Education and Local Government

Barry Sheerman Excerpts

Tuesday 14th January 2020 Commons Chamber

[Gavin Williamson]

My hon. Friend makes a very powerful case, and I look forward to working with him and other Conservative Members who represent the great city of Stoke-on-Trent to look at how we can ensure that we have the right type of education provision there and that we continue to raise educational standards, which, sadly, under Labour representation on the council and often at parliamentary level, were not as high as our aspirations for that great city.

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

Does the Secretary of State agree that, although it is not always the best rule, good guidance is evidence-based policy, and is not the evidence still that early-years intervention and pre-school stimulation for children from poorer backgrounds is the best value investment our country can make?

[Gavin Williamson]

The hon. Gentleman makes a good point about the importance of evidence-based investment in education. I know that he has had an interest in education over many years, so I am sure he will be keen to look at some of the opportunity areas we have been investing in, one of which is in Bradford, which is very close to his own constituency, and there is also one on the north Yorkshire coast. They are delivering real results in terms of children’s attainment, especially in the early-years environment. I would be more than happy to share information with the hon. Gentleman on the work being done in those opportunity areas.

Let me go back to the subject of free schools. A disproportionate number of the free schools we have created have been built in London and the south-east. I want to see this revolution in education delivery rolled out, spread much more widely through the midlands, the north and the south-west of England, driving up standards and attainment in all our schools and all our communities.

It is obvious that to deliver these world-class standards we need more of the very best teachers to join those we already have. That is why we have pledged to raise starting salaries to £30,000 by 2022, which will put teaching on a par with other top graduate professions. We are also offering early career payments worth up to £9,000 to new physics, mathematics, languages and chemistry teachers, in addition to generous bursaries of up to £26,000. Simply, we always want to attract the very best into the profession, and that is what we are determined to do.

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[Mr Davis]

Productivity had been at that level for 60 years. It is not difficult to keep things the same as they were before; the really hard thing is to smash productivity down from 2.3% to 0.5%, which is what the hon. Gentleman’s Government did.

If we are to reset the economy, let us look at what we got wrong, as well as at what Labour got wrong. Take research. The past 30 years, under Governments of all persuasions, have seen the UK decline from one the most research-intensive economies to one of the least. In the past decade, China has overtaken us, and South Korea now spends three times as much as we do. The Queen’s Speech committed to establishing the UK as a world leader in science with greater investment—so far so good. In my view, we need to do even more than that in quantitative terms. In the short term, we need to double the amount of research spend not just by the Government, but by the private sector. In the longer run, we need to treble that joint expenditure, and I stress that it should be joint expenditure. We should also address the things that we have not been so good at. It is easy to put money into genetics, artificial intelligence, self-driving cars or IT—the things we are historically world leaders in—but we should also try to ensure that that money goes where it will make a big difference by improving the things that we have not been so good at.

Historically, we have not been so good at what is called translational research. That means taking a good idea from the laboratory and making a great product, which leads to a great company, which leads to more and more jobs, more wealth creation, more tax and the rest of it. We would do well to build on some of the great institutions that we currently have. The University of Sheffield Advanced Manufacturing Research Centre, which is essentially an aviation-based operation, is doing fantastic, world-class, world-beating work. We should do similar things with the Warwick Manufacturing Group. There is a great deal of work to do to encourage those operations and build on them. Maybe we should even look to build a Massachusetts Institute of Technology of the north, because that is the sort of thing that we should be considering if we are to fix our economy.

I have some sympathy with one area of Opposition Members’ comments, which is the university underpinning of the research and the response to the Augar report. I know Philip Augar very well, and I spoke to him about his review before the report. If anything, it pulled its punches. The truth is that the university tuition fees and loans scheme invented and implemented by the Blair Government and carried on by us has failed. It has done a bad job. It has delivered poor-quality education, high levels of expectations and low levels of outcome. It has landed young people—some are now middle-aged—with liabilities for almost their entire lives, putting a cap on their aspirations. It has not delivered what it was intended to deliver, which was people paying for their component, not the public advantage component. It does not work that way. It has encouraged all sorts of perverse consequences and behaviours in our universities, so we must deal with it. I would argue to the Secretary of State for Education—I know that this is wider and much bigger than just the Department for Education—that he and his colleagues should be radical and brave.

[Mr Sheerman]

When we do things on a cross-party basis, we sometimes get it right. When we had that agreement on higher education funding—the Dearing report—we said that there should be a balance between who pays: the student who benefits, the employer that benefits, and the country as a whole that benefits. What went wrong was not that there was a student contribution, but it was raised too far and too fast.

[Mr Davis]

That was not the only thing that went wrong. I recommend that the hon. Gentleman reads the Augar report carefully, because a lot of things went wrong, including the lack of restrictions on what universities could do. However, if he wants to approach the Secretary of State or have his Front-Bench team approach the Secretary of State to offer a joint approach, I am sure that the Secretary State will be very polite and talk it over with them over a cup of tea.

