Three-tier Education

Debate between Rupa Huq and Nick Gibb

Wednesday 16th March 2016 Westminster Hall

[Dr Huq]

In the Budget just now, we heard about devolution. The Minister says there is a role for local authorities, but if I understood correctly, schools are going to become academies, which seems to contradict the principle of devolution. Perhaps he can help me understand this better.

[Mr Gibb]

Yes, of course. The announcement today in the Budget—we will be saying more about this tomorrow in the White Paper—is that all schools will become academies, or be in the process of becoming academies, by 2020. Until then, a large number of schools will still be maintained schools, and if the hon. Lady can be a little patient, I will come to the position regarding academies in a moment. None the less, we still need guidance about the position of three-tier systems when a number or some of those schools are maintained schools.

Where organisational change is proposed, we expect the local authority to agree with schools how any changes will be funded. The Department’s role is to hold schools accountable for the quality of education they provide and not to mandate any particular configuration of tiers. Supporting local authorities to create sufficient school places remains one of the Government’s top priorities. Local authorities are responsible for ensuring that there are enough school places for children in their area. We are spending £23 billion on school buildings in this Parliament to create 600,000 new school places— we created nearly 500,000 in the last Parliament—and we intend to open 500 new free schools and to address essential maintenance needs with that money. That delivers on our manifesto commitment to invest a further £7 billion to create new school places between 2015 and 2021.

Through the free schools programme, we are creating greater local choice by allowing existing schools and other groups to be able to establish new schools, in particular where additional high-quality places are needed. Those include not only traditional primary and secondary schools, but 55 university technical colleges, 72 all-through schools and 25 16-19 free schools that are either open or in the pipeline.

The three-tier system—in which school provision is organised into lower, middle and upper schools rather than the primary and secondary model—has been established, as my hon. Friend said, in areas of the country such as Worcestershire for many years. The number of groups operating the three-tier system has reduced in recent times, mainly because local authorities have restructured their provision as need dictates. There are still, however, over 68,000 children currently being educated in middle schools in England.

The Secretary of State only has a role in decisions to change the age range of a school when that is proposed for an academy. She will only make such a decision at the request of an academy trust.

When a local authority decides to move from a three-tier to a two-tier structure, it is important that careful plans are in place to minimise any negative impact on the performance and viability of other schools in the area, which is something that my hon. Friend the Member for Mid Worcestershire expressed concern about. Local authorities proposing such a change must follow the established statutory process set out in schedule 3 of the School Organisation (Prescribed Alterations to Maintained Schools) (England) Regulations 2013. In practice, an authority-wide reorganisation often involves months of informal consultation and research before the formal statutory process is undertaken. That process ensures that such decisions are widely consulted on and the views of stakeholders and others are valued.

There are four separate stages of the statutory process. First, local authorities are required to publish their proposals in a local newspaper and at the school site. Secondly, a period of formal consultation has to take place for at least four weeks. Thirdly, a decision is usually made by the local authority. Only after those three steps have been taken can the proposal be implemented.

Feminism in the School Curriculum

Debate between Rupa Huq and Nick Gibb

Monday 11th January 2016 Commons Chamber

[Mr Gibb]

Yes, and I will come to that in more detail shortly.

In addition to the reformed national curriculum and GCSEs, our reforms to A-levels are aimed at equipping all pupils with the knowledge and skills they need to progress to higher education. The proposed new content for the politics A-level will require for the first time that all students study some core political theories in detail. Students will be required to study liberalism, conservatism and socialism—[Hon. Members: “Hear, hear.”] Yes, we left that in mainly because it is likely to become even more important as the Labour party struggles to find its heart. Students will be required to study those theories and the ideas of their key thinkers, which will enable them to understand these fundamental political theories and provide a foundation for the study of politics at university.

We recognise that the work of female political thinkers was not given due weight in the draft content. The final content will set out clearly those female political thinkers whose work should be studied. Suggestions have included Simone de Beauvoir, as mentioned by the hon. Member for Ealing Central and Acton, as well as Hannah Arendt and Rosa Luxemburg, to name but a few.

There is always a balance to be struck in designing qualifications between establishing breadth of study, making sure that each of the areas to be studied can be covered in sufficient depth, and avoiding qualifications becoming unmanageably large. Feminism is an optional area of study in current specifications. It was never our intention to exclude the study of feminism from the reformed A-level. We said we would listen to the consultation, which opened on 3 November and closed on 15 December. We have seen the strength of feeling about this issue among those who have responded to the consultation. The Secretary of State for Education, whom the hon. Lady mentioned and who is also the Minister for Women and Equalities, has also taken a close interest in this issue.

As was recently mentioned in the other place, feminism can also be studied within other A-levels. For example, in the reformed sociology A-level, students must study issues of gender. Exam boards are responsible for setting the detailed content of qualifications in their specifications, and schools are free to decide which figures they teach about in their classrooms. Following the consultation on the politics A-level, exam boards are making changes to the final content to respond to the concerns raised. We will publish our response shortly, but I can assure the hon. Lady that the final politics A-level will give all students the opportunity to study the core ideas of feminism.

