Oral Answers to Questions
Debate between Carol Monaghan and Nick Gibb(6 months, 3 weeks ago)
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Carol Monaghan (Glasgow North West) (SNP)
If the pay offer for teachers in England had matched the award for teachers in Scotland, the Secretary of State would have averted the current strike action. Paul Whiteman, the general secretary of the National Association of Head Teachers, has said that minimum service levels for teachers are
“nothing short of an overtly hostile act from the Government and an attack on the basic democratic freedoms of school leaders and teachers.”
Will the Secretary of State explain how she expects to tackle the staffing crisis in teaching when she goes out of her way to alienate the profession?
The Minister for Schools (Nick Gibb)
We have a record number of teachers in schools in England: 468,000. That is 27,000 more teachers today than in 2010. We accepted the recommendations of the School Teachers’ Review Body for a 6.5% pay rise—the highest in 30 years —for teachers and headteachers in our school system.
Universal Infant Free School Meals
Debate between Carol Monaghan and Nick Gibb(1 year ago)
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Nick Gibb
Of course, I acknowledge the Liberal Democrats—that is why I said Conservative-led Government. It was a policy of both parties; we believed in it very strongly and we made sacrifices elsewhere in budgets in order to fund it. I acknowledge that it was a coalition Government—a coalition policy—that led to the introduction of universal infant free school meals, which we have maintained ever since.
We recognise the cost pressures that schools and suppliers are facing. Officials are holding regular meetings with other Government Departments and representatives of the food industry to discuss a variety of issues, including public sector food supply. I take this opportunity to thank the companies and organisations that my officials have spoken to for the constructive steps they have taken to deliver services to our schools.
Schools manage their own contracts using Government funding to procure services from private sector caterers or local authorities. Particular pressures have arisen as a result of food price inflation, which has risen higher and faster than the headline consumer prices index rate.
Carol Monaghan (Glasgow North West) (SNP)
I think everybody in the debate understands the importance of children being well fed in order to learn well, but seven out of 10 families on universal credit are still not receiving free school meals. Given the very strong public support—over 80% of the public support free school meals for children in households receiving universal credit—is it not time to look at that specific group? As the Minister said, food inflation is so high that family budgets have been stretched very thin.
Nick Gibb
One reason why the number of children eligible for benefits-related free school meals has risen from 1.7 million to 1.9 million is the protections we put in place as families move on to universal credit.
I know that, along with transport costs, increased staff costs have also affected the industry, primarily linked to rises in the national minimum wage. We continue to review funding in order to ensure that schools can provide healthy and nutritious meals.
Oral Answers to Questions
Debate between Carol Monaghan and Nick Gibb(1 year ago)
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Carol Monaghan (Glasgow North West) (SNP)
It has been revealed by openDemocracy that private schools received more than £157 million in Government loans during the pandemic. Just one of those loans has cost taxpayers over £350,000 in fees and interest, and another was received by a school that recorded a financial surplus of £13 million in the year it used the loan. Will the Minister explain why such funds were not available to state schools to help tackle the disadvantage gap?
Nick Gibb
Actually, we are spending £5 billion helping schools to tackle the disadvantage gap and help children catch up. We funded schools fully throughout the covid pandemic, and we provided over £400 billion of support to the UK economy and to families up and down the country during the covid crisis.
Oral Answers to Questions
Debate between Carol Monaghan and Nick Gibb(1 year, 2 months ago)
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Nick Gibb
The hon. Member may have missed the autumn statement, but we added £2 billion to next year’s school funding, meaning that it will rise by £3.5 billion next year. By 2024-25, we will be spending record amounts in real terms and per pupil on our schools. We take education extremely seriously and, as my right hon. Friend the Minister for Skills, Apprenticeships and Higher Education said earlier, that is resulting in standards rising in our schools, with better reading, better maths, better attainment, higher quality and a higher proportion of schools graded good or outstanding—88%, compared with 68% when the Labour party left office in 2010. Of course, as I said earlier, we are also providing households with £26 billion of support for 2023-24.
Carol Monaghan (Glasgow North West) (SNP)
First, on behalf of SNP Members present, I join other Members in paying tribute to Betty Boothroyd. I did not know Betty personally, but I am certainly well aware of her legacy, and I pass on our condolences to her family.
The Chancellor has recently received an unexpected £5.4 billion surplus due to higher than expected tax receipts. We know that hungry children cannot learn effectively, and the Scottish Government have committed to providing free school meals for all primary school children in Scotland. What discussions has the Minister had with Treasury colleagues, and indeed the Chancellor, on using a tiny part of that surplus to provide free school meals for all children in England?
Nick Gibb
Of course, my right hon. Friend the Secretary of State has frequent meetings with the Chancellor. Indeed, in her first few weeks in office she achieved an extra £2 billion of funding for our schools, bringing the increase next year to £3.5 billion. As I said earlier, the Government have extended free school meals to more children than any other Government over the past half-century. We remain committed to ensuring that the most disadvantaged children continue to be supported.
