School Funding (Pupil Premium)
Michael Gove Excerpts(13 years, 5 months ago)
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The Secretary of State for Education (Michael Gove)
I can today confirm that the total funding available for the pupil premium will be £625 million in 2011-12, rising each year until 2014-15 when it will be worth £2.5 billion. The pupil premium, a key coalition priority, will target extra money at pupils from deprived backgrounds—pupils we know under-achieve compared to their non-deprived peers—in order to support them in reaching their potential.
In 2011-12, the pupil premium will be allocated to those pupils eligible for free school meals. We have chosen this indicator because it directly targets pupils and because the link between FSM eligibility and low attainment is strong. However, we aim from 2012-13 to extend the reach of the premium to those who have previously been on free school meals.
The level of the pupil premium will be £430 per pupil and will be the same for every deprived pupil, no matter where they live. The Coalition’s objective is to reform the underlying funding system to ensure that over time deprived children in every part of the country receive the same level of support. We will consult on how best to meet this objective.
The funding for the pupil premium is in addition to the underlying schools budget, which will be at the same cash per pupil level for 2011-12 as this year. This means there will be an additional £430 for every child known to be eligible for free school meals in any school from next year. This is clear additional money to help the very poorest who were let down by the last Government.
This additional funding will be passed straight to schools and because we have not ring-fenced it at school level, schools will have freedom to employ the strategies that they know will support their pupils to increase their attainment.
In allocating the pupil premium, we have also recognised that looked after children face additional barriers to reaching their potential, so these pupils too will receive a premium of £430. The premium for looked after children will rise in subsequent years, in line with the premium for deprived pupils.
For both looked after children and deprived pupils in non-mainstream settings we will pay this funding to the authority that has the responsibility of care for the child and will give local authorities additional freedoms to distribute the funding in the way they see best for the provision of support for these pupils. The pupil premium will be paid to academies and free schools by the YPLA.
Last week, the Prime Minister announced that we are also providing a premium for the children of armed services personnel. Service children—many of whose parents are risking their lives for their country—face unique challenges and stresses. The premium will provide extra funding to schools with service children to support the schools in meeting these needs. We expect the focus of expenditure from the premium to be on pastoral support. Today I am pleased to announce that the level of this premium will be £200 in 2011-12.
School Sports Funding
Michael Gove Excerpts(13 years, 5 months ago)
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Andy Burnham
I noticed that when my hon. Friend made that impassioned contribution coalition Members laughed, because they have no understanding of what happened to communities such as his and mine in the 1990s, when the coal industry social welfare organisation tried to protect some of those facilities. Some are still there, but not all of them. Coalition Members have no understanding of the role of sport and how hard communities in former mining areas have fought to keep their sports provision.
There was a developing consensus, which was repeated just before the recent general election. A write-up of a Radio 5 Live debate appears on the Youth Sports Trust website and it says that, on school sport partnerships, Hugh Robertson said it would be wrong to dismantle “13 years of work” and, instead, “the party would build on” them. But that broad consensus has now been broken by the Secretary of State. School sport partnerships have joined a growing list of things that the Conservative party said it would protect in opposition, but has scrapped in government.
Let me make one thing clear: Labour Members would have understood if the Government had decided to reduce funding to school sport partnerships and the Youth Sport Trust, as long as they kept the basic school sport partnership infrastructure in place. What we are struggling with is having to accept the Secretary of State’s decision to remove 100% of their funding and demolish an entire infrastructure and proven delivery system that is improving children’s lives here and now. I cannot understand why he has done that.
The Secretary of State for Education (Michael Gove)
The right hon. Gentleman said that he would be happy to reduce central funding for the Youth Sport Trust and the curriculum and support for sport. Will he tell the House by how much?
Andy Burnham
The right hon. Gentleman was not listening. I said that I would have accepted a reduction in funding to school sport partnerships. [Hon. Members: “How much?”] I said on the media a couple of weeks ago that I would have accepted a reduction proportionate to the reductions made around Government. It is for him to say how much would keep the school sport partnership system in place. [Hon. Members: “How much?”] How much are hon. Members offering?
Michael Gove
Proportionate? Is that proportion a half, a third, 75% or 60%? Until we have clarity from the right hon. Gentleman, all we will have is an empty offer.
Andy Burnham
I will accept a package that keeps the basic infrastructure in place and keeps school sports co-ordinators in their jobs. I have said that I will accept a reduction, but it is the Secretary of State’s job to put forward a package that does just that.
What the Secretary of State has done is a senseless act of vandalism defying all logic, leaving people speechless. The Australian sports commissioner has asked how this country could dismantle a “world-leading” school sport system. The chief executive of the Canadian Olympic committee has taken the unusual step of writing to the Secretary of State to ask how, months away from a home Olympics, we can have this wholesale change in sports policy. We have called this debate because we want the Government to listen, to change course and to protect a basic school sports structure before it breaks down.
Andy Burnham
I want to make some progress.
I have mentioned the names of those who are lining up against the Government. They are not people who want to score points; they are fighting for something in which they passionately believe. Until now, the Government have dug in and patronised people with bogus statistics, but this is now turning into a real test for them. Are they prepared to listen and to change course?
Today, I am setting four clear objectives for the debate. The first is to probe the background to this decision. The second is to test the figures that the Government have used and to find out whether they stand by them. The third is to obtain clarity on what has happened to school sport funding. Fourthly, and most importantly, I want to make the Secretary of State a genuine offer that will help us to re-establish the consensus on school sports as we head towards a home Olympics.
Let me start with the decision-making process. We admire the erudition that the Secretary of State brings to our proceedings. Mr Lansley never quoted Dryden to me, and I really admired that about the Secretary of State for Education, but let me extend his cultural references today. How about Defoe? I know that he is thinking “Daniel”, but I want to know what he thinks about—
Andy Burnham
Thank you very much. I am glad that the right hon. Gentleman has been revising over the weekend. What does he think about the work that Spurs and other clubs do with schools? We never hear him talk about sport; let us hear him talk about it. And what does he think about Strauss? Is he thinking “Johann”? I think he was, actually, but I want to tempt him to talk about Andrew today, and about the excellent Chance to Shine initiative. I want to know that he knows about these things, and that he values them.
I also want to know what sport means to the right hon. Gentleman. Last week, he goaded me about my drama career at school. I have looked up his school sports career. It did not take long. One article on him mentions it:
“In 1979, he won a scholarship to Robert Gordon’s school in Aberdeen, where he spent the next seven years excelling in every subject, except sport.”
There was also a lovely quote from Mrs Gove, his mum:
“When he had finished all his school work, he would more or less revert to reading his encyclopaedia”.
[Hon. Members: “Aah!”] It is a lovely image, but it worried me. Did he ever use the encyclopaedia as a goalpost, or anything like that? Stumps? Anyway, that worried me a little. It also made me wonder—so inexplicable is his decision on this matter—whether this whole thing might be Gove’s revenge. I get the distinct impression that he harbours some unpleasant memories of his own sporting experiences at school, and that he is lashing out at the school sport system, now that he has the chance to do so. I hope that that is not the case, however.
I have an invitation for the right hon. Gentleman. Let us get our tracksuits and our trainers on—I will lend him some if he has not got any—and go to see the school sport co-ordinators in my constituency. The Children’s Minister can come, too. If the Secretary of State comes with me to meet the school sport co-ordinators in Wigan, and if he looks them in the eye and calls them a centralised bureaucracy, we shall see what is left of him afterwards.
I also want the Secretary of State to explain a mystery to me. Week after week, he addresses Members on both sides of the House with unfailing courtesy, but that courtesy seems to have deserted him in dealing with this row. Sue Campbell—Baroness Campbell of Loughborough —is a world authority on school sport. She has given a lifetime of energy and passion to the subject. Surely someone of such stature, with decades of service, should have earned at least a hearing. Will the Secretary of State explain why he refused the many requests from Lady Campbell and the Youth Sport Trust for him to discuss funding before the spending review? It really is not good enough. Why did the Secretary of State wait until the day of the spending review to send Lady Campbell a curt and dismissive letter dispensing with the services of the Youth Sport Trust? Why did a man who is so polite and courteous act in such a way?
That brings me to my second purpose today: to challenge the bogus claims that the Secretary of State and other Ministers are making. We have heard an incredible abuse of statistics as they have thrashed around trying to find an argument. Let us set the record straight on three claims. This is claim one. The Government have said that school sport partnerships are ineffective because in the
“last year the proportion of 11 to 15-year-olds playing sport went down.”—[Official Report, 24 November 2010; Vol. 519, c. 259.]
The Government’s source for that is the “Taking Part” survey, which asks people in all age groups whether they have engaged in sport in the last seven days and in the last four weeks.
It is true that on the seven-day test the percentage of 11-to-15-year-olds engaging in active sport dropped from 88.8% to—wait for it—88%. That is a statistically negligible fall in a figure that has shot up since school sport partnerships were established. What the Government do not cite, however, is the four-week figure in the same survey. The percentage of 11-to-15-year-olds engaging in sport in the last four weeks rose from 96% to 96.7%, and, according to statisticians, that is the more important figure. It is estimated that in 2002 only 25% of young people engaged in two or more hours of competitive sport each week, whereas more than 90% do so now.
Let us now consider the survey that deals only with school sport, rather than the “Taking Part” survey. In each year group represented by 11 to 15-year-olds, the percentage engaging in at least three hours of sport each week has risen. In year 7, the rise was 59% this year, compared to 53% last year. In year 8, it was 54% compared to 50% last year. In year 9, it was 49% compared to 44% last year. In year 10, it was 45% compared to 42% last year. On the Government’s first claim, it is “case dismissed”.
The second claim is that there is not enough competitive sport, and that only one in five young people are playing it regularly against other schools. That is the claim that needles me most. I bow to no one in my support for competitive sport, having played it all my life.
The Secretary of State for Education (Michael Gove)
I am grateful to the right hon. Member for Leigh (Andy Burnham) for making his case with characteristic passion, reflecting the years of experience that he has devoted to ensuring that sport plays a proper part in the life of the nation as both Secretary of State for Culture, Media and Sport and a special adviser before that. No one could doubt his passion or commitment. Indeed, they animated every word that he spoke. I recognise that in calling for this Opposition day debate he is doing more than just making a political point. He speaks from the heart, and I appreciate the fervour with which he makes his case. I know—I share the feelings of my hon. Friend the Member for Colchester (Bob Russell)—that when, occasionally, that passion takes a rawer edge, it comes from an individual who cares deeply about the sporting infrastructure in this country. For that reason, I make no criticism of the manner in which the right hon. Gentleman made his case.
I also think that it is appropriate to acknowledge that across the House there are individuals who are committed to ensuring that we support the place of sport not just in our schools but in the life of our nation. Distinguished former sports Ministers on the Opposition Benches and individuals on the Government Benches, although they might disagree about the delivery mechanism, share something of the passion exhibited by the right hon. Gentleman in his speech.
In responding to the right hon. Gentleman’s strong case, I want to try to lower the temperature and to analyse the situation that we have inherited. Of course, we must consider the facts and the statistics against the backdrop of the difficult economic position that the Government inherited. [Interruption.] I know that Opposition Members would like to put that part of the debate to one side, but for those of us in government it is impossible to consider the decisions that have to be taken in schools across the country without being aware of the dire financial position that the Government inherited.
Michael Gove
I shall come to some of those interventions in a second.
Every option that is proposed by the Opposition, whatever the passion or fervour behind it, has to have a price tag. In the middle of his speech, the right hon. Gentleman acknowledged that the current delivery mechanism might not be as efficient as it could be and that there might be room for reduction. He said specifically that he would accept a cut or a proportionate reduction that would retain the infrastructure, so he acknowledges that it is perfectly possible to reduce spending and retain the infrastructure, but when I asked him how much of a cut and what would retain the infrastructure he was curiously silent. I would be very interested to hear from any of the Opposition Members who care so much about this—I do not doubt their passion—what level of cut they would contemplate and what they would consider to be a robust infrastructure to be kept in place. We have not had an answer on that.
Andy Burnham
If the right hon. Gentleman is prepared seriously to discuss retaining school sport partnerships, I will sit down with him and discuss at what level they could be kept in place and funded. The Opposition would support him if he put forward a figure that would keep them in place. If that is the offer he is making, I will sit down with him tonight to discuss it.
Michael Gove
I am always very grateful to sit down with the right hon. Gentleman, but he called this debate now. It is a debate of his timing, not mine, and he said in his opening remarks that he would be prepared to accept a cut. Now he has had an opportunity to state what that would be, but we do not know; there is silence on this issue.
Michael Gove
As the right hon. Gentleman cannot answer the question, perhaps one of his hon. Friends might.
Clive Efford
The Secretary of State has referred to the £162 million figure both in his letter to Sue Campbell about the cut in school sport partnerships and on the departmental website. What proportion of that money is to be transferred? He says that the policy has been brought about as a result of the economic situation, so exactly how much of that £162 million is he cutting?
Michael Gove
At the moment, we are looking to see exactly how much we can devote to sport, music, science, languages and all those specific areas of curriculum support that are outside the school budget. We have increased overall school funding by £3.6 billion.
Mr David Winnick (Walsall North) (Lab)
Will the Secretary of State bear in mind the adverse effect that his policy will have on a number of schools? I have received a letter from the head of a sports college in my constituency in which fine academic and sporting work is done. The head is very concerned about what the impact will be—starting next year. What is the Secretary of State going to do to reassure people like her? She is dedicated to teaching and is rightly worried about how her school will be affected.
Michael Gove
The hon. Gentleman makes his point very well. I am sensitive to the fact that teachers and head teachers across the country are entering difficult times in respect not just of sport funding but of overall funding. The economic situation was not of the making of Government Members, but we are doing everything we can to help schools through this difficult time. One thing we are doing is removing ring-fencing. If he was referring to a specialist sports college, that will mean money that was hitherto ring-fenced as part of its specialist status now going directly to that head teacher, who I am sure is doing an excellent job. If she has, as I am sure she has, his confidence and mine, that money will be spent in a wise fashion.
Michael Gove
I am keen to make progress, but I shall be happy to give way to a number of hon. Gentlemen on both sides of the House in due course. [Interruption.] I am even happier to give way to hon. Ladies and right hon. Ladies on both sides of the House.
