New Schools

Rob Wilson Excerpts

Monday 10th October 2011 Commons Chamber

[Michael Gove]

I am grateful to my hon. Friend for his question. I appreciate that one of the challenges in Bradford is that we have not just huge population churn, but different communities with different needs and a requirement to ensure that those communities feel that they are part of one Bradford. It is therefore important that, when we bring forward proposals for free schools and the growth in academies, we recognise the achievement of the local authority and of the leadership of existing maintained schools. I hope that, before too long, I will have the chance to come to Bradford and talk to existing and new head teachers about how we can all work together in the interests of Bradford’s children.

[Mr Rob Wilson (Reading East) (Con)]

I warmly welcome my right hon. Friend’s statement. I am delighted that the new school that I championed in Reading East is moving towards a 2012 opening. Will he confirm that UTCs are an essential addition to choice in our schools and join me in acknowledging the huge contribution that Lord Baker of Dorking has made to this successful programme?

[Michael Gove]

I am delighted to underline my debt to both Lord Baker of Dorking and my hon. Friend, who was one of the early advocates of free schools and the pupil premium. I am absolutely delighted that this ministerial team is able to take forward proposals that he championed when we were in opposition.

Oral Answers to Questions

Rob Wilson Excerpts

Monday 11th July 2011 Commons Chamber

[Mr Gibb]

The right hon. Gentleman is right to raise these issues. Such actions are crimes and are unacceptable in our society, and the issues that he raises were covered by the Reg Bailey review and will form a part of the review we are asking the committee to consider.

[Mr Rob Wilson (Reading East) (Con)]

11. What assessment he has made of the level of interest in establishing university technical colleges.

[The Secretary of State for Education (Michael Gove)]

My Department has received 37 applications to open university technical colleges.

[Mr Wilson]

The investment in UTCs and technical academies is very welcome and will, I believe, provide a substantial boost to education standards in the areas that will have them. Has my right hon. Friend given any thought to how we can accelerate the UTC programme so that more areas can benefit from this fantastic programme?

[Michael Gove]

I am grateful to my hon. Friend, who is a champion of high-quality vocational and technical education. The Government are doing more for vocational and technical education than any and that is why I am so pleased that he is heavily involved with the bid to ensure that Reading receives an appropriate technical academy. We are doing everything possible to accelerate consideration of those bids and to support as many as possible and I am grateful for the support of the Chancellor.

School Closures (Thursday)

Rob Wilson Excerpts

Tuesday 28th June 2011 Commons Chamber

[Michael Gove]

I understand that there will be anger and frustration on Thursday: anger from parents whose child care arrangements have been disrupted, and frustration about the fact that schools remain closed. The question for all of us is: why is this reform necessary? I am afraid that the answer is: because of the dire economic situation that we inherited from the Labour Government. We are pledged to negotiate openly, honestly and constructively, but that negotiation has been pre-empted by the unions, and the hon. Gentleman’s responsibility is to ensure that schools in his constituency stay open.

[Mr Rob Wilson (Reading East) (Con)]

I can inform my right hon. Friend that 35% of schools in the borough of Wokingham and well over 50% in the borough of Reading will close. Will he join me in thanking teachers at schools that are staying open, such as E P Collier and Reading girls’ school in my constituency, where staff have put the needs of children and parents before the pre-emptive action of their unions?

[Michael Gove]

As I said in my statement, not every teaching union has chosen to go on strike this Thursday. While I am well aware of the strong feelings that exist about the future of teachers’ pensions, I know that many people who will be taking industrial action feel understandably concerned about what will happen when schools close, and I think it important for all of us to recognise that people who are working hard to keep schools open are operating in a public-spirited fashion and deserve our support.

Oral Answers to Questions

Rob Wilson Excerpts

Thursday 9th June 2011 Commons Chamber

[Mr Willetts]

Our proposal has been widely welcomed. We believe that the number of people who will benefit from support while they are engaged in part-time study will increase from 60,000 to 175,000. Of course, people will repay their loans only when they are earning more than £21,000 a year.

[Mr Rob Wilson (Reading East) (Con)]

Can my right hon. Friend tell the House whether the Office for Fair Access has the power to block fee levels set by universities if they do not agree to access targets?

[Mr Willetts]

The Office for Fair Access has the power to refuse to permit fees higher than £6,000 if it believes that a university is not doing everything possible to broaden access and if it is not satisfied with its access agreement.

Vocational Education

Rob Wilson Excerpts

Thursday 12th May 2011 Commons Chamber

[Michael Gove]

As soon as word gets out that we are engaging in one-to-one negotiations across the green Benches, I expect that the Chamber will rapidly fill up, even though there is a one-line Whip. I would repeat the point I made to the hon. Member for St Helens North (Mr Watts) to all Members: thanks to the coalition Government’s commitment to the pupil premium and to our reforms of 16-to-19 learning, the most disadvantaged students will receive more money. That is all thanks to our commitment to social justice.

