Social Mobility Commission: State of the Nation Report

Baroness Morgan of Cotes Excerpts

Thursday 23rd March 2017 Commons Chamber

[Nicky Morgan (Loughborough) (Con)]

I echo the words of the hon. Member for Manchester Central (Lucy Powell) and of many other speakers in the House today in paying tribute to those who lost their lives or were injured yesterday, and to the House staff for keeping us safe. It is very important that the House’s business has resumed today. As the Prime Minister said earlier, yesterday was an attack on democracy. It is therefore important that our democracy should continue unabated today, and where better to start than on so important an issue as social mobility?

I was just looking at Twitter, as you do, and I see that somebody has tweeted, “How can there be a debate this afternoon if everyone agrees?” I suspect many of us spend our time trying to explain why everybody disagrees in this place, and why we are busy arguing and falling out with each other, so on the whole I think it is rather nice to have a debate in which people can broadly agree that there is an issue with social mobility in this country that we all want to tackle.

I thank the hon. Lady and the right hon. Member for Sheffield, Hallam (Mr Clegg) for co-sponsoring this debate, and I thank all those outside the House who have sent briefings to Members sharing their thoughts on today’s debate. The November 2016 Social Mobility Commission report said:

“Britain has a deep social mobility problem which is getting worse for an entire generation of young people”.

The Teach First briefing for this debate says:

“Failing to improve low levels of social mobility will cost the UK economy up to £14billion a year by 2050, or an additional four per cent of GDP.”

Frankly, we cannot afford not to tackle it.

I want to talk about three things: Britain’s social contract; schools, to pick up some of the issues that the hon. Member for Manchester Central has mentioned; and social capital. Every generation expects there to be greater opportunities for their children and grandchildren. In Britain at the moment, that social contract and the expectation of social mobility has broken down in parts of our country and among some groups of people. Education is a key driver of social mobility—I know that the Minister is committed to this, because I have had the privilege of working alongside him—but in the parts of the country that most need social mobility, there is often little educational aspiration, and underperformance is entrenched. I agree that tackling that should be the focus of this Government’s education policy, rather than having yet another discussion about expanding selection.

Last year’s vote and the rise of populism not just in this country but elsewhere, including in the United States, was a cry showing that our social contract has broken down. As I have said, each generation expects better opportunities for the next, but I think we should be honest in saying—I know this from my casework, but also from talking to friends and family—that that is not how many people see life today. There is pressure on housing services, and housing is unaffordable for the next generation in many parts of this country. The labour market feels incredibly insecure, but also very demanding, which has a knock-on effect.

The hon. Lady mentioned the numbers of words that children from different backgrounds know by the age of three. There is some very interesting research in the Social Mobility Commission report about the number of minutes each day that parents from different backgrounds spend interacting with their younger children. People working long hours in an insecure job will inevitably have less time to interact with their children than those not in that position. What can we do to help with that?

[Mr Burrowes]

I thank my right hon. Friend for highlighting the issue of parental contact, but may I focus on contact with fathers? The Government have made great strides in trying to ensure greater opportunities in work, but we must also look at how to create greater opportunities to ensure that fathers are not only in contact but are involved in their children’s upbringing. I saw from clients in the criminal justice system that one of the prevailing factors for them was either an absent father or a father who was not involved in their lives.

[Nicky Morgan]

My hon. Friend is absolutely right. The importance of families and of having two parents or two important role models in life—and of both boys and girls having a strong male role model—should not be underestimated. It is no secret that I disagree with my right hon. Friend the Member for Chingford and Woodford Green (Mr Duncan Smith) on some policy issues, but the work that he did at the Centre for Social Justice and the work that my hon. Friend the Member for Enfield, Southgate (Mr Burrowes) is doing now on the importance of family relationships and public policy should not be underestimated.

[Siobhain McDonagh]

On the issue of working hours, I find in my south-west London constituency that the bigger determinant is ethnicity. If people have travelled a long way to get here, an education is the most important thing for them. In my experience, their children do exceptionally well whatever hours they work, because they imbue them with the importance of education. The young people who go to the grammar schools in south London, other than the privileged ones, are overwhelmingly from particular ethnic minorities. In my experience, that particularly includes children from the Tamil community.

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[Nicky Morgan]

The hon. Lady makes a really interesting point. There is a broader point, which is that we are sometimes reluctant to explore too far the differences in social mobility between different communities and people from different ethnic backgrounds. She is right, in that anyone walking around Chinatown on a Saturday morning will see children sitting there, often in their parents’ restaurants, actually doing their homework. I do not need to tell the Minister about the successes, particularly in maths, of students from the far east.

The hon. Lady is absolutely right to talk about drive and aspiration, and I will come on to aspiration in a moment. It always struck me when I was Secretary of State for Education that around the world young people and their families are fighting for education, and sometimes in this country we have parents fighting to take their children to Disneyland. That tells me that education is not given the importance in everybody’s lives that it should be given. I suspect that part of the success of the London challenge—it is difficult to unpick exactly what was behind it, because there were lots of factors in the London challenge that made a difference—was due to the diverse ethnic backgrounds and the importance that people from different ethnic backgrounds attach to education, and everything that goes with that.

As I was saying, there are parts of the country that feel they are very much left behind other parts. That is picked up in the commission’s report, which also says that

“today only one in eight children from low-income backgrounds is likely to become a high income earner as an adult.”

Politicians and the Government have to find a way of renewing that social contract; otherwise, we are playing into the hands of those who would feed on the dissent and take advantage of it at forthcoming elections. That means that we need to focus on communities and areas where social divisions are at their widest and where social mobility has stalled or is going backwards.

Recently, I have been studying the Louise Casey review of opportunity and integration. We are awaiting the Government response to it. It is a fascinating report, in which she says that integration is a key part of a successful immigration policy. I do not think we have used the word “integration” in our immigration discussions enough. I do not expect the Minister to respond to that point, because he is not a Home Office Minister, but Louise Casey goes on to say that social mobility is a key part of integration:

“As well as providing economic advantages, social mobility also provides knock-on benefits such as reducing grievances, heightening a sense of belonging to a country or community and increasing geographic mobility and social mixing too.”

As I said, schools and education are the great driver of social mobility. It is worth drawing attention again to what the Social Mobility Commission report says:

“Despite a welcome focus on improving attainment in schools, the link between social demography and educational destiny has not been broken”.

The hon. Member for Manchester Central was right to say that that is not the fault of one Government, but has happened over successive years. However, it cannot be right that that link between social demography and educational destiny has not been broken. The report states that

“over the last five years 1.2 million 16-year-olds—disproportionately from low-income homes—have left school without five good GCSEs.”

It goes on to say:

“A child living in one of England’s most disadvantaged areas is 27 times more likely to go to an inadequate school than a child living in one of the least disadvantaged. Ten local authorities account for one in five of England’s children in failing schools.”

We know where the problem is; we must work out how to fix it. What does that mean in practice? Those of us who have talked about choice in education must realise that for families who are surrounded by inadequate schools, “choice” is a hollow word. There are no good or outstanding schools in those areas, and the families cannot afford to buy their way out of poor services or even the transport to a different area.

The focus on areas is right. In the White Paper that the Department published last March, “Educational Excellence Everywhere”, areas of entrenched educational underperformance were announced, where access to high quality teachers, leaders and sponsors was insufficient. They are now opportunity areas and I hope that the Minister will say more about them in his concluding remarks. It will be helpful to know the plan for investing in them, the services that will receive attention and how we will tackle getting high quality teachers, leaders and sponsors into them. We can be more directional. That is where Government can give a lead.

The hon. Member for Mitcham and Morden (Siobhain McDonagh) said that it is about not just academic attainment but aspiration. One of my most formative experiences—I have probably shared it with hon. Members previously—was visiting a primary school in Lancashire. It was a good primary school. It would be fair to say that the staffroom was not inclined towards my politics, but we had a robust discussion. I was struck by the fact that the headteacher had moved to this rather nicer area and this good school from an inner-city primary school. She said of the latter, “Oh well, those children were never going to be more than ‘requires improvement’”. How can someone write off children before they reach the age of 11 as never amounting to more than “requires improvement”? What a waste of human potential. What a waste for our country. That attitude must be overcome.

Attitudes in families of, “My child can access a profession, go to university, get a great apprenticeship”, even though perhaps the parent did not, should be encouraged. We must also foster the attitude in schools that children will fulfil their potential.

[Siobhain McDonagh]

I believe that all parents aspire for their children, but some do not know how to make things happen. We know that doing more homework on more evenings is more likely to get children to where they aspire to be. The inability to connect reality and the required work with the aspiration is a problem.

[Nicky Morgan]

I agree. It is not that parents do not want the best for their child. If you ask most parents on the birth of a child, they want their child to be happy, healthy and successful in life. I will talk about extra-curricular activities shortly because again, there is a social injustice in access to those activities. The hon. Lady is right about support. All the nagging that middle-class parents do about homework, or chivvying children to read more books, often does not happen elsewhere, not for lack of wanting to do it but perhaps because it was not done to those parents. Going into a child’s school and challenging teachers is anathema to someone who has had a very unhappy school experience. Attendance at parents’ evenings is indicative of the support that children get at home.

Aspiration is about aiming high for young people. I did not have a chance to look up the name of the school, so I apologise for not remembering it, but I went to a fantastic primary school in Northamptonshire, where a high proportion of children had free school meals, but it was working with the Royal Shakespeare Company and every child had access to Shakespeare and his language. I heard the tiniest children talk about Shakespeare’s characters and watched the older children perform complicated scenes—I would have had difficulty remembering all those lines, but they were doing brilliantly. The headteacher there had high aspirations. He said, “All my children will be able to do this and benefit and learn.” They were doing incredibly well.

I pay tribute to the National Association of Head Teachers for setting up its “Primary Futures” campaign, which is about getting adults into schools to talk about their careers and broaden horizons. When I was in the DFE, we set up the Careers & Enterprise Company. Broadening horizons, and aspirational and inspirational careers advice, are important. There will be a difference of opinion in the House about work experience, which we have debated. One week’s dry work experience in an office will not necessarily set the flame alight, but I remember talking to some apprentices, who told me that a week at Rolls-Royce, where they could see how the maths they were learning would be applied in the workplace, does set the flame alight. People then go back to school more determined to do better in their maths classes.

There is a changing labour market. In the article at the weekend that the hon. Member for Manchester Central and I wrote, we talked about the number of high-skilled jobs that will be around. The Teach First briefing says that, by 2022, the British economy is expected to experience a shortage of 3 million workers to fill 15 million high-skilled jobs. At the same time, there will be 5 million more low-skilled workers than there are low-skilled jobs. I did not want to mention the “B” word this afternoon—it is very nice not to be talking about the European Union—but, if we are to change our immigration policy in this country and have fewer people coming in from overseas, we must ensure that all our young people are training for the labour market of the 21st century.

That is my problem with the Government’s focus on introducing more selection. We do not live in a world where we need only the top 20% or 30% to be highly skilled. We need everybody to have access to a knowledge-rich, excellent academic curriculum. A renewed battle over selection distracts from what is needed in our education to deal with the demands of a 21st-century labour market, to give everyone a chance to close social divisions, and to build a consistently strong school system.

Research from the Education Policy Institute talks about the negative effects on those who live in the most selective areas but who do not attend grammar schools. The negative effects emerge around the point when selective places are available for around 70% of high-attaining pupils. The research says that there are five times as many high-quality non-selective schools in England as there are grammar schools.

Every child is entitled to an academic curriculum. Like the Minister, I have seen some great schools in some very unexpected places. I remember my visit to King Solomon Academy in London—the Minister will have been there too—and to the Rushey Mead in Leicester. They have a higher proportion of children on free school meals but are doing incredibly well in terms of the exam results they are achieving. I also pay tribute to the Harris academies and Ark in Portsmouth.

The hon. Member for Manchester Central mentioned the secondary heads in Surrey who had written about selection. The Leicestershire secondary heads, too, wrote to the Prime Minister and the Secretary of State for Education. Impressively, every single headteacher in Leicestershire signed the letter. If the Minister has not seen it, I hope he can get hold of a copy. One paragraph states:

“As professionals who have dedicated our lives to educating children across Leicestershire, our concern is for all the children in our region. Removing the most able pupils in our schools will have a negative impact on those who remain. Removing the option of ambitious, all ability comprehensives, with a scarcity of academic role models, will impact most particularly on the least affluent and least able. Therein lies the most significant injustice of this policy.”

Academic attainment is important and we should set high aspirations and ambitions for all pupils, but pupils in the best schools gain something else, and I want all pupils to gain it. This was one of the things I tried to champion when I was in the Department for Education. I am thinking of the character traits—persistence, resilience, self-confidence, self-esteem—and the values and virtues of integrity, honesty and whatever it might be, that help to build a whole pupil. I was at Elizabeth Garrett Anderson School in north London recently. The school focuses on building social capital among its pupils. It is conscious of the fact that its pupils will have to compete with the independent school down the road. I visited the King’s Leadership Academy in Warrington, which is a new free school, now over-subscribed, where behaviour is excellent, and where aspirations are incredibly high. All the young people are trained for leadership. Kings Langley School in Hertfordshire and Gordano School near Bristol are fantastic schools—I could go on.

Educating young people is about not just what happens in the classroom, but access to other schemes. I pay tribute to the former Prime Minister and the current Government for their focus on the National Citizen Service and other schemes: social action, volunteering, uniformed activities such as the cadets, the guides and the scouts, and the Duke of Edinburgh award. They all help to build up experience and confidence in young people. Those of us who have been employers and have interviewed see the ability of some young people to walk through our door, look us in the eye and shake us by the hand. Some children are taught that and encouraged in school, but some are not. These things matter in helping young people to get on.

I mentioned extracurricular activities. The commission’s report specifically talks about the effect different social backgrounds have on how people participate:

“One study found that 43 per cent of children whose mother had a postgraduate degree had music lessons, compared with just 6 per cent of children whose mother had no qualifications. At the age of 11, 85 per cent of children whose mother had an undergraduate degree participated in organised sport outside of school, compared with 56 per cent of children whose mother had no formal qualifications.”

I was very pleased that in last year’s Budget the then Chancellor announced funding for a longer school day. It would be helpful to know what emphasis the Department will place on that to help schools provide such activities. It is not necessarily about the schools themselves providing the activities; it could be enabling all young people in their schools to take up a place and participate.

[Mr Burrowes]

I very much support what my right hon. Friend says, particularly about social capital and building character through education. The Government have committed to a statutory requirement for relationships education. Many children, sadly, come from a background of conflict, trauma and survival. There is now the opportunity to provide them with the building blocks that others receive outside school to build resilience, self-esteem and respect for others, and help to build that character which is so vital for their long term future.

[Nicky Morgan]

I agree with my hon. Friend. I was very pleased to support his amendment on sex and relationships education, and I am very pleased that the Government have taken that on board and accepted an amendment to the Children and Social Work Bill. He is right to say that. One of the most important characteristics is resilience, or to use the awful phrase, stickability and bouncebackability: the ability to deal with what life throws at them and not be blown off course. Anything that schools, adult role models and other organisations can do, in addition to families, to help young people to develop that characteristic will go at least part of the way to building the more resilient and confident young people we need for the 21st century.

I do not think we will all agree with everything in the commission’s report, but it shows that we have a problem with social mobility. For those of us who are one nation politicians, that should make us very uncomfortable. There is talk of a meritocracy, but the difficulty is this: who decides who has merit? I would prefer to say that everyone has potential, but that in some cases the keys to unlocking that potential are more readily available to some than others. Today’s debate is about working out what those keys are and how they are handed out, and about building a consensus, or perhaps cross-party momentum, on how to do just that. But it has to be about more than words. Much has been done by this Government and by previous Governments, but there is much more to do if we are to show how we are going to renew our broken social contract and build real social mobility in this country.

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[Mr Clegg]

The hon. Gentleman is entirely right. I have gone on a bit of a journey on this: I have always had a somewhat kneejerk liberal reaction of slight squeamishness and reticence about the idea of politicians, the Government, Whitehall and public policy experts seeking to tweak or improve how parents choose to raise their children, which I intuitively think is no business of politicians, but I agree with the evidence. Much like the right hon. Member for Loughborough, I agree on almost nothing with the right hon. Member for Chingford and Woodford Green (Mr Duncan Smith) on many issues, but on this I think that he led the pack in saying that this is something that politicians need to grapple with, although we need to do so with care.

The first page of the summary of the report recommends that the Government should introduce

“a new parental support package, including a guarantee of help if a child’s 2 to 2½-year check shows that they are falling behind.”

I entirely agree with that. Public policy is inching towards greater involvement in an area that many folk have previously felt should be kept immune from such interventions.

I want to make one more point about early years that I am sure everyone here is aware of. It is unglamorous, rather fiddly and difficult to fix, but it is acutely important: it is the quality of early years provision. The pay and status of early years teachers are real problems. We do not have enough men going into early years teaching. Pay is very low, and there is no qualified teacher status. As the Government seek to expand the entitlements for three and four-year-olds, it is terrifically important that quantity does not come at the further cost of diminished quality. If the Minister can tell us how the quality, status and—in the long run—pay of early years teachers can be improved, so much the better.

I also want to talk about money. In those glory days back in 2010, I intervened aggressively in internal discussions when we had to announce what was in many ways the fateful comprehensive spending review setting out all sorts of unappetising cuts. I insisted that the per-pupil and indexed core budgets for schools should be protected. Those budgets needed to be protected in terms of prices and of pupil numbers, not least so that we could then add on the pupil premium in a meaningful way and ensure that it added genuine value.

I look now at the trouble the Government are getting into, and yes, a lot of this is complex. A lot is to do with the higgledy-piggledy, unjust, idiosyncratic way in which schools have had their budgets allocated to them over many decades, but some of it is pretty obvious. The Government simply cannot cancel the £600 million education services grant, as they did shortly after the 2015 general election, while protecting the per-pupil allocation only in cash terms and not in real terms and while diverting hundreds of millions of pounds to free schools—many of which are doing a great job, but frankly, far too many of which have been opened in places where there is no desperate need for extra places—and possibly compounding that error by spending hundreds of millions of extra pounds on new selective schools, and then ask schools to shoulder their own newly increased national insurance and pension contributions and, in some cases, apprenticeship levy costs, and, on top of that, introduce a national funding formula with no additional money to make that work. If they do all that, they are bound to get into terrible trouble.

I do not say this in a spirit of recrimination, but the Government should not be surprised that they are encountering huge resistance to these plans across the House and huge disquiet from parents, headteachers and governors up and down the country. There is a limit to how much they can keep expecting improved performance from a schools system that is being put under those multiple and entirely self-inflicted financial stresses and strains.

I know a little bit about this because, in the coalition Government, we looked exhaustively at the case for introducing a national funding formula. In principle, the case for doing so is impeccable; of course it is. The current situation is woefully unfair. There are many non-metropolitan schools, smaller rural schools, suburban schools, schools in the shires and so on that have received far less funding over a long period. However, the problem is that if we introduce a national funding formula in a way that does not raise the overall financial tide for all schools, what happens is exactly what is happening now. The schools that think they are going to gain pots and pots of money are disappointed at how little they gain, and those that are going to lose will lose an unacceptably large amount of money. No one is pleased.

The one issue in this debate on which I disagree with the right hon. Member for Loughborough is that, if I understand it correctly, her solution is to adjust the deprivation calculation buried within all the numbers in the national funding formula, which—all credit to the Minister and his Department—is a bona fide attempt to protect the funding to the poorest. The right hon. Lady will no doubt correct me if I am wrong, but one way to try to square the circle is to take a little money from the deprivation allocation and raise the floor or the minimum amount—

[Nicky Morgan]

rose—

[Mr Clegg]

Have I got it wrong?

[Nicky Morgan]

The intricacies of the national funding formula are probably not quite right for this debate, but the right hon. Gentleman wants to consider the different grades of deprivation and how they are funded. Of course, there is the pupil premium outside the national funding formula, but there is also the income deprivation affecting children index, or IDACI, which looks not only at the overall deprivation weighting, but the weighting within the different deprivation gradients. That needs to be reconsidered and the Department needs to rerun the numbers.

[Mr Clegg]

I am grateful for that explanation. I will not try to improve upon the technical proficiency and expertise that the right hon. Lady has just displayed, because I cannot match her for that. I hope in many ways that she has just made my point, which is that we are condemned to fiddling around in the undergrowth to shift a little bit of money here or there to try to square a circle.

We came to the conclusion in the coalition—the Minister may remember—that it is not possible to introduce a national funding formula in a way that is just and fair if it is not pump-primed with a lot of money. I cannot remember whether it was in 2013 or 2014, but we did the next best thing, which was to use about £400 million as a stopgap measure—the Minister may have announced it at the time—to target the underfunding of the most underfunded schools. I plead with the Minister to learn from the past and, because I doubt whether any new money will be forthcoming from the Treasury, do that again. It is not ideal. It is a stopgap. It is temporary, but it is much better to allocate targeted resources to the schools that rightly complain about having been most hard done by under the current funding formula than to annoy and upset everyone in the way that the Government appear destined to do if they carry on with their current trajectory. That is my helpful suggestion for a way out for the Government from this politically invidious position in which they find themselves.

My final point has been made already, but it is worth repeating and relates to the importance of evidence-based policy. It really should not have to be restated that when we consider something as precious and as important as how we design the education system for our children, we should always be led not by dogma, ideology or personal hobbyhorses, but by the evidence. I do not want go over many of the points made earlier, but this old idea of improved selection perplexes me—that is the politest way of putting it. No international, national or local evidence whatsoever is being wheeled out. If the evidence is not there, let me at least make a political plea: the proposal is not actually popular with parents. Opinion polls show that older voters like it, particularly those who remember grammar schools in the old way, but parents, who actually have to make invidious choices about where to send their children, hate it.

