Educational Attainment (Disadvantaged Pupils)

Kevin Brennan Excerpts

Tuesday 25th February 2014 Westminster Hall

[Damian Hinds]

Can we hold that point? I will come back to it a wee bit later.

If the difference is not the London challenge alone—I totally acknowledge the beneficial effects of many of the programmes within it—is it simply more money? Of course, whenever we mention London’s outperformance, people say, “Oh, they get more money.” Yes, London schools get more money, but when we adjust that for deprivation, we discover that the difference is not quite as big as it at first appeared. In other words, when comparing the high number of free school meals in London with those in the rest of the country, the funding premium is not quite as large, although costs are higher in London, which is why there has historically been higher funding.

If we were to say it is just about having more money, we would have to say what more money has bought. Since I started working on this subject, people have told me that class sizes in London are smaller, but they are not. Bizarrely, they are slightly bigger than in the rest of the country, except at key stage 3. There is not a higher proportion of teaching assistants. Teachers are paid more, as are people in lots of occupations and professions in London, because of London weighting, but the difference in pay for the average London teacher versus the average teacher elsewhere is less than advertised. According to the ads, someone can earn up to 25% more as a newly qualified teacher in London, but the actual difference in take-home pay is on average smaller, because London teachers are younger and further down the pay scales.

What is different? I shall come to some of the things that the hon. Member for Gateshead mentioned. First, all sorts of things about the city are different compared with other parts of the country. The employment market is different, as he rightly says, which manifests itself in different ways. There are differential rates of unemployment, and youth unemployment in London remains concerning. In addition, there is the visibility of opportunities. If someone is travelling on buses and underground trains, they will be interacting with all the adverts, the people and all the rest of it. There is the cultural capital of the city—the museums and art galleries—and the pull factor of more university places. There are more university places per head of population in London than in other cities, and most people travel only a short distance from home to go to university. Everything is nearer. That helps with school choice—children go across local authority boundaries to go to school—and it helps schools wishing to co-operate with one another.

[Kevin Brennan (Cardiff West) (Lab)]

I have read the report by the hon. Gentleman’s all-party group on social mobility. It is a fascinating, interesting and detailed piece of work, and I congratulate him on it. However, all the factors that he has mentioned have not changed in the past 15 years. London is no further away from anywhere else than it was 15 years ago. I presume he will go on to explain what he thinks has changed.

[Damian Hinds]

The shadow Minister is such a nice man. He has read “Capital Mobility”, the report by the all-party group. I did not realise he had also read the sheet of paper in front of me, which states that many of those things were also true when London was the problem child of British education, before it became the poster child. Although such factors are relevant, we cannot ascribe the difference in London performance specifically to them.

The population make-up of London is one massive change and a massive difference. London is diverse on a scale unknown in the rest of the United Kingdom—indeed, unknown in most of the rest of the world. London’s state secondary schools are now 32% white British by ethnic origin, and the statistic for kids just starting secondary school is extraordinary: 48% do not have English as their mother tongue. An even more surprising statistic is that children with English as an additional language come very close in performance by GCSEs to children who have English as their mother tongue, and in London they beat them—in GCSEs in London, children who do not speak English as their mother tongue very slightly outperform those who do. That raises difficult questions.

I do not want to pre-empt tomorrow’s Committee meeting, at which, sadly, I will not be able to join my Opposition compadres, but I know the Minister will be appearing before the Committee to talk about the performance of white working class pupils. It is true that all ethnic groups do better in London than they do outside—spectacularly so in the case of children of Pakistani origin. There is a 14% gap between the performance of pupils of Pakistani origin in London versus the rest of the country.

There are other relevant differences in London, some of which might be driven by differences and diversity in ethnicity and religion, such as larger families and older, better educated mothers. Surprisingly, it is estimated that parents in London are slightly more likely to be married than parents outside London. It is slightly odd that we can only estimate that, but that is another question altogether. There are more families with a parent at home. There is less use of formal child care, slightly lower participation in free school provision, and slightly more use of tutors. One would normally associate such things with lower educational attainment, particularly in terms of early years participation, which again raises important, difficult and challenging questions.

What is different and what might we be able to have an impact on, given that we cannot have much impact on the composition of the population? London teachers are more diverse, more likely to have been educated abroad, more likely to be full time, and, before somebody says it, a bit less likely to have qualified teacher status—given the sorts of numbers we are talking about, I do not think that that is particularly relevant.