[Mr Rob Wilson (Reading East) (Con)]

May I welcome my right hon. Friend’s statement, and place on record my thanks to Professor Wolf for her excellent report? Will my right hon. Friend say a little more about the delivery of these very important reforms? In particular, has he looked closely at the US community college system, which has been extremely successful in delivering these kinds of reforms to very hard-to-reach young people?

[Michael Gove]

My hon. Friend has campaigned for a better deal for poorer students ever since he first came to this House, and I agree that we must look at international models of good practice. The university technical colleges that this Government are committed to introducing provide a new model that caters for students of different aptitudes, and I believe we can learn a lot from some of the best practice in the United States.

Higher Education Policy

Rob Wilson Excerpts

Wednesday 27th April 2011 Commons Chamber

[Mr Rob Wilson (Reading East) (Con)]

It is a great pleasure to follow the hon. Member for Nottingham South (Lilian Greenwood), who spoke passionately in defence of students in her constituency. I do not intend to speak for long—I hope to keep to five or six minutes.

I make no apology for continuing to support and vote for the policies of the Government, because I am in no doubt that the medium and long-term strengths of our higher education sector will be substantially improved by the measures we have taken so far—and, I hope, will continue to take. It is true, however, that over time we will need to make further changes in some areas. Nevertheless, the Opposition and the shadow Secretary of State have got this one wrong. As Lord Mandelson has shown, even many members of the Labour party believe that mistakes are being made. In particular, the analysis of the role of the Office for Fair Access is wrong. But I will come to that later.

My first observation concerns student numbers. One of the fundamental strengths of the new system is that it empowers students by making money follow their choices, so that universities are incentivised to raise the quality of their courses and of the student experience in order to attract students and generate income. Professor David Eastwood, vice-chancellor of the university of Birmingham and a member of the Browne review, recently emphasised that the

“key policy imperative is to say that numbers will follow informed student choice”.

He has argued that expanding higher education places to meet demand would force down fees at less popular universities and cost the taxpayer less. I believe that he is probably right.

[Mr Denham]

The hon. Gentleman makes an important point, but does he accept that the Government have not told us how they intend to allocate student numbers—or indeed whether we will have a model in which the money follows the student or whether numbers will be centrally allocated, as they are at the moment? The Opposition called for that information before December, so does he share my regret that Ministers have completely failed to answer that question? Indeed, the lack of an answer means that we do not know whether the hon. Gentleman’s point is valid or not.

[Mr Wilson]

I thank the right hon. Gentleman for making that point, because there are certainly questions still to be answered, which is something I will come to.

I am concerned that the restrictions on student numbers will mean that we fail to realise the full benefits of competition in the higher education sector, which would have encouraged universities to achieve greater efficiency and offer more value for money. As a recent report by Tim Leunig for the think-tank CentreForum put it,

“because government restricts the number of students that each university can take, this is not real competition”—

and indeed, it is not. I am sure that my right hon. Friend the Minister will agree that the Government must devise a system in which universities and courses that are popular and economically important can expand, if necessary at the expense of unpopular courses and institutions. Does he therefore share my concern that capping student numbers will threaten one of the key benefits offered by the Government’s reforms? What further action does he propose to take to ensure that courses that students want to take, at a price that they want to pay, can expand at the expense of courses that they do not want to take, at prices that they do not want to pay? In these difficult times the Treasury is keen not to spend more on subsidies for students than it absolutely has to, which provides the Secretary of State and the Minister with a big challenge if they want real competition in the higher education sector. If the Minister cannot convince the Treasury that removing the cap on student numbers will reduce overall HE costs, there will be no genuine market in HE.

However, I hope that the Government are thinking creatively about seeking micro-solutions to the problem. In particular, I would recommend that they look at three areas that are perhaps worthy of further consideration. The first is how we encourage private sector institutions to enter the HE sector and offer degree courses. There is no reason why they should not be allowed to enter the sector and overcome any real or perceived barriers to entry, which can easily be removed. Secondly, the further education sector needs to be encouraged to offer more degree and higher education courses. The changes that we have made in the HE sector offer huge opportunities for FE colleges to offer high quality, affordable, specialist courses. Once again, we can look across the Atlantic at what is happening in the US community college system as an example of the model that we need to strive to follow in this country.

[Mr Graham Stuart]

My hon. Friend is making a powerful speech, the content of which I agree with. Does he agree that many FE colleges are now delivering the quality that should enable them to confer degrees, rather than being dependent on universities, which in times of financial uncertainty tend to reduce what they allow FE colleges to do? We need to give them freedom if they are to compete properly in the market.

