Oral Answers to Questions

Debate between Elizabeth Truss and Damian Hinds

Monday 24th March 2014 Commons Chamber

[The Parliamentary Under-Secretary of State for Education (Elizabeth Truss)]

I agree that that is an issue. Information provided recently by the OECD’s programme for international student assessment showed that girls have as much confidence as boys at the age of five but begin to lose that confidence as they proceed through the education system, and that that contributes to feelings of anxiety about mathematics. One of the things that we must all do is end the culture in which saying “I am rubbish at maths” is acceptable, whereas it is not OK to say “I am no good at reading.” What is needed is a “can do” approach to mathematics. Our new maths hubs programme—there are 30 hubs across the country—will promote best practice in teaching, so that we can close the gap between girls and boys.

[Damian Hinds (East Hampshire) (Con)]

The Secretary of State recently saw basketball being taught in Mandarin at Bohunt school in my constituency. Will he join me in commending Bohunt on its immersion programme, and how can we get more people studying this strategically important language?

Child-care Ratios

Debate between Elizabeth Truss and Damian Hinds

Thursday 9th May 2013 Commons Chamber

[Damian Hinds (East Hampshire) (Con)]

Are there not two key issues? First, the question of ratios is linked to high-quality staff, which itself has a cost. Secondly, the reforms are enabling, not compulsory, and parents can continue to choose the right setting for their child.

[Elizabeth Truss]

My hon. Friend is absolutely right. Labour Members have not come up with any answers as to how they would incentivise nurseries to improve quality and staff salaries or how they would reduce costs in the system that they created, which is now one of the most expensive in the world.

Oral Answers to Questions

Debate between Elizabeth Truss and Damian Hinds

Monday 22nd April 2013 Commons Chamber

[Elizabeth Truss]

At present, it is a sad fact that 33% of children arrive at school without the requisite communication and language skills to take part in school education. What Sir Michael Wilshaw has said, as well as Andreas Schleicher of the OECD, is that the most important factor in early education is the qualifications of staff. At the moment, only a third of nurseries have a teacher-led structure. Good providers, such as the Durand academy, provide quality, structured learning from age three, which really benefits children later on. We want to give more high-quality providers that flexibility, but we will do so only where they hire highly qualified staff.

[Damian Hinds (East Hampshire) (Con)]

In the early years, all the evidence suggests that structured group activities led by qualified graduates tend to lead to better education outcomes, so may I encourage the Minister to stick to her guns and continue her drive to improve standards in our nurseries?

[Elizabeth Truss]

I thank my hon. Friend for his question. When we look at all the evidence from countries such as France, where there are much higher salaries and qualifications in the early years, we see higher quality provision, particularly for the under-threes. Every other country in Europe, including Ireland and Scotland, has higher child-staff ratios and higher staff salaries than we do.

A-level Reform

Debate between Elizabeth Truss and Damian Hinds

Wednesday 23rd January 2013 Commons Chamber

[Elizabeth Truss]

No, I do not expect that. We are talking about the extended project qualification, going alongside A-levels, but the point about A-levels is that there will be a terminal exam.

[Damian Hinds (East Hampshire) (Con)]

I welcome these reforms. We know that more universities have had to change their first-year course content or put on extra classes, especially in subjects such as maths. Are not universities best placed to design qualifications at the age of 18, as they will have to deal with the output?

[Elizabeth Truss]

I completely agree with my hon. Friend. The important point here is that the Russell Group has agreed to be part of this process; it wants to be involved. I think there is an increasing appetite for that among universities across the board. Universities UK has also expressed its interest because universities want to know that the students entering their institutions are well prepared. In certain subjects, academics have been very concerned about the level of preparation. They have quite often found that there is a difference between independent school students who get extra tuition and those currently doing A-levels in state schools.

16-to-18 Mathematics Education

Debate between Elizabeth Truss and Damian Hinds

Tuesday 27th March 2012 Westminster Hall

[Elizabeth Truss (South West Norfolk) (Con)]

Last week, the Secretary of State for Education told the Association of School and College Leaders:

“Lest anyone think we have reached a point where we should slacken the pace of reform—let me reassure them—we have to accelerate.”

I completely agree, and one critical area for reform must be sixth-form provision, especially in maths where we have our largest issues.

Britain’s poor performance in maths is well documented. According to the OECD programme for international student assessment—the PISA study—the UK is ranked in 28th place for maths, although it is in 25th place for reading and 16th place for science. Too often, maths in Britain is seen as something that is nice to have, rather than as the vital tool that it ought to be in our modern society.

Perhaps our weakest area concerns our take-up of mathematics between the ages of 16 and 18. A study by the Nuffield Foundation found that Britain had the smallest proportion—below 20%—of students studying maths between the ages of 16 and 18, when compared with places such as Russia, Japan and Korea where virtually all students in that age group study maths, Canada where the figure is 80%, or France where it is almost 90%. Britain is a massive outlier in terms of maths education for that age group, and that runs contrary to our economic interests and to the interests of individual students who are taking A-levels or a vocational equivalent. A study by Professor Alison Wolf showed that maths A-level has the highest earnings premium of any subject, adding up to 10% extra to the earnings of a maths graduate.

[Damian Hinds (East Hampshire) (Con)]

I am following closely my hon. Friend’s important argument. As well as the earnings premiums for A-levels, Professor Wolf also identified the huge premiums obtained by maths and English GCSE. Will my hon. Friend go on to talk about the importance of GCSE maths retakes, as well as the A-level?

[Elizabeth Truss]

I will come to that point. It is important to give those who do not achieve maths at GCSE the option to retake that course in a different way between the ages of 16 and 18, so that they obtain a good qualification that will be useful for the rest of their lives. The 16-to-18 age group is particularly important, yet it is where this country has a gap. Those are the people who will go on to study maths, physics, information technology and engineering at university, yet we all know from speaking to businesses in our constituencies about the great skills gap in that area.

Oral Answers to Questions

Debate between Elizabeth Truss and Damian Hinds

Thursday 19th January 2012 Commons Chamber

[Damian Hinds (East Hampshire) (Con)]

1. What steps she is taking to reduce the administrative burden on farmers.

[Elizabeth Truss (South West Norfolk) (Con)]

9. What steps she is taking to reduce the regulatory burden of inspections on farmers.