Academies Bill [Lords]

Debate between Graham Brady and Glenda Jackson

Wednesday 21st July 2010 Commons Chamber

[Glenda Jackson]

Somebody else who does not listen—you are not the listening party, are you?

The Bill’s measures would take us back to a position to which we really should not want to return. As we all know, we are living in an ever more competitive world, and the greatest national resource we have is our people—their talent, their energy, their ability, their creativity. The future of this country is dependent upon our young people, and on our being able to deliver to them the best possible education, but it must be the best possible education we can deliver to all our children and young people, not just a selected, or selective, few. So I sincerely hope that the amendments that have already been presented will be accepted by the Committee, because this is the heart of the Bill and the Committee should reject the Bill as it stands.

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

I am grateful to the hon. Member for Hampstead and Kilburn (Glenda Jackson) for giving me my cue, once again. She finished her remarks by saying that what is important is that we have the best possible education for all our children, and that is precisely why I have always been an advocate of academic selection. May I say to her—I hope that she will take this in the spirit in which it is intended—that there is always a danger in these debates of reverting to historical anecdotes about our own experiences? All too often, people look at debates about academic selection through a prism that is not the experience of people today in areas such as mine, which still have selective schools. The borough of Trafford has a model of diverse education, where the grammar schools are excellent and so are the high schools, a very large number of which are specialist schools that excel in particular areas.

We have moved a tremendous distance from the kind of world that the hon. Lady described, which was one of pass or fail. We have moved to a world where many people will choose to go to a high school because of its specialism and its very high academic attainment. My area achieves better results than leafier Cheshire does over the border. In fact, it achieves better results than any other part of the country apart from Northern Ireland, which also has a wholly selective system. As is well known, I am an advocate of that system.

[Glenda Jackson]

Surely the hon. Gentleman would also acknowledge that there has been an explosion across the whole country of parents buying additional educational facilities for their children at the point when they have to sit a selective examination, and not always in a secondary or a grammar school. That kind of pressure, which is being exerted on our children, is a pressure too far. We hear about that in respect of standard assessment tests. Why do we not hear about it in terms of the pressure on children whose choice of school must be via selection?

[Mr Brady]

As the hon. Lady well knows, there has also been an explosion in the practice of parents paying over the odds for houses in the catchment area of the better comprehensive schools, in her constituency and elsewhere. That is why the Sutton Trust found earlier this year that the better comprehensive schools are the most socially selective, not the grammar schools.

It is time that we had a more rational and open-minded debate. Hon. Members will have heard the exchanges that took place a few moments ago on the Bill’s content and whether it would allow an expansion of selection. As I said in response to the hon. Lady’s intervention on Second Reading, I only wish that it would. At the moment, although the Conservative Front-Bench team takes the view that parents should have more choice on the kind of schools that are available and that schools should have more freedom, it sadly still does not quite have the courage of its convictions to allow the choice to include academic selection where parents want it. I would like to see that additional choice allowed.

I oppose amendment 14, which is an attack on the remaining grammar schools, many of which, including those in my constituency, wish to become academies because they believe that they can benefit from the additional freedom that that will give them to flourish and excel. Of course, I wish to support amendment 43, which stands in my name and the names of some of my hon. Friends and at least one Labour Member. In speaking in support of amendment 43, I suppose I should start with a rare admission—

Academies Bill [Lords]

Debate between Graham Brady and Glenda Jackson

Monday 19th July 2010 Commons Chamber

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

It is a pleasure to follow the hon. Member for Huddersfield (Mr Sheerman), the former Select Committee Chairman, who rightly gave full credit to Members on both sides of the House for our commitment to furthering the interests of all children and ensuring the best in education. He raised concerns about the free schools policy, of which I am a strong advocate. I join my right hon. Friend the Secretary of State in having visited a KIPP—knowledge is power programme—academy in a very deprived neighbourhood in Washington DC, where I saw tremendous educational outcomes. It was one of the most exciting schools that I have ever visited. I want that kind of provision and flexibility opened up in this country, so that people have access to decent state schools, particularly people in communities that are too often deprived of any such schools. That is one of the most exciting parts of the Bill.

I am delighted to support the widening of the academies programme. Again, I have form on that issue, on which I am entirely consistent. Perhaps it is a great vice of mine, in politics, to be consistent. The former Secretary of State criticised the involvement of the private sector, but he, as the former Select Committee Chairman pointed out, presided over the involvement of the private sector in school provision and in local education authority provision. I am entirely relaxed about the involvement of the private sector, where it is appropriate.

More fundamentally than that, I have always taken the view that good, well-led schools benefit most if they have the maximum freedom and liberty to flourish, without excessive bureaucratic intervention. One of the main reasons why I take that view is that I represent a constituency that has possibly the best state schools in the country, and nearly all the secondary schools were grant-maintained prior to the School Standards and Framework Act 1998. I sat on the Committee that considered that Bill, and strongly opposed the Government’s efforts to remove grant-maintained status.

There was a bit of banter earlier about the qualities of grant-maintained schools. My experience locally was that they very much worked together. They took great pride in co-operating and built exactly the community of schooling and education to which Members on both sides of the House referred, but they did so because they wanted to, and because they saw that as part of what would bring greater success to their school, and better educational outcomes for the whole community. I have always supported that. Now I find that the enthusiasm in my constituency, in secondary schools in particular, for the possibility of academy status is precisely because so many of them have a positive experience of grant-maintained status and would very much like to see returned at least the freedoms that they enjoyed under it.

Having sat through the proceedings of the School Standards and Framework Bill and served on its Standing Committee and those of other education Bills in previous Parliaments, I was pleased when the previous Government eventually saw the error of their ways. Having removed some freedoms from grant-maintained schools and moved on to foundation schools, which were more restrictive, they wanted to build on the academies model precisely because they started to understand that greater freedom, fewer restrictions and less bureaucracy for those schools would be the way for them to continue to raise standards.

The notion that one can create independent state-funded schools is very radical, and my right hon. Friend the Secretary of State rightly chided the Opposition for being conservative in their response to the Bill. We are being radical: we are pushing forward measures that will not only free schools to become more successful, but start to break down the barriers—some have referred to it as apartheid in the education system—between the state and independent sectors. I would certainly welcome more independent schools choosing to enter the state sector as academies.

[Glenda Jackson]

Is it really a radical policy? Surely the Government are proposing to take us back to the bad old days of grammar schools and secondary schools. That will be the next step, because the new academies will have their own admissions policies, and they will enforce them through an entrance examination. Do we really want to go back to that?

[Mr Brady]

If only the hon. Lady were right. I am sure she knows that I would very much like to go back to exactly that system, because we have it in my constituency, and that, I suspect, is why the schools in Trafford are better than those in her constituency. However, that is probably a debate for another day.

Today, we have the questions of consistency and of real belief in what was proposed by the previous Government and is now proposed by this Government. I was the shadow Schools Minister at the time of the legislation that became the Education Act 2002, and at that point I was pleased that we, the then Opposition, looked at the Government’s proposals in an entirely open-minded way, saw the benefits of the academies model being offered and welcomed it. In our critique and scrutiny of the then Government, we urged them to go further, to have the courage of their convictions and to ensure that more schools could benefit from the freedoms on offer. In that regard, the removal of the requirement for a sponsor is an important step forward.