Oral Answers to Questions
John Bercow Excerpts(7 years, 5 months ago)
Commons ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
The Parliamentary Under-Secretary of State for Women and Equalities (Caroline Dinenage)
With your permission, Mr Speaker, I would like to link Question 5 with Question 15. Maintained nursery schools make a very important contribution to social mobility. We want them to be sustainable in the long term. We have already committed £55 million a year of supplementary funding for maintained nursery schools for at least the next two years, and we will shortly be consulting them on how to do this further.
Mr Speaker
Forgive me, but I think the grouping is with Question 17 rather than Question 15—not that I wish to be pedantic; I just wish to be precise. [Interruption.] I think I have the advantage of being correct in this case, incredible though the hon. Lady may judge that to be.
Andrew Stephenson
I met Jan Holmes, the headteacher of Walton Lane Nursery, and many other Pendle nursery headteachers recently. Further to many of the points that have already been made, will my hon. Friend commit to extending the funding for maintained nursery schools beyond the two years indicated in the consultation, as nursery schools really do make a difference to some of the poorest children in my constituency?
The Parliamentary Under-Secretary of State for Education (Caroline Dinenage)
I will be more than happy to.
Martin Vickers (Cleethorpes) (Con)
Ministers may have noted that earlier this month I introduced my ten-minute rule Bill highlighting the issue of school admissions for children suffering from autism. Will the Minister confirm that he will work with me to deal with the situation and improve the present lot of many families?
Oral Answers to Questions
John Bercow Excerpts(7 years, 6 months ago)
Commons ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Mr Lidington
As I think my hon. Friend has demonstrated, an ingenious Member of Parliament is able to find numerous ways in which to place the points about which he is concerned on the record.
Mr Speaker
The hon. Member for Lichfield (Michael Fabricant) is a notable practitioner of what I call the shoehorning technique, which is to shoehorn the matter of concern to oneself into any question whether it naturally fits or not.
Pete Wishart (Perth and North Perthshire) (SNP)
My hon. Friend the Member for Ross, Skye and Lochaber (Ian Blackford) is absolutely right that EVEL has been a bureaucratic, cumbersome and misunderstood nightmare, which has divided this House on the basis of nationality and geography. Given that the Government have a majority in both England and the rest of the United Kingdom, what difference has this useless apparatus made to any legislative outcome that we have considered in the past year?
Mr Lidington
That sounds to me like a further interesting submission to the Government’s consultation.
Oral Answers to Questions
John Bercow Excerpts(7 years, 7 months ago)
Commons ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Justine Greening
I very much recognise my hon. Friend’s concerns about funding. This was precisely why, shortly before the House went into the summer recess, I set out my determination to get on with the work of bringing forward a national funding formula. We will be responding to the first stage of the consultation shortly and at the same time setting out the next stage of how the formula will work in practice. We also need to challenge ourselves to look at how we can have more good school places, particularly in parts of the country where there are still not enough and particularly for disadvantaged students. We need to get on with both those pieces of work.
Lucy Powell (Manchester Central) (Lab/Co-op)
Thank you very much, Mr Speaker. I have made a special journey down here today to ask the Secretary of State a question. There is another group of schools that offers real social mobility and in which the education gap is the most narrowed. More than 98% of these schools are rated good or outstanding, yet they are in the areas of highest deprivation and the majority of their children are eligible for free school meals. They are our much-valued nursery schools, but their funding is putting their ongoing viability at risk. Would it not be better if she focused on their continued attainment, rather than on grammar schools?
The Secretary of State for Education (Justine Greening)
The inclusion of a language in the EBacc increased the numbers of students studying at least one language at GCSE between 2010 and 2015, and the Government’s ambition is that more pupils in mainstream secondary schools enter the EBacc subjects at GCSE.
Mr Speaker
Order. I had thought that the Secretary of State was seeking to group this question with Question 12, from the hon. Member for Banbury, whom we do not wish arbitrarily to exclude from our deliberations.
Justine Greening
Absolutely. Indeed, new schools such as Northampton International Academy, which has an academic curriculum with a language specialism and also links to schools in other countries, are the sorts of schools that can really play a key role in ensuring that there are strong options for children on languages.
Victoria Prentis
Thank you, Mr Speaker—I cannot tell you how grateful I am not to be excluded this afternoon. Given the importance of China in the global marketplace today, not least to my constituents who work in Bicester shopping village, does my right hon. Friend agree that our children should be taught Chinese in schools?
Mr Gibb
I welcome the hon. Gentleman to the Education shadow Front-Bench team. I understand the challenges of the teaching profession, and we are taking action. That is why we set up the workload challenge in 2014. The report published today by the Education Policy Institute is based on the 2013 TALIS. When that survey was published we looked at it very carefully, which is why we conducted the survey that we did and are taking action. The key thing is that 1.4 million more pupils are in good and outstanding schools today than there were in 2010, including 4,500 more in such schools in Trafford and 27,900 more in the city of Manchester.
Mr Speaker
There is some sort of screed written in front of the Minister of State. He may find it profitable for himself and others to deposit it in the Library, where colleagues can consult it if they wish in the long winter evenings that lie ahead.
The Secretary of State for Education (Justine Greening)
This Government are determined to make this a country that works for everyone, and education is at of the heart of that ambition. I have already had the opportunity to see some of the excellent work being carried out in our classrooms. As my hon. Friend the Minister for Schools has said, there are now 1.4 million more children in good or outstanding schools than there were in 2010. The Department for Education has an expanded role, taking in higher education, further education and skills. That was reflected in my first announcement as Secretary of State of the six opportunity areas where we are going to trial a new approach to boosting attainment and outcomes in social mobility coldspots that have been identified by the Social Mobility Commission. We will work inside schools and outside them, with communities and businesses, to make sure that we can turbo charge those children’s opportunities.
