Education Performance

Stella Creasy Excerpts

Thursday 12th May 2011 Westminster Hall

[Stella Creasy (Walthamstow) (Lab/Co-op)]

Can the hon. Gentleman enlighten us on what the pass rate among private schools was for the English baccalaureate? One of the problems with a retrospectively applied mechanism is that many schools were not doing the courses and subjects involved, so the figures that he mentioned are not really equivalent. Perhaps this is a debate and a point that he might want to make in two or three years’ time, when everyone has been forced to do them by this policy.

[Damian Hinds]

As the hon. Lady should know—her colleagues may help her—we are not talking about the national curriculum, but a measure of how many children take one particular subset of subjects. The measure is not to be compulsory. The fact that it was revealed that some private schools were not offering those subjects tells us other interesting things. We have not got time, sadly, to debate them all now, but I would love to on a separate occasion.

Conversations with colleagues from all parts of the House on the subject have been interesting. I am sure that there will be exceptions to this, but most colleagues to whom I talk, whether they went to a comprehensive, grammar or secondary modern school, all studied the English baccalaureate. We did not necessarily pass all those exams, but that was pretty much considered the obvious set of exams that kids would take. The fact that that happened in the past does not make it perfect or right, but it does raise the question of why that has changed. As I say, we are not talking about a perfect measure. In fact, I would suggest that any single measure of performance of any particular age group will promote gaming behaviour. A particular issue with the English baccalaureate—I fully accept this—is that not every child is ever going to be in contention, as it were, for making that benchmark. There needs to be a balanced basket of measures. Alongside the English baccalaureate, I would hope that we might see a technical baccalaureate, and perhaps others, too.

Ministers are going down that exact track. We had the opportunity to talk to the Minister about that in the Education Committee the other day. There are more, rather than fewer, measures coming through, but that memo does not seem to have arrived in a lot of staff rooms, where the assumption seems to be that the English baccalaureate will be the sole or primary measure. In fact, in that basket of measures—this was alluded to earlier—the most important measure or measures should be things that track not a snapshot of achievement, but progress over time. That is what school is all about: developing the individual and helping them to fulfil their potential. If we lead on measures of progress, we get rid of any incentive there might be to select only those children who will be, as it were, easiest.

Contextual value added is not that measure. I have now sat on the Education Committee for a year; I am still waiting for the first teacher, head teacher, union leader, educational psychologist, education professional or anyone else to mention contextual value added as a measure of the achievement of any school, local authority or anything else. That has not happened, because it is an impenetrable measure—it is impossible to figure out what it means. When I have asked people to explain, I have quickly wished that I had not.

The Government are working on a specific measure or measures of the progress of children at the most challenging end of the scale. In our recent Select Committee report, “The role and performance of Ofsted”, we recommended something in which I firmly believe: a metric system tracking the performance of all the different ability groups—by quintile, for example—and measuring the progress of those not only in the middle and bottom of the range, but in the gifted and talented category at the top. We recommended Ofsted as probably being in the best position to interpret the accompanying complex data and to convert them into the English language in a way that contextual value added struggles to do.

There is a real danger of drowning in a sea of measures—uncapped GCSE scores, five or more A* to C grades, five or more A* to C grades with mathematics, contextual value added, raw value added and the English baccalaureate—or, potentially, a technical baccalaureate, the new measure of progress among the most challenging and challenged students. Ultimately, we need one or two lead measures to hold schools to account so that parents know what the key things to look at are.

I am keen to hear the Minister’s comments, but I suggest that the five or more A* to C grades is not that measure for a couple of reasons: first, because of its tendency to focus on the average and on that borderline between C and D grades; and, secondly, because it is a cliff-edge binary measure, which therefore does not take into account enough of the richness going on in that cohort.

I suggest that the best lead way in which to measure school performance is a combination of some sort of average point score measure—perhaps the average point score towards the English baccalaureate subjects, or something else—and a progress measure, whether a simplified version of value added or something more like the progress by quintile that I was outlining.

I still managed to speak for more than the five or six minutes that I thought I was going to, for which I apologise profusely.

--- Later in debate ---

[Mr Gibb]

I am grateful for the hon. Gentleman’s intervention, but of course there is plenty of room outside the English baccalaureate to study RE, music and art and, indeed, for some pupils to take a vocational subject. We have deliberately kept the English baccalaureate small to enable that to happen.

My hon. Friend the Member for South Basildon and East Thurrock (Stephen Metcalfe) spoke of consistent application of school rules and pointed to how dramatically a school can improve its academic performance once behaviour is sorted out. He is absolutely right. He called for more flexibility in the movement of heads going back to teaching. The Government certainly intend to allow more flexibility in terms and conditions for our schools. The hon. Member for Liverpool, West Derby was right to pay tribute to Teach First, and I welcome his support for its expansion.

My hon. Friend the Member for Cities of London and Westminster (Mr Field) said that the paucity of aspiration was a key characteristic of poorly performing schools. He is absolutely right. We must grapple with that in all our schools, to ensure that we do not sell children short, particularly those from homes where there is not much aspiration; we need to replicate that aspiration in school. I am grateful to my hon. Friend for his support for synthetic phonics. I hope that young Master Field is already reading at the age of three and a half.

My hon. Friend the Member for Stourbridge (Margot James) is right to be concerned about the growing gap between the independent and state sectors. The OECD has commented on the fact that the gap in the UK is one of the widest among OECD countries. I assure her that we are committed to raising the standard of alternative provision, and to including the voluntary sector and other providers that have a proven record of helping children with challenging behavioural problems.

