The Minister for Schools (Mr Nick Gibb)
May I start by congratulating the hon. Member for Sheffield, Heeley (Louise Haigh) on securing this Adjournment debate and on attracting so many colleagues to it? I also congratulate her on her maiden speech earlier this month. Her commitment to promoting social justice and greater opportunities for young people is shared by the Government, and her passion for her constituency of Sheffield, Heeley has been very clear in her earlier speeches.
The single most important factor in determining how well a pupil achieves at school is the quality of the teaching they receive. An analysis by Slater, Davies and Burgess in 2009 showed that being taught by a high-quality teacher rather than a less able teacher adds 0.425 of a GCSE point per subject to a pupil. In September 2011, the Sutton Trust found that the difference between a very effective teacher and a poorly performing teacher is large. For example, during one year with a very effective maths teacher, pupils gain 40% more in their educational attainment than they would with a poorly performing maths teacher.
The hon. Lady is right, therefore, to emphasise the importance of recruiting and retaining the best teachers so that all young people receive the high-quality education to which they are entitled. We are fortunate, therefore, that there are more teachers working in our schools than at any previous time, and that today’s teachers are the best qualified generation of teachers ever.
For every year in the last decade, the number of teachers joining the profession has outstripped those leaving. Last year, 50,000 new teachers entered our classrooms, swelling the size of the teaching profession in England to a record 451,000. Newly qualified teachers only account for just over half of those entering the workforce every year. Just under a third enter teaching having delayed entry post-initial teacher training, and just under a fifth are experienced teachers returning to the state sector.
Overall, teaching continues to be a hugely popular career. The latest 2015-16 UCAS figures show that we are on course to meet our postgraduate recruitment target for primary trainee teachers and are making good progress in secondary recruitment. The figures also confirm that we are ahead on acceptances for mathematics, physics, chemistry and design and technology, compared with the corresponding point last year.
Ruth Cadbury (Brentford and Isleworth) (Lab)
Is the Minister confident that the figures he just read out reflect the reality for children in my constituency? A mother told me that eight out of 10 classes her son attended last week were taught by supply teachers, and one of my excellent secondary schools cannot recruit a senior science teacher. Is he confident that the Government are providing a good standard of education for students in Brentford and Isleworth?
Mr Gibb
I will come to the vacancy rate in a moment, but it has remained stable at about 1% of the teaching profession since 2000, so it has been stable for 15 years. No one in the Government underestimates the challenge that having a strong economy presents in professions such as teaching.
Ian Mearns
Does the Minister accept that many head teachers are reporting that they have stopped advertising vacancies, because they do not feel that they have any chance of recruiting and they do not want the unnecessary expense of placing adverts in the national journals?
Mr Gibb
I am aware of those examples, which were set out in the hon. Lady’s speech. There are challenges but, as I said, the vacancy rate is the same this year as it was 15 years ago. It has remained stable across the system at about 1% of the teaching workforce.
To get more high-quality teachers into England’s classrooms, we need to continue to promote teaching as a profession for top graduates. Our recruitment campaign, “Your Future Their Future” is getting results, with registrations on the “Get Into Teaching” website up by about 30% compared with last year. In 2014-15, we recruited 94% of our postgraduate ITT target, at a time when the economy was improving and good graduates had more choices open to them. As I have said, the teacher vacancy rate remains very low, at about 1% of the total number of posts—a figure that has remained steady since 2000.
Contrary to the hon. Lady’s suggestion, retention remains strong. Ninety-one per cent. of teachers who qualify are teaching a year later, and 76% remain in the classroom five years later. More than 50% of teachers who qualified in 1996 were still teaching 17 years later.
Louise Haigh
It is interesting to hear the Minister refute those assertions, given that his own written answer confirmed that 400 Teach First graduates started teaching maths and science in the last school year, but nearly 600 left the profession. Does he agree that the Government’s administration of the Teach First programme is failing on recruitment and retention?