[Mr Wilson]

Indeed I do agree with that. There are some fabulous FE colleges that could easily deliver high quality higher education degrees.

Thirdly, if we are to have a Treasury-imposed affordability limit on student numbers, we need to think more creatively about how we tease the best out of a more limited market system. As I have said, we need to encourage the best high-quality, sought-after courses that students actually want to take. We have to design a system that allows good universities with good courses to expand, and poorly performing universities with poor quality courses to decline, or at least take action to improve their offering.

[Mr Willetts]

My hon. Friend is focusing on the crucial issues of how we get more competition and choice into the system. I assure him that these are absolutely the issues that we will focus on in the White Paper.

[Mr Wilson]

I am grateful to my right hon. Friend for that reassurance.

Let me turn quickly to my other point about the Office for Fair Access. As Professor Eastwood rightly argued, more higher education places should mean more social mobility. Although I welcome any constructive suggestion to increase social mobility and opportunities in this country, I am concerned that a heavy-handed attempt to do so would risk another cornerstone of our university system, which is academic freedom.

In a commendable feature of the Higher Education Act 2004, OFFA was given a legal duty

“to protect academic freedom including, in particular, the freedom of institutions…to determine the criteria for the admission of students and apply those criteria in particular cases.”

The first guidance letter issued by the Labour Secretary of State in October 2004 confirmed that the Government’s priority was financial support for the poorest students, and noted that

“institutions that generally attract a narrower range of students may want to put more money into outreach activity to raise aspirations”.

The guidance also made it clear that institutions’ admissions policies and procedures were outside OFFA’s remit.

This Government’s new guidance to the director of fair access is much more aggressive, and I believe that it has clear and serious implications for universities’ admissions policies. It instructs OFFA that it

“will want to ensure that each institution is making sustained and meaningful progress towards a more balanced and representative student body, reflected year on year in its own benchmarks, measures and targets.”

Under the February 2011 guidance letter, if an institution is deemed to have seriously or wilfully breached its access agreement, OFFA can decide not to approve or renew the agreement. That would remove the institution’s right to charge its students above a basic fee level. I understand that a fine of up to £500,000 is also available.

The message to universities, via OFFA, appears to be that unless they make progress each year towards achieving a “more balanced and representative” student body, they can expect OFFA to set much more onerous obligations and require them to devote more of their resources to outreach and financial support. In addition, they could be fined. So, while the Opposition call for new powers for OFFA, will the Minister confirm that the Government remain committed to protecting the academic freedom of universities, and that they have no plans to interfere with university admissions policies through access agreements?

[Mr Willetts]

I can give that assurance. We have no plans to change the legal framework guaranteeing the freedom of universities to run their own admissions procedures.

[Mr Wilson]

I thank my right hon. Friend for that assurance, but the legal framework is slightly different from the access agreement. I do not have time to go into that now, however.

I agree with the Russell group when it argues that too few poorer pupils are getting the right grades and that the achievement gap according to socio-economic background is getting even wider. It also argues that the most effective way to get low income students into the best universities is to help them to improve their academic performance at an early stage. It is in the schools that we should be looking to change things, not in the universities. As I have said, I am passionately committed to raising aspirations and spreading opportunities more widely in our society, but it would be far better to tackle the real cause of unfair access to higher education—too few poorer children achieving the right grades at school—than to bring the Government into conflict with the legal duty to protect university independence and academic freedom.

Oral Answers to Questions

Rob Wilson Excerpts

Thursday 31st March 2011 Commons Chamber

[Vince Cable]

First, the hon. Gentleman is terribly behind the times. He may not have listened to the Home Secretary’s statement on student visas, but she made it absolutely clear that there is no cap on student visas and that the study to work route is still available for overseas students. The universities have acknowledged that. There is no hole in the finances. If he had followed the public announcements that universities have made, he would have seen that of the 36 that we are aware of, 13 propose to charge up to the maximum. That is well below the 80% quoted by the Leader of the Opposition yesterday. Of those universities, many will have substantial fee remission on the Oxford model.

[Mr Rob Wilson (Reading East) (Con)]

I have discussed on many occasions with the Minister for Universities and Science my view that Governments should avoid unnecessary interference in universities. The enhanced role given to OFFA is causing great unease in the sector and among some Government Members. Will the Secretary of State clarify the powers that OFFA has and how it will be expected to deploy them in relation to universities that set fees above £6,000?

[Vince Cable]

I think that there is complete clarity. I set out the position in a letter that I sent to OFFA some weeks ago, which is available and which I can certainly make available to the hon. Gentleman. It is absolutely right that, in return for being allowed to charge the higher fee levels, universities should make the maximum possible access available to people from disadvantaged backgrounds. There is a particular problem with traditional universities, where social mobility declined in the last decade. We are determined to overcome that.