Oral Answers to Questions
Debate between Carol Monaghan and Nick Gibb(1 year, 3 months ago)
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Carol Monaghan (Glasgow North West) (SNP)
The Levelling Up Secretary said in October that extending free school meal provision would be the most timely, effective and targeted of all public health interventions that this Government could make. The Scottish Government have already committed to universal free school meals for primary children. Does the Minister agree with his colleague? If not, what targeted interventions would he make to tackle child hunger?
Nick Gibb
We are spending £1.6 billion a year on free school meals for children. We want to make sure that that funding is targeted at the most needy. That is precisely what is happening. We accept the point, and I agree with the hon. Lady that it is important that free school meals are provided to children from disadvantaged backgrounds and those who cannot afford meals at lunchtime—and we are doing that. As I said, we have increased the number of children eligible for benefit-related free school meals from 1.7 million to 1.9 million pupils.
Educational Settings: Reopening
Debate between Carol Monaghan and Nick Gibb(3 years, 3 months ago)
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Nick Gibb
My right hon. Friend is right to pay tribute to teaching staff in our schools. He is also right to point to the very difficult circumstances that both students and parents face when they are having to learn from home and are not with their friends. We all know that being in school is the best thing for young people rather than learning from home. All the decisions that we are taking are with the wellbeing of students at the forefront. We understand the disruption that the pandemic is causing to students’ education and the impact that it may have had on their mental health. We remain committed to introducing the new mental health support teams for schools and colleges. To support the return to school, we have put in place a range of measures and guidance, and a new £8 million training initiative for school staff to support children’s wellbeing. The health elements of the new RSHE—relationships, sex and health education—curriculum include teaching about mental health and wellbeing. The NHS continues to run 24-hour helplines for those people who have mental health problems.
My right hon. Friend asked about regional differences in infection rates. We will always be led by the science when making decisions about moving away from the lockdown conditions.
Finally, my right hon. Friend asked about vaccines. The JCVI advises that the first priority for the covid vaccination programme should be the prevention of mortality. For the next phase of the roll-out the JCVI has asked the Department of Health and Social Care to consider occupational vaccination, in collaboration with other Departments, including the Department for Education.
Carol Monaghan (Glasgow North West) (SNP) [V]
We are all acutely aware of the impact of school closures on our children, none more so than those of us who have children and are trying to juggle work and home schooling. Will the Minister assure the House, however, that schools will reopen only when the scientific evidence indicates that it is safe to do so, not because of pressure from the Back Benches?
I hope that the Minister has a set of key targets that must be met before reopening. Can he share them with the House today? Is there a maximum R value that the Government are looking at if we are reopening? I echo the call from the Chair of the Education Committee, the right hon. Member for Harlow (Robert Halfon), for the JCVI to look at the prioritisation of teachers for vaccination.
Nick Gibb
As I said to the hon. Member for Stretford and Urmston (Kate Green), we have restricted attendance not because schools are unsafe, but in order to reduce the overall number of social contacts in our community. Both PHE and the Department of Health and Social Care confirm that the system of controls we have in our schools—the extra hand-washing, the hygiene, the ventilation, the one-way systems, the masks in communal areas and so on—create an inherently safer environment for children and staff, where the risk of transmission of infection is substantially reduced. This is about reducing transmission in the community, and it is one of the measures after tier 4 that we introduced to achieve that.
The hon. Member for Glasgow North West (Carol Monaghan) asked about the criteria for emerging from the lockdown. As I said at the beginning of this UQ, those criteria include hospitalisation rates, mortality, the rate of vaccination, and the challenge of the new variants, but I can assure the hon. Lady that we will be led by the advice of the Scientific Advisory Group for Emergencies, the Joint Biosecurity Centre, PHE, and the chief medical officer in any decisions we make regarding the reopening of schools.
GCSE English Literature Exams
Debate between Carol Monaghan and Nick Gibb(6 years, 1 month ago)
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Nick Gibb
Pupils may wish to cite a quote in their response to a question, but not every question in an English literature exam is about the choice of language. Other concepts and principles may be being tested. An understanding of the themes behind a piece of literature may well also be the purpose of the question. Where the question is about the use of language, students will score higher marks if they can cite the precise language or word being used. That does not mean that they are required by the syllabus to memorise vast tracts of text as part of the course and the preparation for the GCSE English literature exam.
Carol Monaghan
I am torn in this debate. Is the requirement not to quote large chunks of text properly communicated to those marking the exam scripts?
Nick Gibb
Those things are made very clear by the exam boards and Ofqual. If there is an issue of communication, that is between the exam boards and the schools and the schools and the pupils, and that is something we will take up. In responding to concerns that Members from across the country have raised in correspondence about constituents, that point has been made extensively.
What the introduction of closed-book examinations means in practice is that in the examination pupils are not provided with full copies of the novels, plays or poems that they have studied during the course. The expectation is that pupils will have read and studied those books and texts at school, and that will best prepare them to answer the questions in the exam. Having read widely means they will be able to answer questions on unseen texts as well as the ones they have studied.
