Infant Class Sizes
Debate between Pat Glass and Tristram Hunt(9 years, 7 months ago)
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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—
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.
Qualified Teachers
Debate between Pat Glass and Tristram Hunt(10 years, 6 months ago)
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Pat Glass
I am not going to give way any more because there is so little time.
The history of Labour in office and unqualified teachers shows that in the vast majority of cases, great non-QTS teachers went on to become qualified through the licensed or the classic routes. Government Members say that free schools and academies are now free to employ teachers who have a master’s degree or a doctorate, and is that not a good thing? I am not altogether sure about that. I have a master of science degree, but a working knowledge of maths and statistics does not make me a teacher. Without a bachelor of education degree I would not have the skills and knowledge to understand child development, the science of teaching and learning, how children learn, and classroom management and managing behaviour, or to identify the needs of children with special educational needs and how to meet them. I would not know about differentiation, delivering a programme of study across a range of abilities, or assessment—that is, knowing what a child can and cannot do, and what they need to do next. Important as those things are, I would also not have the credibility and trust of my professional colleagues, of parents, or, more importantly, of young people themselves. Pupils know very quickly who is qualified and who is not, and who is experienced and who is not, and that affects their behaviour and how they learn in the classroom.
The problem with this Government is that they think anybody can teach. I know from experience that as soon as we move away from the classroom it looks really easy, but it is not. Teachers are people who stand up in front of classrooms every day and deliver great lessons. I do not pretend to be a teacher in terms of that definition. Being qualified does not make a great teacher; it takes more than that. [Interruption.] I am glad that Government Members agree with me. As has been said, this is not necessarily about the qualification of teachers. Every teacher does not have to be qualified to deliver a great lesson, but surely good qualification is the basis of a state-run system. [Interruption.] Having anything else leaves our children open to—[Interruption.] Does my hon. Friend want to intervene?