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

The maiden speech from the hon. Member for Wantage (David Johnston) was inspirational. I liked what he said—it even made me want to come to Wantage and have a look round, rather than just changing trains there. Given what he said about social mobility, there are all kinds of cross-party groups that I immediately want him to join so that we can work on those issues together. I am sure that he will make a great contribution to the House in the years to come.

I made my maiden speech quite some time ago. I am the longest continuously serving Member on the Opposition Benches. I hate the term Father of the House; I am a senior Member. I dimly remember my maiden speech, and I want to return to the theme of that speech. We had had a bitterly divided general election. We do all the usual ritual things in the two parties—the Government and the Opposition—and we say pretty cruel things about each other, but we have a responsibility. The Government have a majority and a mandate for five years, so we must all get on with representing our constituents and working in the best way possible, which they would admire.

I notice when I knock on people’s doors that many of my constituents are fed up with the knockabout nature of this place. It is always them against us; “We are totally right, and you are totally wrong.” I have spent a lot of my career in Parliament—I served for 10 years as Chair of the Select Committee on Education—proving that by working cross-party we can make a difference. Working together we can come up with all sorts of good ideas, innovations and good policies that any party can adapt and adopt, and make a difference to our constituents.

We all want the very best education system in this country. We all want the best policy making possible. Many of the things that we have to do over the next five years will need cross-party participation, and I hope that we can secure that. There is a lot of ground for partnership in education in particular. I have been involved in a number of cross-party initiatives. I was asked to be involved in the new look at apprenticeships. There was a commission of inquiry, and we took evidence—I gave evidence too—and for the first time we secured an employers’ levy for training and apprenticeship. It was a big step forward, with cross-party support. Who would have thought that a Conservative Government would introduce that? I admire that initiative. There are some problems that have to be sorted out, because the levy is not working in quite the way we had intended, but it is right in purpose and we just have to get it right in the detail. Certain training providers are being squeezed out, and some of the levy is going to places we did not quite expect it to go to. We have to refine and improve all policies, and I will certainly work to improve that one, because the work that has been done on apprenticeships is inspirational and making a great difference to so many people.

I want to push one particular point today, and that is the fact that all of us, of whatever party, know that we do not have a bad education system. It goes back to 1880, when we first introduced compulsory education for children aged under 10. All those years later—140 years—a lot of children in our country are getting a pretty good education. I have three daughters, a son and 12 grandchildren, so I have a pretty good view of what is going on, from my seven-month-old granddaughter to my 18-year-old granddaughter and lots in between; I am pretty well connected with the market. A lot of people are getting a good education and standards are going up, which I applaud. The right hon. Member for Harlow (Robert Halfon), who is just leaving the Chamber, is an old friend of mine, and he and I agree absolutely that our standards have started to improve steadily, even with respect to the international comparisons.

[Jim Shannon (Strangford) (DUP)]

I congratulate the hon. Gentleman on his contribution so far. He mentioned the international dimension. One of the great advantages of our education system in the United Kingdom of Great Britain and Northern Ireland is the offer to overseas students. Does he recognise the contribution that overseas students make to the education system across all regions of the United Kingdom, with partnerships, and the exchange of cultures and our educational standards? Does he also recognise that many countries across the world wish to send their students to the United Kingdom to get our education, because it is so good?

[Mr Sheerman]

I absolutely take that point. When I chaired the Education Committee, we did an inquiry on the importance of overseas students, who provide roughly 10% of the income of universities. That is a massive contribution. Universities are so important in our communities. The University of Huddersfield makes a remarkable contribution and is the largest employer in my constituency, and those of us who have universities in our towns and cities know just how lucky we are. Thank goodness we have universities; long may they thrive and survive. The right hon. Member for Haltemprice and Howden (Mr Davis), a former Secretary of State for Exiting the European Union, mentioned the importance of research, and that point was absolutely right.

Let me return to the broader education system. We usually judge the success of our education through evidence-based policy. How do we drive it? How do we assess it? Is it evidence-based policy? Is it going in the right direction? Are we using public money in the right way? On the other hand, we obsessively look at other countries all the time to see if we are as good as them. The programme for international student assessment, and all that, is very important. There are deficiencies in the PISA methodology, but the fact is that those are the methods we use.

Generally, yes, our education system is improving, but a substantial proportion of children in this country are not getting the education or the opportunities. They are in particular constituencies, and we know which ones; we have all the bruises, cuts and everything else. [Interruption.] I am coming to the end of my speech. We know where those underperforming areas are and we have the methods—with passion and leadership—to sort them out. Our country is divided, and the Children’s Commissioner said only three months ago that 20% of children leave school with no qualifications at all. If that is the divide in our country, we have to understand that underperformance on a cross-party basis. We know the way to tackle it—and together, let’s do it.

[Several hon. Members rose—]