Awarding Qualifications in 2021 and 2022

Debate between Nick Gibb and Robert Halfon

Thursday 22nd July 2021 Commons Chamber

[Nick Gibb]

I realise that the Opposition have to have a critique, but at every stage we worked methodically with Ofqual, the exam boards, stakeholders and the teachers’ unions to ensure that we devised a process for awarding grades in 2021 that was the right approach. We worked carefully and methodically with Ofqual and the exam boards, learning from what happened last summer, to determine the right adaptations for the 2022 exams in order to ensure that they are fair given all the disruption that students have suffered. We wanted to launch the short consultation before the summer break, which we did on 12 July. We want to confirm the position early in the autumn term, so that teachers know at the earliest point in the next academic year the structure for exams in 2022.

The hon. Lady raised the issue of the appeals timetable. For priority cases—where students have missed out on their firm university choice and wish to appeal results—students should request a centre review by 16 August. For non-priority cases, students should request a centre review by 3 September. Centres will need to submit priority appeals by 23 August. Students will be informed of the outcome of priority appeals in most cases by 8 September.

The hon. Lady asked about exam fee rebates. The exam boards have all confirmed that they plan to provide rebates to schools this year. Some have made announcements on the rebate already. The Department will be providing funding to exam boards directly to support the appeals costs and any autumn series losses they make. This will enable the exam boards to pass more funding back to schools via rebates.

The hon. Lady mentioned performance tables. There will be no performance tables in 2021. In 2022 there will be performance tables for GCSEs and A-levels, but not for primary school SATs, given that adaptations cannot be made in that regard.

The hon. Lady raised the issue of teachers’ pay. We do know, and I acknowledge at every possible opportunity, that teachers and support staff have worked incredibly hard over the last 16 months, adapting schools to covid and learning and preparing to teach children remotely for the first time. Teachers are very much on the frontline in the fight against the pandemic. In the September 2020 pay award, teachers received an average increase of 3.1%, with starting salaries rising by 5.5%. The cumulative pay award for teachers since 2018-19 is 8.5%. The pause on pay rises this year is across the public sector, except for health, and is designed to help address the public finances following the financial response to the pandemic. Of course, the pay pause does not prevent pay rises as a consequence of promotion or performance-related pay.

[Robert Halfon (Harlow) (Con)]

Mr Deputy Speaker, may I quickly take the chance to thank Mr Speaker, you, all the staff of the House of Commons and the other Deputy Speakers for the incredible way in which Parliament has gone on and enabled people who have been shielding to participate? It has been a miracle. I would have liked to say that had I been called in business questions to the Leader of the House.

Of course, we all want exams to take place, but given that we know that 1 million pupils were not in school this week and that 93,500 children have hardly returned to school since schools reopening on 8 March, what analysis did the Department make of the lost learning of pupils—particularly pupils from disadvantaged backgrounds, many of whom have not yet benefited from the catch-up programme—who have not been in school for one reason or another in exam years before setting out the policy that the Minister has announced today?

My worry about the approach the Minister set out is that requiring exam boards to provide advance information about exam content and support means that the Government are in essence reducing a 100 metre race to a 50 metre race while keeping all the pupils at the same starting point whatever their disadvantage. The pupils who have experienced the most lost learning will still be the most disadvantaged compared with those who were in school more at the time. Could he at least consider ensuring a level playing field and taking a more nuanced data-driven approach that takes into account the fact that millions of children have experienced lost learning? That could be done by increasing the time allowed to do the exams or adjusting the grade weighting to reflect the number of days that pupils have lost.

[Nick Gibb]

My right hon. Friend’s thoughtful question raises an important point. We did consider a range of alternatives to the proposal on which we finally consulted on 12 July. We worked very closely with Ofqual and the exam boards, and optionality and advance notice disproportionately help students who have had more time out of school compared with those who have remained in school the most, who will have covered most of the curriculum. It helps those pupils. That is also why we are allocating more than £3 billion to catch-up, and the recovery premium and the 16-to-19 tuition fund are deliberately targeted at students and young people from disadvantaged backgrounds.

Oral Answers to Questions

Debate between Nick Gibb and Robert Halfon

Monday 1st March 2021 Commons Chamber

[Robert Halfon (Harlow) (Con) [V]]

The Schools Minister has said that pupils wearing masks on the school estate is a matter of advisory guidance. If a pupil, or a parent acting on their behalf, objects to complying with their headteacher’s wish for pupils to wear a mask, are we not in danger of creating mask anarchy? Enormous pressure is being put on headteachers in Harlow because of the confusion, including Vic Goddard, the headteacher of Harlow Passmores School. Is it not better to come down firmly on one side or another, and provide clear, definitive regulations to help teaching staff?

