Birmingham Schools

Pat Glass Excerpts

Thursday 29th January 2015 Commons Chamber

[Nicky Morgan]

I thank my right hon. Friend for his points. He is absolutely right that we want every school to be teaching their pupils a broad and balanced curriculum and not only to respect things such as democracy, but to have mutual respect and tolerance of those with different faiths and beliefs. We are a much stronger country because of everybody who has come here and the freedoms, protections and opportunities we have offered—as he will know, being like me an MP for a constituency in Leicestershire, in which lies that fabulously rich city of Leicester.

[Pat Glass (North West Durham) (Lab)]

The Secretary of State will know, as I do, that one of the tools that the previous trustees used was isolation. They prohibited any relationship with neighbouring schools or any school that did not share their warped philosophy. The Education Select Committee report published this week on academies and free schools identified that 47% of converter academies—schools that have converted to academy status since 2010—were stand-alone academies, which worried us enormously. We felt that Ofsted had a role and that no school should receive an outstanding judgment unless there were positive signs of co-operation with other schools. Does she agree that that would be one structural way of trying to prevent what happened in Birmingham from happening again?

[Nicky Morgan]

I shall certainly look at this week’s Education Select Committee report in detail. One thing explored in previous evidence sessions—I gave evidence to that inquiry—was the growth of collaboration, which we are seeing up and down the country, regardless of the type of school. When I visit schools up and down the country, whether they be converter stand-alone academies, part of a chain or still working within the local authority, and talk to heads and teachers, I see evidence of how much collaboration there has been and how much strength heads and teachers are drawing from working with other schools—locally, but thanks to modern technology, also in other parts of the country and even other parts of the world.

Durham Free School

Pat Glass Excerpts

Tuesday 27th January 2015 Commons Chamber

[Pat Glass (North West Durham) (Lab)]

I shall speak very briefly. My main purpose is to thank the Secretary of State and the Minister for the decisive and swift action that they have taken in this case.

I have been raising issues relating to Durham free school with the Department for Education, and with its former Secretary of State, for several years, both in the Education Committee and in the Chamber. I find it disappointing that the former Secretary of State chose not to take action, and that, until very recently, he was praising a school which—let us not forget—has failed and has been found to be inadequate in every respect, including safeguarding. That is why I am so grateful for the swift action that has—finally—been taken.

I consistently raised the financial and educational questions that surrounded the opening of a free school in a city where there was already a sufficiency of both surplus places and good and outstanding schools. I said many times, “You cannot spit in Durham city without hitting an outstanding school.” There were surplus places in that city, and I could not understand the reasoning behind the setting up of another school. I also consistently raised the fact that the school had never been more than half full in years 7 and 8, that the cost per pupil was therefore in excess of £80,000, and that applications to Durham county council for places in other schools from the parents of existing pupils had been regular and even excessive since the day on which the free school had opened in September 2013.

However, my real concerns—I raised them with the Secretary of State in, I think, November, which is why I think that progress has been swift—related to staffing at the school. There are good teachers there who will find it difficult to secure alternative employment, and I am sorry for that. However, as a former senior education officer in the north-east, I was aware that there were very high levels of teachers working at Durham free school that I knew had already undergone competency procedures with other local authorities. A head teacher in the region told me that the school had become a haven for every crap teacher in the north-east. I am sorry if that is unparliamentary language, but that was what he said.

I am concerned about the £4 million that the school has cost in 15 months. I am concerned about the negative impact that the school has had not only on its own intake, but on all the other schools in the City of Durham. I remind Members that it was judged to be inadequate in every respect. Those children have lost 15 months of their education that they will never get back, and for that reason I am extremely grateful for the actions that the Minister has taken. This has gone on for too long, and I am pleased that he has pulled the funding agreement to ensure that it goes on no longer.

Young People in Care

Pat Glass Excerpts

Tuesday 27th January 2015 Commons Chamber

[Pat Glass (North West Durham) (Lab)]

I thank the Backbench Business Committee for making time for this important debate. As the Chairman of the Education Committee said, the report came out of an earlier inquiry in which we found that older children are neglected in the care system. I pay tribute to the Minister for the real interest he has taken in these areas and for the way in which he has tried—and often succeeded, I think—in bringing about improvements for this group of vulnerable children. There is no doubt that he cares about these young people, and it is in that spirit that I make my speech.

In my former life, I managed many areas of education that are closely linked to social care, child protection and safeguarding, but I was always careful to stay removed from managing those areas directly, arguing to myself that I did not have the necessary expertise, and that issues such as safeguarding and child protection were better left to those who had been trained to manage them. In reality, however, there was always a healthy dollop of fear in there as well: fear that some actions that I had caused to be taken, or had recommended, would result in further harm to a child who had already been harmed by those who should have cared for them the most.

Even as an MP, when I first entered Parliament, I tried not to become too closely involved in children’s social care, but, in practice, that has proved to be impossible. Along with my fellow members of the Education Committee, I felt that, given what appeared to be a lack of interest in the Department for Education, I had a duty to ensure that 50% of our time was spent on scrutinising and challenging Government policy on children’s social care. I recognise the Minister’s input, but it often seemed that he was a lone voice in a Department that is focused almost entirely on education.

When we discuss these matters, I like to put them in context. The United Kingdom probably has one of the best records in the western world when it comes to safeguarding and child protection: we are much better at it than most—not all, but most—European countries, and we have a far better record than the United States. Even in that context, however, we still do very poorly in some areas and in respect of some children.

I think that what shocked me the most during the Committee’s investigation of areas of social care and child protection were the findings of our short inquiry into 16-plus care options. We saw placements that we considered to be unsafe. Close as I am to this subject, I did not quite realise how difficult life is for these children, and how little support they are given by us—by, for instance, the Government, Parliament and local authorities. Like others, I listened in horror to the stories of young people leaving the care system about what had been done to them and how little support they had had. That comes on top of what we are now learning about what was done to young people— many of whom were living in the care system at the time—in places such as Rochdale, Oxford and Rotherham; and we know that many other cases have yet to become public.

One of my lasting worries following the inquiry is that, while the public are shocked and morally outraged when they hear stories about such places as Rotherham, the bottom line is that we—the Government, Parliament, MPs, local authority officers, the press and the public—simply do not care enough about the children involved. If we did, these things would not happen. It is easy to blame hapless, overworked officials who often work without structures, support or adequate resources, but we are all responsible for those children, and we do not, as a society, take our responsibilities for them seriously enough.

