Oral Answers to Questions

Nick Gibb Excerpts

Monday 1st December 2014 Commons Chamber

[Mr Robin Walker (Worcester) (Con)]

16. What progress she has made on reducing pupil absence from schools.

[The Minister of State, Department for Education (Mr Nick Gibb)]

In the autumn and spring of 2009-10, 45.8 million days of school were missed by pupils. By 2013-14, that figure had decreased to 35.7 million, the lowest number since comparable records began. The number of pupils who were persistently absent has also decreased, from 439,000 in 2009-10 to 262,000—again, a record low level. Time off for holidays has also dropped, by about 1.4 million school days, compared with the same period in 2009-10.

[Mr Jones]

I thank my hon. Friend for that answer. I also thank the Secretary of State for visiting Nuneaton last Thursday to hold a very positive round-table discussion with local head teachers. Good attendance is the bedrock of improving educational outcomes for our young people. Will my hon. Friend therefore join me in thanking the teachers, head teachers and governors in Warwickshire for the solid improvement in attendance in the past year?

[Mr Gibb]

The Secretary of State mentioned to me how much she enjoyed her visit to the George Eliot school in Nuneaton on Thursday and how valuable she found the round-table discussion with the head teachers from Nuneaton and north Warwickshire schools. I know that my hon. Friend the Member for Nuneaton (Mr Jones) is assiduous in fighting for small businesses and more jobs in his constituency, and that he therefore understands the importance of education. I join him in paying tribute to all the teachers, parents and pupils for their efforts to reduce pupil absences, particularly in Warwickshire, where the number of school days lost owing to absence has fallen from 5.7% in 2009-10 to 4.2% this year. There have been similar falls in persistent absence.

[Mr Walker]

Will the Minister join me in paying tribute to Perry Wood primary school in Worcester? Against a backdrop of falling absence levels in the county, the school has used pupil premium funding to introduce a walking bus and a breakfast club, and it has increased attendance from around 90% two years ago to an average of 96% today.

[Mr Gibb]

I pay tribute to the teachers at Perry Wood school for the innovative way in which they have reduced absence there. In fact, I congratulate schools throughout Worcester on improving school attendance. In Worcestershire as a whole, overall absence has dropped by a fifth and persistent absence by almost a quarter since 2009, and I pay tribute to all the teachers, parents and pupils for the work they are doing.

[Barbara Keeley (Worsley and Eccles South) (Lab)]

21. Another reason for school absence is that some pupils are young carers who have duties at home. The burden on young carers was shown tellingly in a BBC film called “Looking after Mum”, which was about a young carer who had been caring for her mother—my constituent—who had had a stroke when the child was four years old. What are Ministers doing to ensure that schools have policies in place to identify and support such young carers who have taken on a burden of care from the age of four?

[Mr Gibb]

Schools play an important part in identifying young carers and offering them appropriate support. To assist them in that endeavour, the Department has been working with the Children’s Society and the Carers Trust to share tools and good practice with schools, including a free access e-learning module for school staff. The Department of Health is also training school nurses to support young carers at school.

[Sir Bob Russell (Colchester) (LD)]

Is it still the case that, for the purpose of drawing up school league tables, a pupil in hospital receiving treatment for cancer would be marked as absent?

[Mr Gibb]

Schools use various codes to report absences. In the case of any illness, chronic or otherwise, there is a specific code. Schools are not judged on the absence levels of pupils who are suffering chronic or other illnesses.

[Stephen Timms (East Ham) (Lab)]

3. What recent discussions she has had with the CBI on careers education in schools.

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[Graham Evans (Weaver Vale) (Con)]

12. What recent assessment she has made of the performance of free schools.

[The Minister of State, Department for Education (Mr Nick Gibb)]

The performance of free schools is continually reviewed as more and more are inspected by Ofsted. Based on the inspections undertaken so far, the majority of free schools are performing well. With 24% rated outstanding, they are more likely to be rated outstanding than other state-funded schools.

[Graham Evans]

In Weaver Vale, I am proud to have worked with the founders of the Sandymoor free school, which has grown from strength to strength since it opened in 2012. Will my hon. Friend join me in applauding the school’s achievements, including its first Ofsted report as a good school with outstanding leadership?

[Mr Gibb]

I am delighted to join my hon. Friend in paying tribute to the governors—I understand that he is one—and the staff at Sandymoor school. The school’s motto is “Ordinary people. Extraordinary achievements.” That is right in one respect, in that it is extraordinary to secure a good grading from Ofsted within the first two years of opening a new school, but there is nothing ordinary about the head teacher, Andrew Green-Howard, or his staff at a school where, to quote Ofsted, the

“majority of students are meeting or exceeding…ambitious targets…in mathematics, English and science”,

and behaviour “is very impressive.”

[Keith Vaz (Leicester East) (Lab)]

May I, through the Minister, thank the Secretary of State and the Minister for free schools, Lord Nash, for their visit to the Falcons school in Leicester? I know that they enjoyed their visit. We were disappointed not to see the Minister there as well. I know that, apart from the education provided, the Secretary of State particularly liked the vegetable samosas that the children had made for her. Does the Minister agree not only that the Falcons school is the first Sikh school in Leicester, but that it has a first-class future?

[Mr Gibb]

I am grateful to the right hon. Gentleman for his praise of the Falcons school. I wish I had been there: I am a great fan of vegetable samosas, but I am more of a fan of free schools of whatever faith that provide high-quality schools and high-quality education up and down the country.

[Mr Speaker]

It is always useful to have a bit of information about Ministers’ eating habits.

[Justin Tomlinson (North Swindon) (Con)]

23. [906352] I have championed the New College bid for a new free school in North Swindon, which would help to deliver much needed high-quality school places in my growing constituency. Will the Minister comment on the importance of local groups coming together to set up free schools?

[Mr Gibb]

I thank New College and other proposers that have submitted free school applications for their hard work and commitment. I pay tribute to my hon. Friend for his work and support for the New College bid. Free schools are giving local communities and teachers the freedom to come together and establish new high-quality schools that are raising academic standards. We are currently assessing all wave 8 applications against the published criteria, and we will soon write to applicants to notify them whether they have been selected for interview.

[Julie Hilling (Bolton West) (Lab)]

We are constantly told that free schools are outperforming all other maintained schools. Will the Minister comment on his own Department’s admission that not only have a very small number of free schools actually been inspected, but that the

“findings cannot be interpreted as a balanced view of the quality of education nationally”?

[Mr Gibb]

Of course, many of the schools have only just opened—they have been open for only one year or two years—and not all of them have yet been inspected. However, many have been inspected, and 24% of free schools inspected have been judged outstanding. That is under the tougher framework that Ofsted now applies. The rate is higher than for schools as a whole.

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[John Cryer (Leyton and Wanstead) (Lab)]

18. What recent representations she has received on the National Audit Office’s report, “Academies and maintained schools: oversight and intervention”, published on 30th October 2014, HC 721; and if she will make a statement.

[The Minister of State, Department for Education (Mr Nick Gibb)]

I have received no representations on the National Audit Office’s report. The Department will reply to any recommendations the Public Accounts Committee makes in due course.

[John Cryer]

Is the Minister aware that the NAO report points out that the Department for Education finds it difficult to judge the value of various school interventions? Does he agree with that assessment? If he does not agree with it, why not?

[Mr Gibb]

We do not agree with that assessment. The report is factually accurate, but we do not believe that the interpretation the NAO has put on the facts is correct. The oversight of our schools is very clear: the oversight of academies is very clear, the oversight of maintained schools by local authorities is very clear, and the oversight by Ofsted is very clear. We are seeing a rise in academic standards across maintained schools and across academies and free schools in this country.

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[Alex Cunningham (Stockton North) (Lab)]

T7. The decision by the Education Funding Agency to halt the move by Academies Enterprise Trust to privatise a range of academy services from teaching assistants to ground maintenance in one huge £400 million contract, has been welcomed by schools, trade unions and staff, many of whom saw it as a mechanism to drive down wages and reduce other terms and conditions. I am grateful to the Secretary of State for her personal intervention, but will she outline what advice she has given to academy chains such as AET about the need to concentrate on the poor performance of many of those schools, rather than on partnerships that drive money away from our children?

[The Minister of State, Department for Education (Mr Nick Gibb)]

Academy chains want to find efficient ways of providing back office services, but the hon. Gentleman is right to say that chains that are under performing, including the AET chain, are receiving the close scrutiny of the Minister responsible.

[David Mowat (Warrington South) (Con)]

T6. With the advent of the new curriculum, the Government have moved away from a nationally recognised, standardised system based on levels, and schools are now free to choose from myriad different assessment frameworks. Is the Minister confident that consistency will be maintained, and what work is being done to ensure that all frameworks are fit for purpose?

