Tristram Hunt
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(10 years, 10 months ago)
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Tristram Hunt (Stoke-on-Trent Central) (Lab)
I beg to move,
That this House believes that no school system can surpass the quality of its teachers; and therefore resolves that all teachers in all state-funded schools should be qualified or working towards Qualified Teacher Status, be undertaking ongoing continuing professional development and have their skills and knowledge re-validated throughout their careers in order to support them to excel in the classroom, to improve learning outcomes for all children in all schools, to uphold discipline in the classroom, to tailor their teaching to children with special educational needs and to close the attainment gap between disadvantaged children and their peers.
The motion—which flows on from those very powerful words of the Secretary of State for International Development about the power and purpose of education—begins with a clear statement of principles that were first enunciated by Sir Michael Barber.
This should be a moment when—just as in the previous debate—the House comes together, to extol the virtues of a highly qualified, self-motivating and dedicated teaching profession. It should be a moment when we undertake a shared commitment to give teachers the best possible training, so that we equip them properly for the demands of the classroom, and it should be a moment when we unite in praising all the hard work that teachers and head teachers do on a daily basis, while also acknowledging that we currently have one of the best teaching cohorts that the country has ever seen. I see the Secretary of State nodding in agreement and I hope that when he steps up to the Dispatch Box he will acknowledge the last Labour Government’s role in delivering that cohort and in raising teaching standards. We know of his enthusiasm for debating the past. Today should be the perfect opportunity—
Mr Gordon Marsden (Blackpool South) (Lab)
I thank my hon. Friend for giving way so early in his speech. Does he agree that it is curious that we have a Secretary of State who wants to micro-manage discussion of the first world war but is not prioritising continuing professional development of teachers who might be able to instruct their pupils rather better?
Tristram Hunt
I thank my hon. Friend for his intervention, which leads me perfectly on to my first point, which is about education focusing on the professionalism of the teacher in the classroom, rather than being micro-managed from Whitehall. It was the Prime Minister himself who in 2010 said—[Interruption.] I would have thought that Conservative Members would like to listen to the words of the Prime Minister. He said:
“The quality of a teacher is the single most important factor in a child's educational progress.”
Moreover, he said,
“children with the best teachers”
learn
“four times as fast”
as those taught by the least effective. He was absolutely right. He also offered a solution that drew on international evidence and best practice:
“Finland, Singapore and South Korea have the most highly qualified teachers, and also some of the best education systems in the world because they have deliberately made teaching a high prestige profession.”
Michael Fabricant (Lichfield) (Con)
I have been listening to the hon. Gentleman with considerable interest. Last Friday, I was in a debate with Carwyn Jones, the Labour leader of the Welsh Assembly, who admitted that the Welsh Government had, to use his words, “had its eye off the ball” and for that reason the standard of education in Wales is among the worst in Europe. What advice could the hon. Gentleman give the First Minister of Wales to help improve the standard of education in Wales, which is now lower than that of Hungary?
Tristram Hunt
My advice is to not have unqualified teachers in the classroom and to keep going with the reforms that have been introduced recently on league tables and the literacy and numeracy strategy. We know that the surest way to improve children’s attainment is to boost the status, elevate the standing and raise the standards of the teaching profession. Therefore, today, let us put our differences aside and send a clear message to teachers, parents and pupils that the House understands the importance of teacher quality to improving the performance of our education system.
I saw it first hand last week when I attended the annual prize giving at St Thomas More Catholic school in Wood Green, north London, the most improved school in England. As we saw from last week’s analysis of GCSE results, much good work is being done in schools throughout the country.
Andrew Percy (Brigg and Goole) (Con)
Can the hon. Gentleman tell me whether he draws a distinction between teachers who have gained qualified teacher status through the study of a PGCE and teachers who have gained QTS through the graduate teacher programme or Teach First? Do international jurisdictions consider those qualifications gained in a different way? Do they value them differently in international comparisons?
