Awarding Qualifications in 2021 and 2022

Debate between Nigel Evans and Nick Gibb

Thursday 22nd July 2021 Commons Chamber

[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.

[Mr Deputy Speaker (Mr Nigel Evans)]

I ask all Members to focus on shorter questions, as we have two other pieces of business before we get on to the general debate.

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[Nick Gibb]

I am very happy to join my hon. Friend in paying tribute to teachers and staff in schools in Aylesbury, who I know have worked as hard as teachers throughout the country in making sure that children can catch up as swiftly as possible on lost education. He is right that we want to get our exam system back to normal as swiftly as possible, but I believe that, given the disruption that students have suffered over the past 16 or 17 months, the adaptations that we proposed, together with Ofqual, in the consultation document that we published on 12 July are the fairest approach to exams in 2022, as a stepping stone to full normality in 2023, which I know will please my hon. Friend and, indeed, my hon. Friend the Member for Kettering (Mr Hollobone).

[Mr Deputy Speaker (Mr Nigel Evans)]

I thank the Minister for his statement and for responding to the questions asked.

Catch-up Premium

Debate between Nigel Evans and Nick Gibb

Tuesday 15th June 2021 Commons Chamber

[Nick Gibb]

My hon. Friend is absolutely right. There is no substitute for pupils being in the classroom with their teachers and friends.

This month, we published a report from Renaissance Learning and the Education Policy Institute, which presented a sobering reminder of the ongoing scale of the recovery challenge. Clearly, there is much work to do and we do not shy away from it, because the Government will always do whatever it takes to support children. That is why schools were the last to close and the first to open in tackling the spread of covid, because we know that getting children back in the classroom is vital to supporting catch up.

That it is why schools have access to both a catch-up and a recovery premium to enable them to assess what will help their pupils to catch up their missed education and to make provision available to ensure that they do so. It comes on top of our £200 million investment in summer schools, which is creating the opportunity for up to 600,000 pupils to take part in educational and enrichment activities. Over 80% of eligible mainstream schools have already signed up and a £220 million investment in the expansion of the holiday activities and food programme, which will operate across England over the summer and Christmas holidays, will provide eligible children with enriching activities and nutritious food.

Owing to the swift action that we took last June, children are already benefiting from the newly established national tutoring programme, with the £1 billion announcement in June last year, a further £700 million announced in February and, two weeks ago, a further recovery package of £1.4 billion. That brings our total recovery package to more than £3 billion. The next stage of our recovery plan will include a review of time spent in school and 16-to-19 education, and the impact that that could have on helping children and young people to catch up. Schools already have the power to set the length of the school day, but there is a certain amount of disparity in approach across the sector. The findings of the review will be set out later in the year to inform the spending review.

We all know what a superb job our teachers and support staff are doing and have done throughout the crisis, supporting and continuing to educate children and young people despite all the challenges that the pandemic has caused. We owe them our gratitude. Our teachers are the single most significant in-school driver of pupil attainment, which is why we have taken steps to give them more support and access to the very best training and professional development. We are investing £400 million to help to provide 500,000 teacher training and development opportunities across the country, alongside the support for those working in early years.

Some £153 million will provide professional development for early years staff, including through new programmes that focus on key areas such as speech and language development for very young children, and £253 million will expand our new teacher development reforms to give school teachers the opportunity to access world-leading training tailored to whatever point they are at in their careers, from new teachers to leaders of school trusts. That is a significant overhaul of teacher development in this country, giving teachers and school leaders the knowledge and skills that they need to help every child to fulfil their potential.

We are determined to ensure that children and young people catch up on the education they missed as a result of the pandemic. We have announced more than £3 billion to date, and the Prime Minister has been clear that there is going to be more coming down the track. We will do what it takes. While the Opposition are chasing papers, we are getting on with the job of reforming England’s education system, empowering teachers to transform lives through a knowledge-rich and rigorous curriculum in calm, disciplined and supportive schools. We want every child to attend a great school. It is a bold, audacious ambition. We have begun the journey. We have made great progress. We have further to go. We will not give up.

[Mr Deputy Speaker (Mr Nigel Evans)]

The limit is four minutes for Alison McGovern and Robert Halfon, and three minutes from then on. May I ask those who are participating remotely please to have a timing device if you cannot see the one on your screens? We cannot extend it beyond the three minutes because a lot of people want to participate in this debate. Everybody else physically here of course has the timers in the Chamber.

Educational Settings: Reopening

Debate between Nigel Evans and Nick Gibb

Tuesday 26th January 2021 Commons Chamber

[Nick Gibb]

Yes, I will join my hon. Friend in paying tribute to the teachers in his constituency, who, like teachers up and down the country, are working round the clock to ensure that the children in their schools have a safe and caring environment, and also helping to educate children while they are at home. I also pay tribute to my hon. Friend for the way in which he has analysed a lot of the scientific data and helped those of us who are less scientifically minded to understand the huge raft of data and science that is out there. He is absolutely right to say that, in all the decisions we take, we need to ensure that we are led by the science.