[Mr Gibb]

I am grateful to my hon. Friend for that question. The old system of levels was flawed. It merely gave the illusion of consistency. In reality, the standard of a particular level varied from school to school. The national curriculum, on the other hand, sets out very clear expectations for each key stage. The national curriculum tests in reading, maths, grammar, punctuation and spelling at the end of key stage 2 will tell pupils’ parents and teachers how children are performing against very clear expectations.

[Robert Flello (Stoke-on-Trent South) (Lab)]

I draw the attention of the House to my entry in the Register of Members’ Financial Interests. The logistics sector is probably, if one takes all elements of it, the biggest industry in the UK, yet all too often children in our schools have no knowledge of the career opportunities in that sector. What will the Government do to ensure that children in our schools get to know about the sector, the fantastic careers available to them and the fact that in some ways it could almost offer a job for life?

Religious Studies (GCSEs and A-Levels)

Nick Gibb Excerpts

Friday 7th November 2014 Written Statements

[The Minister of State, Department for Education (Mr Nick Gibb)]

In April this year, the Government announced that GCSEs and A-levels in religious studies, design and technology, drama, dance, music and physical education––and GCSEs in art and design, computer science and citizenship––would be reformed for first teaching in September 2016.

The Department has already consulted on proposed subject content for art and design, computer science, dance, music and physical education, and is currently consulting on proposed subject content for drama, design and technology and cooking and nutrition. Today, we are publishing for consultation new subject content for religious studies. At the same time, Ofqual, the independent regulator of qualifications and examinations for England, will consult on the proposed assessment objectives for this subject.

These new qualifications are intended to provide students with the knowledge and understanding that will prepare them for further and higher education and future employment. In common with all our reformed GCSEs and A-levels, they will be high-quality, demanding and academically rigorous qualifications.

The revised content for religious studies GCSE and A-levels is designed to provide students with a broader and deeper understanding of religion than previous specifications. For the first time, students studying the religious studies GCSE will be required to study two religions. As well as studying key scripture and religious texts, students will have the opportunity to learn about critiques of religion and other non- religious beliefs through the study of philosophy and ethics. In addition, it will be a requirement for students to be aware of the diverse range of religious and non- religious beliefs represented in this country and the fact that the religious traditions of Great Britain are, in the main, Christian.

For the thousands of church and faith schools in this country these reforms will enable them to build on their strong academic performance and the important role they play in their communities and wider society.

In future, all RS GCSE students will spend at least half their time engaging in an academically rigorous study of two religions. In all, students will have the option to spend up to three-quarters of their time studying one religion. These changes are an important part of ensuring the new GCSE is as broad and rigorously demanding as other GCSE subjects. In the same way that a well-educated GCSE history student would be expected to learn about more than just British history, we expect well- educated religious studies GCSE students to know about more than one religion. It will also help to prepare students for life in modern Britain, foster an awareness of other faiths and beliefs, and encourage tolerance and mutual respect––key British values that are non-negotiable and a vital part of a secure future for Britain.

At A-levels, students will study at least one religion in depth through two of the following three areas of study: the systematic study of religion; textual studies; and philosophy, ethics and social scientific studies. These broadly reflect the main areas of study at higher education and will ensure that students have sufficient breadth and depth of understanding to support progression to higher education.



This consultation is an important part of the reform process enabling all those with an interest in this subject to provide their views. We will consider carefully all responses received in determining the final content. The consultation on reformed subject content for religious studies GCSE and A-levels will be available today at: https://www.education.gov.uk/consultations. Ofqual’s consultation on assessment arrangements will be available on its website at: http://ofqual.gov.uk.

Oral Answers to Questions

Nick Gibb Excerpts

Monday 27th October 2014 Commons Chamber

[Charlie Elphicke (Dover) (Con)]

2. What recent steps her Department has taken to improve schools which have been placed in special measures.

[The Minister of State, Department for Education (Mr Nick Gibb)]

We act swiftly to tackle failure. If a local authority maintained school goes into special measures, Department for Education officials contact it within five days of being notified, and begin to work with it towards becoming a sponsored academy. Since 2010, we have opened 1,042 sponsored academies, which have nearly all resulted from this process. If an academy goes into special measures, the regional schools commissioner responds equally swiftly.

[Charlie Elphicke]

Is the Minister aware of the striking progress that has been made at Deal’s Castle community academy in just a few short months, thanks to strong intervention by his Department? Will a decision on sponsorship for the academy be made soon?

[Mr Gibb]

I know that my hon. Friend has worked tirelessly behind the scenes to ensure early resolution of the problems the school has faced since it went into special measures. We are working closely with the Castle Community Trust, and on securing a strong sponsor for the school quickly. Ofsted’s monitoring inspection on 10 September confirmed that the academy’s plans are fit for purpose, and that necessary improvements are being made.

[Jenny Chapman (Darlington) (Lab)]

Schools in special measures should demand the highest possible standards of their teachers, but the 2011 teaching standards do not apply to such schools if they are academies or free schools. The standards include things such as the management of behaviour. Is it not more important than ever that the standards should apply to schools when they are in special measures, whatever their governance arrangements?

[Mr Gibb]

I do not think that the hon. Lady is right. The teaching standards apply to all qualified teachers. If she is referring to the issue of qualified teacher status, she should be aware that the vast majority of teachers in academies are qualified teachers and so are required to abide by the teaching standards. Even for teachers who are not qualified, who might be lecturers from universities or people who have come from industry to teach physics or science, the head teacher is able to use the teaching standards in assessing them.

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[John Mann (Bassetlaw) (Lab)]

14. If she will bring forward legislative proposals to allow failed academies to return to local authority control.

[The Minister of State, Department for Education (Mr Nick Gibb)]

We have no plans to legislate to allow failed academies to return to local authority control. We take swift and decisive action to deal with any academies that are failing, which may include issuing a warning notice, terminating their funding agreement or securing a new high performing academy sponsor to take the school forward.

[John Mann]

So much for democracy! What if the parents want a return to local authority control for a failed academy? What if the teachers want a return to local authority control? What if it is a village primary academy and the whole village would like a return? What is wrong with that? Why can that not happen?

[Mr Speaker]

That was five questions from a very experienced Member—and exceptionally cheeky chappie.

[Mr Gibb]

What parents want is every local school to be a good school, and that is what the academies programme is delivering. Sponsored schools that have been open for four years are showing a 5.7 percentage point improvement in their GCSE results compared with their predecessor schools, so it is a programme that is working. I am afraid that in the past too many schools were left languishing under local authority control.

[Mr Ronnie Campbell (Blyth Valley) (Lab)]

15. What assessment she has made of the effectiveness of the system of academy sponsorship; and if she will make a statement.

[The Minister of State, Department for Education (Mr Nick Gibb)]

There are 642 approved academy sponsors, and 349 of them are good or outstanding converter academies. Results over a number of years show that established sponsors are delivering sustained improvements, helping to transform the life chances of thousands of pupils. There is a rigorous and thorough process for approving sponsors and reviewing their growth and performance, and regional schools commissioners now lead in identifying new sponsors, challenging existing sponsors and advising on appropriate sponsor matches for new academies.

[Mr Campbell]

The Secretary of State indicated some time ago that she was in favour of allowing Ofsted to check on academy schools. Why has she changed her mind? Or is the Chief Whip still in charge of her Department?

[Mr Gibb]

Of course, Ofsted does inspect academies and does have the power to inspect chains of academies, as we have seen recently with its inspections of a series of academies in the E-ACT and Academies Enterprise Trust chains. The truth is that Ofsted has the power to inspect chains of academy schools.

[Dr Julian Huppert (Cambridge) (LD)]

16. What steps she is taking to help schools deliver free school meals to all infant pupils.

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[Angela Smith (Penistone and Stocksbridge) (Lab)]

17. How many free schools for 16 to 18-year-olds have opened in the last four years.

[The Minister of State, Department for Education (Mr Nick Gibb)]

A total of 14 16-to-18 free schools have opened in the last four years, including the highly innovative King’s college London mathematics school and Exeter maths school, which aim to increase the levels of mathematical attainment by the most able students to enable them to study at top-rated universities, and Chapeltown academy, a new 16-to-18 sixth form committed to high-quality academic A-levels.

[Angela Smith]

The academy in Chapeltown that the Minister has just referred to opened in September and has been funded for 90 places, but the numbers recruited fall significantly short of that—I understand that the figure is something like 55. Why are the Government funding institutions that are not recruiting to full capacity while cutting the funding available to 16 to 18-year-olds already in education or training in existing institutions?

[Mr Gibb]

The hon. Lady raised her opposition to the establishment of the Chapeltown academy in an Adjournment debate in April, when she said that

“there is no evidence whatsoever that there is demand for these additional sixth-form places.”—[Official Report, 30 April 2014; Vol. 579, c. 964.]

