Oral Answers to Questions

Rehman Chishti Excerpts

Monday 4th March 2013 Commons Chamber

[Mr Laws]

My hon. Friend is quite right that we are pioneering that initiative. We believe that many people who were previously in the armed forces can make a major contribution to learning and we will continue to take forward that project.

[Rehman Chishti (Gillingham and Rainham) (Con)]

9. What assessment he has made of the potential effect of his Department’s traineeships scheme on young people’s readiness for work and apprenticeships.

[The Parliamentary Under-Secretary of State for Skills (Matthew Hancock)]

Last week, data showed the lowest number in a decade of people aged 16 to 19 who were not in employment, education or training. One NEET is too many, so traineeships will help young people gain the skills, attitudes and experience they need to get into an apprenticeship or a good job. They will combine substantial work placements and work skills training with English and maths and will help tackle the scourge of youth unemployment.

[Rehman Chishti]

I thank the Minister for that answer. In Medway, the council-led SUCCES—or sustainable uplifting client centred employment support—initiative, which assists over-16s looking for work who have low skills and little experience, has been named as an example of best practice in Europe, helping more than 500 people. What plans does the Minister have to work with existing schemes and providers to deliver new traineeships?

[Matthew Hancock]

I congratulate Medway council on its SUCCES initiative. Traineeships are being designed in a highly consultative way to support and enhance existing best practice not only from councils but from organisations such as the Prince’s Trust, which does brilliant work in this area. I am happy to look at the work that goes on in Medway and to ensure that what we do on traineeships supports it.

Oral Answers to Questions

Rehman Chishti Excerpts

Thursday 7th February 2013 Commons Chamber

[Vince Cable]

The business bank has already been organised and as I just mentioned, the expert committee met for the first time a couple of days ago and its products are already being prepared. As the hon. Gentleman will know, we have to go through the state aid process before it can operate fully. In the meantime, it can operate within constraints—pari passu lending, for one thing—and I can assure him that it will make a significant contribution.

[Rehman Chishti (Gillingham and Rainham) (Con)]

Will the Secretary of State join me in welcoming the news that in the third quarter of 2012 there was a record number of company formations in Gillingham?

[Vince Cable]

Yes, and I think my hon. Friend makes an important point, which is that although we frequently hear from the prophets of doom on the Opposition Benches, a large amount of entrepreneurial activity is taking place. The percentage of the population engaged in business has increased from about 6% to 9% in the past two years, and what is happening in Gillingham is an example of that.

Oral Answers to Questions

Rehman Chishti Excerpts

Monday 29th October 2012 Commons Chamber

[Mr Timpson]

The hon. Gentleman should look carefully at the draft clauses and the subsequent regulations and code of practice that will follow, because it will be clear from all that that the tribunal processes will be strengthened, particularly for those over 16, who currently have little course for redress.

[Rehman Chishti (Gillingham and Rainham) (Con)]

In the 2012 GCSE results more students in Medway achieved five or more A to C grades. Will the Minister join me in congratulating the parents, students and staff on that achievement?

[Michael Gove]

I absolutely will. It proves that, even in tough circumstances, with strong leadership children can do better.

School Governors

Rehman Chishti Excerpts

Wednesday 24th October 2012 Westminster Hall

[Neil Carmichael]

I knew that the hon. Gentleman had been approached, which is why I felt at liberty to mention it and to encourage him to participate as vigorously as he obviously will. He is absolutely right about the stakeholder versus skills matter, but I believe that we need more skills and less emphasis on stakeholders. If we have too many stakeholders with vested interests, who are thinking about the status quo and not wanting to upset the apple cart, we are going down the route of not facing up to the big decisions. Governing bodies would be wiser to focus more on skills than on stakeholders, and that is the direction of travel that we should go in. The Government have already relaxed the rules about local authority governors, and we should go further and say, “Look, there is the emphasis on skills rather than the stakeholders.”

I have been the chairman of several governing bodies and a member of many, and I have seen stakeholders represent their groups and their communities extraordinarily well, but they do not necessarily ensure that the tough decisions are made in the school, and that is the distinction that I draw. I am grateful to the hon. Gentleman for putting the spotlight on that.

[Rehman Chishti (Gillingham and Rainham) (Con)]

I congratulate my hon. Friend on securing this important debate. I agree with him about ensuring that governors who come on board have those skills, which they can use to hold the head teacher and the rest of the executive to account, but at the moment there are some 30,000 governor vacancies in the country. How do we go about filling them and ensuring that the people who are chosen have the right skills?