[Nick Gibb]

We have said clearly that we strongly recommend that students in secondary schools wear face masks or face coverings in classrooms where it is not possible to keep a social distance between pupils. We have also said, for quite a number of months, that in communal areas of a secondary school, where it is not possible to maintain a social distance, staff, adults and students should also wear face masks. Face coverings are largely intended to protect others against the spread of infection, because they cover the nose and mouth, which are the main confirmed sources of transmission of the virus.

Educational Settings: Reopening

Debate between Nick Gibb and Robert Halfon

Tuesday 26th January 2021 Commons Chamber

[Nick Gibb]

The hon. Lady asks for a plan. There is a plan. Schools were closed as part of the national lockdown, which was introduced to tackle the growing pressure on the NHS, and there are clear criteria for emerging from the lockdown, including hospitalisation rates and the other three criteria I mentioned in my opening comments. We have always been clear that schools will be the last to close and the first to open as we emerge from the national lockdown when on the criteria it is safe to begin to do so.

The hon. Lady asks about the safety of schools. We have always been clear that restricted attendances in schools are not because schools are unsafe but in order to reduce the overall number of social contacts in our community.

The hon. Lady asks about testing. Lateral flow device testing is taking place in our schools. We are testing staff twice a week to identify asymptomatic covid cases. Those pupils returning to secondary school, or in secondary school at the moment, will be tested twice as they return to school.

The hon. Lady says again, “Why aren’t schools the first to open and the last to close?” Well, that is something we have been making clear all along. The problem with her is that she repeatedly calls for action that we are already taking. She is always two steps behind. The Opposition have no plans, no direction and no clarity on what is the biggest crisis facing this country and the world for nearly a century.

[Robert Halfon (Harlow) (Con) [V]]

I thank all teachers and support staff for all the work that they are doing to try to teach children at this time.

My right hon. Friend will be aware that a number of paediatricians have written to The Times today about children’s anxiety, depression and self-harm—all at frightening levels because of school closures. Parents are showing signs of psychological stress and breakdown as a result of the pressures of trying to home-school their children and sustain their jobs and businesses. We need to get our schools open again sooner rather than later. Why not open schools and colleges in the areas where covid cases and the R are significantly lower? Will he put mental practitioners in all schools to help children and parents during this time? What discussions has he had with the Joint Committee on Vaccination and Immunisation on priority vaccinations for teachers and support staff so that we can help to put an end to the revolving door of learning that has characterised education this year? We just need to get our children back in school full-time as soon as possible.

[Nick Gibb]

My right hon. Friend is right to pay tribute to teaching staff in our schools. He is also right to point to the very difficult circumstances that both students and parents face when they are having to learn from home and are not with their friends. We all know that being in school is the best thing for young people rather than learning from home. All the decisions that we are taking are with the wellbeing of students at the forefront. We understand the disruption that the pandemic is causing to students’ education and the impact that it may have had on their mental health. We remain committed to introducing the new mental health support teams for schools and colleges. To support the return to school, we have put in place a range of measures and guidance, and a new £8 million training initiative for school staff to support children’s wellbeing. The health elements of the new RSHE—relationships, sex and health education—curriculum include teaching about mental health and wellbeing. The NHS continues to run 24-hour helplines for those people who have mental health problems.

My right hon. Friend asked about regional differences in infection rates. We will always be led by the science when making decisions about moving away from the lockdown conditions.

Finally, my right hon. Friend asked about vaccines. The JCVI advises that the first priority for the covid vaccination programme should be the prevention of mortality. For the next phase of the roll-out the JCVI has asked the Department of Health and Social Care to consider occupational vaccination, in collaboration with other Departments, including the Department for Education.

Awarding of Qualifications: Role of Ministers

Debate between Nick Gibb and Robert Halfon

Wednesday 9th September 2020 Commons Chamber

[The Minister for School Standards (Nick Gibb)]

The debate has been largely constructive. As we have said consistently, the Government never wanted to cancel exams. They are obviously the best and fairest form of assessment. But we had to take the difficult decision to close schools and colleges and cancel summer exams because of the covid-19 pandemic. As the Secretary of State said in his opening speech, the virus has propelled not just this country but the rest of the world into uncharted territory, and we have had to respond, often at great speed, to find the best way forward given what we knew at the time.

Once the decision to cancel exams and instead to issue calculated grades to students was made, the Government followed the necessary steps. Our overriding aim was to ensure that all students received just recognition for their efforts and were able to progress to the next stage of their lives in the knowledge that their qualifications had the same value as previous years.