We know that £2.4 billion was spent by the last Government on delivering their sport strategy. Our contention is that although much good work was done, that money was not spent as effectively and efficiently as it should have been. In the letter I wrote to Baroness Campbell, which the right hon. Member for Leigh referred to as “curt”, even though it was four and a half pages of prose, I outlined my gratitude to her for the work she had done. Earlier, the hon. Member for Dudley North (Ian Austin) suggested from a sedentary position that I should have met Baroness Campbell. I had the opportunity of meeting her—indeed, of having dinner with her—before I became Secretary of State. I also had the opportunity of talking to John Beckwith, one of the supporters of the Youth Sport Trust, and with the Under-Secretary of State for Education, my hon. Friend the Member for East Worthing and Shoreham (Tim Loughton), I had the opportunity of assessing the work of the trust. My hon. Friend had the opportunity of meeting Baroness Campbell on three occasions before we made our decision in the comprehensive spending review.
One of the questions that was in my mind was whether we were ensuring that enough was spent on the front line under the current structure. The right hon. Gentleman said that he would support the investment required to retain the infrastructure, but he did not specify what it was. Let me share with the House some of the details of the infrastructure. At present, we have 450 partnership development managers and 225 competition managers. On top of that, there are senior competition managers and on top of that, 11 regional development managers, and on top of that three national development managers. They work alongside the county sport partnerships and the national governing bodies of each sport. How many of those posts are essential to the delivery of an effective school sport offer?
Mr Ben Bradshaw (Exeter) (Lab)
Does the Secretary of State recognise that the people he has just mentioned save schools time and money? What would he say to Kealey Sherwood, the director of sport at St Luke’s school in my constituency, about the £300,000 cut to my local partnership? She said:
“We are devastated. There is a real danger that at an exciting time for sport in Britain, all will be destroyed.”
What does the Secretary of State say to her?
Michael Gove
I am grateful to Kealey Sherwood for the commitment she shows. I am also grateful to the right hon. Gentleman for the work he did when he was Secretary of State for Culture, Media and Sport, but I have a question, which most people would consider fair-minded. If Opposition Members would like to maintain the infrastructure entirely intact, how much are they prepared to take from other budgets to do that, or if they agree with the right hon. Member for Leigh that a cut is possible to maintain the infrastructure, what level of cut would it be? Which of the posts is dispensable?
Michael Gove
I am happy to give way to the hon. Gentleman, who is a former sports Minister.
Mr Sutcliffe
The Secretary of State talked about the national governing bodies. The infrastructure is the school sport partnerships working with the national governing bodies to deliver their whole sport plans. If he is serious about finding a way through, has he had any discussion with his hon. Friend the Member for Bath (Mr Foster) about why that infrastructure is so important? Has he had any discussions with his hon. Friend about the way forward?
Michael Gove
I am fortunate enough to have had a number of discussions with my hon. Friend the Member for Bath, and one of the points that he has made to me is that although many people working in the network and the infrastructure are doing a fantastic job, which I happily acknowledge—I am glad to have the opportunity this debate affords me to stress that—it is also the case that the quality of delivery can be variable. It is important that we audit how the infrastructure is performing, and that we ensure that money is spent proportionately.
Michael Gove
I shall give way to the hon. Members for Stoke-on-Trent North (Joan Walley) and for Penistone and Stocksbridge (Angela Smith), but then I want to make some progress.
Joan Walley (Stoke-on-Trent North) (Lab)
Is the Secretary of State not in danger of throwing the baby out with the bathwater? In my school sport partnership in North Stoke, we have transformed participation in sport. He asked how much our shadow Secretary of State wished to cut the budget by, but it is not a question of how much—it is a question of keeping the infrastructure. Can we for once use Parliament as a means of finding a solution to how we get sport in schools and in our communities? Will the Secretary of State continue his contribution in that spirit?
Michael Gove
I am grateful to the hon. Lady for the fair point she makes. I chose to begin my remarks by making it clear that I wished to operate constructively. I should like to ask some questions to ensure that we have a proper informed debate about the successes, and about the areas where the current strategy may not have been delivering the value for money we wanted.
Angela Smith
Will the right hon. Gentleman consider the comments of a teacher from Silkstone primary school in my constituency who said that staff at his school had benefited from the excellent training courses presented by their SSP? He continued:
“Staff development has allowed colleagues to learn many new skills…This has been central to our ability to develop the whole child and focus on enjoyment and excellence.”
Will the Secretary of State reconsider the comments that he has just made and admit that the partnerships work very well in schools, not just on sport, but on many facets?
Michael Gove
I have enormous respect for the hon. Lady and the way that she makes her point. As I stressed earlier, and as her intervention gives me the opportunity to underline, there are many parts of the country where those who are working in school sports partnerships are doing a great job, but my task as Secretary of State is to analyse the current infrastructure and ensure that we are getting the maximum value for money, where good practice exists to support it, and where practice is less than optimal to try to find a way through to ensure that we have better value for money.
Michael Gove
I am happy to give way to the right hon. Gentleman. We are still waiting for the answer to the question what is a proportionate reduction.
Andy Burnham
The right hon. Gentleman is giving a lot of encouraging signs that he is prepared to look at the system and make it more efficient. I am not arguing that it is perfect. Of course it could probably be made more efficient, but can we make some genuine progress? Will he sit down with me and discuss how we can keep in place enough people on the ground to provide a decent enough sporting offer to children? I will accept the reduction in the funding if he will agree to sit down and talk about the current structure, rather than creating a whole new and different structure that will not deliver for children.
Michael Gove
I am grateful to the right hon. Gentleman for that offer and I am always happy to work in a consensual way, but I should like to lay out some facts which will, I hope, allow the House to have an informed debate. I will take the opportunity, of course, to talk to him, formally or informally, at any point on any aspect of policy, but it is important that we appreciate that he has acknowledged that a proportionate reduction is appropriate. He has not yet come forward with what that proportionate reduction would be. Let us go on to examine the scope for reduction.
Michael Gove
I should like to make a little progress. I know that the right hon. Member for Barking (Margaret Hodge) and the hon. Member for Eltham (Clive Efford) are keen to intervene, but a number of my colleagues on the Government Benches have not had a chance yet, so it would be only fair and sporting if I were to give them a chance as well.
Charlie Elphicke
Does my right hon. Friend agree that the key issue is not whether we have one organisation or another, but to raise the number of hours a week of sport played by children in their schools? Will he consider encouraging that more through the national curriculum?
Michael Gove
My hon. Friend makes a good point. For me, the most important thing is outputs, not inputs.
Gavin Barwell (Croydon Central) (Con)
There seems to be a consensus that the quality across the country is variable. My right hon. Friend made the point that an audit was needed to look at what works and what does not work so well. The previous Government spent £2.4 billion on that. Will my right hon. Friend tell us whether he inherited any audit of how that money has worked?
Michael Gove
I am grateful to my hon. Friend for making that point. It is important that we look at the existing infrastructure and what it has delivered. Many of the people who are doing the job of partnership development manager are utterly committed to improving the sporting offer for young people, but I worry that the structure within which they work does not allow them to do what is best.
Much of the job description of a partnership development manager depends on full-time strategic management, developing an ongoing self-review document, advocating the priorities of the partnership within wider strategic frameworks, establishing robust data-tracking and monitoring systems, and promoting the benefits and successes of the partnership. There is inadequate space in the job description for doing what the right hon. Member for Leigh did so well—making the case for improved participation in sport with fervour and passion. [Interruption.] He says, “Let’s change it.” I agree. We are changing it. He had the opportunity when he was in power; he did not do so. Now he is happy to do so. I am happy to see this movement. The Opposition are happy to acknowledge that we can reduce the amount that is being spent, and happy to acknowledge that there has been too much bureaucracy for partnership development managers. I am delighted to acknowledge that.
The same applies to the role of competition managers. It is vital that we encourage more school competition, but one of the problems is that there is another layer of bureaucracy. What is the role of a competition manager? It is a full-time position responsible for modernising the competition landscape. One has to work strategically with the partnership development manager, manage and co-ordinate the monitoring and evaluation of projects and fulfil local and national data collection requirements. Again, all those take away from the central task of promoting sport with fervour and passion.
The data requirements—
Michael Gove
I am sharing some facts with the House.
The data requirements for school sport partnerships are exemplified in the school sport partnership self-review tool. We all know how onerous tick-box exercises can be, and that exercise has 115 boxes to tick. Every moment spent looking at the self-review tool is a moment that could be spent coaching, inspiring and acting to ensure that more children take part in sport, but unfortunately there is too much bureaucracy.
Michael Gove
In a second.
In the same way, we acknowledge that the Youth Sport Trust—Baroness Campbell, Steve Grainger and their team—has done a lot of good work, but one question I ask about their organisation is: did the way in which the previous Government managed it necessarily make the most of its talents? With the Youth Sport Trust, we have to ask: was it encouraged sufficiently to find outside sources of funding? Only 15% or so of its funding came from private or independent sources; 85% of it came from the state, and that cannot be an entirely healthy position for any charity. Indeed, large sums were committed to administration; £340,000 was spent on communications, and £400,000 was given to one private sector company to manage the school sport partnerships outside the trust. Was that the best use of money?
Michael Gove
I am very happy to make way for the right hon. Member for Greenwich and Woolwich (Mr Raynsford). I do not know whether any of those are aspects of bureaucracy that he would be willing to defend.
Mr Raynsford
I am grateful to the Secretary of State for giving way, because I will tell him of 70 simple facts that illustrate the effectiveness of the scheme—and of the competition manager in my constituency who wrote to me about this matter. The 70 are the 70 primary schools in Greenwich, every single one of which takes part in an annual sportathon that gives thousands of children an opportunity to participate on a site that will become an Olympic site in 2012. What is wrong with that? Will the right hon. Gentleman now recognise that he has made a terrible mistake and must now negotiate with the Opposition to reach a solution?
Michael Gove
The right hon. Gentleman once again reflects with passion the interests of his constituency, and as ever he brings to our debate an understanding of its landscape, but the thing I have to say—[Interruption.] There is a sedentary intervention from the Opposition Chief Whip, the right hon. Member for Doncaster Central (Ms Winterton). If she wants to make a point, I shall be delighted to hear one, but in the meantime I shall reply to the right hon. Gentleman.
Nothing in our proposals means that any primary school would lose out on an opportunity to take part in competitive sport. Everything that we are about relates to ensuring that the money that we spend in schools and on school sport is spent more effectively.
Michael Gove
I have been generous in giving way, and I should like to give way to some of the gentlemen and ladies on my own side who are anxious to make a point.
Paul Maynard
We have heard a lot from the Opposition about infrastructure, and my right hon. Friend has told us a lot about bureaucracy, which I think is what they mean by infrastructure. Will he give me his view on the extra bureaucracy required for disabled children to access sport? Under the current structure, their schools face much greater hurdles than many others.
Michael Gove
My hon. Friend makes a very good point. As we know, he is utterly committed to ensuring appropriate provision for children who are living with disabilities, and I want to ensure that we get the spirit of both the Olympic and the Paralympic games into our schools. A lot of good work is going on, and I want to ensure that the money that we spend in future is targeted, in particular, at schools which often have a large number of children who are living with disabilities.
Michael Gove
I am just answering my hon. Friend’s point.
I want to ensure that those schools get the support that they need.
Michael Gove
I am very happy to give way to my hon. Friend the Member for Stroud (Neil Carmichael).
Neil Carmichael (Stroud) (Con)
Does the Secretary of State agree that my children are much the same as others, in that they do not cry out for more infrastructure and bureaucracy when they talk about sport? What they really benefit from is local people giving them leadership and encouragement, which they get—but not through infrastructure and bureaucracy.
Michael Gove
It is important that we ensure that the very many Back Benchers who have not yet intervened but want to contribute have a chance to do so, and I should like to make some progress. With respect to the hon. Lady, there may be room for some interventions later.
I have talked about the nature of the bureaucracy. It is also important to talk about the nature of what has been delivered. It is important to recognise that, yes, there have been improvements, but they must be put into this context: £2.4 billion spent, and what have we seen for it? The right hon. Member for Leigh chided me in saying that in his view there had been an abuse of statistics. Well, the motion refers, I think, to 22% of children taking part in sports in 2002 and 90% doing so now. I have to point out to him that that is an abuse of statistics. The 22% figure was an estimate by Ofsted; 90% is a figure from a genuine survey. The first survey of involvement in school sports, in 2003-04, showed that more than 60% were already taking part. Yes, that is an improvement—I am happy to acknowledge it—but what we have seen is a manipulation of statistics for political purposes. I am happy to forgive the right hon. Gentleman, but let us be clear that he was not comparing like with like.
Bob Russell
I am disappointed that the Secretary of State is now going down the route that I was trying to avoid. On Friday afternoon, I met Zoe Ford of Colchester academy, who is in charge of co-ordinating seven primary schools, and she told me that this project has been a great success. Forget the figures—will he come to Colchester and meet this young lady, who can prove to him how successful this has been?
Michael Gove
I am grateful to my hon. Friend, who makes a very good point. I am always disappointed when I go down a path that he does not approve of, and I appreciate the importance of my visiting Colchester, as have previous Secretaries of State. I again take the opportunity to underline that in some areas of the country many of those involved in the delivery of school sports are doing a fantastic job. Given everything that he says, I suspect that Colchester is one of them.
It is important to recognise that, as the right hon. Member for Leigh acknowledged, the picture is not perfect—far from it. Looking at the figures on the sports where participation has fallen and the number of schools offering particular sports, it is an unarguable fact that after the commitment of £2.4 billion, the numbers of people taking part in gymnastics, rounders and netball have fallen, and the number of schools offering hockey and rugby union has fallen. For the benefit of the hon. Member for Rhondda (Chris Bryant), I have to say that the number of schools offering swimming has not changed—it was 84% in 2003-04, before £2.4 billion was spent, and it is 84% now. There has been no increase in participation in a significant number of sports.
Michael Gove
I will not give way at this stage.
As well as a fall in the number of schools offering these sports, the numbers taking part in competition have also been lower than we would expect. Just two in five people take part in competitive sport within a school—intra-school competition—and just one in five in competitive sport between schools.
Michael Gove
No—not at this stage. I was very generous in giving way earlier.
It is also important that we look at those figures more deeply in context. On schools where pupils regularly take part in intra-school competitions, in 1,280 secondary schools not a single pupil takes part in an intra-school competition. That equates to nearly one in three secondary schools where not a single intra-school competition takes place.
Michael Gove
No.
I know that there are challenges that we all face, but after the commitment of £2.4 billion we have not seen an improvement. Similarly, as to the proportion of pupils who regularly take part in inter-school competitions, in 710 schools not a single pupil takes part in such competitions. That situation is not defensible.