One child, a care leaver, said to me that not only should we be providing additional funding for the education of such children, but if every child who went into care at the age of 10 was given the vote, people like us would take what happened to them seriously. Because they do not have that leverage, I doubt whether things will change very much for them—even given the recent press coverage and the moral outrage—but I always try, at least, to travel in hope.

Two facts motivated our inquiry into 16-plus care options: the fact that “other arrangements” are unsuitable, and the fact that the current “Staying Put” policy is inequitable. My fellow Committee members and I call on the Minister to address three issues as a matter of urgency. First, we ask him to outlaw the use of bed-and-breakfast accommodation for 16-plus care leavers. We have heard all the arguments from the local authority officers, and even from the Minister himself, about the need for it as a provision of last resort and for emergency use only, but we believe that, while it remains an option, it will become the default provision in far too many cases. Local authorities can plan not to use bed and breakfast for this purpose. Some of them have put real effort and resources into doing something else, something better and, in the long run, something more cost-effective for those young people.

I remember exactly the same arguments being used when the Government of the day were pushing local authorities to provide full-time education for young people who had been excluded from school. At the time, local authorities were saying, “We can’t possibly do this, we need to be able to provide part-time education in emergencies,” but the fact is that the default position then was that most children who were excluded got less than 10 hours of education and many got none. It took a Secretary of State really to lose patience with local authorities and to make it illegal, and I am glad that he did. I am a great believer in the saying that we are never as swift as when we are chased, and I am absolutely sure that some local authorities still provide hours that are below the legal limit, but the vast majority got their act together and did some proper planning, and the situation is much better as a result. Now that the situation is very clear and we have outlawed providing less than full-time education for excluded children, those children have redress. If bad local authorities are not providing that education, there is redress, and there is also a role for Ofsted.

Secondly, we are calling on the Minister to regulate 16-plus care provision. I find it unbelievable that we have stronger regulations to cover the provision of dogs homes than we do for homes for children leaving care at 16. The Minister has argued that he does not want to drive the best providers out of the market with regulation, but that is simply not going to happen, because this is lucrative. It is so lucrative that hedge funds are getting into it, but I think it is fair to say that the bottom of this market, as the Committee has seen, is not merely inadequate—that is a huge understatement—but dangerous, and it is unsafe. It puts children who are at risk—the most vulnerable of our children—at greater risk and we simply cannot allow that to continue.

[Mr Graham Stuart]

The hon. Lady is making a powerful speech. Does she share my concern that in a market of supported accommodation, where there is no real and effective regulation, entirely unqualified people can sit there supposedly supporting some of the most vulnerable young people? When we were doing our inquiry, we heard of such people sitting boarded up in their office while the young people were rioting outside. That is the situation we are putting some young people in by failing to regulate these individuals.

[Pat Glass]

I absolutely agree and we did see some of that when we went on visits across the country.

Finally, we are calling on the Minister to extend “Staying Put” to all young people in care. It is great—and I again have to pay tribute to the Minister—that young people in foster care can remain beyond the age of 18, but in many respects those young people are the ones who are the least vulnerable and who arguably have the best outcomes, and it is now time to do the same for the others.

We are talking about a surprisingly small number of children each year. It has been said that £75 million is the sum required to deliver this. We should contrast that with the £2 billion overspend on the academies and free schools programme. If the Department can spend that virtually without comment, surely it can find the money to provide this desperately needed safety and security for this group of young people, if those young people want it—I am not saying they have to have it.

We are pleased that the Government have taken forward many of our recommendations and we ask the Minister to look again at the rest, as they are necessary steps to ensure that there are improvements in providing stability and support for young people as they move to greater independence.

Oral Answers to Questions

Pat Glass Excerpts

Thursday 15th January 2015 Commons Chamber

[Sajid Javid]

I know that Brentford is having probably one of its best years on the pitch. I am pleased to say that the club has done excellent work off the pitch too, which the Under-Secretary, my hon. Friend the Member for Maidstone and The Weald (Mrs Grant), went to see for herself. I agree with my hon. Friend the Member for Brentford and Isleworth (Mary Macleod) on the importance of apprenticeships in sport and the great opportunity they offer for individuals to develop important skills. That is why I am pleased with the support that Sport England already provides. Brentford FC is a good example to many others, showing what clubs can do to help their local community.

[Pat Glass (North West Durham) (Lab)]

T5. The Minister and I entertained one another in a debate on nuisance phone calls about 18 months ago, when his response was, “It’s okay, guys. I’m on top of this. Something’s going to happen really quickly.” Since then we have had an action plan and lots of talking, but nothing has changed. When will he commit to a communications Bill to deal with the problem?

[The Minister for Culture and the Digital Economy (Mr Edward Vaizey)]

I remember our entertaining exchange, and I take exception to the accusation that nothing has happened. We have already passed one piece of legislation and we are about to put through some more legislation to bring about some of the changes that people have called for. We do a lot of work with companies and with telecoms companies, and we have made a real impact on nuisance calls.

Nursery Schools

Pat Glass Excerpts

Tuesday 9th September 2014 Westminster Hall

[Pat Glass (North West Durham) (Lab)]

It is a pleasure, Sir Roger, to serve under your chairmanship—something that I seem to have done quite a bit recently; we are entertaining one another on the same Bill Committee. I welcome the Minister to his place. We genuinely look forward to working with his team, and I hope his appointment will usher in a new era of listening, which we have not had a lot of from the Department for Education team in the past four years. He will be relieved to know that I do not intend this debate to be made up of political ping-pong; the neglect of nursery schools in this country spans this Government and the previous Government. I hope, however, that we will at least get a Department that listens to what is happening and ceases the neglect.

The maintained education nursery sector does not have a long history in this country. Prior to the 1970s, local authorities were prevented from opening education nursery schools and offering early-years education. I do not know why that is, so do not ask me, but that was what happened. In the early 1970s, the rules were changed and local authorities were encouraged to provide nursery education for pupils aged three and above. Prior to that, most centres known as nursery schools were social services-run provisions or health-run provisions, largely admitting children with significant special educational needs or children on the at-risk register. From the early 1970s onwards, local authorities started to open education nursery schools, often concentrating on areas of deprivation first. The first nursery schools that opened in the 1970s were often large, 52-place provisions, offering early education to 26 children in the morning and 26 children in the afternoon.