Mr Speaker
The Secretary of State clearly does not wish to be outdone by her hon. Friend the Minister of State. That much is clear.
Alison Thewliss
I welcome the Secretary of State to her place. The reputation of Scotland’s higher education sector is of huge significance at home and in the wider world. What assessment has she made of the damage that could be caused to that reputation by the marketisation of the HE sector opening it up to unknown and disreputable new providers?
Several hon. Members rose—
Caroline Ansell (Eastbourne) (Con)
On mandarin, I know my hon. Friend will be impressed of the work of St Catherine’s College’s Confucius school and the Eastbourne District Chinese Association. It is clearly important to promote language learning at home. I am pleased to note the uptake in Mandarin, even though I am a French teacher by profession. Can my hon. Friend assure me that we will continue to value opportunities for British students to study abroad?
Mr Speaker
Order. Shrieking from a sedentary position is very unfair on the Member who is trying to secure a hearing from the House. Let us hear Karin Smyth.
Karin Smyth
Thank you, Mr Speaker. Following the report by the Public Accounts Committee on entitlement to free early years education and childcare and a Westminster Hall debate on the subject that I initiated in July, the then Minister promised me that the Department was due to publish the early years workforce strategy document, addressing the shortfall in qualified staff to deliver the 30 hours of free childcare. What progress has been made?
Several hon. Members rose—
Mr Speaker
Order. I am sorry to disappoint colleagues, but as usual demand has exceeded supply.
Schools that work for Everyone
John Bercow Excerpts(7 years, 8 months ago)
Commons ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
The Secretary of State for Education (Justine Greening)
With permission, Mr Speaker, I would like to make a statement on the Government’s consultation published today, ‘Schools that work for everyone’, copies of which I have placed in the Libraries of both Houses.
As my right hon. Friend the Prime Minister has said, this Government are putting the interests of ordinary working-class people first. We want this country to be a truly meritocratic country, where what matters most is a person’s individual talent and their capacity for hard work, so we need to build a schools system that works for everyone, not just for the privileged few. The various proposals set out today in this consultation document all drive towards one simple goal: increasing the number of good school places for all children.
Over the past six years we have made great strides forward, with more than 1.4 million more children in good or outstanding schools than in 2010. The flagship academies programme has unlocked the potential in our schools. This Government are committed to helping all schools enjoy academy status freedoms and school-led system improvement through multi-academy trusts. The reforms carried out by my right hon. Friends the Members for Surrey Heath (Michael Gove) and for Loughborough (Nicky Morgan) have had a transformational effect on education in our country. Now we need to build on the “Educational Excellence Everywhere” White Paper—our dedication to good teachers in every school, world-class qualifications and reforming school funding—and put an end to the underperformance that has blighted too many children’s education and that still exists in pockets throughout our country.
We need radically to expand the number of good school places available to all families, not just to those who can afford to move into the catchment areas of the best state schools, those who can afford to pay for private education, or those belonging to certain faiths. We need to give all schools with a strong track record, experience and valuable expertise the incentives to expand their offer to enable even more pupils to go there, driving up standards and giving parents greater choice and control. We have sought to do this already through, for example, university technical colleges and specialist subject schools.
The reality is that demand for school places only continues to grow, but too many children still do not have access to a good or outstanding school. In some areas as many as 50% of children do not have one locally. In fact, 1.25 million children attend schools that are not good or outstanding, in spite of all the progress that has been made. That is unacceptable.
The Government make sure that schools have the resources to help the children most in need—for example, through the pupil premium—and of course that will continue, but the Prime Minister is right when she says that disadvantage can often be hidden in this country. It is not just about those children who receive free school meals; we want to come up with a broader definition and look at ordinary working-class families just managing to get by, who are too often forgotten.
This consultation deliberately asks big, open questions about the future of education in this country. The plans set out in “Schools that work for everyone” focus on how we can unlock four existing parts of the educational community so that they can have a bigger impact for all children.
The first part is the independent schools that give wealthier parents the option of an outstanding education for their children, often sending a high proportion to the best universities and guaranteeing access to the best career outcomes. Many of these schools already make a contribution to the state sector—some even sponsor or run state schools. While we recognise that work, we want independent schools to do more, so we want stronger, more demanding public benefit tests for independent schools to retain the benefits associated with charitable status. We want independent schools to offer more places to those less able to afford them, and to sponsor or set up schools in the state sector. For smaller schools we will, of course, look at an proportionate approach, and we are seeking views on how they can make their facilities available to state schools and share their teaching expertise.
The second part is our world-class universities. They need funding, of course, in order to maintain that status, and under this Government’s approach to access agreements, we have made sure that we have seen steady investment, while at the same time making sure that university is not out of reach for disadvantaged people. We want the huge talent base in our universities to do more to widen participation and to help more children to reach their full potential. We therefore want universities to open or sponsor schools in exchange for the right to raise their fees. This will ensure that they are not just pulling in the most qualified applicants—some of whom might have had an educational head start—but playing a bigger role in increasing the numbers of students with the GCSEs and the A-level grades that open doors to degree courses in the first place.