It is important that pupils are not misled into believing that they will get good marks simply by memorising and writing out the poems or texts that they have studied. Pupils will not be marked on their ability to learn and remember the exact words of poems or texts by heart. They may gain extra marks through the intelligent use of textual references and quotations, perhaps using approximate language on occasions. Pupils are assessed on their interpretations of the text, which they may choose to do with reference to short quotations or important passages.
Each individual exam board will have guidance for their examiners, which is a better answer for the hon. Member for Glasgow North West (Carol Monaghan), for each specification that covers expectations of the marking scheme, including how examiners should approach textual references and quotes.
Although having access to full texts is not permitted, Ofqual does not prohibit access to all texts during an exam. Exam boards may give pupils extracts from, for example, a novel, a scene from a play or a poem that they have studied as part of the exam materials, which pupils can use to support the argument they are making in their answer to the exam question. To ensure that pupils are familiar with what is expected of them and the types of additional material that the exam boards may provide, exemplar materials are provided to schools.
To earn good marks, pupils need to be able to show that they are familiar with the texts that they have studied and, in some questions, that their understanding is sufficiently developed to be able to compare them either with one another or with unseen texts that have been given to them in the exam. Pupils will need to write about a poem that they have studied which is not given to them in the exam, but that does not require them to reproduce the text in full. It requires pupils to recollect aspects of the poem, such as themes, issues or the way in which language is used to create particular effects—not necessarily using exact quotes—so as to compare it with the one provided in the exam. Thanks to a literature-rich diet throughout their schooling and a careful study of the core GCSE texts, pupils should be well prepared to write confidently about poems and other relevant material without recourse to long quotations.
In the past, pupils have been able to take either annotated or clean copies of the studied texts into the exam. However, that risks undermining the requirement for them to have studied in detail the whole text as part of their course. That requirement is important and is particularly relevant in poetry, since if pupils know they will be given access to the whole text of a poem as part of their exam, they may feel that they do not need to study the whole poem as they can just read it during the exam. That would, of course, take up valuable time during the exam and mean that they would not necessarily have covered the whole curriculum.
Additionally, if pupils have the text available to them, it will shape the expectations of the exam. For example, if pupils could refer to the text, exam questions and their mark schemes would expect a much more detailed and extensive use of highly relevant quotes and references. Pupils could spend a large proportion of their examined time merely copying out quotations, rather than showing that they had understood the subject matter. As it is, questions and mark schemes for the new qualifications are written in the knowledge that pupils will not have access to the text, and expectations are moderated accordingly. The same position relates to questions where extracts are provided. For example, if an extract from a novel or a play by Shakespeare is provided, clear and detailed references and quotes may be expected and papers are marked accordingly.
The petition notes that in addition to quotes pupils are expected to remember
“how to analyse them, plus remembering the whole plot, themes, characters and quotes from another book.”
Although that is true, it is not clear that providing a copy of the text will be of any advantage to a pupil. If the pupil is not aware of or able to recall the plot, themes and characters in the texts that they have studied, having a copy of the text with no notes or annotations will not help them.
Indeed, Ofqual has pointed out that pupils might in fact be disadvantaged if they were provided with the text. A comparatively short exam does not give time for pupils who are unfamiliar with or who have forgotten the themes or structure of the text to use the text in the exam to demonstrate the understanding expected. Additionally, even if pupils have a good understanding of the text prior to the assessment, there is a risk that they might spend significant portions of the exam searching for quotes or references in the mistaken belief that that will secure them high marks. Again, unless the text is provided, the mark schemes for the reformed qualifications do not expect extensive textual references or quotes from memory.
Finally, the practice of pupils taking copies of texts into the exam creates practical problems for exam boards and centres. The majority of text editions come with an introduction, notes and glossary. Those annotated texts are very helpful in the classroom and are the most obvious choice when schools are deciding which books to buy. However, such texts would not be appropriate in the exam room, and schools would need to purchase an extra set of texts free of textual additions. Not only might it be difficult to source text-only editions, but it would be a major expense and would ensure that schools did not vary the choices of text that they wanted their students to study.
I hope that hon. Members are reassured that to pass the new English literature GCSE pupils are not required to memorise vast amounts of texts, and therefore pupils will not be disadvantaged by a closed-book exam. The new English literature GCSE introduces pupils to some of the key works of English literature. It is an excellent preparation for A-level and helps to introduce pupils to our society’s shared cultural literacy.
Oral Answers to Questions
Debate between Carol Monaghan and Nick Gibb(6 years, 4 months ago)
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Carol Monaghan (Glasgow North West) (SNP)
One of the biggest barriers to women and girls entering careers in engineering and physics is the perceptions and expectations of parents. What work is the Minister doing during the Year of Engineering to encourage parents to look at the career options?