The Government appear to have forgotten why previous Governments, including previous Conservative Governments, stopped the expansion of selection. It was precisely because they were encountering such resistance from their own voters, who do not like it. I ask people in the Westminster and Whitehall village why on earth we are proceeding with something that parents do not like, for which there is no evidence and for which there is no manifesto commitment at all. I do not remember the Conservatives populating our television screens in the run-up to the 2015 general election saying, “And we will introduce grammar schools.” There is no mandate for it. I am told—the Minister will not be able to confirm this—that one unelected political apparatchik in No. 10 went to a grammar school and has apparently persuaded the Prime Minister that they are therefore a good idea.

I am sure that it is not as simple as that, but surely it cannot be the case that the whole of Whitehall is being led by the nose because of the personal prejudices of one unelected political appointee in No. 10. I have to put on record this magnificent quote from Russell Hobby, the leader of the National Association of Head Teachers, writing in The Times Educational Supplement:

“In no other sector would this be acceptable. If the minister for health proposed to increase state funding for homeopathy on the basis that it did wonders for his uncle’s irritable bowel back in the 1970s—and must, therefore, be right for everyone today—there would be an uproar. This is a precise metaphor for the expansion of grammar schools. It is educational homeopathy.”

I hope that the Minister, who of course will not be able to disagree with the new orthodoxy, will none the less privately go to the Secretary of State for Education, and to the other powers that be in Whitehall, to stop the fetish for selection before it gets this Government into terrible trouble.

Where does the evidence suggest that we should do more? I am not exactly declaring an interest, but I chair a cross-party commission for the Social Market Foundation—there are Labour and Conservative Members on the commission—and we are looking at some of the key evidence-based drivers of increases in, and the existence of, inequality in the education system. One of our most striking early conclusions from the data we have seen and our original research—we will be producing a concluding report in the next month or two—is, I should think, intuitively obvious to us all, much like the importance of early years.

There is an intimate relationship between educational underperformance in some of the more deprived parts of the country, and the high teacher turnover and lack of experienced teachers in those schools. It really is very striking. The proportion of unqualified teachers working in primary schools with the highest concentrations of pupils on free school meals is 4%, but it is half that in the most affluent quintile. There is a similar pattern in secondary schools, where 5% of teachers in the richest schools, if I can put it like that, are unqualified, compared with 9% in the poorest schools. Schools that serve the most disadvantaged communities also experience far higher levels of teacher turnover than neighbouring, more advantaged schools.

This policy challenge, which does not detonate with the same attention and fury from the media as selection and so on, is a mundane but, none the less, crucial one. What can we do to attract highly qualified teachers to those parts of the country to which they are not presently attracted and/or to make sure that teachers in those schools stay and are supported to improve their own experience and qualifications? The Department for Education is looking at that, and I very much hope that—as we all continue to grapple with the elusive problem of how to build an open society in which people can go as far as their talents, application and dreams take them, rather than having their life fortunes determined by the circumstances of their birth—it is one of the many areas in which the Government will seek to make a positive intervention in the years ahead.

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[The Minister for School Standards (Mr Nick Gibb)]

If I may, I will take a moment to express my personal gratitude to all the brave men and women who work here every day to protect us, showing immense bravery—they run towards danger to keep us safe. Our thoughts are with those who were injured yesterday, and with the families of those who tragically lost their lives.

I congratulate my right hon. Friend the Member for Loughborough (Nicky Morgan), the right hon. Member for Sheffield, Hallam (Mr Clegg) and the hon. Member for Manchester Central (Lucy Powell) on securing this debate. I agree with all the speakers in this debate about the importance of improving social mobility in this country, which is why the Secretary of State has demanded that social mobility should sit at the very heart of everything the Department for Education does.

The Government have already done a huge amount in our determination to achieve that. The pupil premium ensures that schools are given additional funds to support disadvantaged pupils. We are delivering 30 hours of free childcare for three and four-year-old children of working parents. We have begun our pioneering work in 12 opportunity areas, where we will partner with local communities to drive social mobility. Teach First is now sending even more high-quality graduates to work in areas of high deprivation. We have introduced a £75 million teaching and leadership innovation fund to improve professional development for teachers in disadvantaged areas. Our school reforms have led to 1.8 million more children having a good or outstanding school place than in 2010, helping to ensure that they get the education they need and deserve. The number of children studying the combination of academic subjects that make up the English baccalaureate has risen from just over one fifth to nearly two fifths, ensuring that more pupils have access to the broad academic education that they need. The Government are transforming technical education, with new T-levels adding prestige and raising quality for students.

I listened carefully to what the right hon. Member for Sheffield, Hallam said about early years. The Department’s ambition is to ensure that the circumstances of a child’s birth do not determine what they can achieve in life. We are delivering 30 hours of free childcare for three and four-year-old children of working parents. We have laid out our strategy to improve the quality of the early years workforce by improving access to high-quality professional development. We have introduced the two-year-old offer to allow disadvantaged two-year-olds to attend early years. I pay tribute to the right hon. Gentleman with regard to that policy.

Crucially, the introduction of systematic synthetic phonics and the accompanying phonics screening check have seen a dramatic rise in early literacy. This year, 147,000 more six-year-olds are on track to becoming fluent readers than in 2012. Phonics is our most potent weapon in our fight to close the intolerable gap in literacy between the most disadvantaged children and the more affluent.

The Government have been unapologetic in their unrelenting push to raise educational standards. Nearly nine in 10 schools are rated by Ofsted as good or outstanding, but there is still more to do. More than 1 million children still attend a school that is not yet rated good. The Government want every parent in the country to have the choice of a good school place for their child. That is why we will create more good school places, harnessing the resources and expertise of universities, faith schools and independent schools, and lifting the ban on selective school places.

We do not think it is fair that children have the opportunity to go to an academically selective school only if they live in a particular county in England, when 98% of grammar schools are good or outstanding. We know that selective schools are vehicles of social mobility—I accept that that is for those pupils who attend them—and almost eliminate the attainment gap between pupils from disadvantaged backgrounds and their peers. That is one argument, but there are many others. Pupils in grammar schools make significantly more progress than their similarly able peers, with Progress 8 showing an aggregate score of plus 0.33 for grammar schools, compared with a national average of 0. The House will also be aware that 78% of high-ability children who leave primary school with a level 5 in their SATs go on to achieve the full EBacc suite of GCSEs if they go to a grammar school, but only 53% achieve that if they go to a comprehensive. That is why we want to ensure that children from disadvantaged backgrounds and ordinary working families have the opportunity to benefit from selective schools. We also want to ensure, as we set out in the consultation document, that selective schools work with neighbouring primary and secondary schools to the benefit of all pupils.

As the Social Mobility Commission report sets out, there are “social mobility coldspots” across the country that are falling behind. Twelve of those areas have been designated as opportunity areas by the Secretary of State, building on the work of my right hon. Friend the Member for Loughborough. We will target interventions in those areas that are designed to improve opportunity and choice for pupils. Those opportunity areas will enable us to identify new approaches to tackling the root causes of educational disadvantage. We will build an evidence base of what works so that we can transfer those approaches to other areas to remove the barriers to social mobility.

As the Social Mobility Commission recognises, the single biggest educational factor that improves social mobility is the quality of teachers, so we intend to invest in the profession. We will invest a substantial proportion of the £70 million for the northern powerhouse schools strategy in piloting new approaches to attracting and retaining teachers in the north of England, and we will target the £75 million teaching and leadership innovation fund at improving professional development for teachers where that can make the most difference.

Thanks to the academy and free schools programme, teachers and headteachers have enjoyed greater freedoms to tackle poor behaviour and raise expectations in the curriculum. Teachers have been instrumental in setting up some of the highest performing and most innovative free schools in areas of disadvantage.

Last month, I visited Reach Academy Feltham, run by Teach First ambassador Ed Vainker. I was struck by his passion as he explained the lengths to which he and his school go to ensure that they attract as many pupils from disadvantaged backgrounds as possible. Reach Feltham’s determination to do everything it can to admit pupils from disadvantaged backgrounds is an example of a school with a mission to drive social mobility. That free school and other innovative schools show what it is possible to achieve.

Whether it is Reach Feltham, Michaela Community School, City Academy Hackney, King Solomon Academy, which my right hon. Friend the Member for Loughborough mentioned, or Harris Academy Merton, which the hon. Member for Mitcham and Morden (Siobhain McDonagh) mentioned, where 39% of pupils are entered for the EBacc suite of GCSEs, they all understand the importance of knowledge and teach a stretching, knowledge-rich curriculum. Each of those schools has clear routines that are consistent in all classrooms. They understand the importance of a strong approach to behaviour management. They all serve disadvantaged communities, demonstrating that high academic and behaviour standards are not and must not be the preserve of wealthy pupils in independent schools or socially selective comprehensive schools.

[Nicky Morgan]

Is not my right hon. Friend demonstrating in the second half of his speech why the first part about reintroducing selection is a red herring? He has just given examples of several hugely impressive schools, with pupils from disadvantaged backgrounds who are achieving excellent results. Does he not agree that we want more such schools rather than accepting that schools cannot always achieve that and therefore taking pupils out to put them into selective education?

[Mr Gibb]

We want to leave no stone unturned. The purpose of the Green Paper that we published in September is to ensure that we harness all the expertise and talent in this country, whether in universities, independent schools, faith schools, outstanding comprehensive schools or selective schools to ensure that we have more good school places. There are still problems that we have to address.

According to the Sutton Trust, just 53% of high-ability children who are eligible for the pupil premium take triple science GCSEs, compared with 69% of non-free-school-meal children. Some 20% of high-ability free school meal children are at schools where triple science is not even offered. We are trying to tackle those issues, and we are leaving no stone unturned.

We are also addressing technical education. We are spending £500 million a year on improving technical education and we will deliver the recommendations of Lord Sainsbury’s review in full. Those new T-levels will replace 13,000 or so different qualifications.

As right hon. and hon. Members argued in their article, our country and economy are changing fast. We must ensure that all pupils, irrespective of background, receive an education that gives them opportunity and choice in their adult life. We should all be able to agree that social mobility should be about not where a person starts, but where they end up.

A few weeks ago, I visited Michaela Community School in Wembley, a new free school committed to improving the education of those from the most disadvantaged backgrounds. Every day at lunch all the pupils recite in unison one or two of the poems that they have learnt by heart. When I was there, they recited William Henley’s “Invictus”, which reflects the determination and stoicism that is fostered at Michaela Community School:

“Out of the night that covers me,

Black as the pit from pole to pole,

I thank whatever gods may be

For my unconquerable soul.



In the fell clutch of circumstance

I have not winced nor cried aloud.

Under the bludgeoning of chance

My head is bloody, but unbowed.”

Question put and agreed to.

Resolved,

That this House notes the contents and recommendations of the annual State of the Nation report from the Social Mobility Commission; notes that despite welcome measures by successive governments to improve social mobility the Commission warns that social mobility is getting worse, the reasons for which are deep-seated and multi-faceted; and calls on the Government to lead a renewed approach in the early years, in education, skills and housing, to improve social mobility.

Education and Social Mobility

Baroness Morgan of Cotes Excerpts

Tuesday 22nd November 2016 Commons Chamber

[Nicky Morgan (Loughborough) (Con)]

All Members can agree that a first-class education is the greatest investment we as a country can make in our next generation. I have no doubt about the Secretary of State’s commitment to increasing social mobility, having heard her speak around the Cabinet table over the past few years. I think we can also all agree that post-Brexit it is more important than ever that all our young people leave education well skilled and well educated, particularly if we are to have a new immigration policy in the next few years.

We want excellent education everywhere. As I said at our party conference a couple of years ago, that “everywhere” is fundamental. What is missing from the Green Paper is that sense of a strong and consistent whole system. That might be because it only talks about schools, rather than some of the other issues facing our education system, such as the quality of teaching and the need for more great teachers and for announcements on fairer funding. That said, I was pleased to hear the Secretary of State talking about her commitment to the EBacc.

I should also recognise the Secretary of State’s announcements on opportunity areas. In the White Paper published earlier this year, we identified areas—the achieving excellence areas—that really needed attention, and last week the Social Mobility Commission picked that up. We have heard already about the ResPublica report on Knowsley commissioned by the Knowsley education commission, to which we should pay tribute for recognising the entrenched educational under-performance in its own area and the need to ensure that children and families have choice when it comes to schools.

For me, there are two tests for new schools policies. First, do they specifically tackle areas of underperformance? Secondly—this is at the heart of the debate on selection—is every child being offered an academic, knowledge-rich curriculum? I know that that knowledge-rich curriculum is also of fundamental importance to the Minister for School Standards.

We have to acknowledge that the Government’s Green Paper sets out the dangers of change in selective schools. Paragraph 4 on page 21states:

“while those children that attend selective schools enjoy a far greater chance of academic success, there is some evidence that children who attend non-selective schools in selective areas may not fare as well academically – both compared to local selective schools and comprehensives in non-selective areas.”

The Education Policy Institute published a report in September. It wrote:

“Analysis of educational performance across OECD countries has concluded that a higher proportion of academically selective schools is not associated with better performance of a school system overall, according to results in the international PISA tests taken by pupils at age 15 in 2012.”

I would like to hear more from the Minister about the evidence the Government are relying on in making the proposals in the Green Paper.

We talk about being a one nation Government, so our focus has to be on tackling those areas of the country where school underperformance is still entrenched, where families do not have a choice, where there are no good or outstanding schools and where the opportunity to travel outside the borough boundaries just does not exist. If the Government seriously believe that having more selective schools will raise standards across the board, they would have proposed introducing those schools only in pilot areas where there was underperformance, but the Green Paper talks about local demand being a driver. What if those areas most in need of higher standards opt out of having new schools? Given the inherent problems in the proposals, the Green Paper has to talk about mitigating measures.

My other concern is that the proposals will distract the Department and the Government from the issues really facing our education system. Let me again mention fair funding, which I know colleagues of all parties, and particularly on the Conservative side, take incredibly seriously as an issue that has to be sorted out.

The second test is whether we think all children can benefit from an excellent, academic, knowledge-rich curriculum, which I think is what our future workforce of the 21st-century needs. True social mobility requires that every child be given the same opportunity.

[Andy Burnham]

I am listening carefully to what the right hon. Lady is saying. Does she agree with me that this policy is a distraction, and that if we wanted to make the biggest difference to education in our country, we would do that by focusing on the 0 to 4 age group and ensuring that more children arrive in reception classes ready to learn, with the language and social skills that they need?

[Nicky Morgan]

The right hon. Gentleman is right in the sense that early education is, of course, critically important. One of the issues surrounding more selection is that the attainment gap is already wide by the time children get to the age of 11, and often even before they have reached primary school. The right hon. Gentleman has been a Secretary of State, and he knows that Departments can do more than one thing, so we can focus on early years at the same time as focusing on making sure that every child has an excellent academic education.

As I was saying, true social mobility requires every child to be given the same opportunity, and it is not for other people to make judgments about what children are entitled to. I will always remember my visit to a primary school in Lancashire, whose headteacher informed me that the children in her previous school, a city centre school, were only ever going to be assessed as “requires improvement”. If children are being written off by some even before they have reached the age of 11, that tells me that there is a problem and that it needs to be tackled first.

I will be honest: when it comes to knowing how to vote, I have struggled with both the motion and the amendment before us today. What is being proposed in the Green Paper was not in our manifesto. I really hope that Ministers will listen to the responses to the consultation and to what Members of all parties say today. Let me suggest that if the Government are determined to take forward these proposals, they must set out how the proposals will lift standards in the underperforming areas, and they must start with those underperforming areas.

--- Later in debate ---

[Mr Brady]

I am delighted the hon. Gentleman raised that, and if I have time I will return to some of the excellent results from Northern Ireland later in my remarks.

There are those in this House who think that it is all right to have a choice of school or type of school for those who can afford to pay fees for it, and there are those who think that it is all right to have a choice of school for those who can afford to buy a house in an expensive catchment area. It is instructive to look at the results of that approach. In the borough of Trafford, which has excellent state education, only 5.2% of pupils go to independent schools; for Manchester the figure is 6.7%, and for Stockport it is 10.1%. However, although we are told that in London state education has been revolutionised, in Camden 29.8% of pupils go to independent schools. We should open up opportunity to people regardless of their ability to pay, and that is exactly what we do in those areas that offer selection in the state sector.

Trafford is outstanding not just because of its seven grammar schools, but because of the outstanding quality of its high schools. The persistent myth from the 1950s and ’60s that if we have grammar schools, we have sink schools is an utter nonsense and should be rejected. Knowsley and the report produced for it have been mentioned, including by my right hon. Friend the Member for Loughborough (Nicky Morgan), the former Secretary of State. What has not been mentioned is that one of the so-called secondary modern schools in my constituency—we call them high schools—Ashton-on-Mersey, which spawned The Dean Trust, a very good, effective multi-academy trust, is so good that it has been brought into Knowsley, which was looking for excellence from outside the authority. It is to the high schools in Trafford that people turn, which gives the lie to the nonsense about low attainment in such schools.

We should also reflect on some of the damning evidence about the degree of social segregation elsewhere in the system. The record of the last Labour Government was mentioned earlier. In 2010 the Sutton Trust looked at the 100 most socially selective schools in the country, and 91 of them were comprehensives, selecting by catchment—by postcode, and therefore the ability to buy a house in the catchment area.

[Nicky Morgan]

I pay tribute to my hon. Friend, who I know is a passionate advocate of grammar schools based on the experience of his constituency. One issue that has not been raised in the debate so far is that of ethnic segregation. Will he acknowledge that white British pupils make up 70.9% of all secondary-age pupils but only 65.9% of secondary-age pupils in selective schools? One of the arguments being made is that white working-class boys would benefit from more selection. Does he agree that that is not necessarily the case?

[Mr Brady]

I am grateful to my right hon. Friend for her intervention. Actually, those numbers are rising fast. An answer to a written parliamentary question that I tabled recently provided evidence that every single ethnic minority group, including white British, performs better in partially selective areas than in comprehensive areas and better still in wholly selective areas than in partially selective areas.

--- Later in debate ---

[Chris Philp]

I refer my Treasury Committee colleague to the Education Policy Institute report that was published in September—it is quite recent, so perhaps he has not had a chance to read it—that found that the seven-grade advantage adjusts for prior academic attainment. Therefore, with the same level of attainment, a child on free school meals does better in a grammar school than they would if they went to a non-grammar school.

I have heard two objections to grammar schools from Opposition Members. There are two reasonable objections that one might make, so it is only fair to acknowledge them and try to respond. The first objection is that only 3% of grammar school pupils are on free school meals, whereas the figure for the population as a whole is 13%. It is reasonable for Members on both sides of the House to draw attention to that deficiency and to question it, but my answer to that challenge is that, by being inventive and creative, it is possible to increase that percentage radically. There is a fantastic example from the Schools of King Edward VI in Birmingham, which has increased its free school meal intake from 3% or 4% up to more than 20%, which is above the national average. That has been achieved through a series of innovative measures, including active outreach to primary schools in deprived areas, free help with tests for children from deprived families—one problem is that middle-class parents pay for coaching for their children—and bursaries for parents who are worried about the costs of uniforms, musical instruments or extra travel. By doing those things, the group has transformed its free school meal intake.

[Nicky Morgan]

My hon. Friend will be aware of the evidence given by Rebecca Allen of Datalab to the Education Committee that shows the negative impact on other grammar schools in that local area: they have lost more of their free school meal children. I think he needs to argue for an increase in the overall number of free school meal children if he wants his policies to work.

[Chris Philp]

I am arguing that grammar schools should do outreach, like those in the King Edward VI group, and ensure that the figure increases from 3% so that children from deprived backgrounds can get in and genuinely do well, which is not happening as much as it should. Wallington County Grammar School in my next-door borough of Sutton uses a slightly lower test threshold for free school meal children and has dramatically increased its intake from that group. I was happy to read on page 25 of the Green Paper that a number of the things that have worked in schools such as Wallington and those in the King Edward VI group will be conditions when existing grammar schools expand or new grammar schools open. By attaching those conditions, the Government will address the reasonable concerns that have been raised by Members on both sides of the House.

The second objection, to which the former Secretary of State just alluded, is that non-selective schools do worse in selective areas because the selective schools have in some way creamed off the best pupils. There is no clear evidence for that. There are reports from both sides giving both points of view. In 2008, the Sutton Trust found no such effect; another study found an extremely marginal effect. We have already heard—[Interruption.]

Oral Answers to Questions

Baroness Morgan of Cotes Excerpts

Monday 14th November 2016 Commons Chamber

[Robert Halfon]

I have very good news for the hon. Gentleman. The number of apprentices doing higher apprenticeships has gone up by 500%. If we include degree apprenticeships, in which we are investing millions of pounds, more than 28,000 people are doing higher apprenticeships or degree apprenticeships.

[Nicky Morgan (Loughborough) (Con)]

I am delighted to hear the Minister speak so warmly of the Careers & Enterprise Company, and I know he will do a terrific job in his post. For schools to promote apprenticeships successfully the apprenticeship positions must be there for students to move into. He will have had a letter from IMPACT Apprenticeships and Loughborough College in my constituency about the latest announcements regarding apprenticeship training agencies and levy paying companies’ not being able to transfer funds to the agencies, as that will be delayed until May 2018. Will he meet me to discuss that further?