Thirdly, when we talk about selection in this country, we have to acknowledge that we have selection by house price already—for those who are able to buy a house in the catchment areas of the best schools. [Interruption.]
Justine Greening
We know that selective schools are in high demand, as are specialist art, music and sports schools. Selective schools are good for pupils, particularly the most disadvantaged ones who attend them, yet for most children the chance to attend a selective school simply does not exist, so we want to look again at selective schools and how they can open up excellent places to more children, particularly the most disadvantaged. We will therefore look at how we can relax the rules on expanding selective schools and allow new ones to open and non-selective schools to become selective where there is a demand. At the same time, we have to challenge ourselves, and selective schools, to raise attainment much more broadly.
It is really important that I am clear about how we ensure that all schools improve. We do not want to see a return to the old binary system of good schools and bad schools. Every child deserves a place in a great—[Interruption.]
Mr Speaker
Order. The Secretary of State must be heard. Everybody, I think, on both sides of the House knows that, when ministerial statements are delivered, I, almost without exception, allow everyone who wants to contribute the chance to do so, and, believe me, today will be no exception—I am very sensitive to the differences of opinion in the House. Everyone will have a chance to question the Secretary of State, but meanwhile she should and must be heard with courtesy.
Justine Greening
Every child deserves a place in a great school; it is not just what they deserve, it is what our country deserves. What is clear is that selection should be part of the debate about how we make sure that the right number of good places exist. Selective schools will be expected to guarantee places for children from disadvantaged backgrounds, and, far from tainting the standards of education in schools around them, we will explore ways for selective schools to share their expertise. We want them to raise standards in every part of the schools system—for example, by opening excellent feeder primary schools or by sponsoring local non-selective schools.
Finally, let me turn to faith schools. I am sure that many colleagues will have children who go to high-quality faith schools. The current rules to promote inclusion mean that when new faith free schools are oversubscribed, they have to limit the number of pupils they admit on the basis of faith to 50%. The reality is that this has not worked to combat segregation, and indeed also acts as a barrier to some faiths in opening new schools. We want to remove that barrier so that new places can be created, but at the same time consult on more effective ways to ensure that all new faith free schools are truly inclusive. We will look at new requirements on proposers of free schools to demonstrate that they are attracting applications from other faiths, and to establish twinning arrangements with schools not of their faith, and consider sponsoring underperforming non-faith schools and bringing members of other faiths, and none, into their governing bodies.
The Government want to build on the progress made over the past six years and make the schools system truly fit for purpose in the 21st century. The “Schools that work for everyone” consultation is about engaging with as many views as possible so that we can design policies that make the most of the expertise that we already have, and widen access to good and outstanding school places for all. Government Members believe in building a true meritocracy. We think that every child deserves a school place that will best serve their individual talents, and not to be limited by where they live or by how much their parents earn. There is so much potential in our country, and that talent base needs us to ask the big questions, leaving no stone unturned so that we can build a schools system that truly works for everyone. I commend this statement to the House.
Angela Rayner (Ashton-under-Lyne) (Lab)
If I may, I would like to start by offering some advice to the Government:
“Stop your silly class war.”
[Interruption.] That reaction is very interesting, because it was not my advice but that of the last Prime Minister—who is still currently, I believe, the right hon. Member Witney—when asked about Tory MPs wanting to return to grammar schools. He went on to say:
“I think it is delusional to think that a policy of expanding a number of grammar schools is either a good idea, a sellable idea or even the right idea”.
He was the future once, but the current Prime Minister wants to hark back to the past. Where once, under Labour, we had “Education, education, education”, this Government’s mantra is “Segregation, segregation, segregation” .
Perhaps the Secretary of State can start by telling us when the Prime Minister told her what her education policy was going to be. When the Secretary of State came to this House last Thursday, she told us that there was nothing to announce. She said:
“we have not yet actually made any policy announcements; they will be made in due course.”—[Official Report, 8 September 2016; Vol. 614, c. 470.]
She assured us that she was looking into “a range of options”. Yet, lo and behold, just 24 hours later the Prime Minister unveiled their policy in full. Apparently it did not take that long to look at those options. This is not a surprise. The Prime Minister’s plan seems to be that we need grammars, secondary moderns and technical schools. This is a line taken directly from the Conservatives’ 1955 manifesto—hardly an education policy for the 21st century. Was the Secretary of State unaware of the Prime Minister’s speech or did she forget to tell the House—or perhaps the dog ate that bit of her answer?
Today’s statement is another sorry excuse, so I have some serious questions that the Secretary of State has yet to answer. Will she confirm that the new Prime Minister has absolutely no mandate for this policy? Not only was no such pledge in their manifesto, but the former Prime Minister, as Leader of the Opposition, promised precisely not to bring in new grammar schools. He said: “It is not something we would do if elected.” We will hold the Government to account, and the country will hold the Government to that promise.
When the Prime Minister’s predecessor was asked whether he would cave in to his Back Benchers over grammar schools, he said:
“I lead. I don’t follow my party; I lead them.”
He was able to do that for more than six years, but his successor has hardly managed six weeks.
It is not just the former Prime Minister who opposes the plans; the right hon. Member for Loughborough (Nicky Morgan) has said of the creation of new grammar schools:
“I believe that an increase in pupil segregation on the basis of academic selection would be…a distraction”
from the serious efforts to narrow the attainment gap.
The Conservative Chair of the Education Committee said last night:
“We have serious issues about social mobility…and I don’t think that having more grammar schools is going to help them.”
He went on to say:
“I think that the creaming off of the best is actually detrimental to the interests of the most.”
