Academy Status

Bill Esterson Excerpts

Thursday 31st October 2013 Commons Chamber

[John Cryer]

I have no hesitation in agreeing with the hon. Gentleman about that, and I was about to praise him for his work in supporting the campaign for the school to remain a maintained school. A number of children from his constituency are at the school and we have worked together successfully on a number of issues in our area, of which this is the latest. I have no hesitation in praising Redbridge council for doing an excellent job. As I said, it has managed to invest £110,000 in the fabric of the school. That is pretty unusual given the scarcity of resources at the moment, yet the council managed it, and the local councillors deserve praise as well. I also thank the Department for Education.

There are, however, issues relating to the processes that lead to academisation—to use a fairly modern sort of phrase. Before I raise those with the Minister, let me make it clear that I am not making a party political argument. I was not a fan of academies when the Labour Government were in power—in fact, I was not a fan of quite a few things they did. I have not checked this, but a while ago I was reliably informed that I voted against my own side 84 times when we were in government. That must be some sort of record and it goes to show that I am not above having a crack at my own side if I think it necessary.

It is widely agreed that two things contribute to improvements in schools—good leadership and good teaching—but neither necessarily arises out of academy status. I am sure there are academies with good leadership and good teaching, but there are also state maintained schools that have both those things. Serious concerns have been highlighted in various media reports about the governance and accountability in academy schools and free schools, although we are focusing on academies.

We have seen stories in the press about chains of academies that are starting to form and which have been accused of moving investment from the schools to other things. Their chief executives are earning very high, perhaps inflated, salaries, and large sums are spent on hospitality and junkets. The Select Committee on Education is yet to look at the record of academies. I am sure it will find that there are good ones, but also that there are question marks over accountability and democratic processes, which are not in place.

The process by which schools become academies raises questions for the Department for Education. There are, for instance, conflicts of interest. On 20 December last year, the BBC revealed that at least four advisers contracted to work on the sponsored academies programme by the Department for Education are also Ofsted inspectors, which I would say was a conflict of interest. There are also a number who, according to the same report, have financial interests with academies and free schools but also work for the Department—again, there are questions to be answered.

On 13 February The Independent reported that the Department was busy offering money—in other words, inducements—to schools, which seems to have happened mainly in the north-west. It was reported that 32 schools in Lancashire were offered sums of £40,000, or slightly less, for that purpose. They were told, “If you become an academy, you will receive a cash injection of £40,000.”

[Bill Esterson (Sefton Central) (Lab)]

I am glad my hon. Friend has mentioned what is going on in the north-west, because there has been a lot of concern in schools in Lancashire, Merseyside and elsewhere about the approaches made by brokers—not just financial inducements, but a lot of pressure put on to a school to convert to academy status. Does my hon. Friend agree that one reason there is so much opposition to these conversions is the concern among parents, and others, about the use of unqualified teachers? That has been allowed in academies since July last year.

[John Cryer]

We had a debate earlier this week about the use of unqualified teachers. My view is that teachers should be appropriately qualified, and there is a question about that. Parents also have serious concerns about admissions. Once the local education authority is taken out of admissions, who co-ordinates that? Will there be an element of anarchy because no central body is controlling admissions? In other words, will it be a free-for-all?

On 11 February, The Guardian reported a claim by the National Association of Head Teachers that academy brokers—that phrase is new to me—are given targets by the Department for Education on the number of the schools they must convert. One question I wanted to ask the Minister is whether those targets exists. Are academy brokers told, “You have to convert so many schools by such a point in future”? The same story recorded one head who claimed she had gone to a meeting and been told she was not allowed to leave until she had made a decision on the future of her school. Clearly, that is an unacceptable way to treat anybody, including a head teacher.

There are also examples of head teachers and governors having to concentrate on demands placed on them by the Department rather than concentrating on improving the school. I am thinking of schools that have problems—failing schools in special measures or schools that are given an Ofsted verdict of requiring improvement. They might find that their time is taken up engaging with the Department in discussions on the future status of the school rather than engaging in improving the school.

I have seen a number of Ofsted reports that make it clear that that is happening. For example, one report—I cannot mention the local authority or the school because it is in another constituency, and mentioning it would be a contravention of parliamentary convention—states:

“Another significant barrier to improvement has been the amount of time the headteacher has been involved in the discussions about transferring to an academy…Lengthy and time-consuming meetings with parents, unions, staff and external agencies have taken leaders’ and governors’ focus away from school improvement”.

I have a feeling that, over the next few years, we will see in the media stories of financial mismanagement arising from a lack of accountability, checks and balances, and democracy in the governance of academies and free schools. A parallel can be drawn with the situation when the Government introduced co-operation for further education colleges in 1992. Some of the colleges were fine and worked perfectly well but, because of the lack of accountability, a series of scandals followed—they were documented pretty closely by a number of publications—in which some principals, because they were given a free hand, abused their position. They got up to all sorts of things, financial and otherwise, that were deeply questionable.

To conclude, I have a number of questions for the Minister. I should like him to answer them, but if he does not have answers to hand, I should like him to write to me with the information. Are any contractors who are paid by the Department also Ofsted inspectors? Is anybody working in any way for the Department who has a financial interest in academies and/or free schools? Are academy brokers required by law to abide by the civil service code of conduct? The answer to that last question was given some time ago in another Adjournment debate, and it seemed to be that they are required to abide by the code of conduct. However, in a later Question Time, the Secretary of State equivocated and did not say whether they must abide by the code of conduct or not.

I asked whether brokers are given targets for converting schools to academy status. Is it legitimate for schools to ask academy brokers to declare any conflicts of interest at the outset of their engagement? In other words, would it be legitimate, at the first meeting, for the schools to say, “Is there any conflict of interest you would like to bring to our attention or of which we should be aware?”

As I understand it, when the Academies Commission reported in January 2013, it found that there was no evidence that academies performed significantly better than maintained schools. Is that so? Will the Minister confirm that TUPE rights apply to all staff who are transferred from maintained schools to academies?

I thank the Minister for replying to the debate. He has drawn a bit of a short straw by getting the Adjournment debate on a Thursday afternoon. By the way, it appears that the massed ranks of Parliament have turned out for it, compared with previous Adjournment debates I have introduced. That shows what an important issue this is. I have been to Adjournment debates on Thursdays with the Minister and one Whip, and no one else. Today, there is a magnificent turnout on both sides of the House. I pay tribute to the hon. Members who are here and the Minister.

[The Minister for Schools (Mr David Laws)]

I congratulate the hon. Member for Leyton and Wanstead (John Cryer) on securing this important debate and raising these issues, in which he takes a close personal interest. I assure him that I have no problem being here this evening, and I am actually the duty Minister for tomorrow as well so I would be here anyway. I do not know why I am getting all these short straws.