Teachers are also a little less likely to be on upper pay scales or the advanced skill scale and more likely to be on the main pay scales. Within the London challenge, there were various recruitment initiatives, which included addressing housing problems. One of those initiatives was Teach First. Opinions vary and sometimes teachers get wound up if we bang on too much about Teach First, but Teach First teachers can have a positive, disruptive impact as they come into schools, observe existing teachers, bring ideas of their own, swap things around and so on. Some 48% of Teach First teachers are still in London, and I think there is an opportunity to spread that scheme more widely.

There was a big focus on leadership in the London challenge. It was about supporting leaders in schools and ensuring that they were paid properly. As an aside, primary schools in London are on average a lot bigger than primary schools outside, and I wonder whether that means it is possible to afford more by way of leadership. Alongside that support and remuneration was intense scrutiny and what people close to the London challenge operation would describe as verging on ruthlessness to ensure that schools were being run absolutely as well as they could be. That was all facilitated by an intense use of data and what are called families of schools, whereby someone could compare their school to others in similar circumstances, so they could see what was really possible.

London also over-indexed greatly on sponsored academies. Compared with the rest of the country, London is much more likely to have sponsored academies. That relatively small number of schools had a disproportionately larger impact on the overall performance of London as a whole, because the results tended to go from very low to very good.

Where does all that leave us? I should like to put a number of things to the Minister. I do not pretend for a moment to have all the answers, or even most of them, but some things are obvious challenges. First, on attracting the best teachers, we know that most people stay in their home region. That puts a premium on marketing intensely the teaching profession to high performers within the areas and regions where they are most needed, at school-leaver level and university graduate level.

Secondly, there has to be a big opportunity for Teach First outside London. That is happening, or starting to happen, already. There is now a focus on Bournemouth, which is welcome. We need to bear in mind why 48% of Teach First teachers were in London. One reason is that the programme started there. Another is that, of course, young people like to move to London; that cannot be changed very much. Another big factor is the network effect: knowing that other new graduates are doing the same programme in schools relatively nearby and so having social and support networks. Some co-ordinated, geographically-focused expansion of Teach First would be smart.

There are always questions in some schools about what the pupil premium can be used for. What is the Minister’s attitude to schools in heavily disadvantaged areas using it to pay teachers more, to attract the best? Alongside attracting the best teachers, there is also the matter of getting top leadership to the areas where it is needed most. In that regard, I look to the growth of initiatives such as Future Leaders. I wonder whether the incentives are enough. Can those be looked at, to ensure that they are sufficient and that they persuade people to go where they are most needed?

I turn to geographical patterns. There can sometimes be an over-supply of national education leaders in areas away from schools where their support would be most beneficial. I wonder whether it is possible to improve that situation by using technology, for example.

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[Kevin Brennan (Cardiff West) (Lab)]

I congratulate the hon. Member for East Hampshire (Damian Hinds) on securing this debate, which has been excellent so far, and on his thoughtful and, as ever, intelligent contribution. I once again congratulate him on the report, which I have read and is worthy of reading. I have also read his blog, which is a little more partisan, but I will forgive him. One has to take such things into account. Heaven forfend that we should be partisan.

I visited Bohunt school in the hon. Gentleman’s constituency last year before the Secretary of State for Education’s visit, and it is an excellent school that has a healthy disregard for Government initiatives, including, I hasten to add, the current Government’s initiatives such as the EBacc. The school has a progressive approach to the curriculum, which I am glad the hon. Gentleman supports. Perhaps that is why it is such a good school.

I also congratulate my hon. Friend the Member for Stockton North (Alex Cunningham) on his extremely thoughtful contribution. I look forward to following the proceedings of tomorrow’s Education Committee, before which the Minister will make one of his glittering appearances.

My hon. Friend the Member for Stockton North said that Ofsted has talked about young people being lucky or unlucky, which triggered a thought, if the Chamber will indulge me, about my own background. I feel extremely lucky, because both my parents left school at 14, which was not unusual for the working class in my parents’ era. My father was an immigrant from the west of Ireland, although that part of Ireland was still part of the United Kingdom when he was born, and my mother was the daughter and sister of coal miners in the south Wales valleys. They both left school at 14, but I feel lucky because they both cared about education and thought that it was an extremely important opportunity. My father was taken out of school by his father to go on to the farm at a time when his teacher wanted him to stay on to get more education, so I feel lucky generationally.