Will the Secretary of State now apologise for dismissing all opponents of her plans by placing dogma over pupils and opportunity? All the major research shows that where there are grammar schools today, access to them is limited to the most well-off. It also shows that educational attainment in grammar areas for those who fail to get into grammar schools is below the national average. Given the overwhelming academic evidence that grammars fail to improve the standards of the majority of children, what research is the Secretary of State basing her decision on, and will she lay it before this House?
Will the Secretary of State explain just how this policy is going to work? She seems to be saying not only that every new school can be a grammar, but that every existing school can convert to a grammar as well. I may be a comprehensive girl, but even I can see the flaw in thinking that it is possible to let every school in the country select through an exam. Will the Secretary of State tell us just how she will decide which schools will be allowed to segregate pupils and which will not?
We are told that the new grammars may be free schools, but free schools are not free to the taxpayer. How much of the schools budget will be put aside for these new grammar schools? Has the Secretary of State received any extra funding from the Treasury, or will it have to be taken from existing schools, which are already facing the first real-terms cut in decades?
Page 25 of the Government’s consultation document says that for schools to become grammars, one requirement that they may have to meet is to establish a new, non-selective secondary school, with capital and revenue costs paid by the Government. Perhaps the Secretary of State can reassure the House that that will be paid for by new funding arrangements that she has reached with the Treasury, rather than being squeezed out of school budgets that are facing a real-terms cut.
Mr Speaker
Order. I think the shadow Secretary of State is bringing her remarks to a close. I have been generous, but she is a little over her time and I think she has either finished or is approaching her last sentence—a pithy one.
Angela Rayner
Thank you, Mr Speaker. The Prime Minister promised on the steps of No. 10 to govern for the many and not the privileged few, and to be led by the evidence when making decisions, yet now we have a policy that is aimed at not just serving the privileged few, but entrenching that advantage over the rest of society. This is a disgraceful attack on opportunity and inclusion, and we will oppose it. I appeal to every single Member in this House to oppose it, too.
Mr Speaker
I think that the full Shelbrooke world-view should be deposited in the Library of the House, preferably by the end of the week.
Justine Greening
I am grateful to my hon. Friend for his views. As he suggests, there are good and outstanding schools all over our country. This is not a binary choice between getting into a grammar and not having access to a good school. We are simply saying that academic children should have the ability to go to a school that will really stretch them, if that is what they want to do.
Justine Greening
I know that the hon. Lady will welcome the fact that a number of grammar schools are already looking at how they can make sure that their test focuses more on the underlying abilities of the child than on the ability of their parents to pay for a tutor. We should also look at other ways in which we can overcome those barriers, but I do not think that the answer to that is to simply—[Interruption.]
Mr Speaker
Order. We cannot have a series of side conversations and Members chuntering from a sedentary position across the Chamber in evident disapproval of what the other is saying while the Secretary of State is trying to respond to questions. I was speaking to a very large group of school students in Ochil and South Perthshire on Friday, and the habitual refrain—[Interruption.] Order. I am sure that the hon. Member for Sutton and Cheam (Paul Scully) will be interested in this, and if he is not, he ought to be. The habitual refrain of quite a number of the pupils was, “Why is it sometimes in Parliament that Members are discourteous to each other?” We should try to set a good example. What is required is the statesmanlike demeanour personified by the Minister for Schools, the hon. Member for Bognor Regis and Littlehampton (Mr Gibb), who is sitting in a solemn and reflective manner. There are many examples of Labour Members who are sitting in a similar way. We should learn from them.
Justine Greening
My hon. Friend the Minister for Schools is, indeed, one of the principal reasons behind why school reform in our education system has delivered better outcomes for so many children. The hon. Member for Heywood and Middleton (Liz McInnes) has set out some of the challenges. Many grammar schools are already looking at how to ensure that they are open to more children from disadvantaged backgrounds, and I am sure that she will welcome some of the conditions that we will set on grammars to expand and some of the challenges that we will put on existing grammars to do more.
Paul Scully (Sutton and Cheam) (Con)
I am grateful for your generosity in allowing me to ask a question following my absence, Mr Speaker.
I welcome the Secretary of State’s comments about the fact that schools have already started to change their admissions exams to recognise that the over-tutoring of children just to squeeze them into grammar schools can have a negative effect, because they may struggle for the following seven years.
We were asked for a London example. Does the Secretary of State agree that the example of Sutton is a good one? There are six either fully or partly selective schools working closely with two Catholic schools, two schools that provide extra assistance to those who are gifted at sport, and other schools that provide a wide range of vocational training, including Stanley Park High School in the neighbouring constituency of Carshalton and Wallington. Stanley Park has gone from being an average state school to being The Times Educational Supplement’s secondary school of the year. All that is underpinned by inspirational leadership and great teaching, which is what can make schools work for everyone.
Mr Speaker
The hon. Gentleman has obviously used the long wait to allow his thoughts to fructify in his mind. We are deeply obliged to him.
Justine Greening
My hon. Friend sets out how a number of very different schools can work together effectively to raise standards and attainment collectively, while at the same time giving parents a choice so that they can find the school nearby that will be best for their child. That is precisely what we are aiming for in opening up the debate and issuing the Green Paper, and I look forward to continuing that over the coming months.
Mr Speaker
I thank the Secretary of State and all colleagues who have taken part in this important series of exchanges.