Once the benefits of early universal provision became clearer from the 1980s onwards, local authorities started to follow a policy of opening nursery classes attached to infant or primary schools, with the long-term intention of creating universal coverage, but that meant that local authorities often had an uneven pattern of provision by the 1990s. Nursery classes were attached to most, but not all primary schools, and large nursery schools often sited in the wrong geographic areas. From the early 1990s onwards, there was a programme of gradually reducing standard numbers in nursery schools, amalgamating nursery schools and nursery classes and closing some nursery schools. There were moves to more appropriate buildings or more appropriate geographic settings for others.

[Alex Cunningham (Stockton North) (Lab)]

I congratulate my hon. Friend on securing this debate. I know she has tremendous experience in child services. She talked about closures, and we have learned on Teesside that the North Tees and Hartlepool Hospitals NHS Foundation Trust is closing two nurseries, at North Tees hospital and Hartlepool hospital. Will she join me in expressing shock at such a decision, which will lead to excellent provision going away and lots of jobs being lost?

[Pat Glass]

I am disappointed to hear that, because I remember visiting those nurseries when I was an assistant director of education in Sunderland in the mid-1990s. They were seen as a beacon of good integrated practice, bringing together education, health and social services. They were offering what we were hoping would be the future.

[Dr Julian Huppert (Cambridge) (LD)]

I congratulate the hon. Lady on securing this debate on an important subject. On a slightly more positive note, will she congratulate the six Cambridgeshire nursery schools—three of which, Brunswick, The Fields and Colleges, are in my constituency, and one of which, Homerton, is a few metres outside it—on being part of the first nursery teaching school in the country? That shows that there can be excellence, which we can, I hope, spread to everywhere else.

[Pat Glass]

Yes, I congratulate them. That is exactly the model that the Education Committee was suggesting for nursery schools in the future. I am pleased to hear that; perhaps the hon. Gentleman and I can have a chat after the debate.

[David Simpson (Upper Bann) (DUP)]

I thank the hon. Lady for giving way. Chair, I apologise for being slightly late. On a point of clarification, given her experience can the hon. Lady say whether we have the necessary qualified staffing for nursery provision? Is that an issue? Some 130,000 places were issued this year, but there are still tens of thousands of spaces that cannot be filled. Is there a staffing problem?

[Pat Glass]

I will come to staffing in nursery schools in a moment. The qualified teaching staff in nursery schools are what makes them so good.

There were 475 nursery schools in 2003, and there are now 414. While the number of nursery schools has steadily reduced, the number of children attending them has remained pretty static. There was a dip in the mid-2000s, but admissions are rising again as a result of increasing numbers of live births, and because educationalists and parents recognise the additionality that nursery schools deliver.

However, as local authorities have been hit by unprecedented cuts in funding since 2010, nursery schools are finding themselves at greater risk. There is no doubt that each nursery school place is relatively expensive when compared with a nursery class place, but the evidence is clear that that is because of the high proportion of graduate and teacher-trained staff. It is equally clear that that is what gives them their additionality and makes them so successful. They provide great outcomes for all children, including the most disadvantaged, and they outperform any other form of early-years education provision, even that in the most affluent areas. That is an important distinction.

[Annette Brooke (Mid Dorset and North Poole) (LD)]

I congratulate the hon. Lady on securing this debate. I absolutely concur with her on the high standards achieved in maintained nursery schools, but is she concerned that one of the hits on the maintained sector was moving to the single funding formula prior to 2010? We need to look at funding for good quality nursery education.

[Pat Glass]

I absolutely agree, and I will come to that. I thank the right hon. Lady for her intervention.

What is happening to nursery schools now and why should that matter? As I said at the beginning, all Governments—this Government, the previous Government and no doubt the next Government—periodically state that they want good schools for every child, the best possible start in education, particularly for the most vulnerable and disadvantaged, and good outcomes. Yet successive Governments have failed to recognise that that is exactly what they have in nursery schools.

Every Government say that they are not in the business of closing good schools, and yet that is precisely what is being allowed to happen through the neglect of this sector. Historically and currently, nursery schools have provided the best educational outcomes of any model in the early-years sector for all children, particularly those who would be described as vulnerable or disadvantaged. That is why what happens to nursery schools now matters and why it is important that we intervene.

Everyone is talking about school readiness as the silver bullet to improved early-years outcomes, but Ofsted’s evidence to the Education Committee’s recent inquiry into early years and child care showed us very clearly that when it comes to school readiness, nursery schools are the most successful delivery model. They are also the most successful model when it comes to integrating pupils with SEN, including the most severe SEN, into mainstream schools, and I will talk a little more about that later. Furthermore, they are the most successful model for narrowing the gap in the early years, for helping to get vulnerable children and families into a more secure place and for long-term outcomes for their small pupils.

I do not just rely on Education Committee evidence. Ofsted evidence clearly demonstrates that 90% of nursery schools are judged to be good or outstanding. That goes way, way beyond any other form of early-years provision in the system—here or in any other developed country, so far as I am aware.

[Bill Esterson (Sefton Central) (Lab)]

My hon. Friend is explaining that stand-alone nurseries are the best form, and all the evidence points to that. Is the key factor in that the quality of the staff? By improving quality and standards and providing qualified teacher status for all lead staff in all nursery settings, can we have the same standards in other nursery settings or does she think we should be moving towards having a greater number of stand-alone nurseries?

[Pat Glass]

I will discuss leadership in nursery schools shortly, but the Education Committee model suggests that nursery schools should stand at the centre of the hub-and-spokes model, providing good practice out to nursery classes across their region.

I expect the Minister to tell me in his response that primary schools are judged as a whole, that there is no separate Ofsted inspection of nursery classes in a primary school and that nursery classes cannot therefore be judged against nursery schools, but I remind him of what I just said: 90% of nursery schools are judged to be good or outstanding, with the same results in disadvantaged and affluent areas. That goes beyond what we can say about the primary sector across the country.

Of nurseries inspected between 1 January and 31 March 2014, 55% were judged outstanding in comparison with 8% of primaries and 14% of secondaries. The disparity is huge. I also remind the Minister that I do not have to rely solely on statistics to support my case; I can draw on 25 years of direct experience in education, and I know what I have seen over and over again in nursery schools.