The right hon. Gentleman said that not everyone can be in the first 11, or the first 13 or 15, and that is true. However, some schools are exemplary. In 10 schools, 100% of pupils regularly take part in inter-school competitions, and in 320 they regularly take part in intra-school competitions. There are massive variations and disparities. I mention these figures simply to point out that a responsible Government would look, as we have, at the commitment of £2.4 billion and ask this: can we ensure that we have more schools where more students have an opportunity to take part in competition?
Michael Gove
I will not give way at this point.
If some schools can offer every student an opportunity to take part in intra-school and inter-school competitions, why cannot more do so?
Michael Gove
No, I shall not.
I believe that the time is right to consider a different approach. We should listen to some of the voices that are equally as committed to sport as the right hon. Gentleman. They include organisations such as Compass, which represents those who are involved in providing coaching support for schools. In a letter to me, it says that it is important that we cease
“to fund a costly central management and control system”,
and argues that
“the most sustainable model in primary schools is where coaches work alongside teaching staff...This will require no expenditure on centralised management and infrastructure.”
I have to take account of what it says.
In the same way, I listen to Greenhouse, a charity that has done a fantastic job in encouraging more children, particularly from areas of deprivation, to take part in sports. One of the trustees of Greenhouse, David Meller, says to me—[Laughter.] For the avoidance of doubt, I should stress that this is David Meller, the sponsor of Harefield academy, which I have had the opportunity to visit.
Michael Gove
Not the gentleman who forced down the price of Chelsea strips everywhere. That was not all he forced down, but I will put that to one side.
This is a serious point. David Meller says:
“The quality and effectiveness of”
the existing approach has
“varied from borough to borough”—
exactly my point—and that the
“structure is overly bureaucratic and not sufficiently focused on delivery.”
Let me mention someone else who has a valid point to make in this debate—the hon. Member for Vauxhall (Kate Hoey), who used to be Minister for Sport. I do not know whether the right hon. Member for Leigh has respect for the hon. Lady, but I certainly do. She says:
“It was always expected that, if School Sports Partnerships were a success, they would become embedded and the Youth Sport Trust would then withdraw. If schools and parents feel that their SSP has been valuable, I suspect that it—or at least many of its functions—will continue in some form. Where the contribution of the SSP has not proved valuable, new solutions will be sought. This is exactly how it should be: schools themselves taking more responsibility for school sport.”
Steve Kibble, an individual who delivers sport for a local authority in Devon, has written to me, as have several other teachers and head teachers. He points out that in his area, school sports partnerships
“have drawn down £1.4M per year”
and argues that
“if the money had gone direct to schools we would have had £4,110 per school per year to invest in PE”,
noting that instead some schools have had just £200.
Those are all powerful voices who care about sport just as much as the right hon. Gentleman, and who say that we can reform the way in which we deliver school sport.
Mr Gale
It is abundantly clear that some fairly murky bathwater has to be disposed of, and it is also plain that there is a baby that has to be cared for. As my right hon. Friend knows, I represent an area of the country with some of the highest social deprivation. Thanet primary schools have benefited significantly from sports festivals. Will he indicate very clearly whether such areas and school clusters will continue to have the money to hold sports festivals and, if they wish, to employ locally a sports co-ordinator to run them?
Michael Gove
That is exactly our approach. Our approach is to ensure that the money is devolved—
Michael Gove
I shall not give way. Our approach is to ensure that the money is devolved entirely to local authorities. I am grateful to my hon. Friend the Member for North Thanet (Mr Gale), because he is not only a very effective constituency MP, but somebody who appreciates the importance of competition in school sport.
Michael Gove
No, I shall not give way.
It is critical that we recognise what a different approach might involve. It is important for those of us who care about delivering school sport in a better way to acknowledge that the way in which the curriculum is currently designed means that those who wish to deliver competitive sport often have to do so outside school hours. Is it worth thinking about how we can reform the curriculum to better support school sport? I think that it is.
It is also worth acknowledging that there are bureaucratic requirements for coaches who support particular school sports to be qualified at a specific level and in a specific way. Perhaps we could look at that bureaucracy and make better use of the volunteer army that is determined to encourage more children to take part in sport. There are rules governing everything from health and safety to who is qualified to drive a school minibus that restrict that volunteer army in committing to school sport. Is it appropriate that we look at all those rules and reform them? I think that it is. In all those areas, action could have been taken in the past 13 years, but it was not. I would like to see a different approach.
Michael Gove
I shall not give way.
We must acknowledge the reality regarding school playing fields. There cannot be effective school sport without school playing fields. A number of hon. Members have made the point that Labour has an at best ambiguous record on this matter. In 1997, the Labour party manifesto stated:
“A Labour government will take the lead in extending opportunities for participation in sports; and in identifying sporting excellence and supporting it.
School sports must be the foundation. We will bring the government’s policy of forcing schools to sell off playing fields to an end.”
That was an admirable aim. However, in January 2000, it was revealed that of 103 applications to sell playing fields, 101 had been approved.
Elsa Davies, director of the National Playing Fields Association, said that the previous Government did not even pay lip service to their election pledges:
“They have said one thing and done precisely the opposite. It is a very sad U-turn. These pieces of land are disappearing forever and they are part of our children’s heritage.”
In November 2000, the sell-offs had still not been stopped. Elsa Davies pointed out that 190 applications had come forward, and that only four had been refused. In February 2002, after more than 18 months in which £125 million had been due to be handed out to 12 partner organisations to support school playing fields, the Daily Mail and the BBC revealed that they had contacted all of those groups and found out that not a single one had opened new playing fields with the money. Kate Hoey, the then Minister for Sport said:
“Trying to stop the sale of playing fields was another uphill battle. No one wanted to admit”—
Mr Deputy Speaker (Mr Lindsay Hoyle)
Order. The Secretary of State may not use the Member’s name. I think that he is referring to the hon. Member for Vauxhall.
Michael Gove
I am grateful, Mr Deputy Speaker. I am quoting from The Daily Telegraph. The hon. Member for Vauxhall said:
“Trying to stop the sale of playing fields was another uphill battle. No one wanted to admit that this was still happening… But again this didn’t fit the picture that Downing Street wanted to portray. They had begun to believe their own spin”.
She continued:
“Ministers should admit that what they are really doing is allowing sales to go ahead to subsidise the Education Department’s rising costs. The truth is that, in town after town, green spaces are being concreted over and it can be seen by everybody.”
By April 2007, Labour had presided over the loss of 2,540 school and community playing sites. I recognise that there are pressures on Governments and on schools, and that flexibility is at the heart of the effective delivery of Government policy. However, it is appropriate for the Opposition to acknowledge that when we look back at the record of the past 13 years, although there are successes to be applauded, there are also lessons to be learned.
I recognise that many right hon. and hon. Members want to contribute to the debate and I hope that it will follow the pattern that I hope I have set. I hope that it will be respectful of the facts.
Michael Gove
I am afraid that I cannot give way.
I hope that the debate will be respectful of the facts. I hope that it will acknowledge that there are hon. Members in all parts of the House who are committed to the better delivery of school sport. I hope that it will take into account the points graciously made by the right hon. Member for Leigh, and recognise that there is scope for a reduction in funding and for the more efficient use of the infrastructure that we have inherited. If we proceed in that way, I am sure that we can all work together to ensure that school sports continue to be delivered to an ever-higher standard and that we will all be able to take pride in the achievements of our young people.
Schools White Paper
Michael Gove Excerpts(13 years, 5 months ago)
Commons ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
The Secretary of State for Education (Michael Gove)
With permission, Mr Speaker, I should like to a make a statement to accompany today’s publication of the coalition Government’s White Paper on schools.
England is fortunate that we have so many great schools, so many superb teachers and so many outstanding head teachers. Their achievements deserve to be celebrated, and I was delighted that last week, the Prime Minister and I were able to meet hundreds of the very best school leaders in Downing street to congratulate them on their work and welcome their commitment to the academy programme.
We are fortunate indeed that our schools system has so many important strengths, but our commitment to making opportunity more equal means that we cannot shy away from confronting weaknesses. We are failing to keep pace with the world’s best-performing education nations. In the past 10 years we have slipped behind other nations, going from fourth in the world for science to 14th, seventh in the world for literacy to 17th and eighth in the world for mathematics to 24th.
At the same time, the gulf between the opportunities available to the rich and the chances given to the poor has grown wider. The gap between the A-level performance of children in independent schools and state schools doubled under Labour, and in the last year for which we have figures, out of a population of 80,000 children eligible for free school meals, just 40 made it to Oxford and Cambridge, a drop from the previous year, when just 45 made it. Social mobility went backwards under Labour, and it is the mission of this coalition Government to reverse that unhappy trend and to make opportunity more equal. Under this Government, we can become an aspiration nation once more.
If we are to make the most of the potential of every child, we need to learn from those countries that outperform us educationally and have more equal societies. This White Paper does just that. It takes the best ideas from the highest-performing education nations and applies them to our own circumstances.
The single most important lesson, which is reflected in the title of our White Paper, is the importance of teaching. The best schools systems recruit the best people to teach, train them intensively in the craft of teaching, continue to develop them as professionals throughout their career, groom natural leaders for headship positions and give great heads the chance to make a difference. That is why we will reform and improve teacher training by establishing a new generation of teaching schools, which will be based on the model of teaching hospitals. Outstanding schools will be showcases for the best in teaching practice. We will also invest in doubling the number of top graduates who enter teaching through Teach First, and will create a new programme, Teach Next, to attract into teaching high performers from other professions. We will subsidise graduates in strategic subjects such as science and maths to enter teaching and create a new troops-to-teachers programme to attract natural leaders from the armed forces into the classroom.
Because we know that the biggest barrier to recruiting and retaining good people in teaching is poor pupil behaviour, we will take decisive action on discipline. Unless order is maintained in the classroom, teachers cannot teach and children cannot learn, so we will make it easier for teachers to impose detentions on disruptive pupils by abolishing the rule that requires 24 hours’ notice before a detention is given.
We will give teachers stronger powers to search students if they bring items into school and are intent on disruption. We will give teachers clearer rules on the use of force and we will protect them from false allegations made by disruptive and vindictive pupils if they act to keep order.
We will support schools to introduce traditional blazer-and-tie uniforms, prefects and house systems. We will prioritise action to tackle bullying, especially racist and homophobic bullying, and we will make it easier for schools to exclude disruptive children without the fear of seeing excluded children reinstated over their heads. We will improve education for troubled young people by bringing in new organisations to run alternative provision for excluded pupils.
By improving behaviour, we can then free teachers to raise standards. We will reform our national curriculum so that it is a benchmark we can use to measure ourselves against the world’s best school systems instead of a straitjacket that stifles the creativity of our best teachers. We will slim down a curriculum that has become overloaded, over-prescriptive and over-bureaucratic by stripping out unnecessary clutter and simply specifying the core knowledge in strategic subjects that every child should know at each key stage. That will give great teachers more freedom to innovate and to inspire. We will support their drive to raise standards for all by reforming our exams. We will reform assessment in primary schools to reduce teaching to the test and we will make GCSEs more rigorous by stripping out modules. We will make GCSE performance tables more aspirational by judging schools on how well all students do not just in English and maths but in science, modern languages and the humanities, such as history and geography.
We will also reverse the previous Government’s decision to downgrade the teaching of proper English by restoring the recognition of spelling, punctuation and grammar in GCSEs. Because we know that it is great teaching and great teachers who improve schools, we will reduce the bureaucracy that holds them back and put teachers at the heart of school improvement.
We will double the number of national leaders of education—outstanding head teachers with a mission to turn round underperforming schools. We will raise the minimum standards expected of all schools, so primaries and secondaries that fail to get students to an acceptable level and fail to have students making decent progress will be eligible for intervention. We will make £110 million available to create a new endowment fund to turn these schools round, and we will introduce a reward scheme to make additional incentive payments available for great heads who turn round underperforming schools.
In our drive to improve all schools, local authorities will be our indispensable partners. They will play a new role as parents champion, making admissions fairer, so parents choose schools rather than schools choosing parents. They will act as a strong voice for the vulnerable by ensuring that excluded children and those with special needs are properly supported, and they will be energetic champions of educational excellence.
As more and more schools become increasingly autonomous, local authorities will increasingly step back from management and, instead, provide focused leadership. They will challenge underperformance, blow the whistle on weak schools and commission new provision—whether it be from other high-performing schools, academy sponsors or free school promoters.
The need for thoroughgoing reform is urgent. Our competitors are all accelerating the pace of their education reforms. From America to Singapore, New Zealand to Hong Kong, schools are being granted greater freedom, great teachers are being given more responsibilities, and exams are being made more rigorous. We cannot afford to be left behind.
In the last three years of the previous Government, reform went into reverse. Schools lost freedoms, the curriculum lost rigour and Labour lost its way. Now, under this coalition Government, we are once more travelling in the same direction as the most ambitious and progressive nations. Schools spending is rising, with more money for the poorest through the pupil premium; education reform is accelerating, with one new academy created every working day; and standards are being driven up, with teachers now supported to excel as never before.
The programme we outline today affirms the importance of teaching at the heart of our mission to make opportunity more equal. There is no profession more noble, no calling more vital and no vocation more admirable than teaching. This White Paper gives us the opportunity to become the world’s leading education nation, and I commend it to the House.
Andy Burnham (Leigh) (Lab)
May I thank the right hon. Gentleman for his statement and for his courtesy in allowing me advance sight of the White Paper? It is just a shame that that happened 10 days after the Financial Times and the rest of the nation’s media were given such advance sight, and that Parliament was the last to know. We were promised new politics, and it is time the Government lived up to their words.
I apply two clear tests to any education policy. First, will it help every school to be a good school? Secondly, will it help every child to be the best that they can be? While we welcome elements of this White Paper, I believe that it fails those fundamental tests. It is a plan for some children, not all children. The right hon. Gentleman will need to work hard to explain how his plan will not create a new generation of failing schools.
Let me say where I think the Secretary of State is moving in the right direction. We welcome the retention of a floor target for secondary schools and his apparent change of heart on the role of targets in raising standards—building on Labour’s successful national challenge programme. We welcome the expansion of Teach First, which we championed in government. Labour’s legacy, according to Ofsted, was
“the best generation of teachers ever”.
We share his aim to have the best in the world. We also support anonymity for teachers who face accusations from pupils and some of his moves on discipline.
However, the Secretary of State’s overall drive is towards a two-tier education system. I support his focus on maths, English and science, where take-up doubled since 2004, but by making the entire focus five academic subjects, is he encouraging schools to focus only on those children who have a chance of achieving that particular batch of GCSEs? Is not there a huge danger that he is cementing the divide between academic and vocational qualifications, which educational professionals have worked so hard to remove?