[Neil Carmichael]

That is a really good question, to which there are two answers. If you have everything corralled off into stakeholder groups, you are—are you not?—limiting the number of people who you can recruit. By definition, the pool is necessarily smaller. If you say that you must have parent governors or local authority governors—

--- Later in debate ---

[Neil Carmichael]

Absolutely, my hon. Friend is right. It is not wise to say that we will go in completely the opposite direction. There is a balance to be struck, which is that where there are neighbouring schools with common interests and common issues that would benefit from a federal or partnership model of governance, that model would be good and should be welcomed. However, where there is a school that clearly does not fit that description, that type of model would not work. It is up to governing bodies to think that matter through. I am simply saying that the federal or partnership model of governance is one that we should promote where it is useful and relevant.

The second aspect of structure that I want to talk about is size, which my hon. Friend the Member for East Hampshire touched on. In many cases, a governing body of 20 or more governors is simply unnecessary. Actually, such a body quite often ends up with just a core number of governors playing the decisive role, and once one of that core number goes the rest are bereft of the necessary skill and expertise, and the governing body can fall apart. That relates to the recruitment problem. As we have heard, about 30,000 governor posts are still vacant, so it would be wise to consider relaxing the rules on the size of governing bodies and having fewer, but more focused and more skills-orientated, governors on a governing body.

I have already talked about the importance of governors challenging head teachers. It is absolutely right that head teachers should be challenged, but they should be challenged constructively. However, it is also really important that we have governing bodies that govern strategically, focusing on the long-term interests of the school and its pupils. It is necessary to think in terms of formulating a governing body that genuinely has that capacity to be strategic—to think about the school plan and what it can do to push forward the aims and objectives of that plan, and any other plan that is appropriate. Those are three areas of structure that need to be considered.

[Rehman Chishti]

On the numbers, I hear my hon. Friend say that 20 governors is too many. Are we looking at around 10 or 12 as the appropriate figure, if those 10 or 12 governors have the skills and in-depth training to hold the head teacher and others to account?

[Neil Carmichael]

In one of the publications that I referred to, the all-party group certainly came up with 12 as the ideal number. Having 12 governors means having a reasonably good chance of getting a good cross-section of skills, and there would also be a sensible way of dealing with succession planning, which also needs to be considered when we discuss governors and the future structure of governing bodies.

One thing that the all-party group has done is produce a list of 20 relevant questions for governors to ask themselves. We went through a fairly exhaustive process. We had lots of governors in one of the Committee Rooms of the House, talking about the questions that should be asked by governors. They are the questions that we want to encourage more governing bodies to ask of their head teachers and of themselves.

One of those questions is:

“Do we engage in good succession planning?”

Another is:

“Do we carry out a regular 360 review of the chair’s performance?”

Still another is:

“Does our strategic planning cycle drive the governing body’s activities and agenda setting?”

Obviously, there are loads of other questions, but formulating these questions—and, indeed, the other work of the all-party group—has been useful in sketching out ways in which governing bodies might like to consider testing themselves, because we need more rigorous self-assessment by governing bodies.

Members will be pleased to hear that I am nearly finished. I want to finish off by asking a few key questions that are relevant to this debate. The first is, how do we make school governors focus on school improvement, based on a proper understanding of data performance? That question is a combination of wanting to ensure that we have school governors who challenge the performance of the head teacher and who are able and willing to take tough and rigorous decisions, but who are also capable of understanding, analysing and drawing appropriate conclusions from the amazing amount of data and information that fly around.

I have already touched on the second question, but I will repeat it as a sort of finale: are the governing bodies that we have too unwieldy, how do we ensure that we move from a stakeholder situation towards a skills-based governing body, and can we enhance the professionalism of school governing bodies? I want to emphasise the idea of ensuring that the chairmen of governing bodies are properly trained, properly engaged by the head teacher—and vice versa—and remunerated in a way that is consistent with their responsibilities and with the skills that we need to recruit for such posts.

[Rehman Chishti]

Regarding skills and ability, local authorities such as mine set a minimum training requirement that governors have to do, linked to compulsory aspects of the overall training scheme. Does my hon. Friend agree that that type of training by certain local authorities, in partnership with governing bodies—for example, the partnership between my local authority and Medway governors—works well?

[Neil Carmichael]

Yes, I do. There are good examples of training schemes and the National Governors Association—a good organisation to which I pay tribute— also does a huge amount of good training work. However, we must ensure that governors and governing bodies recognise that there is a strong need for governors to be trained, because some governors seem to think that training is something that people do only if they are bored, not because it is necessary. We need to promote the training of governors.

