Oral Answers to Questions

Debate between Nick Gibb and Graham P Jones

Monday 20th March 2017 Commons Chamber

[Mr Gibb]

I pay tribute to my hon. Friend for the way in which he has fought for improvements to the Marjorie McClure school, which was visited by my hon. Friend the Minister for Vulnerable Children and Families. It was successful in its bid, and it is already in the feasibility phase. The Education Funding Agency has started to identify the options available to address the condition of the building, so that we can say that we do know where and we do know when.

[Graham Jones (Hyndburn) (Lab)]

Headteacher Steve Campbell, who runs The Hollins, a fantastic state school with great results in my constituency, has had problems trying to provide better sports facilities. He was supposed to have Better Schools for the Future funding in 2010, but that was pulled. It now seems that there is no hope of the children in this outstanding school getting decent sports facilities. Why is that?

[Mr Gibb]

There is £420 million available under the healthy schools capital programme. That is all part of £23 billion that we are spending between now and 2020-21 to maintain, rebuild and replace buildings in the worst condition. None of that would be possible if we did not have the strong economy that we have today and that we did not have when the hon. Gentleman’s party was in power.

Draft Coasting Schools (England) Regulations 2016

Debate between Nick Gibb and Graham P Jones

Wednesday 30th November 2016 General Committees

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

I beg to move,

That the Committee has considered the draft Coasting Schools (England) Regulations 2016.

It is a pleasure to serve under your chairmanship, Mr Gray.

Earlier this year Parliament debated and approved the Education and Adoption Act 2016, which for the first time gave the Secretary of State powers to identify, support and take action in coasting schools. It also placed a duty on the Secretary of State to set out in regulations what “coasting” means in relation to a school. The draft regulations, which were laid before both Houses on 20 October, fulfil that requirement.

The Government are dedicated to making Britain a country that works for everyone, not only the privileged few, which means providing a good school place for every child—a place that offers children the opportunity to fulfil their potential and to go as far as their talents will take them. Over the past six years, thanks to our reforms and the hard work of school leaders and teachers, nearly 1.8 million more children are in schools rated good or outstanding than in 2010, and it is a pleasure to see my right hon. Friend the Member for Surrey Heath, the former Secretary of State for Education, in the Committee.

Our free schools and academies programmes have meant that strong schools and school leaders have been able to extend their success more widely throughout the school system to open up a greater diversity of provision. Our new, rigorous national curriculum and redeveloped qualifications are equipping children with the knowledge they need to succeed. However, a good school place is still out of reach for too many children, so we know that there is more to do. Our coasting schools policy is about identifying schools, whether academies or maintained schools, that are not doing enough to help pupils fulfil their potential. We want to ensure that such schools have the support they need to make improvements so that every child has access to the best education.

To target support at the schools that need it most, we have developed the coasting definition set out in the draft regulations. The definition is clear, transparent and data-based so that schools will be in no doubt about whether they have fallen within it. It focuses on the progress that pupils make in a school, recognising the differences in intake by looking at the starting point of pupils rather than only their attainment. It considers performance over three years, so that we can identify and support schools that have struggled to stretch their pupils sufficiently over a number of years, not those that have simply suffered an isolated dip in performance.

The definition will identify those schools that are struggling to ensure that pupils reach their potential. It will allow the right support to be put in place so that they may improve and give pupils the excellent education they deserve. As the Committee can see, the three-year coasting definition contains interim measures for performance in 2014 and 2015, and new measures from 2016 onwards. That is because the accountability system against which performance in primary and secondary schools is measured changed in 2016. I am aware that that makes the coasting definition more complicated in 2016 and 2017, but that approach is fairer to schools. The coasting definition is therefore based on the measures that schools were already working to in those particular years. The definition will, of course, be simpler from 2018 when the interim measures no longer apply.

Subject to Parliament’s approval of the draft regulations, regional schools commissioners will identify and start to support the first coasting schools early in the new year, once the revised 2016 results are published. A school must be below the coasting thresholds in all three years—2014, 2015 and 2016—to fall within the overall coasting definition. A primary school will fall within the definition if in 2014 and 2015 fewer than 85% of pupils achieved level 4 or above in reading, writing and mathematics, and less than the national median percentage of pupils achieved expected progress in reading, writing and mathematics; and in 2016—

[Graham Jones (Hyndburn) (Lab)]

The Minister has raised the crux of the 2016 Act, which I have raised previously. A coasting shire school with a great intake of pupils, such as in Hertfordshire or Buckinghamshire, is not going to fail the second of those assessments and be below the national median because its pupils will probably do quite well. What assessment has the Minister made of which schools will fall under the definition of coasting by indices of deprivation, demographic and urban geography?