Oral Answers to Questions

Rob Wilson Excerpts

Monday 21st March 2011 Commons Chamber

[Michael Gove]

I am grateful for the moderate way in which the hon. Gentleman couches his question. The sad truth is that the Government did not have the information available to know quite how dilapidated the schools estate that we inherited was, because in 2005 the previous Government abandoned any systematic collection of data about the state of schools. More than that, we inherited a situation in which the Office of Government Commerce had warned the previous Government that there was insufficient investment in additional pupil places. That is why we doubled the amount of capital spending on additional pupil places. As a result, we have had to make economies elsewhere, but we have prioritised where the previous Government failed to.

[Mr Rob Wilson (Reading East) (Con)]

Many urban areas in the south-east, such as Reading, will shortly have enormous pressure on their primary and secondary school places. For planning purposes, it is important that they can look further ahead than 2012. What can my right hon. Friend do to assist local education authorities that are struggling, and under the most pressure, with additional pupil places?

[Michael Gove]

We have doubled the amount of money that local authorities have to spend on additional pupil places this year. The James review will give all local authorities a greater degree of confidence that every penny that is spent on pupil places can be spent more effectively and efficiently.

Private Schools (Access)

Rob Wilson Excerpts

Wednesday 16th March 2011 Westminster Hall

[Mr Rob Wilson (Reading East) (Con)]

It is a great pleasure to serve under your chairmanship for the first time, Dr McCrea.

Let me begin by welcoming the coalition Government’s work to date on education. I am sure that more freedom for schools, more meaningful accountability, a commitment to driving up teacher quality and new powers for schools to get tough on the blight of poor behaviour will, over time, help to deliver the improvements in pupil attainment across the sector that we all desperately want to see.

The coalition Government are right to be concerned about the educational attainment of the least affluent children in our society and, in that respect, I very much welcome the additional early years provision and the introduction of the pupil premium. Members may not know this, but I was one of the early advocates of the pupil premium and, for some time, convincing my colleagues of its usefulness felt like an uphill task. I was delighted when the pupil premium was adopted, perhaps with a little help from our coalition partners. I strongly suspect that the Minister’s response to my proposals today will be similar to how it felt all those years ago when I started this journey.

This discussion is well worth having; we never know what will happen a couple of years down the line. I propose, as I have in the past, that in order to make the pupil premium successful, we need to do two things. First, we need to direct it at the very poorest children in the education system. Secondly, we need to make it flexible so that it gives those children real choices within the education system.

I fear that our reforms, particularly in relation to the pupil premium and its current structure, will not do enough to bridge this country’s great and growing educational divide between the very rich and the poor. By focusing our attention solely on the state sector, we risk ignoring the fact that some of the very best educational opportunities that this country has to offer in terms of the schools that dominate the top A-level and GCSE results are in schools that are largely reserved for the children of the wealthy and well-connected, and are closed off to a vast majority of the children who live on their doorstep. That is not to say that many middle-class parents do not stretch their household budgets to breaking point to ensure that they get the best educational opportunities for their children.

Although only about half of pupils achieve five good grades at GCSE, and fewer than one in 100 children eligible for free school meals makes it to university, some of the leading private schools routinely send half their pupils to Oxford and Cambridge; Westminster school and St Paul’s girls’ school are good examples. On the rate of low-income attendance at top universities, a recent report by my hon. Friend the Member for South West Norfolk (Elizabeth Truss) states:

“The rate of low income attendance at top universities has stagnated at 2 per cent.”

It will therefore come as little surprise that former private school pupils have a disproportionate hold on the leading professions. Social mobility has declined and it has become even harder for the least affluent to make it to the top of the tree.

Despite evidence in a recent report showing that the situation has improved slightly over the past few decades, former private school pupils still account for two thirds of judges, more than 60% of barristers, and more than half of solicitors, chief executive officers and doctors. I also note with a wry smile that the proportion of journalists who attended independent schools has risen in recent years.

If we contrast that with the performance of pupils eligible for free school meals, we see that the difference is very striking. Just 27% of free school meal children get A* to C, including English and maths, at GCSE. That is half the national average, which is already too low. The situation is even worse when evaluated against the English baccalaureate subjects, something the Secretary of State likes to do. The report produced by my hon. Friend the Member for South West Norfolk is again relevant, because in many respects, low-income students are being mis-sold the new GCSEs and A-levels on the basis that they are equal according to league tables and UCAS points. The evidence shows, however, that universities and employers value core academic subjects, such as mathematics, English, the sciences and English baccalaureate subjects. The result is poor performance, with only 4% of free school meal pupils achieving five A* to C grades in core academic subjects, compared with the 15% national average.

Research shows that a wealthy child attending an independent school is 55 times more likely to win a place at Oxbridge than a child eligible for free school meals, whose chance of winning a place at one of our ancient universities is less than one in 100.

