Education and Local Government

Baroness Winterton of Doncaster Excerpts

Tuesday 14th January 2020 Commons Chamber

[Several hon. Members rose—]

[Madam Deputy Speaker (Dame Rosie Winterton)]

Order. As colleagues will be aware, there is pressure on time, so after the next speaker, I will put a five-minute time limit on speeches. In the meantime, it is with great pleasure that I call Tom Randall to make his maiden speech.

--- Later in debate ---

[Layla Moran]

I could not agree more. Our teachers are heroes. Day in, day out, teachers in secondary and primary schools, especially primaries—I still do not understand how they do it; those people have the patience of angels—are doing an incredible job, and I thank the hon. Gentleman for giving me the chance to say so. That said, however, they are doing it under enormous strain.

The thin end of the wedge is exclusions, which currently represent a huge crisis in our education system. Vulnerable children are falling through the cracks of a system that is under extraordinary strain. As I said earlier, I went into politics because I was appalled that there was such a strong link in this country between where people go and where they come from. This House is becoming more representative when it comes to women and a bit more representative when it comes to black and minority ethnic people, but how representative is it when it comes to socioeconomic backgrounds? That, I think, is the one thing that we do not talk enough about in this place.

In our schools, it is the kids who come from poorer backgrounds who are consistently falling through the cracks. The rate of permanent exclusions increased by 52% between 2013-14 and 2017-18, returning to levels not seen since the end of the last Labour Government. In secondary schools, for every 10 pupils on the school roll, one temporary exclusion is issued. Pupils with moderate special educational needs are five times more likely to be excluded than those without them, and more than 50% of children with SEND who are excluded have social, emotional or mental health difficulties. Black Caribbean and Gypsy, Roma and Traveller communities are the most likely to be excluded, and pupils on free school meals are four times as likely to be excluded as their classmates from more affluent backgrounds.

I do not believe for one second that those children are in any way less able than anyone else. There is something wider going on here. I think that we need to look at our own system. There are perverse incentives in it, to do with accountability and the inspection regime, that encourage teachers to “off-roll” difficult students before GCSEs. Headteachers are desperate, because of the punitive way in which Ofsted uses results, to take some of them out of the system so that their ratings do not fall. We know that that is happening: Ofsted itself has alerted us to it.

Ultimately, who sets the regime under which Ofsted inspects? Who gives Ofsted its money? It is the Department for Education, and the direction for that is driven by this place. Schools are judged on academic progress. Incidentally, it is the support staff who are the first to go in these leaner financial times. People talk about behaviour, and we heard the Minister talk earlier about the fact that the Government were putting some more money into local government support—

[Madam Deputy Speaker (Dame Rosie Winterton)]

Order. Before I call the next speaker, I should just say that I should have said the limit was six minutes. The hon. Lady has just had seven; it was adjusted in the end.