Nick Gibb
The hon. Lady is quite right. We have been successful since 2010 because, in England, GCSE entries by girls in physics have risen from 50,600 in 2010 to 66,700 this year, and the number of girls entering A-level physics has risen from 5,800 in 2010 to 6,947 in 2017. Overall, the number of girls taking STEM A-levels has increased by 20% since 2010.
Oral Answers to Questions
Debate between Carol Monaghan and Nick Gibb(6 years, 5 months ago)
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The Minister for School Standards (Nick Gibb)
My hon. Friend is absolutely right. We want every child to have a good school place that provides them with the knowledge and skills to succeed in the future. Thanks to changes made by this Government, and the hard work of thousands of teachers across the country, he is right to say that 87% of children are now in good or outstanding schools compared with 66% in 2010.
Carol Monaghan (Glasgow North West) (SNP)
The academic community in the north of Ireland might have a way ahead in the light of the recent Brexit negotiations. Will the Secretary of State give the same reassurance to the academic community in Scotland which, as my hon. and learned Friend the Member for Edinburgh South West (Joanna Cherry) highlighted, is concerned about the recruitment and retention of EU nationals?
Education: Public Funding
Debate between Carol Monaghan and Nick Gibb(6 years, 10 months ago)
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Nick Gibb
I welcome my hon. Friend’s question, because it was precisely to deal with historical underfunding of counties such as West Sussex and other f40 counties across the country that we went ahead and consulted on a national funding formula. Other Governments who were in office before us should have done that. I accept his concerns. We have made announcements about 2017-18, and we will respond to the second phase of the consultation shortly. We will have a response to that in the normal course of events.
Carol Monaghan (Glasgow North West) (SNP)
The Queen’s Speech has seen U-turn after U-turn, with flagship policies ditched, including the policy on grammar schools, to appease Back Benchers. Those U-turns make an absolute mockery of the Prime Minister’s “strong and stable” mantra. We welcome the U-turn on the decision to scrap free school lunches but, again, we regret that the decision was made not with the interests of pupils at heart but to protect a fragile Queen’s Speech from a weakened Government.
In their manifesto, the Tories planned to save £650 million from ending free school meals and use it in the schools budget. It is now incumbent on the Government to provide an urgent explanation of how they will stand by their manifesto pledge to make sure that no school has its budget cut. Where will the £650 million come from, or have they decided to scrap that additional funding?
Nick Gibb
I have already responded to that point. We have made a commitment that no school will lose funding as a consequence of moving to the national fair funding formula. We will respond in due course to the consultation, and then the hon. Lady will find the answers to all her questions. I would tell her, however, that today we have published key stage 2 results that show an eight percentage point increase, based on a new, more demanding curriculum that is on a par with the best curricula for primary schools in the world. I urge her to look at where the Scottish education system is compared with what is happening in England.
Oral Answers to Questions
Debate between Carol Monaghan and Nick Gibb(7 years, 1 month ago)
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The Minister for School Standards (Mr Nick Gibb)
I am happy to join my hon. Friend in commending schools that teach subjects well, such as Rainham School for Girls. Good-quality teaching is vital to encouraging more students to study STEM subjects. We are spending up to £67 million over this Parliament to recruit and train more maths and physics teachers, and we are funding programmes, such as the Stimulating Physics Network, which seek to improve the engagement of girls.
Carol Monaghan (Glasgow North West) (SNP)
I have no doubt that the Secretary of State is well aware of the importance of EU nationals to the higher education community, but we now have an urgent situation whereby some world-class researchers are leaving the UK and others are failing to take up positions in the first place. Will she act now by giving clear unilateral guarantees to those EU nationals that they can remain here post-Brexit, and in doing so reduce the damage currently being caused by Brexit?
Oral Answers to Questions
Debate between Carol Monaghan and Nick Gibb(7 years, 4 months ago)
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Mr Gibb
My right hon. Friend has raised an important point. The national fair funding formula will help schools to acquire the resources that will enable them to use the discretion that we have given them in respect of how they reward teachers, especially teachers of certain subjects whom it is difficult to recruit.
Carol Monaghan (Glasgow North West) (SNP)
May I take this opportunity to wish the House Nollaig Chridheil agus Bliadhna Mhath Ùr?
The Association of School and College Leaders has warned that opening new grammar schools may worsen teacher recruitment. Does the Minister not think that priority should be given to incentivising teacher recruitment and retention, rather than taking the retrograde step of providing new grammars that will do nothing for teachers, pupils or parents?
Mr Gibb
We are prioritising teacher recruitment. We met 94% of our target last year and 93% this year, and we are recruiting more teachers in sciences than before. I think that the hon. Lady should take account of the number of teachers who are entering teacher training. She should also acknowledge that there are 456,000 teachers in our schools today, which is an all-time high, and that there are 15,000 more teachers today than there were in 2010.