Promoting the goals of feminism means that we have to go further than teaching pupils about justice and equality. That is why the Government are determined to increase the number of young people studying science, technology, engineering and maths subjects post-16. In particular, we want to encourage more girls to take those subjects.

[Dr Huq]

Before the Minister moves on to the sciences, will he say how many replies there were to the consultation? I am curious to know how many there were, if the figures of 50,000, and 4,000 on the other petition, are any indication, given that the Minister referred to the weight of opinion.

[Mr Gibb]

We will respond to the consultation shortly. At the moment, officials are going through all the responses. We have seen a number—[Interruption.] I was hoping for some in-flight refuelling on the precise number to answer the hon. Lady’s question. On the basis of the responses so far, I believe a large number of people have responded on this point. [Interruption.] Unfortunately, it was not very helpful, so I will have to pass on that. The fact remains that the issues will be made public once we have responded to the consultation document. We will set out fairly soon, in great detail, a summary of all the responses, so the hon. Lady will not have to wait long for a full answer to the very reasonable question she asked.

We are funding programmes such as the Stimulating Physics network and the Further Mathematics Support programme to support schools to increase take-up of maths and physics A-levels, with a particular focus on engaging more girls. The national network of maths hubs is also leading a national project aimed at increasing participation among post-16 students in A-level mathematics and further mathematics courses, and other level 3 courses, such as core maths. In this context, many hubs are exploring ways of increasing the proportion of girls studying maths at this level and beyond.

The STEM ambassadors programme raises awareness among children of the range of careers that science can offer. It is worth noting that 40% of the 31,000 STEM ambassadors are women. We funded Engineering UK to deliver a programme of Big Bang Near Me activities—local versions of the national Big Bang fair—that reached more than 100,000 young people, half of whom were girls, in 2015.

Excellent teaching is, of course, vital if we are to engage more girls in STEM subjects. We are undertaking a number of initiatives to support this, including supporting maths and science teachers through the National Science Learning network and the national network of maths hubs; attracting top STEM graduates into teaching through generous bursaries and scholarships; investing £67 million to train an additional 2,500 teachers and upskill 15,000 non-specialist teachers in maths and physics over the next five years; and the triple science support programme, which supports schools to offer three separate science GCSEs.

The Government are also backing the excellent Your Life campaign to increase significantly the numbers taking A-level physics and maths, particularly girls. This is a digital campaign to demonstrate the range of opportunities that maths and science can lead to. Positive signs are now beginning to emerge. Similar numbers of girls and boys take science and maths at GCSE, and achieve similar results. Although fewer girls than boys progress to maths and physics at A-level, we have worked hard in recent years and made some progress. Provisional 2015 results show that since 2010 the number of girls taking maths A-level has increased by just over 3,500 and physics by just under 1,000. Overall, there have been 12,000 more entries for girls in all maths and science A-level subjects.

Our education system has an essential role to play in creating a fair society with opportunity for all. We are confident that our world-class knowledge-based curriculum and other changes that we are introducing will contribute to this goal. I am enormously grateful to the hon. Lady for raising this issue today. She has made some important and compelling points, and I hope she recognises that the Government understand these concerns, and feels that they are being addressed.

Question put and agreed to.

Oral Answers to Questions

Debate between Rupa Huq and Nick Gibb

Monday 20th July 2015 Commons Chamber

[Mr Gibb]

The teacher supply model takes into account the national position. There will, of course, always be areas of the country that find it more challenging to recruit than others, particularly rural areas or some coastal areas. We are also faced with the challenge of a strong economy. If you really want to make recruiting graduates into teaching easier, you need a weak and stagnant economy, with low growth, recession and high levels of unemployment, but for that you need a Labour Government.

[Dr Rupa Huq (Ealing Central and Acton) (Lab)]

8. What assessment her Department has made of recent trends in teacher retention; and if she will make a statement.

[The Minister for Schools (Mr Nick Gibb)]

Statistics published earlier this month show that teacher retention has remained broadly stable for a number of years. Eighty seven per cent of teachers who qualified in 2013 were teaching a year later; this figure has remained roughly constant in each year since 2005. Seventy seven per cent of teachers who qualified in 2011 were still teaching three years later; and 60% of teachers remain in the classroom 10 years after qualifying.

[Dr Huq]

Various recent polls have shown that up to 68% of teachers have considered leaving the profession altogether in the next 12 months. In my constituency, the prohibitive cost of housing contributes to that figure. Heads say that that prevents teachers from staying beyond their initial teacher training. What steps will the Department take to head off the coming teacher crisis in London?

[Mr Gibb]

I do not recognise the hon. Lady’s figures. Our figures show that 52% of those who qualified in 1996 are still teaching 18 years later. We are doing an enormous amount to encourage teachers to stay in the profession and graduates to come into the profession. We are tackling the workload problem and poor behaviour in schools and we are improving teacher training.