Education and Social Mobility

Nick Gibb Excerpts

Tuesday 22nd November 2016 Commons Chamber

[The Minister for School Standards (Mr Nick Gibb)]

Improving social mobility has been the driving force behind our reforms of the education system over the past six years. Thanks to those reforms, and the tireless work of hundreds of thousands of teachers, there are now 1.4 million more good or outstanding school places than there were in 2010.

The Government have given greater powers to teachers and heads to deal with disruptive behaviour. We have learnt from the successful Mathematics Mastery teaching methods of the far east. We created the Education Endowment Foundation to promote the use of evidence-based teaching practice. We have rewritten the curriculum at both primary and secondary levels to raise expectations of what children can achieve, and the focus on the Ebacc has halted the drift from the important core academic subjects—a drift that was particularly marked in areas of disadvantage. We have removed more than 3,000 so-called equivalent qualifications that too many children from disadvantaged backgrounds were being misled into taking instead of GCSEs.

We have improved the quality of technical qualifications, and have promoted and increased the importance and status of apprenticeships. There have been 624,000 apprenticeship starts since May 2015. We have revolutionised the teaching of reading in primary schools. Longitudinal studies have shown that systematic synthetic phonics give children a flying start with their reading, writing and spelling, and as a result 147,000 more year 1 pupils are on track to become fluent readers this year than in 2012.

However, despite improved teaching practice and a growing number of good school places, there are still too many parents who do not have the choice of a good school place for their child. In 65 local authority districts, fewer than 50% of pupils have a good or outstanding school within 5 km of their homes. As the Prime Minister reminded us on the steps of Downing Street,

“If you’re a white working-class boy, you’re less likely than anybody else in Britain to go to university.”

According to a recent Sutton Trust report, white British boys on free school meals

“have now been either the lowest or second lowest performing ethnic group every year for a decade.”

It is because of that continued injustice that we are consulting on a range of measures to increase the number of good school places and serve communities that have yet to benefit fully from our education reforms. We want the education system to help build an even more meritocratic Britain, and we want to use the knowledge and expertise of this country’s world-leading universities and independent schools to benefit our school system. We want to remove the restrictive regulations that are preventing more children from going to high-quality faith schools, and we want to end the ban on the opening of new grammar schools.

As Philip Blond said when he introduced the recent ResPublica report on Knowsley,

“Reintroducing grammar schools is potentially a transformative idea for working-class areas”.

We know that grammar schools are vehicles of social mobility for the pupils who attend them, almost eliminating the attainment gap between pupils from disadvantaged backgrounds and their peers. Pupils in grammar schools make significantly more progress than similarly able pupils. Progress 8 shows an aggregate score of 0.33 for grammar schools, compared to a national average of 0. Ofsted has rated 99% of grammar school places good or better, and 82% outstanding. In a school system in which more than a million pupils are not being given the education that they need and deserve, it cannot be right to prevent the creation of more good and outstanding selective school places. As was pointed out by my hon. Friend the Member for Bexhill and Battle (Huw Merriman), the key is to make the alternative schools just as good, and that is what we are doing.

Nevertheless, we recognise that grammar schools can do more to promote social mobility. The Social Mobility Commission has said that young people are six times less likely to go to Oxbridge if they grow up in a poor household. In the north-east, not one child on free-school meals went to Oxbridge after leaving school in 2010. Yet of the state school pupils securing a place at Cambridge in 2015, 682 came from sixth-forms in comprehensive schools and 589 from grammar schools; in other words, almost as many come from the 163 grammar schools as come from all the 11-18 comprehensive schools put together. And we know that disadvantaged pupils from grammar schools are almost twice as likely to go to a top Russell Group university as those from more affluent comprehensive schools.

The Government are committed to ensuring this country works for everyone, not just a privileged few. With strict conditions applying to grammar schools, including ensuring more bright pupils from disadvantaged backgrounds are admitted, we will boost social mobility in Britain. That objective was at the centre of excellent speeches by my hon. Friends the Members for Croydon South (Chris Philp), for Esher and Walton (Mr Raab), for Calder Valley (Craig Whittaker), for Fareham (Suella Fernandes) and for Salisbury (John Glen)—and my condolences on the recent death of my hon. Friend’s father.

We also heard great speeches from my hon. Friends the Members for Faversham and Mid Kent (Helen Whately), for Monmouth (David T. C. Davies), for Newark (Robert Jenrick) and for Spelthorne (Kwasi Kwarteng). But the hon. Member for Glasgow North West (Carol Monaghan) let the cat out of the bag when she said the SNP’s view is not just against grammar schools, but against setting and streaming by ability within a school, not a view that lies within mainstream opinion, and which explains why attainment gaps have widened in Scotland.

I listened carefully to my right hon. Friend the Member for Loughborough (Nicky Morgan), just as I learned to do in the two years when she was my boss at the Department for Education, and she is right that we have to tackle underperformance wherever it exists and ensure every child is being offered an academic, knowledge-rich curriculum. I can assure my right hon. Friend that we will take on board and take seriously representations made about the policies in the consultation documents, including those relating to selective education.

My hon. Friend the Member for Bexhill and Battle (Huw Merriman) made the point in an intervention that it is about making the alternative schools just as good as the selective ones, a point also made by my right hon. Friend the Member for Wokingham (John Redwood), who pointed out that grammar and comprehensive schools can coexist with both delivering a very high academic standard, as we see in his constituency.

Since 2010 more pupils have benefited from a core academic curriculum, increased numbers of pupils have a good or outstanding school place, and parents have a wider choice of the type of school for their children, but these opportunities have not yet been spread widely enough. We want to create a meritocracy where every child has access to the education that will take them as far as their talents allow. That is why our consultation document “Schools that work for everyone” is looking at every possible way to provide new good schools, particularly in areas serving the 1.25 million pupils in schools that need to improve.

I worry about those 1.25 million pupils; for them the time is now, which is why we need to do even more than we have been doing over the past six years to improve educational standards for them. I worry about the Social Mobility Commission finding that not one pupil eligible for free school meals in the north-east went to Oxbridge in 2010. I worry about the so-called missing talent—highly able pupils from disadvantaged backgrounds who leave primary school with standard assessment tests results way above the average but who achieve significantly less well than similarly able but more advantaged pupils. Nationally, 78% of level 5 pupils go on to achieve the EBacc, but for level 5 pupils from disadvantaged backgrounds that figure is just 52%.

So I say to the Labour party, “You should worry too. You should be as concerned as we are. You should be looking at every option. You should be asking how we spread the excellence we see in outstanding schools to every part of the country. You should be more concerned about the education these children are receiving than the virtue-signalling that lies at the root of what the Opposition do and say.”

If Opposition Members really care, they will look at the proposals in the consultation document and take seriously the suggestions on how to eradicate inadequate school provision wherever it exists. We will take seriously the responses to that consultation. We will listen to people’s views and understand their concerns, but we will do so on the clear understanding that our joint endeavour is to promote social mobility and ensure that a child’s one chance of an education is not sacrificed on the altar of political posturing.

Question put (Standing Order No. 31(2)), That the original words stand part of the Question.