I also pay tribute to my hon. Friend the Member for Ilford North (Mr Scott), who intervened. Although he is not the constituency MP for the school, I know that he has taken an interest on behalf of concerned parents and others in the area, and we have listened closely to both hon. Members on this issue.

The hon. Member for Leyton and Wanstead asked several questions, including about the circumstances of the individual school, which I shall go into in detail; about general policy on academies, which I wish to cover; and some specific questions about the performance management of academy brokers and potential conflicts of interest between Ofsted inspectors and others. On those latter points, I shall write to him—as he anticipated —to ensure that I can supply detailed answers, because I do not have the answers to some of those specific questions to hand.

It is now three years since we expanded the academies programme to enable all schools to become academies, including the ability for primary schools to become academies in their own right for the first time. We did this because we believe that teachers and heads should have more freedom to run schools and more power to innovate in the best interests of their students. More than half of secondary schools and a significant proportion of primary schools are now academies, with more converting every month.

Schools across the country are taking advantage of the freedom that academy status gives them, including having more control over their funding. The decision whether a school should become an academy is, rightly, entirely voluntary for the overwhelming majority of schools, and will remain so. More than 2,500 schools have decided to convert and have become academies. These range from small rural primaries to large secondary schools. We expect these academies to work in partnership with other schools to share their knowledge, experience and expertise, with the highest performing institutions helping the weaker institutions to improve.

In addition to the converter academies, there are now almost 900 sponsored academies. We have made it clear that we want to turn around underperforming schools by finding new academy sponsors for them. As the hon. Gentleman said, this is about raising standards and getting better leadership and governance in weak schools. It is not good enough that some children are left to struggle in schools where a large proportion of the pupils are unable to achieve minimum standards year after year. We want to find lasting solutions to underperformance so that all children have the opportunities that they deserve. This is crucial because each child has only one real chance in life to secure a good education. That is why improving schools rapidly is really important.

Our priority now is to continue tackling poorly performing primary schools so that all pupils have the skills they need to succeed in secondary education. There are schools whose history of underperformance and inability to sustain improvements are causing us real concern. That is why we are working with local authorities across the country to secure better outcomes for their pupils, sometimes by transforming under- performing schools into sponsored academies. In several areas we can point to dramatic improvements in schools that have been failing for some years, but with a new sponsor they have seen significant improvements in performance over time.

In the case of Snaresbrook primary school in the hon. Gentleman’s constituency, the school was judged by Ofsted in June to require special measures. It is worth saying that Ofsted found that the achievement of pupils, quality of teaching, behaviour and safety of pupils and leadership and management at the school were inadequate. As the hon. Gentleman will appreciate, that is a serious matter where prompt action is required. As a result of the inspection, we asked the governing body to consider the benefits of becoming an academy and we proposed an academy sponsor based on a nearby outstanding school. Our policy remains that becoming an academy with the support of a strong sponsor is often the best way to ensure rapid and sustained improvement. However, in this case we recognise that Snaresbrook primary school does not have a long history of underperformance and was previously judged good by Ofsted.

We also acknowledge that the school has made progress since being placed in special measures. The local authority acted swiftly in removing the head teacher and chair of governors, brokering a partnership arrangement with a nearby outstanding school, and providing specialist English and maths consultants, among other changes. We also recognise that in this year’s national tests—not all the data are checked and in the public domain yet—pupil performance appears to have improved significantly at key stage 2. We understand that the school’s results for reading, writing and maths are the best for five years, and among the highest in Redbridge. I understand that pupil progression has improved this year, and that the number of pupils making at least two levels of progress at the end of key stage 2 will be above the local authority and national average.

Those changes, complemented by representations from the hon. Gentleman and the hon. Member for Ilford North, led us to conclude, after Ofsted had looked at the situation, that we needed to review the decision we were making. The changes led Ofsted to conclude at a monitoring inspection earlier this month that the school’s improvement plan is fit for purpose. Inspectors also commented on how leaders have made clear their expectations and ambitions for the school regaining and sustaining its former reputation as a high-achieving school. We will therefore continue to monitor the school’s progress in coming out of special measures, but, as the hon. Gentleman knows, we do not currently plan to intervene in Snaresbrook primary school to force academisation on the school.

However, we are not treating Snaresbrook differently from any other school judged inadequate by Ofsted. At all stages, we have been clear that our goal is school improvement. We will always seek to work with local authorities and schools to find solutions on which everyone can agree, as we have done successfully in many parts of the country.

[Bill Esterson]

I will not ask the Minister about qualified teachers today—we have done that a lot recently. On school improvement and whether academies do better than the state-maintained sector, does he accept that all the evidence—not just that from the Academies Commission —is inconclusive when comparing improvement in like-for-like schools?

[Madam Deputy Speaker (Mrs Eleanor Laing)]

Order. The hon. Gentleman must stick carefully to the narrow terms of the debate. I am sure the Minister will bear that in mind.

Qualified Teachers

Bill Esterson Excerpts

Wednesday 30th October 2013 Commons Chamber

[Bill Esterson (Sefton Central) (Lab)]

If the Liberal Democrats do not join us in the Division Lobby later to support their own policy, those who voted Lib Dem in 2010 will wonder why they did so, just as they did when the Lib Dems voted for the privatisation of Royal Mail and for the trebling of tuition fees.

I will talk about the evidence that supports the use of qualified teachers. In his report for McKinsey in 2007, Sir Michael Barber found that although the high-performing systems in Finland, Japan, Singapore and South Korea had very different curricula, teaching methods and school structures, they all made the quality of teaching their first concern. Getting the right people into the profession and giving them the right training were the top two priorities that Sir Michael proposed to improve education. It would be interesting to hear from the Secretary of State how many of those jurisdictions actively encourage schools to employ teachers who have no teaching qualifications. A cursory glance at other school systems shows where the priority lies in the most successful countries. The Governments in Finland, Hong Kong, South Korea and Japan are raising the bar for professional qualifications, not trying to remove it.

The Government’s 2010 White Paper also looked abroad for inspiration. It noted that South Korea recruits teacher trainees from the top 5% of school leavers and Finland from the top 10%. Importantly, those recruits receive college or university based training and secure qualifications before they become teachers. In April 2012, the Education Committee published “Great teachers: attracting, training and retaining the best”. It held a follow-up evidence session last month. The original inquiry looked at evidence of existing good practice in the UK. The Committee found that

“the partnership between schools and universities was often the recipe for successful provision, with a balance of theoretical and practical training vital for any teacher”.