We provided clear direction to Ofqual in the form of two direction letters, the first for general qualifications and the second for vocational and technical qualifications. We worked closely with Ofqual as it developed the process for arriving at calculated grades. As an independent body, the decisions throughout this process were rightly for Ofqual to take, but as the Secretary of State has already made clear, the Department was consulted throughout. I met weekly with senior colleagues at Ofqual during the model development period, and whenever I was made aware of possible challenges with the model, I raised them with Ofqual, seeking the necessary reassurances and urging Ofqual to consider appropriate changes to the arrangements—for example, an enhanced appeals process to help address our concerns about able candidates in schools with a track record of lower standards.

As other issues were raised, we were reassured that, overall, the model was fair. The work to award qualifications based on calculated grades was a mammoth task that had never been carried out or even expected before this year. It is important to remember that similar approaches to awarding qualifications following the cancellation of exams were put in place in Scotland, Wales and Northern Ireland, and the key principle of using a statistical standardised model was supported by 89% of those responding to Ofqual’s consultation.

As is normal every year to reflect its status as an independent regulator, Ofqual shared some headline data in the days immediately before the release of results, but I and the rest of the Department did not see the detail of how individual students or schools and colleges would be affected until A-level results day. Over the following days, it became clear to me and to the Secretary of State that there were far too many inconsistent and unfair outcomes for students that did not reflect their hard work or ability. It was not reasonable to expect all of those to be dealt with through an appeals system, and they severely undermined public confidence in the system. Therefore, Ofqual and the Government took immediate action, announcing on Monday 17 August the decision to revert to centre assessment grades for all students, or the calculated grade where this was higher.

The Department worked exceptionally closely with Ofqual and the exam boards in the following week, and I chaired daily taskforces on the matter, pressing hard to ensure that the results were issued as soon as possible. Despite the extremely challenging circumstances, GCSE results were revised, and they were issued on the original results day of 20 August. A-level and AS-level results were reissued to schools and colleges at the same time as well. I continue to hold this taskforce, which is attended by Ofqual, the awarding organisations, key school and college leader stakeholder organisations and unions, and I will ensure that it meets whenever appropriate to discuss operational concerns.

The Under-Secretary of State for Education, my hon. Friend for Chichester (Gillian Keegan), who has responsibility for apprenticeships and skills, also held daily meetings during this time to monitor progress with the issuing of vocational and technical qualifications and to ensure that the results were issued as soon as possible, so no one awaiting a place in further or higher education, or on an apprenticeship, would lose out.

In opening the debate, the shadow Secretary of State, the hon. Member for Stretford and Urmston (Kate Green), said that lessons must be learned from what happened this summer, and of course that is right. We are working closely with Ofqual to make sure that we learn the lessons from 2020.

The hon. Member for Glasgow East (David Linden) said that we should all approach the debate with due humility, and I share that wish. He asked about Sir Jon Coles and his concerns about the model. We did raise Jon Coles’ concerns with Ofqual and were given assurances.

My right hon. Friend the Member for Harlow (Robert Halfon), the Chair of the Education Committee, made the important point about the degree to which—[Interruption.] Ah, he has moved. He spoke about the degree to which pupils need to catch up on lost education. I can assure him that we will be conducting the research that he is suggesting, in particular, to monitor progress that pupils make.

My right hon. Friend the Member for Wokingham (John Redwood) and my hon. Friends the Members for Bexhill and Battle (Huw Merriman) and for Meon Valley (Mrs Drummond) were right to focus on 2021 and on ensuring that we release as much time as we can for extra teaching, and that those exams go ahead as planned.

The former Universities Minister, my right hon. Friend the Member for Kingswood (Chris Skidmore), made compelling points about the admissions system, and my hon. Friend the Member for Stourbridge (Suzanne Webb), in a powerful intervention, reminded the House about the Government’s commitment to help students to catch up, with a £1 billion catch-up premium.

My right hon. Friend the Member for Elmet and Rothwell (Alec Shelbrooke) was correct to say that—[Interruption.] I wish my right hon. Friends would stay in the same seats. He was correct to say that while exams are of course the best and fairest way to award qualifications, in the middle of this pandemic, exams were no longer an option.

The hon. Member for Birmingham, Ladywood (Shabana Mahmood) raised the issue of BTECs. I can confirm, from the four awarding organisations that I have been working with, that there are now no results outstanding. The delay was to ensure that candidates taking BTECs were not put at a disadvantage, given the changes to the grading of GCSEs and A-levels.

I share the passion of my hon. Friend the Member for Eddisbury (Edward Timpson) for PE. That is not something I would have said as a child, but he is right that exercise is vital for mental as well as physical health. The hon. Member for St Albans (Daisy Cooper) spoke of a minimum standard of education in three of the four tiers in the contained guidance. We have published very clear expectations for schools on the quality of remote education.