In fact, 58 places have been taken up. Free schools often have smaller numbers in the first year than their maximum, but numbers tend to increase in the years ahead. To quote its website, the school wants to

“Increase aspirations to attend the world’s best universities, and boost attainment at A-Level”.

Why can the hon. Lady not support such a school, with such great ambitions for young people?

[Mr Nigel Evans (Ribble Valley) (Con)]

18. What steps she is taking to ensure that parents wishing to send their children to faith schools can do so.

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[Caroline Dinenage (Gosport) (Con)]

There has been a 15% increase in the number of students enrolling at sixth-form colleges without a GCSE in maths, yet these post-16 education providers are excluded from the £20 million golden hellos available to attract maths teachers to further education. Given that maths skills are so crucial to young people’s futures, what is the Department doing about that?

[The Minister of State, Department for Education (Mr Nick Gibb)]

We introduced the golden hello scheme to support the recruitment and retention of well-qualified maths teachers in the publicly funded further education sector who can teach at GCSE level and above. Sixth-form colleges are not included in the scheme, because, along with school sixth forms, they are eligible for the recruitment support and incentives offered by the National College for Teaching and Leadership, which are not available to FE colleges.

[Mr Nicholas Brown Newcastle upon Tyne East) (Lab)]

T4. Some 34% of the newly qualified teachers who entered the state-funded teaching profession in 2000 had left the profession 10 years later. What does the Minister think accounts for that poor retention rate?

Schools (Brighton and Hove)

Nick Gibb Excerpts

Tuesday 14th October 2014 Commons Chamber

[The Minister of State, Department for Education (Mr Nick Gibb)]

I congratulate the hon. Member for Brighton, Pavilion (Caroline Lucas) on securing this important debate. She has covered a wide range of topics, and I will attempt to address the issues she raised.

The Government’s plan for education has been to raise academic standards, to improve behaviour in our schools and to close the attainment gap between those from richer and poorer backgrounds. We want all young people to leave school ready for life in modern Britain, whether it be through going to university, via an apprenticeship or in the world of work.

Under this Government’s reforms, we have seen the number of students in Brighton and Hove achieving five or more GCSEs or equivalent at A* to C, including English and mathematics, rise from 49.1% in 2010 to 62.6% in 2013. The hon. Lady is absolutely right to congratulate the pupils and schools in her constituency on that achievement because it is, in fact, 3.4 percentage points higher than the average for all schools in England. This excellent result for Brighton and Hove is exemplified by schools such as the Cardinal Newman Catholic school, the Blatchington Mill school and sixth-form college and the Dorothy Stringer school, which were all rated “good” by Ofsted, with 73% of the pupils in those schools achieving five or more GCSEs or equivalent at A* to C, including English and mathematics.

Similarly, the proportion of pupils achieving level 4 or above in reading, writing and maths in primary schools has risen from 74% in 2012 to 79% in 2013, while at key stage 1, there have been some excellent results in Brighton and Hove, including those of the Balfour primary school, which helped every single one of its pupils to achieve level 2 or higher in reading, writing and maths, and the Downs infant school, where 99% of its pupils achieved level 2 or higher in reading, writing and maths.

The hon. Lady raised the issue of teacher morale, and I can tell her that this Government place enormous value and trust in the professionalism and skills of the teaching profession. We now have our best-ever teachers working in our schools, the vast majority of whom put in a considerable amount of additional time and effort with the sole motivation of improving the life chances of children and young people. We are determined to ensure that we continue to have a high-quality, effective and motivated teaching profession.

Having said that, I share the hon. Lady’s concerns about the work load. The OECD TALIS—Teaching and Learning International Survey—showed that, on average, teachers in this country work 46 hours a week, compared with the OECD average of 38 hours, while the teacher diary surveys show even more hours worked. This is something that I and this Government are keen to do something about. We need to tackle what I would regard as this excessive work load on our teaching profession in our state-funded schools. I share, too, the concern of the hon. Lady, and of the teacher she quoted in her speech, about assessment and the over-obsession with data collection. I agree that something needs to be done about that.

On over-examination, the hon. Lady again made a valid point, and this Government have tried to address it. That is why we ended the modular nature of GCSEs and A-levels, because it was leading to students taking bite-sized pieces over and over again to push up the grade they could achieve. We were seeing multiple entries, retakes and early entries in those exams. I hope that, over time, our reforms will see fewer exams being taken at the most important age group for education, ranging between 15 and 18.

The hon. Lady raised the issue of teacher pay, too. We know that high-performing teachers drive up pupil attainment, and we need a system that recognises that. A recent report by the Reform think-tank argued that performance-related pay does work and that its introduction in schools will drive up standards, strengthening the link between performance and pay, which is fundamental. We want highly performing teachers to be properly rewarded for their impact on pupil achievements, but I do not think how we assess performance-related pay should be a mechanical link directed only to one or two measures. There should be a wide range of measures for head teachers to assess in respect of the teachers working in their schools.

Governors are generally supportive of performance-related pay. The National Governors Association supports the increased flexibility that governing bodies have been given to link an element of teachers’ pay to their performance, because most governors would like to be able to pay good teachers more. In a recent survey, 60% of governors who expressed a view agreed with the statement:

“Tying teachers’ pay more closely with their performance is likely to improve pupils’ attainment”.

[Caroline Lucas]

I am grateful for the thoughtful response that the Minister is giving. Does he share my concern that performance-related pay can greatly undermine teamwork if teachers are judged simply on what they contribute individually? In fact, what someone contributes in English has a knock-on effect in many other subjects. The best teaching is therefore about teamwork.

[Mr Gibb]

Again, I agree with the hon. Lady. When judging a professional within a firm of accountants or lawyers, one looks not just at one or two metrics, but at the contribution that they make to the whole operation. A good performance-related pay system would look at the contribution that a member of staff makes to the school as a whole. That could include mentoring and training teachers, extra-curricular activities and so on. It would look at their whole contribution to the school and there would not be a simplistic direct link to test results. That is down to the professionalism of the head teacher. I am confident that we will have well-run performance-related pay systems, rather than the type of system that the hon. Lady fears.

We need to ensure that we raise academic standards in this country and close the attainment gap. That is why the introduction of phonics, which she hinted at a criticism of, was important. It has raised the standards of reading. In 2012, 58% of pupils achieved the expected standard in reading. That has risen to 74% this year. That amounts to 102,000 six-year-olds who are reading more effectively today than they would have done, had we not introduced that important part of our education plan to raise academic standards.

The hon. Lady is a tireless promoter of the importance of good PSHE. I listened carefully to the example of good PSHE teaching that she cited from a school in her constituency. I know that she will talk to the Secretary of State later this week about her Bill. We agree that PSHE is important. We believe that all schools should teach PSHE, drawing on good practice like the example that she cited. We outlined that expectation in the introduction to the framework to the new national curriculum.

The hon. Lady is correct that good-quality relationships education is an important part of preparing young people for life in modern Britain. That is why we are committed to working with schools and other experts to ensure that young people receive age-appropriate information that allows them to make informed choices and to stay safe. Preventing violence against women is a topic that schools may include in PSHE. Maintained secondary schools are legally required to teach sex and relationships education, and we also expect academies to do so. To help support teachers, we have set up a new expert subject group on PSHE, which comprises lead professionals in PSHE practice. It will clarify the key areas on which teachers most need further support and produce new resources where necessary.

The hon. Lady said that the guidance on sex and relationships education is becoming outdated. I welcome the supplementary advice for schools, “Sex and relationships education (SRE) for the 21st century”, which was published recently by the PSHE Association, the Sex Education Forum and Brook. The advice helpfully addresses the changes in technology and legislation since 2000, and equips teachers to help protect children and young people from inappropriate online content and online bullying, harassment and exploitation.

The hon. Lady also spoke about sexual content on the internet. As she will know, children’s online safety is paramount. The Child Exploitation and Online Protection Centre has an important role. As a UK law enforcement body, it can apply the full range of policing powers in tackling the sexual abuse of children. CEOP has also developed a specific educational resource designed for use by teachers to tackle sexting.

[Caroline Lucas]

I have two very quick questions. First, I am grateful that the Minister recognises the problem of excessive work load in schools, but will he give concrete proposals on addressing it? Secondly, I am grateful that he has said that PSHE should be taught in all state schools but, if so, will the Government consider the opportunity to make it a statutory requirement?

[Mr Gibb]

We keep all curriculum issues and statutory requirements under review. On managing the work load, we are conducting deep-dive surveys into what affects teacher work load. We have asked the teacher and head teacher unions to help us to identify areas of teachers’ regular work load to see where we can make changes to ease it. We are determined to do so. The hon. Lady is right that we cannot have the teaching profession weighed down by unnecessary, bureaucratic work. By the way, we have swept away 21,000 pages of guidance and regulation that was imposed on teachers, but we need to do more to ensure that that release of bureaucratic burdens filters through to the chalk face, or the interactive white board face, of our schools.