Bill Presented
Arms Export Controls (Countries of Concern) Bill
Presentation and First Reading (Standing Order No. 57)
Tom Brake presented a Bill to establish a presumption against licensing arms exports to certain countries designated by the Secretary of State as being countries of concern in relation to their respect for human rights; and for connected purposes.
Bill read the First time; to be read a Second time on Friday 21 October, and to be printed (Bill 63).
New Grammar Schools
John Bercow Excerpts(7 years, 8 months ago)
Commons ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Several hon. Members rose—
Several hon. Members rose—
Mr Speaker
Order. I realise that the right hon. Member for New Forest West (Sir Desmond Swayne) may experience some teething problems as he makes his adjustment to Back-Bench life. We look forward to hearing from him on a regular basis, but unfortunately as he is no longer a Minister he does not have a guaranteed slot. However, an expectant nation will hear him now.
Sir Desmond Swayne
Thank you, Mr Speaker. I am slowly adjusting myself to the metaphysical plane.
I welcome what the Secretary of State has said about diversity and choice, but will she acknowledge that a grammar school might not be suited to every town? I would not relish the prospect of informing parents in Fordingbridge, Ringwood, New Milton or Lymington that their child, not having been able to get into the grammar school, would have to be bussed elsewhere.
Justine Greening
My hon. Friend is absolutely right. Collaboration and having good schools working with the broader family to raise overall attainment is important. Secondly, he is right that we should be looking to challenge schools on the progress of every single child. Part of the problem with the floor approach of getting children into GCSEs and achieving good A* to C grades was that it missed out on the often brilliant progress that schools make with children who are perhaps further back in their attainment. We should value that work, and that is the intention of Progress 8.
John Pugh (Southport) (LD)
Thank you, Mr Speaker. On a consensual note, the Secretary of State will surely share the view that the biggest and most significant problem in British education is the long tail of underperforming boys in our poorer areas, few of whom will actually pass the 11-plus. How on earth does she think the creation of grammar schools, in simple terms, is a solution to this problem?
Mr Bone
I am not entirely sure what Northamptonshire has done to deserve getting the last questions.
I congratulate the hon. Member for Ashton-under-Lyne (Angela Rayner) on securing this urgent question, but I think she is under a misapprehension. I know that under Labour announcements were made in the press, but this Government make announcements here. At the meeting last night, there were no new announcements of policy, and I would be the first to object if the Government started to do that. Will the Secretary of State confirm that once the policy has been decided upon, she will come to the House and report on it?
Teachers Strike
John Bercow Excerpts(7 years, 10 months ago)
Commons ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Urgent Questions are proposed each morning by backbench MPs, and up to two may be selected each day by the Speaker. Chosen Urgent Questions are announced 30 minutes before Parliament sits each day.
Each Urgent Question requires a Government Minister to give a response on the debate topic.
This information is provided by Parallel Parliament and does not comprise part of the offical record
Nic Dakin (Scunthorpe) (Lab)
(Urgent Question): To ask the Secretary of State to make a statement on today’s teachers strike and its impact on children, parents and school communities.
Let me first declare my interest as a retired NUT member. Not only have we had the first junior doctors strike on this Government’s watch, but today we have failure in another public service, with a teachers strike. Sadly, this Government have relished attacking—
Mr Speaker
Order. I do not wish to disrupt the flow of the hon. Gentleman’s eloquence or the eloquence of his flow, but at this point all he needs to do is ask his urgent question. His more detailed supplementary will come after he has heard what the Minister has to say, in which I am sure he is extremely interested.
The Minister for Schools (Mr Nick Gibb)
There is absolutely no justification for this strike. The National Union of Teachers asked for talks, and we are having talks. Since May, the Department for Education has been engaged in a new programme of talks with the major teaching unions, including the NUT, focused on all the concerns raised during the strike. Even before then we were engaged in round-table discussions with the trade unions, and both the Secretary of State and I meet the trade union leaders regularly to discuss their concerns.
This strike is politically motivated and has nothing to do with raising standards in education. In the words of Deborah Lawson, the general secretary of the non-striking teacher union Voice, today’s strike is a
“futile and politically motivated gesture”.
Kevin Courtney, the acting general secretary of the NUT, made it clear in his letter to the Secretary of State on 28 June that the strike was about school funding and teacher pay and conditions, yet this year’s school budget is greater than in any previous year, at £40 billion—some £4 billion higher than 2011-12. At a time when other areas of public spending have been significantly reduced, the Government have shown our commitment to education by protecting school spending.
We want to work with the profession and with the teacher unions, and we have been doing that successfully in our joint endeavour to reduce unnecessary teacher workload. With 15,000 more teachers in the profession than in 2010, teaching remains one of the most popular and attractive professions in which to work. The industrial action by the NUT is pointless, but it is far from inconsequential. It disrupts children’s education, inconveniences parents, and damages the profession’s reputation in the eyes of the public, but our analysis shows that because of the dedication of the vast majority of teachers and headteachers, seven out of eight schools are refusing to close.
Our school workforce is and must remain a respected profession suitable for the 21st century, but this action is seeking to take the profession back in public perception to the tired and dated disputes of the 20th century. More importantly, this strike does not have a democratic mandate from a majority even of NUT members. It is based on a ballot for which the turnout was just 24.5%, representing less than 10% of the total teacher workforce.
Our ground-breaking education reforms are improving pupil outcomes, challenging low expectations and poor pupil behaviour in schools, and increasing the prestige of the teaching profession. This anachronistic and unnecessary strike is a march back into a past that nobody wants our schools to revisit.