[Robert Halfon]

I am very happy to meet my right hon. Friend and the apprenticeship training agency she mentioned. As she has said, from 2018 it will be possible for employers paying the levy to transfer up to 10% of the levy funds to indirect employers.

Schools that work for Everyone

Baroness Morgan of Cotes Excerpts

Monday 12th September 2016 Commons Chamber

[Justine Greening]

It would be helpful if the Labour Front Benchers, and maybe individual Labour MPs, set out exactly where they stand on removing existing grammars. That is not clear to me, but as I understand it, that is the Labour party’s proposal. From the hon. Lady’s comments, perhaps we can assume that she wants to end all existing selection. If she is not prepared to make that argument, it is hard for her to argue against the status quo while simultaneously saying that we are wrong to consider reforming it. I think that is her position.

The reality is that many grammar schools, such as Bournemouth school, are doing important work to prioritise getting children on the pupil premium into grammar schools. We know from evidence from the Sutton Trust that when children on free school meals get into grammars, they do disproportionately well. The same evidence also showed that there was no discernible lessening of attainment among children outside the grammar system.

Of course, we are not in a binary system now. Our schools have overwhelmingly improved over the past six years, and many more schools of all kinds are now good or outstanding. The sense that children not in a grammar are somehow consigned to an education system that is failing them is simply wrong, but in some schools in some parts of the country, children do not have access to a good school place. We should not accept that. Our proposals today and the debate that we are starting are aimed at looking at how we can tackle it, and they sit alongside a much broader series of policy reforms. We will push on and change those circumstances, unlike the Labour party, which does not even seem to want to have a debate in the first place.

[Nicky Morgan (Loughborough) (Con)]

I welcome what my right hon. Friend has said today about having greater collaboration between universities, independent schools and schools in the state system. I also agree with her about faith schools, which need to be looked at.

Over the past six years, the Conservative party has consistently challenged the soft bigotry of low expectations—the idea that an academic education is not available to all. My right hon. Friend is right that we have great schools and great teachers, but we do not have them everywhere. Will she explain, now or in the course of the consultation, how the Green Paper proposals on selective education will benefit pupils in areas where expectations are still too low and results are too poor? When will she announce the first of the “achieving excellence” areas?

[Justine Greening]

My right hon. Friend is right to point out that too often, in the past, Governments have not had high enough expectations for children growing up in more disadvantaged parts of our country. That is totally unacceptable. Talented children are growing up all over our country and we should make sure that they have an education system that can enable them to make the most of their talents. She is also right that if we want new grammars to open we have to work with local communities. I would very much like some of the most disadvantaged communities to have the chance now to have a grammar. At the moment there is simply not that opportunity for them, even if local parents want it. We know that 20% of children at grammar schools come from outside the immediate catchment area, which clearly suggests that parents in those broader areas also want the choice of a grammar for their children.

Finally, my right hon. Friend set out points in the White Paper that I thought were quite right. The achieving excellence areas are about looking systematically at places where children are systematically let down and do not have access to good school places, to see what it will take—not just inside schools but outside—to change that over time. I assure her absolutely that all that work will continue, and pay tribute to her for that White Paper, which put in place the building bricks for what I hope will be a successful approach.

SATs Results

Baroness Morgan of Cotes Excerpts

Tuesday 12th July 2016 Commons Chamber

[The Secretary of State for Education (Nicky Morgan)]

I wanted to give the hon. Member for Ashton-under-Lyne (Angela Rayner) the benefit of the doubt, because she has not been shadow Secretary of State for Education for very long and I can sense her passion for the subject, in terms of her own experiences in education and her family. However, her speech captured everything that is wrong with the Labour party at the moment: mad conspiracy theories, deferring to the unions, and zero answers to the problems facing this country. This is about young people who were let down by a Labour Government who consistently sold them short in terms of their life chances.

The hon. Lady was wrong on all counts—wrong on tests, wrong on selection, and wrong on giving young people the best start in life. Nothing—nothing at all—is more important than making sure that young people master the basics of the three R’s, and master them early. If they do not, they face a struggle for the rest of their lives and are denied the opportunity to realise their full potential. That is why making sure that every child in this country has a good grasp of literacy and numeracy is a matter of social justice.

[Graham Stuart]

Does my right hon. Friend agree that what is particularly sad is that Labour Members appear to think it is more important to let children think that they are ready for secondary school than actually to ensure that they are?

[Nicky Morgan]

I could not agree more with my hon. Friend, a former Chair of the Education Committee. He is absolutely right that Labour Members appear to want to sell young people short, rather than being clear with them about the standards that are needed to compete not just with the best in this country, but with the best in the world.

When this Government came to office in 2010, too many young people entering secondary school were not able to read, write or add up well enough. England’s pupils were far behind their peers in top-performing countries right across the globe. International test after international test showed other nations surging ahead while England’s performance stagnated. In fact, the OECD identified England as one of the few countries in which the basic skills of school leavers were no better than those of their grandparents’ generation. To me, that is nothing short of a scandal, and central to that scandal was that the curriculum being taught in many primary schools, and the tests that the pupils were taking, were not up to scratch.

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

My constituency has some spectacular primary schools and some outstanding secondary schools, but as I go around the schools in my constituency, I find that too many young people are let down at the secondary stage of their education. They come out of primary school with very good results, but slip back over their five years in secondary school. What is the Education Secretary going to do about standards in secondary education as well as in primary?

[Nicky Morgan]

I will not give the hon. Gentleman all the details that I could set out if we were having a broader debate about education, because that would risk straying off the subject of key stage 2 SATs. We are, however, reforming GCSEs, introducing the EBacc, looking at technical and professional education and increasing the number of young people over the age of 16 in apprenticeships. Last Friday we launched the skills plan. I do not disagree that there are challenges at both stages of education. The chief inspector of Ofsted has identified those first three years at secondary school as a time when children, particularly bright children from disadvantaged backgrounds, slip backwards. To me, that is also a matter of social justice, and I think that the hon. Gentleman and I can find common cause on the need to tackle it.

The trouble with the attitude of the Labour party is that while it allowed Labour politicians to trumpet ever higher pass rates, the price was low standards that let down the young people trying to master these vital subjects.

[Neil Carmichael]

To reinforce the Secretary of State’s point, is she concerned by the observation of National Numeracy that 78% of this country’s adult population scarcely reach level 2 in maths? That is appalling and we must work with total devotion to put the situation right. The SATs under discussion are one tool in a toolbox that we must use.

[Nicky Morgan]

I agree entirely with the Chairman of the Education Committee. Numeracy and literacy are basic skills and building blocks—the Prime Minister has called them the ultimate vocational subjects. Everybody needs to have confidence in them. On post-16 funding, this Government have required those who do not have a grade C at GCSE English and maths to continue to take the subject. It is worth noting that 70% of key stage 2 pupils who took the new test last week achieved the expected standard in mathematics. They are to be congratulated on their hard work.

This Government refused to accept the status quo that let young people down. That was why, in consultation with experts from across the education sector, we introduced a new, world-class primary school curriculum. That curriculum raised the bar on what counts as a good enough standard in the three R’s so that children would leave primary school genuinely ready for success in their secondary studies.

To measure how schools and pupils were performing against the new curriculum, new tests were required. I know that some oppose testing, but they could not be more wrong. The hon. Member for Ashton-under-Lyne was challenged by my hon. Friend the Member for Beverley and Holderness (Graham Stuart) about what tests she would introduce, but she could not answer that question. I think we can agree that tests are a vital part of teaching because they allow teachers to know whether a pupil has understood key subjects, give parents confidence that their children are on track and allow schools to identify where extra support is needed.

These tests are not about holding children to account and they are not exams. The best schools try to make sure that taking SATs involves as little stress as possible. As one teacher said to me just last week, “The children had such a positive attitude towards the SATs, which definitely paid off.”

[William Wragg (Hazel Grove) (Con)]

My right hon. Friend knows about teachers’ concerns on this issue. What is she doing to assuage these concerns and to engage with the profession? More importantly, what is she doing to ensure that, next year, more than 53% of children in our primary schools meet the expected standards?

[Nicky Morgan]

I am of course aware of the concerns. I read emails and letters from teachers, and I have conversations with teachers at every school that I visit. Those concerns were inevitable, given that this was the first year. This was always going to be a challenging year, as is the case for the first year of any new tests. I say that as someone who took the new GCSEs in their first year, way back in the late 1980s. We have made moves to tackle the workload and we are, of course, listening to the feedback that teachers have given us this year as we think about the structure of the assessment frameworks for next year. We will continue to do that.

I talked about a positive attitude towards SATs because that is not unique. Polling from ComRes of 10 and 11-year-olds found that 62% of pupils either “don’t mind” or “enjoy” taking the tests. That is far more than the number who say that they “don’t like” or “hate” taking the tests.

As I said, I know that in the first year of these tests being rolled out, the administration was not as smooth as it could have been, and for that we have apologised. However, in the few cases where errors occurred, we took immediate action, ensuring that the overall roll-out of the new SATs was a success. Lower results do not represent a failure of our reforms. I have been very clear that it is not possible to compare this year’s results with last year’s. We have always been clear that because we not only introduced a new curriculum but raised the bar, results would be lower as the new curriculum is bedding in.

That brings into sharp relief the contrast between this Government and the Labour party. We want children to really understand the curriculum so that they can compete with the best in the world. We do not want to run the risk of them leaving school without the knowledge and skills that they need to succeed. The Labour party, in contrast, clearly appears quite happy for that to happen. Labour Members forget that it is not the children in schools in leafy areas with supportive parents who read to them every night who most need their primary curriculum to set them up for life. It is the ones who are not brought up with high aspirations and interested parents who need their teachers and schools to aim high for them, and that is what these tests and the new curriculum are about.

In fact, the results showed that schools have resoundingly risen to meet the higher bar: two thirds of pupils achieved the expected standard in reading; seven in 10 achieved it in mathematics; and almost three quarters achieved it in writing. Despite the doom-mongering from Labour Members, more than half of young people achieved the expected standard in all three subjects. That number will rise as schools and pupils experience more of the new curriculum.

What does this mean for children who did not meet the expected standard? It means one thing: secondary schools are now aware of that and are able to give those pupils the support that they need to catch up. It absolutely does not mean, and never has meant, that those children have somehow failed. The only people who have used these results to label children failures are the National Union of Teachers and now the Labour party. That is absolutely shameful.

[Andrew Gwynne]

Will the Secretary of State give way?

[Nicky Morgan]

No, I am not going to give way.

Let me also be clear about what this means for schools. Conservative Members believe that schools have to be held to account for the results that their pupils achieve. However, they need to be held to account fairly, which is why we are judging schools not just on the standards that they achieve, but on the progress that they make with every child, so that schools with challenging intakes get proper recognition for the achievement they are making by pushing their pupils to success. On top of that, in recognition of the fact that this is a transitional year, I have also announced that the proportion of schools judged to be below the floor when the new progress bar is set will be no more than one percentage point higher than last year. That progress bar will be released in September, and no school can be identified as being below the floor before then.

Having listened to the speech by the hon. Member for Ashton-under-Lyne, I was struck by just how easily it could have been written by the NUT’s acting general secretary. It represented the final stage of the Labour party’s transformation into the parliamentary wing of the NUT.

[Vernon Coaker (Gedling) (Lab)]

Will the Secretary of State give way?

[Nicky Morgan]

No, not at the moment.

It was noticeable last week—this is noticeable today—that there was a greater presence on the Labour Benches for an urgent question about the NUT strike than there was for the previous day’s Education questions.

[Vernon Coaker]

Will the Secretary of State give way?

[Nicky Morgan]

No, I am not going to give way at the moment.

In our March White Paper, we set out plans to tackle areas of entrenched educational underperformance. What we did not expect was that one of those areas of entrenched underperformance would be the NUT itself. Its readiness to use the word “failure” about children, and to oppose every reform that is designed to recognise and reward great teaching and to enable schools to tackle the not so good, is yet a further example of the chronic underperformance by that union on behalf of its members. More importantly, it is a failure for the children with whom its members work.

We now see the same attitude from the Opposition. In my two years as Secretary of State for Education, I have seen the transformation of the Labour party’s attitude to our education reforms from the secret support of the hon. Member for Stoke-on-Trent Central (Tristram Hunt) to the hedged bets of the hon. Member for Manchester Central (Lucy Powell). We now have the outright hostility of the hon. Member for Ashton-under-Lyne to the raising of standards. I hope that the hon. Member for North West Durham (Pat Glass) will forgive me for lacking the time to work out where she stood.

The Labour party has firmly chosen, as the motion indicates, to become the anti-standards party, devoid of ideas and determined to protect vested interests and union barons rather than putting children and parents first. It has gone from the party of education, education, education, to the party of low standards, low aspiration and low expectations.

I do not want to end this speech by focusing on the collapsing Labour party; I want to end it by saying thank you. Rather than doing down the achievements of schools, teachers and pupils, I want to celebrate them and commend their exceptional work.

[Vernon Coaker]

Will the Secretary of State give way?

[Madam Deputy Speaker (Mrs Eleanor Laing)]

Order. The Secretary of State is not giving way, is she? No.

[Nicky Morgan]

Thank you, Madam Deputy Speaker.

I say thank you to the teachers, who once again have risen to meet the challenge and to deliver for young people. I reiterate today that teaching is the most noble of professions. Last week’s achievements in helping young people to demonstrate their mastery of the basics is yet another example of why that is so. I urge the House to reject the motion.

--- Later in debate ---

[Dr Rupa Huq (Ealing Central and Acton) (Lab)]

Let me state from the outset that am a child of the ’70s when grammar purism was not much taught. I think the Secretary of State and I are of the same vintage—from 1972—so I am not going to be a grammar fascist or purist in this debate. We used to play in the sandpit in those days rather than learn the declensions of nouns.

I want to contribute to today’s debate because of a case raised with me over the weekend by a constituent. She is deputy headteacher of Christ the Saviour, a Church of England primary school that is outstanding in all four categories. This is not a Bash Street school gasworks comprehensive or anything like those sort of places. The deputy head, Katie Tramoni, is someone I was at school with. I have lived 44 years in Ealing, so I have spent a lot of time there, and both the schools I attended are in my constituency. I am now a mum, bringing up my own children in the borough.

As I say, Christ the Saviour is a well-regarded school and I was at school with Katie. This weekend, I went to the Acton carnival, and she literally grabbed me by the lapels and said, “Can you tell Nicky Morgan this from me?” When I saw this debate coming up, I thought, “Now is my opportunity.” Katie is worried about the floor standards of key stage 2. Like everyone else, I have read the headlines saying that almost half of 11-year-old primary pupils will not reach the required standard, but Katie’s issues are with the marking, so let me raise them directly.

Katie tells me that the KS2 reading paper was so poorly marked that 55 out of 86 papers—64%—had to be returned for re-marking. The quibbles sometimes seem very minor, but it costs the school £9 per paper if the complaint is not upheld. That does not seem to make sense economically, and the school is in fear of sending things back because of that £9 penalty. For the GPS paper—on grammar, punctuation and spelling—the complaint was that the marking scheme was exceptionally harsh. If, for example, a pupil inserts a semi-colon in the correct place in the sentence, but in too large a size so that it comes out larger than the letters, it is marked as wrong. A zero mark is given, and there are many things like that. Katie said, “I know I go on and on. Don’t get me started on SATs report; let me know if you need more; I must dash.” It was at 7 o’clock this morning that I noticed this debate was on.

The point has been made by Government Members that we are anti-testing, but that is not the case. We presided over tests for all those years in power. As the Secretary of State pointed out, it was Tony Blair’s mantra that his top three priorities were “education, education, education”. We have never been against testing as such, but the particular tests this year have been a dog’s dinner and a shambles. I know this from numerous examples in my inbox, in my postbag and when people literally collar me when I am trying to go to a fun event at the weekend. Surely it is the Government’s responsibility to make sure that these tests are marked properly.

[Nicky Morgan]

I appreciate the constructive way in which the hon. Lady is raising her constituent’s concerns. If she writes to me or to the Minister for Schools, we will of course convey her views to the Standards and Testing Agency. I should point out that any comments relating to the review of the marking should be submitted by 15 July. The hon. Lady may wish to encourage her constituent to submit her thoughts, but I hope that she will contact us and let us know, because the whole point of the system is feedback that will enable us to do better in future years.

[Dr Huq]

I thank the Secretary of State for those constructive and collegiate remarks.

I conduct a great many assemblies in my constituency. Ealing is a leafy suburban borough, and my seat was a Conservative seat as recently as May 2015. While I am standing opposite the Secretary of State, let me point out that one of the issues that arise is the retention rate of teachers in a borough such as Ealing. Headteachers tell me that they can easily recruit trainees in their 20s, but once those young people want to put down roots and settle, they are off to Slough, Milton Keynes, or whatever is the nearest affordable place to live near the M25. I know that this is slightly off the subject, but headteachers have suggested the introduction of tied housing, which exists on some university campuses, because that would make the jobs more attractive. Some heads say that they have lost people to schools where new arrivals can be accommodated in a caretaker’s house.

Conservative Members have suggested that this is just an NUT diatribe. That is why I wanted to raise the subject of real people—the kind of people who would naturally have been on their side. If the Government are losing the good will of people who would naturally be conservative with a small “c”, I think that they have problems. My constituent told me that education was in crisis. The word “crisis” is much overused, but she was in despair, shock and anger as she told me that.

Both the Secretary of State and I were guinea pigs in 1988, the first year of GCSEs. I realise that any system will have teething troubles, but I understand that teachers and educationists have begged the Government not to introduce these changes so rapidly, and to wait for a year. We are where we are. I know that “NUT” has been portrayed as something of a dirty word during this debate. However, the NUT’s Kevin Courtney has described the key stage 2 SATs as rushed and inappropriate, and has said that the curriculum is wrong and bad tests have been poorly marked. I talked about poor marking earlier. This kind of tinkering has led to chaos and confusion. It seems that these kids are guinea pigs as well. Schools should not be exam factories.

Friday’s edition of the Times Educational Supplement quotes Brian Walton, the head of Brookside Academy in Somerset, of whom I had never heard. He argues that we have a “results illusion”, and says:

“So much rides on SATs that the real purpose of education is lost”

in “statistical positioning”. It seems that we are being seduced by the numbers, and not recognising the whole child for who that child is. According to some assessments, one in 10 teachers has left the profession as a result of falling morale. The housing issue is intrinsically linked with that in areas such as west London, and something must be done about it. It is worrying that Ealing should be a borough in which its teachers cannot afford to live. We are seeing a hollowing out of our capital, and that is obviously wrong.

School Teachers' Review Body: Twenty-Sixth Report

Baroness Morgan of Cotes Excerpts

Wednesday 6th July 2016 Written Statements

[The Secretary of State for Education (Nicky Morgan)]

The 26th report of the School Teachers’ Review Body (STRB) is being published today. Its recommendations cover the remit that I issued in October 2015. The report contains recommendations on how to apply the pay award for teachers that is due to be implemented from September 2016. Copies of the STRB’s 26th report are available in the Vote Office, the Printed Paper Office and the Libraries of the House, and online at: www.gov.uk.

The STRB has recommended a 1% uplift from September 2016 to the minima and the maxima of all classroom teacher and leadership pay ranges in the national pay framework, and to classroom teacher allowances (Teaching and Learning Responsibility (TLR) payments and Special Educational Needs (SEN) allowances). It has also recommended the school teachers’ pay and conditions document (STPCD) be amended to make clear that schools can use a salary advance scheme for rental deposits as part of the existing recruitment and retention incentives and benefits. In addition, it has recommended that my Department should develop good practice guidance to help schools make effective use of their existing flexibility to tailor pay policies to meet local recruitment and retention needs in a competitive labour market. A full list of the recommendations is attached as an annex.

My officials will write to all of the statutory consultees of the STRB to invite them to contribute to a consultation on my acceptance of these recommendations. The consultation will last for four weeks.

I am grateful to the STRB for these recommendations and, subject to the views of consultees, I intend to accept all the key recommendations.

My detailed response contains further information on these matters.

[HCWS60]

Oral Answers to Questions

Baroness Morgan of Cotes Excerpts

Monday 4th July 2016 Commons Chamber

[Rebecca Pow (Taunton Deane) (Con)]

8. What steps her Department is taking to assist teachers in managing their workload.

[The Secretary of State for Education (Nicky Morgan)]

First, I add my welcome to the hon. Member for Ashton-under-Lyne (Angela Rayner). I look forward to engaging with her on our mutual interests: education and, I understand, women and equalities. I pay tribute to the hon. Member for Manchester Central (Lucy Powell) for her work as shadow Education Secretary. I think it is fair to say that we did not agree on everything, or perhaps even much, but I do pay tribute to her hard work, and that of the hon. Member for Scunthorpe (Nic Dakin), who I have also worked with over the years.

We are continuing our extensive work to remove unnecessary workload for teachers. As part of my commitment to taking action in this area, we established three independent review groups to tackle workload relating to marking, lesson planning, and data management. We have accepted all their recommendations to Government. We urge school leaders and others in the education system also to act on those recommendations, and we will continue to work on this.

[Mrs Drummond]

Has my right hon. Friend considered lengthening the school day to allow teachers the space to plan and mark during the school day, rather than during evenings and weekends? That would also give pupils the opportunity to engage in subjects such as art, music, drama and sport that may not be part of their curriculum at the moment.

[Nicky Morgan]

My hon. Friend will remember that in the Budget the Chancellor mentioned support for a longer school day. Many schools already offer extra activities as part of a longer school day. We are keen to support this, and hope that they will broaden their range of activities. However, if we have a longer school day, there is no requirement for teachers to increase their workload to accommodate that. We will come forward with more details in due course.

