Schools (Brighton and Hove)

Debate between Nick Gibb and Caroline Lucas

Tuesday 14th October 2014 Commons Chamber

[Caroline Lucas]

I am grateful for the thoughtful response that the Minister is giving. Does he share my concern that performance-related pay can greatly undermine teamwork if teachers are judged simply on what they contribute individually? In fact, what someone contributes in English has a knock-on effect in many other subjects. The best teaching is therefore about teamwork.

[Mr Gibb]

Again, I agree with the hon. Lady. When judging a professional within a firm of accountants or lawyers, one looks not just at one or two metrics, but at the contribution that they make to the whole operation. A good performance-related pay system would look at the contribution that a member of staff makes to the school as a whole. That could include mentoring and training teachers, extra-curricular activities and so on. It would look at their whole contribution to the school and there would not be a simplistic direct link to test results. That is down to the professionalism of the head teacher. I am confident that we will have well-run performance-related pay systems, rather than the type of system that the hon. Lady fears.

We need to ensure that we raise academic standards in this country and close the attainment gap. That is why the introduction of phonics, which she hinted at a criticism of, was important. It has raised the standards of reading. In 2012, 58% of pupils achieved the expected standard in reading. That has risen to 74% this year. That amounts to 102,000 six-year-olds who are reading more effectively today than they would have done, had we not introduced that important part of our education plan to raise academic standards.

The hon. Lady is a tireless promoter of the importance of good PSHE. I listened carefully to the example of good PSHE teaching that she cited from a school in her constituency. I know that she will talk to the Secretary of State later this week about her Bill. We agree that PSHE is important. We believe that all schools should teach PSHE, drawing on good practice like the example that she cited. We outlined that expectation in the introduction to the framework to the new national curriculum.

The hon. Lady is correct that good-quality relationships education is an important part of preparing young people for life in modern Britain. That is why we are committed to working with schools and other experts to ensure that young people receive age-appropriate information that allows them to make informed choices and to stay safe. Preventing violence against women is a topic that schools may include in PSHE. Maintained secondary schools are legally required to teach sex and relationships education, and we also expect academies to do so. To help support teachers, we have set up a new expert subject group on PSHE, which comprises lead professionals in PSHE practice. It will clarify the key areas on which teachers most need further support and produce new resources where necessary.

The hon. Lady said that the guidance on sex and relationships education is becoming outdated. I welcome the supplementary advice for schools, “Sex and relationships education (SRE) for the 21st century”, which was published recently by the PSHE Association, the Sex Education Forum and Brook. The advice helpfully addresses the changes in technology and legislation since 2000, and equips teachers to help protect children and young people from inappropriate online content and online bullying, harassment and exploitation.

The hon. Lady also spoke about sexual content on the internet. As she will know, children’s online safety is paramount. The Child Exploitation and Online Protection Centre has an important role. As a UK law enforcement body, it can apply the full range of policing powers in tackling the sexual abuse of children. CEOP has also developed a specific educational resource designed for use by teachers to tackle sexting.

[Caroline Lucas]

I have two very quick questions. First, I am grateful that the Minister recognises the problem of excessive work load in schools, but will he give concrete proposals on addressing it? Secondly, I am grateful that he has said that PSHE should be taught in all state schools but, if so, will the Government consider the opportunity to make it a statutory requirement?

[Mr Gibb]

We keep all curriculum issues and statutory requirements under review. On managing the work load, we are conducting deep-dive surveys into what affects teacher work load. We have asked the teacher and head teacher unions to help us to identify areas of teachers’ regular work load to see where we can make changes to ease it. We are determined to do so. The hon. Lady is right that we cannot have the teaching profession weighed down by unnecessary, bureaucratic work. By the way, we have swept away 21,000 pages of guidance and regulation that was imposed on teachers, but we need to do more to ensure that that release of bureaucratic burdens filters through to the chalk face, or the interactive white board face, of our schools.

On that note, if I have not answered any of the issues raised by the hon. Lady, I am sure we can correspond after the debate.

Question put and agreed to.

Academies Bill [Lords]

Debate between Nick Gibb and Caroline Lucas

Monday 26th July 2010 Commons Chamber

[Mr Gibb]

I am grateful to the shadow Minister for that remark. He clearly takes the issue very seriously and has scrutinised the Bill thoroughly. It is a pleasure to debate the measure with him.

[Caroline Lucas]

At the risk of being churlish, why is the democracy such an issue? The point was made that if you were to—[Hon. Members: “He”]—if he were to have a proper election, it would—I am sorry. A moment ago, the Minister said that if you were to increase the governors—

[Mr Gibb]

I think I have taken the hon. Lady’s point. Requiring a ballot of all parents of pupils at the school would unduly politicise the process and would enable those who are ideologically opposed to academies—I do not accuse the hon. Lady of that—to use the process either to agitate against the proposals or to try to delay the implementation of the decision. That would place unnecessary burdens on the governing body of the school.