The risks of the Secretary of State’s English baccalaureate becoming the gold standard by which schools are judged have been highlighted by the Institute for Public Policy Research, which states:
“Schools will have an incentive to focus extra resources on children likely to do well in those subjects, rather than on children receiving free school meals.”
Is not there a real risk that his pupil premium will not be spent on the children for whom it is intended? At a time when we all need to focus more on the 50% of young people who do not plan to go to university, is it not the case that he has very little to say to them today? His message is that a vocational route is second best, and that is unacceptable.
Is there not a real danger that the combined effects of the Secretary of State’s announcements today will be to create a new generation of failing schools? Is it not the case that some improving schools will see themselves plummet down the league tables, damaging morale and risking throwing progress into reverse? Many of those are the same schools that suffered from his decisions on Building Schools for the Future. What hope can he give them today of extra support to raise standards for all their children, both academic and vocational?
The Secretary of State wants to make it easier for schools to exclude children, but who will have the responsibility of helping schools to pick up the pieces? Why is he ending the independent appeals panel for exclusions, which ensures fairness across a local education community? He has rightly placed a strong emphasis on teacher training, but is he not at risk of ignoring the advice of his experts? Ofsted said yesterday:
“There was more outstanding initial teacher education delivered by higher education-led partnerships than by school-centred initial teacher training partnerships and employment-based routes.”
Why, we might ask, is the right hon. Gentleman planning to end university-led teacher training for a schools-based model? Can he assure the House that that will not undermine the quality of teacher training and that it is not a move simply motivated by cutting costs? But is there not a much bigger contradiction? Today he lays down prescriptive standards for teaching training, but his message just days ago to free schools and academies was that they were free to employ unqualified teachers. Is he not mixing his messages and trying to have it both ways?
All this exposes a major flaw in the right hon. Gentleman’s thinking, which is repeated throughout the White Paper. Today he talks a good game on standards; on any other day he says to schools that they will have the freedom not to follow them. Which is it? He sounds confused. That is because his real focus is on potentially damaging structural reforms and he is prioritising competition above collaboration in the schools system. His talk on standards is undermined by his ideological obsession with structures. In his rush to reform, he is making mistakes that will damage our education system. He seems not to have learned from the mayhem that he caused with Building Schools for the Future. At the most crucial moment for sport in this country’s history, on the eve of a home Olympics, why is he abandoning a school sport system that the Australians have called “world-leading”? Does that not embody his approach to education: competitive sport for the elite and forget about the rest?
The right hon. Gentleman briefs newspapers that he will abandon the local authority role in school funding, but then tells the BBC the opposite. Did he rediscover localism last week, or did he cave in following a furious backlash from his friends in local government? Can he tell us today what role he envisages for local government over the long term? Will it have any powers of intervention in respect of free schools and academies? Is not his biggest mistake of all that he tells schools that their budgets are protected—thereby raising expectations—by continuing to mis-sell his pupil premium policy? It is a con: it is not additional, as the Prime Minister said today. Is it not the case that when schools receive their budgets in a couple of weeks, many in the most deprived areas will be the biggest losers and will simply not have the means to deliver on his fancy rhetoric today?
In conclusion, the right hon. Gentleman brings a lethal mix of incompetence and ideology to this crucial brief. Just because he believes in the teaching of history, it does not mean that he has to live in the past. He is in danger of bringing forward a plan for a fragmented and divided education system of winners and losers. He is in danger of creating a lost generation as a result of his elitist education system. He sits in his ivory tower, with nothing to say to young people who do not plan to go to university or whose hope is being cut by his Government—vocational studies downgraded; apprenticeships for young people frozen; the education maintenance allowance scrapped. He has a plan for some schools and some children, not for all schools and all children, and that is the fundamental flaw of his White Paper.
Michael Gove
I thank the shadow Secretary of State for that performance. Obviously at St Aelred’s in Lancashire, where he was educated, drama was very well taught.
May I thank the right hon. Gentleman on those areas where he agrees? I thank him for his support for ensuring a consensus in the House on the importance of floor standards. It is important that we also recognise that, as well as having clear levels of attainment, we will be judging schools on how well all children progress. The one change that we will be making to the way in which the national challenge operated under the previous Government is that schools in challenging circumstances, with pupils from difficult backgrounds, will be given additional understanding and support, and will be judged on how they make progress. That is a clear difference from the record under the previous Government, when one rule was applied inflexibly. We are applying it more sensitively.
May I also thank the right hon. Gentleman for his support for the expansion of Teach First and for the statesmanlike way in which he approached the issue of discipline and granting teachers anonymity? I look forward to working with him and his Front-Bench colleagues on bringing forward an education Bill that makes good on those promises.
However, may I express my surprise that the right hon. Gentleman thinks that children who are eligible for free school meals are unlikely to do well in science, language or history GCSEs? He specifically said that schools that concentrate on raising attainment in those subjects will not be spending money on children from poorer homes. Has that not been precisely the problem in our education system for three generations? Is not the automatic assumption that because someone is poor they cannot aspire, precisely the problem that we need reform to overcome? Is not the soft bigotry of low expectations alive and well, and beating in his heart? Is it not the case that when it comes to improving vocational education, it is this Government who are taking action?
The right hon. Gentleman asked us what we were doing, but he had three hours to read the White Paper. I thought he would have noticed that we are increasing the number of technical schools and university technical colleges; I thought he would have noticed that we are increasing the number of studio schools, which deal specifically with vocational education; I thought he would have noticed that we have commissioned Professor Alison Wolf, the world leader on the future of vocational qualifications, to overhaul the ramshackle system that we inherited; I thought he would have noticed that thanks to the Minister for Further Education, Skills and Lifelong Learning we are increasing the number of apprenticeships by 75,000. Vocational education is undergoing a renaissance under this Government, and it is typically grudging of the Labour party not to recognise that.
The right hon. Gentleman asks what we are doing for children who are excluded. Again, I thought he would have seen in the White Paper not only that we are trialling a new proposal whereby schools take responsibility for the children they exclude but that he would have noticed in the White Paper that we are deliberately commissioning extra, additional provision for excluded children from a wider range of organisations, and we are giving pupil referral units the chance to become academies, the chance to acquire appropriate heads, and the chance to turn round the lives of desperate children who need additional help. We have heard not a single word from him about what we can do to help those children, and not a single word of praise for the dedicated people who do so much to help them.
The right hon. Gentleman asked me about competition rather than collaboration. Everywhere in the White Paper collaboration is incentivised, with more money for great head teachers who want to work with underperforming schools, more opportunities for federations, trusts and academies to help underperforming schools, and a culture of collaboration entrenched at its heart. But there is one area where I believe in more competition—I make no apology for it. I believe in more competition in team sports. It is wrong that after expenditure of more than £2 billion, only one child in five took part in regular competitive team sports under Labour. That melancholy trend will be reversed, thanks to the Government.
The right hon. Gentleman said that our policy is for some schools, not all. I know that he, by his own estimation, went to an ordinary comprehensive in Lancashire.
Michael Gove
I prefer the old counties. The good news about that comprehensive in Merseyside is that St Aelred’s, where the right hon. Gentleman received such a great education, has this week applied to the Department for Education to embrace academy status. It is joining more than 340 schools that recognise the importance of academy freedoms. The people who taught him so well are now embracing coalition policies. Is it not about time he did as well?
Mr Speaker
In the light of the performance thus far from both the Secretary of State and the shadow Secretary of State, I must remind the House that this is not a debate; it is a statement in which the Government set out their policy, and hon. Members question the Minister on that policy. That is the situation, and we must get back to it.
Dan Rogerson (North Cornwall) (LD)
I welcome the Secretary of State’s announcement that there will be further cuts in bureaucracy for schools,. The Government have already started that, and it has been welcomed by head teachers. When it comes to exclusion, he talked about trialling ways of ensuring that schools retain responsibility for excluded pupils, which I also welcome. Will there be further recognition for schools that take in excluded pupils from other places to ensure that when they are assessed and the league tables are published, they receive recognition of their extra work?
Michael Gove
My hon. Friend is a passionate supporter of better care for children who have been excluded, and our proposal today will mean that any school that excludes a child will carry on with responsibility for funding its provision and for the attainment of that child. Head teachers will now have a direct stake in ensuring that every child who arrives at their schools is well treated throughout their school career. Schools that take excluded children also need recognition, and I will explore with my hon. Friend how to ensure that they receive the support and recognition that they deserve.
Mr Barry Sheerman (Huddersfield) (Lab/Co-op)
Does the Secretary of State agree that it profits no one to pretend that there is a great divide between political parties when he makes a statement such as this? I congratulate him on taking on board many of the former Select Committee’s recommendations on teaching, standards and much else, but does he not share with previous Labour Front Benchers some guilt that we never addressed the problems that Tomlinson highlighted? Does the right hon. Gentleman agree that he has not addressed them, and that we funked them?
Michael Gove
I am grateful for the hon. Gentleman’s typically statesmanlike words. I agree that there is significant consensus across the parties on the way forward. When he was chairman of the Select Committee he did a great job of pioneering ideas. It is right to look at Mike Tomlinson’s arguments and to ensure that all children have a properly broad education. Our English baccalaureate will ensure that all children, whatever their background, have access to the best that has been thought and written academically, but we will also ensure that vocational qualifications that blend with the academic are of the highest quality. That is why we commissioned Alison Wolf, and why the Minister for Further Education, Skills and Lifelong Learning has done so much with the launch of his skills strategy last week to raise the prestige and esteem of vocational learning.
Mr Graham Stuart (Beverley and Holderness) (Con)
I believe that there can be consensus in the House, but it must be based on an acceptance that the present position is not good enough, that we must have higher aspirations for this country, that we must recognise that we have fallen behind our international competitors, and that we have seen the gap between rich and poor widen unacceptably.
On international comparison, will my right hon. Friend explain how the Select Committee will be able to map and track that? Will there be a role for Ofsted—on which we are doing an inquiry—in providing information and checking the Government’s progress?
Michael Gove
I thank my hon. Friend, the Chairman of the Select Committee. There is a role for the Select Committee and there is a role for Ofsted. The White Paper specifically states that we want Ofqual, the exams regulator, to benchmark our exams against the world’s best. The more data we have, the better. The White Paper also says that we will ensure that a sufficient number of schools take part in the international comparisons run by the OECD, the Trends in International Mathematics and Science Study and other organisations. I am open to all ways of ensuring that we rigorously benchmark the performance of our schools and indeed our Schools Ministers.
Mr David Blunkett (Sheffield, Brightside and Hillsborough) (Lab)
May I welcome those aspects of the White Paper that were directly cribbed from initiatives brought in from 1997? How does the Secretary of State justify the contradiction of being against targets but toughening them and introducing new ones, less prescription but more prescription, less central direction but more top-down diktats, and more freedom for some schools but direction and restriction for others? What form of geometry did he learn to square such circles?
Michael Gove
I am very grateful to the right hon. Gentleman not just for his question, but for his achievements as Secretary of State for Education. I have said it before, and I will repeat that he was an outstanding Education Secretary. One reason why he was so good was that he recognised that there is a time for central Government to play a role, and a time for them to let go. When he was Education Secretary, it was vital to tighten things up, particularly at the bottom, but, over time, he recognised that as the education system improved, we needed to let go more and more. We are saying that there should be a relentless focus on underperformance. We need tough standards for schools that are failing, but for those that can help there is, as Joel Klein said, a chance to liberate greatness rather than mandate it.
Conor Burns (Bournemouth West) (Con)
What plans does my right hon. Friend have to ensure that when teachers are training more time is spent in the classroom than in the lecture theatre?
Michael Gove
I am grateful to my hon. Friend. The example of teaching schools can reinforce the already high standards in many new entrants to the profession. We know that the best teachers are those who are intellectually capable, and those who learn from others. The best way to improve as a teacher is to observe great teachers and to be observed by great teachers. That is why we are moving towards a system of teaching schools, which replicates the virtues of teaching hospitals.
Liz Kendall (Leicester West) (Lab)
The Secretary of State has said today, as he has many times, that social mobility went backwards under Labour. Will he clarify whether that comment is based on the latest evidence from the London School of Economics in 2005, which found that social mobility was lower among those born in 1970 compared with 1958? If that is so, will he explain how he blames Labour for the decline in social mobility among people who were 27 when the previous Government were elected?
Michael Gove
That was a beautifully read question. We can see why the hon. Lady was such an effective special adviser to the former Deputy Prime Minister. I referred in my statement to one of the most telling statistics of all: the fact that, among our very poorest children—those who were eligible for free school meals—who had their entire education under Labour, fewer are now going to Oxford or Cambridge, where I believe the hon. Lady was fortunate enough to be educated. Those children are, I am afraid, the unhappy victims of a Labour education programme which, despite the efforts of Members such as the right hon. Member for Sheffield, Brightside and Hillsborough (Mr Blunkett), did not do enough to extend opportunity to the very poorest. When only 40 of our poorest children make it to Oxbridge—fewer than from Westminster, Eton or Winchester—no one can say that social mobility is right in this country.
George Eustice (Camborne and Redruth) (Con)
I welcome the emphasis that the Secretary of State has placed on science in schools. Does he agree that we need to do much more to inform pupils who are about to select their GCSE subjects of the value that science can add to their career? Does he also agree that we need to do more to inspire them about the sciences? I would like to commend to him the work of the Camborne science and community college, in partnerships with schools in Japan and Singapore. Perhaps he would like to come and see some of that work.
Pat Glass (North West Durham) (Lab)
Does the Secretary of State agree that any reform should be evidence based, and that anything else is pure ideology? In the light of the chief inspector of schools’ report published yesterday, which showed clearly that university-led initial teacher training was twice as likely to be good or outstanding as schools-led initial teacher training, will he now look at that matter again?
Michael Gove
The hon. Lady has been an impressive lead Member for children’s services and education in the past, and she speaks with authority. We are publishing an evidence paper to go alongside the White Paper—the first time that has happened—which will contain the evidence base for everything that we are doing. The expansion of teaching schools is based on research by the National Federation for Educational Research, which showed that they are outstanding in the work that they do.
Annette Brooke (Mid Dorset and North Poole) (LD)
I welcome many of the freedoms that are now being given to schools, but will the Secretary of State clarify one point for me? If a group of parents requested that a Sport for All programme should be continued, would the head teacher have the funds in his budget to continue such a programme?
Michael Gove
I absolutely believe so, as a result of the real-terms increase in spending on education. Critically, by removing ring fences and giving heads more control over how they spend their money, the priorities that are dear to all of us, including sports, can be pursued.
