Oral Answers to Questions

Debate between Nick Gibb and Chi Onwurah

Monday 7th September 2020 Commons Chamber

[Chi Onwurah (Newcastle upon Tyne Central) (Lab)]

What recent discussions he has had with school leaders on providing financial support for costs incurred during the covid-19 outbreak.

[The Minister for School Standards (Nick Gibb)]

Ministers and officials have been in regular contact with representatives of schools and academy trusts on all aspects of the Government’s covid response, including financial issues. Schools have been able to claim funds to meet certain additional costs and we are providing £1 billion in catch-up funding.

[Chi Onwurah]

Schools in Newcastle went back this week and teachers have spent the summer working incredibly hard to make them covid secure while dealing with the exams debacle. Sacred Heart school in my constituency tells me that it has had to alter classrooms; it has bought visors, face masks and sanitisers; and it has had to increase cleaning rotas and produce online video guidance for every year group. This has cost tens of thousands of pounds, following years of budget cuts. The Minister cannot give them their summer back, but he can give them their money back. Will he do so?

[Nick Gibb]

I join the hon. Lady in paying tribute to the headteachers, teachers and other staff up and down the country who have worked tirelessly to get their schools ready to welcome back students in a safe way from this September. Schools have been able to claim for unavoidable costs incurred between March and July caused by the pandemic that cannot be met from the school’s existing resources—up to £75,000, depending on the size of the school. Core schools funding this year has risen by an additional £2.6 billion. That is part of a three-year settlement, which is the biggest funding boost in a decade. Although of course we keep these issues under review, our priority for additional funding has been to put the maximum possible into catch-up funding—some £1 billion—to schools to enable them to help young people to catch up on their lost education.

Oral Answers to Questions

Debate between Nick Gibb and Chi Onwurah

Monday 14th November 2016 Commons Chamber

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

The purpose of the grade descriptors is to give an idea of average performance at the midpoints of grades 2, 5 and 8. The descriptors are not designed to be used for awarding purposes, unlike the descriptions that apply to current GCSE grades A* to G. The descriptors were, of course, developed with the input of subject experts.

[Chi Onwurah (Newcastle upon Tyne Central) (Lab)]

T2. Last week I visited Tech for Life in Newcastle. It provides science, coding and electronics sessions for teachers, but schools say that they do not have the money or the time to take up those opportunities. We currently have a huge, devastating digital skills gap. What are the Government doing to provide, incrementally, additional funding and time so that teachers can become digital champions?

[Mr Gibb]

It was, of course, this Government who transformed the computing curriculum in our schools. We removed the ICT curriculum, which had become outdated and dull, and replaced it with a computing curriculum. We have also provided funds for the training of a whole cadre of teachers who will be able to teach that very difficult subject.

Oral Answers to Questions

Debate between Nick Gibb and Chi Onwurah

Monday 26th October 2015 Commons Chamber

[Mr Gibb]

I would be happy to meet the campaign, and I know that the hon. Lady has campaigned effectively on the issue of school trip safety for school pupils, particularly, as she said, on long-distance school trips and whether coach drivers are given sufficient time for sleep. As I said, British standard 8848 provides useful and important guidance on the risks of driver fatigue, and we recommend that schools and tour operators follow it. I would be happy to discuss these issues further with the hon. Lady and her constituent.

[Chi Onwurah (Newcastle upon Tyne Central) (Lab)]

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

Oral Answers to Questions

Debate between Nick Gibb and Chi Onwurah

Monday 20th July 2015 Commons Chamber

[The Minister for Schools (Mr Nick Gibb)]

As my hon. Friend knows, the Government place phonics at the heart of the early teaching of reading, and that is reflected in the new national curriculum. The coalition Government provided £23 million in match funding to more than 14,000 primary schools to boost the quality of phonics teaching. In 2012, we introduced a phonics screening check to identify those children still struggling with reading. Three years on from its introduction, the screening check shows that over 100,000 more six-year-olds are on track to becoming confident readers.