[Mr Gibb]

The hon. Gentleman raises the issue of attainment in a primary school, so I assume his intervention is based on the primary school definition rather than secondary school definition, which is based purely on progress. We are unapologetic for including attainment as well as progress in the primary school measure, because it is important that every young person at primary school reaches a certain threshold of achievement if they are to succeed at secondary school.

In response to the hon. Gentleman’s specific question, where the schools that fall within the definition appear geographically and in terms of deprivation will become clear once the final figures for primary schools are published later this month. We will then see specifically which schools fall within the definition of coasting.

As I was saying, the regulations mean that a primary school will fall within the definition if in 2014 and 2015 fewer than 85% of pupils achieved level 4 or above in reading, writing and maths, and below the national median percentage of pupils achieved expected progress in reading, writing and maths; and if in 2016 fewer than 85% of pupils met the new expected standard in reading, writing and maths and the school’s progress scores were below minus 2.5 in reading or below minus 3.5 in writing or below minus 2.5 in maths.

A secondary school will fall within the definition if in 2014 and 2015 fewer than 60% of pupils achieved five or more A* to C grades at GCSE, including English and maths, and below the national median percentage of pupils achieved expected progress in English and maths; and if in 2016 the school’s progress 8 score was below minus 0.25.

That definition of coasting, with the exception of the thresholds for the 2016 progress scores, was first published in June 2015 and informed much of the debate and scrutiny during the passage of the Education and Adoption Bill in the first Session of this Parliament.

[Graham Jones]

I am grateful to the Minister for being candid. I understand that there is a bigger attainment element because there is no progress 8 in primary schools but, in secondary schools, there is an attainment level assessment. In years 2014 and 2015 the assessment is based on A* to C GCSE grades. There is an attainment aspect of secondary school forced academisation because that is essentially what we are talking about. The proposed legislation is about forced academisation of working-class schools in working-class neighbourhoods. Is that not true?

[Mr Gibb]

To take the last part of the hon. Gentleman’s intervention first, it is not about forced academisation. It is about ensuring that the eight regional schools commissioners can target additional support to those schools in whatever area of the country—north or south, wealthy or less wealthy—to ensure that they have the right support to ensure that every pupil in those areas fulfils their potential. It is about getting national leaders of education, and getting stronger schools to support schools that are not performing as well as they ought to be, to ensure that parents can be confident that when they send their child to a local school it is a good school. That is the objective of this Government and I am sure that that is his objective.

[Graham Jones]

I appreciate the Minister’s sentiment, but I question the application. The right hon. Member for Surrey Heath, who is in the room, is a big advocate of academisation. That policy seems to be carrying on. I went to what might be described as a Conservative school. It was guaranteed to get 60%. Forty years ago when I was there, I thought it was coasting. Why should it be exempt? Under the 2014 and 2015 element of the assessment, it would be exempt, yet the working-class school down the road was far better, although the intake did not have the ability.

[Mr Gibb]

Yes, but the hon. Gentleman is referring to the position as it was. The metrics on which schools were being held to account for many years was the proportion of their pupils who achieved five or more good GCSEs. We have changed that. From 2016, the judgment will be based on progress 8—the level of progress made by the school. That will deal with all the issues to which the hon. Gentleman refers. We want to spread the measure over three years to ensure that one particular year does not lead to a school falling into the definition. What we cannot do when providing a legal definition of coasting is go back and have different metrics from those that the schools expected at that time. That is why we have combined an attainment figure and a progress measure for the years 2014 and 2015. It is complex, but we believe that is the fairest way to hold schools to account.

We held a public consultation on our proposed coasting definition in autumn 2015, which sought views on the definition and on an illustrative version of the regulations. A range of views were expressed in the responses. Although there was some disagreement with the premise of identifying coasting schools, as the Secondary Legislation Scrutiny Committee recognised, there was wide support, including among those who were otherwise opposed to a definition, for the use of a progress measure as the basis of a coasting definition. Many respondents felt that that was the fairest and most effective way of identifying those schools that are failing to ensure that pupils reach their full potential.

I am aware that the Secondary Legislation Scrutiny Committee was concerned that the regulations would have a greater impact on schools than suggested in the accompanying explanatory memorandum. I reassure the Committee that that is not the case. Since the scrutiny Committee reported, we have published a statistical note with our provisional estimates of the number of schools that will meet the definition when revised 2016 results are published. That shows that about 800 schools—just under 5% of schools with eligible results—are likely to fall within the definition based on their provisional data. Some of those schools may also be below the floor standard or be judged inadequate by Ofsted. They would already be working with regional schools commissioners to improve their performance. For those schools, being identified as coasting will not necessarily lead to any additional action.