[Mr Stewart Jackson (Peterborough) (Con)]

I congratulate my hon. Friend on securing this timely and important debate. Is he as concerned as I am about figures showing that in 2009 just 4% of children on free school meals took chemistry or physics, while fewer than one in five took history and less than 15% studied geography or French?

[Mr Wilson]

Yes, that concerns me enormously, and that is why the report by my hon. Friend the Member for South West Norfolk is so timely. I hope the Minister will take the issue on board and address it directly later.

I do not say what I have said in order to criticise universities, but I hope that it demonstrates to Members the epic scale of the challenge that we face as a nation. If we are serious about fairness and about unleashing aspiration and opportunity for all, we should take action to make first-rate teaching and the ethos of excellence available to everyone, rich or poor.

Before I give details of what I think should be done to remedy the situation, let me be clear about what I am not calling for and not claiming today. First, I am not making sweeping claims that independent schools are better than state-maintained schools. There are huge variations within the independent sector in terms of standards and pupil attainment. The bottom half of private schools accounted for just 7% of A* A-level grades in the independent sector last year. Moreover, the OECD has argued that on average the difference in attainment between state schools and private schools is largely accounted for by the socio-economic background of the students.

Secondly, as I will explain later, I am not calling for a system-wide educational passport or public subsidy for private schools. Thirdly, I do not wish to re-enter the argument about selection or reintroducing grammar schools. None of the main parties has plans to expand selection in the education system in England, and neither do I. Fourthly and finally, what I shall propose in the next few minutes is not a panacea for improving educational attainment across the whole population of school children, but I stress that it will make an important contribution to social mobility and aspiration in England.

That is not an excuse for ignoring the fact that selective private schools exist and that many of them offer first-rate educational opportunities, with an ethos of excellence. Last summer’s A-level results show that of the top 40 schools in terms of academic A* grades per pupil, three quarters were private schools. Independent school pupils make up 33% of all pupils who get three As at A-level. Despite the fact that the independent sector as a whole educates just 7% of school pupils, students who attended private school still account for more than 45% of places at Oxford and 40% at Cambridge.

Who has the opportunity to attend these schools? The answer is that since the demise of direct grant schools and the assisted places scheme, apart from bursaries and scholarships, admissions are largely restricted to pupils whose families have the ability to pay. Some of the best performing schools in the nation are closed off to a vast majority of the poor children who live on their doorstep.

If we are serious about boosting the life chances of more children from poor homes, and increasing social mobility so that children from disadvantaged backgrounds have a better chance of making it to the top, something must be done to break down the social apartheid in our schools. I would like the Minister to consider a proposal that could broaden the social base of some of our leading private schools and boost the life chances of many less affluent pupils now, rather than in however many years it takes to dramatically raise teaching quality and tackle issues of poor behaviour across the entire school system.

Specifically, I would like a number of the leading private day schools to consider offering a number of free places to pupils in their surrounding area who are eligible for free school meals. The Government could support them by meeting some of the cost, but by no means all of it. It would be entirely up to the children and their families whether they applied for a place at participating schools. The pupils would have to demonstrate their aptitude and potential through a competitive admissions process. As the Sutton Trust has noted, tests these days are far more sophisticated than the old 11-plus. For example, many independent schools have developed tests around verbal reasoning, which test the child’s aptitude rather than how well they have been tutored or taught at school. My proposal is not an exercise in social engineering, so all those who take the test—rich or poor—should have the same chance of success.

My proposal is completely cost-neutral to the Government and therefore to the taxpayer. All that changes is that the per pupil funding and the pupil premium shift to another school. The remainder of the cost of the fees is met by the independent school itself or its supporters. Many such schools have alumni who are willing to step in. It is interesting to note that the Government will provide £150 million for a national scholarship scheme for disadvantaged young people attending our universities. Those resources are devoted to creating a more balanced intake for our elite universities, which, after all, are independent, selective, fee-charging educational institutions. Will the Minister explain where the difference lies in relation to independent schools?

It is important that the proposal is evidence based, and the evidence suggests that opening up access works. Between 2000 and 2006, the Sutton Trust joined forces with the Girls’ Day School Trust to sponsor an open access scheme at the then fee-paying Belvedere school in Toxteth, a very deprived part of Liverpool. With the support of both organisations, every place at the school was allocated on the basis of merit alone, not ability to pay; the way the scheme operated was almost needs-blind. A five-year evaluation of the Belvedere school scheme was conducted by the Centre for Education and Employment Research. It found that open access could lead to a broader social mix of pupils at some of our very best schools and that it could raise aspiration among pupils to go on to university and improve the exam results achieved by the participating school.

