Education, Skills and Training

Stephen Timms Excerpts

Wednesday 25th May 2016 Commons Chamber

[Ms Eagle]

I could not agree more. I am an admirer of my hon. Friend, especially as I have seen the recent pictures of him abseiling down a very tall building, so my admiration has grown even more. His Bill was an extremely good one. It is important that the Government think much more carefully than they have done to date about how they can tie in the money that they spend on public procurement with skills creation. The Business Secretary will have to do that if he is to deliver a prosperous future for British steel, and he should think about doing it in many more areas. There is a taboo that needs to be broken.

[Stephen Timms (East Ham) (Lab)]

Does my hon. Friend share the concern of those who are worried that the Government’s 3 million apprenticeships target will be achieved only if the quality of what is offered in those apprenticeships is diminished?

[Ms Eagle]

I am afraid I do share that worry about the very large quantitative target that the Government have set and, by all accounts, want to pass. When I talk to business, which I do regularly up and down the country, that obsession with quantity rather than quality causes some real worries. I hope the Minister will be able to tell us today that he has ways of dealing with that. I have come across some extremely dubious practice, if I may put it that way, in relation to the term “apprenticeship”. I am glad that the Enterprise Act 2016 has closed that loophole. We now need to see pretty effective enforcement or we will carry on seeing misuse and abuse in that area.

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[Joseph Johnson]

I completely agree with my hon. Friend. Universities are a great driver of regional and local economic growth. A recent London School of Economics study demonstrates the strong correlation between opening new universities and significantly increased economic growth. The LSE academics estimate that doubling the number of universities in a region is associated with more than 4% higher future GDP growth per capita.

[Stephen Timms]

It was our understanding that the Government were going to publish a skills White Paper, but that appears to have been downgraded to a skills plan in the documentation related to the Queen’s Speech. Has that change been made, and if so, why?

[Joseph Johnson]

The right hon. Gentleman should wait a little bit longer to see the full fruits of the work of the Skills Minister, my hon. Friend the Member for Grantham and Stamford (Nick Boles), and colleagues in the Department for Education led by the expert panel that is chaired by Lord Sainsbury.

To return to the question of why our higher education system needs to meet new challenges, the system needs to be more innovative to meet the diverse needs of learners of all ages and employers of all sizes. As promised in our manifesto, we will promote more flexible learning with the provision of, for example, two-year degrees and degree apprenticeships. We need the system to deliver better outcomes for those who go through it and for the taxpayers who underwrite it. While employers suffer skills shortages, especially in highly skilled STEM areas, at least 20% of graduates wind up in non-professional roles three and a half years after graduating. This graduate labour market mismatch is a waste of their potential and a brake on our economic productivity.

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[Stephen Timms (East Ham) (Lab)]

I am very grateful to have the opportunity to speak in the debate. I am pleased to follow the Chair of the Education Committee. I agree with much of what he said—on our membership of the EU and on his invitation to the Secretary of State to publish the education for all Bill in time for the Committee to undertake pre-legislative scrutiny. That would be very valuable. It is on the education for all Bill that I want to focus my remarks.

I start by warmly welcoming the abandonment of the pledge of universal academisation by 2022. That is a very welcome U-turn. I am pleased that the hon. Member for Worcester (Mr Walker) is in his place. He and I had a debate about this on the radio. I made the point that it was clear there was not the support on the Conservative Benches to get the proposed legislation through the House. He is the Secretary of State’s Parliamentary Private Secretary and he assured the listeners to the programme that it was all absolutely fine, but I am delighted that the Secretary of State recognised that I was right about this and her PPS was not. I pay tribute to her for at least executing the U-turn with commendable speed and not dragging out the agony over a long period, as we have sometimes seen in the past. I do not think it was ever her idea that we should force all schools to become academies by 2022. I am glad she has dropped it.

It is disappointing that the Bill still has the aim, according to the documentation alongside the Queen’s Speech, to move towards a system where all schools are academies. Ministers really should be listening, not least to headteachers on this very important subject. The National Association of Head Teachers said of that declared aim of the Bill that

“it will mean that good and outstanding schools can still be made to convert, regardless of the professional judgement of school leaders, the opposition of parents and the best interests of local communities.”

The Government ought to listen to headteachers, parents and local communities, rather than continuing with their view that every school should become an academy, regardless of whether it is in its interest. Academisation can be a good thing—there are plenty of examples of where it has turned around a school’s fortunes—but forced academisation is not.

Ministers have not been able to provide any evidence that academisation necessarily raises standards, because, in reality, it does not. Areas identified by Ofsted as having problems with low educational standards include areas where most of the schools have already become academies. It would be helpful if there were a panacea, such as academisation or some other reorganisation, to overcome the problem of underperforming schools, but there is not; raising standards is a long, tough haul. Ministers are looking for a shortcut, but there is not one. To quote the NAHT again:

“Targeted support is what’s needed, rather than forced, top-down reorganisation”.