In short, whether we look at international comparisons or at existing good practice in this country, it is accepted that having highly trained teachers with professional qualifications is the best way to ensure that there are high standards and the best possible education for children. That is what the evidence shows. Parents agree and are overwhelmingly opposed to the expansion in the use of unqualified teachers in free schools and academies.

This is not a debate about the best way of tackling teaching shortages. We should not be thinking about the quickest way to get new teaching staff in front of a classroom. We should be thinking about how we can get the best teachers and trainees into our schools. The evidence from successful education models around the world, parents, teaching unions, trainee teachers and the party colleagues of the Minister for Schools at conference is clear: improved outcomes in education and incentives for the best candidates to enter teaching both come from having highly qualified teachers who are paid well and trusted more as professionals to do a job that they are appropriately trained to do. The Government’s support for the employment of unqualified teachers presents us with the opposite: less qualified people who are paid less to do a job for which they are not fully trained. I am certain that we should have qualified teachers in all state-funded schools.

[Mr Rob Wilson]

To be clear, is the hon. Gentleman saying that non-QTS teachers are in some way inferior and get worse outcomes than QTS teachers?

[Bill Esterson]

That point has been made in a number of interventions and speeches, and the international evidence that I have already quoted is extremely powerful. Those countries with the highest standards and best results have the highest qualified and best-trained teachers. They take people from among the top-performing graduates, and put a premium on the quality of people coming into teaching. That is how to get the best teachers and best outcomes—sorry to use the jargon. Children do best by having the best teachers.

The Secretary of State makes great virtue of the fact that the link between great teachers and great results for children is unanswerable, but unfortunately that approach is undermined by having unqualified teachers. I am certain that we should have qualified teachers in all state-funded schools, which is exactly what the Liberal Democrat conference voted for. If Lib Dem MPs agree with their party on the importance of qualified teachers, they have the chance to show their support. I am afraid that by sitting on his hands tonight, the Schools Minister will not show the support for qualified teacher status that his party voted for.

When he gave evidence to the Education Committee, the Schools Minister admitted that he was involved in the drafting of that motion, and told us that last year, both he and the Deputy Prime Minister voted for that. It is clear, therefore, that every Lib Dem MP in this Parliament supports the principle of qualified teachers. All they have to do to show that support is vote with Labour tonight and show the public what they believe in. Otherwise, it is just meaningless words.

Oral Answers to Questions

Bill Esterson Excerpts

Thursday 24th October 2013 Commons Chamber

[Vince Cable]

A great deal has been done at central Government level to ensure that we reach our target of 25% of Government contracts going to small and medium-sized enterprises. Considerable progress has been made in reducing the bureaucracy of pre-qualification questionnaires. The problem remains at the decentralised level—local government, hospitals and so on. Efforts will be made through legislation to simplify that process.

[Bill Esterson (Sefton Central) (Lab)]

The No. 1 issue for small businesses in my constituency is the high level of business rates. I urge the Secretary of State and his ministerial colleagues to support our proposal for a business rate cut, followed by a freeze.

[Vince Cable]

As I have said, there is an extensive programme of business rate relief, which extends to half a million companies. That is a very good programme, but there is an issue with how we will continue to pay for it, given the many other claims on Government spending.

Teacher Training and Supply

Bill Esterson Excerpts

Tuesday 22nd October 2013 Westminster Hall

[Bill Esterson (Sefton Central) (Lab)]

It is a pleasure, Mr Caton, to serve under your chairmanship. The training of teachers is a highly complex subject, and also an extremely important one, given the impact that the quality of teaching has on children’s life chances and on the country as a whole. When I told my 12-year-old daughter what this debate was about, she told me that training teachers was a waste of time.

[Kevin Brennan (Cardiff West) (Lab)]

That is Government policy.

[Bill Esterson]

That is an interesting early intervention from my hon. Friend on the Front Bench. I foresee an interesting discussion next Monday morning at my daughter’s high school.

The Government said in their response to a Select Committee on Education report that

“the quality of teachers is the most important factor in determining the effectiveness of a school system.”

The Secretary of State has made that point many times, and I agree with him, at least on that, if not on what he does to ensure that it happens.

I requested this debate in light of figures published by School Direct and concerns raised about the implications for teacher training and education. School Direct enrols unqualified graduates to teach in schools and trains them while they are teaching. The programme has been expanded this year, causing a significant change to teacher training as a whole and leading to concern about that training and the supply of teachers. I will explore the concerns raised by School Direct. Teacher training in this country is regarded as being of a high standard and improving, a point made to the Select Committee in evidence sessions.

I shall also look at some of the evidence on what constitutes great teacher training and what is considered to be going well. My comments will also cover the concerns raised about the impact on universities and their ability to continue to play their part in ensuring that the highest standards of professional training apply. I may also look at the inherent contradiction in a system of teacher training that is supposed to promote the highest standards but operates alongside an academy system in which unqualified teachers can be employed. On that note, there has been a 141% rise in the number of unqualified teachers since the 2010 election, and free schools have been allowed to award 10% of teaching posts to unqualified teachers. It is difficult to report those figures without questioning how the growth in the number of unqualified teachers can sit alongside the Government’s claim that improving the standard of qualified teachers is so important.

[Kevin Brennan]

I received an answer to a written question recently from the Under-Secretary of State for Education, the hon. Member for Crewe and Nantwich (Mr Timpson), who said of the qualifications of teachers working in free schools:

“Data on each qualification held by each teacher is not collected”.—[Official Report, 16 October 2013; Vol. 56, c. 746W.]

Is my hon. Friend the Member for Sefton Central (Bill Esterson) as surprised as I was about that?

--- Later in debate ---

[Bill Esterson]

I congratulate my hon. Friend on getting an answer from the Department. I know how difficult that sometimes is. It is extraordinary that the Government do not know the details of what goes on in schools over which they have direct control. I can only imagine what their comments would be if information about what goes on in local authority schools were not available. Perhaps the Minister will respond to that. On qualified and unqualified teachers—who knows?—we may find out today just what Lib Dem policy is on the importance of having high-quality teachers.

Under the Department for Education’s School Direct programme, 9,000 teacher training places were transferred from universities to schools in 2012-13, with the expectation that schools would recruit trainee teachers who would commence training in September 2013. School Direct is led by schools, but is delivered in partnership with universities. According to the Department:

“School Direct is an exciting new training route for top graduates. Your school will have a job in mind just for you when you finish your training.”

Yet figures published in September suggest that the final numbers to be released in November will reveal a reduction in the number of new entrants to teaching. School Direct places have been going unfilled, with just 6,730 acceptances against an allocation of 9,580, unless the Minister has new figures for us today. In addition, the number being trained through the university route is down due to the lack of places being given to the institutions by the Department for Education as a result of the move towards School Direct.