In the first three years of the Belvedere scheme, the school attracted an average of 366 applications for just 65 places, with applications from three quarters of primary schools across the Liverpool area. During the five years of the scheme, entries from middle and lower income postcodes increased considerably. The proportion of pupils eligible for free school meals over the five years was 32.8%, which is more than double the national average for girls aged 11 to 15 in the maintained secondary sector. Far from the scheme’s threatening academic standards at the school, Belvedere went on to achieve its best ever results in 2005. Some 99% of pupils achieved five good GCSEs, compared with an average of 49% across the rest of the local education authority. Survey evidence showed that the school was a happy place, and that 95% of the pupils were hoping to go to university.

Sir Peter Lampl, chairman of the pioneering charity the Sutton Trust, told me that he regards the open access scheme as the most important project that the trust has undertaken. He sought to persuade the previous Government to take up open access and expand it, initially to 12 schools, but ultimately to 100 or more top independent schools. Unfortunately, despite a broad base of support and great willingness from schools in the independent sector, the previous Government failed to take forward the programme.

[Mr Stewart Jackson]

Does my hon. Friend agree that the Charity Commission and its esteemed head, Dame Suzi Leather, would be better off supporting similar initiatives to that pursued by the Sutton Trust in Liverpool, rather than hounding small private schools on the spurious basis that they are not opening their rolls to children across the community?

[Mr Wilson]

I thank my hon. Friend for that important question. My experience of dealing with the independent sector is that, perhaps more than any other sector, it is focused on trying to do all it can to help children from poorer backgrounds. A number of schools have contacted me about the subject during the past few days and they are very keen to get involved, and to do more of this type of work and give more opportunities to poor children. I find it hard to know where the Charity Commission is coming from, when those independent schools are doing such a wonderful job trying to help the life chances of children from poorer families.

Since I wrote an article on the issue that appeared The Daily Telegraph last Friday, I have received an e-mail from John Claughton who is chief master of King Edward’s school, Birmingham. He told me that

“our central purpose at the moment is to extend accessibility: we would love to become needs blind. We certainly have the demand for places from low-income families. We would respond positively to any government initiative to encourage attendance of such pupils in our schools.”

King Edward’s, the former school of the Minister for Universities and Science , already has a hugely impressive record in making places available to less affluent pupils. More than 30% of its pupils get some kind of financial support and more than 15% attend for free. For the coming academic year, the school is offering a quarter of its places for free—30 free places in an intake of 120. Mr Claughton believes that if the Government could meet half the cost of providing more places to free school meals pupils, the school’s alumni would be in there like a shot to support that initiative.

Mr Kevin Fear, the headmaster of Nottingham high school—attended by the Secretary of State for Justice and none other than the shadow Chancellor, the right hon. Member for Morley and Outwood (Ed Balls)—wrote to me over the weekend fully endorsing the proposals to expand open access:

“I welcome these proposals to support the most needy in our society to access the great independent day schools. As a school, we already support as many pupils on bursaries as we are able to, but with support of this kind, we would be able to support many more and greatly assist social mobility, particularly in our inner cities.”

Independent schools are already making a strong contribution to the educational success of pupils from poorer homes. Nearly a third of the students admitted to Oxford in 2010 from households with an income below £16,000 had been in the independent sector. The head teachers and organisations I have spoken to believe that the kind of Government support I am advocating would allow them to double the number of bursaries they can offer. The message from the independent sector is clear: schools are keen to do what they can to offer real chances to some of the poorest children in their areas. Only yesterday, private schools belonging to the Headmasters’ and Headmistresses’ Conference created 60 extra bursaries to sponsor sixth-form school pupils from the state sector to study physics, chemistry and languages.

David Levin, chairman of the HMC, has made it clear that he wants private schools to offer even more bursaries, but the difficulty is obviously raising the funds. However, as the schools have indicated to me, Government support would have the added advantage of leveraging and unleashing philanthropic contributions from alumni, business and charitable communities.

As I have already said, what I ask from the Minister is unlikely to be forthcoming today, but we can but try. I am aware that the resources of the Department for Education are extremely tight. We have been left with a very difficult economic inheritance and we have to deal with the situation as it is. I am also aware that any move by the Government to get involved with, let alone support, independent selective schools is fraught with political difficulty. I realise that the Government may be reluctant to reallocate money from the state sector to the independent sector on the basis of a single study, but does the Minister agree that the open access scheme sponsored by the Sutton Trust shows exceptional promise? Does he agree that the idea should be explored further? If he does, how will that initiative be taken forward, and will he ask the Secretary of State to meet a delegation of those interested in pursuing it?

In time, I hope that the Government will take another look at opening access in a number of leading private schools, perhaps beginning with a pilot of up to 12 schools, as envisaged by Sir Peter Lampl. That would give a broader and stronger evidence base from which to evaluate open access policies. At the very least, I hope that the Government will look at what leading independent schools are doing to broaden access, and will do what it can to support them and encourage best practice. Opening up access would send a powerful message that none of the nation’s best educational opportunities is out of reach of children solely on the basis of their family’s resources. What I ask for today is a very small change, but it could have huge implications for social mobility in this country.