[Mr Gibb]

The hon. Gentleman asks a perfectly reasonable question and I will come back to him during the debate to give him those precise figures if they are available.

As I was saying, falling within the definition will be the start of a conversation. Regional school commissioners will talk to all the schools identified, whether they are academies or maintained schools—I respect the hon. Gentleman’s point—to understand the wider context and decide whether additional support would help them to improve. The RSC may decide that a school is supporting pupils well or has a sufficient plan and the capacity to improve itself, and that therefore no further support is required. Alternatively, the RSC, working with the school, may consider that additional support is needed from, for example, a national leader of education or a high-performing local school. The RSC will then work with the school to help it to put that support in place.

In some cases, the regional schools commissioner, following discussions with the school, may think that a more formal approach is required. For maintained schools, the RSC may use the Secretary of State’s power to require the school to accept support or to change the membership of its governing body. For academies, the RSC may issue the academy trust with a warning notice setting out the improvement action required.

We expect that the regional schools commissioners will use the Secretary of State’s power to direct a coasting maintained school to become an academy, or to move a coasting academy to a new trust, in only a small minority of cases, which addresses head-on the point made by the hon. Member for Hyndburn.

[Graham Jones]

I accept that point. Will the Minister roll that argument on and tell me how a coasting free school will be affected?

[Mr Gibb]

The coasting definition in the regulations applies just as much to free schools and academies as it does to maintained schools. If having worked with the trust board of that free school there is a concern that it is unable to improve standards, there will be a re-brokerage of that school to another multi-academy trust with a stronger track record of school improvement and overseeing academies.

We do not believe that the regulations will place a significant or unreasonable burden on the schools system. All schools will already be working to ensure that they continue to improve and provide the best education they can for their pupils. Where more support is needed to help a coasting school to improve, we will ensure that that is put in place. Structural change through conversion to an academy or a change of academy trust will happen in only a small minority of cases and only where it is not possible to achieve the necessary improvement in any other way. Where that is the case, we will provide the new sponsors of the schools with additional funding to support the change. It is not unreasonable or overly burdensome when it is the only way to ensure that pupils receive the excellent education that they deserve.

I know that the Committee supports our ambition to ensure that all pupils, whatever their background, receive an education that enables them to fulfil their potential. I hope that, having seen the detail of our proposed coasting definition and heard about the principles that underpin it, the Committee will also agree that the definition set out in the regulations is the right one. I therefore commend the regulations to the Committee.

--- Later in debate ---

[Mr Gibb]

No, what I am saying is that the KPIs are evolving in the same way as the role of the regional schools commissioner is evolving. As that role evolves, and as new responsibilities are given to the regional schools commissioner, so the KPIs have to be revised and amended to reflect those new responsibilities.

The hon. Gentleman asked about the split between academies and maintained schools. As far as primary schools are concerned, he is right. On the basis of the provisional data for 2016 and the previous two years, about 373 local authority primary schools will fall within the definition, along with 106 academies. In terms of secondary schools, 151 local authority maintained schools and 176 academy schools fall within the definition.

[Graham Jones]

I am grateful for the Minister’s generosity in giving way and tackling some of these questions. Is this a quota for the number of academy schools? We see figures such as 400 out of 800 schools, or the figures that the Minister has just given. Are they quotas that ought to be achieved by those making the decisions about how many academy schools there should be?

[Mr Gibb]

No, there is no quota. Coasting is not about academisation, as I have tried to say a number of times. The measure is about ensuring that schools get the support they need to improve, so that the pupils at those schools get the education they deserve in order to fulfil their potential. That is what this is about in toto. I hope the hon. Gentleman accepts that.

The split between academies and maintained schools at secondary level reflects the fact that more than 60% of all secondary schools are now academies. The sponsored academies have a history of poor performance, which is why they became sponsored academies. I am not surprised by the split of the numbers of academies and the numbers of maintained local authority schools at key stage 4 at secondary level that would fall within the definition.

The hon. Member for Wythenshawe and Sale East asked whether we will name those schools that fall under the definition. Coasting is not about naming and shaming, and we will not publish a list of schools that fall under the definition. It is about support. The first coasting schools will be identified after the final 2016 results are published. We will not make that contact on the basis of the provisional results because they change.

--- Later in debate ---

[Mr Gibb]

Within the context of this debate, it is obviously key that schools are properly funded. We have ensured that core school funding has been a priority. We also want to ensure that there is fair funding and we will be making an announcement shortly on the second stage of that consultation. We consulted on the principles behind the national fair funding formula. We are absolutely determined to ensure that the historical anomalies and unfairness of the current funding system are addressed, which is something that was not delivered by the last Labour Government.