[Nic Dakin (Scunthorpe) (Lab)]

I congratulate my hon. Friend on securing this important and timely debate. Does he agree not only that the figures he gave are worrying, but that the problem is exacerbated by the fact that the National College for Teaching and Leadership seemed reluctant to transfer those unfilled places from School Direct to universities, so there is a shortage of people being trained in subjects such as maths and physics, instead of them being up to complement?

[Bill Esterson]

I thank my hon. Friend for his intervention. Evidence to the Select Committee in its follow-up session was that that is exactly what has happened. Places that were not filled by School Direct were not transferred. In fact, some of the witnesses requested that that should happen, and that there should be virement between the different routes. Perhaps the Minister will respond to that.

When the application system for School Direct opened last November, the Government said there was overwhelming interest from prospective teachers, so what happened in between, given the gap between the number of places and the number of enrolments? Other hon. Members will want to address that question—so do I—but first let us look at some of the background.

In his report for McKinsey in 2007, Sir Michael Barber found that while high-performing systems such as those in Finland, Japan, Singapore and Korea had very different approaches to the curriculum, teaching methods and school structures, they all made the quality of teaching their top priority. Sir Michael concluded that the top two priorities for raising school standards are getting the right people to become teachers and developing them into effective instructors. In 2010, McKinsey published a follow-up that showed that

“building the instructional skills of teachers and management skills of principals”

is a common factor in improving school systems everywhere in the world. So far, so good; that ties in with what the Government are saying.

The Institute of Education also quotes research that shows the dramatic impact that different teachers have on pupil progress. It shows that pupils who are taught by the best teacher in a group of 50 will learn twice as fast as average, while those taught by the worst teacher make only half the average progress. The Government’s 2010 White Paper looked abroad for inspiration, noting admiringly that South Korea recruits teacher trainees from the top 5% and Finland from the top 10% of their school leavers. That brings us back to the question: how did we end up with School Direct and such a shortage of applicants?

To begin to answer that question, I go back to what the Secretary of State said: that teaching is a “craft”, best learned on the job. That statement perhaps gives a clue as to why there has been such an acceleration in the scale of School Direct this year. That in turn may explain the problems being identified by so many of those involved in teacher training. As a result of the Secretary of State’s view, the Government decided to shift teacher training from the universities into schools, creating teaching schools on the model of teaching hospitals. That all sounds very plausible.

In April 2012, the Education Committee published its report, “Great teachers: attracting, training and retaining the best”, and held a follow-up evidence session last month. Evidence to the original inquiry looked at existing good practice in the UK. The Committee found that

“the partnership between schools and universities was often the recipe for successful provision, with a balance of theoretical and practical training vital for any teacher”.

In other words, the existing arrangements were working well, and more than one witness at the Committee advised the Government to take great care not to throw out the baby with the bathwater when they set up School Direct.

Those giving evidence to the inquiry were clear that the partnership needed to remain a key part of the training system. At the time, it was clear that employment-based initial teacher training providers—EBITTs—delivered significant portions of their training through other partners, including universities. In other words, the role of universities is crucial in teacher training. Theoretical as well as practical training are important—is important; it is important to get the grammar right in an education debate, Mr Caton.

The Committee noted in its report that

“the best systems internationally—such as Singapore and Finland…have universities heavily involved in or leading the training of teachers.”

However, in evidence to the Committee, the Government made clear their intention to see a significant increase in school-led teacher training, and the Minister for Schools has confirmed that School Direct could mean a move to a schools-based commissioning approach.

To be clear, there is strong support for school involvement in initial teacher training; after all, how else can trainees learn the practical skills that they need to become great teachers? However, warnings were given about the possible downside of unbalancing the partnership arrangements. Keele university argued that

“there is little or no evidence that schools have either the appetite or the capacity to take over the responsibility for the recruitment and training of teachers”.

Remember the Government’s comment about “overwhelming” interest from prospective teachers? Well, maybe that was not quite matched by the attitude of schools.

The Committee was also told that

“the balance is fairly good at the moment”

between schools and universities, and as one secondary head told the Committee, if the landscape

“swung all the way to school-based training…a lot would be lost.”

Martin Thompson, president of the National Association of School-Based Teacher Trainers, said the sector was not

“looking for a great change”

and that there were “dangers in a lurch”. However, the then Schools Minister, the hon. Member for Bognor Regis and Littlehampton (Mr Gibb),

“said the policy”—

the School Direct policy—

“had met with such demand that nearly double as many places as envisaged will be offered initially.”

I have my doubts about the grammar of that statement, but that was a quote. We have to wonder what happened between that apparently high demand and the massive under-recruitment in key subjects, and why the Government did not take more account of the warnings that were given.

The Committee agreed that School Direct could provide a valuable opportunity for those schools that have the capacity and appetite to offer teacher training, although I would argue that that was not the same as calling for a rapid expansion of the programme. The Committee also warned that a diminution of the universities’ role in teacher training could bring considerable demerits, and that it would caution against it. It concluded that

“partnership between schools and universities is likely to provide the highest-quality initial teacher education, the content of which will involve significant school experience but include theoretical and research elements as well, as in the best systems internationally and in much provision”

in this country.

In the follow-up session last month, the Committee was given some idea of why School Direct has under-recruited overall. Martin Thompson from NASBTT said that

“our experience, working with head teachers who have been doing recruitment and selection with us as a school-based provider for something like 10 years, is that they are finding that those schools that do not have the experience are looking for teachers and not trainees. They are not selecting, and we are getting returned to us people who we would probably have put on the course but they do not, because they clearly do not represent the finished article. If schools have not had significant experience in ITT recruitment as opposed to teacher recruitment, they tend to miss some of the opportunities that are presented to them”.

I hope that the Minister has taken full account of that—I know he was at the session and heard that statement at the time.

Mr Thompson made the point that head teachers who are used to recruiting trainees make the distinction between recruiting a trainee who has potential and finding the finished article before they have started training. Chris Husbands from the Institute of Education told the Committee that some schools are considering people whom they think would be good but who do not have the minimum entry requirements, such as GCSEs in English, maths and science at grade C or better. As the Chair of the Committee, the hon. Member for Beverley and Holderness (Mr Stuart), pointed out, academies and free schools are already free to do just that by employing unqualified teachers. The Minister will need to address the point about unqualified teachers, not least given the remarks of the Deputy Prime Minister.