Tristram Hunt
As ever, the hon. Gentleman is a master of his profession. We were happy to introduce, under a Labour Government, the wonderful Teach First scheme, which was about the road to having qualified teachers in the classroom. Gaining QTS, as I will explain, is not the be all and end all of focusing on teacher quality, but it is an important plank of the minimum standards that we would expect. The attainment gap between children on free school meals and those whose parents can afford to pay actually widened in 72 out of 152 areas last year. There remains a worrying attainment gap between less advantaged pupils and those from more affluent families, and current policy is failing to address that. The most worrying disparities were in the affluent areas of Wokingham and Buckinghamshire. There is therefore much work to be done.
Mr David Lammy (Tottenham) (Lab)
When my hon. Friend visited St Thomas More school—the most improved secondary school in the country—did he have an opportunity to discuss with the head teacher, Martin Tissot, the way in which he had rigorously ensured that teaching in the classroom had raised standards in the school? Did my hon. Friend also hear about the commitment of the staff who come in on Saturday mornings as well as taking part in a great deal of activity after school to raise standards further?
Tristram Hunt
Such examples prove the power of leadership, of purpose and of camaraderie among teachers. It is the teachers and the head teachers who are the real agents of change, as Martin Tissot at St Thomas More school has shown. Labour’s academy programme was about delivering that sense of autonomy and leadership, which can prove instrumental in that regard.
Chris Ruane (Vale of Clwyd) (Lab)
The hon. Member for Lichfield (Michael Fabricant) mentioned Wales, and my right hon. Friend the Member for Tottenham (Mr Lammy) has just talked about the importance of leadership. The hon. Member for Lichfield was dissing Wales, but I should like to inform him that Rhyl high school in my constituency, which was a failed secondary school five years ago, is now the best school in Wales. That is down to the leadership of the head teacher, Claire Armitstead. Will my hon. Friend pay tribute to Claire and to Rhyl high school?
Tristram Hunt
I would be delighted to pay tribute to the leadership of Claire Armitstead. I also pay tribute to my hon. Friend for promoting mindfulness and attentiveness in the classroom. Those are the kind of disciplines that help to achieve results.
What happens in the classroom is essential, and the point is simple: good teachers change lives. They engender curiosity, self-improvement and a hunger for knowledge. It is they who awaken the passion for learning that a strong society and a growing economy so desperately need. They are the architects of our future prosperity, not the enemies of promise.
Dr Thérèse Coffey (Suffolk Coastal) (Con)
I am sure that the hon. Gentleman will be seeking his own teaching qualification if he is still planning to give lessons himself. Both my parents were qualified teachers, and I am very proud of that fact. Will the hon. Gentleman acknowledge that there are fewer teachers without qualified teacher status in state schools under this Government than there were under Labour?
Tristram Hunt
The hon. Lady admits an important point, on which we can agree. We both want to move towards having more qualified teachers. I am glad that we agree on that, and that she will be supporting that part of the motion tabled by her coalition colleagues. Under the Labour Government, teachers working on a permanent basis in the classroom were working towards qualified teacher status. That is the vital difference: we believed in working towards qualified teacher status, whereas this Government believe in deregulation and de-professionalisation.
The first plank in Labour’s schools policy is to focus on standards and not structures. We do not think that the job is done simply because a school has changed its name to that of an academy or a free school. We think that the most important relationship is between a teacher and a pupil, and we would therefore ensure that all teachers in state-funded schools were qualified or working towards qualified teacher status. We currently have a deregulated, downgraded system of professional teaching standards. Shamefully, under this Government, a person needs more qualifications to work as a burger bar manager than to be in charge of the education of our young people. We believe, as the Prime Minister did once and as the Deputy Prime Minister might still do—it is always difficult to tell—that our young people need highly qualified, highly motivated teachers in their classrooms.
Mel Stride (Central Devon) (Con)
The hon. Gentleman will know that there are many unqualified teachers in the independent sector. If that is such a bad thing, can he explain why so many parents make such financial sacrifices to send their children to those schools?
Tristram Hunt
The most recent evidence I have seen shows that more than 90% of teachers in the independent sector have qualified teacher status, so that is the vast majority. I suggest that the remaining number should be working towards qualified teacher status so that they can transfer their skills to the state sector.