Like many in this Chamber, I had some inspirational teachers, but I went to a school from which no one had ever been to Oxford or Cambridge. It was hoped that I might get into university, so when I did my summer job, which my father secured for me—patronage is everywhere—at Llanwern steelworks and phoned up to get my A-level results, it was much to my surprise that I had done so well. I went back to take the sandwiches from the canteen to the gang, and one of the men with whom I was working said, “You ought to go to Oxford.” That was the first time anyone had ever said that to me. I had completed my A-levels and my schooling and was working at Llanwern steelworks, and he was the first person who had ever suggested to me that going to Oxford might be possible.

I feel passionately about this subject, as do many colleagues. I welcome the commitment from Members from all parts of the House to trying to ensure that people can fulfil their potential, and that poverty of aspiration is overcome as much as the problems resulting from the economic consequences of poverty. Not that I was from a poor background, I hasten to add; my parents were fortunate enough to be in employment for pretty much all their working lives.

The subject is extremely important. In a sense, the debate is about regional disparities, rather than class or ethnicity, although those factors obviously play into it a great deal, as the hon. Member for East Hampshire said. Those disparities also play into the Select Committee’s report and its inquiry into the performance of white working-class boys. It is worth considering for a moment why white working-class boys are not doing as well as they should in our education system. Perhaps it is a misnomer to talk about white working-class boys in this context, because it is often as much about the parents’ background and their low educational attainment as it is about income. It is also about worklessness and such factors within families.

The hon. Gentleman talked about how the migrant factor plays into this issue, particularly in London. Perhaps many such families look at the school system with fresh eyes and high hopes compared with parents who had a bad experience of the school system. They might have gone through in a low set and absorbed a feeling that school was not valuable to them or that they were not valued by school. They might then have transmitted that on to their children, which would be a factor. I think we can all agree that parents’ behaviours and attitudes matter in this debate. One thing we should consider is how we best influence parents and the role that the Government can have in raising parents’ aspirations and encouraging good parenting on education. We have to consider policy on parents and not just policy within the four walls of the school.

The issue of geography, which is essentially what the debate is about, and the issue in relation to London have been raised, and I will come back to them later.

[Mr Ward]

I suspect that the hon. Gentleman will come on to this, but it is a bit like we are casting the fly into the river; we keep coming near to this thing that bites for the fly, but then it disappears again, and that thing is the quality of teaching. We have heard about aspirations, parental involvement and career advice and so on, but we know about those and we keep coming back to them. The hon. Member for East Hampshire (Damian Hinds) spoke about the quality of leadership and management and the Ofsted reports about certain schools in certain areas, and we keep coming back to this idea of how we get the very best teachers into the most difficult schools. How do we deal with that conundrum when someone is deciding where they want to teach or where they want to be a head teacher?

[Kevin Brennan]

I will come on to that. I was about to say that one of the key challenges is on how we motivate people to go into areas that are struggling with recruiting and retaining highly effective teachers. How do we spread out excellent teachers to ensure that they are available to schools across the country? I will come back to that later.

The previous Government had policies on this issue and made narrowing the gap a priority, as this Government have. There is evidence that the previous Government were successful in narrowing the gap. The Institute for Public Policy Research report “A Long Division” contains some helpful information that illustrates that the attainment gap between the richest and poorest students narrowed between 2003 and 2011. We have to monitor the gap closely to ensure that it does not widen once again. The report shows that schools play a part in that, as does excellent teaching. Having good and outstanding schools is an important and necessary method of ensuring that we close the gap, although it is not sufficient in itself. We need to think more broadly about policies.

Many hon. Members will be familiar with the Sutton Trust report, “The Reading Gap”, from July 2013. It showed that boys aged 15 from disadvantaged backgrounds are some two and a half years behind their counterparts from the most advantaged backgrounds. That shows the problem of the attainment gap. Similarly, a Sutton Trust report from September 2011 highlighted the point that the hon. Member for Bradford East (Mr Ward) just made, namely the importance of high quality teaching. The executive summary of that report said:

“The effects of high-quality teaching are especially significant for pupils from disadvantaged backgrounds: over a school year, these pupils gain 1.5 years’ worth of learning with very effective teachers, compared with 0.5 years with poorly performing teachers. In other words, for poor pupils the difference between a good teacher and a bad teacher is a whole year’s learning.”