[Graham Jones]

Coasting schools—or even failing schools, because they are not coasting—could be an issue in my constituency because of falling school rolls for example. That would deplete school funding and resources and make the school unable to provide the quality of education that would be expected at a school with a full roll. Will the Minister take such considerations into account when discussing the funding formula and coasting schools? My constituency has a declining population, for example, and that clearly has an impact on the school roll, school budgets and, therefore, school performance.

[Mr Gibb]

The hon. Gentleman will notice from the first stage of the consultation all the different factors that will lead to determining the fair funding formula. They include things such as low prior attainment of pupils and sparsity. There will be a fixed sum for every school to enable small schools to cope with fixed costs. All the issues that the hon. Gentleman raises are reflected in the principles established in the first stage of the consultation. The decisions that we are making now are on the weighting of those factors, which we will announce and consult on very shortly.

I want to refer to the issues raised by the hon. Member for Stoke-on-Trent South. He is right and we accept all the criticism that he makes. The regulations are complex. That is because from a legal point of view they have to pinpoint precisely and unambiguously which elements of the performance data the coasting definition relates to. The only way to do that is to refer to the unique column names in the data files that underpin the performance tables each year. We recognise that that does not make the regulations particularly user-friendly, but it was necessary to draft them in that manner to ensure that they were legally effective.

Schools will not have to rely on the regulations to understand the coasting definition; the requirements are also set out clearly and in plain English in the wider technical guidance on accountability for primary and secondary schools. Schools also understand where those numbers come from for their own school and nationally. On that basis, I hope that the Committee will support the regulations.

Education and Adoption Bill (Tenth sitting)

Debate between Nick Gibb and Graham P Jones

Tuesday 14th July 2015 Public Bill Committees

[Mr Gibb]

Some other jurisdictions use performance data to evaluate school performance, but we are not aware of a definition of “coasting” in use internationally that could be used as the amendment proposes. Relatively few education systems internationally have the quality of reliable performance data in the public domain that we have in this country.

Amendment 76 would require the regulations defining coasting schools to include other factors, such as the number of pupils in a school and their socioeconomic background. Some of those factors are relevant when reaching a considered assessment about whether to intervene and what action to take, and that is what regional schools commissioners will do.

Although schools will not be identified as coasting until 2016, the Department already uses discretion and takes additional contextual school data into account when making decisions about school improvement. For example, Morgan’s Vale and Woodfalls Church of England voluntary-aided primary school in Wiltshire applied to convert as a stand-alone academy. It was due to open in September 2013 but its key stage 2 results fell by 10 percentage points. As our policy is to allow only schools that are performing well to convert without a sponsor, we looked carefully at the school’s circumstances before deciding whether to allow it to open as an academy. It is a small school with fewer than 90 children on roll, and only 12 pupils took the test in 2013. The Department recognised that each child’s performance would have a significant impact with such a small cohort. Given that context and that the school had a track record of performing above the national average in previous years, Ministers at the time decided to allow the school to convert. In 2014, 100% of pupils achieved level 4 or above at key stage 2.

While many of the factors proposed in the amendment are ones that regional schools commissioners will take into account when deciding what action to take for a coasting school, it would not be appropriate to specify them all in the regulations that define coasting. It is important that the definition of coasting is simple, transparent and based on established, published performance data, so that schools and others can easily identify whether they are coasting and understand the basis for determining that.

I am reminded of our debate this morning about schools in leafy suburbs and whether the attainment level is appropriate for pupils of those schools. In particular, the hon. Member for Hyndburn referred to the 85% attainment level. However, only a small proportion of primary schools would fall into the category above 85%. Only 16% of schools currently have 85% or more of their pupils achieving the new, higher expectation of an equivalent of level 4b. When we add to that the fact that a school needs to achieve that for three years, it becomes a very small proportion.

We want all pupils to reach the level of attainment that makes them ready for secondary school. We therefore make no apology for having an attainment level, because we want to push the level up so that more—in fact, all—pupils are ready for secondary school when they leave primary school.

[Graham Jones (Hyndburn) (Lab)]

I am grateful to the Minister for raising that point. Will he explain what he intends to do for the 16%, or thereabouts, of schools that are above the 85% threshold?

[Mr Gibb]

It will be less than 16% because we have to take into account the three-year requirement. As my hon. Friend the Member for Portsmouth South pointed out, other tools can be used to ensure that those schools are performing well, one of which is Ofsted. Ofsted is quick to point out in its judgments when schools are not delivering for every ability range, which can lead a school to go into special measures despite having high attainment levels.

