School Closures (Thursday)

Stephen Phillips Excerpts

Tuesday 28th June 2011 Commons Chamber

[Michael Gove]

I have a lot of respect for the hon. Gentleman, who has been in the House for many years and has stood up for many unpopular and noble causes, but I think that he is quite wrong in this instance. We are not declaring war on anyone. We want to ensure that our public finances can be restored to balance after what happened under the last Government, and we also want to ensure that public sector workers have the best pensions available. It is critical for us to ensure that our reforms proceed. The right hon. Member for Leigh made it clear that we need to work constructively on the basis of Lord Hutton’s proposals. I hope that the hon. Gentleman will reflect on his rhetoric, and recognise that it is not helpful to parents or to his own community.

[Stephen Phillips (Sleaford and North Hykeham) (Con)]

The shadow Secretary of State, the right hon. Member for Leigh (Andy Burnham), said that the Government could not evade their share of the responsibility for what is happening. Earlier, he said that the Government must accept their share of the blame for causing disruption to millions of families. Can my right hon. Friend reassure me, and the whole House, that he will not consider taking an ounce of blame for the strikes until the Labour party apologises for the dreadful financial legacy that he and the Government inherited?

[Michael Gove]

My hon. and learned Friend has made a good point, but notwithstanding the dreadful financial situation that we inherited, teachers, and all public sector workers, will retain a defined-benefit pension scheme. Defined-benefit pension schemes were the norm in 1979, and indeed in 1997, but I am afraid that after what happened with the Labour Government, they became a rarity in the private sector. That is why we are so anxious to ensure that they are reformed in the public sector so that they can be secure for the future.

St George’s Day and St David’s Day Bill

Stephen Phillips Excerpts

Friday 13th May 2011 Commons Chamber

[Stephen Phillips (Sleaford and North Hykeham) (Con)]

I rise to make a short contribution to the debate. I want to make two preliminary points. First, I extend my sincere congratulations to my hon. Friend the Member for Stratford-on-Avon (Nadhim Zahawi) on moving the Second Reading and on being such an advocate of a full debate about whether St George’s day in England and St David’s day in Wales should form bank holidays, as St Patrick’s day in Northern Ireland and St Andrew’s day in Scotland do.

Secondly, I stress—not least because, for perfectly understandable reasons given the constituency that he represents, my hon. Friend focused his comments on St George’s day—that, as the hon. Member for Carmarthen East and Dinefwr (Jonathan Edwards) said, and as I know given my surname and with grandparents and relatives in Troedyrhiw in south Wales, there is great support in Wales for the Bill and for ensuring that there is also a public holiday on St David’s day.

With those preliminary remarks behind me, the only point that I want to address is one that has troubled some hon. Members: whether the Bill, as formulated, is in any way a divisive measure in preventing citizens in the various constituent parts of the United Kingdom from celebrating saints' days that are not public holidays in the constituent part of the UK from which they come. As I understand it, that is not the principle that lies behind the Bill. It would be perfectly acceptable for Englishmen and Englishwomen living in Wales to celebrate St George’s day, or for Welsh people who have the misfortune to live in England to celebrate St David’s day, in just the same way that I am sure many Scots living in other parts of the United Kingdom celebrate St Andrew’s day—and we all know that the Irish celebrate St Patrick’s day wherever they happen to be in the world, and do it very well indeed. That mischief does not exist in the Bill, and hon. Members who have sought to suggest that it does are wrong.

Much more importantly, this is a Bill whose day has come. The time has come for this sort of measure to be properly debated and for the Government to consult on it, because for too long the symbols associated, in particular with St George, have been purloined by the wrong people in this country. It is about time, as any decent and proper Englishman such as the Minister can tell us, that we took those symbols back and began to celebrate what it is to be English, Welsh, Scots or Irish. There is no problem with that. This is a Union of four strong nations, and the Bill would not in any way undermine it.