Every child and young person in this country has experienced unprecedented disruption to their education as a result of covid-19, with those from the most vulnerable and disadvantaged backgrounds being among the hardest hit. Education recovery lies at the heart of our national mission as we recover from the disruption caused by covid-19 and ensure that we provide schools with the necessary guidance, support and funding that they need, with high attendance at schools—.

[Robert Halfon]

Will my right hon. Friend give way?

[Nick Gibb]

If my right hon. Friend will forgive me, I am just coming to an end. I was delighted to hear of the very high attendance in the constituency of my hon. Friend the Member for Meon Valley.

I and the Secretary of State know that the situation has caused stress and uncertainty for many, and clearly this was never the intention. I can assure them that we are working with Ofqual to ensure that what happened this summer does not happen again. There are lessons to learn, and we want to be transparent. The Secretary of State—

Oral Answers to Questions

Debate between Nick Gibb and Robert Halfon

Monday 7th September 2020 Commons Chamber

[Mr Speaker]

I call the Chair of the Select Committee, Robert Halfon—and welcome back.

[Robert Halfon (Harlow) (Con)]

Thank you, Mr Speaker. Many thousands of private candidates, including mature students and those undertaking resits, have been left without a grade under this year’s exam arrangements and unable to progress to the next stage of their education or employment. Will the Minister ensure that UCAS predicted grades are confirmed for all external candidates, provide them—just to confirm—with the option to sit autumn exams free of charge, ensure that the highest grade of the UCAS result and autumn resit will be awarded, and urge universities to honour their offers for a September 2021 start date? Will he allow those external candidates who have received a centre-assessed grade to appeal their results?

[Nick Gibb]

My right hon. Friend raises some important points. Of course, as my hon. Friend the Minister for Universities said, universities are being flexible on entry to universities this year. Schools, colleges and further education colleges are able to provide additional support to students sitting their exams in the autumn if they have the capacity to do so. Schools can also now use their pupil premium funding to support these pupils. The autumn exams are an important backstop to the summer grade process, and we are helping schools to offer them to students by assisting with additional space and invigilators, where required.

Oral Answers to Questions

Debate between Nick Gibb and Robert Halfon

Monday 2nd March 2020 Commons Chamber

[Robert Halfon (Harlow) (Con)]

Whether or not the numbers have decreased since the last Government were in office, we still have around 40 children excluded from our schools every day, at a cost of some £370,000 per child. We know that 58% of young prisoners were permanently excluded from school. These excluded children are being left behind—only around 1% get five or more GCSEs, if they get any at all. What is my right hon. Friend doing? Has he seen the report from the Education Committee in the last Parliament on transparency regarding numbers of exclusions and on schools being partially accountable for the pupils whom they exclude?

[Nick Gibb]

My right hon. Friend is right. We know that we have to give headteachers the tools to ensure that we have safe, calm environments in our schools. No headteacher excludes without giving the matter very careful consideration, with permanent exclusions used only as a very last resort. What is key is that exclusion from school must not mean exclusion from education, so timely access to high-quality alternative provision plays a critical role in improving excluded children’s outcomes. Our objective is to improve the quality and capacity of alternative provision.

Oral Answers to Questions

Debate between Nick Gibb and Robert Halfon

Monday 20th January 2020 Commons Chamber

[Nick Gibb]

The pupil premium is for any pupil who has qualified or has been eligible for free school meals in the last six years. It is £935 for pupils in secondary schools and £1,320 for pupils in primary schools—some £2.4 billion a year. Since 2011, we have allocated more than £15 billion to schools to help to narrow that attainment gap. We have the lowest level of unemployment for over 40 years, so there will be different eligibility for free school meals, which depends on the benefits system. When there is a higher level of employment, fewer people are eligible for the benefits system.

[Robert Halfon (Harlow) (Con)]

A recent survey by the Sutton Trust suggested that 30% of headteachers were using the pupil premium for general funding in their budgets. What studies are the Government doing to ensure that the end result of the pupil premium is good outcomes for students?

[Nick Gibb]

The Education Endowment Foundation has produced a very good guide for schools on how to use the pupil premium in the most effective way to narrow the attainment gap. My right hon. Friend the Secretary of State spelled out the fact that we have closed the attainment gap by 13% in primary schools and 9% in secondary schools. Between 2011 and 2018, there was an 18 percentage point increase in the proportion of disadvantaged young people taking the EBacc combination of core academic GCSE subjects; the subjects that provide the widest opportunities in later education, training and career choices.

