Education Performance

Sam Gyimah Excerpts

Thursday 12th May 2011 Westminster Hall

[Mr Dominic Raab (Esher and Walton) (Con)]

I join other Members in congratulating my hon. Friend the Member for South West Norfolk (Elizabeth Truss) on securing this timely and important debate. I listened with great interest to a variety of different speeches.

The simple but uncomfortable truth is that, under the previous Government, the British education system let our children down, systematically and consistently. My hon. Friend referred to the UK tumbling down the PISA ranking. We have heard a lot about the related methodological issues, but that is only one of a series of powerful indicators revealing the extent of falling—or at least stagnant—standards, despite the huge amount of money that has gone in. Interestingly, the OECD explicitly criticised the persistent grade inflation at A-level, which has disguised poor outcomes and undermined students’ achievements.

Leading universities have had to offer classes in essay writing to undergraduates who lacked the ability to structure an argument properly—not only the mid-ranking universities, but Bristol, Newcastle and the London School of Economics. I heard directly from the former head of Imperial college, Sir Richard Sykes, about the problems with science and constantly having to spend six months redoing the A-level syllabus, because the standards are not what they were a decade or so ago.

This week the CBI revealed that almost half of employers have to invest in numeracy or literacy training for school and college leavers. That situation would be unacceptable at any time, but it is untenable at the beginning of a century in which Britain needs to be delivering a first-class education for young people, so that they and Britain itself can compete in an increasingly competitive and globalised economy.

I welcome the measures initiated by the Minister and the Government to reverse the trend—in particular the plans to raise the professional status and standards of teachers and the respect that we as a society offer teachers. Some of the measures were set out in the schools White Paper. It is right that we expect a lot from teachers, but it is also essential that they get the best training and that they are better protected from violence in the classroom and from spurious and malicious allegations that we know from the polling is deterring graduates from going into the profession.

One of the Government’s most important schools policies is the academies programme. I commend the Minister on the Government’s record to date: the number of academies has more than doubled in the past year, and more and more schools are embracing the opportunity to acquire greater freedom and to innovate. In my constituency, I am delighted that Rydens school in Walton is currently applying for academy status—a great school, led by a dynamic head teacher, with really committed governors. I wish it every success.

Contrary to claims in attacks by the teaching unions, academies are raising standards. The Harris Federation achieved a 10% increase in pupils getting five good GCSEs in schools last year, while ARK academies saw a 12% improvement. That is a strong base on which the Government can build. We are only a year in, however, and challenges remain, one in England certainly being the pressure on school places—in my constituency, I have seen it cause concern to many parents in Elmbridge. I would like to know a bit more about what the Government will do to address such pressures on school places and parental choices, in addition to the academies and free schools programme.

At a time of financial pressure, funding is difficult and contentious, and the allocation of existing funding becomes even more important. The whole issue of the funding formula—its transparency and objectivity—is of acute concern to parents in my constituency. It is probably the No. 1 issue raised with me at open town hall meetings; I have held six recently. The issue comes up time and again. We know that the funding formula will be addressed in the context of the NHS and local authorities, but I am interested to hear more about the process in relation to the schools budget.

What further consideration is being given to the role of profit-based schools in providing extra capacity? I appreciate that talking about this is regarded as almost taboo, but a recent study by the Adam Smith Institute revealed how well placed such schools are to boost the number of free schools, which are a flagship Government policy.

Proprietorial schools deliver excellent academic outcomes—we all know that—but an impressive one third of them do so while charging less per pupil than is spent in the state sector, exposing one of the great fallacies at the heart of the previous Government’s approach, which is that outcomes are dependent simply on resources. The proprietorial schools also erode the dogmatic argument against any consideration of the idea of vouchers—namely that they allow middle class students to opt into the upper tier of a two-tier system. That accusation cannot be levelled against schools that cost less but deliver more.

Apart from the whole issue of structures, we also need to think long and hard about what we want our school leavers to do and about what they want to do; others have referred to that issue today. The previous Government’s target of 50% of young people going to university was an arbitrary and clunky piece of social engineering, resulting in more degree courses, quite a few of dubious value to the students taking them. Furthermore, quotas miss the point. I suspect that there will be broad agreement, but standards must be improved in our state schools and not dumbed down in our universities.

Does the Minister agree that we also need a cultural shift in this country? We heard one of the leading lights at McDonald’s talk about that earlier in the week. We must certainly do something to reverse the snobbery that insists that people must go to university to be a success in life. That certainly did not apply to my parents, who were both successful without going to university.

[Mr Sam Gyimah (East Surrey) (Con)]

I take my hon. Friend’s point about how 20 or 30 years ago not everyone needed to go to university to become a success in life. However, will he acknowledge that, for most jobs nowadays, the requirement is a 2:1 degree, even to get an application through the main gate? Unless employers agree to accept people without degrees, we have a real problem to deal with.

[Mr Raab]

My hon. Friend makes a perfectly valid point. That is why the question is not just about what the Government do, but about a much broader cultural shift. In my own profession, the legal profession, we can spend six or seven years training, but once qualified we do very little of what we were trained to do.

It seems to me that some of the high street practices could get young, aspirational, talented youngsters into the profession without the huge cost of going through the red brick university parade and on to postgraduate qualifications. There should be a way to open up the professions. They have been some of the worst culprits, and that is true not just of the legal professions. That is precisely why I welcome the Government’s commitment to increase the number of apprenticeships. When considering the UK’s skills needs, two thirds of employers believe that apprenticeships should be the priority for Government funding. From what I have heard in the House and more broadly over the past few months, I suspect that that is an area of emerging consensus among the main parties.

I am acutely conscious of time. I shall close by saying that I am optimistic that the Government’s policies will reverse the decline and stagnation in the standards of teaching and education in our country. The recipe for success is not complicated and bureaucratic. We must trust teachers and parents more, demand academic rigour, and free up schools to innovate. I wish the Minister the best of luck in those endeavours, and I again congratulate my hon. Friend the Member for South West Norfolk on securing this important debate.