Oral Answers to Questions

Debate between Thérèse Coffey and Nick Gibb

Monday 18th June 2012 Commons Chamber

[Dr Thérèse Coffey (Suffolk Coastal) (Con)]

1. What recent steps he has taken to increase the number of young people in state education in England who aspire to go to university.

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

Raising aspiration and closing the attainment gaps between those from wealthier and poorer backgrounds lie at the heart of all our education reforms, including the academies programme, reform of the teaching of reading, and reform of the curriculum and qualifications. Only last week, many top-performing year 9 pupils visited Russell group universities as part of the new Dux awards scheme. We are also introducing in the performance tables two destination measures that show the destinations of young people after they leave school or college.

[Dr Coffey]

I thank my hon. Friend for that answer. I am sure that he will join me in congratulating Suffolk county council on its initiative to increase aspiration and attainment called Raising the Bar, which it launched last week. Does he think that we could go further by encouraging well-endowed universities to reach out to students, from where they gained their wealth, and encourage them to apply more—for example, in the case of Trinity college, Cambridge and Felixstowe?

[Mr Gibb]

I agree with my hon. Friend. The Raising the Bar conference, which took place in Ipswich last week, is a good example of a local authority asking difficult questions about why some of our young people are leaving school without the skills they need to be successful in higher education or employment. As she says, it is right that universities are proactive in dispelling the myths around higher education and attracting students from all backgrounds into universities. Many universities are doing just that, including Cambridge with its summer schools for year 12 students. However, we also need more students from state schools to apply to Oxford and Cambridge—something that I have always promoted.

Oral Answers to Questions

Debate between Thérèse Coffey and Nick Gibb

Monday 27th February 2012 Commons Chamber

[Nigel Mills (Amber Valley) (Con)]

10. What steps he has taken to reduce the amount of paperwork undertaken by teachers.

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

The Government are committed to reducing the amount of paperwork undertaken by teachers, heads and governors. We have removed the lengthy self-evaluation form and the financial management standard in schools; introduced a streamlined inspection framework; removed unnecessary duties and regulations in the Education Act 2011; cut the volume of guidance issued to schools by more than half; and made it clear that neither the Department nor Ofsted expects teachers to produce written lesson plans for every lesson. We are reviewing all requirements on schools so that they can focus on raising standards, rather than on unnecessary administrative tasks.

[Dr Coffey]

I thank my hon. Friend for updating the House on the progress that he is making on the amount of guidance. Will he reassure me that we no longer send teachers and governors thousands of pages of bureaucratic guidance, which at one point was equivalent to reading “War and Peace” from cover to cover three times over?

[Mr Gibb]

And significantly less interesting. My hon. Friend is right that we have swept away pages of guidance. We have reduced the admissions code from 160 pages to 50, the assessment guidance from 220 pages to 30, the attendance guidance from 220 pages to 30, and so on. We have reduced the health and safety guidance from 150 pages to eight, and have taken out important guidance on how to do a headcount, why a headcount is important and why schools should ensure that the school minibus is properly maintained.

Academies (Funding)

Debate between Thérèse Coffey and Nick Gibb

Thursday 16th June 2011 Commons Chamber

[Mr Gibb]

Details of free schools will be published once they open, so the hon. Gentleman will be able to see all that information once that free school opens. We are concerned about disclosing details of proposals for free schools where they have been turned down, because that can cause embarrassment to the individuals who have made those proposals, who will sometimes be teachers who have existing jobs. There are all kinds of reasons why we have to maintain confidentiality for those proposals, but all those details will be made available for any free school that opens.

[Dr Thérèse Coffey (Suffolk Coastal) (Con)]

I welcome my hon. Friend’s statement about simplifying the system. I hope that he agrees that it is only fair that students in free schools or academies should receive the same amount of funding as that provided to those in LEA schools.

[Mr Gibb]

My hon. Friend raises a good point. That is how the system is supposed to work, and how it does work. Academies are funded on the same basis as maintained schools; however, they have more control over that element of funding which is currently spent by the local authority on those central services provided by the academy. That is all that is meant to happen with the funding system. It is the complexity arising from that system and the fact that local authorities are funded by both the Department for Education and the Department for Communities and Local Government that has led to problems. However, this is an issue that we are tackling and sorting out.

Oral Answers to Questions

Debate between Thérèse Coffey and Nick Gibb

Monday 20th December 2010 Commons Chamber

[Dr Thérèse Coffey (Suffolk Coastal) (Con)]

4. What plans he has to review the curriculum for science and mathematics A-levels.

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

We will ensure that A-levels assess the knowledge that universities demand from candidates. We have asked the regulator, Ofqual, to examine how to ensure that re-sits and modularity are not damaging in-depth study and we are working with it to develop a process for involving universities and learned societies in the design and development of A-levels, which commands wide support. Mathematics and science A-levels will be reviewed through the new arrangements in due course.

[Dr Thérèse Coffey]

I thank my hon. Friend for that answer. I am sure that he shares my concern that we have slipped down the international competitiveness ratings for educational attainment, especially in maths and science. My personal experience of A-levels and my more recent experience of speaking to examiners show that the number of topics that students have to cover to get exactly the same A-level has contracted. That is a worrying trend; will my hon. Friend look into it with Ofqual?

[Mr Gibb]

My hon. Friend is right to raise those concerns. That is why it is so important to involve universities and learned societies in A-level development and to ensure that qualifications in this country are on a par with those in the highest performing jurisdictions in the world. That is why we have asked Ofqual to review the impact of the recent changes to A-levels, to which my hon. Friend referred. We are talking to universities about how we can ensure their effective involvement in determining the knowledge and aptitude expected in A-levels, not only in science subjects and maths but in other academic subjects, too.