Oral Answers to Questions

Debate between Nick Gibb and Robert Halfon

Monday 29th April 2019 Commons Chamber

[Robert Halfon (Harlow) (Con)]

When Aspire alternative provision Academy in Harlow was taken over by the TBAP Multi-Academy Trust in 2017, it had a healthy balance and a strong business plan. Since then, it has been revealed on the BBC’s “Panorama” programme that TBAP had been in serious debt, and its public accounts were found to be inaccurate. Aspire has been dragged down with it. Does the Minister agree that it is absolutely necessary for Ofsted to inspect multi-academy trusts to prevent that situation from occurring again? How will he support Aspire, whose headteacher is here today, and which wants to be brokered to another MAT?

[Nick Gibb]

As my right hon. Friend will know, we issued a financial notice to improve to the TBAP trust in August 2018, long before the “Panorama” programme was broadcast, because we were concerned about poor financial management and controls. That notice will remain in place until we are satisfied that the trust has taken effective action to address our concerns. We always act swiftly in such circumstances, and our primary concern has been to preserve the education of children and limit the impact on the taxpayer.

School Funding

Debate between Nick Gibb and Robert Halfon

Thursday 25th April 2019 Commons Chamber

[Nick Gibb]

I will not give way.

Since the introduction of the phonics check in 2012, the proportion of six-year-olds reaching the expected standards in the phonics decoding check has risen from 58% in 2012 to 82% last year. We have risen from joint 10th to joint eighth in the PIRLS—the Progress in International Reading Literacy Study—of the reading ability of nine-year-olds, achieving our highest ever score in that survey. In secondary schools, our more rigorous academic curriculum and qualifications support social mobility by giving disadvantaged children the knowledge they need to have the same career and life opportunities as their peers. The attainment gap between the most disadvantaged pupils and their peers, measured by the disadvantage gap index, has narrowed by nearly 10% since 2011.

To support these improvements, the Government have prioritised school spending, while having to take difficult decisions in other areas of public spending. We have been able to do that because of our balanced approach to the public finances and to our stewardship of the economy, reducing the annual deficit from an unsustainable 10% of GDP in 2010—some £150 billion a year—to 2% in 2018. The economic stability that that provided has resulted in employment rising to record levels and unemployment being at its lowest level since the 1970s, giving young people leaving school more opportunities to have jobs and start their careers. Youth unemployment is at half the rate it was when we came into office in 2010, taking over from Labour.

It is our balanced approach that allows us to invest in public services. Core funding for schools and high needs has risen from almost £41 billion in 2017-18 to £43.5 billion this year. That includes the extra £1.3 billion for schools and high needs that was announced in 2017 and that we have invested across 2018-19 and 2019-20, over and above the plans set out in the spending review.

Figures from the Institute for Fiscal Studies show that in 2020 real-terms per pupil funding for five to 16-year-olds in schools will be more than 50% higher than it was in 2000. We do recognise, though, the budgeting challenges that schools face as we ask them to achieve more for children. One element of it is about making sure that money is directed to where it is needed most. Since April last year, we have started to distribute funding through the new national funding formula, with each area’s allocation taking into account the individual needs and characteristics of its pupils and schools. Schools are already benefiting from the gains delivered by the national funding formula.

Since 2017, we have given every local authority more money for every pupil in every school, while allocating the biggest increases to the schools that the previous system had left most underfunded. By 2019-20, all schools will attract an increase of at least 1% per pupil compared with 2017-18 baselines, and the most underfunded schools will attract up to 6% more per pupil by 2019-20, compared with 2017-18.

[Robert Halfon]

I welcome what my right hon. Friend said about phonics and SATs, which it is important we keep, but does he agree that if the national health service can have a 10-year plan and a five-year funding settlement, education should have a 10-year plan and a minimum of a five-year funding settlement?

[Nick Gibb]

As I have said to the Education Committee, which my right hon. Friend chairs, I do not disagree with that view. We will say more about our approach to the spending review in due course.

In Hertfordshire, where the constituency of my hon. Friend the Member for St Albans is located, funding for schools has increased this year under the national funding formula by 2.4% per pupil compared with 2017. That is equivalent to an extra £32.1 million in total, when rising pupil numbers are taken into account.

My hon. Friend the Member for Saffron Walden made a measured and therefore persuasive speech about the funding of schools in her constituency. As a consequence, her words will undoubtedly carry weight with the Treasury. She made the important point that 90% of pupils in her constituency now attend good or outstanding schools, compared with just 67% in 2010.