[Mr Deputy Speaker (Mr Nigel Evans)]

I thank the Minister for responding to the urgent question for over an hour. He has answered 40 questions, of which 34 were remote, so let me also thank the technicians for making that possible. We will now suspend for three minutes for hygiene purposes.

Education Funding: Wirral

Debate between Nigel Evans and Nick Gibb

Tuesday 31st October 2017 Westminster Hall

[Mr Nigel Evans (in the Chair)]

Order.

[Nick Gibb]

Eastway Primary School is having its funding increased from £4,495 per pupil to £4,604 per pupil—an increase in funding of 2.5%. On top of that, it will receive £1,320 for every child eligible for free school meals—on top of the £4,604.

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[Nick Gibb]

I will not give way. [Interruption.]

[Mr Nigel Evans (in the Chair)]

Order. I remind Angela Eagle that she does have a minute or so at the end to wind up, so she has an opportunity

[Nick Gibb]

There is no cut in funding at Fender Primary School. The funding will increase, on top of which it will receive £1,320 per pupil in pupil premium.

We will also be able to go further than our manifesto commitment that no school would lose funding as a result of the national funding formula. Now, every school in the country will attract at least 0.5% more per pupil in 2018-19 and 1% more per pupil in 2019-20. Thirty five of the 111 schools in the Wirral will attract funding increases as a result of this decision to raise the funding floor, but all schools in Wirral will see an increase in their funding over the next two years.

Our formula will also rightly result in a significant boost directed towards the schools that are currently the least well-funded. I have said that the formula will provide for all secondary schools to have a de minimis per pupil funding of £4,820 in 2019-20 and for primary schools to have £3,500. My consultation confirmed the importance of funding for additional needs such as deprivation and low prior attainment. The consultation found that those factors were the best way to identify the children most likely to fall behind and to remain behind their peers. It is only right that we provide the greatest resources to the schools that are educating the greatest numbers of those children. In the Wirral, more students on average face these additional barriers, with greater than average percentages of children eligible for free school meals and living in the most deprived areas. Nationally, the formula will allocate £5.9 billion to additional needs funding and will distribute that funding more fairly. We have also protected the high needs budget, and there will be an increase in high needs spending in the Wirral.

In view of time, I will just say that for this Government, social mobility and education are a priority. The additional funding that we have announced, together with the introduction of a national funding formula, will provide schools with the investment that they need to offer a world-class education to every child in the country.

Oral Answers to Questions

Debate between Nigel Evans and Nick Gibb

Monday 2nd March 2015 Commons Chamber

[Mr Nigel Evans (Ribble Valley) (Con)]

10. What steps she is taking to encourage pupils to study modern languages.

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

The new curriculum requires all maintained primary schools to teach a foreign language to pupils from the age of seven. The number of entries for a modern language GCSE has increased by 20% since 2010 due to the introduction of the English baccalaureate performance measure, a major step towards remedying the enormous damage to foreign language teaching in schools caused by the previous Labour Government’s 2004 decision about the curriculum.

[Mr Evans]

“Ya khochu govorit’ svobodno po-russki”, possibly means “I want to speak Russian fluently.” For somebody of my age, it is an ambition I might hope to reach before I die, but youngsters tend to be more adept at learning foreign languages. Could we do more to encourage even more youngsters to learn Russian, Arabic and Mandarin not only to open doors in their minds, but to make their worth even more attractive in the employment market?

[Mr Gibb]

Spasibo, Mr Speaker. The number taking Russian GCSE has increased from 1,500 in 2010-11 to about 2,000 in 2013-14. I agree with my hon. Friend about the importance of languages for the economy, and for learning about other cultures. According to a report by the CBI published in 2014, 65% of businesses say they value foreign language skills, most importantly for building relations with overseas customers.

Oral Answers to Questions

Debate between Nigel Evans and Nick Gibb

Monday 27th October 2014 Commons Chamber

[Mr Gibb]

The hon. Lady raised her opposition to the establishment of the Chapeltown academy in an Adjournment debate in April, when she said that

“there is no evidence whatsoever that there is demand for these additional sixth-form places.”—[Official Report, 30 April 2014; Vol. 579, c. 964.]

In fact, 58 places have been taken up. Free schools often have smaller numbers in the first year than their maximum, but numbers tend to increase in the years ahead. To quote its website, the school wants to

“Increase aspirations to attend the world’s best universities, and boost attainment at A-Level”.

Why can the hon. Lady not support such a school, with such great ambitions for young people?

[Mr Nigel Evans (Ribble Valley) (Con)]

18. What steps she is taking to ensure that parents wishing to send their children to faith schools can do so.

Corporate Tax Avoidance

Debate between Nigel Evans and Nick Gibb

Monday 7th January 2013 Commons Chamber

[Mr Gibb]

That is why this issue is so important. It is not just about the corporate tax base, which is hugely important, but about the competitiveness of British-based businesses.