Of nursery schools judged by Ofsted up to 30 June 2013, 58% were rated outstanding in leadership and management, which compares with 20% in primary, 29% in secondary and 39% in SEN. Nursery school provision is extremely well managed and is recognised as such by Ofsted. I ask the Minister to consider that 62% of nursery schools are in 30% of the most disadvantaged areas in England, so we are getting outstanding results and leadership despite the fact that the schools largely operate in such areas. There are a higher proportion of nursery schools in the north-east—it appears that there may be slightly fewer in future—than we would see nationally, and those nursery schools are concentrated in the most disadvantaged areas of the most disadvantaged region. Yet we are seeing incredibly good results.

Nursery schools admit children from many different backgrounds and give priority to children in social and medical needs categories. That is confirmed by the Department for Education’s survey statistics: at least 11% of children at 47% of nursery schools have special educational needs. No other category of school, except special schools, comes anywhere close to that level of admission and yet no other category of early-years provision comes close to the outcomes that nursery schools achieve with SEN pupils. Ofsted has highlighted that nursery schools have particular expertise in the teaching of young bilingual children. Children from BME backgrounds make up 33% of nursery school pupils and yet have outcomes that outperform BME children of a similar age attending nursery classes, even in the most affluent areas. The statistics really highlight the quality of the provision that nursery schools provide.

A significantly higher proportion of maintained nursery schools offer wrap-around day care provision than any other form of maintained early-years provision—just the kind of provision that the Government say that they want to support working parents and parents training for or looking for work. Nursery schools often provide it much cheaper than can be achieved in the non-maintained sector, which is one of the reasons why parents like them so much. Why on earth have successive Governments not recognised the value of nursery schools and stopped the threats to their future? It is beyond me. The Government say that they want good schools and these are the best in their sector by far.

In her last appearance before the Education Committee on 18 June, the previous Minister, the right hon. Member for South West Norfolk (Elizabeth Truss), appeared to give just two reasons why she was not wholly supportive of nursery schools. She told me that

“49 local authorities do not have any maintained nursery schools at all”

but I reminded her that that meant that 153 or 154 local authorities have at least one and that many have more. It seemed sensible to the Select Committee that local authorities and the Government should use these highly-specialised beacons of excellence to build good practice across authorities. The Minister also told me that nursery schools are expensive, and they are—this is where things do become slightly political, because it is about priorities—because they employ a head teacher, a higher proportion of graduate staff and qualified teachers. That, too, is why they are so successful.

Yes, these tried and tested, highly successful schools may be slightly more expensive than nursery classes, but they are nowhere near as expensive as the experimental, untried and untested free schools programme that the Government are pushing so hard and that has a budget overspend, at the last count, of well over a billion pounds. It is not only me who recognises the value of nursery schools and is concerned about Government policy. The British Association for Early Childhood Education described them as “beacons of high quality” and as playing

“a leading role in developing the early years work force”.

The Ofsted chief inspector’s first annual report in 2014 on early years noted:

“The only early education provision that is at least as strong, or even stronger in deprived areas compared with wealthier areas is nursery schools”.

If we are concerned about narrowing the gap and, like the Education Committee, about outcomes for white working-class children, nursery schools in deprived areas seem to be the most successful model.

[Mr Graham Stuart (Beverley and Holderness) (Con)]

Does the hon. Lady agree that one of the best early visits that a new Education Minister could conduct would be to the Pen Green centre, which the Committee has visited, to see the masters and PhD courses? It not only provides an excellent local service to children, many of whom are from deprived backgrounds, but also acts as a beacon of best practice and education for a much wider area—nationally and internationally. The Minister would be spending his time well.

[Pat Glass]

I agree. The Minister smiled at that, so I am assuming that he has heard of Pen Green, which is known internationally for its outstanding provision. Margy Whalley will make him feel very welcome.

Nursery schools right across the country are providing outstanding outcomes for young children and I could give the Minister a long list that would start with Pen Green, but I want to mention just two. The Rachel Keeling nursery school is situated in one of the most deprived parts of London and yet has been identified in the “The Effective Provision of Pre-School Education” report as providing high-quality early education that has a continuing influence on its young pupils’ intellectual and social development and their subsequent progress in school.

Oxclose nursery school in Washington is another one that I know well. When I was working with parents in Sunderland in the early 1990s to include children with special needs in the mainstream, we thought, rather foolishly, that we would start with the easy end of SEN—children with less significant SEN and perhaps younger children—but it never works out that way. As soon as it became known that we were looking at inclusion, I received two phone calls. One was from a 14-year-old child who had spent her life in a special school because she was in a wheelchair and had brittle bones. We would think that amazing nowadays, but it was the norm in the 1990s—it appears that if someone stepped off a path and twisted their ankle, they would end up in a special school. The girl told me that she wanted to go to university and recognised that that was much less likely to happen if she continued to attend a special school.

The second phone call was from the parent of a two-year-old with quadriplegia—he had a little bit of head movement. He was a delightful little boy and he is a delightful young man now. His mother wanted, as was absolutely her right, mainstream school provision for her child. We definitely started with the more difficult end of SEN.

I worked closely with the head teachers of the Oxclose cluster, comprising the nursery, primary and secondary schools. The only thing that they had going for them at the time was that they were on the flat and close together. By far the most important factor, however, was that the head teachers of the three schools shared my vision of what inclusive provision should be.

If the Minister goes to Pen Green, which is halfway up the country, will he please go a little further and visit the Oxclose cluster in Sunderland? If he wants to see truly amazing, inspirational and outstanding provision that will move him, he could go nowhere better. Oxclose nursery school was truly inspirational then for all its pupils and is truly inspirational today. I strongly advise the Minister to visit any of the schools mentioned or any of the 400-odd nursery schools across the country if he wants to see outstanding early-years provision. Do it quickly, because that provision is under threat.

The very future of nursery schools is under threat in an era of local authority cuts, Government pressure on schools to expand reception classes, rising infant class sizes, the expansion of foundation provision and relentless Government pressure to push more and more children into schools earlier.

Nursery schools are facing constant pressure to merge with local primaries. A recent survey of nursery schools highlighted how maintained nurseries are on a knife edge, threatened by cuts in local authority funding, based on the flawed premise that they are simply one more form of child care and pressure from Government that funding levels for all providers should be the same, with no recognition of the special provision offered or of the way in which nursery schools can and do outperform every other form of early-years provision.

More than three quarters of nursery schools in the survey said that they were concerned about their immediate future viability or that they faced imminent loss of their independence. None faced immediate closure, but many said that they were at risk of closure in future, while only 12% said that they were optimistic about their future. Yet the Department for Education’s own child care and early-years parents’ survey for 2012 to 2013 highlighted that the value of nursery schools was beyond the number of children enrolled, acknowledging the vital role that they play in training early-years professionals throughout the sector.