I listened carefully to my hon. Friend the Member for East Worthing and Shoreham (Tim Loughton); as a neighbouring MP, I find I always do. He will be aware that funding in his constituency has risen by 5.5% per pupil compared with 2017. That is one of the highest increases and reflects the historical underfunding of West Sussex schools—something the national funding formula was introduced to address. He referred to teachers’ pay, which is due to rise by 3.5% for teachers on the main pay scale and by 2% for those on the upper pay scale.[Official Report, 1 May 2019, Vol. 659, c. 3MC.] We are funding both those pay rises, except for the first 1%, which schools will have budgeted for already.

I also listened carefully to the speech by my right hon. Friend the Member for New Forest West (Sir Desmond Swayne). I congratulate him on the fact that 96% of pupils in schools in his constituency are attending good or outstanding schools. He will be aware that under the national funding formula per pupil funding in his constituency is rising by 4.5% compared with 2017-18.

I welcome the contribution to the debate by my hon. Friend the Member for Filton and Bradley Stoke (Jack Lopresti) and his acknowledgement that, as a result of the fairer national funding formula, schools in his constituency will attract a 5.9% per pupil increase. In a compelling speech, my hon. Friend the Member for Cheltenham (Alex Chalk) raised the issue of special needs funding. Our commitment to helping every child to reach their full potential applies just as strongly to children with special educational needs and disabilities as it does to any other child, and we know that schools share that commitment. We recognise the concerns that have been raised about the costs of making provision for children and young people with complex special educational needs. We have increased overall funding allocations to local authorities for high needs year on year, and we announced in December that we will provide an additional £250 million over these last two financial years.

Teacher Recruitment and Retention Strategy

Debate between Nick Gibb and Robert Halfon

Monday 28th January 2019 Commons Chamber

[Nick Gibb]

I do not really know how to react to the hon. Lady’s tone. This is a very effective recruitment and retention strategy, which has the support of the sector, and I should have thought that she would want to support it as well. The concept and structure of the strategy were driven by my right hon. Friend the Secretary of State, and the details were developed by officials and by me in close consultation with the profession, the teachers’ unions and academics. I do not regard that as a matter for criticism.

The hon. Lady asks whether the £130 million is new money. It reflects what we think schools will need to support a 5% timetable reduction for early-years career teachers, for mental health training and time and for the training programme. The Government are clear that they are committed to that funding, and it is new funding. It does not include the £42 million teacher development premium.

The hon. Lady asks about more experienced teachers. As she will see when she has a chance to read the strategy, it includes support for non-leadership career pathways for teachers who want to remain in the classroom. There will be a teacher development national professional qualification to enable them to enhance their careers without necessarily taking on leadership positions. We shall be announcing a procurement tender for initial teacher training providers and others.

The principal challenge that we face in teacher recruitment is the fact that we have a strong economy, with record numbers of jobs and the lowest unemployment since the 1970s. We are competing with other professions, such as commerce and industry, for the best graduates in our economy. A strong economy is not a challenge likely to face any Labour Government. Whenever Labour is in office, it damages the public finances, damages the economy and destroys jobs, whereas the Conservatives repair our economy, take a balanced approach to the public finances and create jobs—millions of jobs.

[Robert Halfon (Harlow) (Con)]

I strongly welcome this announcement—particularly amid the Brexit fog—and I welcome the work that my right hon. Friend and the Secretary of State are doing. Has either of them considered the idea of establishing local teacher training colleges in areas of strong deprivation, possibly linked to further education colleges, to encourage people in those areas to take up teaching?

[Nick Gibb]

The purpose of the phased bursaries that we have piloted with maths in particular is to stagger the payments of those bursaries after three years. For those training to teach maths, there is a £20,000 bursary, followed by a £5,000 payment after three years and a further £5,000 after five years. In areas where there is a record of recruitment challenges, or areas of deprivation, the £5,000 figure becomes £7,500. There is a range of other measures intended to incentivise people to train in the areas to which my right hon. Friend has referred.

Oral Answers to Questions

Debate between Nick Gibb and Robert Halfon

Thursday 11th January 2018 Commons Chamber

[Nick Gibb]

The hon. Lady is quite right. We have been successful since 2010 because, in England, GCSE entries by girls in physics have risen from 50,600 in 2010 to 66,700 this year, and the number of girls entering A-level physics has risen from 5,800 in 2010 to 6,947 in 2017. Overall, the number of girls taking STEM A-levels has increased by 20% since 2010.

[Robert Halfon (Harlow) (Con)]

As well as ensuring that careers advice encourages more women into engineering, will my right hon. Friend look at financial incentives and at how the apprenticeship levy is working to incentivise companies to employ more women in engineering?

[Nick Gibb]

My right hon. Friend is quite right. We introduced the apprenticeship levy to boost the importance of apprenticeships. We delivered more than 2 million apprenticeship starts in the last Parliament and are committed to 3 million apprenticeship starts in this Parliament, because this is a Government who are committed to high-quality skills in our economy. The apprenticeship programme is part and parcel of that ambition.

