School Accountability and Intervention

Sammy Wilson Excerpts

Monday 3rd February 2025 Commons Chamber

[Catherine McKinnell]

My hon. Friend spoke to my heart as he referenced areas of his constituency that I represented in this place for 14 years from 2010. He went to an excellent school in the neighbouring constituency. He is right that this really is the first step on the journey of improving our schools and making sure that every child has the best start in life and the best education possible.

[Sammy Wilson (East Antrim) (DUP)]

It is quite right that we measure the performance of schools since we spend billions of pounds on them every year and they affect the life chances of millions of children across the country. Will the Minister explain why she is introducing these new measures to improve standards in schools at the same time as jettisoning the academy system, which was designed to improve standards and disseminate changes to improve schools? What are the implications for individual schools in gathering, holding and presenting the data required to give the information for the nine sections and five different levels? How will she make all that comprehensible to parents?

[Catherine McKinnell]

I will answer the right hon. Gentleman’s three questions in reverse order. On the first, I think parents are perfectly capable of understanding a more complex report card than one word. I also disagree with his characterisation of the changes. We are very much about harnessing all the great things that academies have achieved, including the great reforms, improvements and innovations that they have pioneered. We want to spread that right across our school system. The purpose of the report cards is to shine a light on all that great practice so that it can be spread more widely, and to shine a particular spotlight on where improvement is needed, to deliver it as quickly as possible. How Ofsted will deliver is a matter for Ofsted, and if he wishes to respond to its consultation, I am sure his views would be welcome.