Mr Gibb
On the contrary, Teach First has been a huge success. The purpose of Teach First is to attract people who might not otherwise consider entering teaching and ask them to commit to two years, so there has always been the expectation that a considerable number of the graduates who come into Teach First will leave and go into other careers in the City or elsewhere. The overall retention rate of more than 50% is actually staggeringly successful and reflects just how successful Teach First has been in recruiting high-calibre graduates into teaching.
The strong recruitment and retention figures have not been achieved by lowering our expectations for the quality of those joining the teaching profession. Almost three quarters of teachers now have an upper second or first-class degree, 10% higher than in 2010. A record proportion of teacher trainees—17%—have first-class degrees, and for several years running teaching has remained the most popular career destination for graduates of Oxford University. Teach First has played a huge part in that.
In spite of those successes, we recognise that there are still challenges. As the economy improves and the labour market strengthens, high-performing graduates are being tempted by opportunities in other sectors. Our task is to continue to champion teaching as a career choice for the brightest and the best, and not only to attract those people into our classrooms but to keep them there once they have joined the profession.
Fiona Mactaggart
I thank the Minister. He talks about the 1% vacancy figure with what headteachers in Slough might feel is a degree of complacency. At what point would he think the level of vacancies was unacceptable?
Mr Gibb
It would be a figure considerably higher than 1%. If I may cite another figure, UCAS publishes statistics every month, and they show that acceptances are down by 2% compared with the corresponding period last year. That is an improvement on last month’s figures. We are not complacent, and we understand the challenges that exist, particularly with the strong economy that we have, but being 2% down does not represent the crisis that Opposition Members are intimating.
The Government are responding to the challenges. We have funded the geographical expansion of Teach First into every region of England, and the hon. Member for Sheffield, Heeley’s home city currently has 28 participants completing the two-year programme. A further 21 teachers who have already completed the programme are still teaching in Sheffield schools. The expansion will give Teach First the scope to reach 90% of eligible schools by 2016. That will strengthen the Government’s commitment to recruit more top teachers throughout the country, including in rural, coastal and disadvantaged areas.
Sue Hayman
My constituency is in north-west Cumbria, a rural area far from the centre, and we struggle enormously to recruit and retain in teaching. Can the Minister confirm that the programme will start to do something to change what is happening in west Cumbria?
Mr Gibb
The hon. Lady makes a good point. Despite being among the most beautiful parts of England, such rural areas find problems in recruiting. That was why we wanted to extend Teach First to those areas. We are cognisant of the fact that some parts of England find challenges in recruiting teachers, particularly younger teachers, who like to be in the cities.
Ruth Smeeth (Stoke-on-Trent North) (Lab)
The challenge of recruiting and retaining teachers is not only in rural areas but in some of the more deprived areas, which many of us represent. The challenge for all of us is class sizes and the impact on families and children in our constituencies. I think the Minister is being quite complacent about the impact on families of the challenge of recruiting and retaining teachers.
Mr Gibb
We are not complacent at all. One of the Secretary of State’s objectives is to take action in underperforming areas of the country where schools are not reaching the standard that we would expect of them. We are determined to do so. The national teaching service, for example, is a scheme by which we are encouraging high-performing teachers to second themselves to areas that have had problems in recruiting high-calibre teachers, so that we can raise standards in those areas. We are far from complacent, and we are determined to ensure that we have high-quality schools in every area and that every parent can send their child to a good local school, wherever they are located, including in areas of deprivation, rural areas or the coastal strip.
Of course, as the economy continues to recover and rebalance towards manufacturing, demand for STEM skills is increasing. Since 2010, we have therefore significantly increased the value of bursaries available to top graduates entering teaching in priority subjects. Those bursaries are now worth up to £25,000 tax-free, and we have worked closely with the leading learned societies—the Institute of Physics, the Royal Society of Chemistry and others—to develop prestigious scholarships for specialists in those subjects who want to teach.