Mental Health Education in Schools

Debate between Nick Gibb and Robert Halfon

Monday 6th November 2017 Westminster Hall

[The Minister for School Standards (Nick Gibb)]

It is a pleasure to serve under your chairmanship, Mr Wilson. I congratulate the hon. Member for Newcastle upon Tyne North (Catherine McKinnell) on introducing the debate and on her excellent informative and powerful speech. I congratulate HeaducationUK and the Shaw Mind Foundation for securing more than 100,000 signatures—the first time a mental health charity has achieved that level of support on the petition website. I also congratulate other hon. Members and my right hon. and hon. Friends on their informed and powerful contributions to what has been a consensual and broadly united debate about some important and far-reaching issues.

The mental health of our children is a key priority for the Government. We want all children to have the opportunity to fulfil their potential and to develop into confident and happy members of society. In our manifesto, the Prime Minister set out a commitment to publish a Green Paper on children and young people’s mental health by the end of the year. The Department of Health and the Department for Education have been working together on the Green Paper to achieve a step change in the way we support the improvement of children and young people’s mental health.

I assure my hon. Friend the Member for Halesowen and Rowley Regis (James Morris), who I congratulate on a moving speech, that the Green Paper will be bold. It will look at the roles of health and education in supporting the mental health of children and young people, how we can prevent mental illness from occurring and how we ensure that children and young people receive the right treatment in the right place at the right time. I confirm to hon. Members that evidence and recommendations from the joint report of the Education and Health Committees have informed the proposals in the Green Paper. I thank all members of those Committees for their work in producing that report.

A child’s attainment at school is linked to their mental health and wellbeing. We are determined to improve both by ensuring that children with mental health issues are given all the support required to allow them to focus on their education. Schools can play a key role in how they teach about the importance of mental health and in the prevention and identification of concerns. The hon. Member for Newcastle upon Tyne North raised the issue of exam stress. Good teaching is one of the most important factors in helping pupils to achieve. Academic success is important and good headteachers know that positive wellbeing is necessary to support that achievement. Schools should encourage pupils to work hard, but not at the expense of their wellbeing. We have removed incentives for things that add to stress, such as the culture of multiple exam resits. We are helping schools to spot mental health problems through programmes such as mental health first aid training, and through resources such as the MindEd website, funded jointly by the Department of Health and the Department for Education, which has resources and information on mental health for adults working with children and young people.

We recognise that, as been said a number of times in the debate, teachers are not mental health professionals. When more serious problems occur, schools and colleges should expect the pupil to have additional support from elsewhere, including professionals working in specialist children and young people’s mental health services, voluntary organisations and local GP practices. To help with that, the Department ran pilots to look at how joint working between health and education could be improved by having single points of contact in schools and in mental health services. The evaluation found that the pilots led to increased satisfaction with working relationships, improved knowledge and awareness of mental health issues among school leads, and improved timeliness and appropriateness of referrals.

My right hon. Friend the Member for Harlow (Robert Halfon) asked about the future of the pilots. We are extending them to up to 1,200 more schools and colleges in 20 additional clinical commissioning group areas. Our survey, “Supporting mental health in schools and colleges”, found that 73% of schools and colleges provide specific lessons to help to promote positive mental health and that 64% of schools and colleges report that the promotion of young people’s mental health and wellbeing is integrated in the school day.

[Robert Halfon]

Is the Minister referring to the pilots of 1,200 schools that were announced by the former Children’s Minister, Mr Timpson, when he gave evidence to the Select Committees, or is it another tranche of 1,200 schools on top of that?

[Nick Gibb]

It is the same point that Ed Timpson made at that Committee, but it is important for this debate that we are extending those pilots to 1,200 more schools and colleges in 20 additional clinical commissioning group areas.

As well as the role of the wider teaching staff, many schools have staff with more specific roles in relation to mental health. Around half of schools and colleges have a dedicated lead for mental health; more than two thirds of schools have a designated member of staff responsible for linking with specialist mental health services; and 87% of institutions reported that they had a plan or policy in place for supporting pupils with identified mental health needs.

Evidence shows that a whole-school approach, established with a commitment from senior leadership and supported by external expertise, is essential to a school’s success in tackling mental health. A whole-school approach involves the work of all staff and students, with clear links to school policies, for example on behaviour, and a culture and atmosphere that promote good mental health. Tom Bennett’s review of behaviour in schools found that a consistently applied whole-school policy, with clear systems of rewards and sanctions, was key to securing good behaviour. He argued for the importance of a whole-school culture that is effectively communicated to all staff and pupils and stated that the best behaviour policies balance a culture of discipline with strong pastoral support. The combination of clear boundaries and known sanctions for poor behaviour with a caring atmosphere is fundamental to promoting good behaviour and wellbeing for all pupils.