Under a Labour Government, we would not have the scandal of an academy school in Leeds advertising for “an unqualified maths teacher” with just four GCSEs. We would not have the scandal of the Al-Madinah free school where the presence of so many unqualified teachers did such damage to those pupils’ learning. We would not have more than one in 10 teachers in free schools being unqualified.
The Secretary of State for Education (Michael Gove)
I have taken the opportunity at the Dispatch Box before to draw to the attention of the hon. Gentleman the fact that the South Leeds academy was advertising for trainees under a provision that has existed since 1982. The letter that acquainted me with those facts was also shared with him. Why has he repeated something that is simply untrue in this House and on other public platforms?
Tristram Hunt
I read the advert and it said, “an unqualified maths teacher.” It was there in black and white. I had at this point—[Interruption.]
Mr Barry Sheerman (Huddersfield) (Lab/Co-op)
On a point of order, Madam Deputy Speaker. My hon. Friend on the Front Bench was accused of lying. Is it right for the Secretary of State to accuse him of lying?
Madam Deputy Speaker (Dawn Primarolo)
I most certainly did not hear that, and I would have done. As far as I can see, there is a dispute with regard to the accuracy of each Member’s interpretation of the said advert, but the Secretary of State most definitely did not accuse the hon. Gentleman of lying. He has put very forcefully exactly why he is of the view that he is with regard to the said advert. I am afraid that that is not a point of order.
Tristram Hunt
I had hoped at this point in my speech to unite both sides of the House by quoting the words of Sir Michael Wilshaw, the head of Ofsted, who said:
“I would expect all teachers in my schools to be qualified.”
However, after last Friday’s remarkable briefing war by the Department for Education against Her Majesty’s chief inspector, I realise that he is not the unifying force that he might once have been. The achievement of qualified teacher status is not on its own a guarantee of teaching excellence; it is merely a starting point. We need to look at new ways of getting the best candidates into the teaching profession and the best teachers into underperforming schools.
Mr Sheerman
Does my hon. Friend agree that a very good chief inspector of schools such as Sir Michael Wilshaw may find such a situation very difficult—I am not making a party political point here. Going back to the foundation of the chief inspector, he is not allowed to look at a chain of schools. If he cannot do that, he has to look at an individual free school and an individual academy. That is restrictive because he cannot see the environment in which that failing school, in some circumstances, can be supported.
Tristram Hunt
My hon. Friend, the former Select Committee Chairman, makes a powerful policy point. It will be policy under a Labour Government that Ofsted will be allowed to inspect academy chains so that we can root out underperformance.
We need to ensure that initial teacher training is preparing teachers properly for the pressures of the classroom, especially when it comes to discipline and behaviour management. Similarly, retention rates are a cause for concern and so too is the loss of talent to the classroom. The second plank of Labour’s drive to enhance teaching quality is effective training and new career pathways for teachers.
In England, the most effective teachers are often encouraged to go for leadership promotion and are therefore out of the classroom within a relatively short space of time. The Labour party will develop pathways to allow teachers to pursue their own particular strengths and interests whether in pedagogy, leadership or in an area of specialism such as behaviour management or curriculum development. Just as the medical profession allows for the development of consultant-level expertise, that must be our ambition in education.
Tristram Hunt
I will give way in a moment.
I must put on the record that we have reservations about whether School Direct, as constituted, has the capacity to deliver that excellence. The story of the programme for international student assessment is that those teacher training systems that have a connection to a strong academic base produce more effective outcomes for learners. We also know that effective training in understanding child development delivers the discipline and attentiveness that many classrooms require. We fear that the important partnership that excellent higher education institutions can play in training teachers is being undermined and nothing I have seen from the international evidence says that that is the route to raising standards.
The most effective teachers are those who can combine excellent practical skills with the ability to understand and use research for the development of their teaching. That is particularly the case when they are dealing with children with special educational needs and troubled learners who are seeking to navigate early adulthood in the modern landscape of social media and the internet.