I look forward to hearing the Minister’s comments and, I hope, to receiving assurances that the Government, even if they will not lend their support to the Second Reading of the Bill, will give it serious consideration in the context of whether there should be further bank holidays in this country. I, for one, look forward to the day when, even if I can celebrate Trafalgar day—although I am not sure what I would do with that day in October—I and all my constituents will have the opportunity to mark the day on which the patron saint of this country is celebrated. For those reasons, I will support my hon. Friend’s Bill, and I hope that others will do the same.

Education Bill

Stephen Phillips Excerpts

Wednesday 11th May 2011 Commons Chamber

[Mr Frank Field (Birkenhead) (Lab)]

I rise to support new clause 19, which stands in my name. I can do so briefly and I am sure that colleagues will be grateful for that, but I must explain that the new clause comes not out of the ether of theory but out of practice. I will happily declare an interest, in case I have to, in that I chair one of the two new academy schools in Birkenhead. The governors have made no decisions on the new clause, if we were to be successful, or on some of the other options about which I shall speak. We are testing the ground to see the best forms of education we can offer some young people in Birkenhead. The new clause is very simple and states that as an academy we will be able to buy any places anywhere we want for our pupils, including in private schools, but that we should not be able to do so until pupils have spent three years with us—that is, until they are 14. The governors are seriously considering how we can start to reinforce once again the idea of life chances for our pupils by giving them a range of options that they might wish to choose at 14.

I know that this is the responsibility of the Minister's colleague in the Lords, but I am anxious that we should be successful in bidding for moneys from the new tranche of finance that the Chancellor announced in the Budget to establish what I might call a Baker academy. We would like some of our pupils to be able to consider that as one option. We have a first-class metropolitan college and we would like pupils to be able to choose—perhaps at 14—to transfer their talents and prosper even more in those circumstances. We will, of course, have some pupils of high academic attainment and it would be good to be able to fast-track them and their education in a local private school. This new clause is about giving not just our academy but academies in general that power.

I asked our brilliant experts in the Library whether the academies had such a power now and, more importantly, whether the law would prevent us from exercising it now. The answer was that, on the face of the record, we do not have that power now, but it is certainly cloudy whether any provision in statute would prevent us from using it. As the Bill moves to the other place, where we will try to move this clause in all seriousness, I am anxious that we should clarify the position beyond any doubt.

I do not know the views of Tory Back Benchers on such a new clause, but I imagine that the Liberal Democrats would insist that it should be part of the renegotiations of the coalition agreement, as it ticks every box in the Liberal vocabulary. If we felt that they were dragging their feet, in Birkenhead we would know who was stopping us increasing life chances for some of our poorest pupils. If the Liberals made this provision a key part of their renegotiations, they would get the credit.

The new clause moves the focus of the debate from buildings to pupils. I know we love the cant in this place and to pretend that we have moved in such a way, but everything we decide is really about buildings and institutions. The clause takes the debate beyond institutions and schools, and centres it on pupils. What can we buy that they most need at a certain point of time? I hasten to add—in case this disappoints any Tories—that this is not a subsidy to the private sector. We would buy provision at less cost than that spent in a state school on the very small group of pupils whom we might wish to give the opportunity of going to a local public school. If the Liberals opposed us, they would be saying that they were not in favour of our having this freedom and that we would have to spend the money in the state sector, even though that would mean spending more and not getting the sort of education that we want for the small minority of pupils who might benefit from such choice.

[Stephen Phillips (Sleaford and North Hykeham) (Con)]

As someone who benefited from the assisted places scheme, I can perhaps understand more than most the right hon. Gentleman’s argument about what his provision might do for pupils’ life chances. I have no concluded view on the new clause, which I shall consider carefully—I am sure the rest of the House will do so, too—but why would an academy that purchased a place at a public school for one of its pupils spend less on that pupil than if it maintained them in the academy?

[Mr Field]

For the simple reason that the average payment that we get from taxpayers to educate would be less than the marginal cost that the school might wish to charge us for allowing pupils to attend it. Its costs would be covered, we would make a profit and we would be doing what we would wish for the small number of our scholars who might want to move into a public school.