Amendment 80 would require a certificate from the UK Statistics Authority each time regulations are made, to certify that statistics have been used correctly. The data published in performance tables have been used for many years to assess schools’ performance and hold schools to account for the outcomes that they achieve. Those are the data we have used for many years to set the floor standards that determine when schools are failing to achieve our minimum expectations, and the data used by Ofsted in inspections and by schools to evaluate their own performance relative to others and to identify areas for improvement. The data are classified as official statistics and published in official statistical first releases every year. The DFE is currently working towards the designation of the data as national statistics. That is the highest quality mark that the UKSA can give official statistics. I am, therefore, very clear that the data we will use to define coasting schools are robust and independently verified. In light of that and the other arguments I have made, I hope the hon. Gentleman will withdraw the amendment.

Education and Adoption Bill (Ninth sitting)

Debate between Nick Gibb and Graham P Jones

Tuesday 14th July 2015 Public Bill Committees

[Graham Jones (Hyndburn) (Lab)]

On a point that I raised during the evidence sessions, the Minister talks about progress 8 measurements, but will he go on the record and tell us where an assessment of parental contribution is included in the measurement of coasting schools? The issue of coasting schools in my region is largely in affluent areas and relates to the work that parents do that substitutes for the work of teachers. Will he address that point?

[Mr Gibb]

It is my view that the background of a child and the support, or lack of support, from parents should be irrelevant. The school should be helping children, regardless of their circumstances. So if a child does not have support from parents when they attend school, the expectation is that the school will make up that help. That is the purpose of the pupil premium. This is significant extra funding— £1,300 for every child in a primary school, nearly £1,000 for every child in a secondary school—because we are determined that, whatever the background or ability of a child, they should get the best education possible. That is the core social-justice objective behind all our school reforms for the past five years.

[Graham Jones]

The Minister refers to the pupil premium, so we gravitate back to deprived areas, not affluent areas. In affluent areas, some children will receive the pupil premium, but far fewer. In some cases, it will be next to none or none. I am talking about affluent areas where the pupil premium is negligible. What about schools in those areas that do not receive the pupil premium and where the work of teachers is being substituted by the efforts of parents at home? How do we make an assessment of those two pillars of a child’s education?

[Mr Gibb]

Children from more deprived backgrounds attending those schools will also be expected to achieve well. That is why we are using a progress measure so that the school will benefit from helping those children to achieve well, regardless of their starting point. The metrics will reflect the support given to those children. The new metrics, which move away from focusing on the C/D borderline, or the level 4c/3a borderline in primary schools, will give schools in affluent areas more incentive to help children who start school at a low level than the previous metrics, which have been in place for a number of years.

[Graham Jones]

It strikes me that we do not have any measure of tiger mums or tiger dads in all this. They play a crucial role in a child’s education, complementary to the education system, the school and the teachers. Where that effort is being made by tiger mums and tiger dads, how do we measure a coasting school?

[Mr Gibb]

No one should criticise parents for taking an interest in their children—we should be encouraging it throughout the population. The more children are read to by parents in their early years and throughout their childhood, the more effective readers those children will be in later life. It is a good thing for parents to support their child’s education, and we need to encourage rather than penalise that. I think that the hon. Gentleman is trying to say that schools may actually be coasting, but the metrics and the performance of that school may not reflect that fact because it is masked by the help that parents give to children at home. [Interruption.] That is a valid point, but if the metrics show that all the children at that school are—by hook or by crook—achieving the expected level or beyond by the time they leave primary or secondary school, then that is a good thing.

We are worried that pupils are not progressing to their maximum potential. If the schools to which the hon Gentleman referred are not delivering a high level of achievement for those pupils who do have support from home, then that will be revealed in the progress measures. If a child starts primary school at age four or secondary school at age 11 with a high level of attainment because they have had support from their parents and the school is not adding value beyond the help that they already had before starting at that school, that will be reflected in the progress measures, both progress 8 and the progress measure at primary school.

[Graham Jones]

The Minister draws on a point that was raised in the evidence session, which was the accelerant or social gradient that occurs in most affluent communities. He talks about measuring from the beginning to the end and seeing an improvement, and otherwise a school will be defined as coasting. However, we heard in the first evidence session that there is an accelerant in this. There is a social gradient, in which affluent kids bound onwards. Their educational improvement is not just linear but actually accelerates. Therefore, there will still be a problem in measuring the level of improvement for those children.