It is perhaps not surprising that some maintained schools look at so-called academy freedoms and wonder why they, too, cannot recruit unqualified teachers. That evidence, again, came to the Committee. The Minister really needs to explain how he can say that he supports the highest possible standards in teacher training on the one hand, while encouraging the employment of unqualified teachers on the other.

I come back to concerns about the role of universities. It is clear that any threat to the ongoing involvement of universities is a major concern, given the implications for the quality of training that follow from the evidence I quoted earlier, when it comes to the importance of having equal partnerships with universities, and of theoretical, reflective learning, not to mention academic study in continuing professional development. Potentially, a key part of teacher training is under strain, according to what university teacher training departments are saying.

Returning to the setting-up of School Direct, evidence to the Committee suggested that planning for the set-up was inadequate. That included a lack of communication with universities, which made administration very difficult, and a lack of thought about how a school-based system would operate and about how schools would work with universities. As a result, universities were left with a lack of certainty, which makes planning impossible and means that they do not know whether they will be viable next year.

Chris Husbands told the Committee that schools cannot plan school places and therefore cannot plan teacher supply. In his view, School Direct has so far struck the wrong balance between schools and universities, which could lead to a shortage of teachers. James Noble-Rogers from the Universities Council for the Education of Teachers confirmed that the way that School Direct had been set up could destabilise existing high-quality provision. That would be the result of the transfer of places to School Direct from postgraduate certificates in education. According to Mr Noble-Rogers, the implication of the way School Direct has been set up is that it will become the only way into initial teacher training.

Given evidence that schools cannot plan the number of teaching places, the very real danger is that we will end up with a shortage of teachers year after year in certain subjects. Instead of raising standards, the Government could suppress them because of the way that School Direct has been set up. Some will say that universities and other teacher training providers have a vested interest in opposing change. The Minister may even say that—he is smiling at me; I wonder what that means. Chris Husbands’ reply to that point in the Committee suggested otherwise:

“I run an organisation of which initial teacher training is part of the core business. It makes up about 18% of my turnover. I think we do it well, and we do it because we are committed to high quality and standards. If someone comes along and says, ‘Here is a better and more effective way of doing it,’ I am prepared to accept that. What makes me feel uncomfortable is that we are being offered something to replace something that we know is broadly effective. The vast majority of provision in universities is good or outstanding, and we are being asked to replace that with an unknown quantity, but being told that that is becoming de facto.

I am not sure whether that is self-interest. It does not feel like self-interest to me. This is, ‘We cannot carry on; we are doing something else instead.’ But the basis on which I think it is being developed quickly does not to me make sense.”

said:

“We cannot carry on; we are doing something else instead”.

I think he was paraphrasing what the Government might have been saying.

The panel at the Committee’s follow-up session debated how School Direct had improved on existing school-led initial teacher training. I am afraid that the panel’s response will have disappointed the Minister. Its members suggested that there was nothing new. In fact, the view expressed was that the involvement of schools in the existing system was already strong enough. That prompts the question, why was that view not considered before the system was set up?

The Government say that they believe that having the best teachers is the single most important factor in ensuring high standards and good results. They also believe that we need to learn from other countries, where teachers invariably come from the ranks of the best-qualified graduates. That suggests that teaching should be one of the most desirable professions for graduates. International comparisons show that university involvement in teacher training is of the highest importance. However, serious concerns are being expressed about the viability of university teacher training departments as a result of changes made by the Government.

This year, in maths and physics—two subjects that are crucial to our economic success—we see that there is a chronic shortage of applicants. There are also shortages in other vital subjects, including computer science. Those shortages are occurring at the same time that significant changes have taken place in teacher training. They also indicate that the graduates with the best results are not applying to become teachers, including in subjects in which young people need the very best.

[Mr Robin Walker (Worcester) (Con)]

I congratulate the hon. Gentleman on securing the debate. This is a very important issue, but will he acknowledge that there have been shortages for a long time in the numbers of people coming through to teach maths and physics? That has not necessarily been caused by changes to the system. It went on for many years under the previous Government and is also going on under this one.

[Bill Esterson]

I am glad that the hon. Gentleman has made that point, because this has been a problem for a very long time. It is an international problem as well. However, the reality is that it has got worse in recent years, and when comparative studies were done between the applications for School Direct places and for places in existing provision, there was a bigger problem with the gaps in the School Direct system, which does not bode well for it. I am glad that he reminded me of that point, because it is a further example of where School Direct has not got it right yet.

The Government need to look at the evidence on what has happened, what works elsewhere, the importance of universities in teacher training, and how they avoid a crisis in the coming year as university teaching departments’ viability is considered. The Select Committee report’s evidence warned about rushing a change from the old system to a school commissioning system. Those warnings appear to have been ignored, and the evidence taken in the follow-up session shows that the rushed change has caused potentially serious problems in teacher training.

The Government should go back to the Committee’s original report and look at last month’s evidence session. They should also listen to the professionals who have a proven track record of delivering quality, and of improving teacher training so that it delivers for teachers and schools, ensures the long-term supply of teachers and, above all, delivers for children and young people. The Government should act quickly and make absolutely sure that teacher training is on track, involving successful partnerships between universities and schools, rather than the unbalanced approach that may have been created by their haste to grow School Direct.

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[Bill Esterson]

Given his 30 years’ experience, would my hon. Friend care to comment on the importance of continuing professional development and the impact of the reforms on it, as universities have raised concerns over the viability of their teacher training departments?

[Nic Dakin]

My hon. Friend is right to draw attention to the overall ecology of support for teacher education and development. Other professionals work in the education industry and it is necessity for universities to provide part of the infrastructure. If the Government pull at one part of the infrastructure, other things will happen.

I told my head teacher friend whom I bumped into at the weekend that I thought things were in a spot of bother and might get worse. To my surprise, he said that teacher education and supply were already in chaos—that is from someone on the front line—adding that he did not understand why the effective graduate teacher programme had been scrapped. With a bit more digging—speaking to north Lincolnshire’s excellent lead for teacher induction, Kim Francis—I discovered that the restructuring and the reduction in staffing, with the responsibilities passed to the National College for Teaching and Leadership, coupled with systemic change in initial teacher training have resulted in widespread frustration for providers of initial teacher education. Lines of communication have become fractured and unreliable.

The Government’s single driver for policy implementation appears to be focused on School Direct, but given that schools need to be linked to accredited providers, serious confusion has reigned. Many schools are bewildered and question whether they have the capacity to implement and quality-assure initial teacher training. Locally, schools are ambivalent and lukewarm about taking on the responsibility.

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[Mr Laws]

Yes, I strongly agree. We must also do more to get more people to take both A-levels and degrees in those subjects.