Andy Sawford (Corby) (Lab/Co-op)
I declare an interest, as my wife is a special educational needs co-ordinator, and I absolutely support the points that my hon. Friend is making. My wife, like many teachers I know, undertakes regular professional development. It must be right to say, as we propose, that every teacher should undertake such development and that the Government will support that.
Tristram Hunt
My hon. Friend puts his finger on the point. The vital challenge for education reform is trying to keep teachers’ skills up to date. As the Education Committee has said
“successive education ministers have neglected continuing professional development (CPD) and focused overly much on initial teacher training”.
That is why the third plank of the Labour party’s schools policy is a profession-led programme of revalidating teachers on a rolling basis to ensure that teachers are up to date on subject knowledge and classroom technique.
Nadine Dorries (Mid Bedfordshire) (Con)
That one-size-fits-all approach does not work across the school curriculum, particularly in arts and music and other such areas. A teacher in a school in my constituency has been a first violinist in an orchestra for all his life and now spends a lot of time in the music department of his school. He has no interest in professional development or in continuing his development, and although I appreciate what the hon. Gentleman is trying to say there are many areas across the curriculum in which expertise other than the development about which he is talking is relevant and useful to children.
Tristram Hunt
The hon. Lady makes an excellent point. There has always been a role for instructors coming into a school—for example, outside experts, lecturers and those who teach sport and music—and we would retain that. However, if someone is permanently in charge of the curriculum outcomes for young people in a class, it seems to me that as a minimum they should be of qualified teacher standard. There is no way that we will block the creativity and excellence coming into schools, but we want the best possible teachers, with minimum guarantees of teaching standards, to look after the education of our young people.
The Sutton Trust and the London School of Economics have concluded that if we raised the performance of the bottom 10% of teachers only to the average we would see a marked improvement in performance in our schools. That is especially the case when we consider that disadvantaged children suffer most from poor teaching. Without home support and social capital to fall back on, children from disadvantaged backgrounds suffer disproportionately from poor teaching.
Mr Graham Stuart (Beverley and Holderness) (Con)
The hon. Gentleman has been very generous in giving way and I am grateful to him for doing so. May I ask him at the very least to nuance his policy on non-qualified teachers? I do not know whether since the last debate, three months ago, he has sought evidence on the quality of non-QTS teachers in our schools. If he has, perhaps he could share it with the House. If he has not, will he at least undertake to carry out a piece of research to consider the quality of those teachers before putting in train a system that could ultimately lead to their removal, if not sacking, from the classroom?
Tristram Hunt
I thank the Chair of the Education Committee for his intervention, but I am always bemused by his blind spot on this policy. He makes a curious transition from being a rather inquiring, cerebral Chair of a Select Committee to being a rather more partisan figure when he sits up on the Back Benches pursuing party policy. I would welcome research from the Education Committee on the role of qualified teacher status nationally and internationally. I know that his Committee frequently travels to Finland and Singapore, so perhaps on his next trip he could do some research into that policy area.
Nia Griffith (Llanelli) (Lab)
Does my hon. Friend recall that, very often, a finding of Ofsted inspections is that teachers who are unqualified or who are teaching subjects in which they are unqualified produce the poorest results? Does he agree that people need to focus on the use of teachers in particular subject areas and their need for ongoing training to ensure that they are not unfamiliar with those subjects?
Tristram Hunt
My hon. Friend makes a valuable point. All we are asking for when we talk about qualified teacher status are minimum safeguards to ensure quality.
That is only part of the story. A Labour Government would demonstrate our commitment to elevating the standing of teachers by expecting them to undertake regular professional development, which would sit alongside any internal appraisal structure or the intervention of Ofsted. That is vital to raising standards, and it would bring teaching into line with other high-status, mature professions such as lawyers and doctors. It is also vital for future-proofing our education system. Technology is transforming education—it is remarkable how the internet is allowing access to so much of the artistic and historic creativity of humankind—but I was shocked to receive a letter from Microsoft telling me that, according to one of its surveys, 74% of teachers believe they do not have the skills to teach computing properly because the subject is moving so fast. That is exactly where we want teachers to be up to date with continuing professional development.