Meg Hillier
I wish to bring the Minister back to the issue of housing costs in London. Is he having discussions with other Departments about how we can address the fact that teachers on these salaries are still a long way from being able to rent in London, let alone buy a property?
Mr Gibb
Those challenges face young people in London whatever their chosen profession, and that is why we are committed to addressing the housing shortage and building more houses. London is an attractive place for young teachers to teach, and Teach First and other organisations engaged in placing newly qualified or qualifying teachers into schools find London the least problematic place to place trainee teachers.
Even with generous bursary and scholarship schemes, we know there is still more to do to recruit high-quality mathematics and physics teachers—
Thangam Debbonaire
To return to the point about the recruitment of teachers of physics, I was concerned to hear this week from the Royal Society that in 50% of state-maintained schools, no girls study physics after the age of 16. That is surely a situation that we cannot ignore if we are to recruit from the best possible talent. What will the Minister do to redress the situation?
Mr Gibb
I could not agree more with the hon. Lady and I hope that she will join us in addressing the problem. We have established the Your Life campaign, with leading business people such as Edwina Dunn from Dunnhumby, which is designed to attract more young people into physics and maths at A-level, focusing particularly on young women, because that is where there is considerable scope to attract more young people. It is aimed at young people at about the time they choose their A-level options, and we are determined to increase the numbers taking A-level physics and maths, especially young women. The hon. Lady makes a very good point.
Sir Peter Bottomley (Worthing West) (Con)
Following up that interesting and important point, surely one of the things that will make a difference is that now most teachers going into primary education have done well in maths and physics and will be able to given children—both boys and girls—the idea that in secondary school they can take those subjects forward. That will contribute to helping to change the current situation, which is frankly unacceptable.
Mr Gibb
My hon. Friend makes a good point. We have made some significant reforms to primary education, including how we teach maths in primary school. We want children to leave primary school after six or seven years fluent in arithmetic, so that they can cope with a more demanding maths curriculum at secondary school. We hope that that confidence will take them through to A-level when they reach sixth form.
We are also addressing the shortage by spending some £67 million over the next five years to train an extra 2,500 mathematics and physics teachers and to improve the knowledge and skills of 15,000 existing teachers. We also established the Maths and Physics Chairs programme to support post-doctoral researchers to train as teachers with the aim of enthusing, engaging and inspiring students to progress to A-level study, to lead subject knowledge development with teachers in local school partnerships and to forge links with business. Very able young PhDs are now working in schools, and it is an inspiring and successful project.
We have given schools the freedom to pay good teachers more. That gives schools more scope to retain their best teachers by offering faster progression up the pay scale. It also allows them to adapt to any local circumstances where recruitment in particular phases or subjects is more challenging.
Since 2010, we have focused on reforming initial teacher training, so that schools have greater choice and influence over the quality of both the training and trainees recruited. School Direct, which the hon. Member for Sheffield, Heeley referred to, is already proving hugely popular with both trainees and schools. Last year, we recruited 9,232 trainees to initial teacher training, an increase of 40% on the previous year. As a result, 35% of the postgraduates training to be teachers are doing so via School Direct. The School Direct salaried route provides an excellent route for career changers to train as teachers. They receive rigorous teacher training, at the same time as working in a school and earning a salary. These new entrants to the profession can bring different, valuable experience from their previous careers in industry. The success of that route is reflected in a substantial increase in the number of places offered by schools.
I am conscious of the time, but I think the hon. Lady and her colleagues are overstating the case. We understand the challenges, but we have engaged in a huge number of initiatives, including very generous bursaries, to address the problem, and I am confident—
Madam Deputy Speaker (Mrs Eleanor Laing)
Order. The Minister cannot give way and the hon. Lady cannot intervene, because it is half an hour after the debate began. I was hoping that the Minister was going to get his last word in, but the hon. Lady intervened, and I am afraid that we have to go straight to the conclusion of proceedings.