We are engaged in a real set of reforms in the world of education, which is an opportunity to look at governors and governance in a way that reflects our understanding of the new autonomous and independent approach that schools should have, as well as the fact that we want to drive up standards, wherever it is necessary to do so. We want not to waste time, but to get on with things to ensure that we have the appropriate leadership, impetus and toolkits to deliver the job.

I am not being prescriptive. I am simply raising issues that should be on the agenda to inform our discussions on changes to school governance. We should at all times—this is an appeal to the Minister and her colleagues —mention governance, underline its importance, encourage people to become governors and recognise that school leadership through effective governance is what we need as part of the mechanism to ensure that our schools continue to improve.

Oral Answers to Questions

Rehman Chishti Excerpts

Thursday 6th September 2012 Commons Chamber

[Vince Cable]

I would like to reciprocate by congratulating my hon. Friend on the work that he has done on campaigning for the Ensus plant, which was mothballed but has now been reopened, creating substantial employment. I believe that a significant number of other bioethanol plants are also in gestation, encouraged by the clarity of policy. One key element was the success that we had in persuading the European Union on the subject of unfair competition from overseas. That loophole has now been closed and there is a good business environment.

[Rehman Chishti (Gillingham and Rainham) (Con)]

18. What discussions he has had with the Secretary of State for Communities and Local Government on the effects on business of city deals.

[The Secretary of State for Business, Innovation and Skills (Vince Cable)]

Local enterprise partnerships were at the heart of the eight deals with the core cities that were concluded in July, to ensure a strong focus on the growth priorities of business. An estimated 175,000 jobs over the next 20 years, and 37,000 apprenticeships, could result from those deals.

[Rehman Chishti]

When will the second round of city deals open, so that excellent local authorities such as mine can apply?

[Vince Cable]

The cities Minister, who is now in the Treasury, has been discussing with me and the Secretary of State for Communities and Local Government how we will launch the second phase and the criteria that should be employed. I believe there will be an announcement very soon.

Oral Answers to Questions

Rehman Chishti Excerpts

Monday 3rd September 2012 Commons Chamber

[Tim Loughton]

The hon. Lady is entirely right and I thank her for her work with the working group. I should also mention that she joined me at the joint press conference to give the useful and detailed findings of her report. The third task and finish group we set up—into which I very much hope she will have some input—is looking at the quality of residential children’s homes and the quality of the work force working in them, where I think we can do an awful lot better. Inspection needs to be better and more appropriate, and we need to ensure that any authority placing a child in a home is absolutely convinced that the quality of care is appropriate and the best available.

[Rehman Chishti (Gillingham and Rainham) (Con)]

On the protection of children, the Minister will be aware of the recent murder of Shafilea Ahmed and the link to honour violence. What steps are being taken in schools to help to tackle such horrific acts of violence?

[Tim Loughton]

My hon. Friend mentions a particularly horrific case that shocked the whole nation when it appeared in our headlines. It is very important that we raise the profile of this insidious force—which I am afraid is present in too many communities—and ensure a joined-up approach, involving the Home Office, police, local authorities and our schools, so that this is not happening beneath the radar and so that children are educated and know what to do to avoid such tragedies happening again.

Oral Answers to Questions

Rehman Chishti Excerpts

Monday 27th February 2012 Commons Chamber

[Michael Gove]

It is a fair point, but we are using the formula for allocating money designed by the Government so enthusiastically supported by the hon. Gentleman over 13 years.

[Rehman Chishti (Gillingham and Rainham) (Con)]

T6. Will the Minister join me in welcoming the strong partnership working between MidKent college, based in my constituency, and the university of Greenwich, BAE Systems and the Royal Engineers to bring a university technical college to Medway?

[Michael Gove]

That sounds like a model of the type of collaboration between local government, industry and schools that we would like to promote and that we are happy to see flourishing under the coalition Government.

Oral Answers to Questions

Rehman Chishti Excerpts

Thursday 2nd February 2012 Commons Chamber

The Secretary of State was asked—

[Rehman Chishti (Gillingham and Rainham) (Con)]

1. What recent progress he has made on the red tape challenge.

[Brandon Lewis (Great Yarmouth) (Con)]

4. What recent progress he has made on the red tape challenge.

[The Minister of State, Department for Business, Innovation and Skills (Mr Mark Prisk)]

To date, of the more than 1,200 regulations considered under the red tape challenge, we have agreed to scrap or substantially overhaul well over 50%. That is in addition to our plans to cap the cost of new regulations through the one-in, one-out system.

[Rehman Chishti]

I am very grateful to the Minister for that answer. Will he clarify how much the one-in, one-out rule saved businesses in 2011?

