Qualified Teachers

Andrew Gwynne Excerpts

Wednesday 30th October 2013 Commons Chamber

[Ian Austin (Dudley North) (Lab)]

The central point I want to make is that we as a country have to make education our No. 1 priority. We need to drive up results, enhance the status of the teaching profession, recruit the brightest graduates, train them better and insist on higher standards.

The fact is that not enough young people are succeeding in science, maths or technology, or going on to apprenticeships, particularly in high-tech industries. We are not sending enough young people to university and not enough young people from state schools are going to the best universities. We have to be honest with ourselves, however challenging it may be, that standards and results in too many state schools are just not good enough.

Britain is falling far behind other countries on basic numeracy and literacy. The OECD has just reported that, on basic skills, the UK is behind not just countries such as Finland, South Korea and Germany, but others such as Estonia, Poland and Slovakia.

Some areas in Britain are lagging even further behind. Just two schools out of seven in north Dudley reached last year’s national average with regard to five good GCSEs including English and maths. Six out of 10 across the borough as a whole failed to meet the national average. I do not think that any school in the country should be seeing fewer than 70% or 80% of its pupils achieving that level.

This year, I am pleased to say that results improved at four of those schools, but what shocks me is the extraordinarily wide variation in achievement between schools with similar intakes. Children starting at two schools in Dudley had achieved exactly the same key stage 2 results, yet five years later twice as many pupils in one school achieved better GCSE results than the other.

Just a few years ago, only a third of pupils at Ellowes Hall school managed to get successful grades; now, more than eight out of 10 do so. It is without doubt the best state school in the black country. If we take into account the value it offers its students, it probably has a good claim to be one of the very best schools in the country. It still has the same kids from the same families and largely the same teachers, but the thing that has changed is that it has a brilliant new head teacher, Andy Griffiths, and there is a relentless focus on standards and discipline. He has motivated the teachers and made the pupils believe in themselves.

Results are finally improving at Castle High, my old school in the middle of Dudley, under a new head teacher, Michelle King, and Dormston school, which suffered a catastrophic collapse in standards, now has a brilliant new head teacher, Ben Stitchman, who is turning things around.

[Andrew Gwynne (Denton and Reddish) (Lab)]

My hon. Friend is absolutely right that one of the best ways of driving up standards in our state schools is to get quality leadership in place. Is that not one of the key aims in driving forward the improvements he has mentioned?

[Ian Austin]

My hon. Friend is right. What unites all of those schools and others where results are improving is high-quality leadership. Being a great head teacher comes from being a great teacher. They know all about managing behaviour and discipline. They know how to get the best out of pupils, and they set high aspirations and demand high standards. I am concerned that, by not insisting on the very highest standards for teaching, the Government could be weakening the national stock of educational leaders for the future. That is so important, because the quality of teaching transforms opportunities for the rest of pupils’ lives. According to the Sutton Trust:

“Bringing the lowest-performing 10% of teachers in the UK up to the average would in five years bring the UK’s rank amongst OECD countries from 21st in Reading to as high as 7th, and from 22nd in Maths to as high as 12th. Over 10 years the UK would improve its position to as high as 3rd in Reading and 5th in Maths.”

My central point is that standards in too many schools are not high enough, and I do not think it is possible to tackle that by insisting that teachers in state schools should not have to have the very best qualifications.