Oral Answers to Questions
Debate between Carol Monaghan and Nick Gibb(7 years, 7 months ago)
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Mr Gibb
The figures are not dissimilar to those in other professions. We realise that there are workload challenges, which was why we set up the workload challenge in 2014. There were 44,000 responses, which we analysed carefully. Three top issues were raised: dialogic deep marking, data collection and the preparation of lessons. We addressed all three issues by setting up three working parties, led and staffed by experienced teachers and headteachers. They reported and made recommendations, which we accepted, and action has now been taken.
Carol Monaghan (Glasgow North West) (SNP)
Thousands of EU nationals across the UK play key roles in children’s education, be it as classroom assistants, teachers, janitors or cleaners. We cannot overestimate how morale is affected by xenophobic rhetoric such as we heard last week at the Tory party conference. Does the Minister agree that it is time to do the right thing and give a solid guarantee that EU nationals can remain and contribute to our children’s education?
Teachers Strike
Debate between Carol Monaghan and Nick Gibb(7 years, 10 months ago)
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Mr Gibb
Yes, my hon. Friend is absolutely right. Nothing is more important than ensuring that young people get a good education—that they master the basics of reading and writing, get good GCSEs and are prepared for life in modern Britain. I do pay tribute to all those teachers who have gone into work today, despite the NUT’s action, which is based on a ballot of less than 25% of its members. We want to make sure that no child’s education is disrupted, and I pay tribute to the fact that seven out of eight schools have refused to close.
Carol Monaghan (Glasgow North West) (SNP)
This strike by teachers is significant. This group of people have gone into a vocational and caring profession. They are not driven by money, but they do seek to be recognised and valued for the job they do. The ongoing erosion of teachers’ pay and conditions and their increasing workload make their vocation hard to live out, particularly when they could earn more and have better terms and conditions working in the local supermarket. It is easy to say at the Dispatch Box that teachers are valued, but actions have to match the rhetoric. Yesterday in Education questions, I asked the Minister a question, and I repeat it today: what is he doing to ensure that teachers have a nationally guaranteed level of pay? How is he working with teachers to reduce their workload? How is he protecting their terms and conditions, such as maternity and sick pay?
Mr Gibb
Kevin Courtney, the acting general secretary of the NUT, has made it clear that the dispute is about pay and conditions. On workload, what is disappointing about the strike is that we have been working extremely closely and constructively with all the teacher unions to tackle unnecessary workload. As a consequence of our discussions, we have established three workload groups, staffed by highly experienced teachers and headteachers. We have looked at data management, planning and dialogic marking. Those groups have all reported, and we have accepted all their recommendations. That will have a genuine effect on the top three workload issues highlighted by the Secretary of State’s workload challenge, to which 44,000 teachers responded. On teachers’ pay and conditions, as we move into a situation where more and more schools become academies, we will consult with the profession about the future of the STRB process.
EBacc: Expressive Arts Subjects
Debate between Carol Monaghan and Nick Gibb(7 years, 10 months ago)
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Carol Monaghan (Glasgow North West) (SNP)
Thank you, Mr Chope. You have confused me by not being Ms Buck, but I will carry on. As always in education debates, it is interesting to compare the picture in Scotland with that in England. As a former physics teacher, I never considered physics to be any more or less worthy than any other subject. It seems as though a hierarchy of subjects is developing.
At first glance, the principles behind the EBacc seem laudable enough—a solid grounding in core academic subjects makes sense—but the argument is about the key subjects. We are all individuals—not everyone can excel at maths and science. Likewise, arts subjects do not come easily to others, including me. Scotland had a similar system to the one we are discussing today, but forcing pupils to study subjects in which they have no interest is counterproductive and has implications for pupil behaviour, engagement and attainment.
Carol Monaghan
A pupil will need a certain grounding in maths, but how many pupils need to know how to do complex algebra or calculus? Basic numeracy and literacy are different from studying subjects in great detail.
Carol Monaghan
In Scotland, we are looking at how we can prepare our students for the workplace. Calculus features in only a few, specific jobs, and we need to consider that.
In Scotland, the emphasis is no longer on a suite of specific subjects, but on personalisation and choice. That has led some students to specialise in science and technical subjects, while others enjoy success in music and the arts. Despite concerns that student numbers may drop in some subjects, the overall presentation numbers have not suffered, because students can take multiple subjects in a curricular area, such as three science subjects or three arts subjects. More importantly, pupil behaviour, engagement and attainment have all improved. Because students have opted into particular subjects, they are in charge of their own decisions and are full stakeholders. The current EBacc in England, rather than allowing students to flourish, is setting some up for failure. Surely a free choice of subjects gives students, especially those from a disadvantaged background, a far better chance of success.
The hon. Member for Newcastle upon Tyne North (Catherine McKinnell) opened the debate by talking about the wide range of organisations supporting the debate, how society is enriched by the arts, and the job opportunities available in the creative industry. The hon. Member for Somerton and Frome (David Warburton) talked about his experience as a musician and how music improved cognitive skills. I know something about that. In a very tough council estate in Raploch, Stirling, a music programme where primary school students were taught the fiddle saw attainment, attendance and general participation all increase as a result.