On that note, if I have not answered any of the issues raised by the hon. Lady, I am sure we can correspond after the debate.

Question put and agreed to.

Achievement Gap in Reading

Nick Gibb Excerpts

Thursday 4th September 2014 Commons Chamber

[Kevin Brennan (Cardiff West) (Lab)]

May I thank the Backbench Business Committee for choosing this debate and congratulate the right hon. Member for Mid Dorset and North Poole (Annette Brooke) on securing it? I must confess that I had not realised that she was right honourable. I know that a very high percentage of Lib Dems have been knighted, received damehoods or been made right honourable, but in her case it is thoroughly deserved for the work she has done over many years in this House and her commitment to children’s issues, particularly that under discussion.

I also congratulate all the other speakers, including my hon. Friend the Member for Liverpool, West Derby (Stephen Twigg), who is my former boss, the Chair of the Select Committee, my hon. Friend the Member for Huddersfield (Mr Sheerman), who is a former Chair of the Committee, and the hon. Member for Norwich South (Simon Wright). They will forgive me if I do not discuss their contributions—as I was going to do—given the time available.

There are a number of points to make about the achievement gap in reading between poorer children and their better-off peers. First, it is a real problem. As the right hon. Lady said, current Government statistics show that one child in every four leaves primary school unable to read well, which means that each year 130,000 children are already behind when they start secondary school. Of those, a disproportionately large number are from disadvantaged backgrounds; the proportion who leave primary school unable to read well rises to 40% for children on free school meals. We know that it is a real problem, so it is right that we are debating it today and that we will continue to do so.

Secondly, it is not a new problem. Successive Governments have made efforts to close the achievement gap. The previous Labour Government made extensive investment, politically and financially, starting with the literacy hour and progressing to schemes such as Every Child a Reader. I could cite evidence of the success of those programmes, including from the Institute for Public Policy Research’s 2012 report, “A long division: Closing the attainment gap in England’s secondary schools”, which clearly showed that the attainment gap between the richest and poorest students narrowed between 2003 and 2011. Despite that, we know that poorer children are still much more likely to have fallen behind in reading by age 11 than their better-off peers.

Thirdly, the issue really matters. Being behind in reading at age 11 has a massive impact on an individual’s life chances, but it also has a massive impact on the country as a whole. More people who are out of work or on low pay are functionally illiterate—one in four in both instances. More pupils who are excluded from school lack literacy skills. More young offenders and prisoners are poor readers. The list goes on. We can reasonably extrapolate from those statistics and observations that at the macro level crime is higher and economic growth is lower as a result.

Fourthly, this issue has become party political. In my opinion, it should not be. I am not trying to blame anyone in particular for that phenomenon; we are all politicians and we all have to make our case in order to win power and govern in what we believe to be the country’s best interests. That is the trade we are in and, in my view, it is an honourable one. However, as a former school teacher from a working-class background, I hope that it is possible to reach a consensus on a longer-term approach to making progress on closing the achievement gap in reading.

Of course, many of the root causes of the problem lie outside the immediate influence of school. Many parents are poor readers, as we know from the statistics, and they are therefore not in a strong position to help their children at home, even when well motivated to do so. Fifthly, therefore, this issue is not just about schools. We need to develop policies to support parents and families outside schools, especially in the early years. We are concerned about the overall impact of Government policies, whether in relation to Sure Start, as was mentioned earlier, or financial support to poorer families. Whatever the level of spending available to any Government, we ought to be able to agree on the types of policies beyond school that will help to tackle the problem.

I noticed a press release today from the Sutton Trust pointing out new analysis showing that parents from the richest fifth of households are four times more likely to pay for extra classes outside school for their children than those from the poorest fifth. I think that we should certainly look at the policy implications for supporting initiatives to give extra support, outside school or at the end of school, to pupils from poorer backgrounds. There are quite a few good initiatives out there for that, and the pupil premium might be a good way of supporting them.

Sixthly, we should make every effort, as politicians, to evaluate what works, including in schools. That is why Opposition Front Benchers welcomed the setting up of the Education Endowment Foundation, which the hon. Member for Norwich South (Simon Wright) referred to. It gives us the opportunity to start doing what so many people tell us they want us to do in education, whatever political party we belong to: to set longer-term policies.

[The Minister of State, Department for Education (Mr Nick Gibb)]

rose—

[Kevin Brennan]

Does the Minister want me to give way?

[Mr Gibb]

I was hoping that the hon. Gentleman would come to the end of his remarks, because I want to allow my right hon. Friend the Member for Mid Dorset and North Poole (Annette Brooke) to speak as well.

[Madam Deputy Speaker (Dame Dawn Primarolo)]

Order. I will be the one to decide that. The maths is that you have eight minutes each and there will then be a minute for the right hon. Lady.

--- Later in debate ---

[The Minister of State, Department for Education (Mr Nick Gibb)]

I thank the hon. Member for Cardiff West (Kevin Brennan) for that and apologise for intervening earlier.

I am grateful to my right hon. Friend the Member for Mid Dorset and North Poole (Annette Brooke) for securing this debate on what is, in everyone’s view, the most important issue in education. It has been a very good and well-informed debate.

It cannot be acceptable that in 2014 almost 18,000 boys aged 11 cannot read any better than a seven-year-old, nor that in 2013, one in five pupils on free school meals did not achieve the expected standard in reading at key stage 1. As the hon. Member for Liverpool, West Derby (Stephen Twigg) said in an excellent contribution, poor reading can lead to behavioural problems, with one in 10 14-year-olds who are poor readers becoming persistent truants, compared with just 2% of other children.

Nothing in education is more important than making sure that every child can read. To paraphrase my right hon. Friend the Member for Mid Dorset and North Poole, if you don’t learn to read, you can’t read to learn. Of course, our concern about reading standards should not simply be about the utilitarian benefits of reading. In and of itself, reading is one of life’s great joys. No child should be denied the chance to experience that joy for themselves, no matter where they live or what their background. She spoke about delving into other worlds. That is a good phrase to show why reading is so wonderful. We want all children to become fluent and enthusiastic readers. We want them to have the solid grounding in the systematic synthetic phonics that they need to decode the words on the page; the knowledge and appreciation to understand what they are reading; and the enthusiasm and experience to develop a lifelong love of books.

As was said by my hon. Friend the Member for Huddersfield (Mr Sheerman)—I call him my hon. Friend because of our years of service together during his chairmanship of the Select Committee—these issues start very early. For some children, they start even before they are born. Research shows that nothing is more fundamental to a child’s later outcomes than early language development. It is the key to mastering communication and literacy later on. Of course, a huge part of that development depends on parents reading, singing and talking to their children. The early years sector also has a crucial role to play, as my right hon. Friend the Member for Mid Dorset and North Poole said. We know that high-quality early education from the age of two has a lasting impact on children’s development.

Nowhere is the need to get children off to a flying start more pressing than for disadvantaged children. As my right hon. Friend pointed out, there is an 18-month vocabulary gap between children on low incomes and children on high incomes when they arrive at school. If that is left unchecked, they continue to slip further and further behind. That is why, from this September, we are giving some 260,000 of the country’s most disadvantaged two-year-olds 570 hours of funded early education. That is double the number of children who were eligible last year.

Early years education has to be of a high quality. As my right hon. Friend said, quality is as important as quantity when it comes to early years education. We are also introducing reforms to the national curriculum, which come into force today, giving ever higher importance to reading and literacy.

Of course, all of that depends on children mastering the essential skill of decoding in the first place. As my hon. Friend the Member for Norwich South (Simon Wright) said, it is right that we should base our practice on what the evidence says works. International evidence shows that the systematic teaching of phonics is the most effective way to teach children to read. It helps all children, particularly those from disadvantaged backgrounds, become fluent readers.

We are absolutely committed to ensuring that the high-quality teaching of phonics in primary schools continues, which is why we have introduced the light-touch phonics check. In the pilot in 2011, 32% of children in the 300 schools involved passed that check. In 2012 that rose to 58%, and last year it had risen to 69% of all pupils meeting the expected standard. That was a significant rise, but just 56% of pupils on free school meals met that standard compared with 72% of other pupils—there was a 17 percentage point gap, which we need to close. Some local authorities, such as Newham, did extremely well in that check, with 76% of pupils passing, but others did not achieve so well, including some in affluent areas. I was encouraged by the initiative to improve reading in Liverpool that the hon. Member for Liverpool, West Derby described. I am sure that we will see a significant rise in Liverpool’s phonics check results as the years go by. We want to ensure that all children are secure in their basic phonic reading skills.