Andrew Gwynne (Denton and Reddish) (Lab)
In his statement, the Secretary of State mentioned the changing role of the local education authority. Can he explain how he would deal with reluctant LEAs such as Liberal Democrat-controlled Stockport council, which is holding schools such as Reddish Vale technology college back from grasping his new agenda?
Michael Gove
I am very interested that Reddish Vale is keen to become an academy and to embrace the future, and I am grateful for the hon. Gentleman’s support. There is a huge variety of views across local government about the future of education, but I am encouraged that some of the most progressive and imaginative figures in local government are Liberal Democrat councillors. In particular, I would like to pay tribute to Gerald Vernon-Jackson in Portsmouth and to David Bellotti in Bath and North East Somerset, among many others. I will visit Stockport and have a word with the Liberal Democrat councillors there, and I am sure that I will leave better informed and happier about the world.
Richard Fuller (Bedford) (Con)
There has been a teacher training institution in Bedford since 1882, and my right hon. Friend will be aware of the great work that the university of Bedfordshire does on teacher training for small schools in the eastern region, and on supporting further and continuing education for teachers. Can my right hon. Friend assure me that his proposals will reinforce, and not undermine, the excellent work being done by such institutions?
Michael Gove
Absolutely. We are going to say to all higher education institutions that are currently involved in the provision of initial teacher training that we want them to open lab schools, in the same way that such schools have been developed in Finland and the United States. Those schools are run by education departments and they act as showcases for the best in teacher training, and I believe that education departments here can grasp this opportunity. We are working with the Training and Development Agency to ensure that they have the resources to do so.
Mark Durkan (Foyle) (SDLP)
The Minister said in his statement that he wanted to bring back an emphasis on punctuation. However, his 10-page statement contains no more than 16 full stops. In the middle of the statement, we have to read nearly 300 words before we find a full stop, and at the end, there are more than 300 words before we find a full stop. How would the statement be marked under his system?
Michael Gove
I almost wish that the hon. Gentleman had not put a question mark at the end of that. All I can say is that my approach as a Minister has been to eat, shoot and leave when it comes to making a statement such as this.
Mr Edward Timpson (Crewe and Nantwich) (Con)
I welcome the White Paper, but my right hon. Friend will be aware that the educational attainment of looked-after children remains woefully low. Will he meet me and other colleagues who have a particular passion for this subject, to discuss how, as we take the White Paper forward, we can come up with better support and better measures of the progression of looked-after children through education, to ensure that their outcomes in education, and in life in general, are vastly improved?
Michael Gove
I could not agree more with my hon. Friend. It is vital that we ensure that the pupil premium follows looked-after children as well. We all need to recognise that care leavers need not only support after they leave school but focused interventions while they are at school. We will be doing everything possible in that regard, and I would be delighted to meet my hon. Friend to discuss this.
Lyn Brown (West Ham) (Lab)
I represent one of the poorest boroughs in the country, and my head teachers are afraid that the introduction of the pupil premium will mean that they receive less money. Are they right to be afraid?
Michael Gove
The short answer is no. I am under the impression that Newham is an outer London borough and it will definitely benefit from the additional resources of the pupil premium. If it is in inner London, it will definitely benefit as well. The pupil premium will go—[Interruption.] Everyone will benefit, because there is more money overall.
Iain Stewart (Milton Keynes South) (Con)
I warmly welcome my right hon. Friend’s announcement that he will prioritise action to tackle homophobic bullying, which terrorises many vulnerable young gay men and women. Will he set out his plans for this in a little more detail?
Michael Gove
I am delighted to do so. Homophobic bullying is on the rise in our schools, and homophobic terms are increasingly used towards gay students and straight students in a way that seeks to undermine the tolerance that we have built up over the past 15 years. We therefore need to work with organisations such as Stonewall and the Anti-Bullying Alliance, and to shine the light on schools such as St George’s Church of England school, which has done a fantastic job in tackling homophobic bullying. This requires work not only by school leaders but by political leaders and all of society to tackle a growing prejudice that is scarring our tolerant society.
Helen Jones (Warrington North) (Lab)
Before the Secretary of State takes us on a headlong rush back to the 1950s, will he bear in mind that good teaching requires not only practical experience but an academic knowledge of how children learn? Can he tell us how much funding will be available to his new teacher training schools to ensure that students get that academic training? Will the money go directly to the schools, or will it be placed in the universities?
Michael Gove
More money will be available for teaching schools, and money will also be available for higher education institutions. I agree that it is important to recognise that teaching combines both IQ and EQ—emotional intelligence. Teachers need to have a grasp of their subject, but they also need to like children. Increasingly, I have found that it is through applying themselves to the craft of teaching in the presence of great teachers that they truly soar and inspire.
Mary Macleod (Brentford and Isleworth) (Con)
May I congratulate my right hon. Friend on dealing with the overloaded, over-prescriptive and over-bureaucratic method of teaching that the previous Government allowed to be established? What is he doing to get rid of further red tape, as well as getting rid of the 4,000 pages of direction that the previous Government gave to all our teachers?
Michael Gove
I am grateful to my hon. Friend. We are removing bureaucracy at every point. Not only are we slimming down the national curriculum, but we have got rid of the self-evaluation form, which could run to more than 100 pages. We have also got rid of financial management standards in schools, which was another burden that head teachers said that they did not want. We are doing this because we believe in trusting heads to do their best for the children whom it is their mission to educate.
Nic Dakin (Scunthorpe) (Lab)
I fear that the Secretary of State knows as much about schools as he does about punctuation. Will he look again at the evidence that was given to the Select Committee about the 24-hour notice provision? Great teachers and great head teachers have given evidence, and they have consistently said that the removal of that provision would have a negative effect and risk safeguarding issues. No sensible head teacher would go down that route anyway.
Michael Gove
A great many sensible teachers and head teachers have applauded precisely that move. There is a philosophical difference between the hon. Gentleman’s approach and my approach. When I say that we are no longer going to require something, that does not mean that we are saying to everyone, “Under no circumstances do it.” We believe in something called freedom, which means that it is up to individual teachers or head teachers to decide for themselves. It is called “treating people like adults.”
Nicky Morgan (Loughborough) (Con)
I welcome the Secretary of State’s emphasis on raising standards. In Leicestershire, however, we have a particular issue because we are one of the last counties to retain the middle school system. Local head teachers are telling me that this is holding back standards, particularly in GCSE results. Will the Secretary of State or one of his Ministers meet me to discuss how best to move away from that system so that we drive up standards in Leicestershire, too?
Michael Gove
I believe in diversity and pluralism—different strokes for different folks. Middle schools do very well in some parts of the country. I know that the lead member for education in Leicestershire, Ivan Oulds, is one of the most impressive councillors in the country, and I look forward to talking to him, my hon. Friend and other colleagues to see what can be done to ensure that everyone is better off.
Tristram Hunt (Stoke-on-Trent Central) (Lab)
May I urge Ministers to focus on the question of resits, which often work to the disadvantage of lower socio-economic groups and are at the root of grade inflation? I am also concerned about the thinking on modules. Modules at A-level work very well indeed, so I would be hesitant about rolling those back. Finally, I join my hon. Friends on the question of the importance of grammar and spelling. On that note, I must point to a grievous error on page 7, line 7 of the statement we were provided. The Secretary of State, of all people, should know how to spell “bureaucracy”!
Michael Gove
First, I thank the hon. Gentleman for his point about bureaucracy. Whenever I see that word, a red mist descends over my eyes, so occasionally the finger slips on the keyboard. I also thank him for his points about GCSEs and A-levels. We are stripping away modules from GCSEs. With A-levels, although I favour in many cases a linear approach that encourages synoptic understanding of the subject, it remains for universities, learned bodies and schools to decide the best way forward. For some subjects, it is appropriate to have a modular approach at A-level.
Mr Rob Wilson (Reading East) (Con)
May I welcome the White Paper, particularly the drive towards making schools independent entities? There has been a stampede towards academy status in my constituency, but will my right hon. Friend ensure a smooth transition to academy status in all areas of the country? I know that the shadow Secretary of State will be anxious to see his old school, St Aelred’s, become an academy. [Interruption.]
Michael Gove
I am delighted that St Aelred’s, as an outstanding school, is going to become an academy. I look forward to visiting the school with the right hon. Member for Leigh (Andy Burnham), so that we can celebrate the superb education he received, along with the coalition’s extension of more autonomy to more great schools.
Joan Ruddock (Lewisham, Deptford) (Lab)
The Secretary of State has spoken a great deal about the poorest, but he appears not to understand that no matter how much money is in the schools budget, it is the money in the family budget that matters so much. What would he tell the parents of the thousands of young people in my constituency about their prospects when the £30-a-week education maintenance allowance is cut by his budget?
Michael Gove
I am a great fan of the right hon. Lady, and I know how passionately she fights for her constituents in Lewisham. I also know that she is deeply concerned about differential attainment from poorer children. One thing we are doing with the education maintenance allowance is ensuring that it is effectively targeted on the very poorest. That is the thrust behind our whole review of education spending in order to make sure that more money—£2.5 billion—is spent through the pupil premium on the poorest, while also ensuring that an additional £150 million is spent on children from poor homes as they make a transition from school to university. We are also providing more money for pre-school learning for impoverished two-year-olds.
Tessa Munt (Wells) (LD)
From my experience of working with adults with learning disabilities, I know that it is quite common to encounter people who can read, but who do not always have the right level of comprehension. I note that the White Paper refers to a reading check at the age of six. I would like to know a little more about that and to be assured that this means a test of comprehension as well as a reading test.
Michael Gove
The test designed for six-year-olds is there simply as a screening test to make sure that people are decoding fluently. Once children are decoding fluently, it is vital that they are well taught in order to encourage comprehension. Subsequent assessment throughout the primary school years can ensure just that.
Clive Efford (Eltham) (Lab)
The Secretary of State makes a great deal of freeing good head teachers to make decisions. If such a head teacher were to say, under the new freedoms, that smaller class sizes and funding to match it were necessary—this is what everyone applying to open a free school in my area is saying—will they get the same sort of sympathetic hearing as those free school applicants?
Michael Gove
Yes, and many schools that have applied for academy status have used the resources and the flexibility to reduce class sizes. Smaller class sizes are becoming a reality under the coalition Government.
David T. C. Davies (Monmouth) (Con)
We have waited 13 long years for a Minister to bring in reforms that will truly drive up standards of education and behaviour. Now, some Members are saying that we are acting too hastily. Will my right hon. Friend assure us that he will bring in these measures as quickly as possible, the better to encourage the devolved regions such as Wales and Scotland to follow?
Emily Thornberry (Islington South and Finsbury) (Lab)
I would like to ask a question on behalf of the many intelligent, highly motivated and well-informed youngsters—and their parents—who have a problem with dyslexia. They already face great challenges when it comes to learning a modern language. Their concern might be that the school would hold their difficulties against them because, many dyslexic children might cause the school to fall in the standards league. My main question is this: in his statement, the right hon. Gentleman said that he was going to restore the recognition of spelling in GCSE examinations. Will that not be a barrier for those dyslexic kids no matter how hard they try to pass the requisite number of GCSEs?
Michael Gove
I am grateful to the hon. Lady, who makes a number of important points. Identifying dyslexia at the earliest possible stage is one of the reasons why we are introducing an appropriate check at the age of six. There are many other ways of identifying children who have special needs and require support. A number of interventions are in place to ensure that, at assessment time, children with dyslexia or specific learning difficulties can be supported through it. I absolutely agree that we can never stop trying to ensure that children who are living with dyslexia or other learning difficulties are better supported.
Stephen McPartland (Stevenage) (Con)
I welcome the White Paper. Will my right hon. Friend say a little more about his plans to improve underperforming schools?
Michael Gove
I am grateful to my hon. Friend, who I know takes a keen interest in the educational attainment of poorer children. In addition to implementing the pupil premium, we are going to focus relentlessly on schools where attainment is low and progress is poor. I know that some schools will often take in children who have been poorly educated at primary level, but still make fantastic progress with them. I do not want those schools to be stigmatised and I do not want schools to be seen as failing, but where they are underperforming, we need to hold them to clear standards and provide additional financial support to help them achieve them. I am perfectly happy to say that this builds on an initiative that the right hon. Member for Sheffield, Brightside and Hillsborough (Mr Blunkett) and Lord Adonis helped to introduce. I take no pride in authorship: this was a good idea, and I am delighted to extend it.
Mr Dave Watts (St Helens North) (Lab)
May I tell the Secretary of State that the decision of St Aelred’s school in my constituency to go for academy status was made under the last Labour Government, not his Government? He has some responsibility, however, for blocking many of the rebuilding projects that were intended to take place. Will he take credit for that and offer to provide the much-needed resources? If we are to have a world-class education system, we need the schools to go with it.
Michael Gove
I look forward to visiting the hon. Gentleman’s constituency to congratulate St Aelred’s on moving towards academy status. Of course, it was our Government and our legislation that allowed the school to make that transition to academy status with the speed, grace and support that the superb officials in the Department for Education accord to all schools that want to enjoy greater autonomy.
Andrew Selous (South West Bedfordshire) (Con)
Does my right hon. Friend agree that schools fail children if they do not teach them an acceptable level of spelling and grammar? Does he further accept that it is the job of all teachers to ensure that that is the case and to correct work, where necessary?
Michael Gove
I could not agree more. Earlier today, it was a pleasure to visit the Durand primary school in the constituency of the hon. Member for Vauxhall (Kate Hoey), which does precisely that. The school also does a superb job of training new teachers to become outstanding leaders.
Derek Twigg (Halton) (Lab)
Will the Secretary of State explain his comment, where he says he will
“make GCSE performance tables more aspirational by judging schools on how well all students do—not just in English and maths but also science, modern languages and the humanities, like history and geography”?
Will he explain what that means in plain English?
Michael Gove
Yes, it means that instead of the performance tables that were used under the Labour Government, in which only English and maths and then any mixture of GCSEs were taken into account, we will, in future, have English, maths—[Interruption.] How many questions does the hon. Gentleman want to ask?
I think I made my view clear in my response to the right hon. Member for Leigh (Andy Burnham), but I am happy to have an opportunity to repeat it. I believe that it is wrong to assume that children from poorer backgrounds cannot pass GCSEs in modern foreign languages, science, history and geography. One of our problems in this country is that only 16% of young people achieve those five academic GCSEs, and only 4% of children eligible for free school meals do so. That is a scandal. The hon. Gentleman should be on our side: he should be trying to get the children in his constituency to learn, and to obtain the qualifications that will give them jobs in the future.