Amendment 10 relates to the financial interest of governors. I reassure the Committee that there are restrictions on people taking part in the proceedings of governing bodies of maintained schools. They are clearly set out in the well-known School Governance (Procedures) (England) Regulations 2003, which provide that where there is a conflict between the interests of any governor, associate member or head teacher and the interests of the governing body that person must disclose the interest, withdraw from the meeting and not vote. If one of those individuals has a financial interest in any matter, he or she must disclose it, withdraw from the meeting and not vote. If there is any dispute as to whether a person must withdraw, the other governors must decide on the matter.

There are important safeguards that apply both before and after conversion to academy status. They mean that there is no need for an amendment specifically to disallow a governor from leading the consultation, as under existing law governors cannot participate in decision making on issues that concern their remuneration or benefit. That is a fundamental principle of charity law, and all academies are charities. I can also confirm that the model articles of association ensure that no governor can make any financial gain in his or her role as a governor.

Academies Bill [Lords]

Debate between Nick Gibb and Caroline Lucas

Wednesday 21st July 2010 Commons Chamber

[Mr Gibb]

I do not think that it needs to be set out in the Bill, but the hon. Gentleman is absolutely right: of course staff should be consulted, and they would be. TUPE––the transfer of undertakings (protection of employment) regulations—will govern the contracts of all the employees of the school and the transfer of employment on the same terms. He should feel assured that the necessary statutory consultation, by the employer and with the employee, will take place as part of the process.

[Caroline Lucas]

Why do we just have to take the hon. Gentleman’s word for it? No disrespect, but if it is so self-evidently clear that the consultation will take place with all the relevant parties, why could that not be set down in the Bill? For a lot of us, that would be a way of putting our minds at rest.

[Mr Gibb]

Well, no disrespect right back at you. The point is that the TUPE regulations are already in statute and they have to be followed. Whenever there is a transfer of undertakings, those procedures are followed, and there is no need to set that out in the Bill. However, we are simply adopting the same approach that the previous Government took to academies, which is that we regulate through the funding agreement. The hon. Lady can also be assured that the things said in this House are on the record for her to hold us to account against, so the more she can get me to say now, the more reassured she can be.

This Government’s approach is to let the people who have the experience and knowledge in their areas of work make the decisions that will affect them. The promoter of a free school will know who the interested parties are in their local area. Any proposal for a free school must be able to demonstrate genuine, robust demand for places at the proposed school—for example, through a petition or a declaration from interested parties. As I said, clause 9 requires the Secretary of State, when deciding whether to enter into academy arrangements with a free school, to take into account the impact of such a school on existing schools and colleges in the area. That will ensure that when decisions on any free school proposal are made, due consideration will always be given to its wider implications.

I want to run through some of the other points that the hon. Member for Hartlepool made. I made the point about consultation, but he also talked about academies being disconnected from their surrounding areas. However, the model funding agreement for academies, which hon. Members will have seen, explicitly says that

“the school will be at the heart of its community, sharing facilities with other schools and the wider community”.

That is a key provision of the model funding agreement.

The hon. Gentleman also talked about TUPE. Consultation can take place after the academy order has been made. The key issue for staff transferring—he also mentioned the discussions taking place in August—is the signing of the funding agreement. These consultations can take place well into September and October before the funding agreement is signed.

The hon. Gentleman asked about the disapplication of sections 15 and 17 of the Education Inspections Act 2006 for schools converting under clause 4. This is relevant because under those arrangements the school is not closing, but converting, so there is no need for provisions to govern all the steps that have to be gone through when a school is closed. Consultations are provided for, as I said, under clause 5. He also asked about the impact on the further education sector. Clause 9(2) requires the Secretary of State to take into account the impact on colleges as well as on other schools.

My hon. Friend the Member for North Cornwall (Dan Rogerson) asked about the facilities at free schools. Health and safety law will, of course, apply. Ofsted will continue to inspect, and there are detailed provisions about fire, safety, security and structure, food hygiene and so forth in the Education (Independent School Standards) (England) Regulations 2003, which will now apply to academies. Those regulations are very detailed; if they were not detailed, many independent schools around the country would have the same worries as my hon. Friend.

With those few remarks, I hope that I have assured hon. Members on both sides of the Committee, and I urge them not to press their amendments.

--- Later in debate ---

[Mr Gibb]

Apart from the hon. Gentleman, who is rarely reassured by any Front Bencher on either side of the House. On the basis of my remarks, I urge hon. Members not to press their amendments.

[Caroline Lucas]

I thank the Minister for his reply, but he will not be surprised to hear me say that I do not think that he goes far enough. Nothing in what he said reassures me that academies will teach a genuinely objective and balanced curriculum. Perhaps part of the problem is in the language, because what might feel objective and balanced to one person is patently not to another. There are not sufficient safeguards in the Bill to prevent the real risks that other hon. Members and I discussed; they are just not there. However, reluctantly, I have decided not to push the amendment to a vote. I beg to ask leave to withdraw the amendment, but I hope very much that this debate means that the Government will give more thought to those particular concerns.

Amendment, by leave, withdrawn.

Amendment proposed: 26, in clause 1, page 2, line 2, at end insert—

( ) the school has a curriculum which includes personal, social and health education as a statutory entitlement for all pupils;’.—(Diana R. Johnson.)

Question put, That the amendment be made.