Let me emphasise that such a reform is not just about changing institutions and breaking down the terrible, crippling divide in this country between public schools and state schools. The new clause is an attempt to begin a reform that would allow us to spend our budget in the best way possible to give the greatest advantages and life chances to pupils, whoever they are. It is not the only option we wish to develop; we will not be prevented from developing the others and we will develop them. In this area, however, there is some doubt about what the law says.

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That is what parents in such areas expect from a Conservative Government and a coalition Government. That is what they were hoping for when they got the pupil premium. That is what they are looking to the Bill to provide—an extension of power from the Secretary of State to local areas. I hope the Minister will listen and seek to embrace that vision as he moves forward. In a few years we will look back on this period, with the current Secretary of State, as a great opportunity to help many who are suffering severe economic and educational disadvantage. New clause 1 seeks to achieve that.

[Stephen Phillips]

I am grateful for the opportunity to address, albeit briefly, new clause 1 to which my hon. Friend the Member for Bedford (Richard Fuller) has just spoken. I was not intending to do so and I therefore hesitated to rise. The charge that he levels at the Secretary of State is essentially that my right hon. Friend is not being sufficiently radical. May I respectfully say that, if that charge is right, the new clause that my hon. Friend moves is itself not sufficiently radical?

The new clause identifies only one set of circumstances—the circumstances of underachievement—in which the Secretary of State should have the ability to disapply the provisions of the Bill in order to ensure that an academy comes into being. I have little doubt that there are many other circumstances in which it might equally be advocated that the Secretary of State should intervene to disapply provisions of the Bill in order to ensure that an academy comes into being. I have in mind an issue that has recently arisen in my constituency which affects many other rural constituencies where there are village primary schools with insufficient places to meet the demand of local parents in the village, with the effect that children from villages sometimes have to travel a great distance for their primary education, often at the cost of being separated from their peers with whom they spend the remainder of their time. One might seek to argue that the Secretary of State should equally have the right to disapply the provisions of the Bill should it be passed and receive Royal Assent. The problem to which I refer is particularly acute in a village called Witham St Hughs in my constituency.

I wonder, therefore, whether the charge which my hon. Friend perhaps rightly levels at the Front Bench could be levelled at his own new clause. He might like to consider whether it should go much wider, in giving the Secretary of State the power not just to disapply the provisions where there is underachievement, but to disapply the provisions that stand in the way of the creation of an academy in other circumstances as well. He may wish to consider amending his new clause in due course. That rather depends, I suspect, on whether he presses it to a Division today.

I should like to hear from the Minister that there is to be some action from the Government on the problem that I have outlined, which affects rural communities and villages in rural constituencies such as mine, as it does in Witham St Hughs. The lack of sufficient primary places is a problem that the Government will need to address, not necessarily because their immediate predecessor did not address it, but because successive Governments across a number of decades have failed to recognise the needs of village communities in constituencies such as mine.

[Stephen McPartland (Stevenage) (Con)]

I, too, had not intended to speak, but I would like to do so in defence of new clause 1, tabled by my hon. Friend the Member for Bedford (Richard Fuller). He is very radical when it comes to education and desperately keen to ensure, as am I and many Members across the House, that children from deprived backgrounds get the education that they deserve and that would allow them to be educated out of poverty. He is concerned that that is not happening because we are not being radical enough in providing the Secretary of State with powers to help those schools that are trying to move forward and improve the benefits they offer.

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[Mr Gibb]

I have no idea what the view of the House would be. I am not sure that the right hon. Gentleman would have huge support from Opposition Members, or that all elements of the coalition would necessarily support his proposal. I am not sure what the outcome of such a vote would be, but I am not convinced that his proposal is the right thing on which to use scarce taxpayers’ money.

[Stephen Phillips]

The Minister has quite rightly stressed the importance of using the funding for academies to raise academic standards and to deliver the best education for all pupils in them, but the new clause that the right hon. Gentleman seeks to introduce, at least in a probing way, does not detract from that. It says that the most able pupils should be able, at a marginal cost, to go to what the Minister himself has said the OECD describes as some of the best schools in the country. I am sure that the right hon. Gentleman will not press his new clause, which is a probing measure, but will the Minister keep an open mind? At the moment, he has given no principled reason why the proposed change should be rejected.