One point on which I did not agree with my right hon. Friend the Member for Mid Dorset and North Poole was the starting date of formal education. There is no evidence that it is damaging. The Cambridge review of primary education in 2010 found no clear relationship between starting age and reading achievement, but some studies have found a small and temporary advantage to younger starting ages. My view is that delaying the start of formal education and the teaching of reading would widen the attainment gap, as children from more affluent and educated homes would learn to read at home and other children would not. That gap would continue to grow exponentially once they started their education. In fact, the majority of parents are happy for their child to begin school in the September following their fourth birthday. As we know, and as my right hon. Friend pointed out, children develop at different rates, particularly in the early years, and it is to be expected that some parents will feel that their child is simply not ready to start school when they are four. To allow for that, the admissions code makes it clear that parents can request that their child attends part-time or that their entry is delayed until they reach the point of compulsory education.

The Government’s overall plan for education is to raise academic standards, make every local school a good school and significantly improve standards of behaviour in our schools. We want to close the attainment gap between those from poorer and wealthier backgrounds, not just in reading but across all academic subjects. However, reading represents the foundation of education, and we need all young people to be reading fluently and with increasing speed by the time they reach key stage 2. We need them to read voraciously throughout primary school, so that they not only become accomplished readers but develop the habit of reading for long stretches of time. That is how we can ensure that every young person achieves their full potential to be as well educated as their ability will allow. That means that they can benefit from all the opportunities that this country has to offer.

Infant Class Sizes

Nick Gibb Excerpts

Wednesday 3rd September 2014 Commons Chamber

[Heidi Alexander (Lewisham East) (Lab)]

I am grateful for the opportunity to take part in this important debate.

The ability of parents to send their children to a good local school and have them taught in suitably sized classes is something that the vast majority of British people would deem a pretty basic feature of life in the UK in the 21st century, but sadly in my constituency of Lewisham East it is becoming more and more difficult for families. During the last six years, competition for primary school places in Lewisham has been growing significantly, a phenomenon replicated across the whole of London. A rapidly rising birth rate, fewer people moving out, because of a broadly stagnant housing market, and high inward migration from the other parts of the British isles, as well as internationally, have all contributed to the need for more school places in the capital.

The present Government’s failure to adequately fund extra classrooms in areas with the greatest need means that many parents in Lewisham and London more widely are left wondering why public money is being spent on opening new schools in leafy areas of low demand when their own children are being squeezed into more and more crowded schools. In the last 13 years, the birth rate in Lewisham has increased by 32%. In real terms, that means that approximately 1,000 more babies were born in Lewisham last year than in the year 2001. Since 2008, Lewisham council has created nearly 3,000 more primary school places. The vast majority have been in temporary bulge classes—extra forms of entry, which then move up through the school as the children progress to their next academic year. Only 500 or so of the extra places have been in schools that have been permanently expanded. This is partly to do with funding, partly to do with very constrained school sites, and partly to do with the need to act quickly to meet the demand for extra spaces in the next academic year.

Classrooms have been put up on playgrounds, and music and art rooms have all but disappeared from schools in Lewisham, having been converted into much needed full-time teaching space. Some children inevitably find themselves being taught in classes with more pupils. The pressure on primary schools also means that an increasing number of children are being taught in schools a long way from home. Time and again, whether it be at my advice surgery or when I am out speaking to people on the doorstep, I meet parents who are really angry about their inability to get their son or daughter into a local school.

These are not “pushy parents” who are unrealistically limiting themselves to an over-subscribed outstanding school—although who could blame them if they were; more often than not, these are parents who would be happy to send their children to any one of five or six good local schools. The schools, however, are simply full up, so the children are allocated a place far from home, often involving multiple bus journeys in rush-hour traffic—no small feat in London, with small children in tow. The strain this places on family life can be considerable. I have repeatedly had women telling me that they may have to give up work in order to drop their children off at school. Sometimes siblings can be at different schools, miles apart. Many of my constituents do not have cars, so it can be almost a physical impossibility to get one child to one school and another child to another school on time.

I do not have children, but if I did I could not imagine that navigating long distances to get them to school at the ages of four or five is the sort of start to their education that I would want for them. I understand it when parents say that they want their children to be taught in small schools with small classes and close to home. I understand that, as a parent, one would want to feel confident that every teacher was able to know every child as an individual, to be able to monitor their progress and understand what they are good at or not so good at.

I know that parents do not want to have their children disappearing into a sea of faces at the back of a classroom, but this is the direction in which the current Government seem to be heading. That is not right—not right for the parents, not right for the children and not right for the school and the teachers who are trying to provide education in school buildings that are bursting at the seams. It is made worse by the fact that central Government funding for school places is not going to the areas that need it most.

How this Government can justify opening new schools in areas of low demand when they do not adequately fund the areas with the most pressure on school places is beyond me. Let us take London as an example. We know that the capital has a 42% share of the national demand for extra school places, yet receives a 36% share of basic needs funding. How do Ministers account for that? The money provided by central Government to my local authority of Lewisham to meet the rising demand for school places has quite simply been inadequate for the task.

I am grateful to the Minister for Schools for twice meeting me and the mayor of Lewisham over the last year to discuss the issue. He knows—and I hope to bring this to the attention of other Education Ministers—that the local authority of Lewisham has identified a £19.5 million shortfall if it is to meet all the demand for extra primary places up to 2016. I am aware that in the last round of funding allocations, the Government provided a 2% uplift to London local authorities. It was a helpful start, but even with this, the funding does not fully reflect the additional costs of expanding schools in the capital: there is fierce competition for land, site acquisition costs are higher, and even the costs of construction are higher in London. The Government need to look at the methodology they use for allocating funding. Assumptions in the funding formula about the percentage of permanent spaces created by local authorities recently have worked against local authorities such as Lewisham, where very few permanent expansions have taken place.

The Government also need to start thinking about the looming crisis affecting secondary places. My local authority has opened a brand-new secondary school in the last few years, but anticipates that it will need another by September 2017. Secondary schools do not come cheap, and they do not come quickly. Indeed, London councils have estimated that the capital needs a further £1 billion if it is to meet all need come 2016.

[The Minister of State, Department for Education (Mr Nick Gibb)]

I am listening carefully to the hon. Lady’s speech. She has made some important points, but I should point out that the Government have delivered what they have been able to deliver. Between 2007 and 2011, under the last Government, allocation for basic need stood at about £25 million. Under the present Government, it has risen to £78 million, and a further £18 million has already been allocated to Lewisham for 2015-17. I shall be happy to discuss the issue further with the hon. Lady, because I know that she is sincere and passionate about it, but I hope that, in return, she will acknowledge that a total allocation of £96 million between 2011 and 2017 is a very significant sum in the current economic circumstances.

[Heidi Alexander]

I acknowledge that money has been spent; I am just not sure that it is keeping up with the scale of demand for extra places. I believe that there are fundamental questions to be answered about how the Government allocate resources, and how they plan to ensure that future generations can gain access to the education that they deserve.

--- Later in debate ---

[Fabian Hamilton]

I absolutely agree with my hon. Friend.

We talk about choice, but we should recognise that surplus places are needed for that.

[Mr Gibb]

I went to a state school in Pudsey—Pudsey Bolton Royd school—for three weeks. Is the hon. Gentleman aware that between 2007 and 2011 the Labour Government gave £16 million to Leeds for basic need, whereas between 2011 and 2015—a similar period—this Government allocated £99 million? Can he explain why the figure between 2007 and 2011 was so small when there was already evidence of an increase in the birth rate?

[Fabian Hamilton]

I thank the hon. Gentleman for his intervention. Of course I cannot explain that in detail, because I was not party to the decisions made at the time. What I can explain is that at that time there were falling rolls and a number of surplus places in the city of Leeds, and many of us argued with our own Government that in order to have true parental choice there must be surplus places and that inevitably the birth rate would go up.

I remember well Fir Tree primary school in my constituency. The local authority was controlled by the Conservatives and Lib Dems—it was a foretaste of the coalition that we have in government today, but in Leeds city council—and it decided to close that school. I was one of the many people who said, “Don’t close it, because it’s likely that we will have a rising birth rate”, which is exactly what has happened, and that debate is very current in that part of my constituency today.

I do not think that the issue of overcrowding in some of our schools is particularly related to the insistence on smaller class sizes; rather, it is related to the dogmatic insistence on the establishment of free schools, as many right hon. and hon. Members have already mentioned.

I hope that I will not upset my hon. Friend the shadow Secretary of State by saying this, but personally I am not opposed to free schools in principle. However, I am totally opposed to the funding for those schools being top-sliced from the budgets for local authority schools. That is appalling. Local authorities should plan school places; that should not be removed from local authorities. I have never understood the antipathy of those on the Government Benches to the idea of allowing local authorities the democratic accountability that they bring when they plan school places. It seems appalling that we have almost a free-for-all in the allocation of places.