The right hon. Member for Slough (Fiona Mactaggart) talked about her experience as a teacher, the importance of science and the arts and how creativity is at the core of British education. I concur; as a science teacher, I know that science is not always considered to be a creative subject, but our top scientists all have creativity in common. The right hon. Member for Tottenham (Mr Lammy), who has left, gave us a wonderful vision of his angelic choirboy past. It was quite hard to imagine. He talked about academic rigour and the benefits of studying the arts for creativity. As a physicist, I know that of the courses that are now developing at universities, including the University of Edinburgh, physics and music is now a joint degree. It is good to see those two subjects coming together as well as the juxtaposition of the two.
My hon. Friend the Member for Motherwell and Wishaw (Marion Fellows) talked about the importance of developing well-rounded individuals who can contribute and enrich society. The hon. Member for Washington and Sunderland West (Mrs Hodgson) talked about the unintended consequences of the current EBacc and how it could prevent creativity from flourishing. The hon. Member for Bradford South (Judith Cummins) talked about the need to align skills to industry’s requirements. The hon. Member for Stalybridge and Hyde (Jonathan Reynolds) talked about the benefits of the arts to health and wellbeing. The hon. Member for Bristol East (Kerry McCarthy) talked about how we get students through the door and how different school activities can be the hook that draws them in, but she also raised concerns about pupils being forced to drop arts subjects because of the EBacc.
The hon. Member for Wirral West (Margaret Greenwood) talked about her experience as a former teacher and how theatrical experience allows some troubled students to express themselves in a different way. The Minister should consider seriously her point that the reduced value of arts subjects can contribute to low staff morale.
Scotland’s curriculum for excellence has eight curricular areas, all with equal status. The expressive arts is one of those areas. The Minister should consider the possibility of different flavours of EBacc, so that some students could have a science specialism while others had a language specialism or an expressive arts specialism, and others could do a general EBacc across a range of subjects. That would allow students both to flourish and to specialise in their chosen area.
Mr Gibb
I will of course listen carefully to this debate and all the representations made to the consultation, but there is a problem in this country. All the participants in the debate have talked about the arts being in addition. No one said—I listened carefully—that a foreign language is unnecessary for the majority of young people. No one said that taking two or three sciences is unnecessary for most young people. No one said that maths is not important, apart from the hon. Member for Glasgow North West (Carol Monaghan)—
Carol Monaghan
I do not think I said—in fact, I know I did not say—that maths was not important, although I said that basic numeracy was a requirement. What I did say was that advanced algebra and calculus were not necessary for every student to make their way in life.
Mr Gibb
That is where we disagree: young people living in a modern, complex society need to have mathematical skills that go beyond simple numeracy. They need to be able to do maths to the level of GCSE, which is why we have insisted that a GCSE in maths and in English are part of further education studies for students without those GCSEs.
No one in the debate is saying that those subjects should be dropped—in so far as that is concerned, we all agree. Our contention is that there is ample room to study, in addition to the EBacc subjects, the arts, economics or a vocational subject, if that is what interests the young person.
Oral Answers to Questions
Debate between Carol Monaghan and Nick Gibb(7 years, 10 months ago)
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Mr Gibb
Academies are improving their standards at twice the rate of local authority schools; that is particularly the case for primary schools that have been underperforming and have been turned into academies. After two years, they are improving their standards by 10 percentage points—twice the rate of local authority schools—and using their flexibilities to ensure that they can recruit the best teachers into their classrooms.
Carol Monaghan (Glasgow North West) (SNP)
Academies are able to pay higher rates of pay to keep teachers, but deregulation of pay scales means that staffing budgets can also be slashed, with the key resource—the teacher—becoming a second-class asset. What steps has the Minister taken to protect pay scales to ensure that teachers have a nationally guaranteed level of pay?
Mr Gibb
It is odd to hear people complaining that we are going to cut teachers’ salaries and at the same time saying that there is a shortage of teachers and that it is difficult to recruit. The free market will ensure, of course, that salaries—the jobs market—[Interruption.] We are living in a strong economy. We have to compete for our graduates with companies up and down the country. That is what will secure high salaries for the teaching profession.
Carol Monaghan
Tomorrow’s planned strike by members of the National Union of Teachers has come about as a result of the ongoing erosion of teachers’ pay and conditions, with entitlements such as sick leave and maternity rights under threat. How does the Minister plan to protect teachers’ maternity rights under the academy system?
Mr Gibb
The strike is based on a ballot in which under 25% of teachers in the NUT voted. I agree with Deborah Lawson, the general secretary of Voice, which is a non-striking teachers’ union, who has called these strikes a “futile” and “politically motivated” gesture. As my right hon. Friend the Secretary of State has said, this strike will
“harm children’s education, inconvenience parents and damage the profession's reputation in the eyes of the public”.
Does the hon. Lady agree with that assessment?