David Morris (Morecambe and Lunesdale) (Con)
I congratulate my right hon. Friend on his excellent White Paper. What measures does it contain to protect teachers from false allegations made by disruptive pupils?
Michael Gove
It was a pleasure to meet teachers in my hon. Friend’s constituency during the local election campaign two years ago. I know that they will welcome our proposals to ensure that investigations are speeded up when teachers face false allegations, and to ensure that they enjoy anonymity if such allegations are made. We will also tell head teachers that there should be no automatic suspension of teachers when they exercise legitimate authority in the classroom.
Mr Ben Bradshaw (Exeter) (Lab)
The Secretary of State’s decision to axe funding for school sport partnerships will be extremely damaging to the fitness, health and attainment of our young people, as well as to our country’s future sporting prowess. May I implore the right hon. Gentleman, who is a reasonable man, to revisit that decision before he destroys the renaissance that school sport has experienced in the past few years?
Michael Gove
I am grateful to the right hon. Gentleman. I know that he is a reasonable man as well. I am sure that we can work together in future to ensure that the additional resources that we are investing in education, and the additional emphasis on competitive team sport, provide every school with the support that it needs to give all children the physical education that they deserve.
Mark Lancaster (Milton Keynes North) (Con)
The new academy in Milton Keynes is a fantastic facility, but the fact that it has fewer places than the school that it replaced has had the unintended consequence of forcing another school in my constituency to become the de facto community school. How can we ensure a balance between the rights of schools to set their own admissions policies and the rights of parents to send their children to a local school?
Michael Gove
My hon. Friend has asked an important question, to which I can give two answers. First, we are encouraging collaboration to enable more schools to join trusts or federations involving an outstanding school that is sponsored by an academy, so that excellence can be more evenly spread. Secondly, we are going to simplify the admissions code and give local authorities a clear role in policing it, in order to ensure that admissions are fair to all.
Bill Esterson (Sefton Central) (Lab)
Will the Secretary of State confirm that the entire £162 million grant to support school sport partnerships has been cut, not devolved into the main schools grant? Does he agree with the head teacher of Chesterfield high school in Crosby, who tells me that that will have a profound effect on his ability to form partnerships with primary schools and other secondary schools, and will reduce young people’s participation in sport?
Michael Gove
Overall spending on schools has risen as a result of the comprehensive spending review.
Damian Hinds (East Hampshire) (Con)
I welcome the broadening of the base for the gold standard in GCSE attainment, but what can my right hon. Friend do to ensure that children who are far above that standard—and those in the most challenging circumstances who may be expected to fall quite far below it—are also fully stretched and given the encouragement that they need, and how can schools’ efforts in that regard be fully recognised?
Michael Gove
My hon. Friend has made an extremely good point. Along with Ofqual and others, we will ensure that our examinations are as rigorous as the world’s best, so that children who are truly talented receive that support. Some children may not be able to access GCSEs, although I imagine that many more will be able to pass them: that is what we expect, and that is what those in other countries succeed in doing. We are working with Alison Wolf on qualifications that will ensure that every child’s achievement and hard work are recognised.
Meg Munn (Sheffield, Heeley) (Lab/Co-op)
Requiring 24 hours’ notice for detention does not in any way undermine discipline, but once that rule goes, teenagers could well tell their parents that they must stay behind for detention when in fact they have been inveigled into meeting abusers who have groomed them on the internet. I say seriously to the Secretary of State that removing that rule will put children at risk, and I am sure that he does not want to do that. Will he reconsider, and talk to children’s organisations such as the National Society for the Prevention of Cruelty to Children?
Michael Gove
We take child protection amazingly seriously. We are working with the Council for Internet Safety and the Child Exploitation and Online Protection Centre to ensure that we are doing everything that is necessary to protect children from online grooming. However, I do not see how giving teachers more control over discipline can undermine the safety of all children.
Mr Sam Gyimah (East Surrey) (Con)
Too often kids go to school with the wrong attitude, and spend a great deal of their time in the classroom being disruptive. What specific steps will my right hon. Friend take to restore discipline in the classroom, so that teachers can focus on teaching and enabling kids to learn rather than on managing disruptive pupils?
Michael Gove
We are going to change the rules on search, on the use of appropriate force and, as I have said, on detention, but, critically, we are going to ensure that children learn to read properly at primary school. The problems involving disruptive children at secondary school are often due to the fact that they have not been taught to read. When they arrive at secondary school the curriculum is too stretching, and unfortunately they act up rather than learn. That is a tragedy, and it needs to be addressed at a very early stage.
Ann Coffey (Stockport) (Lab)
In his statement, the Secretary of State said that he wanted parents to choose schools rather than schools choosing parents. I am sure that many parents share that sentiment, but will he clarify the changes that he will make in the way in which local education authorities set admission limits for individual schools in order to ensure that that choice is available?
Michael Gove
I thank the hon. Lady for a typically thoughtful question. We will work with local authorities, individual schools and others to revise the admissions code in order to achieve exactly the aim that she has described.
I recognise that when it comes to admissions, one of the problems is rationing access to good schools. I want to ensure that there are more good schools, so that more parents can receive the education that they deserve for their children. Sometimes there are difficult decisions to be made, and in those circumstances we need clear rules that are rigorously enforced in order to provide fairness. I want to ensure that there is buy-in from everyone to guarantee that fairness.
Craig Whittaker (Calder Valley) (Con)
I welcome the White Paper, but will my right hon. Friend elaborate on his plans to replicate the teaching hospital model in education and to create teaching schools?
Michael Gove
I am grateful to my hon. Friend for his support. Teaching schools that are the embryo for our model are currently operating in Manchester, London and the black country. The National Foundation for Educational Research has described them as an outstanding model for how we can improve teaching. I think it critical for us to raise the prestige of the teaching profession and the esteem in which it is held so that it ranks with medicine, architecture or law as an aspirational profession that is entered by the very best of our graduates, and I believe that this is a step along the way.
Angela Smith (Penistone and Stocksbridge) (Lab)
Local head teachers tell me that they have recruited their best ever generation of newly qualified teachers from our local universities, so I am glad that the Secretary of State has confirmed that universities will have a continuing role in training teachers. Will he also confirm that he will not fund the new teaching schools by cutting the higher education budget even further?
Michael Gove
The higher education budget is the province of my colleagues the Secretary of State for Business, Innovation and Skills, the right hon. Member for Twickenham (Vince Cable), and the Minister for Universities and Science, my right hon. Friend the Member for Havant (Mr Willetts). We support higher education through the money that is spent by the Training and Development Agency for teachers. We want to ensure that that money is spent on attracting more highly qualified people into teaching, and in the next few months we will present proposals explaining exactly how we will support high-performing institutions, whether they are higher education institutions or schools.
Mr Robin Walker (Worcester) (Con)
I congratulate my right hon. Friend on his excellent White Paper and especially on the pupil premium, which will benefit many people in my constituency. Christopher Whitehead language college in my constituency, which is an outstanding school, is shortly to launch Mandarin classes. Will the Secretary of State expand on what the White Paper offers to improve the depth, breadth and quality of language teaching in our schools?
Michael Gove
I have been working with my right hon. Friend the Secretary of State for Business, Innovation and Skills to ensure that we can help more people studying modern languages, particularly Mandarin and strategic subjects, into teaching. I was fortunate enough to be in China with my right hon. Friend two weeks ago, when we received funding from the Confucius Institute to ensure that there will be 1,000 new trained teachers of Mandarin, and that the fantastic work being done in the school in my hon. Friend’s constituency is spread more widely.
Tony Lloyd (Manchester Central) (Lab)
Will the Secretary of State add to the guarantee that he seemed to give earlier that no school would lose as a result of the pupil premium? Will he give me a guarantee that no inner-city school in Manchester will suffer either a relative or an absolute loss of funding as a result of his proposals?
Michael Gove
No school will suffer as a result of our proposals. It will, of course, be for Manchester as a local authority to decide, when it receives its funding, how it will allocate it in consultation with its schools forum. Some schools—this happens every year—have declining rolls and sometimes have to adjust their budgets because of that, but the pupil premium itself means more money, particularly for the poorest.
Paul Uppal (Wolverhampton South West) (Con)
In 1950s Kenya, my father received an education that covered the writings of Chaucer and Shakespeare as well as British history. Does the Secretary of State not find it ironic that many students in modern Britain are given a less comprehensive education in British history than many students in 1950s Kenya?
Michael Gove
That is a striking piece of personal testimony, and my hon. Friend and his father stand as powerful witnesses of the importance of recognising that we should not shy away from expecting children from all backgrounds to be stretched and tested by being introduced to the best that has been thought and written. Those high aspirations are embodied in this White Paper but, sadly, they were undermined by the response of the right hon. Member for Leigh.
Ian Mearns (Gateshead) (Lab)
Despite the answers the Secretary of State has given today, there is still great concern that some schools could lose out as a result of the consolidation of the standards funds granted to schools into the direct school grant, and the formula distribution of that. Can he give an absolute guarantee that that will not be the case?
Michael Gove
The hon. Gentleman was a lead member for children’s services in Gateshead, which has a fantastic local authority, and he knows that local authorities sometimes have to make difficult decisions. I believe they will make the right decisions. We are providing them with more money for schools. I hope they use it wisely, and I am sure they will.
Robert Halfon (Harlow) (Con)
Has my right hon. Friend seen the television programme about the experiment at Pear Tree Mead primary school in my constituency? It showed Gareth Malone transforming the literacy skills of young male adults. Given that more than 30% of our young people leaving primary school cannot read, what measures are there in the White Paper to improve literacy skills, and will my right hon. Friend look at projects such as that at Pear Tree Mead?
Michael Gove
It was a great programme, and Gareth Malone is a star. Improving literacy is important, but it is also important to ensure that all primary school children have access to excellent cultural activities that can help them to enjoy and achieve.
Paul Blomfield (Sheffield Central) (Lab)
Two weeks ago I presented prizes at Silverdale school, a successful school in the Deputy Prime Minister’s constituency which draws in many kids from inner-city areas of my constituency. The Secretary of State talks about taking advice from teachers, so will he accept their advice that their work to transform the life chances of kids such as many in my constituency will be deeply damaged by the withdrawal of the education maintenance allowance?
Michael Gove
I, too, have been fortunate enough to visit some of the outstanding schools in Sheffield, some of them supported by the outstanding leadership shown by the Liberal Democrat councillors on Sheffield council. [Interruption.] No, they have been very good actually. [Interruption.] No, they have been very impressive—a lot more impressive than councillors on many Labour local authorities—and I will work with them to ensure that funding is targeted on the very poorest, so that the hon. Gentleman’s constituents get the education they deserve.
Margot James (Stourbridge) (Con)
Oxford and Cambridge universities recruit more students from Westminster school and Eton college than from the entire body of pupils qualifying for free school meals. I congratulate the Secretary of State on the many measures he is taking to address both that iniquity and many others that beset our education system. Will he tell us more about his plans to reduce exam grade inflation and to improve opportunities to attain core academic knowledge?
Michael Gove
I am very grateful to my hon. Friend for her comments. I have had the great pleasure of visiting a sixth-form college in her constituency, which, using its autonomy, does a superb job in raising standards for children from a variety of backgrounds. There should be no compromise on academic excellence. That is why we are asking Ofqual to benchmark our exams against the world’s best.
Yvonne Fovargue (Makerfield) (Lab)
Given the intention to expand the use of traditional uniforms in schools and the fact that only a minority of local authorities provide grants for school uniforms, what support will be made available for already overstretched parents to meet the extra costs involved?
Michael Gove
One of the many things the last Government did that was wise was to recognise that it is important that support is given to all schools in order to ensure children have access to high-quality school uniforms. In many cases a high-quality school uniform is not only a shrewd investment for the parent, but a wise choice for the school in building a sense of corporate identity. We want to make sure that the cost of uniforms is never a barrier to a child accessing a school, and the admissions code specifies that.
Gavin Barwell (Croydon Central) (Con)
I welcome the White Paper’s focus on the fundamental importance of the quality of teaching. My right hon. Friend spoke about what the Government will be doing to recruit the best and to improve teacher training. Will he say a bit more about what the White Paper has to offer existing teachers in my constituency and throughout the country in continuing professional development and flexibility in terms and conditions?
Michael Gove
My hon. Friend makes two very good points. It is crucial that we support our existing teachers to do even better. As a number of Members have said, we have a great current crop of teachers in our schools, but the best way they can improve is through making sure they have a chance to observe the best and to be observed, and that is one of the reasons we are scrapping the so-called three-hour rule, which serves to limit observation of great teaching.
David Rutley (Macclesfield) (Con)
I welcome the Secretary of State’s statement. Will he say a little more about his plans for teaching schools, and in particular how they will better support the schools around them?
Michael Gove
I am grateful to my hon. Friend for his remarks. The teaching schools that we will establish must act as hubs and serve as an exemplar of how teachers can be trained for all schools in their area. At present, we have that model of teaching school in embryo in Manchester, the black country and London. We want to spread them, so as to ensure that in the south-west, the south-east and the north-east there are more great and outstanding schools providing that sort of support.
Jonathan Lord (Woking) (Con)
I welcome the White Paper. Is my right hon. Friend aware that pupils can pass a GCSE in English without reading a novel? What will he do about that?
Michael Gove
We are working with the exams regulator, Ofqual, to make sure our exams are as rigorous as those in the world’s most demanding education jurisdictions. It is vital that we encourage more people in this country to read fiction—[Interruption.]—and I am sure the right hon. Member for Leigh has already thought of all sorts of quips that he will be only too happy to use against me as a result of my having made that comment.
Christopher Pincher (Tamworth) (Con)
Thank you, Mr Speaker; clearly, I am moving up the batting order in this particular sport.
In welcoming my right hon. Friend’s White Paper, may I ask him to encourage greater vertical integration between primary and secondary schools? One issue that teachers in Tamworth have raised with me is the number of primary school children who do not have the necessary reading and writing skills when they move on to secondary school, and we need to improve that.
Michael Gove
My hon. Friend is bang on the button, and one of the reasons we are establishing primary academies and integrating primary schools into academy chains is to deal with precisely that issue. The last Government said the creation of primary academies would send a chill down the spine of every parent, but actually the creation of many new primary academies has meant that parents enjoy smaller class sizes and higher standards and children better prepared for the world of work and further learning. This is a reform that I hope every party represented in the House will now support.
Rehman Chishti (Gillingham and Rainham) (Con)
Last but not least.
I welcome the statement as representing an excellent way forward. Will the anonymity for teachers who are the subject of false accusations last until conviction?
