School Expansion

Lucy Powell Excerpts

Monday 19th October 2015 Commons Chamber

[Lucy Powell (Manchester Central) (Lab/Co-op)]

I thank the Secretary of State for an advance copy of her statement, and I would never be so unkind as some of her colleagues and suggest that she get back in her fish tank.

I want an excellent education for all our children, and over the past 20 years we have seen many advances towards that. However, there are currently real challenges in our schools: a chronic shortage of teachers, especially in science, technology, engineering and maths; huge pressure on places; and a widening attainment gap between the disadvantaged and their peers. Since the election we have heard little from the Secretary of State on those important issues. Instead, it is now clear that she has spent a disproportionate amount of time focused on this thorny and vexed issue. It is a shame that she did not come to the House last week to make a statement, rather than being forced to do so today.

Before I go into detail on this decision and its implications, it is worth putting on record why successive Secretaries of State for Education have not only resisted calls for new grammar schools but—as in the case of the late Margaret Thatcher—overseen their demise. Far from being the bastions of social mobility that some romanticise about, selective grammar schools have entrenched social advantage. As the Sutton Trust recently found, fewer than 3% of those attending grammar schools qualify for free school meals, compared with 18% in the communities that those schools serve. The Weald of Kent intake includes just 1.3% of pupils on free school meals, and further research shows that poorer children do far worse in selective areas. Today’s grammar schools cannot deny that their selection criteria favour the privately tutored and those with the means to acquire that tuition.

The decision to allow a so-called annexe 10 miles from an existing school in a different town is what everybody knows it to be: a new school. As such it will be the first new grammar school to open in more than 50 years. It is also the first test of the School Standards and Framework Act 1998, and as such it warrants proper parliamentary scrutiny. That legislation is clear: no new state-funded grammar school can be opened. The Secretary of State has tried her very best—rather unconvincingly—to say that the decision is about the expansion of a good school, but it is already possible for existing grammar schools to expand. Changes to the school admissions code in 2012 made it easier for schools, including grammar schools, to expand. Indeed, the number of places at grammar schools has risen by 34,000 since the 1998 legislation—expanding not only in real terms but as a proportion of all school places. This is, therefore, not about expansion. It is why the Secretary of State’s predecessor withstood pressure and why the Department has been locked in a legal wrangle for the past 18 months.

I wrote to the Secretary of State on Thursday, calling for her to publish the advice she has been given. I reiterate my call for her to do so today. It is vital that we understand the terms under which she feels this is permissible, given that it was previously rejected and that it sets a precedent that could allow for many, many more similar proposals. Those proposing the expansion of an existing school on an additional site

“need to ensure that the new provision is genuinely a change to an existing school and not a new school”.

Her Department has provided a list of factors to be taken into account. Will the Secretary of State set out how this proposal meets the list of factors in each and every case? She has outlined how she feels full integration is achieved, but does she really accept that half a day a week is full integration? What is more, will she clarify that full integration includes all admissions?

The Secretary of State’s decision last week will open the floodgates, and there are reports that 10 selective areas are already preparing so-called expansion plans on different sites.

[The Minister for Skills (Nick Boles)]

Ten is a flood?

[Lucy Powell]

Ten areas.

Will the Secretary of State confirm that further applications are pending? Will she tell the House today what the maximum distance is for a so-called satellite site? Will she outline the advice she was given about the legal precedent and the implications this would have? What steps is she taking to ensure that all grammars are open to many more disadvantaged kids?

During the Conservative party conference, we heard the Prime Minister talk laudably about increasing social mobility, but yet again we see actions and policies going in the opposite direction. I really hope the Secretary of State will rethink this decision.

[Nicky Morgan]

I thank the hon. Lady for her response, because I think it is customary to do so, but talk about being greeted by the usual Labour party doom and gloom about our education system, the achievements of our pupils and the hard work of professional teachers up and down the country! It was the usual paucity of ideas from the hon. Lady and her colleagues.

The hon. Lady talks about the priority given to this matter since the application was made by the school. My job involves dealing with a lot of different issues all at the same time. [Interruption.] She should stop scaremongering about teacher recruitment. We are ahead on a number of key areas in relation to teacher recruitment, including primary education, but today’s statement is not about that. I am sure we will deal with that, but she should not be talking down a profession that she says she aspires to represent.

The hon. Lady is absolutely wrong to say the advantage gap has increased. It has narrowed since 2010. She talks about social mobility and grammar schools. The greatest tool for social mobility we can give to any young person is a great education, and this is exactly what this expansion is all about. The admissions code, which was changed by this Government, specifically allows grammar schools to give priority to children who are eligible for the pupil premium in their admission arrangements. Half of the grammar school sector has introduced, or intends to consult on adopting, that admissions priority, and I would like more of them to go further.

This is about expanding a new school. There have been no legal wrangles. The hon. Lady will know that we do not publish legal advice given to Ministers. She ought to ask her predecessors in her own party about the publication of legal advice, if she feels so strongly about it.

We are clear about the benefits of integration. I looked in detail at the application made by the Weald of Kent to ensure that the legal criteria have been absolutely satisfied. I am satisfied that they have been.

The hon. Lady talked about floodgates. I think the Minister for Skills, my hon. Friend the Member for Grantham and Stamford (Nick Boles), got it right. I can assure the hon. Lady that there are no applications sitting on my desk at the moment, but if she thinks that 10 is a flood she needs to go away and re-examine this issue.

Finally, “deciding on each case” means exactly that. I am not going to set down criteria; it will mean looking at individual cases that cross my desk.

Recent weeks have taught us that the Opposition are finding it difficult to outline firm policy stances on anything. The Leader of the Opposition has said:

“I would want all grammars to become comprehensives and to end the 11-plus where it still exists.”

May I give the shadow Education Secretary the chance to confirm whether there will be another flip-flop, or is this in fact Labour party policy? Should grammar schools be added to academies and free schools on the list of schools at risk from the Labour party?

At the end of the day, this matter is simple. The Conservative party trusts front-line professionals to run schools and lead our education system and wants parents to have real choice over their children’s school, but the Opposition do not; they do not want to see more good school places and do not believe in parental choice or high academic standards for all. We will leave them to fight the old battles, while we get on with the task of making sure that every pupil in this country has the excellent education they deserve.