A further 680 teacher training scholarships will be available for trainees starting in the 2014-15 academic year, with scholarships increasing to £25,000 in September 2014. Bursaries will continue to be available in maths, physics, chemistry, computing and languages, as well as in a range of other subjects, and we will increase some bursary payments for maths, physics and computing to reflect the challenges faced in recruitment to initial teacher training this year. Hon. Members will be aware of the new bursary figures that we published last week.

Furthermore, A-level results published in August by the Joint Council for Qualifications show that there has been a big rise in the number and proportion of young people taking A-levels in maths and physics. More students—both the number of entries and the percentage of the cohort—now do maths, further maths and physics at A-level than ever before, which means that we expect to have a bigger pool of potential shortage subject candidates.

Shortfalls in recruitment are mitigated by the fact that newly qualified teachers make up only about half—23,500—of the 45,000 new teachers in English state schools in 2010-11; of the rest, a third of the total or 14,700 people had qualified in previous years, and a fifth of the total or 8,200 people were returners. Initial teacher training targets are set in the context of longer-term recruitment patterns and anticipated need over a number of years, so over-recruitment in previous years, including in maths and chemistry, is taken into account in the targets set for future years. Therefore, over-recruitment in previous years gives some protection against under-recruitment in one year. We have over-recruited in some areas over the past few years.

Alongside getting teachers into the key subject areas, we must still maintain our strong focus on teacher quality in all subjects. We know that we have the highest quality of trainee teachers ever. In 2012, more than 70% of graduates starting teacher training had a 2:1 or higher, which is the highest proportion ever recorded. We are increasing teacher quality through a number of reforms. We have provided schools with increased flexibility to decide how much they pay a teacher and how quickly pay progresses, which will enable schools to target school-level recruitment and retention problems. We are reforming initial teacher training so that schools play a greater role in the selection and training of teachers, through the expansion of School Direct and with more schools becoming accredited ITT providers. That will provide schools with greater choice and influence over the quality of both training and trainees.

The introduction of School Direct marks a sea change in how schools are involved in the recruitment and training of teachers. It effectively gives head teachers more influence over training and recruitment issues. Many of them welcome that, which is why schools are so keen to participate in the School Direct programme, albeit that they have proved themselves, in the first year, to be highly discriminating about the applicants whom they decide to take on. That is a good thing, although it is a challenge to ensure that we get the allocations right. The director of the leading Arthur Terry teaching school in Birmingham has said:

“It is very much the vision that all future appointments will be from our pool of training teachers and reduce the need to advertise nationally.”

Over time, many teachers and head teachers will want to take more responsibility for managing initial teacher training. The number of schools that are interested in taking part in School Direct shows that there is an appetite for that, and it is right to respond positively to this enthusiasm. Although it is still early days, School Direct is proving a highly popular means of recruiting great candidates into high-quality school-led training. For 2013-14, more than 9,000 places were requested by 850 schools, more than a third of which were from teaching schools, and by May, about 22,500 people had applied for the 9,400 places available. Recruitment shortfalls cannot be attributed to the introduction of School Direct. So far School Direct has recruited 67% of the places it was allocated, and—I made this point earlier—the subjects that have struggled to recruit through School Direct have also struggled to recruit to core places in HEIs, which is why we are introducing more scholarships and increasing bursaries.

[Bill Esterson]

Will the Minister give way?

[Mr Laws]

I will take one last intervention, and I will then deliver on my promise.

[Bill Esterson]

I merely encourage the Minister to answer the question whether he thinks that unqualified teachers are a better answer to our teaching shortage than qualified teachers. Does he agree or disagree with the Deputy Prime Minister? Will he deal with that in his remaining four minutes?

[Mr Laws]

I will certainly answer that question if the hon. Gentleman gives me the time to do so.

Schools are quite rightly setting the bar high and are looking to recruit the best possible candidates. Where possible, we have over-allocated places to ensure that sufficient candidates of the necessary calibre can be recruited. There has been a healthy interest in School Direct for next year. Requests for places in 2014-15 from schools, school-centred initial teacher training providers and higher education institutions are being processed, and we shortly expect to make announcements on initial allocations. We look forward to building on the enthusiasm of schools that have requested places, and we continue to welcome new schools into the School Direct programme.

School Direct is not about removing the role of universities in initial teacher training. Many teachers will want to go through a traditional university route, and many schools are developing healthy partnerships with universities. We are moving to a system of greater choice and diversity, which is welcomed by most schools and potential teachers.

Along with School Direct, we are continuing other programmes that aim to ensure that teaching is attractive to the country’s most able people. We have committed to supporting the expansion of Teach First by giving more top graduates the opportunity to teach in challenging schools by providing 2,000 places by 2015-16. We have developed a Troops to Teachers programme, with the wider aim of attracting and recruiting high-quality service leavers into schools.

I want to turn to the issue of qualified teachers that has so excited the shadow Minister for Schools today. I recall that the late, great Robin Cook once said, “If you want to keep something secret, the best place to say it is the House of Commons.” I now say that the best place to keep secrets from the Labour party is on the floor of the Liberal Democrat conference. Today, we heard all this material from the shadow Minister, who has been beavering away: he has looked in the coalition agreement and searched through the press cuttings. It is all very impressive, but all he had to do was to listen to what went on at the Lib Dem conference in March, when we passed a motion, which I think I proposed, that was voted for by the Deputy Prime Minister and the Prime Minister—[Hon. Members: “The Prime Minister!”] The Deputy Prime Minister, certainly. The motion set out our position on qualified teacher training, making it clear that we want it for every school. [Interruption.] It is not a secret, so what has happened to the research capabilities of the Labour party? Why is this such great news? [Interruption.]

Secondary Schools (Accountability)

Bill Esterson Excerpts

Monday 14th October 2013 Commons Chamber

[Mr Laws]

We want to see consistency right across educational institutions. The changes we have announced today will create much better consistency in accountability measures, and will not focus only on those institutions with lower attainment and lower prior achievement. This will be a fairer way of judging every single educational institution in the country.

[Bill Esterson (Sefton Central) (Lab)]

The issue of multiple exam entries—in particular in maths—has been raised with me by a number of constituents. In September, pupils were told that they would be entered for an exam in November. A few days later, as a result of the Government’s announcement, schools had to make the decision that that would not be right because of the impact it would have on league tables. Would it not be better to consider the impact on students—given the very high numbers involved, which the Minister has mentioned a couple of times—rather than timing the announcement for party conference season?

[Mr Laws]

This announcement was not timed for the party conference season; it was timed on the basis of the evidence available to us. If schools believe that young people should be entered in November, they are perfectly at liberty to do that—we have done nothing to stop them. Indeed, if they are confident that students will be able to secure their best grades at that time, they should put the students in for the exam. If, however, the students will achieve only a C grade when they could have achieved a B or an A later, schools should think twice.

