Oral Answers to Questions

Debate between Peter Bottomley and Nick Gibb

Wednesday 7th June 2023 Commons Chamber

[Sir Peter Bottomley (Worthing West) (Con)]

We need to trust parents, and we should tell children to trust parents. We are right not to confuse sexual orientation with gender confusion and other things. Schools really do need to say to children and to parents, “You can trust us as a school to let you know if your child is in distress.”

[Nick Gibb]

I agree with my hon. Friend. Parental involvement is important in all these matters, and they are sensitive matters, but there is a difference between what the right hon. Member for Exeter (Mr Bradshaw) spoke about, where a child who is confused about their sexual orientation or other personal problems has a confidential discussion with teacher, and big decisions about gender transitioning, for example, where parental involvement is important. Any decision about such matters needs to be taken with parental involvement.

Teacher Recruitment and Retention Strategy

Debate between Peter Bottomley and Nick Gibb

Monday 28th January 2019 Commons Chamber

[Sir Peter Bottomley (Worthing West) (Con)]

As I said in October 1990 when I raised the question of leadership with the then Prime Minister, Margaret Thatcher—especially mentioning Peter Dawson, who had run Eltham Green before becoming general secretary of the Professional Association of Teachers—the culture that good heads can set, followed by other senior teachers, can bring people in not just to teach first but to teach second, bringing the experience of their own careers to expand our schools and academies. They can do a great deal of good for children across the country.

[Nick Gibb]

My hon. Friend is absolutely right. Headteachers play an important part in creating the right culture in schools, and the Government have a role to play in helping headteachers to create that culture. We want schools to acknowledge that we live in a strong economy with low levels of unemployment and a competitive jobs market so schools, like other employers, will need to be more flexible in their recruitment approach to allow more professionals to come into the profession on a part-time or flexible basis. We had a flexible working summit last year, because we want to encourage people to teach more flexibly.

Recruitment and Retention of Teachers

Debate between Peter Bottomley and Nick Gibb

Thursday 18th June 2015 Commons Chamber

[Mr Gibb]

I could not agree more with the hon. Lady and I hope that she will join us in addressing the problem. We have established the Your Life campaign, with leading business people such as Edwina Dunn from Dunnhumby, which is designed to attract more young people into physics and maths at A-level, focusing particularly on young women, because that is where there is considerable scope to attract more young people. It is aimed at young people at about the time they choose their A-level options, and we are determined to increase the numbers taking A-level physics and maths, especially young women. The hon. Lady makes a very good point.

[Sir Peter Bottomley (Worthing West) (Con)]

Following up that interesting and important point, surely one of the things that will make a difference is that now most teachers going into primary education have done well in maths and physics and will be able to given children—both boys and girls—the idea that in secondary school they can take those subjects forward. That will contribute to helping to change the current situation, which is frankly unacceptable.

[Mr Gibb]

My hon. Friend makes a good point. We have made some significant reforms to primary education, including how we teach maths in primary school. We want children to leave primary school after six or seven years fluent in arithmetic, so that they can cope with a more demanding maths curriculum at secondary school. We hope that that confidence will take them through to A-level when they reach sixth form.

We are also addressing the shortage by spending some £67 million over the next five years to train an extra 2,500 mathematics and physics teachers and to improve the knowledge and skills of 15,000 existing teachers. We also established the Maths and Physics Chairs programme to support post-doctoral researchers to train as teachers with the aim of enthusing, engaging and inspiring students to progress to A-level study, to lead subject knowledge development with teachers in local school partnerships and to forge links with business. Very able young PhDs are now working in schools, and it is an inspiring and successful project.

We have given schools the freedom to pay good teachers more. That gives schools more scope to retain their best teachers by offering faster progression up the pay scale. It also allows them to adapt to any local circumstances where recruitment in particular phases or subjects is more challenging.

Since 2010, we have focused on reforming initial teacher training, so that schools have greater choice and influence over the quality of both the training and trainees recruited. School Direct, which the hon. Member for Sheffield, Heeley referred to, is already proving hugely popular with both trainees and schools. Last year, we recruited 9,232 trainees to initial teacher training, an increase of 40% on the previous year. As a result, 35% of the postgraduates training to be teachers are doing so via School Direct. The School Direct salaried route provides an excellent route for career changers to train as teachers. They receive rigorous teacher training, at the same time as working in a school and earning a salary. These new entrants to the profession can bring different, valuable experience from their previous careers in industry. The success of that route is reflected in a substantial increase in the number of places offered by schools.

I am conscious of the time, but I think the hon. Lady and her colleagues are overstating the case. We understand the challenges, but we have engaged in a huge number of initiatives, including very generous bursaries, to address the problem, and I am confident—