Education and Local Government

Robert Courts Excerpts

Tuesday 14th January 2020 Commons Chamber

[Robert Courts (Witney) (Con)]

It is an honour to speak towards the end of the debate. We have heard many incredible speeches today from those who are making their first remarks in the House. I and others are slightly in awe of following people who have spoken with such quality. I cannot mention them all, but I pay tribute to my southern neighbour, my hon. Friend the Member for Wantage (David Johnston), who spoke for the first time today. He spoke incredibly fluently and persuasively, without notes, which is extraordinary for a maiden speech.

My hon. Friend spoke persuasively about social mobility, which matters hugely to all of us. I have done a little family research. About 100 years ago, as far as we can tell, the Courtses were semi-skilled or unskilled workers in the midlands and the fens. For those ancestors the prospect that I would become a barrister, or perhaps go through the doors of this Chamber and stand in Parliament, must have been utterly fanciful. It cannot have dawned on them that that would happen. My paternal grandfather was a cobbler and my father got to university through going to the local grammar school. In due course, I went to the Bar and was then was honoured to be elected to come here.

What has made the difference? It is unlikely that the family has become more industrious or more intelligent as time has gone on. I suggest that the answer is straightforward: it is education. The advent of mass education available to all has meant that people’s talents have been able to be unlocked. That is why social mobility and education matter so much to all of us. My wife is a governor at the local primary school and my mother was a teaching assistant for many years, so I am acutely aware of it.

We have a strong base upon which to build. Since 2010 the Government’s record has been extraordinary—we only have to look at the increase in standards to see that. Nationally, 1.9 million children are in good or outstanding schools—that is 86% of children in good or outstanding schools. In my constituency area of west Oxfordshire, the figure is around 95%, which is an incredible record, an incredible improvement and a base on which we can build. That improvement is the result of academic rigour and some of the policies put in place, and it is also the result of the dedication and talents of teachers, families and, of course, the students who have gone through the system in that time.

I am acutely aware that cost pressures since 2010 have been significant for teachers. I have a good working relationship with all the teachers in my constituency. I have visited a great many of them and I have tried to understand the issues in real detail. School funding is not the most straightforward aspect of policy for anybody to get to grips with for the first time, but it seems that teachers are now expected to do many more things that they were not expected to do in the past, or it may be that aspects of budgets were paid for by the local authority but are not now paid for. There are of course good reasons for that, and we all know them. Even now, I think we are paying approximately two thirds of the entire education budget towards servicing debt interest—it is more than the defence budget. That is why we have had to take the difficult decisions that we have taken over the past decade, but in this Queen’s Speech we can see the fruits of those difficult decisions and of the British people’s industriousness as we can start to reinvest. I am really pleased that with this Queen’s Speech the Government have listened to people like me—constituency MPs who have come back and reported on what they hear from the education frontline.

I am delighted to welcome the levelling up funding. It is welcome that all schools are receiving significant—in some cases very significant—increases in funding to level up throughout the country, particularly in rural areas such as Oxfordshire, which has historically been underfunded. What is also welcome is that that funding is to be invested in some of the educational areas that I know, from talking to teachers, have caused difficulty. For example, special educational needs provision is demanding for teachers in time and resources, and it is very welcome that much more money is being put into that. Similarly, the various initiatives to help those from disadvantaged backgrounds to make the most of their time to ensure that they also profit from the education system are very welcome as well.

In the short time remaining, I wish to make one point about the type of education that we offer. Probably the biggest thing that employers in my constituency will say to me when I speak to them is that they could expand and grow their business, but they just cannot find enough people to hire with the right skills. In an area such as west Oxfordshire, which is very high-tech, with aviation, Formula 1 and all sorts of science spin-offs coming out of the University of Oxford, there is a real need for people who have not only the academic ability but often the technical ability as well. The focus on T-levels and other vocational skills is very welcome.

The last point I wish to make is about practical work experience. I am grateful that the Royal Air Force has invested in a STEM programme at Carterton Community College. Meaningful work experience with companies in the real world would be of great value to employers and schools alike.

Broadly, I welcome everything in the Queen’s Speech, particularly the focus on education, which I hope will open doors for others, as those doors have been opened for me.