[Mr Gibb]

I will have to think further on what the hon. Gentleman says. I remain confident that the progress measure will reflect a lack of progress by pupils, at whatever speed and whichever point during their school career they make or fail to make the progress that they should be making, given their starting point. I understand the point that the hon. Gentleman makes about Rebecca Allen’s evidence in our first evidence session. She said that in non-affluent areas there might be a disincentive for schools to recruit high-ability teachers. She felt that those schools were unfairly penalised by the metrics that we used, and we were therefore compounding the problems that those schools faced by making it difficult for them to attract highly able teachers. The argument against her viewpoint is, of course, that you cannot have lower expectations for schools in more deprived areas than for schools in leafy suburbs. That is why we are determined to tackle coasting schools using the same metrics in more deprived areas as in affluent areas. We expect every child to receive the same quality of education as a child in a leafy suburb, regardless of their background.

--- Later in debate ---

[Graham Jones]

The Minister refers to all coasting schools. However, in my experience and drawing on my past comments, I do not believe that all coasting schools will fall under this remit or fall foul of the guidelines and regulations, because they are themselves subjective. These are the Government’s regulations and the Government’s definition of what it means to be coasting. I must place it on the record that this is a subjective measure, and some schools in affluent areas where there are excellent parents will be coasting. It is to my disappointment that those schools will probably not cross the Minister’s desk.

[Mr Gibb]

I understand the hon. Gentleman’s point that there are some schools in affluent areas where the attainment level is so high that they will not fall within the definition of coasting. His argument is of course that those children have high attainment because of their parental and family backgrounds. However, this will be caught in due course, particularly at secondary level when the only measure to define a coasting school will be the progress measure.

[Graham Jones]

The Minister’s answer is illuminating. He says that this will eventually be caught at secondary school level. Surely that is unacceptable, and those children should also be given the best education at primary school level. Primary schools that are coasting should be caught too, because early years education is fundamental. We should not have to rely on coasting schools being caught at secondary school level. It seems to me that the Minister has highlighted a flaw in his own argument.

[Mr Gibb]

At primary school we have an attainment level as well as a progress measure. The attainment level is 85% of pupils at the school achieving the expected level in reading, writing and maths. That is a very high level of attainment, and in due course that level can be raised. We spent the previous Parliament tackling failing schools. As a result of measures that were regarded by many Opposition Members as controversial, centralising and draconian, 60% of secondary schools and a rising percentage of primary schools are now academies. More than a million pupils are now in “good” or “outstanding” schools as a consequence of that policy. In this Parliament we are continuing that remorseless tackling of failure. That is why the Bill brings in an automatic academy order in the case of a school in special measures.

We are also now turning our attention to coasting schools, which is a development of what happened in the previous Parliament. We are taking it a stage further. As a first stage we have an attainment level of 85% and a measure of progress, so that schools with lower attainment but very significant progress will not fall within the definition. If the hon. Member for Hyndburn wants to press us to have an even more rigorous definition of coasting—and I hope he will respond to the consultation measure—we are always happy to be pushed to do more faster when it comes to tackling failure and underperformance in our schools. We felt that this was a fair definition, with a very high level of attainment in the first instance.

--- Later in debate ---

[Mr Gibb]

My hon. Friend never misses an opportunity to advocate on behalf of his constituency. He did it within days of arriving in this place and he continues to do it, arguing for fairer funding for those local authorities which, for historic reasons, have an unfair system. In fact, I am surrounded by hon. Members who continue to make this point, which has not failed to register with me and with the Secretary of State.

[Graham Jones]

The Minister rightly makes a clear distinction between primary and secondary schools. Secondary schools have larger catchment areas, are under greater scrutiny and are more likely to be identified as coasting. He draws on the issue of primary schools and I concur with his comments. I am deeply concerned that this is an issue about deprivation when, actually, it should be about schools in affluent areas. That is where coasting occurs and the Bill should be targeted at affluent areas where coasting schools exist. There are smaller schools, primary schools with small intakes in affluent areas, where the parents are doing the bulk of the work and the teachers, in some cases, are not stretching themselves and stretching the middle-class, or more wealthy, affluent pupils. I want the Minister to focus on that. He is right to say that the greatest problem of coasting may occur at primary school level in affluent areas. Let us move away from deprivation and focus on affluence, because coasting primarily occurs in affluent areas, in my experience.

[Mr Gibb]

The hon. Gentleman makes an important point. These are issues we have addressed and considered. A step-by-step approach is needed to tackle under- performance in our schools. We tackled failure in the last Parliament; we continue to tackle failure in this Parliament. We now have a definition of coasting for primary schools that includes attainment, but it is a very high level of attainment: 85% is a high measure of attainment in reading, writing and maths, combined with a progress measure. We think that that is the right approach for now.

Of course, we are always open to people responding to the consultation process, but our focus has been and remains on areas of deprivation. If Members are as concerned as we are—and I do not doubt that the hon. Member for Hyndburn is—about social justice and ensuring that young people from deprived areas get the best education possible, they will accept that it is necessary to focus the resources of the Department on areas of deprivation. That has been and remains our focus, but we are also open to hearing responses to the consultation process.

