Improving Education Standards

Debate between Richard Graham and Gordon Marsden

Thursday 29th November 2018 Commons Chamber

[Gordon Marsden (Blackpool South) (Lab)]

It is a great pleasure and privilege not just to follow the hon. Member for Hendon (Dr Offord) but to praise the high standard of the speeches from Back Benchers and, indeed, from my hon. Friend the Member for Wythenshawe and Sale East (Mike Kane)—we will come to the Schools Minister shortly.

The hon. Member for Stafford (Jeremy Lefroy) gave a thoughtful speech covering a wide range of areas. He was right to talk about the pressure from social media on teachers and students, 16-to-19 funding and soft skills—I prefer to call them enabling skills, because I have found that if we talk to officials and others about soft skills, they put us down the register a bit. However, I entirely agree with everything he said, including about readiness for work, although it would have been easier for many schools if the Secretary of State for Environment, Food and Rural Affairs, when he was Education Secretary, had not scrapped the key stage 4 obligation on work experience as part of the curriculum.

I want to praise my hon. Friend the Member for Lewisham, Deptford (Vicky Foxcroft), who cannot be in her place because she has a meeting with the Children’s Commissioner, but who made a passionate speech about the importance of tackling school violence. She talked about staggering hours in schools and the involvement of the police. From my experience in Blackpool, I can say only that the more we can get the police involved with young people out of school as well as in it, the more we will be doing the right sorts of things. She, too, talked about social media pitfalls.

The hon. Member for Harborough (Neil O’Brien) rightly referred to the horrific incident in Huddersfield. He then talked about the importance of quick early interventions and I agree with him, but I do not always think that that means reaching for the test; it often means reaching for a decent teacher. I also want to praise—I am sure the whole House will agree—the poignant tribute that he paid to his principal. The hon. Member for Hendon (Dr Offord) said that he did not have a single good teacher, but I think that most of us can remember, from some stage in our life, somebody who got that spark going, so all credit to the hon. Member for Harborough for that.

My hon. Friend the Member for Kingston upon Hull West and Hessle (Emma Hardy) made a very powerful speech about the strong attachments and perverse incentives for schools to off-roll, and we heard that from others as well. She rightly raised the issue of SEN and disabilities. Incidentally, I have concerns in my constituency about the issue of off-rolling with regard to pupil referral units, as I am sure that many other hon. Members here do. She also mentioned, very importantly, pastoral support for teaching assistants.

The right hon. Member for Chipping Barnet (Theresa Villiers) talked about the importance of having opportunities for teaching language skills. She talked about the maintained nurseries sector and mentioned Middlesex University in the context of degree apprenticeships. A couple of weeks ago, I was fortunate enough to go to the Skills Show, at the same time as the Minister for Apprenticeships and Skills, and I bumped into the people from Middlesex University, who of course brought their robot to the Education Committee. We were told by one or two members of the Committee that he had made more sense than some of the other people who had come before them previously.

[Richard Graham]

Just to go from robots back to excluded pupils for one second, does the hon. Gentleman agree that a really feasible quick fix on this would be to ensure that, if schools exclude pupils, they should be responsible for their results at the end of the year? Does he not agree that that would result in a sharp reduction?

[Gordon Marsden]

I hear what the hon. Gentleman has to say, but the fact is that we know that 10,000 people are off-rolled. At this stage in the proceedings, I think that we need to bell the cat, but I take his point.

The hon. Member for Strangford (Jim Shannon) rightly drew attention to the different system in Northern Ireland, including the results in secondary school qualifications, and his concerns about small schools having to buy basic materials.

Finally, the hon. Member for Hendon talked about the diverse nature of his constituency and, very interestingly, about outer-London issues and tier 2 visas. I had the privilege of living in Golders Green for two years as a postgraduate. I am not sure whether that is in his constituency, but it is very near it, so I understand what he said about the difference between the Brent Cross and west Hendon areas, and I know, even after a long period, that those differences remain.

Educational standards are a priority across all ages and all sectors. They are not made in a day, but young people must be able to have a good start in life. That is why we need to focus on those early years, yet this Government have a hugely patchy record in that area. I am afraid that the Schools Minister did not even mention early years in his speech. My colleagues the shadow Education Secretary, my hon. Friend the Member for Ashton-under-Lyne (Angela Rayner), and my hon. Friend the Member for Batley and Spen (Tracy Brabin) have tirelessly argued against this Government’s record. Research by the Sutton Trust shows that over 1,000 Sure Start centres have been lost since 2010. More centres are operating on a part-time basis and the number of services has fallen. Parents are paying the price for that and for the Government underfunding the 30-hour offer. According to the Pre-school Learning Alliance, only around one third of childcare providers are delivering 30-hour places completely free.

On Sure Starts, in my constituency in Blackpool, where we have had huge cuts in local government funding, we have had to bear the brunt of this. I remember a Sure Start in Mereside where I met a young woman three times: the first time, she was using the Sure Start; the second time, she had graduated to being an assistant at the Sure Start; and the third time, she was training to be a primary school teacher. That sort of progression has been lost in the hollowing out of Sure Starts by the Government.