Just as doctors are revalidated on their knowledge of new medicines and trials, so teachers have to be up to date with the latest research and pedagogy. We need teachers to share expertise, to observe lessons, and to collaborate across schools and trusts.
John Pugh (Southport) (LD)
I think the hon. Gentleman said—it will be in his script—that successive Secretaries of State have not been interested in continuing professional development. I think that is exactly what he said. Can he explain to me why inset days used to be referred to as Baker days?
Tristram Hunt
Because they were introduced by Lord Baker, as the hon. Gentleman knows.
The best continuing professional development produces remarkable results for young people, and the process needs to be profession-led. If we are interested in serious professional development, it cannot be a bureaucratic box-ticking exercise. I am encouraged by what the Prince's Teaching Institute says in its proposals for a royal college of teaching:
“Certification will be the process by which teachers’ standards are assessed by the College.”
As the former Secretary of State, Baroness Morris, has written:
“The idea of a Royal College of Teachers, fast gaining support from all sides, is the obvious organisation to lead on developing the idea”
of revalidating or recertifying to ensure that teachers are up to date with their professional development.
Mr Jim Cunningham (Coventry South) (Lab)
I know today’s debate is mainly about teachers, but has my hon. Friend given any thought to the development of teaching assistants, for example, and what sort of future they might have?
Tristram Hunt
Where teaching assistants are used appropriately, effectively and professionally, they can make a transformational difference in young people’s learning outcomes. Again, it is about having the skills and understanding of how to use teaching assistants.
Our idea to revalidate teachers and to promote continuing professional development has been welcomed by head teachers, business leaders and prominent educationalists. Teacher Mike Cameron—I see the Conservative party does not want to hear from everyday teachers working in the classroom—says that
“Teachers would control the teaching profession… and part of that involves making sure, by re-validation, that as an individual, I am still worthy of calling myself a teacher.”
Lyn Brown (West Ham) (Lab)
Is my hon. Friend as surprised as I am that the Schools Minister is not in his place?
Tristram Hunt
I am decreasingly surprised by the absence of the Schools Minister. When anything tricky comes up in public policy, we have a rather small cohort of Ministers from the Department for Education. As we can see from the amendment to the motion, they are in a neither fish nor fowl place on this.
The CBI has welcomed our policy. Katja Hall said:
“we need to create a culture where teachers are continually developed in the classroom to support them raising standards in schools. A licence system deserves serious consideration”.
From Brett Wigdortz of Teach First to the leading teaching trade unions to Russell Hobby of the National Association of Head Teachers, there is clear engagement and support for the idea. Even the Secretary of State’s old employer, The Times—before he spurned it for the Daily Mail group—has called the policy “courageous and correct”. I would hope for similar support from the coalition parties today.
The Opposition’s call is simply put in the first sentence of the motion: no education system can outperform the quality of its teachers. So instead of the relentless energy spent on endless structural reform, instead of the confused tinkering with the curriculum, instead of telling teachers how to teach chunking or whether they should use exercise books or not, our policy is altogether more ambitious—to work towards a world-class teacher in every classroom. I hope that Government Members will join us this afternoon in supporting the motion.
Madam Deputy Speaker (Dawn Primarolo)
I have to inform the House that Mr Speaker has selected the amendment in the name of the Prime Minister.
Michael Gove
I will name him in due course.
The motion states:
“That this House believes that no school system can surpass the quality of its teachers; and therefore resolves”.
My friend said:
“A clause following a semi-colon needs an expressly stated subject (as opposed to a merely ‘understood’ one, just as a complete sentence does. In other words, either the semi-colon must be replaced by a comma or the clause after it must be changed to something like ‘and that this house therefore resolves’ or ‘and that it therefore resolves’. As it stands, the construction is ungrammatical.”
He went on to the next phrase, which refers to
“all teachers in all state-funded schools”
and stated that
“one or other of the two ‘alls’ is redundant and should be deleted”.