Oral Answers to Questions
Debate between Carol Monaghan and Nick Gibb(8 years ago)
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Mr Gibb
We do listen to teachers, and we consulted very widely on the new primary school curriculum that was published in final form in 2013 and came into force in 2014. It is on a par with the best maths curriculums for primary schools from around the world. We have very high expectations and we do not apologise for that. We need to make sure that pupils leaving our schools are able to compete in a modern world—able to survive and thrive in a modern economy such as Britain’s. That is our ambition, and I wish the Liberal party would share it too.
Carol Monaghan (Glasgow North West) (SNP)
At Education questions on 7 March I asked the Minister for Schools about the £35,000 income threshold for non-EU nationals and how it would impact on the recruitment and retention of STEM-qualified teachers. He told me that there was an ongoing consultation with the Home Office, but no new announcements appear to have been made on this issue. Will he answer my question today: what steps has he taken to ensure that qualified teachers will be exempt from the £35,000 threshold on earnings?
Oral Answers to Questions
Debate between Carol Monaghan and Nick Gibb(8 years, 2 months ago)
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Mr Gibb
The hon. Gentleman seemed to get a bigger cheer for mentioning Harold Wilson than he would have done if he had mentioned the current leader of the Labour party. I absolutely agree with the hon. Gentleman, however, about the importance of inspiring young people. University technical colleges have been established to do precisely that, and we have seen a huge increase in the number of young people taking STEM A-levels, with the number taking maths A-level going up by 18% so that some 82,000 young people are now taking it. It has become the single most popular A-level choice, while both physics and chemistry A-level entries have increased by 15%.
Carol Monaghan (Glasgow North West) (SNP)
We currently have a situation in which the income threshold for non-EU workers could be raised to £35,000, which will cause issues for many STEM teachers currently working in UK schools, as well as for teachers that could be recruited from abroad. Will the Minister explain to schools that have gaping holes in STEM teaching positions how he is working with the Home Office to ensure that we can continue to recruit from abroad?
English as an additional language (Pupil Support)
Debate between Carol Monaghan and Nick Gibb(8 years, 10 months ago)
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Carol Monaghan
In areas such as the Western Isles, Gaelic is still the native tongue for many people—the figure is far more than 5%, so my hon. Friend the Member for Na h-Eileanan an Iar (Mr MacNeil) would probably disagree with the hon. Gentleman.
On the number of pupils coming in with English as an additional language, I am not sure that any area in Scotland has a figure of 70%, but we do have figures of up to 20%. However, I am trying to explain the benefits. Certainly, in the school I was in, which had a huge number of EAL pupils—up to 50%—attainment rose greatly.
The hon. Gentleman spoke about the additional funding under the pupil premium, which is for disadvantaged pupils. He spoke about using some of that money for EAL pupils, but there is an argument for looking at dedicated funding. These pupils have a positive impact, and we need to see how we can support them. Unfortunately, in Glasgow, the Labour administration recently cut 15 EAL teachers, despite the best efforts of the opposition in the city council. That was a major blow.
We need to look at the benefits that these pupils bring. It is important to remember that we have had a £20 billion net benefit from having EU immigrants in our country and our communities, but we need to look at how we fully include them in schools and training.
The all-party group on modern languages stated:
“speaking only English is as much of a disadvantage as speaking no English.”
In terms of intellectual development and pupil attainment, having multilingual pupils is a benefit and makes great educational sense.
I agree with the hon. Gentleman that, unless we support teachers, schools and LEAs so that they can provide a proper environment in which these pupils can learn, we will have issues.
The Minister for Schools (Mr Nick Gibb)
I realise that this does not affect Scotland, but the English baccalaureate is a combination of GCSEs, including a modern language. Would the hon. Lady support the Government’s endeavours to get all pupils to take it to the age of 16, to ensure that more young people take a foreign language to GCSE?
Carol Monaghan
Taking languages at GCSE is a matter for pupils at that point in their school careers. The baccalaureate system is really robust, with pupils looking at different areas and having specialisms in different subjects, and that is really positive. However, the issue is more about language learning in the early years. There will be huge benefits if we can deal with that, whatever the additional languages are—English might be the additional language for some pupils, while, for others, it might be French, Spanish or Gaelic. The way we go about language learning is not conducive to a real, deep understanding of a language. The learning must take place far earlier, and it must be far more serious. We start picking these languages up at 11 or 12, which is why the Scottish Government are introducing them much earlier, at primary level.
To finish, I would like to talk once again about the positive impact in our schools of having pupils with an additional language, be it Polish, Urdu or Gaelic. That is positive for attainment, and we welcome those pupils in our schools, but it is important that we put in place structures that will allow them to learn properly and to access the education we provide for them.
Mr Gibb
There are many maintained schools. I hesitate because 60% of secondary schools are now academies, so schools that I remember as maintained schools may well have converted. Good and outstanding schools throughout the country are rushing to convert to academy status. Many of them performed extremely well as maintained schools run by local authorities, and they are performing well now as academies.