[Graham Jones]

My view is that we should be stretching all children—those in deprived areas as well as those in affluent areas.

Education and Adoption Bill (Sixth sitting)

Debate between Nick Gibb and Graham P Jones

Tuesday 7th July 2015 Public Bill Committees

[Mr Gibb]

I am grateful to the hon. Member for Sheffield, Heeley for tabling her amendment and enabling us to have this short debate. The issue about legislation is that one only legislates when one needs to. The issues that she raises are of course important but we are taking measure to deal with them. The workload challenge is an issue very dear to the Secretary of State’s heart; we are determined to reduce teachers’ workloads and that is why we conducted that survey, to which 44,000 teachers responded. It made it very clear where the problems lie, particularly in areas such as data collection or how people perceive that Ofsted requires teachers to conduct their marking—we are addressing those issues with the working parties that I said we had established.

The Bill enables us to deal with poorly performing schools; that is why it is a limited Bill with only 15 or 16 clauses. The hon. Member, however, is also wrong to talk about there being a crisis in the retention or recruitment of teachers. There are of course challenges with recruitment—graduates leaving university are at a premium in terms of firms wanting to recruit them. When there is a strong economy, which is often the case under a Conservative Government, there will be competition for graduates—

[Graham Jones (Hyndburn) (Lab)]

The deficit—

[Mr Gibb]

We are bringing down the deficit. It has been reduced from 11% of GDP to under 5% and we will bring it down further. I say to the hon. Member for Sheffield, Heeley that over 90% of teachers continue in the profession following their first year of teaching, which has been the case for more than 20 years. Figures that say otherwise are simply inaccurate. I think that it was the Association of Teachers and Lecturers that cited some figures in the lead-up to its conference last year that were proven to be inaccurate.

The proportion of teachers joining the profession has risen—it is now 53,000 a year—and over three quarters, 76%, of new teachers are still in the profession after five years of service. More than half, 55%, of teachers who qualified in 1996 were still teaching 17 years later. I reiterate the point that I made in the evidence session that there has never been a better time than now to be a teacher, particularly an ambitious teacher. There are so many more opportunities now to lead—to lead at a younger age or to lead an academy chain—and to have the support for able and ambitious young teachers to become leaders in their profession early on. Organisations such as Teaching Leaders and Future Leaders are doing a wonderful job in helping young people to become leaders in their profession.

Amendment 27 focuses on teachers’ pay and conditions and proposes adding a new subsection to clause 4. Before exercising the power to require a governing body to enter into arrangements to help deliver school improvement, the Secretary of State would be required, under the amendment, to consider the long-term impact on the pay and terms and conditions of employees. In particular, the hon. Member for Sheffield, Heeley appears to be concerned that an assessment should take place on whether any change might reduce the ability of a governing body to recruit. I understand that she is concerned about the impact of academisation.

I refer back to the core purpose of the Bill: tackling failing and coasting schools as a way of ensuring that every child in this country receives a good or outstanding education. I say this because any action that the regional schools commissioner would take on behalf of the Secretary of State would always be predicated on improving the standards of the school. Some of the actions taken might, for instance, require a school to enter into a stronger collaboration, such as a federation. That is what it is all about—this clause is not about academisation; it is about intervention in maintained schools to secure improved standards. The hon. Lady is making her argument about academies; indeed, other clauses would give regional schools commissioners greater powers to require underperforming schools to become academies. In some circumstances, academisation may in fact make it easier for a school to manage and recruit staff as well as to offer more exciting CPD opportunities. An example of this is the Templar Academy Schools Trust, which was formed in 2011 in south Devon and now contains four schools, two primary and two secondary. The staff benefit from collaboration because all four schools in the trust allow teachers to move between schools, to develop their skills and to further their careers.

Education and Adoption Bill (First sitting)

Debate between Nick Gibb and Graham P Jones

Tuesday 30th June 2015 Public Bill Committees

[Graham Jones]

A brief note on that might be beneficial—to me, at any rate.

[Mr Gibb]

Q 41 I have a question for Sir Daniel. You will be aware that the Bill tackles maintained schools, because the Secretary of State already has the ability to intervene in failing academies through her funding agreement with academy chains and academy trusts. You will also be aware that academies that have been sponsored academy secondary schools for four years have improved their results by 6.4 percentage points, compared with 1% for those schools in local authority control over the same period. Can you inform the Committee what it is you do at Harris, in terms of school improvement, that is so different from what happens in a local authority? We touched on it a little, but can you go into a bit more detail on the kind of things you do?

The second part of the question has to do with Downhills primary school, which your academy chain took over a few years ago. Can you tell us what has happened to Downhills primary school since your academy chain took it over?