[Rebecca Pow]

Having spoken to many teachers in Taunton Deane, it is clear to me that a significant number feel under continual pressure to adapt to a constantly changing system, and there are worries that more changes are on the horizon. Will the Secretary of State give assurances that following the White Paper, teachers will begin to see greater consistency? Will she meet me, and perhaps some local teachers, to discuss these issues?

[Nicky Morgan]

Of course I will be very happy to meet my hon. Friend and any teachers or headteachers she might like to invite from her constituency. Our aim is to give schools and colleges as much stability as possible to deliver the ambitious reforms set out in the White Paper. We want to give teachers and leaders the confidence to make changes based on their own professional judgment. We have a workload protocol that gives schools the time to prepare for significant changes, and we are making sure that it takes fully into account the implications for workload.

[Sue Hayman (Workington) (Lab)]

I have raised on the Floor of the House on a number of occasions the problems in west Cumbria with teacher recruitment and retention, which are leading to workloads building up, to the detriment of our children’s education. I am concerned to see that figures provided by the National Union of Teachers project that Cumbria will see a 4.5% real-terms cut in funding under the Government’s new national funding formula. What is the Secretary of State doing to address that, and to ensure that there is no detriment to children in my constituency?

[Nicky Morgan]

We are aware of issues relating to recruitment in certain parts of the country and in certain schools. I am pleased to say, as the Minister for Schools has said, that we have recruited more teachers to teacher training for the start of next year. The hon. Lady is right to say, however, that among the reasons that teachers often struggle to stay in the profession are workload, behaviour and other expectations. We will have more to say about the national funding formula. I ask the hon. Lady to wait for the consultation and to make sure that she takes part in it, but I think she will agree that it must be right that pupils with the same needs attract the same amount of money, regardless of where they are based.

[Chris Leslie (Nottingham East) (Lab/Co-op)]

If the Secretary of State really does want to help teachers with the workload pressures that they are under, she has to do much more to tackle the serious shortage of teacher colleagues in schools and the duplicative paperwork that teachers are coping with, and not rely so much on the Minister for Schools, who sees the wonders of the free market as the solution.

[Nicky Morgan]

The Minister for Schools does a fantastic job, and it is a delight to have his sunny outlook in all of our ministerial meetings. There are schools across the country that manage workload issues. When I visit schools, I always ask about workload, and it is interesting that there are some schools—they are very similar—where teachers are supported in terms of workload, and others where there clearly are issues. I challenge the hon. Gentleman to make sure that when he next visits schools in his constituency, he takes with him, or looks at, the workload report, and asks teachers and heads in the staffroom how they are getting on with implementing the recommendations. I accept that there are recommendations for Government, Ofsted and school leaders; between us all, I am sure that we can make progress.

[Rehman Chishti (Gillingham and Rainham) (Con)]

3. What steps her Department is taking to ensure that parents have greater say in the running of their children’s schools when they become academies.

--- Later in debate ---

[Luke Hall (Thornbury and Yate) (Con)]

14. What progress her Department is making on ensuring that funding is fairly distributed across schools.

[The Secretary of State for Education (Nicky Morgan)]

A fairer funding system is crucial to deliver our aim of educational excellence everywhere. It was a proud moment when Her Majesty said in her most recent Gracious Speech:

“There will also be a fairer balance between schools, through the national funding formula.”—[Official Report, House of Lords, 18 May 2016; Vol. 773, c. 2.]

The first stage of our two-part consultation on a national funding formula closed in April, and I thank everybody who responded to it. We are carefully considering the many responses we received.

[Christopher Pincher]

As the funding formula consultation progresses, will my right hon. Friend listen carefully to the voices of parents in Staffordshire—a county that has done relatively badly out of former formulas because it has areas of social deprivation—so that schoolchildren from the Kerria and Glascote estates in Tamworth have the same opportunities as those from Wolverhampton?

[Nicky Morgan]

I thank my hon. Friend for his question, and I know that he is a powerful champion on this issue. Of course we will listen to the views from Staffordshire, and I know that the Schools Minister has met a number of delegations from Staffordshire already. As I said earlier, the intention is that children with the same needs do not attract different amounts of money simply because of where they live. The new formula will ensure that pupils from disadvantaged backgrounds receive additional funding. The reforms are significant, so we are determined to get them right, which is why we will consult extensively.

[Peter Aldous]

I am interested in that answer. What steps will the Secretary of State take to ensure that the new funding arrangements for high-needs blocks are implemented promptly, and that low-funded counties such as Suffolk do not have to wait many years until they receive the level of funds to allow them to meet the needs of vulnerable learners?

[Nicky Morgan]

My hon. Friend demonstrates the desire of Members from all parts of the House and from different counties to ensure that the funding formula is looked at. We are distributing additional high-needs funding. This year, Suffolk will receive an extra £1.2 million. As I have said, we are considering carefully the responses to the first stage of the national funding formula consultation on high needs, because we are determined to ensure that those who have been underfunded in the past benefit as quickly as possible.

[Luke Hall]

I warmly welcome the announcement that South Gloucestershire and Stroud College has been successful in its application for the SGS Pegasus free school. It will be an 80-place school for autistic pupils, opening in September 2017. Can the Secretary of State assure me that Pegasus and other schools in South Gloucestershire and in my constituency of Thornbury and Yate will receive their fair share of funding following the introduction of the new formula?

[Nicky Morgan]

My hon. Friend is absolutely right. My Ministers and I want to ensure that all schools receive their fair share of funding. South Gloucestershire and Stroud College has indeed been successful in applying to open the SGS Pegasus free school. Free schools form an integral part of the Government’s education policy to improve choice and drive up standards in schooling.

[Lucy Powell (Manchester Central) (Lab/Co-op)]

I did not expect to be on the Back Benches today, having resigned from a job that I relished doing over the past few months, but we are where we are.

Yesterday on the television, the Secretary of State again presented the illusion that school budgets have been protected over the course of this Parliament, yet she and I both know that school budgets are facing significant cuts in real terms, which are having a huge impact on the frontline. Given that the Chancellor has all but abandoned his fiscal approach, will she be the first person at his door to ensure that our schools have the real-terms budget protection they need?

[Nicky Morgan]

I pay tribute to the hon. Lady, because I could see how much she loved doing her job as shadow Secretary of State for Education. The truth is that we have protected the overall schools budget in real terms. This year, the core schools budget will be over £40 billion, which is the highest amount on record.

[Catherine McKinnell (Newcastle upon Tyne North) (Lab)]

What would the Secretary of State say to Schools NorthEast, which represents 1,000 schools in my region and has said that

“the Government risks fuelling the North-South divide in education by proposing to fund schools with similar characteristics differently, based on their location.”?

[Nicky Morgan]

I would completely disagree with that assertion. I ask the hon. Lady to ensure that she and the schools in her area take part in the next stage of the consultation. She should not forget the funding that has already been allocated by my right hon. Friend the Chancellor as part of the northern powerhouse fund for schools.

[Angela Rayner (Ashton-under-Lyne) (Lab)]

I am afraid that the Government’s claim that they are providing fair funding is unravelling as fast as the pledge of £350 million for the NHS on the Vote Leave bus. Will the Secretary of State confirm that analysis by the Institute for Fiscal Studies shows that the new funding settlement will implement an overall cut of at least 8% in school budgets?

[Nicky Morgan]

I applaud the hon. Lady’s activity today and her grip on her brief, but the answer is no. In 2016-17, the dedicated schools grant will total £40.68 billion, which is an increase of more than £4 billion since 2011-12 and the biggest amount any Government have ever spent on schools.

[Neil Carmichael (Stroud) (Con)]

The Secretary of State will know that the Education Committee is very keen to press the Department on fairer funding to ensure that it delivers what it says on the tin. Does she agree that another important element of reform is ensuring that schools can plan ahead, and that it would be good if fairer funding enabled schools to do exactly that?

[Nicky Morgan]

I pay tribute to the work that my hon. Friend and his Select Committee have done on this issue. I know that the Minister for Schools is due to meet Members shortly to discuss it further. My hon. Friend the Member for Stroud (Neil Carmichael) is absolutely right: not only do we have to get the formula correct and make it much more transparent, I am also very keen that schools are able to plan ahead, like we would ask any other organisation to do, so that they know how they can manage their budgets in the years ahead.

[Imran Hussain (Bradford East) (Lab)]

When the Government redraw the funding formula to make it fairer, as they say they will, they must remember that fair does not necessarily mean equal and that many schools face differing challenges, particularly in respect of teacher training. Will the Secretary of State therefore look at ways in which we can change the funding formula to help areas and schools with a history of low teacher recruitment rates?

[Nicky Morgan]

I pay tribute to the work the hon. Gentleman has done to represent schools in Bradford, and I know that other Bradford Members of Parliament are also very committed to raising educational standards in their area. In talking about fairer funding earlier, I spoke very specifically about children with the same needs attracting the same amount of money. It is right that children from disadvantaged backgrounds should receive more money. I would ask him to engage with us on things such as the “achieving excellence areas”, which were outlined in the White Paper that was published earlier this year.

[Several hon. Members rose—]

[Michael Tomlinson (Mid Dorset and North Poole) (Con)]

20. Will the Secretary of State, in reaffirming her commitment to fairer funding, set out the timetable for the consultation process and say when it will eventually be implemented?

[Nicky Morgan]

I hope to be able to consult extremely shortly. This is complicated and I want to give local authorities time, but my hon. Friend is right that we need to make progress.

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

Is there not a danger for the Secretary of State that some schools will risk losing funding and that those that gain from the new funding settlement will not gain nearly enough to offset both the freeze in the education grant and the national insurance increases?

[Nicky Morgan]

I do not want to pre-empt the consultation. There are always dangers for Secretaries of State, but there is a danger in inaction, too. We have had an unfair national funding formula for well over a decade, and probably longer. I am not going to go down as the Secretary of State who had the opportunity to try to right that wrong but did not take it.

[Kevin Hollinrake (Thirsk and Malton) (Con)]

21. Will my right hon. Friend confirm that small rural primary schools, which are currently on the margins of financial viability, will be as secure under the new formula with academy status as when maintained by the local authority?

[Nicky Morgan]

We are very aware of the specific demands for rural schools. There will be specific funding to recognise their characteristics, including sparsity in particular. I hope my hon. Friend will take part in the consultation.

--- Later in debate ---

[Patrick Grady (Glasgow North) (SNP)]

6. If she will make it her policy that all school children who are non-UK EU nationals retain access to the education system in the event of the UK leaving the EU.

[The Secretary of State for Education (Nicky Morgan)]

As a matter of principle all children resident in the United Kingdom receive a free state school education. That provision goes back to 1880, when compulsory attendance at school to age 10 was introduced in England and Wales. The UK remains a member of the EU until the article 50 negotiations have concluded, which could take two years or more. Until the process is completed, nothing will change. Let me tell the hon. Gentleman my view, because the Home Secretary is about to make a statement on this issue: I think that EU citizens already here, including children, should have the right to remain.

[Patrick Grady]

I thank the Secretary of State for that answer, but does she recognise the impact that such uncertainty is having on young people and their education? The First Minister, the National Association of Head Teachers and others are seeking precisely these assurances, so can she give an assurance that children from EU countries will be allowed to complete their education and will not be used as bargaining chips in negotiations about Brexit?

[Nicky Morgan]

The hon. Gentleman makes a very powerful case. There is obviously an awful lot to discuss in the light of the result of 23 June, which is not the result that I campaigned for. I completely accept his point that we should of course make sure that children of non-UK EU nationals resident here are educated.

--- Later in debate ---

[Patrick Grady (Glasgow North) (SNP)]

T1. If she will make a statement on her departmental responsibilities.

[The Secretary of State for Education (Nicky Morgan)]

The Minister for Children and Families has mentioned today’s publication of “Putting Children First”, which provides much-needed reforms to children’s social care—often a much under-sung service. I am sure that colleagues will condemn tomorrow’s strike action by the National Union of Teachers, which is both unnecessary and counter-productive. It will harm children’s education, inconvenience parents and damage the profession’s reputation in the eyes of the public. Finally, I would like to send my appreciation to teachers and students across the country who will receive their key stage 2 results this week.

[Patrick Grady]

Following the safe and successful return of Major Tim Peake from the international space station, what plans does the Secretary of State have to work with the UK Space Agency to promote space and science, technology, engineering and mathematics education, especially among women and girls?

[Nicky Morgan]

The hon. Gentleman raises a really important issue, and we of course want to see more young people studying STEM subjects. My first boss in the House in the last Parliament, now Lord Willetts, told me that there were two ways to engage young people in science—space or dinosaurs.

[Mrs Flick Drummond (Portsmouth South) (Con)]

T2. Following a rather poor Ofsted report for the local authority in Portsmouth, will the Secretary of State outline what support her Department can give to help schools in Portsmouth to become centres of excellence?

--- Later in debate ---

[Stephen Timms (East Ham) (Lab)]

As the Secretary of State knows, there are already examples of academies ignoring the concerns and views of parents, and removing the requirement to have a parent-governor or parent-governors will make matters worse. The White Paper proposes that parents should be able to petition to have their academy moved from an under-performing multi-academy trust to a different MAT, will she tell us how that will work?

[Nicky Morgan]

I refute the first part of the right hon. Gentleman’s question. I do not know of any academies or schools that ignore parents’ concerns. As for the second part, we will make that clear when we have published the Bill. I very much hope that the right hon. Gentleman will be part of the Committee that scrutinises the “education for all” Bill.

[Michael Tomlinson (Mid Dorset and North Poole) (Con)]

T4. Some schools and headteachers are nervous about becoming academies. I believe they need not be, but what reassurance and guidance can the Minister give them on the path to academisation?

[Martyn Day (Linlithgow and East Falkirk) (SNP)]

T9. When research shows that six out of 10 LGBT students have experienced homophobic bullying, there is much to be done to improve life for LGBT pupils. Following her support for UK school diversity week, what plans does the Secretary of State have to ensure schools offer an LGBT-inclusive education?

[Nicky Morgan]

The hon. Gentleman is right to say that we must ensure that there is an absolutely inclusive education. I do not want to see any young person missing a day of education, and certainly not because they are worried about being made fun of or not being able to be who they are. The hon. Gentleman will know that I have already announced over £3 million for specific homophobic, biphobic and transphobic bullying. That is having an effect. I pay tribute to the charities who are working across the country to roll that out and I look forward to continuing to support, and to expand, that work.

[Caroline Ansell (Eastbourne) (Con)]

T5. As my right hon. Friend knows, before coming to this place I was a teacher. Teaching colleagues have concerns, which I share, about the appointment of Amanda Spielman as the new chief inspector of Ofsted. She does not hold a teaching qualification or have classroom experience. Does this appointment risk eroding the standing of the teaching profession and teachers’ esteem and morale? What assurances can my right hon. Friend give?

[Nicky Morgan]

I thank my hon. Friend for her very heartfelt question. [Laughter.] Well, I do not think that the appointment of the new chief inspector is funny, but a recent shadow Education Secretary, the hon. Member for Stoke-on-Trent Central (Tristram Hunt), apparently does. Amanda Spielman has a passion for improving children’s lives through education. Her work at ARK has transformed the life chances of children in some of our most disadvantaged areas.

I know parents and teachers want Ofsted to inspect in a fair, consistent and reliable way that supports improvement. The chief inspector’s role is not to tell teachers how to teach or to second-guess them; it is to run Ofsted, to provide an inspectorate, to build on evidence and tell the Secretary of State what sometimes she does not want to hear. I know that Amanda Spielman will do that on behalf of teachers across the country.

[Kate Green (Stretford and Urmston) (Lab)]

The Secretary of State will be aware of the recent report by the Traveller movement showing that Gypsy, Roma and Traveller children are four times more likely to be excluded from school than other groups, yet 100% of appeals against exclusions from Gypsy, Traveller and Roma children are successful. What action is the Secretary of State taking to address this state of affairs?

--- Later in debate ---

[Rehman Chishti (Gillingham and Rainham) (Con)]

T7. More schools in Medway are now being rated outstanding and good. Will the Minister join me in paying tribute to the excellent work of Councillor Mike O’Brien, the cabinet member for children’s services at Medway council, who, alongside council officers, school leaders and parents, is working hard to raise standards in Medway?

[Nicky Morgan]

I pay tribute to the work of Councillor Mike O’Brien and I am sorry to hear that he is not well. He is a hard-working and conscientious Medway councillor who is dedicated to serving his constituents and to improving education. His nine years’ experience on Medway Council and his years on Gillingham Borough Council have made him a very effective local representative. Our thoughts are with him and his family at this time.

[Diana Johnson (Kingston upon Hull North) (Lab)]

The children of Thoresby primary school have an abundance of common sense and kindness, and I was delighted that they were awarded the National Character Award last week by the Children’s Minister. Does he agree, however, that we also want to instil determination, grit and tenacity in our young people?

--- Later in debate ---

[Mark Pawsey (Rugby) (Con)]

I was rather surprised to find that the number of children being home schooled in Warwickshire had trebled over the past three years. There are 452 such pupils in the current year. Will Secretary of State tell us what provisions exist to ensure that such children get a full and rounded education?

[Nicky Morgan]

We have already made it clear that we want to know more about what is happening to children who are home educated. The majority will be educated extremely well, but we believe that there is more to do on this. We also want local authorities to know when children are being withdrawn from schools in order to be home educated, and I expect further proposals to follow.

[Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)]

Last month, Baker Small gloated on social media about a win in the Special Educational Needs and Disability Tribunal. Since then further information has come to light, revealing that Baker Small is advising councils on making it harder for children to be given assessments for an education, health and care plan to help cut costs. That goes completely against the principle of the Children and Families Act 2014, which is to create a less adversarial system. Can the Minister assure me, the House, and parents of children with SEND that he is doing all that he can to end the practice, and may I ask what he is going to do about Baker Small?

Education, Skills and Training

Baroness Morgan of Cotes Excerpts

Wednesday 25th May 2016 Commons Chamber

[Lucy Powell]

I absolutely agree with my hon. Friend’s excellent point. The shortage of teachers is the biggest issue facing education today, and the Government have only recently begun to acknowledge that there is a problem.

Cuts to further education will make the Government’s agenda more difficult. As the Chair of the Science and Technology Committee pointed out, STEM subjects are critical if we are to compete in the digital, automated new economy. Yet the Government are taking us backwards, as my hon. Friend the Member for Wirral West (Margaret Greenwood) said in her excellent speech. They must heed warnings from the OECD that the Secretary of State’s new maths curriculum is

“a mile wide and an inch deep”

and that it will fail to equip young people with the critical and conceptual thinking required to succeed in the new economy. My former schoolmate in Manchester, my hon. Friend the Member for Walthamstow (Stella Creasy), gave an inspiring speech on the future skills needed for the new economy.

One thread of the new legislative programme that the Government just about managed to muster was that of their so-called life chances agenda. Although I and everyone in the House share these aims, the record and reality of this Government fly in the face of that agenda. It is almost laughable. Yes, let us support social workers by lifting the quality and the status of the profession, and let us enable quicker adoption for those who want to give vulnerable children a great start in life. We also welcome the care leavers covenant. But let us not kid ourselves that the context has not got much, much harder. Huge cuts to children’s services, the decimation of Sure Start centres and family support services, reduced tax credits, increased housing and childcare costs and a growth in insecure work have put many more families in crisis or on the brink, as has the Government’s failure to tackle child poverty, as my hon. Friend the Member for Bethnal Green and Bow (Rushanara Ali) pointed out. It is no wonder that the attainment gap between the disadvantaged and their peers has widened under this Government. That is the measure of the Government’s life chances record.

As we have heard from my hon. Friends the Members for Heywood and Middleton (Liz McInnes) and for Ealing Central and Acton (Dr Huq), and others, scrapping maintenance grants and increasing tuition fees will not help the life chances of the disadvantaged either. The failure to prioritise adult skills and 16-to-19 education will not help people to better themselves, as we heard in a very personal speech from my hon. Friend the Member for Ashton-under-Lyne (Angela Rayner). Ministers need a reality check if they think that tired rhetoric will turn into results. That point was brilliantly made by my hon. Friend—my good friend—the Member for Darlington (Jenny Chapman).

The biggest tragedy lies in the measures that the Government could have proposed for this Session. They could have had widespread support for raising life chances. They could have had real powers for local authorities on school place planning, incentives for teacher recruitment and retention, and a childcare strategy focused on quality or real measures to raise standards in our schools. The Secretary of State would have had strong support if, in her discussions with the Chancellor, she had focused on ensuring that schools were properly resourced rather than on forced academisation.

The Secretary of State talks of fair funding, which we support, but she does so in the context of real and significant school budget cuts. If we talk to any headteacher, they will tell us what they are cutting: extracurricular activities, one-to-one tuition, teaching assistants, life-expanding school trips and visits and so on—all the things that should be at the heart of a life chances agenda. I recently visited a school in my constituency, a primary school in Moss Side, that had put on a Shakespeare play at the local theatre, but the headteacher will not be able to arrange that next year because of the budget cuts she faces.

[The Secretary of State for Education (Nicky Morgan)]

indicated dissent.

[Lucy Powell]

The right hon. Lady shakes her head, but that is the reality on the ground. I could give her a number of examples of that happening in every part of the country.

The Government could have ensured a robust and consistent testing and assessment framework. Instead, we have seen chaos and confusion—calamity after calamity on SATs with baseline testing being abandoned, and new and radically different GCSEs still not ready just weeks before they are due to begin. Today’s kids are guinea pigs for the Government’s chaotic experiments. In every other public sphere, Ministers are championing devolution, yet in education they are going in the opposite direction.

