum. In four or five years every child could be leaving primary school knowing their multiplication tables by heart and being a fluent reader because of our focus on phonics, eliminating illiteracy in this country, and for the first time in several generations primary schools are explicitly teaching English grammar. The hon. Gentleman should welcome these reforms.

[Craig Tracey (North Warwickshire) (Con)]

T6. Virtual school heads are taking great steps in promoting the educational achievements of all children looked after by their local authority. Will the Minister join me in encouraging the progress of virtual school heads such as mine in North Warwickshire and ensure that they help to facilitate the entitlement to a good education for all children and young people in care?

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[Michelle Donelan (Chippenham) (Con)]

T9. Will my hon. Friend please join me in recognising the vastly improved design and technology GCSE, which comes into play next year and which will help to inspire the next generation of technical and engineering professionals?

[Mr Gibb]

Yes, we have made some significant reforms to the D and T GCSE and A-level, working closely with the Design and Technology Association and the James Dyson Foundation to ensure we have high-quality D and T qualifications that lead on to higher education, apprenticeships and high-quality employment in the sector. I hope the qualification itself will lead to more young people taking it.

[Tulip Siddiq (Hampstead and Kilburn) (Lab)]

T7. Last week I attended an event organised by Positively UK and the Royal Central School of Speech and Drama in my constituency to celebrate the lives of women living with HIV. Does the Minister agree that not enough is being done to educate children in schools about HIV and the support available to women living with it?

[Mr Gibb]

The hon. Lady raises a very important issue. It is one of the very few explicitly statutory requirements that young people in secondary school have to be taught about the dangers of HIV. I share her concern. We need to improve the quality of PSHE education throughout our system.

[Andrew Rosindell (Romford) (Con)]

The Minister will be aware of the huge pressure on school places in the London borough of Havering and in all outer London boroughs at the moment, particularly with the new bulge classes being imposed on primary schools, such as Gidea Park primary school in my constituency. What extra funding and support will the Government give to schools that face such pressures at this time?

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[Louise Haigh (Sheffield, Heeley) (Lab)]

Last week, Sir Michael Wilshaw warned of a brain drain due to the recruitment and retention crisis in teaching that the Minister is well aware of. I appreciate the Minister’s earlier answer about the use of qualified teachers in classes being up to schools, but does he share my concern that teaching assistants are increasingly being used to teach SEN and low-attaining pupils?

[Mr Gibb]

I do not accept the comments of Her Majesty’s chief inspector of schools. We are doing everything we can to recruit. Despite increasing pupil numbers, and the challenge of a strong economy and the strengthening graduate jobs market, we are ensuring that there are now record numbers of teachers in our classrooms. There are 13,000 more teachers in our classrooms today than in 2010. Recruitment in teaching is a challenge. I use every platform I have to extol the virtues and rewards of teaching to help raise the status of the teaching profession. What does the hon. Lady do?

[Mr Andrew Turner (Isle of Wight) (Con)]

Will the Minister join me in welcoming the development of high-quality curriculum materials under the banner of Education Destination, which uses the Isle of Wight’s natural environment and attractions to teach outside the classroom?

[Mr Gibb]

Yes, of course. Field trips, and trips to the theatre and to museums and so on, are a very important part of education, and we would encourage more schools to organise as many such trips for young people as possible.