The number of nursery schools has gradually eroded over the past 10 to 15 years. The Government need to look at that carefully. Ministers go all over the place to look for good practice, but seem to fail to recognise that we have outstanding practice in this country and we are letting it wither on the vine. I am calling on the Government to wake up before it is too late. They must recognise how good nursery schools are and the vital contribution that they make—not only to the children whom they admit, but to the training of early-years specialists throughout the sector. I call on the Government to stop the financial and educational neglect that is leading to an unstable future.

The right hon. Member for Mid Dorset and North Poole (Annette Brooke) mentioned the financial pressure on nursery schools. In 2010 the Government rolled 14 different grants into the single funding formula and they have subsequently rolled more grants into the early-years funding formula. That is what is putting nursery schools under pressure: the refusal to acknowledge that not all nursery provision can survive on the same amount of money. It is not about being equitable across the system but about recognising where good practice is and accepting that it does need to be paid for. Let us recognise that nursery schools offer the best and most successful provision in the early-years landscape and build on that.

--- Later in debate ---

[Mr Gyimah]

As I said early in my speech, parents and their needs are the starting point. No one size fits all for early education and child care. We should accept that we have diverse provision and we should support those different forms of provision and ensure that, whether parents choose a childminder, a maintained nursery school or a private, voluntary or independent setting, they get the quality they expect. That has some relevance to priorities, which the hon. Member for North West Durham mentioned. There was a suggestion that somehow the Government’s priorities were biased against maintained nursery schools. In a time of austerity, we need a targeted and effective approach to the early years.

[Pat Glass]

The Minister is saying that we need a targeted approach, so will he commit to looking again at the report from the Education Committee and its recommendations for placing nursery schools at the centre of a network? Given the quality of the provisions, it seems sensible that they should sit at the centre of a network providing support and good practice for other provisions. He should commit to the Committee’s recommendations.

[Mr Gyimah]

I thank the hon. Lady for making that point. I am very aware of the Education Committee’s recommendations and I will come to some of the points in a moment. As the hon. Lady rightly said, we should not just look at what other countries do, but remember to praise the good practice in this country. There is great practice and some excellent and visionary practitioners in this country. There is a lot to be proud of.

We have universal provision for three and four-year-olds in this country so every three and four-year-old is entitled to 15 hours of child care. That is a tremendous achievement. The latest “Education at a Glance” report from PISA—the programme for international student assessment—puts us in the top 10 of OECD countries, which we can be proud of. More than 90% of three and four-year-olds in this country receive 15 hours of free child care at the moment.

On targeting, the Government have introduced the free early-years entitlement for two-year-olds, which will benefit 260,000 two-year-olds from the least advantaged families in the country who will receive 15 hours of care a week. We should be proud of that, but we must be targeted in how we use finite resources.

We have also introduced the early-years pupil premium, which is £300 a year for three and four-year-olds. I assure hon. Members that maintained nursery schools will receive the early-years pupil premium from 2015 and I hope that private voluntary independent organisations and maintained nurseries will use that to help to boost their ability to attract higher-quality staff for children in nurseries.

There is a lot to be proud of, and the Government have a plan and clear priorities for the early years. However, funding for maintained nursery schools is obviously an issue, and we fund that provision through local authorities to enable them best to make decisions for parents and children. Some 49 local authorities do not have any maintained nursery schools and 43 have only one or two. Therefore, a funded approach that treats maintained nursery schools differently would not be fair to those areas. Many areas of high deprivation have good inspection results in early-years foundation stage profile outcomes. Some make use of maintained nursery schools as part of local provision, but others are doing that with high-quality nursery classes in primary schools and private providers, not large numbers of maintained nursery schools.

Maintained nursery schools play an important role in many areas, but our approach, including that to funding, must ensure that parents retain a choice of early education provision that meets their needs and, whatever their choice, that they can be assured of high-quality provision. Maintained nursery schools are more costly than other providers, but it is for local authorities to determine funding levels. There are often good reasons for higher funding levels and many local authorities have chosen to retain them with their single funding formula, indicating that most deliver excellent value for money, but they are not the only solution.

Many primary school nurseries and private and voluntary providers offer high-quality, affordable early-years provision that is good value for money, and that provision must also be funded fairly. We must ensure the highest-quality provision across the board and our policy approach and funding decisions should reflect that.

--- Later in debate ---

[Mr Gyimah]

I thank my hon. Friend for another forceful point. As I said, it is in my in-tray. It is something that I am looking at, and at the appropriate moment, I will let him know what my thoughts are.

Ofsted assessments were also raised, I think, by the hon. Member for North West Durham. I assure her that from September 2014, Ofsted will give primary schools a separate assessment for their early-years provision.

[Pat Glass]

Ofsted will give a separate assessment for early years, but the Minister will no doubt be aware that that early-years assessment will include nursery classes, reception and year 1 and the foundation stage, and therefore will still not be a direct comparison against the nursery school, which is purely nursery years, prior to reception.

[Mr Gyimah]

There are different Ofsted inspections, depending on the type of organisation, but one thing that is not in doubt is the quality of the provision of maintained nursery schools. That is not in doubt at all.

In summary, I think that we all agree that maintained nursery schools provide excellent provision. They do a tremendous job in meeting local needs, especially in deprived areas. In a mixed economy, with maintained nursery schools, private and voluntary providers, and nursery schools in primary schools, they have a role to play. They have greater protection than other sorts of providers, and because there is a presumption against closure, the local authority has to think long and hard before embarking on closure. I shall bring my comments to an end by saying that, yes, we value them, but the starting point for this—whether we are looking at provision, quality or funding—should be parents, and when it comes to parents, there is no one size fits all. We should therefore support diversity of provision in the sector.

Adult Learning

Pat Glass Excerpts

Wednesday 3rd September 2014 Westminster Hall

[Pat Glass (North West Durham) (Lab)]

It is a pleasure to serve under your chairmanship, Mr Robertson. I, too, congratulate my hon. Friend the Member for Hackney South and Shoreditch (Meg Hillier) on securing the debate, and I welcome the Minister to his post. We have entertained one another through two Education Bills, when he was a lowly Parliamentary Private Secretary, so it is good to see him in his elevated position.

[Nic Dakin (Scunthorpe) (Lab)]

He was never lowly.

[Pat Glass]

Indeed.