Mill Field primary school is in the very deprived Chapeltown, Chapel Allerton part of Leeds North East. Its head teacher, Stephen Watkins, one of the most experienced primary heads in west Yorkshire, tells me that the rule on class size limits at key stage 1 is now “widely ignored”, mainly because local authorities cannot open new schools in response to local demand. He says that the decisions of independent review panels will often be to admit pupils in spite of the class size ceiling being a maximum of 30 pupils. The result is not only larger class sizes but a lot of primary schools that are now so large that they have many hundreds of children on their rolls.

According to the Office for National Statistics, more babies were born in 2011-12 than at any time since 1972, which means demand for primary school places is set to soar and put even more pressure on the system in 2015 and 2016. But what is the Government’s response? It is the creation of more free schools—schools that have little or no public scrutiny of their operations, at the expense of areas of high need, as highlighted by many Members. It is all very well to say that 500,000 new primary school places have been created under this Government, but what use are they if all of them, or at least very many, are in the wrong places? As always with the coalition, choice is greater for those who already have it but denied to those in greatest need.

It is interesting to look back at some of the statements made by the Prime Minister when he was Leader of the Opposition. I think that my hon. Friend the Member for Chesterfield (Toby Perkins) has already quoted this one, but I will quote it again to remind Members of what he said to the Yorkshire Post, of all newspapers, on 18 April 2008:

“A Conservative Government will give many more children access to the kind of education that is currently only available to the well-off: safe class rooms, talented and specialist teachers, access to the best curriculum and exams, and smaller schools with smaller class sizes with teachers who know the children’s names.”

He went on to say:

“The more we can get class sizes down, the better.”

So what went wrong? We now have more than five times as many primary schools with over 800 pupils in England than we had in 2010. According to the Office for National Statistics, three times more infants—93,665—are now taught in classes of over 30 pupils than in 2010. As a Leeds MP and former chair of the city’s education committee, it troubles me, as well as every parent in the city, that the number of infants in classes of over 30 pupils increased from 568 in January 2010 to 2,346 in January 2014—an increase of 313%. That is a poor testament to this Government’s oft-boasted commitment to our children’s education and a complete contradiction of the Prime Minister’s promise made in 2008, and many times since.

Sadly, it is not the Prime Minister or his Government who will suffer as a result of these broken promises but the thousands of young children whose educational opportunities will be reduced as a result of this failure—often those in the most deprived parts of our country who never had much opportunity to start with. The Secretary of State should hang her head in shame at the way in which these children have been let down by a Government who promised so much and have delivered so little.

--- Later in debate ---

[Kevin Brennan]

I apologise for provoking my hon. Friend, but as I think I explained earlier, this is all part of the Secretary of State’s new policy on setting, in that the Lib Dems are set in a different group for this subject and are not allowed to participate in our discussions.

That pledge by the Prime Minister turned out to be worthless, so one would think, under the circumstances, that every sinew of ministerial effort at the Department for Education would be straining at the task of tackling this issue—that no distraction from the cause of meeting the challenge would be allowed and that scarce resources would be prioritised for the issue, with money spent on creating school places where there is a real need. But no, because according to the National Audit Office, two thirds of the places created in the Government’s pet free schools project have been created outside areas classed as having high or severe primary school need. The Government try to claim that the programme is tackling the shortage of places, but the very essence of the programme—a built-in design feature of the policy—is that the distribution of free schools is essentially random. The Department has received no applications to open primary free schools in half of all districts with high or severe forecast need for school places—not one. In fact, overall, only 38% of approved free schools are primary schools, while over 40% of them are secondary. Given that secondary schools are typically double the size of primary schools, despite the growth of “titan” ones under this Government, far more secondary school places are being created than primary school ones, which is where the greater need exists. As we have seen from the debate, there is an acute need. In other words, this Government’s insistence on ideology over pragmatism in opening new schools is producing the wrong kind of schools—secondary—in the wrong places. That is the very definition of policy failure.

Indeed, the National Audit Office found that 42 schools had opened in districts with no forecast need, with estimated capital costs of at least £241 million out of a projected total of £951 million for mainstream schools. That is not an accident. The Minister of State, Department for Education, the hon. Member for Bognor Regis and Littlehampton used to care passionately about class sizes. He told “Daily Politics” back in 2009 that it was important to get class sizes down,

“particularly at primary school level. This is really dramatic, how big our class sizes are compared with other countries.”

That is what he said in 2009, when there were 31,000 infant children in class sizes over 30; by January this year, that had risen to 93,000, which really is dramatic. Before the general election, the Minister told BBC London:

“A child can wander around corridors of a school anonymously because the teacher will not know the name and face of every child in the school. Smaller schools are much more intimate and it’s difficult for a child to be anonymous.”

Those are fine words, but the number of titan primary schools is soaring, with nearly five times the number of primary schools with over 800 pupils than in 2010. So much for intimate smaller schools as promised by the Minister.

What about this Minister’s views on trying to alleviate growing numbers by targeting the resources to areas where there is a shortage rather than a surplus of places? Here is what he said to “Attain Magazine” in spring 2010 about areas with surplus places:

“If it has surplus places beyond a certain figure, 10%, they will at the moment resist any new school coming in because they’ve got to fill these places first. But we’re saying that’s irrelevant”.

That was his attitude. “Irrelevant”—there we have it; it is not an accident. Instead of directing resources to where there is a shortage of places, more places are created where there is surplus of more than 10%. Why? Because right-wing ideology demands a market solution—creating an over-supply to drive out existing schools, rather than operate supportive and collaborative systems such as the highly successful London Challenge approach under Labour, which raised standards for all, and allow investment in new places to happen where those places are needed.

That is the ideology that lies at the root of the places crisis that we are seeing today, and the attempts to blame the last Labour Government are a smokescreen. The number of pupils in primary schools was falling between 2005 and 2010—it fell by 107,000—and the projections of increased numbers from the Office for National Statistics did not come until 2008-10. The last Government recognised that while overall numbers were falling at the time, in some areas, particularly in larger local authorities, more places would be needed. They provided core capital funding of £400 million a year from 2007-08 to 2010-11 to cover local growth in demand for places. Of course, the current Government never acknowledge that in their attempt to create a smokescreen about their role in the places crisis.

In addition, there was an annual “safety-valve” whereby local authorities, if they felt they needed it, could apply for additional funding to address exceptional growth. Until 2009, very few did, but in 2010-11, an extra £266 million was allocated to 36 authorities to provide primary places for September 2010 and 2011.

[Mr Gibb]

rose—

[Kevin Brennan]

I will let the Minister answer in his winding-up speech; I do not want to eat into his time.

That additional funding is never mentioned by Ministers seeking to deflect blame for their failure. In fact, in the last two years of the Labour Government, schools capital budgets were £4.08 billion and £4.44 billion; in the first two years of this Government, they were £3.62 billion and £3.1 billion—storing up huge issues for the future, with the main maintenance and repair budget also slashed. These cuts in capital make it all the more of a dereliction to direct funds away from areas in which places are needed. We will restore coherence to the system, and ensure that precious resources are spent where those places are needed. We will also end the ludicrous system whereby Ministers approve new schools and, in particular, new free schools, which is the Government’s current policy.

Members, including the Secretary of State, mentioned Falcons Sikh free school in Leicester. It was due to open at the weekend, but at the last second the Under-Secretary, Lord Nash, ditched it, leaving 70 pupils and their parents high and dry and uncertain about the future. How could circumstances arise in which, the weekend before a school was due to open, a Minister had to intervene to ensure that it did not do so? Where were the checks along the way? Why was the process allowed to reach that stage without the problem being picked up earlier? We need answers to those questions, because Falcons was exactly the sort of school that is supposed to be providing the places that we say are needed in our system.

What a shambolic and wasteful way to run a school system! We will restore local accountability through independent directors of school standards. We will stop the waste, and build for the future.

[The Minister of State, Department for Education (Mr Nick Gibb)]

We have had a very good debate, but I must admit that I was surprised by the Opposition’s choice of subject, because they do not come to this issue with clean hands. There has been a steady increase in the birth rate in this country since 2002. Between 2002 and 2010, there was a 22% increase in the annual birth rate. There were 120,000 more births in 2011 than there were in 2002. It should have been clear to the last Labour Government that that would translate into a need for more primary school places, but huge amounts of taxpayers’ money was devoted to rebuilding existing secondary schools in the Building Schools for the Future programme, and the Government cut 200,000 primary school places instead of creating more.