--- Later in debate ---

[Tim Loughton]

My hon. Friend is absolutely right, and all Government Members know that.

I want to get on to my substantive comments. Before I do, however, I should say that it was slightly worrying that the hon. Member for Chesterfield started by saying that his party did not want to interfere with independent schools, but then listed a whole area where they had better watch out—I think that that is what he was telling them. The Labour party still cannot stop meddling. It was also rather patronising of him to say so many times that Government Members have well-intentioned motives, even if he did not agree with any of us.

My hon. Friend the Member for Reading East referred to the excellent work of the Sutton Trust, to which I pay tribute, and that is particularly true of its head, Sir Peter Lampl. For more than a decade, the trust’s work to promote social mobility has played an important role in all debates covering the early years, schools and higher education.

It is important to recognise at the outset of any debate about the quality of education that we have many great schools in the state and independent sectors, where the hard work and commitment of superb head teachers and inspirational teachers enable pupils to achieve good qualifications. The Government have a responsibility to ensure that all children have access to the best possible education. The challenge facing us is to ensure that there are more of these great schools so that all children can get the best possible education.

Over the past decade, we have slipped down the international league tables for school performance, as my hon. Friend the Member for Peterborough said. What makes that so much worse is that we also have one of the most stratified and segregated school systems in the developed world. Studies such as those undertaken by UNICEF and the OECD underline the fact that we have one of the most unequal educational systems in the world, coming near bottom out of 57 countries for educational equity.

The gap in attainment between rich and poor remains persistently stubborn, as my hon. Friend recognised. It opens even before children get to school. We know from Leon Feinstein’s research that the highest early achievers from disadvantaged backgrounds are overtaken by lower achieving children from advantaged backgrounds by the age of five. The achievement gap between rich and poor then widens at the beginning of primary school. By the end of key stage 1, a child eligible for free school meals is a third as likely as other pupils to reach the expected level in reading, writing and maths.

The gap then widens further still. A child eligible for free school meals is less than a third as likely to achieve five or more GCSEs at grade A* to C, including in English and maths, than a child from a less deprived background. By 18, the gap is vast. In the most recent year for which we have data, of 80,000 young people eligible for free school meals, just 40 made it to Oxbridge— less than some independent schools manage in a single year. Our schools should be engines of social mobility, offering a route to liberation from the constraints imposed by accidents of birth and background. At the moment, however, that just is not the case.

Like my hon. Friend the Member for Reading East, I am a big fan of independent schools; like him, I want the advantages of the independent sector to be available to a great many more of our children. Independent schools have a proven track record of success. Children who attend private schools are three times more likely to achieve three A-grade A-levels than those who attend state-funded schools. The coalition Government believe independent schools have a vital role to play in our education system in ensuring that more children achieve such excellence.

In the past, access to independent schools was provided to disadvantaged pupils. During the 1980s and 1990s, as we have heard, the previous Conservative Government’s assisted places scheme provided means-tested Government-supported places at leading independent schools. In fact, I made my maiden speech on the very Bill that did away with the scheme—the first piece of legislation from the previous Labour Government to do away with something.

The scheme followed the principle that the lower a family’s income, the more support the state should provide. I am pleased to say that the coalition Government are following the same principle today with our pupil premium. As I said, the previous Government phased the assisted place scheme out. That is not to say that no disadvantaged pupils are educated in the independent sector, because they are. Independent schools cater for about 7% of pupils. Of those pupils, more than 160,000—about a third—receive support to help cover the cost of their fees. That support is worth more than £660 million every year.

Around 80% of that support comes as bursaries or scholarships provided by the schools themselves. I welcome that and hope that it continues. Access to an independent education can also be supported by local authorities; for instance, where a vulnerable child is at risk of being taken into care and where it may be in the interests of the child to attend a boarding school, or where support needs to be provided to a child with a special educational need that cannot be met in the state sector. Again, that support is welcome and it is right that it continues. Indeed, independent schools can approach local authorities that can come up with arrangements of their own. In Cheshire, I gather the local authority already buys in places at the boys’ independent grammar, Sandbach school, for example. Many local authorities also place pupils with special educational needs in independent mainstream and special schools. I have already mentioned children in the care system.

My hon. Friend the Member for Reading East specifically mentioned the open access project run by the Sutton Trust to support access to the Belvedere school. It is an impressive project, and I would naturally be fascinated by any proposal that my hon. Friend might put forward that would enable more pupils from disadvantaged backgrounds to access independent education. However, I regret to say that it is neither practicable nor affordable for the state to fund a similar project today. Instead, our priority must be to improve the state school system and to close the gap between rich and poor for all.