Carol Monaghan
In Scotland, we do not have academies, although some schools might have the word “academy” in their title; we have comprehensive schools and private schools. Does the Minister agree that a school’s success is not down to its name but is the result of leadership within the school and the systems put in place to ensure that staff and pupils are supported fully?
Mr Gibb
I agree that a school’s success is not to do with its name, but there is something about the freedom that academy status brings that enables innovation and professional autonomy to raise standards. Again, I cite King Solomon academy. It is run by some remarkable young people, most of whom are Teach First teachers; the headteacher, Max Haimendorf, became a head teacher in his late 20s. In that school’s first GCSE results in 2014, 93% of pupils achieved five or more good GCSEs, including in English and maths. That would be a remarkable result in any school in any location, but it is particularly so given the high levels of deprivation in the area served by the school. Furthermore, 75% of pupils at the school achieved the English baccalaureate, with high levels of achievement across the ability range.
Carol Monaghan
The Minister mentioned some staff members: a headteacher and some inspiring teachers. Is the Minister suggesting that if the school had not been an academy, it would not have had the same success, given the staff that it has in position?
Mr Gibb
I am. I do not think King Solomon academy would have delivered that kind of educational attainment in that part of London had there not been an academies programme. It has freedom and autonomy, and the professional approach that it takes to how it teaches its children is very different from that of any local authority school that I have visited. It would not have been able to do that if it had been run directly by the local authority in that area.
There is, of course, more to do. Although the overall quality of education in England has dramatically improved, 1.5 million pupils are still taught in schools that are less than good. The Education and Adoption Bill, which we debated last night on Second Reading, will strengthen our ability to deal with failure, and much more swiftly. Its provisions are designed to speed up the process by which the least well-performing schools are transformed in order to bring about rapid and sustained improvements, making sure every child gets the best start in life.
We have made it clear that we want to improve the literacy proficiency of all pupils; improving the teaching of reading is a key priority for the Government. Our aim is to help every child become a confident, fluent and enthusiastic reader. The latest available data show that 84% of pupils for whom English is an additional language achieved level 4 or above in reading at key stage 2 in 2014. That is just below the national average for all pupils, which is 89%. It shows that we still have further to go if we want every child to be reading well by the age of 11.
Key to our approach is the use of systematic phonics instruction; the hon. Member for Cardiff West will have expected me to use those words. The evidence shows that systematic phonics is the most effective approach to teaching early reading. The latest phonics screening check results show that across the country there is a difference of less than half a percentage point between pupils whose first language is not English and those whose first language is English. Phonics has been used to great effect in local authorities such as Newham, where, in year 1, three times as many pupils have EAL as those who do not. Some 81% of all Newham’s pupils met the expected phonics standard, well above the national average of 74%.
At secondary school, we are ensuring that all pupils study the core academic subjects of English, maths, science, history or geography, and a language: the English baccalaureate. We know already that pupils with English as an additional language are above the national average for entry and achievement in respect of the English baccalaureate. Last year, 41% of pupils with English as an additional language entered the EBacc and 26% achieved it, compared with 39% of all pupils entering it and around 24% achieving it. We want more pupils, including those for whom English is an additional language, to achieve the EBacc. Such subjects give young people a strong foundation for progress into further study and for work, and they help to keep their options open.
My hon. Friend the Member for Peterborough focused on funding. We have supported local authorities to provide additional support for EAL pupils in their local funding formulae. Local authorities can provide additional funding to pupils who speak a language other than or in addition to English, and who entered the school system in the past three years; the hon. Member for Cardiff West touched on that issue. The vast majority of local authorities include EAL as a factor in their funding formulae, and 132 local authorities allocated funding to schools teaching 450,000 pupils with English as an additional language in 2015-16. That totalled some £267 million, with schools receiving on average about £591 for each pupil who speaks English as an additional language.
We recognise that EAL pupils are more likely to be mobile and arrive in school during the academic year. Local authorities can hold money centrally to support the growth in the number of pupils below the age of 16 in schools. That growth fund allows local authorities to top up funding in-year for schools experiencing an increase in pupil numbers due to growth in the local population. Local authorities also have the power to use a mobility factor in their funding formulae. The method allows funds to be allocated to schools with a high proportion of pupils entering in-year in the previous three years. Some 66 local authorities used the factor in 2015-16, allocating a total of £24 million through it.
In Peterborough, 18% of pupils have English as an additional language. It has the 23rd largest proportion of pupils with English as an additional language among all the different authorities. The area has seen a rise of more than 5,000 such pupils in its schools from 2014-15. I note that Peterborough City Council allocated some £3.7 million for pupils with English as an additional language in 2015-16 and that it has a growth fund of about £2.25 million.
I am enormously grateful for the support that my hon. Friend the Member for Peterborough has given to this issue today. He has raised important concerns. The steps that we have taken underline our ambition to give more pupils the preparation to succeed in school, whether that is getting a place at a good university, starting an apprenticeship or finding a first job. Such steps will provide the foundations of an education system with social justice at its heart, in which every young person reaches their potential. I congratulate my hon. Friend once again for airing this important debate.