Another thing that I found odd about the Amazon structure was that the accounts filed at Companies House report that the company has 2,265 employees, which is vastly different from the 15,000 employees that Andrew Cecil told the Public Accounts Committee Amazon employs in the UK. The other strange thing about Amazon’s group structure is that even the Luxembourg operation, with its €9 billion turnover, appears to have made a post-tax profit of just €20 million.

As we have seen with Starbucks and Google, profits can be siphoned off from individual jurisdictions by payments for intellectual property rights through royalties or technical fees. Starbucks pays a royalty of 6% of its turnover to its company in the Netherlands. Google also pays for the use of its technology. Although that technology was developed in California, the rights to use it outside the USA are held in Bermuda.

Much of this area of law is governed by a network of double tax treaties, of which the UK has signed more than 100. They are based on a model double tax convention that was agreed at the OECD and have been highly effective in boosting worldwide trade and overseas investment over the decades. Britain benefits hugely from that network of treaties. We have £10.9 trillion of investments abroad, which generated £188 billion of income in 2011. The Government are therefore right to want to tackle the problem of corporate tax avoidance through international negotiation. As the Prime Minister wrote in his letter to G8 leaders on 2 January:

“in a globalised world, no one country can, on its own, effectively tackle tax evasion and aggressive avoidance. But as a group of eight major economies together we have an opportunity to galvanise collective international action.”

One such action is the OECD’s study into the transfer pricing aspects of intangibles. In its discussion draft, snappily entitled “Revision of the Special Considerations for Intangibles in Chapter VI of the OECD Transfer Pricing Guidelines and Related Provisions”, published in June last year, the OECD concluded:

“It should be emphasized that not all intangibles deserve separate compensation in all circumstances, and not all intangibles give rise to premium returns in all circumstances.”

In other words, the OECD is coming to the view that the huge royalty payments that some international groups make their overseas subsidiaries pay to their home country or to tax havens may no longer be allowable against tax in the overseas jurisdictions. However, the OECD, by necessity, moves slowly. Speedier action could be taken by the UK tax authorities by speeding up transfer pricing inquiries. It is therefore welcome that the Chancellor has allocated additional funding to HMRC to do that. HMRC could also take powers to require companies to disclose in advance all international connected party payments and to supply the associated documentation. There could be tougher penalties when a company’s tax return is wrong because of over-aggressive transfer pricing.

I conclude by touching on a wider issue relating to corporate tax avoidance: the ethics of companies and their boardrooms. In our everyday lives, we are all governed by a sense of morality, not just by law and regulation. Corporations are artificially created legal personalities. The morality of a corporation is determined by its board—by both executive and non-executive directors. It is no good for individual companies or for free market capitalism, which I support passionately, if directors interpret their role too narrowly. Too often, people who sit on company boards fail to ask the simple and straightforward question that governs moral behaviour: is this the right thing for us to do? Too often, directors seem to take the view that their fiduciary duty as directors stops at the maximisation of shareholder value, but section 172 of the Companies Act 2006 makes it clear that the duty of a director to promote the success of the company must be subject to a number of wider considerations including

“the desirability of the company maintaining a reputation for high standards of business conduct”.

I question whether the directors, including the non-executive directors, of the three companies so ably questioned by the PAC were fulfilling that duty.

Action needs to be taken to ensure that the corporate tax contribution of a multinational to a nation’s Exchequer is broadly consistent with the level of economic activity in that jurisdiction. We need to ensure that that action does not hamper world trade: it must be multilateral, but it needs to be swift. There are measures that HMRC can take in the meantime to ensure that it has the intellectual resources to match those of the international accounting firms. There are also questions that the boards of corporations need to take seriously as business leaders and members of society.

[Mr Deputy Speaker (Mr Nigel Evans)]

The time limit is now seven minutes.

Academies Bill [Lords]

Debate between Nigel Evans and Nick Gibb

Wednesday 21st July 2010 Commons Chamber

[The First Deputy Chairman of Ways and Means (Mr Nigel Evans)]

Order. This is not a wide-ranging debate on academies in general. We are debating the amendment, so perhaps the Minister could now direct his comments to that.

[Mr Gibb]

Thank you very much, Mr Evans. I will seek to do so.

There will be parent governors on the governing bodies of the schools, so they will not be divorced from them. We are trying to be permissive and to allow academies to draw up their own arrangements, and to select their own directors for the academy trusts and governors for the school. That is the approach that we want to take; we do not want to take a top-down approach to the governance of schools.

The hon. Member for Gedling mentioned the figure of 200 in the impact assessment. That is an illustrative figure to show the costs and the benefits that would arise if that number of schools were to convert annually. Given that this is permissive legislation, we cannot say that we will require x number of schools to convert annually and that the cost will therefore be y. He also asked for the number of primary schools that had expressed an interest. I can give him a figure, but with all the caveats that my fellow Minister of State, my hon. Friend the Member for Brent Central (Sarah Teather) expressed earlier. Of the 1,900 expressions of interest, 862 have been from primary schools, and 529 of the 862 have been judged by Ofsted to be outstanding.