[Chi Onwurah (Newcastle upon Tyne Central) (Lab)]

I am told that, having forced schools across the country to become academies, the Department now finds that the bureaucratic oversight is too difficult and is trying to force them all to become part of large academy chains. That may work for normal schools, but it is very difficult for studio schools and university technical colleges. Will the Secretary of State confirm that there is no truth in that rumour and that there is no pressure on schools to join academy chains?

Oral Answers to Questions

Debate between Nick Gibb and Chi Onwurah

Monday 2nd March 2015 Commons Chamber

[Mr Gibb]

I am pleased to add my congratulations to students from the William Allitt school. The national science and engineering competition, which receives £350,000 of funding from the Government, is an excellent example of a positive initiative that helps to promote and to recognise achievement in STEM subjects. I wish my hon. Friend’s constituents every success in the final stage of the competition, and I look forward to attending the Big Bang fair next week.

[Chi Onwurah (Newcastle upon Tyne Central) (Lab)]

Recent research found that more than a third of schools in Newcastle do not offer triple science at GCSE. Newcastle has a thriving digital and information and communications technology hub, and a history of fantastic scientific achievement such as the recent mitochondrial breakthrough. What is the Minister doing to make sure that every pupil in Newcastle can access triple science if they have the talent to do so?

[Mr Gibb]

I share the hon. Lady’s desire that every school should offer three separate sciences at GCSE; that is very important. That is why the EBacc is such an important measure. As my right hon. Friend the Secretary of State said, we have seen a 70% increase in the numbers taking those core academic subjects, which are vital to keeping opportunities open for young people.

Oral Answers to Questions

Debate between Nick Gibb and Chi Onwurah

Monday 18th June 2012 Commons Chamber

[Mr Gibb]

I strongly agree with my hon. Friend. The academic subjects in the baccalaureate reflect the knowledge and skills that young people need to progress to further study or employment. In fact, the E-bac subjects are what the Russell group calls the “facilitating subjects” at A-level, the ones that are most likely to be required or preferred for entry to degree courses and keep more options open.

On social mobility, it cannot be right that children from the poorest backgrounds are significantly less likely to have the opportunity to take the baccalaureate subject GCSEs. Just 8% of children eligible for free school meals took that combination of subjects last year, compared with 24% of pupils overall.

[Chi Onwurah (Newcastle upon Tyne Central) (Lab)]

I welcome increases in the number of pupils studying science, but they need to be at all levels and across all abilities. Does the Minister not agree with the president of the Institution of Engineering and Technology that by downgrading the engineering diploma in the face of almost universal industry opposition, he is failing our young people by not providing a non-academic route into engineering and science?

[Mr Gibb]

I am afraid that the premise of the hon. Lady’s question is wrong. We have not downgraded engineering. The principal learning unit of the engineering diploma is still very important in the performance tables. We asked Alison Wolf to examine all the vocational qualifications, and she has streamlined them, driven out the weaker ones that do not lead to progress and employment and left us those of much higher quality. We have 150 very high-quality vocational qualifications, including the principal learning element of the engineering diploma, which we value very highly indeed.

Oral Answers to Questions

Debate between Nick Gibb and Chi Onwurah

Monday 17th October 2011 Commons Chamber

[Mr Gibb]

Where the performance of an academy is unacceptably low, we will ensure that urgent action is taken to bring about sustained improvement. There is nothing to prevent local authorities from offering help to underperforming academies, but ultimately it is for the academy or the sponsor to decide whether to accept that help. The success of the academies programme has meant a changing role for local authorities and they will have an important role to play as the champions of pupils and parents in the area, ensuring both sufficiency and quality of places.

[Chi Onwurah (Newcastle upon Tyne Central) (Lab)]

Many head teachers and governors in my constituency tell me that they feel pressurised into converting to academy status, not only because of the financial incentives but because it is the Government’s policy that as many schools as possible should become academies. Could the Minister say whether that is the case and explain the role of local authorities in state education in future?

[Mr Gibb]

There is no compulsion to convert to academy status, but all the evidence from around the world is that three factors give rise to higher performance: autonomy, high-quality teaching and external accountabilities—and it is autonomy that head teachers seek when they apply for academy status. There is no incentive, financially, to become an academy, as academies are funded on exactly the same basis as maintained schools.