That shows the significance of raising teaching standards and ensuring that they stay high.

Teacher morale matters. I said that in a recent debate in the House, although the Minister was unable to attend on that occasion. Digging down into the detail of the programme for international student assessment report and the OECD reports, they clearly show that in systems where teacher morale is high and teachers feel valued—it is not necessarily where they are the best paid—pupils perform better. The Sutton Trust has shown that it is particularly important for disadvantaged pupils that we have high performing teachers. Will the Minister commit to publishing the data collected during the 2013 teacher workload survey? I and others have asked the Secretary of State to publish that on many occasions. We need to know what happens, because teacher morale matters to pupil outcomes, particularly those from the most disadvantaged backgrounds.

[Mr Ward]

In terms of the earlier discussion on the challenge in London, does the hon. Gentleman feel that there is a Hawthorne effect in London? Teaching in London is seen to be special and teachers are held in high esteem compared with many other parts of the country, where the teaching profession feels undervalued.

[Kevin Brennan]

That might well be a factor. There have been many initiatives in London and a real attempt to attract good quality graduates into the profession through a number of different routes, including Teach First, as the hon. Member for East Hampshire mentioned in his remarks. I have not seen data to show that the public regard teachers more highly in London than in other parts of the country, but that might be a factor.

Returning to the point I was making, on 13 January—I have asked this question subsequently, too—I asked the Minister

“when he intends to publish the findings of the most recent Teacher Workload Survey.”

Bear in mind that the survey was undertaken in March 2013, almost 12 months ago. The Minister’s answer was:

“Officials are currently analysing the data collected during the 2013 Teacher Workload Survey.”—[Official Report, 13 January 2014; Vol. 573, c. 360W.]

Now, when one asks a parliamentary question, one never expects an answer—certainly not from the Department for Education. The relevant word in my question was “when”, but there was no reference in the answer to when the Minister intends to publish the report—not even to “shortly”, “soon” or other civil service terms. Nor was there any reference to “in the autumn”—a term that usually extends to 31 December.

[Julian Smith]

The shadow Minister seems to be alluding to the suggestion that the report contains some sort of smoking gun that teachers are overworked or unhappy. Would it not be better to focus on what teachers need to do, which is to improve markedly, and on having a massive step change in our educational performance? Worrying about what happened last year or whether teachers are feeling a bit stressed is not the goal. We need to get our PISA rankings up, and that should be the priority.

[Kevin Brennan]

I do not know whether the report contains a smoking gun; I have no idea what it contains. It cannot contain a smoking gun, because the gun has not been fired, despite us waiting a year to hear what the survey says. If the hon. Gentleman would care to read in detail the OECD reports on the PISA rankings, he will see that they make the point that teacher morale matters, and that it is a key component of ensuring that our system produces good quality outcomes and, therefore, a component of raising our performance in the PISA tables.

[Ian Mearns]

As a member of the Select Committee on Education, I would find it useful if the Department published the findings of the teacher workload survey. It would be useful for everyone in the field to see what those findings are.

Also, instead of focusing on PISA rankings, it is much more important for us to focus on educational outcomes for children. That will have a knock-on effect on PISA rankings, but the matter is about educational outcomes for individual children.

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[Kevin Brennan]

My hon. Friend is absolutely correct.

I appreciate that the civil service’s work load may be great. I understand that in the most recent survey of civil servants in the Department, many of them expressed concern about how they are being treated. However, a year is a reasonable period, after a survey has been completed, to publish it. In this day and age, the Department does not need to analyse the data; it should just publish them. Others, including the Education Committee, the hon. Member for East Hampshire, who is thorough in his research, as we have seen today, and many others in the blogosphere so loved by the Secretary of State for Education, will tell us what they conclude the survey to say. Will the Minister commit today to publish the survey, in the interest of letting us know what is happening with teachers; whether the Government are getting it right in doing what they said they wanted to do in their White Paper a few years ago, which is to give proper status to the importance of teaching; and whether the work force are well motivated by the Government’s policies? I hope that he will tell us in his conclusion when he will publish the report, with the emphasis on “when”.

The London factor was mentioned a lot in this debate. There is considerable evidence of the impact of the London challenge. I accept what the hon. Member for East Hampshire said in his remarks—that that is not the only factor we should consider regarding the performance of London’s schools, which have outperformed schools in other parts of the country and are the most improved schools in the country—but the London challenge is undoubtedly an important part of the London factor.