--- Later in debate ---

[The Secretary of State for Education (Nicky Morgan)]

This has been an excellent debate. I estimate that 31 Members from all parts of the House have spoken, raising a variety of different subjects. One thing on which we can all agree is that everybody has an interest—a passionate interest—in education. It is an honour for me to close this debate, and I thank Members who have spoken for their insightful contributions.

It is clear from the speech by the hon. Member for Manchester Central (Lucy Powell) that when it comes to education, the differences between us and the Labour party are stark. While we take the side of parents, pupils and students, the Labour party backs stagnation and decline. The hon. Lady cannot even get her basic facts right: the attainment gap has narrowed at both key stage 2 and key stage 4 since 2011, meaning better prospects and a more prosperous life as an adult for pupils from disadvantaged backgrounds.

Since 2010, this Government have been relentless in our pursuit of educational excellence at all ages. I note that the hon. Lady did not even mention the Higher Education and Research Bill in her concluding remarks. We have worked to secure the economy, guarantee prosperity and deliver social justice. The Gracious Speech is a continuation of that approach. As many speakers have picked out, we are particularly focusing on opportunity for all.

[Steve Brine (Winchester) (Con)]

On Friday, I visited Oliver’s Battery Primary School in my constituency, which was the last school in my constituency to be neither good nor outstanding. Today, Hampshire County Council has told me that every single school in my constituency is now good or outstanding. That has been achieved through the hard work of the teachers, the parents, the governors and the young people, and that is what education reform is doing in my constituency.

[Nicky Morgan]

My hon. Friend is absolutely right. I am delighted and pleased—perhaps he will pass on my congratulations to the school he mentioned on its recent Ofsted report. We want the opportunities that schoolchildren in his constituency have to be available to all children, right the way across the country. That is why the White Paper talks about “achieving excellence” areas.

[Jess Phillips (Birmingham, Yardley) (Lab)]

Does the Secretary of State have any words for the school my children go to, where class sizes are currently increasing from 30 to 32? The notification I have had this week is that my children are now going to have more children in their classes, and their teachers will be stretched. Would she like to say anything to their school?

[Nicky Morgan]

We have created 600,000 new school places since 2010. The hon. Lady will know—everyone does—that the most important thing is to have the best quality teachers in the classroom in front of pupils, inspiring that next generation.

I will turn to the remarks made by Members on all sides of the House. The Chairman of the Education Committee, my hon. Friend the Member for Stroud (Neil Carmichael), welcomed the care leavers covenant. He discussed illegal and unregistered schools. Sadly, that situation has been going on for far too long. We now have a new Ofsted team leading investigations and preparing cases for prosecution, but more needs to be done, which is why we have talked about regulating out-of-school settings. We will come back to Members with proposals on that after the consultation. I will return to his comments about the consultation on the education for all Bill later in my remarks.

My hon. Friend the Member for Poole (Mr Syms) set out his track record on referendum votes. That has not been too successful, but we can all agree that, whatever we think about the current referendum debate, this Government have delivered on giving the British people an in/out vote on our EU membership on 23 June. He was the first person to talk about support for the new national funding formula. I am grateful to him and other hon. Members who mentioned that.

In a very personal speech, my hon. Friend the Member for Norwich North (Chloe Smith) spoke about her experiences, saying that what matters is not where you come from but where you are going to. That is absolutely right, and a view we would all subscribe to. She supports the national funding formula. The Chair of the Science and Technology Committee, my hon. Friend the Member for Oxford West and Abingdon (Nicola Blackwood), talked about the Chancellor’s recognising the importance of funding science even in a time of austerity.

My hon. Friend the Member for North West Hampshire (Kit Malthouse)—I cannot see whether he is in his place—called the Queen’s Speech a Milk Tray of hard and soft centres, and a smorgasbord of delights. He certainly has a way with words. My hon. Friend the Member for Chippenham (Michelle Donelan), who talked about her support for the national funding formula, kindly invited me to make a visit on 5 July. I will have to look at my diary, but I very much enjoyed my last visit to Chippenham schools with her last year. She also talked about the links between schools and businesses, and we are of course backing the Careers and Enterprise Company, which offers exactly those sorts of opportunity.

My hon. Friend the Member for Cannock Chase (Amanda Milling) talked about her support for the National Citizen Service. I am sure that, like many others, she will welcome the Bill in the Queen’s Speech to put the NCS on a statutory footing. We are also going to make sure that it can be promoted in schools, to make sure young people get the opportunities she talked about. My hon. Friend the Member for Montgomeryshire (Glyn Davies) talked about the Wales Bill. I have to say that I have not been involved in its drafting or the debates about it, but I am sure that his remarks will have been heeded.

My hon. Friend the Member for Taunton Deane (Rebecca Pow) talked about the Higher Education and Research Bill, welcoming the establishment of new universities, which she hopes will particularly benefit her part of the country. She offered her support for the national funding formula. She also admitted that we have invented some new words in the past few weeks. For the benefit of the Minister for Schools, we have invented the verb “to academise”, along with the noun “academisation”. I look forward to those words being added to the next edition of the dictionary.

My hon. Friend the Member for Romsey and Southampton North (Caroline Nokes) talked about early years provision. I encourage her and interested people in her constituency to take part in the early years national funding formula consultation when it is published shortly.

My hon. Friend the Member for South Ribble (Seema Kennedy) talked about the better markets Bill and the problems in her own constituency. She may be interested to know that the Government today published a call for evidence seeking to establish whether there are any problems with the provision of advice, advocacy and dispute resolution in the regulated sectors, including water, to help us develop that better markets Bill.

My hon. Friend the Member for Bury St Edmunds (Jo Churchill) also welcomed the national funding formula. She mentioned, as did other hon. Members, her concerns about young people’s mental health. She is absolutely right to identify that issue. The Department has done a lot of work on that. The Under-Secretary of State for Education, my hon. Friend the Member for East Surrey (Mr Gyimah), who has responsibility for childcare, has worked on peer support schemes, on counselling in schools and on school pilot projects on child and adolescent mental health services, but we know we can go further.

[Mr Anderson]

rose—

[Nicky Morgan]

I will get to the hon. Gentleman’s speech in a moment [Interruption.] I am glad that he wants to listen to my remarks.

The hon. Member for South Antrim (Danny Kinahan) rightly said that we should learn from each other, and perhaps through him I can welcome the new Unionist Minister, Peter Weir, to his place in the Northern Ireland Assembly. The hon. Member for Southport (John Pugh) asked where the evidence was, and I encourage him to read the discussions of the Education Committee about international evidence. Several SNP Members spoke about the new Cabinet Secretary for Education and Skills in the Scottish Government. I spoke to John Swinney on Monday, and hope that we can work together, particularly on the 2017 international teaching summit that Scotland is hosting. I hope that all Administrations will take part in that.

[Neil Gray]

I assume that the Minister will be keen to retain as many skilled graduates as possible. Will she commit to working with the SNP, and the new Cabinet Secretary and Deputy First Minister, John Swinney, and approach the Home Secretary about the reintroduction of the post-study work visa?

[Nicky Morgan]

I heard the hon. Gentleman’s earlier remarks to the Minister. We have one of the most successful university sectors in the world, of which people from overseas rightly take advantage, and it is incumbent on us to ensure a robust visa and border policy. The number of students from disadvantaged backgrounds who go to universities in Scotland is almost half—[Interruption.] Deprived young people in Scotland are almost half as likely to attend university as their peers in England.

The right hon. Member for East Ham (Stephen Timms) spoke about multi-academy trusts, and we debated that. He will have noticed the item in the White Paper on multi-academy trust accountability, which says that we will launch new accounting measures for MATs, and publish MAT performance tables in addition to the continued publication of performance at individual school level.

[Stephen Timms]

The Secretary of State spoke in the Education Committee about allowing parents to initiate the process of changing from one trust to another if things go wrong with the original trust. Will that provision be in the Bill?

[Nicky Morgan]

We are considering that, and we want to take soundings and consult on exactly how it would work. We would not want to destabilise trusts, but the views of parents are critical on that issue.

The hon. Member for City of Durham (Dr Blackman-Woods) spoke about part-time students, and will no doubt have welcomed the announcement last year that for the first time ever we will provide financial support to part-time students that is equivalent to the support we give full-time students. The hon. Member for Blaydon (Mr Anderson) spoke about English devolution, and the hon. Member for Newcastle upon Tyne North (Catherine McKinnell) spoke about north-south funding. I am sure she will welcome the national funding formula, and take part in the next stage of the consultation.

The hon. Member for Walthamstow (Stella Creasy) spoke about the changing world and robots. I wondered if she was suggesting that that might be the next leader of her party, but she was actually talking about new enterprise. The hon. Member for Bolton South East (Yasmin Qureshi) spoke about the pothole fund, and I point her to the £250 million that has been announced. A number of hon. Members rightly mentioned the importance of the further education sector, but they overlooked the continuing investment in the pupil premium fund.

[Mr Anderson]

Will the Secretary of State give way?

[Nicky Morgan]

No, I want to make this point. We are committed to the further education sector, and the education for all Bill will include measures to reform technical education and improve qualifications so that that is employer-led, and prepares students in further education for skilled and valued employment. The hon. Member for Burnley (Julie Cooper) mentioned the university technical college, and she will meet the Minister tomorrow. She said that that was not proved financially viable due to poor pupil recruitment. I think I have dealt with all the points raised by hon. Members. The hon. Members for Ealing Central and Acton (Dr Huq) and for Wirral West (Margaret Greenwood) also spoke about their commitment to education.

My hon. Friend the Minister for Universities and Science opened the debate by outlining measures to secure the future success of our world-leading higher education system. The Higher Education and Research Bill will inject dynamism and innovation into the system, making it easier for new, high-quality providers to enter the market, giving students more choice and unprecedented transparency on data and information, so that they can make informed decisions about where and what to study. The Bill will raise teaching standards through the teaching excellence framework. In the face of doom-mongering by Labour Members, I remind the House about their record on predictions about higher education: they were wrong about the impact of fees on participation rates and wrong about the impact on disadvantaged pupils.

Let me turn to the children and social work Bill. We must expect the same for children in care as we do for our own children: the same aspirations, the same opportunities and the same hope. The Bill will continue the Government’s determination to transform the life chances of the most vulnerable children, giving them the stability to succeed. It includes measures to strengthen adoption and to ensure that those charged with making decisions in the interests of children always take into account a child’s need for stability. It will introduce new ways to drive innovation in local authorities, enable us to continue our drive to raise the status and standards of social workers, and include a set of corporate parenting principles and a requirement for local authorities to publish a local offer for care leavers, setting out what support they can expect and giving them the right to a personal adviser until the age of 25.

The education for all Bill continues our drive for excellence to exist everywhere in our education system, moving further towards a school-led system, with heads, teachers and parents in the driving seat. Schools are embracing the opportunities already available, with record numbers applying to convert to academy status in March and hundreds of underperforming schools set to be turned around by strong sponsors. The Bill shifts responsibility for school improvement away from local authorities towards great school leaders who will be able to spread their reach, ensuring more pupils benefit from their proven records of success.

Following careful consultation, which I hope will include the Education Committee, we will have robust criteria for identifying local authorities that are chronically underperforming or which no longer have the resources to maintain their remaining schools. The education for all Bill will allow us to convert all their remaining schools, including those that are good or outstanding.

The Bill will make sure excellence exists, too, for excluded pupils. Exclusion will no longer be a mechanism by which schools can deem them out of sight and out of mind. As my hon. Friend the Member for Cannock Chase said, schools will be responsible for the continued education of excluded pupils; charged with finding them the right providers; able to give them the education they deserve; and incentivised to do their best for them by being accountable for their educational achievement.

It cannot be fair that a child in one part of the country can attract, in some cases, thousands of pounds more in funding to their school than a child with the same characteristics and costs who happens to live elsewhere. The education for all Bill will consign the antiquated school funding system to the history books, replacing it with a national funding formula that will give schools their fair share of funding to give every child the education they deserve.

The Minister for Skills will shortly launch the Government’s skills plan, our strategy to revolutionise the skills system that has hitherto been a minefield of training and qualifications. As my hon. Friend the Member for Cannock Chase said, we will introduce legislation to strengthen careers advice, requiring schools to give education and training providers the opportunity to reach young people on school premises.

It is telling that the Labour party would rather leave schools in the hands of underperforming and unviable local authorities based on opposition to school freedom. It is no wonder the leader of the NUT’s first act after stepping down was to join the Labour party. I cannot understand why the Labour party continues to draw a false distinction between structures and standards. Of course standards are paramount. The quality of teaching is the most important thing we can do to make sure education is life-transforming. But the Government believe that if we want high standards, teachers have to lead the structures. If we want educational excellence everywhere, we have to identify those parts of the country where the educational underperformance is entrenched and focus on it. We will look at all those things. As the Minister for Universities and Science said, the White Paper has one chapter on structures and seven chapters on teaching, leadership, funding, standards and qualifications.

Unlike the Labour party, the Government believe in opportunity and aspiration. More importantly, we will take the steps and seek the measures to support excellence in our schools, to support and enhance our world class universities, and to make sure we procure the best life chances for children in the care system. For Conservative Members, children, students and parents—

[Mr Alan Campbell (Tynemouth) (Lab)]

claimed to move the closure (Standing Order No. 36).

Question put forthwith, That the Question be now put.

Question agreed to.

Question put accordingly, That the amendment be made.

“Educational Excellence Everywhere”: Academies

Baroness Morgan of Cotes Excerpts

Monday 9th May 2016 Commons Chamber

[The Secretary of State for Education (Nicky Morgan)]

With permission, Mr Speaker, I shall make a statement on all schools becoming academies.

In our White Paper “Educational Excellence Everywhere”, published in March, I set out the Government’s vision of continuing the rise in educational standards in England during the rest of the current Parliament. We are committed to building on the reforms of the past six years, which have led to 1.4 million more children being taught in good and outstanding schools. However, we are not content to stop there: 1.4 million children is a start, but it is not enough. We must ensure that we deliver a great education to every single child, because we owe it to the next generation to give them the tools that will enable them to realise every ounce of their potential.

The White Paper was called “Educational Excellence Everywhere” for a reason. As I have said before, for me the “everywhere” is non-negotiable. In the White Paper, for example, we set out our plans for “Achieving Excellence Areas”, where we will focus specific resources on tackling entrenched educational underperformance. The White Paper also sets out how we want to see the teaching profession take responsibility for teacher accreditation, tackle unfair funding, build leadership capacity and set high expectations for every child, with a world-leading knowledge-based curriculum in a truly school-led self-improving system learning from the best from across the world and preparing the next generation to compete on the global stage.

It is the vision of a fully academised system that has attracted the most attention. Over the course of the last few weeks, I have spoken to many hon. Members on both sides of the House, as well as to school leaders, governors, local government representatives and parents. It is clear from those conversations that the strength and importance of academies is widely accepted. There is a clear recognition of the case for putting greater responsibility for the school system in the hands of school leaders. Let me be clear: we firmly believe that schools becoming more autonomous and more directly accountable for their results raises standards. Academies are the vehicle to allow schools and leaders to innovate with the curriculum, have the flexibility to set the pay and conditions for their staff and bring about great collaboration with other schools.

We still want every school to become an academy by 2022. We always intended this to be a six-year process in which good schools should be able to take their own decisions about their future as academies. However, we understand the concerns that have been raised about a hard deadline and legislating for blanket powers to issue academy orders. That is why I announced on Friday that we have decided it is not necessary to take blanket powers to convert good schools in strong local authorities to academies at this time.

In March, a record high of 227 schools chose to apply for academy status, showing clearly where the momentum lies as school leaders, parents, governors and teachers across the country embrace the benefits that being an academy brings. Since then, we have also issued more than 104 academy orders to underperforming schools, meaning that the young people in those schools will soon benefit from the strong leadership provided by expert academy sponsors. That is why those who took to the airwaves this weekend to crow about a victory in their battle against raising standards will find themselves sorely disappointed. There will be no retreat from our mission to give every child the best start in life and to build an education system led by school leaders and teachers on the frontline, running their own schools as academies.

The Education and Adoption Act 2016 already enables us to rapidly convert failing schools and schools that are coasting, where they can benefit from the support of a strong sponsor. As a result, it is now easier to respond swiftly and effectively when schools underperform. Schools will not be allowed to languish unchallenged for years. As we set out in the White Paper, and as I have subsequently argued, the most pressing need for further powers is to boost standards for those schools languishing in the worst performing local authorities and to provide for schools in local authorities likely to become unviable. So instead of taking a blanket power to convert all schools, we will seek powers in two specific circumstances where it is clear that the case for conversion to academy status is pressing. In our worst performing local authorities, we need to take more decisive action so that a new system led by outstanding schools can take their place. Similarly, because of the pace of academisation in some areas, it will become increasingly difficult for local authorities to offer schools the necessary support, and there will be a need to ensure that those schools are not dependent on an unviable local authority.

We will therefore seek provisions to convert schools in the lowest performing and unviable local authorities to academy status. In some circumstances, that might involve the conversion of good and outstanding schools when they have not chosen to do so themselves.  However, the need for action in those limited circumstances is clear, because of the considerable risk to the standard of education that young people in those schools receive, as the local authority is either unable to guarantee their continued success or support further improvement. We will consult on these arrangements, including the thresholds for performance and unviability, and I am making a clear commitment that the definition and thresholds of underperformance and viability will be the subject of an affirmative resolution in this House.

I would also like to reassure hon. Members in regard to concerns about how we protect small schools, particularly those in rural areas. I have already made it clear that no small rural school will close as a result of the move to have more schools becoming academies. There is already a statutory presumption against the closure of rural schools, but we will now go further. Where small rural schools are converting to academy status, we will introduce a dual lock to ensure their protection: both local and national Government will have to agree to a school closing before a decision can be made. There will also be dedicated support to help rural primary schools during the process of conversion, and a £10 million fund to secure expert support and advice for them.

While we want every school to become an academy, we will not compel successful schools to join multi-academy trusts. In order to share expertise and resources, we expect that most schools will form local clusters of multi-academy trusts, but if the leadership of a successful school does not wish to enter a formal relationship with other schools, we trust it to make that decision and will not force it to do so. Small schools will be able to convert to stand-alone academies as long as they are financially sustainable.

I began this statement by saying that our goal has not changed. This Government will continue to prioritise the interests of young people and getting them the best start in life by having an excellent education over the vested interests who seek to oppose the lifting of standards and the rooting out of educational underperformance. Those very same vested interests allowed schools to languish for years unchallenged and unchanged until the launch of the sponsored academies programme by the last Labour Government.

Our work to improve our education system will continue apace. We will continue to empower school leaders and raise standards. We will continue to hold high expectations for every child. We will establish a fair national funding formula for schools, so that young people everywhere get the funding they deserve. We will continue to work towards a system in which all schools are run and led by the people who know them best, in a way that works for their pupils, as academies. The reforms will transform the education system in our country and ensure that we give every child an excellent education, so that they have the opportunity to fulfil their potential. I commend this statement to the House.

[Lucy Powell (Manchester Central) (Lab/Co-op)]

I thank the Secretary of State for advance notice of her statement. It is good to see that, despite her best efforts, this U-turn is getting the airing it deserves today. What she announced on Friday was a significant and welcome climbdown. However she wants to dress it up, dropping her desire to force all schools to become academies by her arbitrary deadline of 2022 is a key concession. School leaders should take it as a clear signal that the foot is off their throat and that they should not feel they need to jump before being pushed. In achieving this welcome move, I thank the broad alliance who joined us in making the arguments: the head teachers, who made their collective voice clear last weekend, parents, governors, teachers, local government leaders, and hon. Members from across the House, who made thoughtful and important interventions over recent weeks. Given the scale and breadth of the opposition to her plans and the huge sense of panic and upheaval that they caused school leaders, the Secretary of State might have shown a little more humility in her statement today. If I were her, I would at least apologise.

After the Secretary of State’s statement today, we are all left even more confused about what her policy actually is. She says that her aim remains the same, but without the means. Although she has conceded on the politically daft idea of forcing good and outstanding schools to become academies against their wishes, she still holds the ambition that all schools will become academies, but she failed to make a single decent argument as to why that ambition is desirable in the first place. Perhaps this is because, despite her claiming to be in listening mode, the Secretary of State has her fingers in her ears and is out of touch with heads, parents and teachers.

The Secretary of State has failed to address the serious concerns that have been raised. Where is her evidence that academisation is the panacea for school improvement? Where is the choice, autonomy or innovation in a one-size-fits-all approach? Is there sufficient capacity and accountability in the academies system to ensure that best practice, not poor practice, is being spread? Those questions remain as she seeks further powers to speed up the pace of academisation.

On school improvement, the Secretary of State must now take stock of the evidence. The Education Committee recommended that she do just that. Sir Michael Wilshaw found serious concerns in many chains. Research by the Sutton Trust found a mixed picture of performance in academy chains. There is no evidence at all that academisation in and of itself leads to school improvement. Indeed, analysis published today by PwC shows that—[Interruption.] Government Members might want to listen to this. The analysis shows that only three of the biggest academy chains got a positive value-added rating and—this is quite startling—just one of the 26 biggest primary sponsors achieved results above the national average. While there is much excellence, the Secretary of State must not continue making dubious arguments about cause and effect without the evidence.