[Mr Gibb]

I have listened to my hon. and learned Friend with great care, and he makes his case persuasively, but our principled view is that we want to see standards raised across the state sector. With 93% of pupils in our education system attending schools in the state sector, we want to ensure that every school in that sector caters for pupils of the kind that he and the right hon. Member for Birkenhead are talking about. Mossbourne community academy in Hackney serves one of the most deprived parts of this country; 50% of its pupils qualify for free school meals. More than 80%—I think nearer to 85%—of students at that school achieve five or more GCSEs at grades A* to C, including English and maths, and this year they have had 10 offers of Oxbridge places. How many comprehensive schools of which hon. Members are aware have had 10 Oxbridge places offered in one year?

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[Stephen Phillips]

I shall keep my contribution extremely brief. I speak as a former chair of governors at a special school for the deaf—one of the only remaining sign bilingual schools in the country. The issue that I particularly want to address is school discipline. That is so central to the learning environment and to outcomes that it is a great shame that it has not been dealt with by previous Administrations. It is for that reason, if for no other, that the Bill will receive my full support.

As anyone who chaired a governing body under the previous law knows, the difficulty with the regime that existed was that when a head teacher excluded a pupil the exclusion was often overturned by the governing body, because it knew that if it did not overturn it, the exclusion would subsequently be overturned by the extensive appeal mechanisms that are amended by the Bill. It is for that reason that I welcome the amendments that the Government are introducing in that respect.

Oral Answers to Questions

Stephen Phillips Excerpts

Monday 20th December 2010 Commons Chamber

[Tim Loughton]

The hon. Gentleman knows full well that, if his Government had left any money in the kitty, none of those funding assessments would be necessary. The truth is that schools funding, above many other things, has been protected, with an extra £3.6 billion in cash terms by the end of the comprehensive spending review period. In addition, pupil premium money will be focused on those pupils most in need—those who were most neglected by his Government.

[Stephen Phillips (Sleaford and North Hykeham) (Con)]

11. What steps his Department is taking to increase the ranking of schools in England in international league tables of educational attainment.

[The Minister of State, Department for Education (Mr Nick Gibb)]

The OECD’s programme for international student assessment—PISA—report, published on 7 December, shows that this country fell from fourth to 16th in science, from seventh to 25th in reading and from eighth to 28th in maths. The lessons from PISA on the hallmarks of high-performing systems are clear, and they are reflected in the direction of policy in our White Paper, “The Importance of Teaching.”

[Stephen Phillips]

I am grateful to my hon. Friend for that answer. According to the OECD report that he mentions, UK teenagers in full-time education were outscored by their peers from, among other countries, Estonia, Liechtenstein and Slovenia. Does he agree that, if the previous Government’s watchword was supposed to be education, education, education, the record that they left for this Government and for far too many of our young people was one of failure, failure, failure?

[Mr Gibb]

My hon. Friend raises a very good point. However one wants to describe the previous Labour Government’s record, it is clear that we have fallen in the international educational attainment rankings, and that is why our White Paper focuses on reducing the bureaucracy that confronts our schools. We want to trust professionals and to increase the autonomy of schools. In our White Paper, we have a real focus on behaviour, on raising standards of reading, on raising the quality of the curriculum and on reviewing the national curriculum—should I go on Mr Speaker?—in all the policy areas that we intend to implement over the coming years in order to improve the quality of education in this country and to see a rise in our international rankings.

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[The Secretary of State for Education (Michael Gove)]

That is a very good question, actually—much better than any of those from the Labour Front Bench. Unfortunately, the evidence does not stack up. The IFS actually pointed out that there had been no increase in participation and only a modest increase in attainment, and the National Foundation for Educational Research pointed out that the dead-weight cost was roughly 88%, so only 12% of students were participating who would not otherwise have participated. Clearly we can have more effective targeting. Just because many policies carry a dead weight, that does not mean that all policies should. Neither, indeed, should all Front Benches carry dead weight.