An Ofsted report published in 2010 found the London challenge to be a great success. The report attributed that to a number of factors:

“Clear, consistent leadership…Improvement programmes which matched strategies to the needs of individual schools…Strategic deployment of support from the London Leadership Strategy…Successful heads mentoring head teachers in target schools…Sensitive matching of partners under the leadership of LC advisers…Support, ‘without strings attached and without conflicts of interest’, from local authorities…external consultants or teaching schools aimed at raising the quality of teaching and learning…Collaboration between schools and grouping schools in families…Continuing development programmes for teachers…Teachers being committed to all London children not just those in their own school…The development of robust tracking systems to monitor children’s progress.”

Those kinds of factors are the ones we should be seeking to replicate across the country. I have a concern—I put it no more strongly than that, in this more academic forum this morning—that elements of the Government’s approach to education policy are militating against the ability to achieve the 10 key factors that were identified in the Ofsted report.

[Damian Hinds]

Just out of interest—this is not meant to be a political challenge—regarding all the things the hon. Gentleman mentioned that could be replicated, the Labour Government tried to do that in 2008 in the black country and in Manchester. I am interested in his analysis of why there was no read-across.

[Kevin Brennan]

I think there was some read-across, particularly in Manchester, where it worked better than elsewhere. I do not think the policy was given enough time. This Government were wrong to abandon that approach when they came in, in favour of a wholesale structural and cultural revolution, rather than looking at those key factors and attempting more effectively to replicate them. The system has been endangered by wholesale atomisation—the creation of this kind of Govian archipelago of schools across the country that are not well connected.

What the London challenge tells us—I sense sometimes that the Schools Minister may have some sympathy with this point—is that, while autonomy at school level is important, it should be provided within a collaborative system and a culture of collaboration, with highly qualified and well motivated professionals working together in the interests of all the children in that particular area. That was the lesson from the Ofsted report, which should be returned to and should become our mantra in trying to improve schools across the country. We should not simply rely on the idea that changing the sign at the front of the school and introducing academies and free schools will solve all our problems. It will not, and any intelligent analysis will show that.

We accept that we now have a variety of different types of schools, but let us re-introduce into the system the values of the London challenge that have been shown to be valuable in raising standards. That is not to say that everything from London is replicable across the country, due to many of the factors mentioned by the hon. Member for East Hampshire, but it is clear that they are key features of the London challenge that worked, and features of school systems in other parts of the world that show them to be a success.

I am conscious of time and I want to leave the Minister with time to respond, so I will briefly say a few more things. We have not heard much today about the importance of early years. I am not going to speak extensively about what the previous Government did on that; it has already been mentioned by other colleagues. We welcome and support—in fact, we proposed this—the extension of early years to two-year-olds. However, we need to do much more on that, and we need to have a much better offer for parents, particularly in relation to child care. We have already proposed a primary child care guarantee and extending free child care for three and four-year-olds from 15 hours to 24 hours per week. The Government ought to consider those proposals.

The pupil premium has been mentioned. Let us be clear: it was not really a premium, in the sense that it did not constitute any extra money in the system. When in opposition, the Schools Minister had said that there would be additional money—

[The Minister for Schools (Mr David Laws)]

indicated dissent.

[Kevin Brennan]

The Minister may challenge the figures if he likes. The premium constituted no real increase in the schools budget. I know that the Minister is an economist, so if he wants to challenge what I say, he can, but it is a fact. When is a premium not a premium? When it is a pupil premium. Nevertheless we welcome the focus on the most deprived children, and we need to talk more about how best to use what is in effect a ring-fenced part of the school budget to close the gap. There is no silver bullet for that, or for overcoming regional differences identified by the hon. Member for East Hampshire, but the factors I have mentioned are important, and teaching quality is essential. The Government are getting that wrong with their message about unqualified teachers, and we think all teachers should be willing to become qualified so that the profession can be valued, so that they are up to date with the best pedagogical methods, and so that they understand child development properly. Strengthening parents’ role is vital and we need to think about how best to do that.

We have not talked much about the social and emotional aspects of learning, but those are important for children, and especially those from deprived backgrounds. We need to give more careful consideration to approaches such as mindfulness for improving the attentiveness and emotional well-being of children in school. Those are important factors in a good education.