The concerns about a “one-size-fits-all” policy, as expressed by Councillor Paul Carter, chair of the County Councils Network, still apply, as do those about “distant, unaccountable bureaucracies” expressed by the hon. Member for Altrincham and Sale West (Mr Brady). As Lord Kenneth Baker said, there are real issues on the capacity within multi-academy trusts to take on a new wave of academies. Today, the Secretary of State also failed to answer the key question of parents and their right to remain on governing bodies of academies.|

Perhaps the biggest concern we all have is about the Secretary of State’s direction and her fixation with structures not standards. While chaos reigns all around her, and while heads are dealing with what they describe as “very challenging times”, she wants to put all the energies of her Department into more structural change, for which there is little evidence, insufficient capacity and inadequate accountability. Would she not be better advised sorting out the utter chaos besetting primary assessment and standard assessments tests, ensuring the massively behind-schedule new GCSEs are delivered well and on time, dealing with the chronic teacher shortages she has caused or getting a proper strategy for local place planning? Alternatively, instead of simply doing the Chancellor’s bidding, perhaps she could fight for some school budgets, which are facing real-terms cuts for the first time in 20 years. We all want to see educational excellence everywhere, but the Secretary of State is presiding over a chaotic mess, dragging schools backwards, and her ambitions for further structural change are at best a distraction—at worst they will damage standards.

[Nicky Morgan]

The shadow Education Secretary was as constructive and positive as always, but let me deal with some of the issues she raised. She asked about the support for academies. She will know about this, if she has read the evidence I gave to the recent hearing of the Select Committee on Education, where we went through this in great detail. I am sure she has also seen the very long letter I sent to the National Union of Teachers about the international evidence, but let me just give two statistics: primary sponsored academies are making substantial gains, with the percentage of pupils achieving the expected level in reading and writing and maths at the end of key stage 2 having risen by four percentage points last year; and those academies open for just one academic year having seen their results improve by five percentage points. She asked about the views of the chief inspector—[Interruption.] I am sure that if she has—[Interruption.]

[Mr Speaker]

Order. I say to Members on both sides of the House that there is far too much noise. Both sides and every Member must be heard. It is very simple.

[Nicky Morgan]

Thank you very much, Mr Speaker. It is extraordinary how some people do not want to hear any arguments against them, for example, from Sir Michael Wilshaw. The hon. Lady will have seen the letter from Ofsted in which he said:

“As you know, I fully support the government’s ambition to create a more diverse and autonomous school system. As I said in my latest Annual Report, academisation can lead to rapid improvements and I firmly believe that it is right to give more autonomy to the front line.”

The hon. Lady mentions the Education Committee report from 2014, published last year, which said:

“Academy sponsorship has encouraged and facilitated the contribution of individuals not previously involved in education provision and laid down a challenge to maintained schools to improve or face replacement by the insurgent academy model.”

It is extraordinary that it took until the hon. Lady’s final sentence for her to talk about standards. As usual, there was no mention of pupils, of standards or of aspiration. She has had nine months to set out a vision of what a strong, consistent education system looks like. I have set out ours very clearly in this White Paper and she now needs to do the same if she is to have any hope of office.

We know what today’s Labour party is all about—it is about taking sides. That is what Labour told us in the local elections and it is what its leader is all about. Today, Labour has picked its side: the side of vested interests in the status quo; the side of no change; the side of those who want to push back the tide of progress and return to Labour’s bad old days. I say no. We pick the other side: the side of parents, teachers and, above all, pupils; the side of higher standards and aspirations; and the side of progress and reform—the side of educational excellence for all.

[Neil Carmichael (Stroud) (Con)]

The chief inspector of schools has already been cited this afternoon. I draw the attention of the House to his report of 2013 in which he referred to the “long tail of underachievement”. He cited the big problem of having too many primary schools coasting and not delivering adequate teaching in maths and English and in other subjects, and many of those schools are in local authority areas that could improve generally. It is absolutely right therefore to focus on those local authorities and make sure that we do deliver for our young children, most of whom do not go to academies at primary school, because there are not enough primary schools in that category. I welcome this statement to focus on the schools that really matter and, above all, on the local authorities.

--- Later in debate ---

[Nicky Morgan]

I thank the Chair of the Education Committee. It was a pleasure to visit a school in his constituency of Stroud recently. I know that he is absolutely committed to the lifting of educational standards for all young people. Is it not telling that, rather than working with the Chair of the Education Committee, the hon. Member for Manchester Central (Lucy Powell) just tries to shout him down?

[Carol Monaghan (Glasgow North West) (SNP)]

I thank the Secretary of State for today’s statement. Many school communities will also welcome today’s announcement. Although I, like many teachers across these isles, would love to think that the Government do listen to teachers, the reality seems to be that this embarrassing U-turn on a centrepiece Budget announcement has been brought about by a handful of the Government’s own Back Benchers. Those who have the greatest impact on the success of a school are teachers, and a first-rate headteacher can turn a school around regardless of whether it is an academy, but there is no doubt that this grand plan has caused great anxiety, and teachers who are already struggling with severe workload issues have had an additional burden placed on them by the academisation plan. The Secretary of State says that academies allow schools the freedom to innovate with the curriculum—[Interruption.]

[Carol Monaghan]

The ability of schools to set their own pay scales will raise questions around teachers’ pay and recruitment, and there is concern that the long-term impact of academies will mean higher salaries and better terms and conditions in some better-funded academies. What consideration—[Hon. Members: “Hooray!”] I am glad that I amuse the House. What consideration has the Secretary of State given to teacher recruitment in poorer areas in terms of being able to attract the teachers they need to raise attainment? We in the Scottish National party are firmly committed to national bargaining in the public sector. How will she ensure that, by abandoning nationally agreed pay scales, this will not affect recruitment and retention in more challenging schools?

[Nicky Morgan]

I thank the hon. Lady for her long question. I agree that the most important thing we can do in our classrooms is to ensure that the quality of teaching is at its absolute highest, which is why we have more teachers in our schools than we have ever had before.

On recruitment, let me say that, if the hon. Lady has the chance to read the White Paper, she will find a lot of answers to her questions. There is the introduction of “Achieving Excellence Areas”, the introduction of the National Teaching Service, the setting up of career progression for teachers, and the support for a college for teaching. Let me also say to her that, in Scotland, there are now fewer teachers than there were when the SNP came to power and a bigger gap between the advantaged and the disadvantaged. With the election of Ruth Davidson as an MSP and the fact that our party came second in the polls, her party will now be held to account.

[Several hon. Members rose—]

[Sir Alan Duncan (Rutland and Melton) (Con)]

Very grise, Mr Speaker. It is a matter of regret that on such an important issue, the shadow Secretary of State rather let herself down this afternoon. Those of us involved with this issue have expressed concerns—about compulsion, of course, but also about planning for school places, transport across changing catchment areas, and what happens when a failing school has no suitable academy to take it over. The House is grateful to the Secretary of State for having listened, and we urge her to look at what might be described as the final pieces in the academisation jigsaw. We very much appreciate the tone and the constructive nature of her statement.

[Nicky Morgan]

I thank my neighbour and right hon. Friend for his question. He raises important issues that we have addressed in the White Paper, in the sense that we highlighted that there are difficult issues around place planning and transport, and that we need to work with local authorities, the Local Government Association and others to make sure that we get this right. Ultimately, if schools are autonomous, we have to trust the frontline to deal with those difficult issues.

[Mr Nicholas Brown (Newcastle upon Tyne East) (Lab)]

How much scope is there for local government or community involvement in new multi-academy trusts?

[Nicky Morgan]

I thank the right hon. Gentleman for his question. The answer is: a lot. In the White Paper, we set out the plans by local authorities—two, certainly—for multi-academy trusts. Many of them are already exploring spinning out their services, as well as setting up multi-academy trusts. There are limits on the ownership that they are able to take. A lot of local authorities are exploring the option of setting up a trust in which the heads of the schools own part of the trust. That is a strong model, and it builds on the great collaboration that we already see in our education system.

[Mr Graham Brady (Altrincham and Sale West) (Con)]

I thank my right hon. Friend for the very constructive approach she has taken throughout this debate. I particularly welcome her recognition that stand-alone academies, or small multi-academy trusts, can have the benefits of autonomy, while keeping schools in touch with the communities they serve.

[Nicky Morgan]

I thank my hon. Friend for the conversations that we have had. I know that he is absolutely committed to high educational standards. He is extremely fortunate to represent a very high-performing local authority. He and I both want all children in the country to have the same opportunities as children in his constituency.

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

The Secretary of State might know that in the early days of the idea of academies, I was of some help to the then Government in refining their method, and it was a good method: where schools were failing, we used academies to make sure that we ended that quickly. The method that the Secretary of State is extolling is a perversion of the academy model that we introduced. I say in sorrow rather than anger that the model of education that she is giving this country is doomed to fail.

[Nicky Morgan]

This model of education is giving 1.4 million more children the opportunity to be in a good or outstanding school. We want to go further.

[Mr Speaker]

I call Chloe Smith.

[Chloe Smith (Norwich North) (Con)]

Thank you, Mr Speaker. [Laughter.] I am delighted to be picked from among the serried ranks of excellent Back Benchers. Evidence such as the social mobility index sadly shows that my constituency has some of the poorest opportunities for the poorest children. May I urge the Secretary of State to stick to her guns, and to ensure that her focus is on standards for those who need it most?

[Nicky Morgan]

I thank my hon. Friend. She is absolutely right to say that this is about higher standards for all, but particularly for those for whom education is the great life transformer that will set them up for life. If we do not get this right, we are losing out as a country, and children are losing out. She and I have discussed the opportunity for her area to take part in the “Achieving Excellence Areas” pilots, and I look forward to discussing that further.

[Several hon. Members rose—]

[Stephen Timms (East Ham) (Lab)]

I am pleased that the Secretary of State is not sticking to her guns, and I welcome her change of heart and the U-turn that she has announced. Will she reconsider another ill-advised proposal in the White Paper—the abolition of the requirement for schools to have parent governors?

[Nicky Morgan]

The right hon. Gentleman and I discussed this when I gave evidence to the Education Committee. We have been very clear that there is a role for parent governors. We expect trust boards to have parent governors, but we also think that that is not the only way for parents to be involved and that much better, more meaningful engagement can be achieved.

[Dr Tania Mathias (Twickenham) (Con)]

Following on from that, I thank my right hon. Friend for listening to the arguments for not compelling academisation, but because parent governors are so vital to the excellence of schools—I have worked with some brilliant parent governors—how will my right hon. Friend ensure that parental input continues? That is part of excellence.

[Nicky Morgan]

We are making it an expectation that parents will be heavily involved, not just through being governors, but through, for example, parent councils, as my hon. Friend the Member for Pudsey (Stuart Andrew) set out recently, and the parent portal. My hon. Friend the Member for Twickenham (Dr Mathias) is right to say that parent governors make a huge contribution to schools. I happen to know that because I am married to one of them.

[Dawn Butler (Brent Central) (Lab)]

I feel rather embarrassed for the Minister as the Government tried to sneak through this U-turn during one of the most racist campaigns that we have ever seen in the capital. Toby Young admitted that he had been arrogant and regretted criticising teachers, state schools and local education authorities. Will the Minister acknowledge that the teachers, the Labour party, the students and the parents were right, and she was wrong?

[Nicky Morgan]

I think the hon. Lady rather let herself down by that patronising question, if I may say so. I have been very clear all the way along, since the first day of my appointment, that the most important people in our education system are the teachers. The quality of teachers is the single most important thing that attracts and helps young people meet standards. If any Minister puts forward any proposals, we are likely to hear comments, but that does not mean that we should not put proposals forward. That is not the kind of person I am. I said last week that I was not going to leave the job half-done; I am not going to leave the job half-done.

[Steve Double (St Austell and Newquay) (Con)]

I welcome the Secretary of State’s comments on the support for small rural schools, and her commitment to a funding review. Does she agree that a funding review delivers the opportunity to address the deep unfairness in the funding system that has left schools in places such as Cornwall underfunded for far too long?

[Nicky Morgan]

We remain committed to a national funding formula review. It cannot be right to have 152 different local formulae operating across the country. As I have talked about having a strong, consistent education system across the country, that must mean that we have a strong, consistent funding system too.

[John Pugh (Southport) (LD)]

Can the Minister specify why she objects to the line put across in The Times today by PricewaterhouseCoopers—presumably, a vested interest—who argue that academisation is neither a necessary nor a sufficient condition for school improvement, or is evidence utterly irrelevant?

[Nicky Morgan]

Plenty of evidence can be cited in favour. I point the hon. Gentleman to the PISA and the OECD evidence, which I have already talked about, which sets out clearly the benefits of autonomy in our school system.

[Will Quince (Colchester) (Con)]

I pay tribute to the Secretary of State for listening to Back Benchers on this issue. She knows that I have been a vocal critic, but I found her willingness to engage with us on the issue most refreshing and I am grateful to her for that. Can she confirm that she will continue to engage with parents and teachers as she pursues our vision to improve education for every child, regardless of background?

[Nicky Morgan]

My hon. Friend raises an important point. It has been a pleasure to talk to him and all colleagues on both sides of the House. I look forward to continuing that conversation.

[Fiona Mactaggart (Slough) (Lab)]

I am proud to represent a town that has some of the best schools in the country. My concern about the Secretary of State’s announcement is that it does not answer the questions that schools of all kinds—academies and local authority schools—and parents ask me. What parents say is, “How can we guarantee that there is a school place for my child nearby?”, and what schools say to me is, “How can I guarantee that there is a good quality teacher in front of every class?” We have not heard a solution to either of those problems. What does she offer?

[Nicky Morgan]

I think the right hon. Lady needs to read the White Paper. Let me also point out that we have the highest number of teachers ever in the profession, and we have created 600,000 more school places since 2010. When the Labour party was in power, it took 200,000 places out of the system at the time of a baby boom.

[Graham Stuart (Beverley and Holderness) (Con)]

May I join colleagues—

[Graham Stuart]

I think you have had your question. May I join colleagues in congratulating the Secretary of State on her statement and on the way in which she has engaged with colleagues on both sides of the House? The Education Committee described the healthy tension between local authority schools and academy schools, which has contributed to 1.4 million fewer children being at weak schools. Does the Secretary of State agree that if local authorities that do manage to deliver outstanding schools and excellent overview and intervention, they can continue?

[Nicky Morgan]

I thank my hon. Friend for the conversations we have had. Yes, of course—this is all about lifting standards and making sure no child is in a school that is failing or underperforming. Of course, if a child is in a good school being supported by a strong local authority, I want the authority to get on with doing that.

[Ian Mearns (Gateshead) (Lab)]

The chief inspector said he looked forward to a more diverse system, but how will changing all schools to the same system, as in the Secretary of State’s vision, make things more diverse? How will killing off the alternatives—our local education authorities, which are being denied the funds to provide the services that have improved schools in boroughs such as mine—facilitate improvement in the future? Lastly, what will happen to schools that are languishing in poor, failing academy trusts?

[Nicky Morgan]

I think there were three questions in that one question, but I will give the hon. Gentleman, who is a member of the Education Committee, the benefit of the doubt. First, let me answer his last question. We take swift action in any academies that are failing. Regional schools commissioners have already brokered over 100 schools and issued 94 warning notices. However, the hon. Gentleman’s question shows a worrying lack of understanding of what we are doing. There has been a one-size-fits-all system—and that was local education authority control. We are now saying that there will be freedom for schools to decide the right future for them; that could be continuing in a strong, supportive local authority, but it could also be converting into a stand-alone academy or joining a small local cluster, a bigger multi-academy trust or a diocesan trust. Schools are free to make the decision that is right for them and their pupils.

[Mrs Flick Drummond (Portsmouth South) (Con)]

May I also welcome the Secretary of State’s readiness to listen to colleagues? An Ofsted report earlier this year on the standard of provision by the local authority in Portsmouth is damning, with generations of children having been let down. The Conservative-led city council has made some important changes, and a new director of children’s services is beginning to make a difference, but does my right hon. Friend agree that she must have the powers to intervene where local authorities are failing?

[Nicky Morgan]

My hon. Friend is absolutely right: we cannot stand back where local authorities are not providing sufficiently strong and effective school improvement. She is right to talk about the generations of young people who have been failed. It would be utterly irresponsible for the Government to let that continue on our watch.

[Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)]

Opposition Members are absolutely committed to high standards in schools, and the Secretary of State does not aid the debate by turning it into an unnecessarily partisan attack on the Opposition. The title of her White Paper is “Educational Excellence Everywhere”. Does she really believe that a one-size-fits-all approach is best for education everywhere? Is it not time to follow the example of other parts of the Government and to look at devolution, so that more decisions are made at city region or county level, and fewer in her Department?

[Nicky Morgan]

The second half of the hon. Gentleman’s question was a lot more constructive than the first. I go back to what I said to the hon. Member for Gateshead (Ian Mearns): we are not having a one-size-fits-all system—we had one, and it was called local education authorities. We now have a system where schools can decide their future, either on their own, or working in clusters or with the diocese. I am delighted that the hon. Gentleman is on our side on raising standards, and I hope he can speak to other Opposition Members about that.

[Julian Knight (Solihull) (Con)]

I thank the Secretary of State for her statement and for listening to colleagues on academies. After all, the purpose of a White Paper is to listen and to debate. Does she share my disquiet about the approach and language adopted by some of the teaching unions and Labour Members in railing against all academies, despite the clear evidence that, in the main, they work?

[Nicky Morgan]

I thank my hon. Friend. I well remember visiting an excellent academy in his constituency that was full of innovation, vigour and creativity, and absolutely on the side of the pupils there. Yes, I am concerned that some people so want to talk about structures that they have completely missed everything the rest of the White Paper says about teaching, leadership, standards, curriculums, and funding.

[Liz McInnes (Heywood and Middleton) (Lab)]

Just two weeks ago at Prime Minister’s questions, the Prime Minister confidently declared that forced academisation would be in the Queen’s Speech, and yet today we have this U-turn. Why has it taken the Government so long to listen to education professionals, teachers, parents, the Labour party, and even their own Back Benchers?

[Nicky Morgan]

At Prime Minister’s questions the Prime Minister talked about academies for all and education for all, and that is exactly what we are going to see.

[Lucy Frazer (South East Cambridgeshire) (Con)]

The shadow Secretary of State said that there is no evidence that academisation, in and of itself, improves performance, but does the Secretary of State think that the increased autonomy that is inherent in the structure of academies does improve performance, as set out not only in the PISA report that she mentioned but in the McKinsey report of 2010?

[Nicky Morgan]

I entirely agree with my hon. and learned Friend. We have been very clear that just calling a school an academy does not automatically raise standards, but academies are the vehicle by which those working in them have the creativity to innovate with the curriculum, to set flexibility for pay and conditions, and to collaborate more freely with other schools. That is exactly what academy schools are doing, and that is why standards are going up.

[Several hon. Members rose—]

[Ian Austin (Dudley North) (Lab)]

Thank you, Mr Speaker. The PISA figures actually show that we are going down the international league tables as standards among our competitors rise much more quickly than here in the UK, so it is an absolute tragedy that the Secretary of State spends so much of her time on partisan bickering and a dogmatic obsession with structures. The best way—the quickest way—to improve standards in our schools is to focus on leadership, and that is what she should be giving all her attention to. Will she take the £1 billion that she was going to spend on forcing every school to become an academy and use it to recruit and train a new generation of brilliant headteachers?

[Nicky Morgan]

May I suggest that the hon. Gentleman read, or re-read if he has already done so, chapter 3 of the White Paper, entitled “Great leaders running our schools and at the heart of our system”? We do not need to divert money because we have already set aside money for training headteachers and supporting their great leadership. If he wants to talk about our rankings in the international league tables, he might like to consider that between 2000 and 2009 England’s 15-year-olds fell from seventh to 25th in reading, eighth to 27th in maths, and fourth to 16th in science. If he thinks that performance when his party was in power was good enough, he should have another think.

[Mr Stewart Jackson (Peterborough) (Con)]

I commend the Secretary of State for her statement. There is nothing ignoble about a Secretary of State coming to the House to make changes based on legitimate concerns raised by colleagues, including my local LEA, Conservative-controlled Peterborough City Council. In the new dispensation, will she bear in mind two particular issues: first, the statutory role of the LEA in respect of school place planning and special educational needs; and, secondly, the fact that there still remain capacity issues for academy chains in dealing with the very serious problems of failing schools, some of which are in my constituency?

[Nicky Morgan]

I thank my hon. Friend for making those points. I congratulate him and his local councillors on taking control of Peterborough City Council, which was a fantastic result. He raises two very important issues. Of course we will continue to work with Members and local authorities on place planning, but also on building capacity. In the White Paper, we talk about the money that we have already set aside and the ability to grow strong, multi-academy trust sponsors, including existing good and outstanding schools, which can often be the most effective sponsors.

[Bill Esterson (Sefton Central) (Lab)]

If the Secretary of State is serious about the concept of excellence everywhere, she needs to deal with the real challenge caused by the pressure put on schools to take students who are most likely to help with league tables, at the expense of students who are perceived to be less likely to do so. In doing that, she should listen to the principal of Passmores Academy, Vic Goddard, who has made the point that if something is not done about that pressure, a two-tier education system will be created to the detriment of many thousands of children who will, throughout their lives, never recover from the damage that is done to them.

[Nicky Morgan]

I have met Vic Goddard, and I have had the pleasure of visiting his school and seeing just how committed and dedicated a headteacher he is. My first point, in answer to the hon. Gentleman’s question, is that the admissions code makes it extremely clear that schools cannot screen out or not take on certain pupils. If there is evidence of that, it needs to be reported. My second point is that, as I am sure he knows as a former member of the Select Committee on Education, we are moving towards the progress 8 measure, under which we will move away from looking at children on the C-D borderline and look instead at the progress that all students make over the course of their schooling. Schools such as Vic Goddard’s will be particularly good at making sure that that is done well.