Michael Gove
The intention is that anonymity should last until charging. We do not want to interfere with the way the courts operate, but we do want to ensure that teachers who may face vexatious or mischievous allegations are protected. That is crucial, and I am very glad that the right hon. Member for Leigh will support us in bringing forward that measure.
Departmental Expenditure Limits
Michael Gove Excerpts(13 years, 5 months ago)
Written StatementsRead Full debate Read Hansard Text Read Debate Ministerial Extracts
The Secretary of State for Education (Michael Gove)
Subject to parliamentary approval of any necessary supplementary estimate, the Department for Education (DfE) departmental expenditure limit (DEL) will be increased by £580,339,000 from £57,318,757,000 to £57,899,096,000; the administration cost budget will increase by £1,500,000 from £180,503,000 to £182,003,000. The Office for Standards in Education, Children’s Services and Skills (OFSTED) which has a separate Estimate and DEL, will remain at £190,196,000 with the administration cost budget remaining at £27,337,000. The Office of Qualifications and Examination Regulation (OFQUAL) which has a separate Estimate and DEL, will remain at £23,400,000.
Within the DEL change, the impact on resources and capital are as set out in the following table:
Change | New DEL | Of which: | Change | New DEL | Of which: | |||
|---|---|---|---|---|---|---|---|---|
Voted | Non-voted | Voted | Non-voted | |||||
£'000 | £'000 | £'000 | £'000 | £'000 | £'000 | £'000 | £'000 | |
RfRI | 623,339 | 49,683,740 | 41,290,026 | 8,393,714 | -43,000 | 6,297,547 | 242,474 | 6,055,073 |
RfR2 | 0 | 1,602,784 | 1,602,784 | 0 | 0 | 315,025 | 315,025 | 0 |
DfE Total | 623,339 | 51,286,524 | 42,892,810 | 8,393,714 | -43,000 | 6,612,572 | 557,499 | 6,055,073 |
OFSTED | 0 | 190,196 | 185,852 | 4,344 | 0 | 0 | 0 | 0 |
OFQUAL | 0 | 17,900 | 17,300 | 600 | 0 | 5,500 | 5,500 | 0 |
Sub Total | 623,339 | 51,494,620 | 43,095,962 | 8,398,658 | -43,000 | 6,618,072 | 562,999 | 6,055,073 |
Of which Admin Budget | 1,500 | 209,340 | 204,872 | 4,468 | 0 | 0 | 0 | 0 |
Depreciation11 | -1,500 | -17,137 | -14,107 | -3,030 | 0 | 0 | 0 | 0 |
Total | 621,839 | 51,477,483 | 43,081,855 | 8,395,628 | -43,000 | 6,618,072 | 562,999 | 6,055,073 |
1Depreciation, which forms part of resource DEL, is excluded from the total DEL, in the table above, since capital DEL includes capital spending and to include depreciation of those assets would lead to double counting. 2Capital DEL includes items treated as resource in Estimates and accounts but which are treated as Capital DEL in budgets. |
Department for Education
Resource DEL
The increase in the resource element of the DEL of £623,339,000 arises from a decrease in the voted element of the resource DEL of £9,089,000 and an increase of £632,428,000 in the non-voted element of resource DEL, mainly in the Department’s Non-Departmental Public Bodies.
Voted Resource DEL
The £9,089,000 decrease in the voted element of the resource DEL arises from:
RFR1
A transfer from the Department for Work and Pensions for £4,183,000 in respect of their agreed share of the costs associated with the Child Poverty Innovation fund.
A transfer from the Department for Business, Innovation and Skills of £20,000,000 in respect of Higher Discretionary Support for 19 to 24 year olds.
A Machinery of Government transfer to the Ministry of Justice of £43,811,000 in respect of the Joint Youth Justice Unit. This was a joint project between the Department for Education and the Ministry of Justice. Responsibility for this has been moved entirely to the Ministry of Justice.
A transfer to the Foreign and Commonwealth Office of £1,850,000 to cover the Departments’ contribution to the educational objective of the jointly funded Papal Visit.
A transfer from Qualifications and Curriculum Development Agency (QCDA) to the Department for Business, Innovation and Skills of £1,990,000 in respect of National Vocational Qualifications income received by QCDA that fund UK Commission for Employment and Skills expenditure.
A transfer to the Department for Communities and Local Government of £1,980,000 for the Migration Impact Fund.
A transfer to the Scottish Government of £213,000 for Child Trust Funds top ups.
A switch of £33,000,000 from Capital Grants to Resource spending for Schools and Teachers to re-profile budgets affected as part of the Department's 2010 Emergency Budget savings of £670 million.
Take up of Departmental End Year Flexibility of £606,000,000 to increase provision for Sixth Forms delivered through the Young People’s Learning Agency.
A movement of £626,928,000 to non-voted resource DEL to support the Department’s Non-Departmental Public Bodies.
A movement of £4,500,000 from Non Voted spending to re-profile provision usage no longer required and relieve pressures on the depreciation budgets caused by the recent Clear Line of Sight adjustments.
Non-voted resource DEL
The £632,428,000 increase in Non-voted resource DEL arises from:
RFR1
A movement of £10,000,000 from non-voted Capital switched to resource to re-profile budgets affected as part of the Department's 2010 Emergency Budget savings of £670 million.
A movement of £626,928,000 from voted resource to support the Department’s Non-Departmental Public Bodies.
A movement of £4,500,000 from non-voted resource DEL to support the Department’s Administration expenditure.
Capital DEL
The decrease in the capital element of the DEL of £43,000,000 arises from a decrease in the non-voted element of capital DEL.
Non-voted Capital DEL
The £43,000,000 decrease in the non-voted element of capital DEL arises from:
A switch of £43,000,000 from non-voted capital into voted and non-voted resource
to re-profile budgets affected as part of the Department’s 2010 Emergency Budget savings of £670 million.
Office for Standards in Education, Children’s Services and Skills
There has been no change in overall DEL limits within the winter supplementary.
Office of Qualifications and Examination Regulation
There has been no change in overall DEL limits within the winter supplementary.
Funding and Schools Reform
Michael Gove Excerpts(13 years, 5 months ago)
Commons ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Andy Burnham
I am glad that my right hon. Friend raises that issue. I will spend a moment on EMAs. As we heard at education questions on Monday, the EMA is the subject of huge concern among Labour Members. It is feared that it will be pared back or, worse, taken away.
The Secretary of State is good with words and is good at making big commitments, but I want to see some follow-through—I want him to stand by what he says. Young people will look to what he or I say, so that they can have trust in politics and in this place. In an interview in The Guardian on 2 March—just before the election—he said:
“Ed Balls keeps saying that we are committed to scrapping the EMA. I have never said this. We won't.”
Andy Burnham
The right hon. Gentleman nods, because he obviously acknowledges the veracity of the quote. Why is such a move acceptable now? Before the election, he made that statement to the young people who receive EMA, some of whom might be watching these proceedings. What are they to make of such a statement? It sounded commendably clear before the election, but now that crucial support is being removed. Throughout Education questions on Monday, his Minister spoke in an offhand way of the dead-weight cost of EMA. If I understood him correctly, he meant that 90% of young people would have gone into post-16 studies anyway. For young people who come from homes where incomes are low and do not have much support, this allowance can mean the difference between having to get a part-time job or having to walk to college because they cannot afford the bus fare. The EMA allows them to focus on their studies, which gives young kids from backgrounds where life is hardest the chance to exceed expectations and excel in further and higher education. When I heard the Minister on Monday, I did not feel he had any appreciation of the fact that the EMA makes it easier for those young people to fulfil their potential and be the best that they can be.
The Secretary of State for Education (Michael Gove)
May I offer a few words of heartfelt thanks to the shadow Secretary of State? Today we announced a radical extension of academy freedoms for many more schools, allowing weaker schools to be supported by stronger schools, in a culture of collaboration that drives up standards for all. This afternoon, in No. 10 Downing street, I, along with the Prime Minister, met hundreds of head teachers in the state system who have taken advantage of academy freedoms to drive up standards not just for their children, but for others in their local areas. After that morning good-news announcement and that afternoon celebration, I ask myself: what could we do to top it? I am so grateful to the right hon. Gentleman for giving me this opportunity to explain to the House of Commons the radical, comprehensive reform programme that we are introducing that will help to transform opportunity for the very poorest.
Michael Gove
There are three Opposition Members who are eager to intervene. It is difficult to know to which of these young lads I will now give the opportunity to shine.
Mr Watts
May I suggest that the right hon. Gentleman go to Specsavers?
The Secretary of State has said that he has met a group of head teachers from academies. Will he meet the other hundreds of head teachers who are desperately waiting to see whether their schools will be modernised and the holes in their roofs fixed? Will he be as keen to meet them as he has been to meet the academy heads?
Michael Gove
I am always keen to meet head teachers, and the more head teachers I meet, the more I find that they say the same things: that under this Government, they are at last being treated properly. At last, in the words of Mike Spinks, a head teacher from Stretford and Urmston, the baseball batting of bureaucracy has ended. At last, in the words of Patricia Sowter, a head teacher from the Labour constituency of Edmonton, head teachers are being given the opportunity to do what they have always done, which is to stress the importance of helping the very poorest. At last, in the words of Sir Michael Wilshaw, a head teacher who teaches in the Labour constituency represented by the hon. Member for Hackney North and Stoke Newington (Ms Abbott), we have a Government who are on the side of extending academy freedoms. I talk to head teachers all the time. When I do, the one thing I say to them is: “You’ve got a Government who’re on your side,” and the one thing that I hear from them is: “At last.”
Michael Gove
Later.
The right hon. Member for Leigh (Andy Burnham) asked whether I played poker. I have to confess that when I was growing up and learning card games, poker was somewhat frowned upon at the Kirk socials that I attended, although we did play the odd game of knockout whist. One of the things that I learned in card games is that one has to play the hand that one is dealt. What was the hand that we were dealt by the right hon. Gentleman and his colleagues? Credit agencies ready to downgrade our debt; a £150 billion deficit; and a letter, left by the former Chief Secretary to the Treasury, saying that there is no money left. I know that that is painful for Opposition Members to hear, but it is even more painful for the people in our school system who have been let down by the profligacy, arrogance and extravagance of a party that still does not have the humility to say sorry for debauching our finances.
Mr McFadden
The Secretary of State mentioned the academy programme. I am a supporter of the academy programme that the Labour Government introduced. It gave hope and higher standards to children who had not been given the opportunities that they deserved under what went before. Earlier this year, he issued his list, which said that the Building Schools for the Future programme in the city that I represent would be unaffected by the changes, and that programme includes two city academies, one of which is in my constituency. However, they are now being told that there will be a cut in that programme of up to 40%. How can he say that the programme is unaffected and that that will not have an impact on opportunity for those children who need it most?
Michael Gove
I am grateful to the right hon. Gentleman, for whom I have a great deal of respect. He was a very good Minister, and it is a pity that he is not on the Opposition Front Bench now. I absolutely share his commitment to improving academy provision, not just in the west midlands, but across the country. I can reassure him that all those schools that were recorded as being unaffected will have their building work backed. The money will be there, but we have a duty, to both the taxpayer and those schools, to ensure that when we negotiate with the contractors—with the private sector—we get the best possible value for money. The more money we can save in our negotiations with contractors, the more we can invest in education elsewhere to ensure that the many, many school buildings that are in a state of dilapidation and extreme need receive additional support. I know that the right hon. Gentleman—when he was a Minister, he always sought to secure value for money for taxpayers—will appreciate that that tough negotiation on behalf of the public is exactly what a responsible Government should do.
Hon. Members know that education standards should not just be measured against the past. Countries across the globe are improving relative to the past. We need to measure ourselves against the best in the world. As my hon. Friend the Member for Hexham (Guy Opperman) said, the grim truth is that the statistics produced by the OECD show that over the past 10 years, educational standards in this country, relative to other nations, have fallen. We have moved from being fourth in the world for the quality of our science education to 14th, from seventh in the world for the quality of literacy to 17th, and from eighth in the world for the quality of mathematics to 24th. Those are facts that we cannot deny. At the same time as we have fallen behind other countries, the gap between rich and poor, as my hon. Friend the Member for Brigg and Goole (Andrew Percy) said, has grown wider.
In the last year for which we have figures, the number of children who were eligible for free school meals, bearing in mind that every year 600,000 children attend state schools, was 80,000, of whom just 45 made it to Oxbridge—[Interruption.]. It is absolutely the measure. The right hon. Member for Leigh might not like to hear it, but on his and his Government’s, watch the poorest children were denied opportunity. He made it to Cambridge; why should not more children from poor homes make it to Cambridge and Oxford? Why do children from Westminster, St Paul’s, Eton and such bastions of privilege make it to Oxford and Cambridge but not our poorest children in state schools? This Government—the Conservative party and the Liberal Democrats united together—are at last investing in social justice, and I hope that the right hon. Gentleman will acknowledge that that figure is a scandal and that at last the investment is going in to secure reform.
Andy Burnham
I am grateful that the Secretary of State acknowledges that I have some knowledge of these matters. He lays all the blame for that figure at the door of the school system in England. Why does he not place any of the blame at the door of Cambridge university and Oxford university? Is he saying that there is no talent in state schools?
Michael Gove
The talent is there, but such children do not get in because they do not have the opportunities that they deserve. The school system has failed them. They do not get in because in the school system children from poorer homes fall behind their wealthier compatriots at every step of the way. At key stage 1, the gap grows wide; at key stage 2 it grows wider still. Children from wealthy homes are twice as likely to get five good GCSEs as those who are eligible for free school meals. That is entrenched inequality in our school system. The Labour party had 13 years; they did not take action, and now they blame others instead of taking responsibility.
Andy Burnham
I am disappointed that the Secretary of State lays all the blame at the door of our schools. When I went to Cambridge in the late 1980s, the proportion had just changed, and the majority had just become children from state schools at 51% with 49% from the independent sector. The figures today are around 55% from state schools, 45% from the independent sector. I am not saying that schools cannot do more to encourage the highest level of aspiration, but is he saying that the Russell group and the most elite universities in our country can do nothing more to open their doors and to operate less elitist admission policies?
Michael Gove
The right hon. Gentleman is taking no responsibility for what happened on his watch, for the inequality in the school system, and for taking no steps to deal with the mess that was left to us. We are the party that is saying to Russell group and elite universities that they must do more to ensure that talented children can go to top universities. Unfortunately—this is a fact that he cannot run away from—social mobility went backwards on his watch. This country is less equal as a result of a Labour Government. There were 13 years of shame and 13 years of hurt, and the Labour Government were responsible.