[Ian Mearns]

The Select Committee recently went to Peterborough and met a gaggle of primary school heads. They said that because of the state in which some youngsters were coming to school they were using pupil premium money to feed them.

[Kevin Brennan]

Children often come to school with more than just the books in their schoolbags—they come with their home issues; and sometimes, unfortunately, they come with little in their bellies. I am a former teacher and it is difficult to teach them if they are hungry, or if they are distressed or perturbed because of something that has happened at home. We need to focus on more rounded issues to do with the child in education, if we are to close the gap.

The shadow Education Secretary, my hon. Friend the Member for Leeds West (Rachel Reeves), has made a big contribution to the debate recently, which I welcome, with reference to the importance of character and resilience, and schools’ role in helping to develop those qualities in young people. Those are the bedrock of educational attainment, and will contribute to closing the gap.

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[Mr Laws]

That is an important point. Some of the ways in which we now allocate funding for disadvantage go beyond the pupil premium. They include area-based methods and prior attainment, a factor that many local authorities use. It is not only through the pupil premium that we channel money into schools. However, I am serious when I say that we are keeping under review the question of whether in future we should have a different way of targeting money at disadvantage. The hon. Member for Gateshead raised the question of free school meals targeting, and whether that is sufficient. It is worth keeping other options in mind for the future beyond the current Parliament. I was interested in his comments about the Netherlands experience of targeting money towards children whose parents do not have strong educational qualifications. We should not assume that we have the perfect method for allocating disadvantage funding at the moment, and should seek constantly to build on what we do and improve it.

The performance of disadvantaged pupils has improved across the country since the coalition Government came to power in 2010, and it improved before that. The proportion of pupils eligible for free school meals who achieve the expected standard in maths at the end of primary school has risen from 66% to 74% since 2010, and the gap between those children and their peers has narrowed by 4 percentage points. The picture is similar at key stage 4. The proportion of pupils eligible for free school meals achieving at least five A* to C grade GCSEs, including English and maths, has risen from 31% in 2010 to 38% in 2013. The gap between those youngsters on free school meals and the rest of the pupil population has narrowed. As my hon. Friend the Member for East Hampshire pointed out, however, the performance of disadvantaged pupils is different throughout the United Kingdom and throughout England.

[Kevin Brennan]

Does the Minister agree that one should not be complacent about such things? In England last year, the GCSE attainment gap widened in 72 out of 152 local authority areas. In 66 areas, it was larger than it was two years previously. In England as a whole, the gap was 26.7% last year, up from 26.4% in 2011-12, which means we should not be complacent.

[Mr Laws]

We certainly should not be complacent at all. We have a huge amount of progress to make in reducing the gap. In the previous year, 2012, there was a particularly large reduction in the gap at secondary level, so I am not surprised to see some push back against that in 2013. The trend is still clearly downwards, but there is a long way to go and I would like a much more rapid pace of progress than we have had in recent years.

A number of Members, including my hon. Friend the Member for East Hampshire, pointed out that progress in London has been more impressive over the past decade or so, as was said in the all-party group’s report, “Capital Mobility”, which was published at the end of last year. Disadvantaged young people in London are now more than 10 percentage points more likely to achieve five A* to C grades including English and maths than those in the next highest-performing region. The gap between disadvantaged young people and their peers is narrowest in London.

We need to ask, as my hon. Friend did, what the important factors in London are. He was able to put aside some factors that do not appear to be explanatory and to identify others that are significant, such as aspiration among young people in London being higher, for which there is some evidence. There is also a different ethnic mix in London, compared with much of the rest of the country, with a greater proportion of London pupils from high-performing ethnic groups such as Chinese, Indian and Korean. There is also important and impressive performance by many ethnically Pakistani and Bangladeshi children, who perform better than white children in London, but worse than white children outside London.

As is well known, London schools are better funded, but we need to be careful about drawing easy conclusions from that. Part of the headline difference simply relates to area cost. London also has above-average unemployment and deprivation, so it might be expected to attract higher levels of funding on average. As my hon. Friend pointed out, however, London has less experienced teachers and larger, rather than smaller, class sizes, although it has more sponsored academies, which have been making impressive progress under this Government and the previous Labour Government in raising attainment and narrowing the gaps.