[Tristram Hunt]

My right hon. Friend is making a powerful speech. Does not the history of his part of east London, including Tower Hamlets and Newham, show that academisation, in and of itself, is not the answer? What transformed educational prospects in his community was the London Challenge and schools working together and collaborating to raise standards.

[Stephen Timms]

My hon. Friend is right about what happened in east London, where we have seen a remarkable transformation of educational standards over the last 20 years owing to the consistent application of the tools he identifies, including academisation, in some cases, as well as other levers. I am worried that that progress could now be at risk, but I will say a little about that in a moment.

There are costs to academisation, including legal costs. When the Government’s policy was one of forced academisation, we had a debate about how much it would cost, and the Secretary of State told the Select Committee that she would let it have the Department’s robust estimates of the cost of academisation. I checked this morning but I understand that the information has not been provided yet. I would be grateful if she could make sure that her Department delivers on the commitment she made.

As the Chair of the Select Committee pointed out, the role of multi-academy trusts will be very important. The Sutton Trust has pointed out that, on achievement among disadvantaged pupils, some multi-academy trusts are doing an outstanding job and delivering very high standards but that the majority are not. In fact, its analysis shows that the majority are doing less well than the average across the school system as a whole—they are underperforming—and a big part of the reason is that many have expanded too fast. Everyone in the House will recognise that it is difficult to maintain good standards while managing rapid expansion, and that problem will get a lot worse if, as appears to be the Government’s intention, many hundreds and thousands of schools are forced into multi-academy trusts over the next few years.

It is worrying that we are starting to see some of the practices we used to deprecate in poor local education authorities cropping up in some of the multi-academy trusts. Under the reforms of the last 20 years, local education authorities have been transformed. Maintained schools now enjoy a high degree of autonomy, whereas academies are frequently not allowed very much autonomy from their multi-academy trust. One primary headteacher told me that he did not want to academise specifically because the multi-academy trust his school would likely join would not allow the degree of autonomy for his school that his local education authority does. We are starting to see some bad old practices creeping into education administration through multi-academy trusts, and the Sutton Trust is absolutely right to point out that the speed of their expansion makes the problem worse.

I welcome the Secretary of State’s assurance to the Select Committee that multi-academy trusts should be allowed to expand only when they have a track record of success and improvement at their existing academies. I hope that that will be reflected in the Bill, when it is published, and that she will tell us that that will be the case. When she came before the Committee, she also recognised the importance of parents being able to secure an academy’s transfer to a different trust, where the existing trust has demonstrably failed to deliver adequate standards and improvement in a particular academy, as is starting to happen in some instances. If, with the appropriate standards, parents were allowed to do that, it would be an important protection. She fully recognised the value of such a provision in her evidence to the Committee. Will that be in the Bill as well?

Finally, the Bill will also deliver the national school funding formula. The House recently discussed the impact of that on schools in London in a debate initiated by the hon. Member for Bromley and Chislehurst (Robert Neill) and my hon. Friend the Member for Croydon North (Mr Reed). Ministers seem to have given exclusive access to their deliberations on this topic to a group of largely rural authorities, and I am worried that we might end up with an unfair formula as a result. In particular, no London authorities at all were included in that group. I am particularly anxious that the high rate of pupil mobility in some authorities should be included in the formula.

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[Stephen Timms]

The Secretary of State spoke in the Education Committee about allowing parents to initiate the process of changing from one trust to another if things go wrong with the original trust. Will that provision be in the Bill?

[Nicky Morgan]

We are considering that, and we want to take soundings and consult on exactly how it would work. We would not want to destabilise trusts, but the views of parents are critical on that issue.

The hon. Member for City of Durham (Dr Blackman-Woods) spoke about part-time students, and will no doubt have welcomed the announcement last year that for the first time ever we will provide financial support to part-time students that is equivalent to the support we give full-time students. The hon. Member for Blaydon (Mr Anderson) spoke about English devolution, and the hon. Member for Newcastle upon Tyne North (Catherine McKinnell) spoke about north-south funding. I am sure she will welcome the national funding formula, and take part in the next stage of the consultation.

The hon. Member for Walthamstow (Stella Creasy) spoke about the changing world and robots. I wondered if she was suggesting that that might be the next leader of her party, but she was actually talking about new enterprise. The hon. Member for Bolton South East (Yasmin Qureshi) spoke about the pothole fund, and I point her to the £250 million that has been announced. A number of hon. Members rightly mentioned the importance of the further education sector, but they overlooked the continuing investment in the pupil premium fund.