Oral Answers to Questions

Bill Esterson Excerpts

Monday 9th September 2013 Commons Chamber

[Elizabeth Truss]

I do not think that the hon. Lady listened to my previous answer. Those centres have not closed. The Government and local authorities have been saving money by reducing bureaucracy and management and running things more efficiently, which is what Conservative-led Governments do. She will be pleased to hear that our recruitment of early-years teachers is above trajectory, so there will be even more quality personnel in our children’s centres and nurseries.

[Bill Esterson (Sefton Central) (Lab)]

16. If his Department will publish a strategy setting out plans for children in the care system; and if he will make a statement.

[The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson)]

Early last year, Ministers considered whether to develop an overarching strategy for children in care. It was decided that, as there was general consensus about what needed to improve, it would be better simply to get on and drive a programme of change. Since then we have set in place reforms to ensure that all children have strong and stable placements, achieve good educational outcomes, and receive ongoing quality support when they leave care.

[Bill Esterson]

On strong and stable placements, when children in care are in social housing, foster carers still have to pay the bedroom tax. The Secretary of State says that he wants children to have a room to study in, but that just cannot happen however many houses there are and however strong the planning system. Will he urgently encourage his colleagues to provide an exemption from the bedroom tax for all children in foster care?

[Mr Timpson]

The hon. Gentleman will know that, prior to taking on this position, I worked closely with the Fostering Network to ensure that the exemption already in place for foster carers came to fruition. I reassure him that, through the work I am doing across Departments with Lord Freud and the Secretary of State for Work and Pensions, we will continue to review the matter carefully through a proper evaluation of the impact that the measure may be having. I have that reassurance and will continue with that work.

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[The Parliamentary Under-Secretary of State for Skills (Matthew Hancock)]

As my hon. Friend knows, I am a passionate supporter of small businesses and of apprentices in them. The majority of apprentices are in small businesses and the Government do what we can to encourage that. In some places, local authorities top up the support we give. I am thrilled when they do so, but if we can do more to ensure that provision is consistent across LEP areas, we should do it.

[Bill Esterson (Sefton Central) (Lab)]

T8. Both the Minister for Schools and the Secretary of State completely failed to address the question they were asked about free schools policy. Fifty-one per cent. of all free schools have been built in areas where there are surplus places while there is a crisis in primary school places elsewhere. Is not the point that free schools policy has failed to deal with the shortage of places where they are most needed?

[The Minister for Schools (Mr David Laws)]

No, the hon. Gentleman is completely wrong. The vast majority of places in free schools are in areas of basic need. As I indicated earlier, of the recent free schools announced, around half are in the London areas where the pressure is greatest, so the figures he gives are simply inaccurate.

National Curriculum

Bill Esterson Excerpts

Monday 8th July 2013 Commons Chamber

[Michael Gove]

My hon. Friend is absolutely right. Industry has been clear that the changes we have made from information and communications technology to computing are exactly what industry needs to ensure that young people are prepared for the opportunities that await them.

[Bill Esterson (Sefton Central) (Lab)]

The Secretary of State says that changing the curriculum is essential if we are to catch up with the rest of the world. I agree that that has to be the priority, but if it is so essential why is he not applying it to academies, which make up the majority of secondary schools?

[Michael Gove]

Academies do make up the majority of secondary schools. At the moment, academies make up only 10% of primary schools, and the curriculum is of course more specific when it comes to the foundation subjects at primary level. The curriculum generates a sense of expectation and lays the foundations for the new GCSEs, which we expect to be the principal benchmark for accountability at the age of 16 for all schools.

Oral Answers to Questions

Bill Esterson Excerpts

Monday 24th June 2013 Commons Chamber

[Mr Timpson]

To date we have seen strong protection of children’s services across local authorities, which recognise the importance of providing the best quality service in their areas. Social worker vacancy rates have fallen, not risen, from 10% in 2010 to 7% in 2012. Many local authorities are doing a fantastic job, but we need to ensure that all raise their game.

[Bill Esterson (Sefton Central) (Lab)]

Given rising caseloads and the pressure exerted by the increase in child poverty up and down the country, does the Minister accept that more resources are needed to pay for additional social workers to deal with rising demand?

[Mr Timpson]

I explained in my previous answer the approach that local authorities quite rightly take to ensure that children’s services are the best they can be, but we can enable that through the revised Working Together to Safeguard Children, making it clearer who is responsible for providing which services while ensuring that the quality of social work is as high as possible. That is why I set out in my initial answer why this is such a high priority for the Government.

--- Later in debate ---

[Michael Gove]

I am grateful to my hon. Friend for raising that issue. I know Tudor Grange and its outstanding head teacher, Jennifer Bexon-Smith. She is committed to helping children in difficult circumstances and is sponsoring an academy in Worcester, I think, so I cannot believe that she would take a decision that would discriminate against children in need of high-quality state education. The admissions code is clear about these matters, and I look forward to talking with my hon. Friend to make sure the public are reassured.

[Bill Esterson (Sefton Central) (Lab)]

T2. In 2011-12, there was a 10% fall in the number of graduates applying to teacher training programmes; there has also been a 17% rise in the number of schools using supply teachers, and we see reliance on unqualified teachers. How will those approaches raise standards and improve the outcome for children?

[Michael Gove]

I am pleased to be able to say that the statistics the hon. Gentleman quotes come from a period before the introduction of our school direct programme, which has achieved a dramatic increase in the number of highly qualified graduates entering the profession. In addition, thanks to the work we have done with the Institute of Physics and the Royal Society of Chemistry, there are more graduates in shortage subjects with 2:1s and firsts coming into the classroom. The more people with great degrees from great universities, such as the hon. Member for Stoke-on-Trent Central (Tristram Hunt), we have teaching in our schools, the happier I am—even if it runs contrary to Labour policy.

Oral Answers to Questions

Bill Esterson Excerpts

Monday 22nd April 2013 Commons Chamber

[Bill Esterson (Sefton Central) (Lab)]

Thirty A-level students from my constituency visited Parliament with their teachers recently, and they told me that they need a broad history curriculum for later on in life. They also told me that if the Secretary of State goes ahead with the kind of proposals that have been mentioned in the press recently, that will not be possible for them and he will see a sharp drop-off in the numbers taking A-level history.

[Michael Gove]

I am grateful for what the hon. Gentleman says, but I am reassured by the enthusiasm that has been shown by parents and students for a deeper immersion in British history. It is sadly the case that an insufficient number of students leave school with a proper knowledge of Britain’s past. I want them to know about the achievements of heroes and heroines so that they can take pride in what these islands have achieved.