My hon. Friend also mentioned Teach First. It is true that around half of Teach First graduates are in London. That is a hugely disproportionate share, but it reflects the fact that the programme started in London and that, to some extent, it is easier to find young people who after university want to be located in our biggest cities. I am delighted that Teach First not only has doubled in size since 2010 to become the country’s largest graduate recruiter, but will from next year be present in every single region of the country. I hope that will ensure that we get effective teachers teaching in schools throughout the country and not only in our largest cities.

It is worth pointing out, as a number of hon. Members have, that Teach First will only ever provide a minority of teachers in this country. My hon. Friend the Member for Bradford East invited us to think about what more could be done to develop the talents of the rest of the teaching work force. After all, we have around a third of a million teachers, and we need to ensure that we attend to all of them and focus not simply on the Teach First programme, important though that is.

We need to look at ways to get teachers to some of the most challenging schools and we need to allow schools to use the pupil premium in whatever ways are effective, including paying to attract better teachers to the more challenging schools. We know, however, that some people will not move around the country, for family and other reasons, and we have to be able to recruit good teachers throughout the country, in every single area and region. We cannot assume that teachers can be moved around.

In some local authorities, our schools are not doing well. For example, in England as a whole, just under 80% of schools are now good or outstanding, which is the highest figure since Ofsted began, but in 13 local authorities fewer than half of all secondary pupils are in such schools. None of those authorities is in London. They are clustered in Yorkshire and the Humber, in places such as Bradford, Doncaster, East Riding and Barnsley; and in the north-west, in places such as St Helens, Blackpool, Salford and Tameside.

In 14 local authorities, the attainment of free school meal pupils at key stage 4 is more than 10 percentage points below the national average for such pupils. In places such as Barnsley and Portsmouth, performance is appalling: only 22% and 23% respectively of children eligible for the pupil premium achieved five good GCSEs including English and maths, which is only just over half the national figure. Achievement for that group of pupils declined in 2013 in both places. In 12 local authorities, attainment at the end of key stage 4 for pupils eligible for free school meals was lower in 2013 than in 2010. That, too, is completely unacceptable.

Ofsted is addressing regional underperformance through its regional inspection arrangements, with focused inspections of local authorities and groups of schools. It is carrying out inspections not only of schools, but of school improvement functions. I welcome the chief inspector’s plans to ask challenging questions of local authorities and others about their contribution to school improvement. After each such inspection, the Department looks carefully at Ofsted’s conclusions. Where the chief inspector is unhappy with a response, we will take action as necessary.

In the case of the Isle of Wight, we issued a direction under the Education Act 1996, which required the local authority to enter into a strategic partnership with Hampshire to tackle its weakness in school improvement. We will not hesitate to intervene again where local authorities fail in their Ofsted inspections on school improvement and where they fail to improve swiftly or to rise to the challenge.

We are keen to see local authorities and sponsor groups on the front foot, taking the initiative, rather than waiting to be challenged by Ofsted or the Department. We are heartened to see initiatives breaking out in many parts of the country to lead improvement in schools, such as “By schools for schools” in Greater Manchester.

We are targeting schools and local authorities where the attainment of disadvantaged pupils is unacceptably low. I recently wrote to 214 schools—115 primary and 99 secondary—with the poorest value-added progress among disadvantaged pupils. I will shortly be writing to the schools, local authorities, dioceses and academy sponsors so that they may provide additional challenge.

A number of Members mentioned the importance in a system of autonomous schools of having more school-to-school support to ensure that we spread best practice. That is extremely important and something that the Department takes seriously. Teaching school alliances and peer support networks can be effective in raising standards. Currently, 345 teaching schools cover around 4,800 other schools. In September, the Secretary of State announced an expansion to reach a total of 600 alliances by 2016. I have seen for myself—in Redditch, for example—the importance of such arrangements and what the alliances can do for work on school improvement.

We also need more national leaders of education in those parts of the country in which they are in short supply, as my hon. Friend the Member for East Hampshire mentioned. We need a programme to support our best leaders and deputy leaders taking up posts in parts of the country in which there are large gaps and weaknesses in educational attainment. That will not necessarily suit everyone, because many people have family and other commitments to keep them in particular places. Many are willing to move, however—people with high aspirations, who might have already improved their schools and be willing to attempt it elsewhere in the country. From September 2015, the talented leaders programme announced by my right hon. Friend the Deputy Prime Minister will start by matching 100 head teachers with underperforming schools in areas that struggle to attract and develop outstanding school leaders. In these ways, we hope to spread the improvement that we have seen in areas such as London to the whole country.