[Mr Prisk]

My hon. Friend is absolutely right: it is costs that businesses are focused on. I can tell him and the House that last year we were able to rein back planned regulations, which will save businesses more than £3.2 billion a year.

Oral Answers to Questions

Rehman Chishti Excerpts

Monday 16th January 2012 Commons Chamber

[Tim Loughton]

The hon. Gentleman raises a very important point. I found out about the matter at first hand when I spent a week being a social worker in Stockport. I knew that domestic violence was a problem, but the extent to which it is at the core of many safeguarding issues is alarming for all of us. The use of specialist domestic violence social workers is one way of addressing the problem, and of course the Government produced an ending violence against women and girls action plan last March. The Home Secretary chairs an inter-ministerial group, on which I sit, and we are currently consulting on the definition of domestic violence, which has caused some confusion. The hon. Gentleman will have the opportunity to feed into that consultation before it closes at the end of March.

[Rehman Chishti (Gillingham and Rainham) (Con)]

Linked to domestic violence is honour-based violence. Does the Minister have an estimate of the number of children affected by that horrendous practice?

[Tim Loughton]

My hon. Friend raises a very important and worrying subject. We need to do more work on it and use local safeguarding children boards to help us join up all the responsible agencies. It is another example of where we need genuine cross-departmental and cross-governmental co-operation and joint planning, and the Department for Education and the Home Office in particular are at the heart of ensuring that we address this really horrific problem.

Technology (Primary Schools)

Rehman Chishti Excerpts

Wednesday 11th January 2012 Westminster Hall

[John Pugh (Southport) (LD)]

I begin by apologising to the Minister of State, Department for Education, the hon. Member for Bognor Regis and Littlehampton (Mr Gibb) and his Parliamentary Private Secretary, the hon. Member for Grantham and Stamford (Nick Boles), because they have had to listen twice in a week to my meanderings on the curriculum. I also apologise the people who have advised me on this debate and might be reading it in Hansard, because I have to confess that on this subject I am relatively untutored. However, I do speak with passion and enthusiasm, which might to some extent compensate for my lack of precise knowledge.

It is sometimes helpful to put things in an autobiographical context. I am the victim, as many people are, of the traditional British approach to design and technology. Like you, Dr McCrea, in primary school I did craft, the rationale for which was always slightly fuzzy, the practice somewhat varied, and the results certainly diverse. In my case, the only achievement of note that I can remember was a papier-mâché giraffe that my mother loyally put on the mantelpiece for a few years until, presumably, it toppled off. Then one went on to grammar school, and although some traditional craft skills were always put in one’s way in the early years, if one was considered to be relatively clever one went off and did Latin and Greek. Pupils continued with practical subjects only if, in some sense, they were not making the grade.

I was brought up in Kent, where there were three categories of school: grammar school for those people who passed the 11-plus; secondary modern schools for those who failed it; and technical schools for those who were somewhere in the middle. The theory was, essentially, that pupils did the hands-on, practical stuff if they were not academic, even if they were highly numerate. It was rather like the Confucian model of education that they had in China in centuries gone by, which had a disdain of things that had a technical aspect to them. Consequently, we ended up with the problem we are all familiar with, and about which I will not go into any depth, which is that we have a dearth of engineers in the country, a decline in manufacturing, and even a loss of some basic craftsmanship at many levels. That is not entirely due to the school system; it has something to do with how the workplace has reacted to apprenticeships and financial pressures. However, the school system certainly plays a part, and it differs markedly from the German one, in which there has been a better element of technical education for some time.

We have woken up to this mistake, but to some extent we still see technology as an escape route from serious academic study for the less able—something that is bolted on to or plugged into the curriculum as we get towards the school-leaving years. There are very adverse consequences of that line of thought. Fundamentally, we fail to recognise that human intelligence is very diverse, and that people have enormous undiscovered potential. Even people who have been academically very successful—those who, in the schools’ terms, are successes—have latent abilities that they have not had the chance to explore. We deprive children, including the academically able, of the challenge that technology presents, and to some extent we allow the academically able to consider it not a failure to be bad at technical matters. There are people, certainly of my acquaintance, who would be appalled at some minor slip of grammar, but who openly own up to not being able to put on a plug or do anything of practical utility at all.

More contentiously—this is the more difficult bit of what I want to say—we alienate some children, particularly some boys, from the education process, or if we do not alienate them we do not adequately engage them. I was reading recently the biography of Steve Jobs, who was a disruptive and singularly uninspired pupil in the early years of his education.

