Education Performance

Stephen Metcalfe Excerpts

Thursday 12th May 2011 Westminster Hall

[Stephen Metcalfe (South Basildon and East Thurrock) (Con)]

Thank you, Mr Rosindell, for calling me to speak in this vital debate. It is a pleasure to speak under your chairmanship.

I want to focus on the improving performance of schools in our education system. I speak as a parent, an employer and a former governor of a large secondary school. As a parent, I know that it is vital to us all that our children make the most of the opportunities they have and meet their full potential. As an employer, I need—indeed, we collectively need—a good supply of well-educated, well-motivated and engaged employees at every level. They need not only the ability to learn, but the basic core skills to make their way in the world. As a former governor of a secondary school, I care deeply about the school system and the service that it provides to society. I want to ensure that we always recognise and applaud schools’ efforts.

The Government have made great headway in the short time they have been in post. I particularly welcome today’s statement from my right hon. Friend the Secretary of State for Education on Professor Wolf’s report. However, there are other good things to celebrate, including the £2.5 billion for the pupil premium, the emphasis on vigorous and rigorous academic attainment, the encouragement given to schools to go for academy status and the fact that we are attracting more good graduates into the teaching profession. We also recognise the value of high-quality vocational education.

I want to focus on three issues. The first is the role of the head teacher in improving education performance. It is universally recognised that good schools have good head teachers. An energetic, dynamic head teacher really sets a school’s ethos. Their energy can drive forward improvements, and they set the framework in which the school functions.

One key aspect of that framework is discipline across the whole school, which is as much about the staff as it is about the students. If a head sets out clear and high expectations of the staff, that can quickly filter down into the student body. The consistent application of school rules means that everyone knows precisely where they stand. If that ethos is instilled in staff and students from day one, it can avert the problems that students may otherwise have had later in their school careers.

Teachers, too, have to set down clear guidance for behaviour and stick to it. Whether that guidance relates to uniform policy, behavioural standards or classroom etiquette, it must be consistent. A flaky approach to discipline undermines students so that they do not know where they stand from one day to the next. If schools get their approach right, that can dramatically improve their performance. We must recognise and accept that the head teacher plays a vital role in that.

[Mr Mark Field]

I entirely agree. In our time as Members of Parliament, all of us will have visited schools, and the single most important difference between well-performing schools, which have positive results and a positive attitude among parents, and less well-performing schools is the leadership of the head teacher, as my hon. Friend rightly said. Does he not agree, however, that clamping down on paucity of aspiration, which was mentioned earlier, and having zero tolerance for it, is an important part of that leadership?

[Stephen Metcalfe]

Absolutely—I agree 100%. I picked on discipline as one aspect of the framework that a head teacher can put in place in a school, but aspiration, energy, drive and ensuring that all staff want to get the maximum out of every pupil they come into contact with are also vital. There are other things, but I wanted to focus particularly on discipline.

Unfortunately, a good teacher does not always make a good head teacher, because the two roles require very different skills. I therefore want to ask the Government to examine a system that would allow for greater movement across the senior management team. I am aware of senior managers—members of a school’s top team—who may have had excellent pastoral skills and data manipulation skills, but who have been promoted to the role of head only to find that they did not have the entire skill set to do the job.

Unfortunately, the school and the individual are then left with few options. There is always the nuclear option of going down the competency route, but that is a painful experience for the individual and the school, and it normally results in someone who was a highly skilled professional leaving the service, which means that we have lost a good teacher, their skills and their commitment. Just because someone cannot be a good leader and a head in a school, that does not make them a bad teacher. I would therefore very much like to find a flexible system that would allow someone to recognise that they are perhaps in the wrong role.

[Tessa Munt (Wells) (LD)]

Is my hon. Friend aware that in Australia, after someone has been in a job for 10 or so years, they are entitled to a year or six months off? I think that that is true in most walks of life. It is certainly true in most professions, including teaching. The state provides for that by taking a section of salary to ensure that the person is paid throughout the period. The benefits to a teacher are that they have a break and an opportunity to go elsewhere, perhaps into industry or whatever, and they come back refreshed. It also means that everybody is in a position to act up in another position to gain experience of being a head teacher or head of department, which is fantastically valuable.

