Oral Answers to Questions

Debate between Nick Gibb and Karl McCartney

Monday 12th October 2020 Commons Chamber

[Karl MᶜCartney (Lincoln) (Con)]

What steps his Department is taking to help ensure children who are self-isolating during the covid-19 outbreak receive high-quality online education.

[The Minister for School Standards (Nick Gibb)]

Although the vast majority of children are back in the classroom, we have made 250,000 laptops and tablets available in the event that face-to-face education is disrupted, building on more than 220,000 already delivered to those most in need. We have also made resources available to schools to deliver high-quality online education, alongside the Government-funded Oak National Academy, which is providing video lessons across a broad range of subjects.

[Nick Gibb]

It is vital that students have a spring in their step and that they have access to high-quality remote education, so we have invested more than £160 million in connectivity, devices and support—including more than 980 laptops and tablets to Bolton Council—alongside additional devices delivered to academy trusts. We are now making available 250,000 more devices nationwide in the event of further disruption. My hon. Friend will be pleased to know that Bolton schools and academies have already received more than £1 million in their first catch-up premium payment.

[Karl MᶜCartney [V]]

Covid-19 has had a detrimental effect on some of the most underprivileged children in our society. My right hon. Friend will remember a Westminster Hall debate in September 2016 on this issue. A white working-class boy—an example who represents a substantial proportion of pupil numbers in Lincoln—is 10% less likely to participate in higher education than any other ethnic group or gender. What is my right hon. Friend doing, and what has he done, to ensure that we close this gap and that the ongoing pandemic does not make the situation worse?

[Nick Gibb]

I do remember that important debate that my hon. Friend secured. I share his determination to see the academic attainment gap between disadvantaged pupils—including white working-class boys—and others closed. That determination has been at the core of all our education reforms since 2010, particularly in respect of the focus on phonics in the teaching of reading, the evidence-based approach to the teaching of maths, and a more knowledge-based curriculum. Since 2011, the attainment gap between disadvantaged pupils and others has narrowed by 13% at key stage 2 and by 9% at key stage 4. The £1 billion catch-up premium, with £350 million specifically targeted towards disadvantaged students, is designed to address the widening attainment gaps caused by measures taken to tackle the covid pandemic.

Oral Answers to Questions

Debate between Nick Gibb and Karl McCartney

Monday 3rd September 2012 Commons Chamber

[Mr Gibb]

My hon. Friend is right about the importance of maths. We need to do more to encourage even those who have an A to C grade in GCSE maths to continue studying maths, including those who choose not to take an A-level. We want to see the vast majority of students studying maths to age 18 within a decade. The Advisory Committee on Mathematics Education is consulting on options for new qualifications and will provide advice to the Department in the autumn, after which we will decide on the Government’s role in the design of any such qualifications.

[Karl MᶜCartney (Lincoln) (Con)]

13. What steps he is taking to ensure the development of sport in schools.

Oral Answers to Questions

Debate between Nick Gibb and Karl McCartney

Monday 21st November 2011 Commons Chamber

[Karl MᶜCartney (Lincoln) (Con)]

10. What assessment he has made of the effectiveness of the introduction of the English baccalaureate.

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

A survey of nearly 700 schools has shown that the English baccalaureate is having an immediate impact by increasing the number of pupils electing to take up a key set of academic subjects and by reversing declines in entry to subjects such as French, German and history, which we know are valued by universities and the wider public. The survey showed that 47% of pupils studying for their GCSEs in 2013 are taking academic subjects leading to the English baccalaureate, compared with just 23% entering that combination of subjects in 2011. That figure of 47% takes us back almost to the 49% who took those subjects when Labour came to office in 1997.

[Karl MᶜCartney]

I thank my hon. Friend for that answer. Is he concerned that the impact of the English baccalaureate will undermine the value of excluded subjects such as divinity or religious education, which play an important part in providing students with a well-rounded English education?

[Mr Gibb]

Religious Education is an important part of the school curriculum, which is why it is compulsory up to age 16 and why it will remain so under this Government. The E-bac is small enough, with six or seven GCSEs, to allow time for the study of subjects such as RE, music, art or a vocational subject while also studying the E-bac combination of GCSEs that are regarded as the facilitating subjects. That will keep options open for longer and will widen opportunities.