He then looked at the phrase
“should be qualified or working towards Qualified Teacher Status”.
He acknowledged that it was
“better, because less awkward-looking”,
but suggested that “should” as well as “be” should be at the beginning of each of the clauses.
He then pointed out that the reference to “ongoing continuing professional development” was tautologous, because continuing professional development is, by definition, ongoing. He also noted that the claim that that was
“in order to support them to excel in the classroom”
was an example of “Shocking grammar.” One cannot support someone to do something—following the word “support” with an infinitive. Rather, one supports someone in his or her attempt to do something. He went on in a similar vein and concluded: “Regrettably, this motion is, in total, a shocking piece of English.”
The reason I mention that is that I have enormous respect and affection for the hon. Member for Stoke-on-Trent Central (Tristram Hunt). He and I are fans of both George Eliot and George Orwell. George Orwell wrote that
“the fight against bad English is not frivolous and is not the exclusive concern of professional writers”
because
“the slovenliness of our language makes it easier for us to have foolish thoughts… Political language”—
of the kind we see in the Opposition’s motion—
“is designed to make lies sound truthful and murder respectable, and to give an appearance of solidity to pure wind.”
Sadly, that is what the Opposition’s case today is—pure wind without solidity.
The Opposition appear to be arguing that there is some sort of crisis in teaching, specifically recruitment to teaching, but the number of graduates with top degrees is up. Almost three quarters of graduates starting teacher training in this academic year have a first-class or 2:1 degree. That is the highest quality of graduates starting teacher training since records began. It is also the case that the number entering the teaching profession from top universities is up. Some 14% of graduates leaving Oxford in the past three years have chosen teaching as their profession, making it the single most popular destination for students from that university.
The quality of teaching has never been better. Ofsted figures show that it has improved significantly since 2010. Under Labour, the percentage of teaching that was “good” or “outstanding” in primary schools was 69%, but recent figures show that it is now 79%. Under Labour, the percentage of teaching that was “good” or “outstanding” in secondary schools was 65%, but now it is 72%. That is significant improvement under this coalition Government.
Michael Gove
It might, or it might not, but the point is that the hon. Member for Stoke-on-Trent Central said in his speech that teachers in the independent sector who did not have QTS would have to acquire it to work in the state sector. That means that state schools could not poach great teachers from independent schools, there could be no effective collaboration between them and we would not be able to lift standards in all state schools by using the expertise that others pay for.
Tristram Hunt
I was at the London Academy of Excellence on Friday with Richard Cairns and its excellent headmaster Rob Wilne, both of whom expressed great support for Labour’s policy of focusing on continuing professional development and raising the status and enhancing the standing of teachers. If I were the Secretary of State, before I talked about the London Academy of Excellence I might actually go and visit it.
Michael Gove
I note that the hon. Gentleman did not respond to my point about Richard Cairns not having QTS, and that he did not take the opportunity of returning to the Dispatch Box to apologise for stating things in the House that were not true. We will draw our own conclusions about his reliability as an expert witness.
Mr Stuart
I would welcome such research, but the fundamental position of the Secretary of State is that, within a strong accountability system, we should trust head teachers. The number of non-QTS teachers is reducing. There are many fewer now than when Labour was in power, and the shadow Secretary of State’s refusal in successive debates to acknowledge that is mildly irritating. We have fewer of them and there is strong accountability, yet we keep hearing this proposal to get rid of them.
That point echoes the comments by the right hon. Member for Kingston upon Hull West and Hessle (Alan Johnson):
“If you find someone who is a great musician but they can’t spend three years getting the proper teaching qualifications, I think you should use them”.
He gets it; it is a shame that the Opposition Front-Bench team do not appear to do so. When it comes to the evidence for their campaign, the Opposition are quieter than the library of a Trappist monastery.