[Rehman Chishti (Gillingham and Rainham) (Con)]

I congratulate the hon. Gentleman on raising this important matter. I want to make a point about aspiration, and about inspiring boys and girls. It comes down to the fact that the curriculum provides the opportunity under aspects of science for the creative teaching of design and technology. For example, Byron primary school in my constituency was the winner of the 2007 design and technology competition for schools. It built go-karts, with the help of BAE Systems, and raced them competitively—so there was competitiveness in there, and working with outside technology departments as well. It all came down to having excellent teachers and to using the curriculum to provide creativity. That is a clear example of how the curriculum can provide opportunities, if they are taken to a greater extent, to inspire people in technology. Byron school has excellent teachers, including the head, Jim Fernie.

[John Pugh]

I thank the hon. Gentleman very much for that intervention, because there is a need to pay tribute to the awful lot of very good practice in this area. I have been inundated with exemplars of schools that have done astounding things under the banner of design and technology.

The point I wanted to make with my reference to Steve Jobs was that technology can be a catalyst in a child’s education, in the early years. In pre-school education, that should be a fairly familiar concept to us, because we recognise that as well as introducing little children to books to encourage their development, there is also a need to introduce them to constructive toys and toys out of which they can make constructs. Technology, almost from the word go, plays an appreciable part in a child’s general cerebral and educational development.

A point that eluded me before I started looking further into the subject—a point that is not particularly well understood—is that technology is a catalyst. It not only gets people into technology, but gets them comfortable with areas of education with which they had previously not been comfortable—mathematics and literacy, for example—because the design elements of the design and technology curriculum have a real drive on presentational as well as constructive skills. Many additional gains, aside from pure technological ability, are driven by good design and technology education. There are many excellent examples of that, including those mentioned by the hon. Member for Gillingham and Rainham (Rehman Chishti).

It is not my supposition that every child will be technically gifted in the same technologies. There is a huge diversity of potential and of things to be good at, which is why we want the curriculum to be as varied and imaginative as possible. I do not think that that is disputed; there is wholesale agreement right across the board that that is a worthy ambition—one that I think the Minister would be perfectly happy to own and espouse.

The difficult thing is the technical question. Although we can all agree that fulfilling every child’s potential and stimulating their talents is a laudable ambition, there is an interesting debate about how to do that, and what the Government and the forthcoming curriculum review can do to encourage it. There is excellence in technical education, but it is fair to say that although there is a constant stream of improvement in both primary and secondary schools, there is also some patchy performance. Errors can be made. If we look at information and communications technology teaching, which the Secretary of State touched on today, we see that quite a few significant errors have been made in how ICT is used in the classroom. I will return to that in a minute or two.

We must also acknowledge that, however good design and technology might be, there are other equally good things, such as numeracy, literacy, imagination, music and all sorts of other things, that the Government wish to encourage and schools wish to incorporate in their curriculum. A further dimension to the problem is that even if we have the most laudable ambitions, we still need a work force who are trained to implement them effectively. Of course, the poor old primary school teacher is meant to be a jack of all trades and to be equally good at an astounding number of things, which is a tough call.

In passing, looking at the wider implications, some of the greatest successes in technical development often take place outside the school curriculum, rather than in the classroom. Reading about the development of the IT industry in California, we find that boys leaving school and going off to things such as the Homebrew Computer Club—Bill Gates and Steve Jobs were among them—made significant developments that ultimately had spin-offs for the whole culture of California. That was not necessarily in the curriculum, and it could not necessarily have been easily incorporated.

The design and technology sector has genuine fears of the educational world. The principal fear is that, in slimming down the curriculum, technology may suffer. In other words, if we reduce the demands of the national curriculum in total, which most people would support, technology may drop out or be put on the back burner. Some people argue that the absence of a standard assessment test or rigorous measurement will not do much to improve the overall quality of the subject. There are complementary and opposed fears that heavy-handed state intervention or diktat will have perverse effects, particularly if, as we all believe, design and technology is a blend of both technical skills and genuine creativity.

There are certain dilemmas involved in ensuring that present good practice is further built on and developed. Ofsted has recorded significant progress in recent years, but I worry that that might be lost in curriculum revisions simply because it is not fully assessed or seen to be assessed.

I turn to two other connected issues. One is the speech by the Secretary of State today on the state of the ICT curriculum. I entirely echo his sentiments. In a Guardian article I wrote after tabling an early-day motion, I said:

“we will end up with second-rate education for pupils, who will have no understanding about how IT is developed or is likely to progress. The future of IT in business in the UK is not going to be just about using PowerPoint presentations.”

Pupils must

“become innovators of software, rather than people who just punch data into keyboards.”

That article was published in 2007, so I like to think that I am five years ahead of my time.