[Stephen Phillips (Sleaford and North Hykeham) (Con)]

T3. My right hon. and hon. Friends will be aware of Operation Golf, the Metropolitan police’s operation in London that has identified several hundred trafficked children on the streets of the capital, mostly from eastern Europe. What consideration have they given to ensuring that those children receive a decent education while they remain in the United Kingdom?

[The Parliamentary Under-Secretary of State for Education (Tim Loughton)]

My hon. Friend makes a very good point, and I recently had a meeting with the Under-Secretary of State for the Home Department, my hon. Friend the Member for Old Bexley and Sidcup (James Brokenshire), who takes the lead on trafficking. We want to ensure not only that those children are picked up at the border whenever possible and that we can track their whereabouts in this country, but that when we do know their whereabouts we work with local education authorities to ensure that they get the education to which they are entitled and which they desperately need. We must help them to shake off the people who have trafficked them, in many cases under the most gruesome circumstances.

Oral Answers to Questions

Stephen Phillips Excerpts

Monday 15th November 2010 Commons Chamber

[Michael Gove]

I am grateful to the hon. Gentleman for that well rehearsed question. I know that he is a brilliant musician, but in the words of the Pet Shop Boys, he’s got the brains and I’ve got the looks, and together—I suspect—we could make lots of money.

We want to ensure that the spirit of innovation can flourish, and that Britain, and indeed our education system, is open for business in raising standards.

[Stephen Phillips (Sleaford and North Hykeham) (Con)]

2. What steps he is taking to reduce the administrative burden on (a) head teachers and (b) school governors.

[The Secretary of State for Education (Michael Gove)]

The Government are committed to reducing the administrative burden on both head teachers and governors. We have already announced that the self-evaluation form will be removed, that the inspection framework will be streamlined and that we will reduce the amount of guidance issued to schools. Today I can announce that we are abolishing the overly bureaucratic financial management standard in schools scheme. We will also simplify school funding, and we are considering how to reduce funding differences between similar schools in different local authority areas. We will continue to work with local authorities and others to reduce the bureaucratic burden, so that schools have more time to focus on raising standards.

[Stephen Phillips]

I am grateful to my right hon. Friend for that answer. As he is aware, the imposition of school improvement partners by the previous Government led to the senior management teams of many schools spending vast amounts of their time holding meetings, ticking boxes and discussing meaningless strategies, targets and initiatives. Will the forthcoming White Paper bring an end to that aspect of the wasteful bureaucracy created by the previous Government?

Oral Answers to Questions

Stephen Phillips Excerpts

Monday 11th October 2010 Commons Chamber

[Michael Gove]

I am grateful for the hon. Gentleman’s point. He was a distinguished editor of History Today, and his voice in these debates is important. It is critical that we ensure that every child has a proper spine of knowledge—the narrative of the history of these islands. Without that, the skills of comparison and of examining primary and secondary sources and drawing the appropriate conclusions, are meaningless. Without that spine, history cannot stand up and take its place properly in the national curriculum. One of the problems in the past 13 years—indeed, since 1990—is that national history has not been taught as it should be in our schools. Under the coalition Government, that will change.

[Stephen Phillips (Sleaford and North Hykeham) (Con)]

T10. I think that my hon. Friends are aware of my interest in and support for deaf education; I remain a chair of governors at a deaf school. What plans has the Secretary of State for deaf education and for ensuring that deaf children receive the same education as their hearing peers?

[Sarah Teather]

The Department currently funds the I-Sign pilot project, which supports our position of informed choice for parents by putting in place the British sign language skills infrastructure necessary to make a BSL choice viable. As I said in answer to several earlier questions, we will produce a Green Paper later this year on special educational needs and disability. I would be grateful if my hon. Friend made sure that his views on the needs of deaf children were inputted into the Department’s call for views. As I said, the deadline for that is 15 October.