Is the shadow Secretary of State in favour of evidence-based policy making? I know that he would not want to score political points if it were to hurt our children’s education. He has had three months since the last debate to find evidence that non-QTS teachers are damaging schooling. He has had three months to find evidence that moving a teacher without QTS to QTS on the job improves learning in their classes. Has he found any evidence? If so, where is it? Why does he not share it with us? If he could point us in the right direction, I am sure my Committee would be happy to pursue the matter. If unqualified teachers are doing harm, let us move fast to get rid of them.
Tristram Hunt
The Chairman of the Select Committee will know, from the work of Andreas Schleicher of the OECD, that data from the programme for international student assessment have made it clear that educational jurisdictions with the highest qualified teachers—from Finland and South Korea to Singapore and Shanghai—perform most effectively. Can he give us the evidence that unqualified teachers are the route to improving standards and closing the attainment gap?
Mr Stuart
Before teachers without QTS, whose number has reduced, are removed from the system, the shadow Secretary of State needs to show why that is a good idea. When Charles Parker, the chief executive of the Baker Dearing Trust, came before the Committee this morning, he said of people who taught in university technical colleges, including those with PhDs: “They’re amazing people, they are highly professional, but they may not be highly professional in the sense of being qualified teachers.” Before they are got rid of, let us check that there are not more good than bad; let us ensure that they are not doing good. If they are doing good and the hon. Gentleman gets rid of them, it will damage not just his conscience, but the education of the children whom he is duty bound to protect.
I understand that the hon. Gentleman has to make an impact in his new brief, and to secure his place in the shadow Cabinet. It cannot be easy having to mollify the resurgent left of his party, let alone the trade unions which bankroll almost every aspect of his party’s actions. However, I urge him not to put politics ahead of the evidence, and I know that he would not put ambition ahead of principle.
For those of us on the Back Benches who are trying to work out how best to improve educational opportunities for our constituents, this debate is bizarre, and I ask the shadow Secretary of State to change his policy.
Chris Skidmore
That is a good point and I welcome its being placed on the record.
Another problem is the Labour party’s definition of “working toward QTS” including a two-year cut-off. I would appreciate the shadow Secretary of State putting it on the record whether the axe would come down at the end of that period. Would the 14,000 who are still unqualified simply lose their jobs because they had not gained QTS in that period?
There is an elephant in the room in this debate in respect of QTS, which is that there are plenty of bad teachers who have QTS. The problem is that defining a good teacher as one who has QTS is nothing short of protectionism. The General Teaching Council estimated under the previous Government that there were 17,000 teachers with QTS who were underperforming and should not be in the classroom, but in the past 15 years, and even up to this day, we see bad teachers not being removed from the classroom or sacked, but instead being managed out. Up to 2010, only 18 teachers had been removed altogether from the teaching profession for poor teaching standards. What we see is this “dance of the lemons”—teachers moving from one school to another, into deprived areas, which are the areas that suffer the most. That is a national scandal. We need transparency—
Chris Skidmore
I will come to that in a moment, but we need transparency so that we can work out these teacher flows. I encourage the Government to establish a review to find out the patterns of where poorly performing teachers are not removed, but instead go to the worst performing schools in the most deprived areas of the country.
The shadow Secretary of State shouted from a sedentary position about revalidation. I want to ask him some questions about the process. He has stated that it should happen perhaps every three years—
Chris Skidmore
According to the time frame I have seen in the media, it is possibly every three years. Perhaps the hon. Gentleman could say how often the revalidation process should take place. We have 500,000 teachers in place; how many of them will have to go through the process, and how often? Who will administer the process? Will it be led by Ofsted or by head teachers? Surely revalidation happens all the time—that is the role of the school leadership team and the head teacher. Adding the process of revalidation simply adds extra bureaucracy. Would the hon. Gentleman make extra resources available to schools to continue the re-evaluation process? What will the paperwork look like? These are all valid questions to which teachers watching this debate need to know the answers.
The hon. Gentleman compares teacher revalidation with what happens with doctors and consultants, but consultants’ revalidation is very different from doctors’ revalidation. Will there be a revalidation process for head teachers and one for Ofsted inspectors? All these questions need to be considered. Will teachers who fail the process lose their qualified teacher status altogether? Will there be revalidation in the private sector?