Children’s Wellbeing and Schools Bill

Nick Timothy Excerpts

Wednesday 8th January 2025 Commons Chamber

[Nick Timothy (West Suffolk) (Con)]

I declare my interest as a former director of the New Schools Network. As such, I have worked with many great free school and academy leaders.

I am enormously proud of the huge improvements in English schools over the last 14 years. In primary schools, English children are the best readers in the west. The PISA rankings show that we are: 11th in the world for maths, up from 27th under Labour; 13th in science, up from 16th under Labour; and 13th in reading, up from 25th under Labour.

In response to various debates and questions, the Education Secretary has made it clear that she does not really like these statistics, but the same story is told by the “progress in international reading literacy” study and the “trends in international mathematics and science” study. It is a shame that Ministers cannot bring themselves to celebrate this success story, or even to congratulate the leader of the best school in the country, Katharine Birbalsingh of the Michaela community school. Facts are very inconvenient when Ministers are so ideological about education.

The magic formula behind this success is one championed by Tony Blair, David Laws and all of us on the Conservative Benches today. The formula is freedom, accountability and evidence of what works. Through this Bill and other measures, the Government are unfortunately taking a sledgehammer to each of these principles. New free schools have been cancelled, the trust capacity fund has gone, and funds for schools that are planning to academise have been taken away. And this Bill is about to reverse academy freedoms, restore the powers of council bureaucrats and replace innovation with ideological uniformity. The clarity of Ofsted accountability has been ruined. Standard attainment tests in primary schools are in danger, and with them school accountability and progress data will go.

On the evidence base, this Government are anti-data, anti-facts and, indeed, anti-evidence, as we have heard during the debate. There have been attacks on synthetic phonics, maths mastery, a knowledge-rich curriculum, teacher-led instruction and traditional academic subjects. We have heard some Members explicitly reject the concept of academies and demand state-run schools. There is a denial of the scientific evidence behind what has worked. From the neurological knowledge we now have about how children learn, to the work of E. D. Hirsch on cultural literacy, and the confirmation that higher-level skills are dependent on the automatic mastery of lower-level activity, the Bill is based not on what works, but on what we know does not work.

[Graham Stuart]

Does my hon. Friend share my hope that Government Members will follow the example of the hon. Member for Mitcham and Morden (Dame Siobhain McDonagh) and put the Bill under genuine scrutiny?

[Nick Timothy]

I share my right hon. Friend’s admiration for the speech given by the hon. Member for Mitcham and Morden (Dame Siobhain McDonagh). It was incredibly powerful and I hope Members on the Labour Front Bench listened closely to what she said, even if they are not listening to me right now—they are looking at their phones. The Government have made a deliberate decision to dismantle everything that has worked.

[Sarah Smith (Hyndburn) (Lab)]

How does the hon. Gentleman respond to the situation under the current system, whereby a third of young people fail to get a good GCSE in English and maths, and we have the most unhappy young people in the OECD?

--- Later in debate ---

[Nick Timothy]

I invite the hon. Lady to look at the studies that compare English schools with those in other countries, internationally and within the United Kingdom. The PISA statistics show that the most disadvantaged students in England have the same outcomes as average pupils in Wales, but the Government seem to be basing their policies on the Welsh system. I invite her to look at the evidence, even if Ministers will not.

[Laurence Turner]

My interest was piqued by the hon. Gentleman’s description of Labour Members as being “anti-data”. He talks about the Welsh education system. Has he reviewed the arguments made by Professor John Jerrim, who conducted the 2015 review of the England PISA results and found that there is an anomaly with the treatment of Welsh language tests that, if corrected, would significantly boost Wales’s placing in the PISA rankings?

[Nick Timothy]

I shared several hours twice weekly with the hon. Gentleman when we served on the Employment Rights Bill Committee. His creativity in defending the indefensible was admirable in that Committee, as it is today.

On top of the things I have already listed, measures in the Bill before us will make things yet worse, including the compulsion to follow the national curriculum, which is about to be weakened by the review by Becky Francis, and the removal of freedom on pay and conditions. The Education Secretary has today failed to explain how she will meet the commitments she made to avoid cutting pay for some teachers. In addition, Ministers are granting themselves unspecified powers to direct academies in future; I think we know what that might mean.

The Bill, and the other changes introduced by this Government, are a deliberate act of ideological vandalism. Standards will fall as a result, children will suffer, and the legacy of the Education Secretary will be the provision of a case study in what does not work in education.