Infant Class Sizes

Debate between Nigel Adams and Toby Perkins

Wednesday 3rd September 2014 Commons Chamber

[Toby Perkins (Chesterfield) (Lab)]

Much of the debate has focused on numbers, and will continue to do so. Those include the number of classes with more than 30 or 35 pupils. Shockingly, in my constituency, there are even classes with more than 40. I want to start by looking behind the numbers and discussing why large classes matter to pupils, parents and schools. It has not been clear to me, listening to the contributions from Government Members, whether they consider the increase in class sizes to be a problem. We have heard a lot of denials and the blaming of immigrants, and we have heard a variety of reasons why it is not the Government’s fault, but we have not heard whether this result was the design of Tory party policy or whether it is something they regret. It would be helpful to hear from the Minister whether there is a strategy for class sizes or whether the problem that we are bringing to the attention of the Government is recognised by them.

The evidence on the importance of reducing class sizes has been available since 1982, when a study by an American laboratory for educational research concluded that reductions in class size

“promise learning benefits of a magnitude commonly believed not within the power of educators to achieve.”

Thirty years later and much closer to home, studies have shown that class sizes of more than 30 are particularly damaging for children of low ability or for those with special needs. Small class sizes are central to Labour’s vision of what a world-class and inclusive early-years environment should include. The Government seem to be determined to take education back to some mythical golden age when children learned everything they needed to by rote.

[Nigel Adams (Selby and Ainsty) (Con)]

Will the hon. Gentleman explain what has changed in Labour policy on class sizes since 2008? The then Schools Minister in another place told the teaching union, the Association of Teachers and Lecturers, that it was perfectly acceptable to teach maths to pupils in class sizes of 70.

[Toby Perkins]

That is interesting, as not long ago we heard the Secretary of State talking about class sizes of 70 happening now. I do not recognise that as something that the Labour party wants to see, and my hon. Friend the Member for Stoke-on-Trent Central (Tristram Hunt) has secured this debate because he wants to make it absolutely clear that the Labour party’s commitment back in 1997 to rescue our schools from the catastrophic and mediaeval state they were in after 18 years of Tory government burns in his heart. He wants a reduction in class sizes and to get away from the huge increases we have seen under this Government.

On the subject of the vision for education held by the previous Education Secretary before his dismissal—I am sure that my two colleagues on the Front Bench are not the only people sitting on a Front Bench at the moment who were pleased to see him disappear—this Government’s approach has led, in my experience, to a demoralised teaching work force, a betrayal of the Government’s rhetoric when they came to office of a commitment to the early years, and a fragmented landscape that has seen enfeebled local authority provision, schools driven unwillingly into becoming academies and the appalling realisation that although money has flowed towards free schools, often in areas that had sufficient demand, there has been a 200% increase in the number of infant pupils taught in classes sized over 30.

Any MP who has taken the time to visit their local schools cannot fail to be moved by the pressure put on our schools by this out-of-touch Government, but the seeds of that educational approach should have been revealed to anyone who took the time to read the Conservative party manifesto, which was referred to a few minutes ago by my hon. Friend the Member for Stoke-on-Trent Central. It stated:

“A Conservative government will give many more children access to the kind of education that is currently only available to the well-off: safe classrooms, talented…teachers, access to the best curriculum…and smaller schools with smaller class sizes with teachers who know the children’s names.”

I do not know about other MPs, but as someone who has been a councillor, a school governor and a parent in Chesterfield over the 13 years of Labour government I find that description, as though that was what schools were like back in 2010, downright offensive. It seems to be a view of our education system based on the views of someone whose only experience of schools was what they had read in the Daily Mail. But that was how the Tory party represented what education looked like back in 2010. Sadly, it is consistent with how out of touch the Government have been on education and a raft of other issues throughout their time in government.

It is not the fault of Ministers in this Government that the education team was entirely privately educated and that does not prevent them individually from being perfectly good Ministers, but when the basis of their education policy is founded on such a narrow and misguided view of what schoolchildren in my constituency experience, I cannot help but think that a wider perspective across the team would help their approach to be slightly more grounded in reality.

Let me return specifically to class sizes. The old “hug a hoodie” David Cameron used to get it. Back in 2008, when he was still a modern Conservative, he told the Yorkshire Post that

“the more we can get class sizes down the better”.

In the 2010 manifesto, he promised

“small schools with smaller class sizes”

That incarnation of David Cameron—oh, how long ago it seems—understood that every extra pupil adds to a teacher’s work load, with extra marking and planning, and means less time to be spent on pupils. If we want primary education to be about more than just presenting something to pupils, class size is important. Smaller classes mean more attention per pupil and more opportunity for children to develop their analytical thinking skills.

That is why the last Labour Government made class sizes such a priority and made such great strides on this issue. In 1997, as one of our five key pledges ahead of the election, Labour promised to cut class sizes to 30 or under for five, six and seven-year-olds by September 2002. Remarkably, the Labour Government actually achieved that a year early; by 2001 it was clear that it would be met. I cannot imagine that many of the promises made by the current Government will be achieved a year early—they will certainly not be achieving what they promised on the deficit. Unfortunately, those achievements have been thrown away by this Tory-led Government, particularly by two specific policy mistakes they have made.

Whereas Labour outlawed class sizes going beyond 30 for children aged four to seven, so that if a class did go above 30 in one year it had to be brought back down the following year, this Tory-led Government relaxed those rules so that class sizes can be above 30 for several years—we heard the Secretary of State proudly boasting about that today. Worse, the Government’s unfettered and ideological free school programme has diverted funding away from areas that need school places most. Instead, we have heard of the disgraceful situation where free schools have been set up in areas with an oversupply of infants schools and are sat there half empty.

Some people who were planning to set up a free school in Chesterfield came to see me at one of my surgeries. I said to these two parents, “So why do you want to set up a free school?” They said, “We don’t think we can get our kids into Brookfield. We want our kids to go there.” So this entire school was being set up because they could not get their children into one school, even though there were other schools they could get into. When I suggested that they could join the governing body of the school in their catchment area and see whether they could improve that, I was told, “Well, it is a bit of a risk.” So I said, “You are setting up a school that doesn’t exist, that has no teachers, that has no building, that has no other pupils and that has no facilities. That is not ‘not a risk’, is it?” [Interruption.] The hon. Member for Bedford (Richard Fuller) is shouting “yes” and he has a free school in his constituency that is half empty. We heard the Education Secretary saying today that a new free school that was due to be set up has, in the middle of September, when most pupils—