Oral Answers to Questions
John Bercow Excerpts(7 years, 10 months ago)
Commons ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Mr Speaker
I am sure the hon. Gentleman will bear up stoically and with fortitude under the burden.
John Cryer (Leyton and Wanstead) (Lab)
Could the Minister now answer the original question? Is he advocating the abolition of national pay scales, because that is what it sounds like he is saying?
Several hon. Members rose—
Mr Speaker
Order. Progress this afternoon is very slow. I will take a couple of supplementaries, but they must be very brief and so must the replies.
Michael Tomlinson (Mid Dorset and North Poole) (Con)
20. Will the Secretary of State, in reaffirming her commitment to fairer funding, set out the timetable for the consultation process and say when it will eventually be implemented?
Edward Timpson
The Secretary of State is very aware of the hon. Lady’s campaign, as well as of the need to ensure that children are as resilient as they can be to the greater dangers that face them in the world in which they live. Those matters remain under review as part of personal, social, health and economic education, and we will return to them in future.
Karl MᶜCartney (Lincoln) (Con)
19. Thank you for spotting the link, Mr Speaker. The original question about character is all very good, but what is the Minister doing to ensure that young people have sound moral judgment and a tough backbone, so that they pick the right side of an argument and accept democratic decisions, supported by their peers and the wider populace?
Mr Gibb
I was actually expecting a question on term-time holidays from my hon. Friend, but I am nevertheless delighted to join him in congratulating the Acorn AP academy. It is an excellent alternative provision academy with a real focus on academic achievement for vulnerable pupils. I certainly agree that outstanding alternative provision is vital, and in our education White Paper we set out reforms that will help to build a world-leading system of alternative provision. The reforms will incentivise schools to commission high-quality provision and make the schools more accountable for the outcomes of alternative provision pupils.
Mr Speaker
I can authoritatively pronounce from the Chair that the screeds written for Ministers at Education questions are significantly longer than those written for other ministerial Question Times. That is not a compliment.
Bill Esterson (Sefton Central) (Lab)
The Secretary of State was telling us earlier about her plans to support young people who leave care, whether it is foster care or residential care. Will she tell us where the new members of staff are going to come from to support them and where the young people are going to live?
Mr Gibb
Yes, I would be delighted to join my hon. Friend in congratulating Havant Sixth Form College on harnessing the expertise and ingenuity of Google’s staff and products. The intelligent selection and use of technology in schools and colleges can be a great asset in helping to improve educational outcomes. I hope that this screed was within the time limit, Mr Speaker.
Fiona Mactaggart (Slough) (Lab)
Is the Minister of State surprised to learn that when I shared his latest response to my correspondence about teacher shortages in Slough with our local headteachers, they found it cynical and said that it failed to address the real recruitment and retention problems that they face? Will he meet me and those headteachers to discuss a practical arrangement to deal with the teacher shortages in our town?
Several hon. Members rose—
Mr Speaker
Order. I am sorry, but, as usual, demand exceeds supply, and we must now move on.
Oral Answers to Questions
John Bercow Excerpts(7 years, 10 months ago)
Commons ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Jim McMahon (Oldham West and Royton) (Lab)
6. What assessment he has made of progress on the Government’s traineeships programme.
The Minister for Skills (Nick Boles)
I am surprised that you have shortened my name today, Mr Speaker.
The traineeship programme grew by more than 85% in 2014-15. Our first year evaluation showed positive progression rates with 50% of trainees moving on to apprenticeships and work, and a further 17% going on to further learning.
Mr Speaker
I am sorry to disappoint the hon. Gentleman. Perhaps the world should know that his full name is Mr Nicholas Edward Coleridge Boles.
Jim McMahon
Well played, Mr Speaker.
There is still a perception, I am afraid, that traineeships and apprenticeships are somehow second class compared with other career routes. As a former apprentice, I know just how rewarding they can be. This summer, I will be running a skilled trades summer school in my constituency to help young people to realise the advantages of electrical and mechanical engineering, the motor trades and joinery, for instance. Will the Minister meet me and members of Oldham College to talk about how we can raise the profile of those very important trades?
The Minister for Skills (Nick Boles)
As has been often discussed, we are introducing an apprenticeship levy, which will have two main outcomes. First, we will dramatically increase spending on apprenticeships. It will also require large employers either to invest in apprenticeships or to see their money used by someone else.
Byron Davies (Gower) (Con)
12. What steps he is taking to address skills shortages in the workforce.
The Minister for Universities and Science (Joseph Johnson)
Thank you, Mr Speaker. The Government are fully committed to making the UK the best place in the world to do science. The number of full-time students accepted to study STEM subjects in England is up 17% since 2010. Initiatives such as the STEM ambassadors programme and the new Polar Explorer programme are providing inspiration for young people to consider STEM careers.
Joseph Johnson
We remain members of the European Union. Our institutions are fully able to apply for and win European competitive funding schemes, and they will continue to be able to do so until such time as we change the basis of our relationship with Horizon 2020.
Diana Johnson (Kingston upon Hull North) (Lab)
11. What his plans are for the future of the Land Registry.
Nick Boles
That is an excellent question. The advantage I have is that I am also a Minister in the Department for Education; I talk to myself worryingly often. My hon. Friend makes a very important point. When the skills plan is published, which will be soon, we will be guided very heavily by the review recently completed by Lord Sainsbury, who is looking at how we can ensure that the courses that people are offered in college are genuinely the courses that employers want because they provide the skills they need for modern jobs.