We have heard that FE is the Cinderella tier of the education service. Although successive Governments have attempted to put additional funding into the primary and secondary sectors and—perhaps to a lesser extent—into higher education, tertiary or further education has long been underfunded and undervalued. However, all previous neglect pales into insignificance when compared with what we have seen since 2010.

It is becoming clear that the pace and scale of the most recent FE cuts is having a devastating impact on adult learning and the long-term economic future of this country. The Department for Business, Innovation and Skills has cut spending on the adult skills budget by 35%, with total spending falling from £3 billion in 2009 to £2 billion now.

The Department has, I acknowledge, chosen to protect a number of areas financially, and I welcome that. Community learning, offender learning and financial support for individuals have all been protected, and those who receive benefits or take courses at the lowest qualification levels continue to receive free courses, but I think—perhaps cynically—that that is more about massaging the unemployment figures than it is about improving learning. Funding for apprenticeships has been protected, so that the number of apprenticeships for those aged 24 and above has increased, but arguably it has increased far too quickly and at the expense of good outcomes, quality and younger apprentices. All that is forcing FE colleges to subsidise free training for adult apprenticeships at the expense of younger students. Even with all that, employers are still not prepared to deliver on their responsibilities. The Government have transferred £340 million to the employer ownership of skills pilots up to 2015-16, but so far only 20,000 students have started a training course through those pilots.

We have already heard about FE loans, so I do not intend to say very much more about that, except to bring Members’ attention to the recent research commissioned by the Association of Colleges, which highlights that the number of students on advanced and high-level courses who now require a loan, but did not in the previous year, has declined by 20%. It has gone from 107,200 students in 2012-13 to 84,300 in 2013-14.

In addition to the cuts imposed directly on FE colleges budgets by BIS, the Department for Education has also cut funding for students aged 18 and above. Although that is operational across the educational sector—it affects schools, special schools, sixth forms and so on—the most vulnerable students will be hardest hit, and most of them will be in the FE sector. Students over 18 on courses funded by the Department for Education are most likely, as we heard, to have missed periods of education, or have special educational needs, or be those who just need an additional year; a little more time to get the GCSEs that their peers were able to achieve at school. They are the young people closest to being NEET, and the evidence shows that such students will primarily be in the FE and adult learning sectors. When I questioned the former Secretary of State for Education, the right hon. Member for Surrey Heath (Michael Gove), he said that he regretted the decision to cut 18-plus funding, but that it was the best worst option. The former Secretary of State left office with a £1 billion overspend on free schools and academies, but still saw the best worst option as being to cut funding to the most vulnerable students, the people closest to being NEET and the most likely to cost this country dearly over the next 45 to 50 years if we do not get it right for them now.

We have a strong higher education sector in this country, with a strong research base that is recognised internationally, but only 40% of our young people go to university. For the remaining 60%, good quality alternatives to full-time degree study are reducing. We need a rebalance towards technical and vocational education, and that is vital in ensuring the continued and sustainable growth of the economy. The last 50 years have seen a continuous gravitational pull towards academic education, which has accelerated since the conversion of polytechnics to universities. Academic is seen as good and vocational as bad, and anyone with any sense knows that we cannot build a sustainable economic future on that kind of foolishness. We have a skills shortage across the economy, and it is not going to be filled by a couple of city technology colleges and the odd engineering-based free school. We need a sustainable and high quality route to technical and vocational education, and that route is being systematically damaged through unsustainable FE cuts and the march towards the amalgamation of FE colleges.

Adult learning is at the heart of bridging the skills gap, and FE colleges are perfectly placed to deliver in a skills shortage. They are experts in the area. Following years of investment by the previous Government, many have state-of-the-art facilities, are widely respected by local employers and are at the centre of their communities. We need to maintain that, stop cutting the heart out of our adult learning and FE systems and recognise their role in our recovery.

--- Later in debate ---

[The Minister for Skills, Enterprise and Equalities (Nick Boles)]

It is a pleasure to serve under your chairmanship, Mr Robertson. It is also a pleasure, and an unfamiliar one, for me to be in a Westminster Hall debate—although we are not actually in Westminster Hall—in which I am not facing a crowd of angry Back Benchers from my own party; they are much less gentle in their attacks than Labour party Members have proved to be today. That was my experience as planning Minister, and an uncomfortable one it often was. It is reassuring to find myself in the traditional position of mainly facing criticism, as well as inquiry and constructive suggestion, from the Opposition. I am, however, also grateful to my hon. Friend the Member for Nuneaton (Mr Jones) for his contribution.

We have covered a lot of ground today. I want to be clear that almost everyone who has contributed to the debate knows more about the area than I do. I am still myself an adult learner, and a rather slow one at that, so if I do not have the detailed technical grasp to answer all the questions, I apologise. I am happy to have further discussion and correspondence with any Members who feel that I have not adequately answered their questions.

While setting the context, I am afraid—I hope that the shadow Minister, the right hon. Member for Birmingham, Hodge Hill (Mr Byrne), will forgive me—that I must remind the House of a few awkward truths. Clearly, there has of course been a substantial cut in the adult skills budget; no one is denying that or pretending otherwise. As the author of a notorious note, which I will forbear to repeat the few words of, no one knows better than the right hon. Gentleman the financial environment that we inherited when we came into government. I also suspect that, had his party stayed in government after the election, no one would have been more ferocious than him in making the case for protecting that part of the education system that every child must go through, and which is critical to every education—whether academic, technical, vocational or professional. That is, of course, the schools system. That is what the Government have done. It has been difficult and painful and it has involved sacrifices in other areas, one of which has been in the adult skills budget.

The second awkward truth that we all need to acknowledge is that much of the spending in the adult skills budget—

[Pat Glass]

Will the Minister give way?

[Nick Boles]

I am happy to.

[Pat Glass]

I want to remind the Minister of another awkward truth: the £1 billion overspend on the academies and free schools budget. The Government had priorities and they made decisions—they chose to put money into new and experimental areas, while making cuts that affected the most vulnerable children in our society.

[Nick Boles]

Let us put to bed the ridiculous shibboleth that somehow free schools are an experiment. Free schools are, basically, new academies; they are exactly the same as academies. Tell the children at free schools that their schools are somehow different or experimental and that the money spent on them, that £1 billion, is not spent on the education of the children of Britain. I think that they would give the hon. Lady the flea in her ear that she so richly deserves—

Infant Class Sizes

Pat Glass Excerpts

Wednesday 3rd September 2014 Commons Chamber

[Tristram Hunt]

I thank the hon. Gentleman for his intervention. More work is needed to raise standards in Leicestershire, and one element that worries me is the growing attainment gap under this Government between children who are on free school meals and those who are not. If we strip out London from the data showing the achievement of children on free school meals, we see that this Government’s record is absolutely lamentable.