For that reason, one of the first decisions that the present Government had to make was to double the amount of money allocated to basic need capital—the money provided to increase the number of school places. Over the whole Parliament, that amounts to some £5 billion, and another £2.35 billion has already been announced for 2015-17. That is in addition to the £820 million that the Government are spending to create more than 70,000 new places through the targeted basic need programme, and in addition to the 250 free schools which have been opened since 2010 and are delivering more good-quality places in areas that need them. The £5 billion contrasts with the £1.9 billion that was spent by the previous Government over the same period—and I can tell the hon. Member for Cardiff West (Kevin Brennan) that that does include the £400 million per year over four years, the £60 million safety valve, and the emergency top-up of £250 million or £260 million which was allocated when the last Government began to realise that there was a problem.

This Government are committed to keeping infant class sizes at or below 30 children, but we want to do so in a way that will not split up twins or hinder our objective of giving the best possible start to children in care. No one takes seriously the irresponsible scare stories from Opposition Front Benchers, which are reflected in their motion and based on a deliberate misreading of census data. The truth is that a single snapshot taken on a Thursday in January will always reflect the fact that some schools bring classes together for assembly, PE, or other lessons such as drama and music. As the hon. Member for Darlington (Jenny Chapman) should know, it is simply wrong to claim that that means there are infant classes of 70. In fact, the average number of pupils in an infant class is 27.4. In primary schools as a whole, the proportion of pupils in very large classes of 35 or more has fallen since 2010, and since 2010, nearly 4,500 infant classes have been added to our school sector.

I listened very carefully to the shadow Education Secretary’s speech. It beggars belief because he talked about titan schools, yet the last Government were the past masters of creating titan schools, as they amalgamated schools because of the surplus places rule that required local authorities to remove surplus places even while it was clear, as the hon. Member for Leeds North East (Fabian Hamilton) pointed out, that the birth rate was increasing and that in four or five years’ time those places would need to be recreated. What a waste, which is why this Government abolished the regulations that amount to the surplus places rule.

It was interesting to note, during the speech of my hon. Friend the Member for North Swindon (Justin Tomlinson), the shadow Education Secretary’s sedentary intervention that pupils should have to go to schools that are unpopular and underperforming before a new school can be built. It is the quality of schools that matter, just as much as the quantity.

The shadow Education Secretary complains about the free school programme, but the 250 free schools have added 175,000 new school places, 72% of open mainstream free schools are in areas of basic need of school places and 74% of free schools opening this September are in areas of basic need. He should also know that half of open free schools are in the most deprived 30% of communities in the country. Free schools are opening up opportunities in areas where parents are unhappy with the standard of education on offer, and he should be supporting these proposals, as his party colleague the hon. Member for Darlington is doing in a pragmatic way. The shadow Education Secretary should also know that in his own local authority of Stoke-on-Trent the funding for new places under the last Labour Government, between 2007 and 2011, was £2.5 million, whereas under this Government it is £12.5 million.

I listened very carefully to the speech of the hon. Member for Lewisham East (Heidi Alexander), and I do understand the concerns she raised and the challenges some parents face in securing primary school places: the proportion of people nationally who achieve their first place is about 95.7%, but in Lewisham that figure is 75.5%, one of the lowest in the country, so I understand the concerns she is raising. That is why we have allocated capital of some £96 million to Lewisham to try to tackle that problem.

My hon. Friend the Member for North Swindon raised important points about new developments and the need for new schools. He is right that the surplus places rule should not force parents to send their children to failing or underperforming schools which is why we abolished that rule, and he is also right to point out the importance of building schools more efficiently using standard designs. That has resulted in huge savings being made in constructing new schools compared with the wasteful Building Schools for the Future programme. We have cut the cost of construction of a new school by 40%, and he is right to point out that that will help in applications for school places. Some 92% of parents in Swindon got their first priority and 98% got one of their top three schools, so he is right to praise the local authority for what it has been doing.

I congratulate my hon. Friend the Member for Bedford (Richard Fuller) on his work, on the support he has given to raising education standards in Bedford and on his support for Bedford free school. Parents support the education standards of that school, the strong pastoral care and the exemplary behaviour delivered by its head teacher Mark Lehane and his staff.

[Pat Glass]

The Bedford free school is less than half full and is costing the taxpayer a great deal of money per pupil. That is the evidence the Select Committee on Education has received.

[Mr Gibb]

There are teething and transition issues as new schools are established and as they establish their reputations. That school was established in the face of fierce opposition from members of the hon. Lady’s party, against the wishes of the parents who send their children to the school. They are very happy with that school and its reputation will grow in the years ahead.

The hon. Member for Chesterfield (Toby Perkins) raised again the myth of larger class sizes, and I again point out that the average infant class size is 27.4 and in primary schools as a whole the proportion of classes of over 35 has fallen since Labour left office. He seems also to have a very dogmatic view about the infant class size rule, so he would rather refuse to give priority to looked-after children or twins and send one twin off to another school, because otherwise the 30 class size rule would be breached. That is a harsh and uncaring approach and most parents would share our approach and not his.

My hon. Friend the Member for Norwich North (Chloe Smith) has been working hard in her constituency to help schools to tackle the increasing demand for primary places. I pay tribute to her for that important work and I am grateful for her welcome for the announcement of £2.35 billion for basic need over the next three years, giving local authorities the time and certainty to plan. Some £70 million of that money will go to Norfolk, bringing the total basic need capital in Norfolk to £83 million compared with just £22 million under the previous Labour Government.

The hon. Member for Leeds North East made a candid speech about the surplus places rule and about the fact it is short-termist to close schools when rolls are falling. If there is clear evidence that in a few years the rolls will rise again, it is better just to close a classroom, turn off the heating in that room and wait. He also talked about siblings not being able to attend the same school, but he should know that schools can give preference to siblings to avoid that problem.

My hon. Friend the Member for Daventry (Chris Heaton-Harris) spoke interestingly about the Public Accounts Committee away day to Barking and Dagenham. I seem to recall that during my days on the Public Accounts Committee we had more interesting away days than those which the right hon. Member for Barking (Margaret Hodge) has selected for her Committee. My hon. Friend pointed out that pressures in that local authority area are very different from those in his constituency of Daventry, but that is why the Government have provided £148 million of capital for that very small part of east London. That is a staggering sum of money to tackle the real problems with places in that constituency.

I welcome the speech made by the hon. Member for Darlington and her pragmatic support for the free school in her constituency, in contrast to the views of her Front-Bench team. She said that she queried the Labour Whips’ briefing for this debate when she saw the reference to class sizes of 70 and she was right to do so, because it is absolutely wrong. As I said, it is a misinterpretation of the census figures taken on one particular day when in some schools circumstances have led them to amalgamate classes for that one day only. That does not mean that there are routinely classes of 70 in our schools in this country.

Action has been taken by this Government to create more good school places and local authorities are delivering. We have already seen an increase of 260,000 school places between 2010 and 2013, including 212,000 primary places, with more than 300,000 primary places in the pipeline for delivery by September 2015. We are working closely with the local authorities across the country facing the greatest pressures to support them in ensuring that every child is offered a local school place.

That is this Government’s record, taking urgent action to correct the school place deficit left by the Labour party in government, putting in money at a time when across Whitehall savings have had to be made to tackle the crisis of the budget deficit left by the Labour party in government. This is a Government who are raising academic standards in our schools, improving the quality of the curriculum and trust in the exam system, improving the way children are taught to read, improving their arithmetic and mathematics and improving standards of behaviour in our schools. This is a Government who are ambitious to make every parent’s local school a good school and who are preparing young people for life in modern Britain. That is our education plan; a clear plan and a plan that is delivering. The Opposition have no plan, no leadership, no clear sense of direction in their education policy. They are floundering in an area of policy that could not be more important to the long-term future of our economy—

[Ms Rosie Winterton (Doncaster Central) (Lab)]

claimed to move the closure (Standing Order No. 36).

Question put forthwith, That the Question be now put.

Question agreed to.

Main Question accordingly put.

Oral Answers to Questions

Nick Gibb Excerpts

Monday 21st July 2014 Commons Chamber

[Charlie Elphicke (Dover) (Con)]

14. What recent assessment she has made of the performance of free schools; and if she will make a statement.

[The Minister of State, Department for Education (Mr Nick Gibb)]

Based on Ofsted inspections of free schools undertaken so far, the majority of free schools are performing well. They are also more likely to be rated outstanding than other state-funded schools.

[Mary Macleod]

My constituency is one of the fastest- growing boroughs in London. We currently have one free school, which is performing well, according to parents. School places are my biggest local issue. Will my hon. Friend meet me to discuss this and see whether we can prioritise the creation of more new free schools in Brentford and Isleworth?

[Mr Gibb]

My hon. Friend is, I know, closely involved with all the schools in Brentford and Isleworth and is active in helping to identify sites for new free schools. I would welcome the opportunity to visit that one free school she refers to—I think it is the Nishkam school in Isleworth—and to join her in meeting her constituents who want to establish new free schools in response to parental demand. That is what the free schools programme is all about—new schools set up in response to local parental demand, delivering strong discipline and high academic standards.