Mr Speaker
I am sure that the people of Taunton Deane are in a state of eager anticipation and high excitement at the prospect of a visit from the Minister.
Nia Griffith (Llanelli) (Lab)
Wales also offers opportunities for apprenticeships in forestry and horticulture, but employers and colleges in Wales are very concerned about how the apprenticeship levy will work. What recent discussions has the Minister had with Julie James, the Welsh Government Minister, and when does he expect the scheme details to be finalised?
Several hon. Members rose—
Mr Speaker
Ah, splendid: the robust Chair of the Business, Innovation and Skills Committee, Mr Iain Wright.
Mr Iain Wright (Hartlepool) (Lab)
I think that is the kindest thing that anybody has ever said to me.
The Secretary of State fully appreciates that uncertainty lasting for months and years will drain business investment away from Britain. In our Select Committee this morning, Funding Circle told us that an £100 million investment deal with a European consortium will now not go ahead—it has been pulled, and it will not be the only one. Today’s round table is a welcome gesture, but in the face of the current unprecedented uncertainty, what tangible actions is the Secretary of State putting in place to maintain and stimulate inward investment, maintain that funding gap, and steady business nerves?
The Minister for Culture and the Digital Economy (Mr Edward Vaizey)
May I say how pleased I am to see you in the Chair, Mr Speaker? A rock of stability as the stormy seas of change crash around us—[Interruption.] I was considered the thinking woman’s Boris Johnson—my hon. Friend the Member for Uxbridge and South Ruislip—but I now see that I am my right hon. Friend the Member for South Holland and The Deepings (Mr Hayes).
One great benefit of Brexit is that in the past 24 hours not a single colleague has bent my ear about broadband, and it is a sign of things returning to normal that we are now discussing that important subject. I hear what my hon. Friend says. There are often problems on the ground, and I would like to go to Cheltenham and meet those businesses, plus the council, and see whether we can work together. We often find that on the ground wayleave rights are not being granted, or that something like that is holding back the investment that we need in places such as Cheltenham, which is home to so many high-tech businesses that are now free to trade around the globe.
Mr Speaker
I think the hon. Gentleman would like his own dedicated and exclusive Question Time.
Mhairi Black (Paisley and Renfrewshire South) (SNP)
In 2010, the Post Office chief executive said that in Paisley the cost of the refurbishment of the post office had been £439,000. That money was spent making significant changes to “improve service to customers and enhance the profitability of the Crown network”. Given that it is now planned that the post office will move from this upgraded high-quality unit to the wholly inaccessible and inadequate WH Smith, will the Minister please justify to me and my constituents why the money was spent on refurbishment in the first place?
Mr Vaizey
I have made no secret of my concerns about Openreach’s quality of service. We have had a very successful rural broadband programme, but there seems to be a particular unit in Openreach that targets MPs and makes them extremely angry. They take it out on me and I take it out on Openreach. It needs to improve its terms and conditions, and its new chief executive has made supplying businesses his priority.
Greg Mulholland (Leeds North West) (LD)
Will the Minister finally give a date for the implementation of the pubs code? With licensees currently missing out due to the Department’s mistake and the delay, will she now apply the Burmah Oil principle to ensure that the code is retrospective from the original date, as it clearly can be?
Nick Boles
As I indicated to the hon. Member for Llanelli (Nia Griffith), I have been in discussions with the Minister representing the Welsh Government in this conversation. These discussions are ongoing. This is a matter for Her Majesty’s Revenue and Customs, not something for which I am directly responsible, but I know that there have been intensive negotiations and discussions. I do not want to pass the buck, but I fear that I will have to encourage the hon. Lady to direct her question to a Minister at Treasury questions, because the Treasury and HMRC are handling these discussions.
Mr Speaker
Finally, I do not want the voice of East Antrim to remain unheard. I call Mr Sammy Wilson.
Sammy Wilson (East Antrim) (DUP)
Thank you, Mr Speaker.
This month it was announced that manufacturing exports from Northern Ireland to non-EU countries increased by 24%, while those to EU countries fell by 4%. What steps can the Minister take to help Northern Ireland firms to exploit opportunities to grow international economic links to promote growth in Northern Ireland, increase employment and help to reduce the UK balance of payments deficit?
Several hon. Members rose—
Education, Skills and Training
John Bercow Excerpts(7 years, 11 months ago)
Commons ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Mr Speaker
I inform the House that I have selected the amendment in the name of the Leader of the Opposition.
Jo Churchill
I totally concur. The ability to look cross-departmentally at all the different issues that challenge people from the beginning to the end of their life would enhance us all.
My hon. Friend the Member for Stroud (Neil Carmichael) mentioned excluded children, and those who struggle with formal educational attainment. Before I came to this place, I worked on a “Solutions 4” programme with excluded children, and we must remember all our children when introducing these Bills. With a background in the construction industry and a love of life sciences, I believe that apprenticeships are important in helping all children to lift their abilities and attainment rates. For some apprenticeships, however, we must recognise that more functional levels of core subjects should be acceptable, and we run the risk of losing able youngsters who cannot cross the C-grade barrier in maths and English. I am delighted that a Government taskforce has been set up, chaired by my hon. Friend the Member for Blackpool North and Cleveleys (Paul Maynard), to consider apprenticeships for those with learning difficulties.