--- Later in debate ---

[Andrew Rosindell (in the Chair)]

You are forgiven.

[Stephen Metcalfe]

I am aware of the system my hon. Friend mentions, and she is right that it is along those lines, but it is about more than that.

When an individual recognises that they have entered a role that they cannot fulfil properly, they are trapped. If we adopted a system that allowed them to move back to their original role or transfer to a similar one, without losing their skills in the profession, it would create a system that could allow more movement in senior management, which would ensure that we got the right people in leadership positions more quickly. As we accept, good leadership leads to good schools and we want to ensure that the right people are in the right roles.

Secondly, we must remember that education is about the students, not about the school, and we have touched upon that. Performance tables and comparisons among schools with similar backgrounds can be useful and help to drive improvement in performance, but we must not forget that at the heart of it lies the student. We all want to create a system that maximises the full potential of each and every student, makes the most of their talents and helps them to find their true vocation and motivation. For some, that may be a rigorous academic university or higher education experience, but for others it will be high-quality vocational work, other employment or apprenticeships. We must find some way of judging whether schools are making the most of the potential they are given. Although competition can drive up standards, it is not the be-all and end-all. We must remind schools that it is not about being better than the school down the road, but about being better at making the most of the potential of the people in their care and delivering on it.

We must accept that the potential that pupils come through our education system with each year will vary. It is highly unrealistic to expect a good school to deliver year-on-year improvements in exam results. Surely we must accept that different cohorts—year groups—have different potential and therefore different outcomes. If we do not and we end up in the trap of expecting exam results to be higher and higher every year, people, rightly, will begin to lose faith in the system because it does not reflect real-world experience.

We are not saying that students are any brighter now than they were 10 or 20 years ago. Although there have been improvements in how we deliver education, it is unrealistic to expect that to go on and on. If a school consistently achieves good results, one or two poor performances do not necessarily mean that it is failing. I ask that we expand how we compare and judge schools in a way that looks at every pupil and their performance and experience in the school. We could use the contextual value added measure more often, and educate the public about its potential value to create greater understanding in society, so that parents and pupils can better understand what a particular school can deliver.

Thirdly, a good experience across the whole education system is important. I am fortunate in my constituency to have six secondary schools all of which are performing or about to perform very well under excellent leadership—vigorous, dynamic and energetic. The one concern that is repeatedly expressed to me is that when schools receive their year 7 pupils, it takes time to prepare them for the rest of their school career in secondary education. They have to bring them up to speed, which can sometimes last well into the second year of secondary school education. That is not unique to my patch. There are reasons for it, including issues about communication between primary and secondary school, but we must put greater emphasis on the importance of primary education so that we attract the best teachers into the early years.

I suspect that when a teacher is training and looking at where they want to place themselves within the education system, those with more rigorously challenging academic degrees will look to teach in secondary schools. We need to bring some of that excellence into the whole of our education system. There are many excellent teachers and heads in our primary system, but that does not mean that we cannot do more. I would like to think that we can make primary education as attractive as secondary.

We also need to encourage more collaboration among primary schools. Many primary, infant and junior schools are quite small, and we need to encourage them to work more closely with their secondary schools and other schools in the system, to see if the intimacy and familiarity that they enjoy as a small school can be maintained while benefiting from the ability to share resources, staff and perhaps even head teachers. The recruitment and retention of good head teachers is particularly a problem for small schools. I would like to think that we can find a way to encourage local education authorities and schools to work more closely across the whole education system to see if we can deliver a better experience for all students.

Education is one of the most important gifts we can give our children. A good education that suits an individual’s strengths and talents will help them to make the most of a life full of opportunities. It falls to all of us to ensure that we do what we can to help schools to deliver that improving educational performance. We must recognise the vital role that they play in the future prosperity and success not only of our country, but of our children.