[Pat Glass (North West Durham) (Lab)]

Is my hon. Friend aware of the evidence given to the Education Committee showing that the Government are throwing money at free schools where there is no basic need, such as the one in Bedford that is less than half full, yet the number of primary school places needed is growing and class sizes are also growing enormously?

[Tristram Hunt]

My hon. Friend speaks with great wisdom. I did not know that the Bedford school was only half full—

[Pat Glass]

Less than half full.

[Tristram Hunt]

Less than half full, while there are over-sized primary classes. The constituents of Bedford will hold their MP to account for voting for policies that increase class sizes in those schools while misallocating funds. Politics is about choices and priorities, and the Government have chosen the wrong priority.

--- Later in debate ---

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

We have had a very good debate, but I must admit that I was surprised by the Opposition’s choice of subject, because they do not come to this issue with clean hands. There has been a steady increase in the birth rate in this country since 2002. Between 2002 and 2010, there was a 22% increase in the annual birth rate. There were 120,000 more births in 2011 than there were in 2002. It should have been clear to the last Labour Government that that would translate into a need for more primary school places, but huge amounts of taxpayers’ money was devoted to rebuilding existing secondary schools in the Building Schools for the Future programme, and the Government cut 200,000 primary school places instead of creating more.

For that reason, one of the first decisions that the present Government had to make was to double the amount of money allocated to basic need capital—the money provided to increase the number of school places. Over the whole Parliament, that amounts to some £5 billion, and another £2.35 billion has already been announced for 2015-17. That is in addition to the £820 million that the Government are spending to create more than 70,000 new places through the targeted basic need programme, and in addition to the 250 free schools which have been opened since 2010 and are delivering more good-quality places in areas that need them. The £5 billion contrasts with the £1.9 billion that was spent by the previous Government over the same period—and I can tell the hon. Member for Cardiff West (Kevin Brennan) that that does include the £400 million per year over four years, the £60 million safety valve, and the emergency top-up of £250 million or £260 million which was allocated when the last Government began to realise that there was a problem.

This Government are committed to keeping infant class sizes at or below 30 children, but we want to do so in a way that will not split up twins or hinder our objective of giving the best possible start to children in care. No one takes seriously the irresponsible scare stories from Opposition Front Benchers, which are reflected in their motion and based on a deliberate misreading of census data. The truth is that a single snapshot taken on a Thursday in January will always reflect the fact that some schools bring classes together for assembly, PE, or other lessons such as drama and music. As the hon. Member for Darlington (Jenny Chapman) should know, it is simply wrong to claim that that means there are infant classes of 70. In fact, the average number of pupils in an infant class is 27.4. In primary schools as a whole, the proportion of pupils in very large classes of 35 or more has fallen since 2010, and since 2010, nearly 4,500 infant classes have been added to our school sector.

I listened very carefully to the shadow Education Secretary’s speech. It beggars belief because he talked about titan schools, yet the last Government were the past masters of creating titan schools, as they amalgamated schools because of the surplus places rule that required local authorities to remove surplus places even while it was clear, as the hon. Member for Leeds North East (Fabian Hamilton) pointed out, that the birth rate was increasing and that in four or five years’ time those places would need to be recreated. What a waste, which is why this Government abolished the regulations that amount to the surplus places rule.

It was interesting to note, during the speech of my hon. Friend the Member for North Swindon (Justin Tomlinson), the shadow Education Secretary’s sedentary intervention that pupils should have to go to schools that are unpopular and underperforming before a new school can be built. It is the quality of schools that matter, just as much as the quantity.

The shadow Education Secretary complains about the free school programme, but the 250 free schools have added 175,000 new school places, 72% of open mainstream free schools are in areas of basic need of school places and 74% of free schools opening this September are in areas of basic need. He should also know that half of open free schools are in the most deprived 30% of communities in the country. Free schools are opening up opportunities in areas where parents are unhappy with the standard of education on offer, and he should be supporting these proposals, as his party colleague the hon. Member for Darlington is doing in a pragmatic way. The shadow Education Secretary should also know that in his own local authority of Stoke-on-Trent the funding for new places under the last Labour Government, between 2007 and 2011, was £2.5 million, whereas under this Government it is £12.5 million.

I listened very carefully to the speech of the hon. Member for Lewisham East (Heidi Alexander), and I do understand the concerns she raised and the challenges some parents face in securing primary school places: the proportion of people nationally who achieve their first place is about 95.7%, but in Lewisham that figure is 75.5%, one of the lowest in the country, so I understand the concerns she is raising. That is why we have allocated capital of some £96 million to Lewisham to try to tackle that problem.

My hon. Friend the Member for North Swindon raised important points about new developments and the need for new schools. He is right that the surplus places rule should not force parents to send their children to failing or underperforming schools which is why we abolished that rule, and he is also right to point out the importance of building schools more efficiently using standard designs. That has resulted in huge savings being made in constructing new schools compared with the wasteful Building Schools for the Future programme. We have cut the cost of construction of a new school by 40%, and he is right to point out that that will help in applications for school places. Some 92% of parents in Swindon got their first priority and 98% got one of their top three schools, so he is right to praise the local authority for what it has been doing.

I congratulate my hon. Friend the Member for Bedford (Richard Fuller) on his work, on the support he has given to raising education standards in Bedford and on his support for Bedford free school. Parents support the education standards of that school, the strong pastoral care and the exemplary behaviour delivered by its head teacher Mark Lehane and his staff.

[Pat Glass]

The Bedford free school is less than half full and is costing the taxpayer a great deal of money per pupil. That is the evidence the Select Committee on Education has received.

[Mr Gibb]

There are teething and transition issues as new schools are established and as they establish their reputations. That school was established in the face of fierce opposition from members of the hon. Lady’s party, against the wishes of the parents who send their children to the school. They are very happy with that school and its reputation will grow in the years ahead.

The hon. Member for Chesterfield (Toby Perkins) raised again the myth of larger class sizes, and I again point out that the average infant class size is 27.4 and in primary schools as a whole the proportion of classes of over 35 has fallen since Labour left office. He seems also to have a very dogmatic view about the infant class size rule, so he would rather refuse to give priority to looked-after children or twins and send one twin off to another school, because otherwise the 30 class size rule would be breached. That is a harsh and uncaring approach and most parents would share our approach and not his.