I recently met a lovely young woman who had been part of a very innovative scheme. When I asked what it had given her she said, “It’s given me confidence and a job”, and then she whispered, “a boyfriend as well, but please don’t tell my Dad”—that is probably too late. It struck me that a basic entitlement for all young people leaving education is, perhaps not the boyfriend, but the right to feel valued and equipped for the workplace. I applaud the work that we are doing to ensure that employment and apprenticeships are accessible to all, but we should also consider young people’s mental health as we drive these Bills forward, since such issues put a huge strain on our schools. West Suffolk College reckons that 70% of pastoral care time is spent considering the resilience and mental health of its young people. That is an enormous burden for schools and colleges to take forward, and we must do more work in that area.
Finally—and quickly—my daughters have been participants and mentors in the National Citizen Service, which provides young people with challenges through which they grow in confidence and team build. It attracts children from every walk of life, including those who might have had the odd brush with the law or started down the road to addiction, looked after children, and those from all types of educational background. Over four weeks they complete outward bound training, visit higher education establishments—
Several hon. Members rose—
Term-time Holidays
John Bercow Excerpts(7 years, 11 months ago)
Commons ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Urgent Questions are proposed each morning by backbench MPs, and up to two may be selected each day by the Speaker. Chosen Urgent Questions are announced 30 minutes before Parliament sits each day.
Each Urgent Question requires a Government Minister to give a response on the debate topic.
This information is provided by Parallel Parliament and does not comprise part of the offical record
The Minister for Schools (Mr Nick Gibb)
The High Court oral judgment represents a significant threat to one of the Government’s most important achievements in education in the past six years: improving school attendance. For this reason, the Government will do everything in their power to ensure that headteachers are able to keep children in school.
There is abundant academic evidence showing that time spent in school is one of the single strongest determinants of a pupil’s academic success. At secondary school, even a week off can have a significant impact on a pupil’s GCSE grades. This is unfair to children and potentially damaging to their life chances. That is why we have unashamedly pursued a zero-tolerance policy on unauthorised absence. We have increased the fines issued to parents of pupils with persistent unauthorised absence, placed greater emphasis on school attendance levels in inspection outcomes and, crucially, we have clamped down on the practice of taking term-time holidays. Those measures have been strikingly successful: the number of persistent absentees in this country’s schools has dropped by over 40%, from 433,000 in 2010 to 246,000 in 2015, and some 4 million fewer days are lost due to unauthorised absence compared with 2012-2013. Overall absence rates have followed a significant downward trend from 6.5% in the academic year ending in 2007 to 4.6% in the academic year ending in 2015.
These are not just statistics. They mean that pupils are spending many more hours in school, being taught the knowledge and skills they need to succeed in life. It is for this reason that we amended the 2006 attendance regulations in 2013. Previously headteachers were permitted to grant a family holiday during term time for “special circumstances” of up to 10 days per school year. Of course, the need to take time off school in exceptional circumstances is important, but there are no special circumstances where a 10-day family holiday to Disney World should be allowed to trump the importance of school. The rules must apply to everyone as a matter of social justice. When parents with the income available to take their children out of school go to Florida, it sends a message to everyone that school attendance is not important.
The measure has been welcomed by teachers and schools. Unauthorised absences do not affect just the child who is absent; they damage everyone’s education as teachers find themselves having to play catch-up. Because learning is cumulative, pupils cannot understand the division of fractions if they have not first understood their multiplication. Pupils cannot understand why world war one ended if they do not know why it started, and they cannot enjoy the second half of a novel if they have not read the first half. If a vital block of prerequisite knowledge is missed in April, a pupil’s understanding of the subject will be harmed in May.
The Government understand, however, that many school holidays being taken at roughly the same time leads to a hike in prices. That is precisely the reason that we have given academies the power to set their own term dates in a way that works for their parents and their local communities. Already schools such as Hatcham College in London and the David Young Community Academy in Leeds are doing just that. In areas of the country such as the south-west, where a large number of the local population are employed in the tourist industry, there is nothing to stop schools clubbing together and collectively changing or extending the dates of their summer holidays or doing so as part of a multi-academy trust. In fact, this Government would encourage them to do so.
Mr Gibb
I am about to conclude, Mr Speaker.
We are awaiting the written judgment from the High Court and will outline our next steps in due course. The House should be assured that we will seek to take whatever measures are necessary to give schools and local authorities the power and clarity to ensure that children attend school when they should.
Mr Gibb
I listened carefully to the hon. Gentleman, but I do feel that he is not on the same side as us with regard to raising school standards. Improving school attendance is absolutely key to raising academic standards. Under the previous Labour Government, it became accepted wisdom that parents could take their children out of school for term-time holidays for up to 10 days a year. Those numbers were causing an issue for us. We had to address the problem that we inherited from the previous Labour Government—[Interruption.]
Mr Speaker
Order. The Minister of State is going about his duty in the conscientious way that we have come to expect. A significant number of young children are observing our proceedings this morning, and I rather doubt they will be greatly impressed by the Front-Bench deputies on each side of the House conducting a kind of verbal tug of war from which each of them should desist, partly in consideration of the children and partly out of respect for the Minister of State, from whom we should hear.
Mr Gibb
I am most grateful to you, Mr Speaker.
Under the previous Labour Government it had become accepted wisdom that parents could take their children out of school for term-time holidays for up to 10 days a year. We had to address that popular perception, and that is why the regulations were changed in 2013. In 2012, 32.7 million pupil days were lost owing to authorised absences. That figure has fallen to 28.6 million in 2014-15—that is, some 4 million fewer pupil school days lost as a consequence of the changes to the 2013 regulations. That is a huge success, and I wish that the hon. Member for Scunthorpe (Nic Dakin) would support the change.