My hon. Friend the Member for Portsmouth North (Penny Mordaunt) said during her contribution that more widely based GCSEs, such as the pilot GCSE in boxing that she cited, can be valued without necessarily having to claim that they are the equivalent of academic GCSEs. That is an important point.

My hon. Friend the Member for Central Devon (Mel Stride) provided an important analysis of the PISA figures from 2000 to 2009. We are determined to address the long tail of underachievement, another factor that was found in many PISA surveys.

The hon. Member for Cardiff West (Kevin Brennan) quoted Andreas Schleicher. However, as politicians tend to do, he failed to give the full quotation. It is true that he said that there has been

“very little change over the last 10 years.”

But he went on to say that we are an average performer and that

“improvement on the equality front from a social perspective somewhat declined; performance is average.”

He meant that in a pejorative sense, not as something to be happy with.

My hon. Friend the Member for East Hampshire was right to point to the weakness of the figure for five or more A to C grades, and the inevitable focus on the border between grades C and D. We are considering the matter, but measures that look at the performance of the lowest quintile will help to address the problem. A column in the performance tables will show what schools have achieved for pupils qualifying for the pupil premium. Schools will not then be able to say, “Well, this is our intake and this is why we are performing poorly” if we consider GCSE results only of those children who qualify for the pupil premium.

My hon. Friend the Member for Esher and Walton (Mr Raab) asked about school places. We are doing a significant amount to tackle the problem. There has been an increase in the birth rate since 2001, which is now feeding through into an increase in primary school numbers, and there is £800 million of basic need capital funding to cover shortages. Capital funding is a priority, albeit that it rather short in the current circumstances.

The hon. Member for Wells (Tessa Munt) cited Australia. We are introducing a scholarship fund—an education endowment fund—of £125 million, to be administered by the Sutton Trust. Teachers will be able to bid for funds to allow them to undertake further study in their academic field, or to improve their teaching skills. That important initiative is on similar lines to the one that she mentioned.

I shall now address the debate more generally. The challenges that we face in the 21st century and the opportunities that we now enjoy are more global in scope than ever before, as many hon. Members have pointed out. The days are long gone when we could afford to educate a minority of our children well, while hoping that the rest would be okay. As we heard, China and India are already turning out more engineers, computer scientists and university graduates than the whole of Europe and America combined.

The success of other nations in educating more of their young people to a higher level is part of their resolute determination to secure their future prosperity. It is no longer good enough to say that we as a nation are doing better than we did in the past. What matters now is not so much how we are doing compared to the past, but how we are doing compared to the rest and, in particular, how we are doing compared to the best of the rest.

We need to ask ourselves how our 16-year-olds are doing when compared with those in the US, Singapore, China and Scandinavia. Sadly, the answer is that we are not doing anywhere near well enough. Across the globe, other nations are outpacing us, accelerating reforms, creating more innovation and pulling ahead in international comparisons.

As has been pointed out, in recent years the UK has slipped down the international league tables. Indeed, when the PISA tables were first published, to the disbelief of the German education establishment they demonstrated that its education system was nowhere near being the global leader it had always thought. In Germany, it became known as “PISA-shock”. Most important, it stimulated a furious debate about how Germany could catch up, and that is the approach that we should be taking. We should not be saying, “Now that the figures are low, this academic or that will not believe them.” That was not being said in the years after 2000 by Labour Ministers or civil servants when the figures showed us being fourth, seventh and eighth in science, literacy and maths.

Similarly, when the United States was confronted with evidence showing that that 15-year-olds in the far east were comfortably outperforming their pupils in maths and science, it was described as a “Sputnik moment”. Most important, it again prompted radical reform of science education in the US. The good news is that the coalition Government are determined to ensure that the latest PISA study leads to similar action here. We are doing so by using examples of what works in the best-performing education nations.

As well as the OECD’s findings, another invaluable contribution was made by Sir Michael Barber and McKinsey. The seminal 2007 report, “How the world’s best performing school systems come out on top”, provided a blueprint for all nations serious about reforming their education systems of what they needed to do to catch up. The 2010 report, “How the world’s most improved school systems keep getting better”, provided further invaluable insights for all nations aspiring to improve their education system.

[Stella Creasy]

I am pleased to hear the Minister talking about science being an important subject and something on which the Government wish to measure progress. Will the Minister update us on what assessment his Department has made of the implications of the lack of science labs many schools will suffer as a result of cancelling the Building Schools for the Future fund projects and the lack of investment in science, particularly in areas such as mine?

[Mr Gibb]

We are concerned about science, of course, and we are concerned about science labs, but the state of our science laboratories came about over the 13 years of Labour Government. Of course there are problems, but we cannot debate now the Building Schools for the Future programme and the capital and funding problems that are the consequence of economic mismanagement over the past 13 years, which we are trying to tackle.

In the remaining minute, I wish to make a final point. If we dismiss what the OECD and McKinsey tell us, and fly in the face of the evidence of what works, we will not genuinely tackle the problems. Our recently published schools White Paper was deliberately designed to bring together policies that have worked in other high-performing nations.

I would have liked to talk about the academies movement. We have increased the number of academies from 203 to 658, and we have 1,000 applications to convert to academy status. Evidence of what works around the world shows that only by extending greater autonomy to schools, trusting professionals to get on with their jobs, providing stronger accountability to local communities and raising teacher quality can nations become among the best performing in the world. That is our objective.