[William Wragg (Hazel Grove) (Con)]

As a former teacher, I welcome my right hon. Friend’s decision to reconsider compulsory academisation. Does she recognise that it is vital to engage with the teaching profession as she seeks to implement the other important measures contained in the White Paper? I encourage her to press ahead with those, despite the low-level disruption that she faces from those in front of her.

[Nicky Morgan]

I thank my hon. Friend very much for what he has said. He is, I am sure, an expert at dealing with low-level disruption. On a more serious point, engaging with teachers is something that I take very seriously and enjoy doing. One of the best things that I do is to get out of Westminster to visit schools and take part in the “teacher direct” sessions that I arrange.

[Jeff Smith (Manchester, Withington) (Lab)]

The Secretary of State has talked about the many conversations that she has had in recent weeks, which have apparently convinced her that blanket powers for forced academisation are no longer necessary. In order to avoid a period of uncertainty and worry for school communities, would it not have been better to have had those conversations before announcing such a flawed policy?

[Nicky Morgan]

I have lots of conversations all the time, but one thing I was being asked for before the publication of the White Paper was a very clear statement about where we were going and whether we wanted schools to become academies. That is exactly what the White Paper offers.

[Wendy Morton (Aldridge-Brownhills) (Con)]

I, too, thank the Minister for her statement and for listening not only to Back Benchers and Members on both sides of the Chamber, but to teachers. I sense that they have concerns, but that they are willing to work with us. Will she assure me that, throughout the process, she will continue to focus on raising standards and raising aspirations, which are really at the heart of this?

[Nicky Morgan]

I thank my hon. Friend very much for her comments. She is absolutely right to say that high aspirations and raising standards must be at the heart of our education policy. Education is the greatest investment that we can make in the future of our country, and it has to be about making sure that all our young people fulfil their potential and are set up for the world of work. We will absolutely keep that as the focus of all our reforms.

[Matthew Pennycook (Greenwich and Woolwich) (Lab)]

Although it was welcomed, many parents and teachers in my constituency fear that the Secretary of State’s announcement was merely a tactical retreat, and that the Government are still committed to exactly the same ends by other means. With those concerns in mind, will she provide me with some more details about the point at which a local authority will be judged to be unviable, and how the minimum performance threshold will be defined?

[Nicky Morgan]

If the hon. Gentleman was listening to my statement, he will know that I said that we would be consulting on that, and that those measures would be subject to an affirmative resolution in the House. At all stages since the publication of the White Paper, our goal has been to raise standards for all children. That has not changed.

[James Heappey (Wells) (Con)]

I thank my right hon. Friend for engaging so constructively on this issue. The statement that she has made today will be most welcome in Somerset. I have recently visited a number of good and outstanding local authority-controlled schools in my constituency, which see the attraction of academisation but are nervous about the transition. Will the Secretary of State set out how her Department will work with schools and local authorities to facilitate that transition at a time of a school’s choosing?

[Nicky Morgan]

I absolutely understand the worry about the unknown—about what becoming an academy means and how much time it will take—which is why we have set out that small schools will have a specific fund to support them and that each school wanting to convert will get its own adviser. I strongly urge my hon. Friend to speak to his regional schools commissioner, who has an important position in the local community in working with schools that want to convert and can raise any problems directly with me or the Minister for Schools.

[Catherine McKinnell (Newcastle upon Tyne North) (Lab)]

The Secretary of State is sending out mixed messages. If I heard her correctly, she has just declared that we will still see “academies for all”. Does she accept that this whole episode has caused tremendous stress and anxiety to headteachers and staff up and down the country? Headteachers are now considering converting to academy status not to raise their standards, but simply to avoid being pushed. Will she give them some reassurance that they should focus not on their structures, but on their standards?

[Nicky Morgan]

We have been very clear—I do not think that I could have been clearer in my answers or in my original statement—that we want all schools to be focused on raising standards. However, I and we are very clear about the benefits of schools becoming academies, and about trusting those on the frontline to run their schools and to be accountable for the results they achieve. That is why we are very clear that we want all schools to become academies, but to do so at a time and in a way of their choosing, unless they are underperforming schools, the local authority is underperforming or it is no longer viable for the local authority to run them because of the numbers of schools that have converted.

[Mims Davies (Eastleigh) (Con)]

I recently met school leaders and Hampshire County Council leaders who were keen to hear about the Secretary of State’s direction of travel. I welcome the listening exercise for me and my colleagues, which has begun the process of truly understanding the commitment and promise in our manifesto to lift the standards in our schools. Today’s statement shows that the focus is on our children and on helping all of them to achieve. In relation to the White Paper listening exercise, will the Secretary of State fill in the gaps on parents’ voices and links to the community?

[Nicky Morgan]

I pay tribute to my hon. Friend for the work she has done locally in bringing schools together and in talking to parents and others in her constituency. It is incumbent on all of us to continue to do that as constituency Members of Parliament, but also to encourage people to visit schools that have converted, because that is often the best way to understand how the process works and what are the best decisions to take. That applies to parents, governors and teachers, and to headteachers as well.

[Jim McMahon (Oldham West and Royton) (Lab)]

The situation is very confused at the moment: the Government seem happy to give Greater Manchester councils full health devolution, with £8 billion a year, but do not trust them to be given the same control of their schools. Will the Secretary of State explain that difference?

[Nicky Morgan]

Becoming an academy is all about the ultimate devolution—devolution to the frontline of the heads, the teachers and the governors.

[Geoffrey Clifton-Brown (The Cotswolds) (Con)]

I warmly welcome my right hon. Friend’s flexibility on this matter. Secondary schools in Gloucestershire were among the first warmly to embrace becoming academies, but that seems to have left a communication gap in relation to small rural schools. How can her Department, and indeed all of us, communicate with the parents, governors and teachers of such small secondary schools about the benefits of academies?

[Nicky Morgan]

In my statement, I set out some of the specific policies, and we will put together a package of information about them that hon. Members can circulate to relevant schools. I encourage my hon. Friend to do what others have done, which is to call together heads or chairs of governors for meetings, and to involve the regional schools commissioners, who will hold events to talk about becoming an academy and the sponsorship opportunities available if that is what such small schools want to pursue.

[Justin Madders (Ellesmere Port and Neston) (Lab)]

I am sure that the many good and outstanding schools in my constituency that are not academies will welcome this statement, but I am concerned that the Secretary of State’s dogmatic ambitions remain the same and that she still intends to force every school to academise by hook or by crook. A few weeks ago, she said that

“we are going to finish this job.”—[Official Report, 25 April 2016; Vol. 608, c. 1119.]

Does she still stand by that statement, or will she finally recognise the right of good and outstanding local schools to determine their own destiny and accept that if they decide not to become an academy, that right will be respected?

--- Later in debate ---

[Nicky Morgan]

That just shows that if hon. Members sit here and listen to a statement, they still do not necessarily listen to what I have actually been saying. I have talked about finishing the job—the job of lifting standards for all young people in this country.

[Andrew Bridgen (North West Leicestershire) (Con)]

I commend my right hon. Friend and constituency neighbour for her measured and thoughtful statement, which I believe will address the legitimate concerns of many excellent but small rural schools in my constituency. Does she agree that in education, and indeed across all government, we must never let the outstanding become the enemy of the good?

[Nicky Morgan]

My hon. Friend and neighbour and I both know that we are very fortunate in Leicestershire to have many great schools, but we also know from our experience that not all young people have the opportunity to attend a good or outstanding school, whether in the midlands or elsewhere. That is why we cannot let up on the pursuit of reforms that lift educational standards.

[John Howell (Henley) (Con)]

In one of the most affluent constituencies in the country I could find only six schools that were ranked as outstanding. That is the result of successive cosy relationships with the LEA under different administrations. What is my right hon. Friend going to do to make sure that that situation is improved?

[Nicky Morgan]

My hon. Friend raises a really important issue. A number of people have told me that they are in good local authorities with good schools, but we should compare those with other local authorities—whether similar local authorities or those in the most disadvantaged areas—where sometimes we see schools doing fantastic things for their pupils. That is why we introduced the Education and Adoption Act 2016, which tackles coasting schools—those schools that are okay, but that could be a lot better. That is what we intend to help them to achieve.

[Kelly Tolhurst (Rochester and Strood) (Con)]

I welcome the Secretary of State’s strength in her statement. In my constituency, and in Medway as a whole, most secondary schools and a large proportion of primaries are already academies. Some of those were compelled to become academies. It is true that home-grown academies have played a massive role in driving up standards within our authority, which has historically been an underperforming one. In my time as portfolio holder for education improvement, I saw adults’ positions being put before outcomes for young people in the schools those adults were charged with looking after. Will the Secretary of State confirm that she is committed to tackling underperformance, wherever it is?

[Nicky Morgan]

By the sheer strength and passion of my hon. Friend’s question, she has shown just how committed she is to this agenda. I well remember discussing it with her on the campaign trail when she was seeking election to this House. I absolutely assure her that we will have no let up and no reverse gear on lifting standards for all young people in this country.

[Alex Chalk (Cheltenham) (Con)]

I thank the Secretary of State for her unswerving determination to drive up standards in our schools and her willingness to listen to suggestions on how the White Paper might be strengthened. Does she agree that Rowanfield Junior School in my constituency, which she visited recently, provides a powerful example of the great benefits for pupils and teachers that can come from multi-academy trusts but that good and outstanding schools in Cheltenham should be trusted to judge for themselves whether that structure suits them?

[Nicky Morgan]

Like my hon. Friend, I really enjoyed my visit to Rowanfield Junior School, with its two fantastic co-headteachers—frankly, I wish I could clone them and we could have more like them across the country. They were utterly inspirational. He is absolutely right that we want good and outstanding schools to be able to choose the right format for them. But we have to be realistic. If they are in a local authority that is underperforming or is not viable, that is not going to help them to get even better.

[Huw Merriman (Bexhill and Battle) (Con)]

I thank the Secretary of State and her ministerial team for taking the time to listen to concerns raised, for strengthening this already fantastic White Paper and for providing a source of debate in my constituency as to whether the LEA model is in fact not the right one. To that end, will she consider the obstacles for local clusters forming multi-academy trusts because of the many Church schools in my constituency?

[Nicky Morgan]

My hon. Friend has raised the really important question of small schools, usually primary schools, deciding whether to join the diocesan academy trust, if one has been set up, or thinking about other options. On 18 April we published on the Department’s website two new memorandums of understanding, with the Church of England and with the Catholic Church, which provide more flexibility. I hope that they will be of use to him in his discussions.

[Jason McCartney (Colne Valley) (Con)]

I, too, thank the Secretary of State for listening so constructively to Conservative Back Benchers about this issue. As I told her face to face, I have good local authority schools, good academies, and a really good co-operative trust in my home village of Honley. Will she continue to put parents and governing bodies at the forefront of determining the future of our wonderful local schools?

[Nicky Morgan]

My hon. Friend and I had a good conversation. As a constituency Member he is passionate about championing high educational standards in his constituency, and he is right to say that the voices of parents, governors, teachers, headteachers and, in many cases, pupils must be listened to. That is why it is incumbent on us to ensure that all options are out there, so that good and outstanding schools can make the right decisions.

[Kevin Foster (Torbay) (Con)]

As the Secretary of State will be aware, the majority of schools in Torbay have already converted to academy status, and schools such as Barton Hill Academy are making real progress with the flexibilities that such status provides. That does, however, raise the issue of the viability of the Torbay LEA, and I was interested to hear the Secretary of State’s comments. Will she confirm whether the thresholds for Government intervention will be based on the percentage of pupil numbers or the percentage of schools, or will that be subject to later consultation?

[Nicky Morgan]

That is a good question and something that we want to continue discussing when taking measures through the House, including with local authorities. The important thing is a local authority’s ability to have the resources, experience and personnel to offer really good school improvement, and in my experience, most local authorities will be able to judge when they are struggling with that. We know that at least one local authority has already asked us to issue academy orders for its remaining schools.

[Steve Brine (Winchester) (Con)]

I welcome the Secretary of State’s statement and willingness to engage on what was, let us remember, a White Paper for discussion. Last Friday afternoon I was in a meeting with the leader and schools leader of Hampshire County Council, and it is fair to say that the first half of the meeting did not go as well as the second half once they had heard her announcement, and I pass on their thanks. My hope is that this compromise will allow us to get on in successful areas—94% of schools in my constituency are already good or outstanding—and allow her to focus ruthlessly on those areas where children do not enjoy the life chances that they do in my constituency. Do I have that right?

[Nicky Morgan]

The announcement on Friday was not timed exactly for my hon. Friend’s meeting with Hampshire local authority, but he had made clear to me when he was having that meeting. He is right to say that in the White Paper and subsequent discussions it has become clear that children in some parts of the country are getting a great education, but that is not the case everywhere. I cannot say strongly enough how much I feel that we must ensure that such educational excellence is shared by all children in all parts of this country.

[James Cartlidge (South Suffolk) (Con)]

I welcome my right hon. Friend’s statement. I had my concerns about compulsory academisation, but she has clearly taken the time to listen to all her colleagues and I welcome that approach. I also welcome the £10 million fund for small rural schools that need support in conversion, but when will that be made available? If a number of schools are looking to form a multi-academy trust, will the money go to the lead school or to them all?

[Nicky Morgan]

We still need to work out the details, but the idea is for the fund to be available sooner rather than later, and some small schools are already thinking about their future. The fund would be for things such as legal costs. I will not set out all the details, but it is important that the fund supports all schools, because they will all need that support, not just the lead school.

[Robert Jenrick (Newark) (Con)]

I do not share the rose-tinted view of some about local education authorities, and mine in Nottinghamshire has failed consistently to provide good-quality education in Newark. At times, political parties and local education authorities in my town have been extremely complacent and ineffective. To me, the most important thing is the willingness to intervene when schools are demonstrably failing, and that has been neglected for too long. In her advice and guidance for regional schools commissioners, will the Secretary of State redouble the commitment to intervene, so that no child’s education gets written off as has happened to generations in my town of Newark?

[Nicky Morgan]

I pay tribute to my hon. Friend’s commitment, as a local Member of Parliament, to driving up educational standards in his constituency. He is absolutely right to say that. We know there are local authorities across the country—he mentions his own—that have never issued a warning notice or appointed an interim executive board to run a school. We could not be clearer with the regional schools commissioners. They are an excellent team who know they need to intervene swiftly when there is educational failure. We have seen that with the re-brokering of sponsorships and with the sending out of financial and educational warning notices. That absolutely will continue.

[Tom Tugendhat (Tonbridge and Malling) (Con)]

As the governor of an excellent academy, Hillview school in Tonbridge, which has done so much to maintain the ethos of arts education, I am very proud of the Government’s work to support academies. I very much welcome the Secretary of State’s comments and ask her whether she timed them for me to be able to write to Ightham Parish Council and thank it for its very useful intervention only last week, or whether it was timed for Four Elms Parish Council, whose intervention was on Friday.

[Nicky Morgan]

I am delighted to have assisted my hon. Friend and those parish councils, if that is the case. It was important that we made the announcement. I congratulate him on being a governor of the school. On the arts, I visited the fantastic Lings primary school in Northampton—I think I have mentioned it in the House before—which has embedded Shakespeare in the curriculum from reception to year 6. That shows what inspirational headteachers, with the support of an academy trust, can do to transform education in their schools.

[Jeremy Lefroy (Stafford) (Con)]

I thank my right hon. Friend for listening on both academies and fair funding. Will she or one of her ministerial colleagues meet me and my right hon. Friend the Member for South Staffordshire (Gavin Williamson) to discuss the situation in South Staffordshire, where schools are working really hard but suffering tremendously in comparison with neighbouring authorities on the question of funding per head?

[Nicky Morgan]

Yes, of course. The Schools Minister or I would be delighted to meet my hon. Friend. We have made a very clear commitment, which was not taken up under 13 years of the previous Labour Government, to transform how fair funding works across the country. It has to be right that the same pupils with the same characteristics attract the same funding. That is what we are determined to see.

Oral Answers to Questions

Baroness Morgan of Cotes Excerpts

Monday 25th April 2016 Commons Chamber

[Rehman Chishti (Gillingham and Rainham) (Con)]

1. What steps her Department is taking to ensure that standards in schools match those of England’s best international competitors.

[The Secretary of State for Education (Nicky Morgan)]

I want to start by saying to all pupils, teachers and parents affected by last week’s cancellation of the key stage 1 spelling test how sorry I am that this has been necessary. I entirely share their anger and frustration. I know how hard everyone has worked to prepare for the tests. Initial investigations by the Standards and Testing Agency show that its internal processes did not sufficiently keep apart sample and live test questions, and human error led to live test questions being put on its website. The STA’s interim chief executive has apologised unreservedly for the error. The key stage 2 tests planned for this term are unaffected and will continue as planned.

Our reforms of the curriculum are about ensuring that our young people can compete not only with the best in this country, but with the best in the world.

[Rehman Chishti]

I thank the Secretary of State for that answer, but what is being done to find out what is being done in classrooms around the world so that our students can meet the higher standards and compete with the best?

[Nicky Morgan]

Ministers regularly travel overseas and meet other Education Ministers to discuss our reforms and any reforms that they are introducing. In 2014 we introduced an ambitious national curriculum to match the best education systems around the world. We are reforming GCSEs, A-levels and primary school assessment to represent a new gold standard, and, as my hon. Friend said, to enable students to compete with their peers in the world’s best schools systems.

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

I hope that the Secretary of State gets this right, as we have made a lot of mistakes in the past by comparing our system of education with those of countries that are very unlike ours, such as Finland and parts of China. The fact is that the results from the programme for international student assessment can be very misleading, so will she be very careful about which systems she compares ours with as the best?

[Nicky Morgan]

We are of course very careful, and we are very mindful of the fact that we want our children to have the best possible results in the world; that is what our reforms are all about. That is why, as well as getting our GCSEs and A-levels to a gold standard that is comparable with the rest of the world, we are making sure that we focus on things such as character education and the importance of good, strong mental wellbeing.

[Neil Carmichael (Stroud) (Con)]

Does the Secretary of State agree that we really need to focus on science, technology, engineering and maths as a top priority? We will then be able to deliver a more effective and competitive workforce. The way to do that is by having strong leadership in our schools, academies and, indeed, multi-academy trusts.

[Nicky Morgan]

I thank the Chair of the Education Committee very much for that question; I am looking forward to appearing before his Committee later this week. He is absolutely right to talk about the importance of STEM subjects. Of course, the EBacc includes modern foreign languages. I am sure that Members on both sides of the House will have been pleased to hear the announcement last week about securing the future examinations of all modern foreign languages and lesser-taught languages, including Gujarati, biblical Hebrew and Japanese, which is very important for the future competitiveness of our country.

[Fiona Mactaggart (Slough) (Lab)]

But I hope that the Secretary of State agrees that the critical thing in improving standards of education is good-quality teachers. Will she listen to the schools in Slough, 13 of which have been in touch with me about the fact that secondary schools in a small town have already spent half a million pounds in the past year attempting to recruit teachers, yet, as the head teacher at an excellent grammar school in Slough has said,

“we are now appointing teachers who we would arguably not have considered 5 years ago”?

What is the Secretary of State doing to help schools get high-quality teachers in front of children so that they can learn?

[Nicky Morgan]

I agree that the most important thing is the quality of the teachers in our classrooms, which of course is why we have more teachers coming back into teaching. In the White Paper we mentioned that we want to set up a website to save schools the high recruitment costs so that they can reward excellent teachers at the frontline. The most important thing from the recent TES global recruitment survey is that 31% of teachers said that talk of a recruitment crisis was doing their profession down. We want to focus on the important things that make a difference, talking up the profession, not always talking it down.

[Mr Alan Mak (Havant) (Con)]

Standards in schools can be raised by encouraging more schools to start breakfast clubs, such as the one at Purbrook Junior School in my constituency. Will the Secretary of State join me in encouraging more schools to start breakfast clubs and homework clubs?

[Nicky Morgan]

My hon. Friend will be aware of the announcements in the Budget regarding the funding from the new sugar levy, which will be used in part to expand breakfast clubs in up to 1,600 schools from September 2017. Of course, the opportunities offered by the longer school day are also important in ensuring that our young people get the extracurricular activities that help them to achieve the highest possible standards.

[Carol Monaghan (Glasgow North West) (SNP)]

Much of the quality assurance in schools is driven and carried out by local authorities. That means that self-evaluation and improvement is a continuous cycle, with only the occasional visit from Her Majesty’s inspectorate of education in Scotland, or Ofsted in England, to rubber-stamp the work already done. With the move to academies, how does the Secretary of State envisage quality assurance being monitored locally, and what budget has she set aside for the increased number of inspectors required to drive improvement?

[Nicky Morgan]

Quality assurance will be measured in exactly the same way as it is now, by Ofsted, and, most importantly, by parents, who make the best possible choice for their children by choosing the strongest schools. It is worth noting that, in Scotland, 29% of schools in the most deprived areas are rated weak or unsatisfactory. The SNP has had nine years to raise educational standards in Scotland. What has it done about them?

[Diana Johnson (Kingston upon Hull North) (Lab)]

2. What progress she has made on implementing the proposals in the education White Paper; and if she will make a statement. [R]

[The Secretary of State for Education (Nicky Morgan)]

Our education policy, including the White Paper, is about making sure that every child gets the best possible start in life to enable them to fulfil their potential. The White Paper is called “Educational Excellence Everywhere” because for us the “Everywhere” is absolutely non-negotiable. We are making progress on commitments in the White Paper. The first stage of our consultation on the national funding formula closed last week, moving us closer to a fairer system where every school’s funding is matched to the needs of the pupil.

