Oral Answers to Questions

Debate between Layla Moran and Damian Hinds

Monday 24th June 2019 Commons Chamber

[Damian Hinds]

I am not just saying this, but as it happens I last did one of the SATs papers—SPAG, or spelling, punctuation and grammar—on Thursday or Friday last week. As I said in an earlier answer, the point of the assessments is to assess schools and make sure that wherever children grow up they get the standard of education that they deserve. The SATs are not about testing children, and they are not public exams that will stay with children into their adult life. They are not like GCSEs: nobody in a job interview will ever ask, “What did you get in your SATs?” We trust schools and teachers to administer SATs in an appropriate way so that stress is not put on to children. I meet many teachers who do exactly that.

[Layla Moran (Oxford West and Abingdon) (LD)]

I also offer my congratulations on your decade in the Chair, Mr Speaker. Interestingly, it is children born since you started sitting in the Chair who are coming up to taking SATs. I have heard countless stories from teachers up and down the country that they have kept children in during break times or sacrificed time that they would have otherwise spent on other subjects to prepare for SATs. Does the Secretary of State take no responsibility for that stress put on teachers, which inevitably filters down to children? Frankly, is it not just time to scrap SATs?

[Damian Hinds]

No, it is not. Notwithstanding the hon. Lady’s clever linking of your decade in the Chair with the age of children doing SATs, Mr Speaker, it is common practice around the world to have standardised assessment of one sort or another in primary schools. That was not always the case, but more and more countries—including most of the high-performing ones—recognise that they need a standardised way to assess children’s progress in different parts of the country. It was Government policy when the Liberal Democrats were in coalition with the Conservatives and, of course, it was policy when Labour was in government.

Oral Answers to Questions

Debate between Layla Moran and Damian Hinds

Monday 11th March 2019 Commons Chamber

[Layla Moran (Oxford West and Abingdon) (LD)]

Today’s announcement of 37 new free schools to deal with exclusions is all very well, but the fact is that the reason why headteachers feel that they have to exclude pupils is that there is simply not enough money in special educational needs and disability provision in the first place. More is not enough from this Government. When will the Secretary of State finally fund SEND provision properly?

[Damian Hinds]

As the hon. Lady knows, there is more money going into high needs provision—£6 billion. However, it is also true—this is implicit in what she says—that there are greater demands on the system. That is why we brought forward as a first stage the package that I announced a few months ago, including the extra revenue funding and extra capital funding, but we know that there is more to do.

Relationships and Sex Education

Debate between Layla Moran and Damian Hinds

Monday 25th February 2019 Commons Chamber

[Damian Hinds]

I thank my right hon. Friend for his question. I do not think I can do any better than read word for word from the guidance:

“Once those discussions”—

that is to say, those on the request to withdraw—

“have taken place, except in exceptional circumstances, the school should respect the parents’ request to withdraw the child, up to and until three terms before the child turns 16. After that point, if the child wishes to receive sex education rather than be withdrawn, the school should make arrangements to provide the child with sex education during one of those terms.”

But the right continues to exist up until the three terms before the child reaches 16.

[Layla Moran (Oxford West and Abingdon) (LD)]

I too wholeheartedly welcome this guidance. When I was a teacher, these were the lessons that I loved teaching the most. However, without good training, without a full understanding of the full evidence behind them, these lessons are really quite difficult to teach, and not all teachers are adept at doing that. What assurance can the Secretary of State give to all teachers that, if they are going to be teaching this, they will get proper training, not just online tools? Furthermore, will they have the time to be able to engage not just with that, but with the conversations that come naturally after these lessons as well?

[Damian Hinds]

I am glad to hear that the hon. Lady really enjoyed teaching these lessons. That is not true, of course, for every single teacher. Some can find it quite difficult, which makes the provision of good training and materials even more important. There are lots of third party organisations that produce high quality materials. We want to make sure that schools are easily able to access them, but I can give her the commitment that we will make sure that good training is in place.