[Charlie Elphicke]

The Minister will be aware that free schools are very popular with parents and achieve results that outperform many maintained schools. In view of that, would he consider supporting a new free school in Deal in my constituency?

[Mr Gibb]

My hon. Friend is right. There are currently 174 free schools up and running, of which 40% have already had a section 5 Ofsted inspection, in addition to their pre-opening inspection. Of those, 24% are graded outstanding, which is a staggering achievement for a school that has been open for just four or five terms. This represents a higher proportion than other schools. Some 71% of free schools are graded good or outstanding. We would certainly welcome an application for a new free school in Deal if there is evidence of a need for more good school places.

[Barry Gardiner (Brent North) (Lab)]

May I, too, welcome the Minister back to the Dispatch Box? I would be interested to have his assessment over a coffee some time of his old boss versus his new boss.

As the Minister will be aware, Ofsted said that at one school, children’s reading ability had regressed, and of another school that

“too many pupils are in danger of leaving the school without being able to read and write properly.”

This was Ofsted’s report on two free schools. What early warning systems exist to spot problems in free schools before they become entrenched, and how many free schools are currently under investigation by the Education Funding Agency?

[Mr Speaker]

That is enough material for at least one Adjournment debate, and possibly two. I have a feeling the hon. Gentleman will be putting in his applications before very long.

[Mr Gibb]

I thank the hon. Gentleman for his warm welcome. As my hon. Friend the Member for Newbury (Richard Benyon) said to me on Wednesday, “It just shows that you can boil cabbage twice.” [Interruption.] I think it was meant kindly.

The Government are committed to eliminating illiteracy. We have introduced the phonic check and we are determined to raise reading standards right across the school system, but free schools and academies are taking action more swiftly than local authority schools to tackle failure in those schools.

[Debbie Abrahams (Oldham East and Saddleworth) (Lab)]

The Government’s policy on free schools is in free fall. Given that local authorities have no formal powers under the Government’s education policy, what will the Government do to ensure strong local oversight at local authority level to ensure that the debacle that has been played out in Birmingham is not repeated elsewhere?

[Mr Gibb]

The evidence is that in those small number of examples where free schools have not succeeded, action is taken more swiftly than in local authority schools. There is evidence that many local authority schools languish in special measures year after year. That is not what is happening with the academies and free schools programme.

[Mr Mark Hoban (Fareham) (Con)]

21. I commend my hon. Friend on his return to the Front Bench. Free schools and academies are rightly popular with parents and many of them, such as Cams Hill in my constituency, turn children away. Will he consider giving academies and free schools the power to borrow to expand so that more parents have a choice of places for their children?

[Mr Gibb]

That is more an issue for the Treasury than for this policy. We are seeing more and more free schools coming on line, and they are popular. We already have 157 free schools in the pipeline, about 80 will be opening this September, and I am convinced that they will all be very successful.

[Keith Vaz (Leicester East) (Lab)]

I also congratulate the Minister. If he has been boiled twice, I wonder what happened to the other vegetables.

I am a firm supporter of free schools. As the Minister knows, the first Sikh free school will open in September this year. I congratulate the Secretary of State, whose constituency of Loughborough is a fast 10 minutes away from Leicester, on her appointment. Will the Minister ask her to come along in September and open our new free school for the Sikh community?

[Mr Gibb]

I am grateful for the right hon. Gentleman’s warm words—I think they were warm. I would welcome the opportunity to visit that school, but I will pass on the invitation to my right hon. Friend if I am not good enough to visit it myself.

[Paul Blomfield (Sheffield Central) (Lab)]

6. What assessment she has made of the effects on performance of sixth-form colleges of funding changes since 2010.

Birmingham Schools

Nick Gibb Excerpts

Monday 9th June 2014 Commons Chamber

[Michael Gove]

Ofsted clearly has the capacity to detect when schools are not adhering to the responsibility to deliver community cohesion, as the reports published today clearly demonstrate. I will not be drawn into the question of individual governors, but let me take this opportunity to underline the broader point the hon. Gentleman makes that there are many who are committed to state education in Birmingham who are doing a superb job, including governors, teachers and school leaders. I should add that maintained schools, faith schools, academies and free schools in Birmingham are all contributing to the renaissance of state education in that city. That only makes it more important that we deal with those schools that are failing to protect children and failing to prepare them for the 21st century.

[Mr Nick Gibb (Bognor Regis and Littlehampton) (Con)]

I know at first hand how seriously my right hon. Friend takes the issue of extremism in our schools. Does he agree that there is a sharp contrast between the speed with which he and his Department took action to tackle failing schools and to investigate extremism and the lacklustre approach of Birmingham city council? Will he therefore investigate what oversight Birmingham had over Saltley science college, a community school where Ofsted has just reported the governors spent tens of thousands of pounds of school funds on private investigators, private solicitors and meals in restaurants, and where, according to Ofsted, governance is inadequate and staff are intimidated?

[Michael Gove]

My hon. Friend makes a very important point. The Department for Education has been faster to react to concerns expressed about schools and to deal with failure than many local authorities. The case of Saltley, a local authority maintained school, is shocking, but let me stress that Birmingham city council is now fully seized of the importance of dealing with this problem. Let me pay tribute to Sir Albert Bore, whom I met earlier today, who now understands fully the vital importance of working with central Government to deal with it. Local government has failed in the past. We need to ensure that central and local government work together to deal with this problem.

Free Schools (Funding)

Nick Gibb Excerpts

Monday 12th May 2014 Commons Chamber

[Michael Gove]

Obviously, we both agree with that report because it is an Ofsted report and we place an enormous amount of weight and confidence in the chief inspector’s scrutiny of underperforming schools. While there are free schools that underperform, it is only fair to say that there are also local authority maintained schools that are underperforming. It is sad that even as standards increase overall, every day that schools are open two local authority schools go into special measures. If we put that in the frame, we can recognise the context in which school improvement work is taking place.

Although Hartsbrook E-ACT free school was underperforming, in the right hon. Gentleman’s constituency the Harris academy, which took over from the failing Downhills school—the right hon. Gentleman, of course, was sceptical about that takeover and forced academisation—is now flourishing. That shows that after initial teething problems, school reform under this Government has worked. I hope that we can work together to ensure that Lord Harris and other high-quality sponsors continue to create the academies and free schools that will help to bring young people in the right hon. Gentleman’s constituency additional hope for the future.

[Mr Nick Gibb (Bognor Regis and Littlehampton) (Con)]

I refer to my entry in the Register of Members’ Financial Interests. I am obviously a keen supporter of free schools. The Secretary of State will know that some free schools are keen to adopt approaches commonly found in the most successful independent schools, but some fear Ofsted inspectors brought up in progressive education. Will the Secretary of State ensure that Sir Michael Wilshaw’s statement that there are no Ofsted prescribed forms of teaching is adhered to by the thousands of inspectors engaged on the ground?

[Michael Gove]

I take my hon. Friend’s point, and I read with interest and appreciation his article in The Daily Telegraph today. Sir Michael Wilshaw is an outstanding chief inspector—the best ever to hold that post—and he inspects without fear or favour. He has also been responsible for ensuring that the quality of inspection during his time has increased. He has led an academy and seen the benefits that academies and free schools can bring to parts of London, so I know that Sir Michael will bear in mind my hon. Friend’s words and ensure that Ofsted continues to do a highly effective job inspecting all schools and holding them to the highest standards.

Oral Answers to Questions

Nick Gibb Excerpts

Monday 10th February 2014 Commons Chamber

[Elizabeth Truss]

I thank the hon. Gentleman for our excellent meeting last week, which I thought was very helpful. I have taken the research he put forward, and one of the Department’s education policy advisers is considering it in detail and examining the evidence. I note that 120 schools already participate in mindfulness programmes, and also that several Members of this House are using it to improve their performance.

[Mr Nick Gibb (Bognor Regis and Littlehampton) (Con)]

The early-years foundation stage framework makes it clear that by the time children reach the reception class at primary school, the majority of the school day should be spent in teacher-led activities, rather than child-initiated play. What can my hon. Friend do to ensure that the framework is correctly interpreted by schools and that we do not continue to see the dominance, particularly in weaker primary schools, of so-called free-flow methods, which delay children being taught to read and entrench the attainment gap between those from wealthy and those from poorer backgrounds?

[Elizabeth Truss]

My hon. Friend makes a good point. High-quality, teacher-led early-years education is vital to closing the gap between those on the lowest and those on the highest incomes. At the moment, when those children arrive at school, there is an 18-month vocabulary gap, which is why we are keen, and Ofsted has confirmed, that although there should be no decision about exactly what type of teaching takes place, it should be of a high quality and it should raise the attainment of children and close that gap before they arrive at school.