Those were the twin goals of our recent White Paper, “The Importance of Teaching”, which set out a comprehensive programme of reform, based on evidence of what has worked for nations with the best-performing education systems in the world. While they have taken their own unique approach to education reform, all successful systems share certain common features. They have prioritised plans to improve teacher quality, for example, granted greater autonomy to the front line, made schools more accountable to their communities, modernised curricula and qualifications, and encouraged more professional collaboration.

We are enacting the same kind of whole-system reform here in this country, with both profound structural change and rigorous attention to standards. We have also taken steps to support the education of the most disadvantaged pupils. Our pupil premium, as I mentioned earlier, will see schools receive additional money—starting at £430 per pupil but rising in total from £625 million this year to £2.5 billion per year by 2015—that will provide an incentive for them to take pupils from disadvantaged backgrounds, and, I hope, give them a better education than they are able to access at the moment.

On top of that, we have created a new education endowment fund worth £110 million, which provides a further incentive for schools and local authorities to work together to bring forward innovative projects that will raise attainment of disadvantaged children in under-performing schools. Because nothing matters more than giving more of the poorest children access to the best teaching, we are more than doubling the size of Teach First, so more of the best young graduates are able to teach in more of our most challenging schools, including primary schools. We have appointed Dr Liz Sidwell, herself an inspirational head, to use her experience and knowledge to work with local authorities to identify those schools most in need of support and help them develop plans for their improvement.

Once again, the independent sector has an important role to play. At the heart of our approach to school improvement is a belief that the best way to help schools improve is to encourage other schools with great head teachers and impressive track records to collaborate with them. There are already many examples of successful partnerships between schools in the independent and state sectors. The Independent Schools Council survey showed that more than four in five independent schools are now working with local state schools, to mutual benefit. I am very keen that that continues. Indeed, an independent school has sponsored an academy in my constituency. Beyond the financial and direct assistance given to the academy, there is shared teaching, use of resources and a greater integration between those two sets of pupils, to the benefit of both schools.

One way to build on that is for independent schools to become academy sponsors, as I have said. As outstanding schools in their own right, they can share their expertise and set a clear ethos that together help to transform state schools that are under-performing. More than 30 independent schools are already sponsoring academies, and I hope many more will do so in future, again, as I say, for the mutual benefit of both the independent and maintained sectors.

Another way that independent schools can play a wider role in the school system is by proposing a new free school, and we have already heard examples of that. We have already received applications from independent schools and I hope that others will join them in the months and years ahead.

Let me end by thanking my right hon. Friend—my hon. Friend, rather—once again.

[Mr Rob Wilson]

It is only a matter of time

[Tim Loughton]

Exactly. I thank my hon. Friend for calling the debate. He is right to draw attention to the vital role that independent schools have to play in supporting the education of disadvantaged children in our country. While I might not have given him the full response he was looking for, I empathise with the intentions and motives behind the points he made. I encourage him to continue pursuing practical ways that we can get more children from maintained sectors integrating better with children from other backgrounds from the private sector. I look forward to continuing to work together, with him and other Ministers, to help all children access the best possible education, which it is their absolute right to want and our duty to provide.

Oral Answers to Questions

Rob Wilson Excerpts

Thursday 17th February 2011 Commons Chamber

[Mr Prisk]

I should be more than happy to meet my hon. Friend. As she knows, two thirds of all applications are dealt with within 20 working days, but as she will appreciate this is sensitive equipment to a sensitive location. We need to ensure that we license only legitimate exports in these circumstances. I am pleased to say, however, that in this instance the licence has been granted.

[Mr Rob Wilson (Reading East) (Con)]

13. What his policy is on widening access to higher education for students from disadvantaged backgrounds; and if he will make a statement.

[Gordon Birtwistle (Burnley) (LD)]

20. What his policy is on widening access to higher education for students from disadvantaged backgrounds; and if he will make a statement.

[The Minister for Universities and Science (Mr David Willetts)]

This Government are committed to social mobility. That is why our higher education reforms have no payments up-front, more generous maintenance support and the extension of loans to part-time students. Last week we gave updated guidance to the director of fair access about access agreements and outlined details of our £150 million national scholarship programme.

[Mr Wilson]

I thank my right hon. Friend for that answer and for the additional support to disadvantaged students. In a report, the Sutton Trust has described university entrance quotas as

“a punitive measure against talent and effort”

and argued that no child should be denied a university place because of their social or educational background. Does he agree with that view and will he clearly rule out any move towards the social engineering of university admissions?

[Mr Willetts]

We in the coalition Government do not believe in quotas, for the reasons that my hon. Friend rightly sets out. They would be not only undesirable but illegal because the autonomy of universities in running their own admissions arrangements has legal protection.