My right hon. Friend the Member for Harlow suggested a study of the impact of social media on children’s mental health. We are working closely with the Department for Digital, Culture, Media and Sport on the internet safety strategy, which includes working on online safety with experts, social media companies, tech firms, charities, mental health practitioners and young people. I am sure that that work will highlight gaps in the evidence, as he suggested.

My right hon. Friend also asked when we would next publish a survey on children’s mental health. The Department of Health has commissioned a new survey that will examine the prevalence of mental health and wellbeing problems among children and young people nationally. The new prevalence survey will enable us to make comparisons with the prevalence recorded in the 2004 survey and will be published in 2018.

A number of hon. Members asked about Ofsted’s role in helping to deliver these objectives in our schools. Under the current inspection framework, inspectors reach a graded judgment on pupils’ personal development, behaviour and welfare and consider their spiritual, moral, social and cultural development. We will work with Ofsted on any implications that arise from mandatory relationships education and relationships and sex education.

My hon. Friend the Member for Telford (Lucy Allan) raised the important issue of mental health and children in care. The forthcoming Green Paper will consider how to improve support for vulnerable children and young people, including children in care. This includes ways of improving access to support, better joint working among services and improved training for professionals. An expert working group has been established to look at ways of improving support and care for children and young people in care; it will report shortly and we will fully consider all its recommendations. We will pilot new approaches that draw on the group’s findings to improve the quality of mental health assessments for looked-after children.

Oral Answers to Questions

Debate between Nick Gibb and Robert Halfon

Monday 3rd September 2012 Commons Chamber

[Robert Halfon (Harlow) (Con)]

T10. Today I visited Burnt Mill school in Harlow. Three years ago, 27% of its pupils had five good GCSEs with maths and English. This year, the figure was 72%. Does that not show that with the right vision, leadership and teaching, the best academic results can be achieved?

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

My hon. Friend is absolutely right. I offer my congratulations to the head teacher, Helena Mills, and all her staff on the tremendous achievement that that school has delivered over the past few years in raising the standard of GCSE achievement of its pupils. That shows that with good leadership and high expectations, all our children can achieve to the best of their ability.

Academies (Funding)

Debate between Nick Gibb and Robert Halfon

Thursday 16th June 2011 Commons Chamber

[Mr Gibb]

Yet again, the right hon. Gentleman overstates his case. First, the Secretary of State is in Birmingham today speaking to the National College for School Leadership, which is a very important part of our system of raising standards, and I am sure that his predecessors spoke every year to those conferences too. We are taking action to tackle the problems, although I should remind the right hon. Gentleman that the problem highlighted by the Financial Times occurred every year under the last Labour Government. The difference between the former Government—his Government—and this one is that we are taking action to sort it out. That is why we announced a fundamental review of the school funding system. That review is already taking place, and we will be making further announcements and holding a further consultation on the details later this year.

The right hon. Gentleman also raised the issue of the LACSEG—the local authority central spend equivalent grant—which is about double funding, where central Government are funding both the local authority and the academy for the same central services. Again, that is something that occurred under the last Labour Government, and we are sorting it out. That is why the Department for Communities and Local Government top-sliced £148 million off the funding to local government—to deal with that double funding. We are now looking at the issue again, as a result of the action taken by the 23 local authorities, and sorting it out. I would like to know from the right hon. Gentleman whether he supports us in our review of the funding system, so that we can create a simpler and clearer system that all can understand, and one that is similar for schools and academies. We want to achieve a per-pupil funding system that is fair and that all can understand, rather than the system over which his Government presided where schools in some local authorities received some £4,000 more per pupil than other schools with the same problems. Those are the problems that this Government are seeking to sort out, and I hope that he will support us in those plans.

[Robert Halfon (Harlow) (Con)]

Is it not the case that this urgent question is a smokescreen for those who oppose academies, given that we have created more academies in 12 months than Labour created in 12 years? Is it not also the case that the last Government left 500,000 children illiterate, and that those who are creating obstacles to academies want to wallow in mediocrity rather than pursue excellence?

[Mr Gibb]

My hon. Friend is, of course, absolutely right. It is not clear where the Opposition stand on, for example, free schools. Since the election, the right hon. Member for Leigh (Andy Burnham) has said that he opposes the establishment of free schools. However, since the news broke that one of Tony Blair’s closest aides is setting up his own free school, the right hon. Gentleman has told journalists that he now supports free schools. Which is it: does he support our academies programme and the free schools programme, or would he close down those schools if he came to power?