[Diana Johnson]

Kelvin Hall School is outstanding without being an academy. That is due to its excellent headteacher and staff and its inspirational campus, which was built under Building Schools for the Future. Would Ministers not be better off focusing their time, energy and money on raising standards in poor-performing schools—the original purpose of Labour’s pragmatic and targeted academy programme—not pursuing the wasteful and disruptive dogma of imposing rigid structures from Whitehall?

[Nicky Morgan]

I am delighted to hear about the excellent school the hon. Lady mentions. I want that excellent school not to hide its light under a bushel, but to go on to make the rest of the schools in the area as strong as possible and to work in collaboration. I am not going to be the Secretary of State who missed the opportunity to make sure we had a really good, strong school system across the country, offering the best possible education for all our pupils. I am not going to leave the job half done; we are going to finish this job.

[Lucy Allan (Telford) (Con)]

My constituency is a rapidly growing new town, and that puts pressure on primary school places. Does the Secretary of State agree that academisation can put a good or outstanding primary in a better financial position so that it can build more classrooms and increase intake to meet parent demand?

[Nicky Morgan]

My hon. Friend is absolutely right to talk about the opportunities offered by schools becoming academies and by fairer funding, which will mean that more money gets to the frontline, that schools are in charge of their own destinies and that they can expand to take on more pupils. We also want local authorities to work with academies to secure more places, and also to secure more free schools—for example, to deal with parental demand.

[Mr Nicholas Brown (Newcastle upon Tyne East) (Lab)]

The case for academisation so far rests either on the desire of an individual school to academise or on arguments around school improvement. However, that will not be the case in future, when schools will be required to academise even if they are good or excellent, which will see them risk losing the very features that made them good or excellent. As the Secretary of State considers legislation, will she consider an academisation model that allows such schools that wish to remain in the public sector to have a form of academisation whereby they may do so?

[Nicky Morgan]

I was following the right hon. Gentleman’s question up until the last sentence, when he seemed to imply that, somehow, academies were not part of the public sector. He could not be more mistaken: they get their funding directly from the Department for Education, their teachers are trained in accordance with our guidance and they can follow the national curriculum. What does the right hon. Gentleman say to the headteacher who wrote to me after the Academies Show last week, saying that her colleagues were forgetting that children are the priority, change is the reality and collaboration is the strategy. How can it not be our moral responsibility to serve as many children as possible by working together? That is what we want to see.

[Andrew Bridgen (North West Leicestershire) (Con)]

Does my right hon. Friend agree that a good argument for academisation is to get schools out of the control of loony left councils, such as Brighton and Hove, which is seeking information in relation to the gender assignment of four-year-olds?

[Nicky Morgan]

The point about academies and academisation is that they are the vehicle for schools to innovate, make best use of the freedom to drive up standards and do the right thing for their children, which often does not happen under local authority control. That is what we want to see, and that is why we want schools to become academies.

[Nic Dakin (Scunthorpe) (Lab)]

The Secretary of State has intimated that good local authorities can form multi-academy trusts. Ironically, this would give local authorities more responsibility for running schools than they have now, although the Prime Minister has suggested that local authorities having such responsibility is holding schools back. Why is such a costly upheaval necessary for outstanding schools under good local authorities? Is it not time for her to smell the coffee and shelve her plans for forced academisation?

[Nicky Morgan]

The hon. Gentleman perhaps knows that I am a caffeine addict, but he is missing the point, which is that good schools have much to offer the whole of the rest of the education system. What we see now in schools across the country is collaboration and partnership in clusters of schools, and that is what we want to continue right across the system. We know that actually the best people to run schools are those on the frontline—the heads, the teachers and the professionals—and that is what we want. The issue for the Labour party is that we never hear talk of the pupils, the children or the raising of standards; it is always about vested interests.

[Lucy Frazer (South East Cambridgeshire) (Con)]

Over the past 11 months, one of the issues that has come to me time and again in the constituency has been the cost of the recruitment of teachers, so I was very pleased to see the proposal in the White Paper in relation to the national website that will be set up. Will the Secretary of State tell us how this will help to improve teacher recruitment across the country?

[Nicky Morgan]

I thank my hon. and learned Friend very much, first, for raising this important issue, but also for spotting that only one of the eight chapters in the White Paper deals with school structures, while the rest tackle the issues that schools have been talking to us about, one of which is the high recruitment cost of teachers. We think that if we can work with the sector to provide a low-cost or no-cost website to enable schools to advertise vacancies, it will mean that more money gets to the frontline, which I think we all want to see.

[Angela Rayner (Ashton-under-Lyne) (Lab)]

4. What recent assessment she has made of the adequacy of teacher recruitment and retention.

--- Later in debate ---

[Wendy Morton (Aldridge-Brownhills) (Con)]

11. What steps her Department is taking to ensure that parents have more influence in the running of their children's schools when those schools become academies.

[The Secretary of State for Education (Nicky Morgan)]

Many parents are governors and make a significant contribution to our schools, and we want this to continue, but that is not the only way we want parents to engage in schools. That is why our White Paper outlined our intention to place a duty on academies to engage meaningfully with parents, introduce parental satisfaction surveys, and set up a new parent portal to help parents to navigate the school system.

[Stuart Andrew]

I am extremely fortunate to have many parents in my constituency who are engaged in local schools. Many have approached me recently because they have been concerned by recent reports that their voice, position and influence may be diminished if all schools are turned into academies. Can my right hon. Friend assure me that that is not the case?

[Nicky Morgan]

I pay tribute to the many thousands of parents who already play a valuable role on school governing bodies. It is vital that schools and governing bodies listen to the views and the voices of parents, and we want academies to engage meaningfully with them. I know that that is happening, for example, in my hon. Friend’s constituency at Crawshaw Academy, where parents are invited to half-termly information evenings to comment on academy policies and to share their views with senior leaders. In a recent parent survey, 78% of respondents reported that they felt consulted and able to contribute to the academy’s development.

[Wendy Morton]

Does my right hon. Friend agree that the voice and the skills of parents are greatly valued in our schools? Will she further clarify how their voice and their skills will continue to play an important part in governing bodies when a school becomes an academy?

[Nicky Morgan]

My hon. Friend makes a very important point. Involving parents in governance and really listening to the views of parents are not necessarily the same thing. That is why I want academy boards to appoint parents for their skills and experience, and to set up parent councils or other appropriate arrangements to engage parents meaningfully and to represent their views to governing bodies.

[Clive Efford (Eltham) (Lab)]

Will the Secretary of State confirm that she is rethinking her White Paper in relation to parents, and that she will reconsider whether they should be consulted over the academisation of our schools and their role as school governors?

[Nicky Morgan]

I do not need to rethink, because we are very clear about the important role that parents play as governors, through parental surveys and through parental engagement. The hon. Gentleman also appears, in the second part of his question, to be fighting a fight that we fought in the Education and Adoption Act 2016, which is now part of the law and which set out the clear role for parents to be involved when a school becomes an academy.

[Chris Leslie (Nottingham East) (Lab/Co-op)]

Perhaps the Secretary of State can explain a little more clearly and slowly, particularly to some of her colleagues on the Conservative Back Benches, who are gently asking her to think again about this point. Parental accountability is quite an important part of school life. In what circumstances does she envisage that removing that role of governance in a school from parents will be a good thing?

[Nicky Morgan]

First, I do not think that the hon. Gentleman should be insulting Conservative Members, who perfectly well understand the important role of parents as governors. For the avoidance of doubt, let me speak slowly and clearly to him. We are not suggesting, and never have suggested, that parents should not be on governing bodies.

[David Morris (Morecambe and Lunesdale) (Con)]

I have had many parents contact me about the key stage 2 SATs that are going to be examined in the next two weeks, and I have also been contacted by the headteachers of schools. Even though this has been in place since 2014, there is some concern. After the exams, will my right hon. Friend meet me and talk over any concerns that may come up?

[Nicky Morgan]

I would be delighted to meet my hon. Friend to discuss the matter. As the Schools Minister has said, we have raised the bar in relation to the key stage 2 tests that are happening, but the important reason for that is to make sure that our young people have the basics of the reading, writing and maths that will help them to progress in life. We know the difference in GCSE results between key stage 2 pupils at the end of primary who get to the expected level in reading, writing and maths, and those who do not. That can hold people back for life, and that is not fair.

[Mrs Emma Lewell-Buck (South Shields) (Lab)]

6. What recent assessment she has made of the adequacy and quality of provision in the children’s social work sector.

--- Later in debate ---

[Stephen Timms (East Ham) (Lab)]

9. If she will make it her policy that maintained schools be given the choice of whether to become academies.

[The Secretary of State for Education (Nicky Morgan)]

Academies reject the old one-size-fits-all approach, and are more dynamic and responsive to performance and the needs of local areas. In the next six years, schools will have time to make choices and to set in place arrangements that will work for them, either as standalone academies or in multi-academy trusts, including diocesan trusts and operating in local clusters.

[Stephen Timms]

It will by now be clear to the Secretary of State that Conservative Members, not just Opposition Members, believe schools should have some choice in whether they become academies. Headteachers of excellent primary schools say they have more autonomy with their local authority than they would as members of a multi-academy trust. Surely enforced compulsion from Whitehall of this change cannot be the right way forward.

[Nicky Morgan]

Ofsted data for the latest inspection results of all schools show that 350,000 children now study in sponsored academies rated good or outstanding. Let us look at the example of an academy in the right hon. Gentleman’s constituency. Langdon Academy, a special measures school in East Ham, opened as a fast-track sponsored academy on 1 January 2014. Over a year later, it has gone from 45% of pupils getting A* to C to 57%. Those are achievements that I want all young people to have access to.

[Steve Double (St Austell and Newquay) (Con)]

Conversion to academies is improving the education of children throughout the country, and it is right that we make this opportunity available to all children. However, concerns have been expressed about the impact that this policy will have on small schools, particularly in a place such as Cornwall, where we have many small schools. Has my right hon. Friend considered that one of the ways of addressing those concerns would be to allow local authorities to be involved in the running of multi-academy trusts?

[Nicky Morgan]

My hon. Friend will know that we published a White Paper in order to make sure that we talk to Members in all parts of the House, as well as to local authorities. Like my hon. Friend, I want all young people to have the best possible start in life. We know that academies make a difference. We also know that small schools can benefit from working together in clusters, including the 15 schools in Cornwall that converted to academies together as one group last week to provide mutual support. I look forward to continuing my conversations with my hon. Friend.

[Kelvin Hopkins (Luton North) (Lab)]

Luton has the highest-performing schools in the eastern region of England and most of the town’s schools remain in local authority control. When will the Government undertake an objective analysis of why some schools do better than others, and accept that this has nothing to do with academy status?

[Nicky Morgan]

We know from the international evidence that the more autonomy those on the frontline have—heads, teachers and governors—the more they take responsibility for the results that are achieved. I want the good schools in the hon. Gentleman’s constituency to share their expertise with other schools that are not yet so good. That way we have a strong education system, which is what I as Secretary of State for Education and this Government want to be available for everyone.

[Suella Fernandes (Fareham) (Con)]

In Fareham, primary schools such as Hook with Warsash Church of England and St Anthony’s converted from maintained schools to academies and saw their results improve, surpassing the local authority average. Does my right hon. Friend agree that this policy represents an opportunity for Hampshire, which performs well as a local authority, to get involved and create a mass to enable more autonomy and improvement overall?

[Nicky Morgan]

My hon. Friend is right to say that we can see that the results in primary sponsored academies, for example, which have been open for two years have improved by an average of 10 percentage points, which is double the rate of improvement in local authority schools. She is right to say that there are many talented individuals working in Hampshire local authority and I hope they will take advantage of the new system as well.

--- Later in debate ---

[Victoria Atkins (Louth and Horncastle) (Con)]

T1. If she will make a statement on her departmental responsibilities.

[The Secretary of State for Education (Nicky Morgan)]

Last week, I had the pleasure of marking the 400 years since the death of William Shakespeare, watching a live stream of “The Merchant of Venice” at Lings primary school in Northampton—a school serving a disadvantaged area with 55% of its pupils getting free school meals. The inspirational headteacher there has shown how all pupils, regardless of their backgrounds and experiences, can develop an appreciation of and a love for great literary works. We want to encourage more pupils to experience Shakespeare, as countless previous generations have before. That is why the national curriculum requires all pupils to study at least three complete Shakespeare plays while they are at school.

[Victoria Atkins]

We Conservative Members all welcome the Government’s decision to introduce a fairer funding formula for schools. Will my right hon. Friend assure my constituents that the particular needs of our rural and coastal schools will form part of the new formula so that children in my constituency are not disadvantaged under the current formula simply because of an accident of geography?

[Nicky Morgan]

The fair distribution of funding is a priority for this Government. As we have already heard, fair funding will ensure that every school is allocated funding fairly and transparently according to need. I can reassure my hon. Friend that the formula we propose includes a lump sum payment for every school, with extra sparsity funding to support our smallest and most remote schools so that every child can access an excellent education.

[Lucy Powell (Manchester Central) (Lab/Co-op)]

This weekend, the Conservative-led County Councils Network added its very strong opposition to the Secretary of State’s plans to force all schools to become academies, adding to that already expressed by the National Association of Head Teachers, the Association of School and College Leaders, parents, the National Governors Association, leading names in the academies programme such as the chief executive of the Harris Foundation and the Freedom and Autonomy for Schools National Association, as well as a growing number of her own Back Benchers. It is hardly a list of what she might call—or, in fact, what she just called—the vested interests. Can she therefore clarify today for those who have these very serious concerns whether she will bring forward legislation to force good and outstanding schools to become academies against their wishes?

[Nicky Morgan]

I have already set out very clearly our desire to make sure that every child gets the best start in life. We believe that academies, as the House has heard from other Conservative Members, are absolutely the right vehicle for innovation on curriculum, pay and freedom for headteachers. I wonder whether the hon. Lady in her vocal opposition has taken account of the writer on the Labour teachers blog, who said that

“we have people on the left describing thousands of schools, in fact a majority of secondary schools, and the hundreds of thousands of teachers who work in them, in terms that are so unjust as to be deceitful.”

Is that how the hon. Lady wants to be taken?

[Mr Speaker]

Order. I simply point out to the Secretary of State that she is not responsible for what is written on Labour blogs and that there is a shortage of time on topical questions. We must press on, without extraneous matters being introduced.

[Lucy Powell]

Thank you, Mr Speaker.

The Secretary of State may not appreciate what a huge amount of upheaval, uncertainty and, frankly, panic she has caused by her announcement. Headteachers are already facing huge challenges trying to work around her botched new SATs tests, her massively behind-schedule new GCSEs and her real-terms cuts to school budgets, and those heads need and deserve more clarity from the Secretary of State than we have heard so far. Let me remind the right hon. Lady that she already has powers to turn underperforming schools into academies and that good and outstanding schools can already choose to convert, so the only remaining power she needs to deliver her objectives is to force any good or outstanding school that does not want to become an academy to do so. Is it still her intention to ask Parliament for these new powers—yes or no?

[Nicky Morgan]

I have been very clear that I will not be the Secretary of State who leaves undone the job of making our school system as strong as possible for the benefit of all pupils. I hope that as she visits schools up and down the country, the hon. Lady includes visiting those that are already taking advantage of the new academy freedoms. Amanda Bennett from the Greetland primary academy in Halifax said, for example:

“As an academy we have had the freedoms to explore the specific needs of the children in our care—so our curriculum progression, pitch and expectations are able to adapt when we want them to, to respond to our changing needs. This has allowed us to be consistently in the top performing schools nationally.”

Conservative Members are all for improving opportunities and life chances for all children. Is it not interesting that we never hear the hon. Lady talk about pupils or standards, because she is so obsessed with one chapter in the White Paper?

[Nicola Blackwood (Oxford West and Abingdon) (Con)]

T2. Digital skills are fundamental to the success of our knowledge economy, but evidence given to the Science and Technology Committee during its inquiry showed that only 35% of ICT teachers have a specialist qualification, and more than half lack confidence when it comes to delivering the new computing curriculum. What steps are the Government taking to train ICT teachers, and to ensure that we are equipping young people with the skills that they need not just for today’s workplace, but for a jobs market that may be unrecognisable in a decade?

[Neil Coyle (Bermondsey and Old Southwark) (Lab)]

T8. Charles Dickens Primary School is an outstanding foundation primary school in my constituency, which, along with the London borough of Southwark, rightly has great expectations for all Southwark students. The chair of its governors has been in touch with me to express his concern about the enforced academisation of schools. Why is the Secretary of State ignoring the concerns of staff, governors, parents and pupils? Why is she insisting on dictating a structure that offers no choice, but only the academy approach, which could damage the standard of the education that is currently provided?

[Nicky Morgan]

I had the pleasure of visiting Charles Dickens Primary School during the last academic year. It is an absolutely brilliant school, with an inspirational head teacher. I want that head teacher not only to help, support and inspire the young people in her school, but to spread the excellence of her school to other schools in the area that are struggling. That is what we want to see in the education system. I am surprised that Labour Members are not interested in raising standards for all children in all parts of the country.

--- Later in debate ---

[Caroline Flint (Don Valley) (Lab)]

On 20 April, the Comptroller and Auditor General, Sir Amyas Morse, provided an adverse opinion for the second year running on the truth and fairness of the Department for Education’s group financial statements. Sir Amyas said:

“Providing Parliament with a clear view of academy trusts’ spending is a vital part of the Department for Education’s work—yet it is failing to do this.”

How will the Secretary of State ensure that Parliament will be able to see whether extending academies is giving the taxpayer good value for money, when that clearly is not happening now?

[Nicky Morgan]

I utterly refute what the right hon. Lady has just said. We have a more rigorous system for the governance of individual academies when they become academies. The issue with the Department’s consolidated accounts is a technical and accounting problem caused by academies producing accounts covering the academic year to the end of August, rather than to the end of March. We have now agreed with Parliament a new methodology for the current financial year that will better reflect the situation.

[Rehman Chishti (Gillingham and Rainham) (Con)]

T5. Will the Secretary of State join me in congratulating the excellent headteacher, staff, students and governors at Barnsole Primary School in my constituency, which has gone from “requires improvement” to “overall: outstanding”?

[Nicky Morgan]

I thank my hon. Friend for his question, and I should like to thank the head, Sean McKeown, his staff and the pupils of Barnsole Primary School for an outstanding Ofsted judgment. It is an amazing achievement to move from “requires improvement” to “outstanding”, and I was pleased to read a report describing the high-quality teaching that leads its pupils to make accelerated progress in reading, writing and maths. I hope that the school will now consider sharing its experience and expertise by forming a multi-academy trust.

[Catherine McKinnell (Newcastle upon Tyne North) (Lab)]

The vast majority of children entering the care system have experienced abuse and neglect and are particularly vulnerable in regard to their mental health needs. Will the Minister accept the concerns expressed by the NSPCC, which I share, that if the Department does not commit to counting and tracking abused and neglected children, those children will continue to be at risk of falling through the cracks and not receiving the mental health support that they need to rebuild their lives?

--- Later in debate ---

[Jo Cox (Batley and Spen) (Lab)]

Does the Secretary of State accept that all the evidence shows that being an academy is intrinsically neither good nor bad for a school’s performance? With expert opinion now lined up from the County Councils Network to the Bow Group, it is surely time to revisit this flawed plan to force schools to become academies against their will.

[Nicky Morgan]

The hon. Lady ought to take note of Andreas Schleicher, the deputy director for education and skills at the OECD, who says:

“What our data do show is that school systems which offer a greater deal of school autonomy tend to have higher performance, but they do not say anything about trends…I view the trend towards academies as a very promising development in the UK, which used to have quite a prescriptive education system, if you look at this through international comparison”.

I think we should take note of the international evidence.

[Ben Howlett (Bath) (Con)]

As a school governor at the Bath Studio School, which is a member of a multi-academy trust, I must declare an interest. I have seen for myself the amazing performance that is being improved as a result of being a member of that academy chain. Will the Secretary of State join me in welcoming the continued success of academies in Bath, and does she agree that having an increasing number of good and outstanding schools will ensure that our standards match those of our international competitors?

[Nicky Morgan]

I had the pleasure of visiting The Bath Studio School with my hon. Friend, and it was excellent and inspiring for the young people there. Some 1.4 million more children are in schools rated good or outstanding than in 2010. We intend to push on with that.

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

Does the Secretary of State share the concerns of parents at Audenshaw School academy trust, which has withheld £40,000 a year of pupil premium money for the past three years? Is that not the wrong intention for that money?

[Nicky Morgan]

I am of course concerned to hear about that. The hon. Gentleman and I have had conversations about academies and schools in his constituency. He can write to me with further details, but, yes, the pupil premium money has to be spent on those most in need and has to get to the frontline.

[Caroline Ansell (Eastbourne) (Con)]

Teachers and primary headteachers in my constituency have contacted me about the additional workload that unexpected academisation could place on them. As a teacher, I share that concern. What steps is my right hon. Friend taking to ensure that time, focus, energy and morale are not lost while the White Paper is discussed and that teachers continue to do what they do best—inspire young people and children?

[Nicky Morgan]

We have set out that schools will have six years, from now until 2022, to become academies. However, the point is that teachers should be doing what they do best, which is teaching in the classroom. Support is available for schools that want to become academies, and the heads and governors of schools will be driving that process.