Forced Conversion of Schools to Academies

Bill Esterson Excerpts

Tuesday 12th March 2013 Westminster Hall

[John Pugh]

I do not think it will prevent them from becoming academies; I am just making the simple point that primary schools have less instinct to become academies, simply because the administrative overheads of providing all the services customarily provided by the local authority bear more heavily on their budgets, which in these modern times are already significantly constrained.

I was trying to determine the basis for the psychic gifts that enabled the Secretary of State to anticipate how many schools will become academies by a certain date. I concluded that he probably does not have psychic gifts; he has a gift for irony, as the matter will probably not be left to choice anyway. Throughout the land, brokers are appearing in schools when the opportunity arises to hasten things on and ensure that the targets are met. They show up when a school suffers even a temporary decline in standards. A recent article in The Guardian by George Monbiot—not a man I ordinarily agree or see eye to eye with—compared them to mediaeval tax collectors. I happen to think that mediaeval tax collectors performed an important social function; I do not necessarily feel the same way about brokers.

Brokers appear to come to governing bodies with threats and an academy contract in hand. The threats are, “Sign the contract, or you, the governors, and possibly the head teacher, will be replaced”, or “Choose a sponsor, or if you don’t we’ll choose one for you, which we may do anyway.”

[Bill Esterson (Sefton Central) (Lab)]

To add to the hon. Gentleman’s examples, a Department for Education adviser said to a school in my constituency, “You lost your autonomy when you went into an Ofsted category. Either you sign the papers to become an academy, or we will put in another interim executive board to do it for you.” I wonder whether he has had similar experiences.

[John Pugh]

I have had very similar experiences, but they are not just my experiences. Reports are coming in from up and down the land, and there is a kind of similarity that makes them wholly plausible.

There is a hurry to get on with things. Schools are basically told, “Get on with academisation now, or we will do it for you anyway.” They are also told—this surprises me—“Don’t tell the parents or the staff until it actually happens. Consult with them afterwards.” To sweeten the pill, cash is sometimes promised, in the form of a changeover fund to accommodate change. Relief from inspection or the school’s current status is also promised: whatever pressure Ofsted or the LEA apply will disappear when academy status is established. More worryingly, I have evidence that sponsors have been recommended, particularly school chains, with whom individual brokers have prior connections.

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[John Pugh]

I am sure that the Department took the broker’s word for it. What I am describing has been told to me by people I have known for some time, who have no axe to grind and whom I trust.

I feel particularly aggrieved about my area. Under previous regimes, not a single school in Sefton ever opted out. We had two ballots, both of which were lost. There were good reasons. Sefton was one of the first LEAs to give schools true financial independence to pioneer; in fact, I was on the local authority at the time. It has kept its central costs low. It has always prioritised education and schools. It stands favourable comparison with other LEAs. Its schools are good and, better still, there are good relations between the LEA and the schools, which themselves cluster together harmoniously and supportively. There is a genuine communitarian spirit, accompanied by good results. To make things more acutely painful, Sefton has a good record, praised by the Schools Minister, for improving its schools; it is in the top five of LEAs.

[Bill Esterson]

I am glad that the hon. Gentleman made the point about how good Sefton is, because we both represent constituencies in the borough. I, too, have experience of how good the schools are. Does he agree that when people have such a good education authority, it should be allowed to support its own schools to improve, rather than having this forced academisation?

[John Pugh]

That is clearly an option, because we in Sefton are not overly impressed by academies. The first school to be awarded academy status—coincidentally, one that tried to opt out before but failed to secure parental support—was subsequently inspected by Ofsted; our first academy was put into special measures and the head teacher and chairman of governors have now gone. The brokers are now in Sefton and, having failed to tempt the more prestigious schools, are pouncing like vultures not necessarily on the weakest but on those temporarily weakened.

I understand that there is a rationale for that, and I do not want to be unkind to Government policy. Schools must be in certain categories, failing or failing to improve, and in such circumstances arguably someone must intervene. The categories, however, have in practice been extended beyond the permanent sink schools or those that are sinking. In one case in Sefton, an otherwise good school had four heads in six years, which caused temporary instability over a short period, but the school and the authority could deal with that. In another case, to which the hon. Gentleman alluded earlier, in the school I attended as a child, there was a temporary and wholly uncharacteristic blip and a firm expectation that the school would improve with or without academy status. None of the bullied schools, for that is what they feel they are, has a poor record over time. Even if they had, what is the case for cutting the umbilical cord with a local authority that has a clear record of improving its schools? What is the case for encouraging the schools, as was done, to seek sponsors some appreciable distance away? A school in the northern part of Sefton was asked to look at a sponsor in Chester or in Bolton, or to consider a chain.

I run out of any coherent educational rationale when encountering arguments to suggest that a change in leadership will help a school whose main problem is that it has had too many changes in leadership; that is when my brain starts to hurt. What appears to have happened is that academies have become ends in themselves, not a means to an end. Instead of academies being a means to school improvement, success is measured by the number of academies, not their products. Can the Minister confirm whether new secondary schools converting will not only be paid for attracting pupils—for success—but be given an under-occupancy payment of £18,000 for three years for failing to attract pupils? In the old days, I am not sure what the Audit Commission which taxed us about surplus places would have had to say about that; fortunately, we have taken the precaution of abolishing it.

The Government can go further; if they want, they can lower the threshold for intervention, they can extend and widen the categories, or they can put pressure—heaven forbid—on Ofsted to toughen up the regime, or make it more partial or timed to suit the academy bounty hunters. There is a real worry that the neutrality of Ofsted might be under pressure and, equally, there is a worry about Ofsted’s reliability. If it delivered a rogue inspection, as it occasionally will, given the nature of things, that could have significant consequences for any school that is the victim of such an inspection. The broker who came to Sefton was asked by a head teacher what would happen if an academy chosen to sponsor a school was failed by Ofsted. The broker said that that will not happen. I do not know how the broker could know that it would not happen but clearly, if so, that seems to indicate that Ofsted is more shackled than we believe or hope it is.

I cannot explain this whole situation educationally any more, although I have sincerely tried. I have run out of any educational rationale that makes sense to me. I can explain it only sociologically. I hazard a guess—it might be right—that Ministers neither like nor understand and do not empathise with councils; they simply think that the sort of people you get on councils should not manage or interfere with the nation’s schools. That is a possible view, if slightly prejudiced, but it is not wholly incomprehensible if you look at some of the more eccentric London boroughs. It is understandable that if you have achieved a good education in an independent school, and contrast that with those with a less fortunate or privileged outcome, you might think—