My hon. Friend the Member for Norwich North (Chloe Smith) has been working hard in her constituency to help schools to tackle the increasing demand for primary places. I pay tribute to her for that important work and I am grateful for her welcome for the announcement of £2.35 billion for basic need over the next three years, giving local authorities the time and certainty to plan. Some £70 million of that money will go to Norfolk, bringing the total basic need capital in Norfolk to £83 million compared with just £22 million under the previous Labour Government.

The hon. Member for Leeds North East made a candid speech about the surplus places rule and about the fact it is short-termist to close schools when rolls are falling. If there is clear evidence that in a few years the rolls will rise again, it is better just to close a classroom, turn off the heating in that room and wait. He also talked about siblings not being able to attend the same school, but he should know that schools can give preference to siblings to avoid that problem.

My hon. Friend the Member for Daventry (Chris Heaton-Harris) spoke interestingly about the Public Accounts Committee away day to Barking and Dagenham. I seem to recall that during my days on the Public Accounts Committee we had more interesting away days than those which the right hon. Member for Barking (Margaret Hodge) has selected for her Committee. My hon. Friend pointed out that pressures in that local authority area are very different from those in his constituency of Daventry, but that is why the Government have provided £148 million of capital for that very small part of east London. That is a staggering sum of money to tackle the real problems with places in that constituency.

I welcome the speech made by the hon. Member for Darlington and her pragmatic support for the free school in her constituency, in contrast to the views of her Front-Bench team. She said that she queried the Labour Whips’ briefing for this debate when she saw the reference to class sizes of 70 and she was right to do so, because it is absolutely wrong. As I said, it is a misinterpretation of the census figures taken on one particular day when in some schools circumstances have led them to amalgamate classes for that one day only. That does not mean that there are routinely classes of 70 in our schools in this country.

Action has been taken by this Government to create more good school places and local authorities are delivering. We have already seen an increase of 260,000 school places between 2010 and 2013, including 212,000 primary places, with more than 300,000 primary places in the pipeline for delivery by September 2015. We are working closely with the local authorities across the country facing the greatest pressures to support them in ensuring that every child is offered a local school place.

That is this Government’s record, taking urgent action to correct the school place deficit left by the Labour party in government, putting in money at a time when across Whitehall savings have had to be made to tackle the crisis of the budget deficit left by the Labour party in government. This is a Government who are raising academic standards in our schools, improving the quality of the curriculum and trust in the exam system, improving the way children are taught to read, improving their arithmetic and mathematics and improving standards of behaviour in our schools. This is a Government who are ambitious to make every parent’s local school a good school and who are preparing young people for life in modern Britain. That is our education plan; a clear plan and a plan that is delivering. The Opposition have no plan, no leadership, no clear sense of direction in their education policy. They are floundering in an area of policy that could not be more important to the long-term future of our economy—

Birmingham Schools

Pat Glass Excerpts

Tuesday 22nd July 2014 Commons Chamber

[Nicky Morgan]

My hon. Friend is entirely right that we want governing bodies to have all the necessary skills. We have recently changed the rules on the appointment of governors, who must now be appointed solely on the basis of the skills that they bring to contribute to the success of the school. That is absolutely critical.

[Pat Glass (North West Durham) (Lab)]

Peter Clarke now recommends that the Department for Education review the process by which schools are able to convert to academy status and become multi-agency trusts, and calls for greater transparency in the system. Will the Secretary of State now lift the veil of secrecy that her predecessor threw over the whole process of academisation and creation of free schools, because this report clearly identifies that that has contributed to these problems?

[Nicky Morgan]

I am not sure about a veil of secrecy, but we will look again at our processes in these areas. We have taken action to strengthen checks on academy conversion, including by extending due diligence checks on those running academies and those schools converting to academy status. In the light of the report’s findings, we will want to keep those processes under review.

Birmingham Schools

Pat Glass Excerpts

Monday 9th June 2014 Commons Chamber

[Michael Gove]

I entirely agree with my hon. Friend, who has shown brilliant leadership on the issue of improving governance. As well as all of his important points, there are some specific recommendations on strengthening governance from Sir Michael Wilshaw that recommend themselves to me.

[Pat Glass (North West Durham) (Lab)]

The Secretary of State will have heard my earlier question to the Home Secretary—one of many questions that she failed to answer this afternoon, so I am going to ask him the same question. We know of the correspondence between his Department and other agencies about these issues in 2010. When did he become aware of it, and what has gone so wrong in his Department that it has taken an anonymous letter in 2014 to get action on something that it knew about in 2010?

[Michael Gove]

I am grateful to the hon. Lady for raising that issue. If she will share that correspondence with me, I will share it with the permanent secretary and write back to her.

Oral Answers to Questions

Pat Glass Excerpts

Monday 10th February 2014 Commons Chamber

[Elizabeth Truss]

I completely agree with my hon. Friend, and under this Government persistent absence has reduced and we have given head teachers and teachers more power to make sure parents are ensuring their children are at school. Furthermore, we are consulting on the rules around the Gypsy-Roma Traveller community to make sure there is every encouragement for all children to get the vital education they need.

[Pat Glass (North West Durham) (Lab)]

The Government have targets for recruiting teachers of maths and physics, but School Direct in particular is falling well short. What action are the Government going to take to recover recruitment in these specialist subjects?

--- Later in debate ---

[Michael Gove]

I am genuinely sorry to hear that and I look forward to working with the hon. Gentleman in order to make sure that opportunities for children in Leeds are not thwarted by the Labour council.

[Pat Glass (North West Durham) (Lab)]

Contrary to the information given earlier, the Secretary of State is well aware that the attainment gap between the wealthiest and the poorest children in this country grew in every region apart from London last year. Does he accept any responsibility for that?

[Michael Gove]

I absolutely do, but I think the hon. Lady is in error. As has been pointed out by Dr Becky Francis, among others, the attainment gap actually narrowed in primary schools, where our reforms have had more of an opportunity to have an effect on a percentage of children’s lives. At secondary level, of course the problem remains. That is why it is so disappointing that the Labour party is opposed to initiatives such as the free schools programme, which Andrew Adonis has greeted so warmly, but which the hon. Member for Stoke-on-Trent Central (Tristram Hunt) would halt.