Relationships and Sex Education

Debate between Layla Moran and Damian Hinds

Thursday 19th July 2018 Commons Chamber

[Damian Hinds]

Yes, this is fundamental. Understanding healthy relationships, what constitutes a positive relationship and what is not reasonable to have happen are the fundamental elements running through relationships education guidance. It starts with one’s relationships with family and friends, and as children get older it goes on to intimate relationships and so on. Specifically on the guidance, I am open to hearing from all organisations, including the one that the hon. Lady mentioned.

[Layla Moran (Oxford West and Abingdon) (LD)]

I, too, welcome the consultation. It is overdue, but I sincerely hope that the Government will press forward with it. I want to press the Secretary of State one more time on financial education. He may well have seen the harrowing BBC drama this week “Killed By My Debt”, the true story of 19-year-old of Jerome Rogers, who took his own life because of financial debt. The Secretary of State says that financial education should not be made compulsory because it is in other aspects of the national curriculum, but he will know that free schools and academies do not have to follow the national curriculum. How can he guarantee that all children, no matter what school they are in, have the skills they need to manage their finances?

[Damian Hinds]

I did not see the programme the hon. Lady mentioned, but I am very familiar with these issues. Before this job and before I was a Minister in the Government, I used to campaign on issues of financial education, and I very much welcomed the bringing in of more financial education and the shift to make sure that the GCSE included practical maths. As part of the process of looking at the aspects we are talking about today, I have been through that content in detail to check that it does in fact cover those practical aspects in exactly that way. Of course, all schools do maths, so there is not an opt-out in that sense. As I mentioned to the hon. Lady next to her—did I say this to the hon. Member for Brighton, Pavilion (Caroline Lucas)? I do not know; it was a while ago—I am also considering whether there is more we need do about very practical life skills and preparation for adulthood for 16 to 18-year-olds.

Schools That Work For Everyone

Debate between Layla Moran and Damian Hinds

Monday 14th May 2018 Commons Chamber

[Damian Hinds]

My right hon. Friend is right to identify that where there is a demand for places and where schools are popular with parents, it makes sense to be able to expand them. I can confirm that that absolutely applies to comprehensive-intake schools, of which there are, of course, vastly more than there are selective schools.

[Layla Moran (Oxford West and Abingdon) (LD)]

The Government’s consultation paper states that the educational benefits of attending a grammar school are twice as large for pupils on free school meals than others, but has the Secretary of State actually read the sole report that is cited in the consultation paper? It states that the advantage is “certainly not large” and that

“we should be cautious about interpreting this as a strong endorsement of grammar schools.”

Does he accept that his evidence base for selective schools is itself rather selective?

[Damian Hinds]

I see what she did there—but no. Selective schools are part of the diverse school system that we have. We allow schools in general to expand. The vast majority, as I say, are comprehensive-intake schools. Where there is a basic need, parental demand, and when the schools commit to extending their inclusivity in very practical ways, it makes sense to allow them to expand as well.

Oral Answers to Questions

Debate between Layla Moran and Damian Hinds

Monday 19th March 2018 Commons Chamber

[Damian Hinds]

This goes to the heart of the Office for Fair Access and what the Office for Students will do, but it is also really important that universities—particularly selective universities—continue to redouble their efforts to make sure that they are reaching out directly, so that they are tapping into the full range of talents that are on offer throughout our country.

[Layla Moran (Oxford West and Abingdon) (LD)]

If the Secretary of State is serious about improving access to top universities for students from poorer backgrounds, why is he not doing more to enact the findings on the National Audit Office report on higher education, which urged the Government to do more to provide high-quality, independent careers advice to 13 and 14-year-olds?

Post-18 Education

Debate between Layla Moran and Damian Hinds

Tuesday 20th February 2018 Commons Chamber

[Damian Hinds]

My hon. Friend is right and he has only to look north of the border to see how that works.

[Layla Moran (Oxford West and Abingdon) (LD)]

The Secretary of State spoke about choices made at and after 18, but he will know that many students make those choices at 13 when they choose their GCSEs. The National Audit Office report on the higher education market identified high-quality careers advice and financial education as part of how we can fix the system. Will the review include that?

[Damian Hinds]

The hon. Lady is right to talk about the choices that are made early. That is why drawing attention to the so-called facilitating subjects can be useful for keeping people’s options open for higher education. The point also highlights why we need to make clear early in school the routes to technical and vocational as well as higher education.