Sir Daniel Moynihan: Starting with Downhills, that school went into special measures in January 2012 and was the subject of a fierce anti-academy campaign, led by the Anti Academies Alliance, David Lammy and Michael Rosen. There were many protests and it was felt that the school should stay with the local authority. The local authority at the time had very little capacity for school improvement. It had massive staff turnover and just did not have the wherewithal. It was not able to put up a credible plan and, in the end, it said that it was unable to deliver what was needed for the school. The situation was highly politicised—people were talking about privatisation and saying that the school was not failing and that Ofsted was wrong, but the inspection outcome was that there was inadequate progress, weakness in reading and poor progress at all levels. Two years later, it was judged by Ofsted to be a good school with outstanding leadership and management, no longer failing and with the third highest pupil progress in Haringey. So it has been transformed. Some 98% of parents were against the conversion; now the vast majority of parents are fully supportive. Sometimes you have to weather that storm to bring about improvement. That is Downhills.

As a network, we share good practice across the group. We have many programmes that are designed to coach teachers who might be satisfactory to become good, and those who might be good to become outstanding—we invest heavily by bringing the resources of the group together. For us, a good academy group is about being geographically proximate, so all our schools are close by and we are able to leverage a lot of resource. We have policies for discipline and for pupil tracking that are proven to work, so we can quickly fix discipline at a new school. We have our own internal review team that does mini Ofsted-style reviews, which will be more rigorous and detailed than Ofsted’s and help our principals to improve their schools. It is a huge investment in professional development, it is regular training together and a set of tried and trusted policies that work relatively quickly.

Financial Support (Students)

Debate between Nick Gibb and Graham P Jones

Wednesday 15th December 2010 Westminster Hall

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

It is a pleasure to serve under your chairmanship, Ms Clark. I congratulate the hon. Member for Erith and Thamesmead (Teresa Pearce) on securing today’s debate. I know that she cares passionately about supporting young people in their continuing education, a passion that I share.

One of the Government’s objectives is full participation in education, training, or employment with training, for all young people up to the age of 18. I listened to the hon. Lady carefully, and I understand the concerns of students at Bexley further education college, where 43% of students qualify for education maintenance allowance, and those at Greenwich community college, where 38% of students qualify. Nationally, 45% of students qualify for EMA, so I am aware that the decisions that we have taken affect a large number of 16 to 18-year-olds.

We need to set the debate in the context of the budget deficit. It is £156 billion this year, the highest among G20 countries.

[Graham Jones]

Will the Minister give way?

[Mr Gibb]

I shall give way once I have finished this point.

The interest on accumulated Government debt to date is £42.7 billion per year, which represents 70% of the entire Department for Education budget. Unless we take serious measures to tackle the deficit, we will face a higher cost of borrowing as capital markets demand greater compensation for the heightened risk. Without the action that the Government are taking, we would ultimately face the economic crises that now confront Ireland, Greece, Spain and Portugal. This country was on the brink of financial crisis.

[Mr Gibb]

I will give way once I have finished the point.

This country took action in the emergency Budget and the spending review. As a result, that crisis has been averted. I listened to the 14 or 15 Opposition Members who spoke during the debate, and I did not hear one alternative suggestion of how to find a saving of £500 million elsewhere in the Budget. They had no answer on how to avoid financial meltdown, or how to tackle the record budget deficit that the Labour Government left for this Government to clear up. They had no answer on how to bring our economy back from the brink.

Labour’s stewardship of the economy has left young people struggling to find jobs, as employers freeze recruitment. Unless we get the economy moving again, that tragedy will persist. Not tackling the deficit will put that recovery in jeopardy. I give way to the hon. Member for Hyndburn (Graham Jones), to see whether he can tell us how to find £500 million of savings elsewhere in the Budget.

[Graham Jones]

Is it not the case that it was the Government’s choice to cut so deep? Is it not the case that, before the election and afterwards, the Government accused Labour Members of not cutting deep enough? Is it not the case, therefore, that the Government chose to remove the EMA for the economic decisions that the Minister has outlined? The Opposition would not have needed to do that, nor go as far, because, as the Minister says, we would not have cut the deficit so fast.

[Mr Gibb]

The economy would have suffered as a result.

EMA costs £560 million a year. As we heard, it has been in existence for about six years; it was rolled out nationally in 2004, following a pilot. It was successful in raising participation rates among 16-year-olds from 87% in 2004 to 96% this year. As a consequence, attitudes among 16-year-olds to staying on in education have changed. When the National Foundation for Educational Research questioned recipients of EMA, it found that 90% would have stayed on in education regardless of whether they received EMA.