In place of the Labour Government’s failure, we are introducing a wide range of reforms, all of which are based on best international practice and all of which have been proven, in other nations, to drive up standards. We are ensuring that we learn from all the best performing education nations. We are improving teacher recruitment and training. It is our Government, not theirs, who have doubled the number of students entering Teach First, to ensure that we have top graduates going into the most challenging classrooms. It is our Government, not theirs, who have changed the rules on discipline and behaviour to provide teachers with stronger protection and to ensure that we no longer have the absurd situation in which teachers have to wait 24 hours before issuing a detention to an unruly pupil. It is our Government, not theirs, who are changing the national curriculum and introducing an English baccalaureate to ensure that all students, from whatever background, have access to an academic core by the age of 16.
It is our Government, not theirs, who are reforming key stage 2 tests to ensure that all students have accurate information on their progress at primary school, and that we end the damaging “teaching to the test” that has characterised those tests in the past. It is our Government, not theirs, who have given head teachers in all schools the degree of autonomy and independence for which they yearned for 13 years. So it is unsurprising that, in the 37 minutes of the right hon. Member for Leigh’s speech—[Hon. Members: “Forty-seven!”] Forty-seven? Just see how numeracy went down on Labour’s watch. In the 47 minutes of the right hon. Gentleman’s speech, there was not a single new idea on how to improve our state education system. He is an IFZ: an ideas-free zone. Those beautiful eyelashes might flutter, but behind them there is a dusty plain where a single idea has yet to take root.
Michael Gove
Talking of beautiful eyelashes, I am happy to give way to the hon. Member for Streatham (Mr Umunna).
Mr Umunna
I find it quite extraordinary to hear the Education Secretary’s comments about increasing the participation of people from deprived backgrounds, in the light of his reforms of higher education financing. Can he tell us how introducing tuition fees of up to £9,000 will increase the participation in higher education of people from deprived communities—[Interruption.] The right hon. Gentleman has been talking about Oxford and Cambridge, and other universities, and he should answer my question.
Michael Gove
The debate today is about schools, not about higher education. However, I would be delighted to have a debate about higher education. It would be interesting to know who would represent the Opposition in such a debate. Would it be the Leader of the Opposition, who believes in a graduate tax, or the shadow Chancellor of the Exchequer, who denounces such a tax? Would it be the right hon. Member for Wolverhampton South East (Mr McFadden)—who is no longer in his place—who backs the Browne reforms, or would it be the hon. Member for St Helens North (Mr Watts), who opposes them? The truth is that, on higher education, there is a split in the Labour party as wide as the River Jordan between those who are genuinely progressive and back our reforms and those who are regressive and oppose them—[Interruption.] Hon. Members ask who introduced tuition fees. The Labour party did that, and in so doing, broke a manifesto promise—[Interruption.]
Mr Deputy Speaker (Mr Lindsay Hoyle)
Order. I must remind hon. Members that this is a debate on schools, and not on higher education. I am sure that the Secretary of State would not want to open up another debate.
Michael Gove
I shall give way to my hon. Friend the Member for Peterborough (Mr Jackson).
Mr Stewart Jackson
I hesitate to derail my right hon. Friend’s peroration, but related to his point about the badge of shame and ignominy attached to the record of the last Labour Government is the number of children in care and the fact that the educational attainment of the most vulnerable in society actually went backwards under their time in office. Should not those on the Labour Front Bench hang their heads in shame about that?
Michael Gove
My hon. Friend makes a very good point. His commitment to looked-after children and children in care has been consistent, both before he entered the House and now that he serves with such distinction here. One of the reasons that the Under-Secretary of State for Education, my hon. Friend the Member for East Worthing and Shoreham (Tim Loughton) is taking such pains to change the rules on, for example, adoption and to work with looked-after children is that the vulnerable and the voiceless need our support. I hope that the efforts that we are all making to ensure that they enjoy a better future will be backed across the House.
Fiona O'Donnell (East Lothian) (Lab)
If the right hon. Gentleman is really serious about increasing social mobility, will he explain how the double whammy of getting rid of the child trust funds and the education maintenance allowance will achieve that?
Michael Gove
We are increasing social mobility by reforming our school system. Let me mention one striking thing about the changes we are making. According to the right hon. Member for Leigh, these changes are an ideological experiment, so who is backing these changes? Who are the extremists who support what the Government are doing? Who are the figures with whom we are ashamed to be associated, who are saying that our ideas are right? Well, what about Arne Duncan, Education Secretary in Barack Obama’s Administration? The other week, he said:
“I just have tremendous respect for the educational work and the leadership that I’ve seen coming from the UK and we’re all working on the same issues and have the same challenges.”
He also said that the coalition Government were
“pushing in all the right areas”
on education policy. He said that I am
“working very, very hard, and I love his sense of urgency, I love his willingness to challenge the status quo when things are not working”.
So we are backed by Barack Obama. [Interruption.] It was his Education Secretary, but we all know that he speaks for the President.
Talking of international statesmen—[Interruption.] Not Toby, but Tony—Tony Blair. The former Prime Minister, who knew about winning elections and how to lead the Labour party to victory, wrote:
“In many areas of domestic policy, the Tories will be at their best when they are allowed to get on with it—as with reforms in education.”
We shall come back to some striking things about the former Prime Minister’s words. I remember when the right hon. Member for Leigh was a Blairite—although that was before he was promoted by the right hon. Member for Kirkcaldy and Cowdenbeath (Mr Brown), but there we are. [Interruption.] Oh, yes, he was one of the plotters, but we will come back to that later. It is striking that the arguments that the former Prime Minister made at every stage in favour of educational reform are now rejected by the Opposition. In 2005, Tony Blair said:
“In our schools… the system will finally be opened up to real parent power… All schools will be able to have Academy style freedoms… All schools will be able to take on external partners. No one will be able to veto parents starting new schools or new providers coming in, simply on the basis that there are local surplus places. The role of the LEA will change fundamentally. There will be relentless focus on failing schools to turn them round… schools will be accountable not to government at the centre… but to parents, with the creativity and enterprise of the teachers and school leaders set free.”
I agree with those words, but I do not know whether the right hon. Member for Leigh does, as he opposes every single one of the points made in that quote. He opposes extending academy-style freedoms to all schools. He wants to veto parents from starting new schools. He does not want the role of the local authority to change fundamentally, and he does not want the creativity and enterprise of teachers and school leaders set free. Why is that? Why are the real conservatives now sitting on the Opposition Benches?
Mike Gapes (Ilford South) (Lab/Co-op)
What safeguards are there against extremists, including Islamists and creationists, setting up free schools?
Michael Gove
As the hon. Gentleman will know, I have a consistent record of opposing Islamic extremism. One thing we have done is to set up a new due diligence unit within the Department in order to ensure that the threat of extremism—not just from anyone who might wish to promote a free school, but from anyone who wishes to infiltrate our state school system—is dealt with. The hon. Gentleman will be aware that in both Surrey and Birmingham there were genuine dangers due to extremist influence in state schools. I take the issue very seriously and I am delighted to work with others such as the hon. Member for Birmingham, Perry Barr (Mr Mahmood) in helping to counter it.
That brings me to another key point on which I agree with Tony Blair—no slouch when it came to opposing Islamist extremism. If we automatically assume that any parent who believes it is right to set up new schools is an extremist, we are saying to the overwhelming majority of people in this country who want better state education, “I am sorry; you are outside the mainstream.”
Chris Bryant (Rhondda) (Lab)
The Secretary of State refers to deprivation and how to tackle it. He will know that the inheritance of teenage pregnancy is an issue that affects deprivation and the poverty of ambition of many families. If we look at the map of teenage pregnancy in this country, we see that it is also the map of deprivation. I acknowledge that we did not have complete success on this issue, although we had partial success. We cut the numbers. They had risen dramatically under Mrs Thatcher’s era. They fell in ours, but not as much as we would have liked. I think that was partly because we did not learn the lessons from countries such as Holland—where the figure is five times lower than it is in this country—and introduce statutory sex and relationship education. Will the Secretary of State think again about his opposition to that?
Michael Gove
The hon. Gentleman has been a consistent proponent of better sex and relationship education, but I have to tell him that it is a statutory part of the present curriculum. The critical question is how we can improve the quality of guidance and the quality of teaching. The hon. Gentleman is passionate, and in this respect his passion is in a good cause, but I fear that he has got his facts wrong. Sex and relationship education is already compulsory; personal, social and health education, which is a broader issue, is not yet compulsory in the national curriculum. Now that I have cleared up that confusion on the hon. Gentleman’s part, I hope that we can work together to ensure that our sex and relationship education reflects 21st-century values. I have been delighted to work with Liberal Democrat colleagues to achieve just that.
I have quoted politicians who back our reforms, but it is important for us to hear from teachers as well. I mentioned head teachers earlier, but let me run through what some are saying about coalition policies. These are head teachers who have taken advantage of the changes that we have made: changes that the right hon. Member for Leigh said had been introduced in a rush, and were ill-conceived and ideological.
Headmistress Lesley Grace, of Seaton primary school in Cumbria, says that as a result of our changes
“we can be totally focused on our age group and our community… we can target resources to employ specialist staff, such as speech and language therapists or reading intervention specialists.”
The school could not do that before.
At Durand primary school in Stockwell, London, 52% of pupils are eligible for free school meals. What does the head teacher say when he thinks about how to improve outcomes for those poor children? He says:
“Academy status does give us greater freedom to deliver an even more bespoke education, tailoring it to the needs of our specific intake.”
He says that the school is giving more
“time and space in the curriculum back to subjects like sport and music, the importance of which have been lost over recent years.”
What about Patricia Sowter, headmistress of Cuckoo Hall school in Enfield, whom I mentioned earlier? She says that academy status enables her to invest more in
“training, development and non-contact time for senior teachers.”
Jonathan Bishop, headmaster of Broadclyst primary school in Devon, says that academy freedoms give him the opportunity
“to deliver an outstanding environment”
for his students, adding
“I don't understand why anyone would not want to do it.”
As a result of academy status, the headmaster of the Premier academy in Milton Keynes can
“employ two or three more teachers to cut class sizes.”
While we are talking about smaller class sizes, let me cite Paul Gazzard, head teacher of St Buryan school in Penzance, who has been able to bring the average class size in his school down to 18 by introducing academy reforms.
The question for the right hon. Member for Leigh is this: will he reverse these changes? He opposed them, which is fair enough. It is understandable. A new, keen, young Opposition spokesman is entirely entitled to fly an opportunist flag, but now that real schools and real pupils are benefiting, the question for him is this: will he turn the clock back?
I have more confidence in the right hon. Gentleman than in his predecessor. I think he will see that our changes are bringing real improvements, and I do not think he wants to turn the clock back. However, that is the test for Labour Members. Are they ready to embrace reform and to acknowledge that it is now the coalition Government who are delivering improvements in state education, or do they want to go back to where they were in the 1980s? Do they want to go back to being the voice of the conservative teaching establishment? Do they want to be the voice of those individuals in trade unions who are opposed to reform and opposed to change?
We should bear in mind the words of Tony Blair. When he was introducing his reforms, there were Labour Members—although not many—who opposed them. He said:
“Parts of the left will say we are privatising public services and giving too much to the middle class.”
That is broadly the case made by the right hon. Member for Leigh; but Blair continued:
“both criticisms are wrong and simply a version of the old ‘levelling down’ mentality that kept us in Opposition for so long.”
If we are to extend opportunity more widely, we need to ensure that the head teachers whom I have cited, and the others who are anxious to take advantage of these reforms—to invest in improving teacher quality, to invest in better discipline and behaviour, and to invest in higher academic standards—are given the freedom to do so.
Emma Reynolds (Wolverhampton North East) (Lab)
The Secretary of State has spoken passionately about extending opportunities for the poorest children in our country, but let me tell him something. On Friday I shall be meeting the head teacher of Our Lady and St Chad Catholic sports college in my constituency. She is deeply concerned about what we suspect is the Secretary of State’s intention to withdraw the specific budget for specialist sports schools. That school is in a deprived area of my constituency, and it has both raised educational standards and improved health conditions for young people in the area. Will the Secretary of State reconsider?
Michael Gove
The hon. Lady makes a strong case on behalf of her constituents and that head teacher, who I am sure is doing a superb job, and I can assure all head teachers whose schools enjoy specialist status that what we are doing is removing the bureaucracy which had attended specialist status. All schools will now receive the money through the direct schools grant, and as a result they will be able to spend it as they think fit, not as bureaucrats decree.
On the subject of funding, I want to pay particular tribute to my Liberal Democrat coalition partners. They came under attack from the right hon. Member for Leigh, but I think it is only fair to say the following. Before the general election, Liberal Democrat coalition partners made the case for the pupil premium passionately, fluently and effectively. It was a policy I supported, but it had been developed with particular attention to detail by the right hon. Member for Yeovil (Mr Laws), and it was first promoted by the Minister of State, my hon. Friend the Member for Brent Central (Sarah Teather). As a result of the case that was made by Liberal Democrat members of the coalition, this Government are now delivering a pupil premium that is worth £2.5 billion in additional spending after four years.
Michael Gove
Just a second. That £2.5 billion of additional money is on top of another £1.1 billion of additional spending to deal with demographic changes, so there is £3.6 billion in additional spending on schools, targeted towards the very poorest—spending that the right hon. Member for Leigh and others consistently opposed, and which they rejected during coalition negotiations. It is spending that has been delivered by a coalition Government—two parties united in pursuit of social justice—after one party had let those children down.
Annette Brooke (Mid Dorset and North Poole) (LD)
I greatly welcome the fact that children in my constituency who come from disadvantaged backgrounds will be supported in their education. However, I would like an assurance from the Secretary of State that this is extra money, and that it does not involve taking money away from schools in deprived areas.
Michael Gove
I am delighted to be able to give the hon. Lady that assurance, and I can do so because the case for the pupil premium was made so passionately by her parliamentary colleague the right hon. Member for Yeovil, and because it was then delivered thanks to the hard work of the Minister of State, the Chief Secretary to the Treasury and the Deputy Prime Minister. [Interruption.] All of them worked together to ensure that we have £2.5 billion extra.
Michael Gove
Labour Members are upset and annoyed and are heckling because it is this coalition Government who are delivering for those poorest children and they hate that. We can see on their faces their anger and annoyance that it is the coalition parties that are at last delivering on social justice and progressive reforms, and that are improving the school system.
Andy Burnham
It was Labour that gave local authorities funding to raise standards in the poorest areas. The Institute for Fiscal Studies said we had an implicit pupil premium; the Secretary of State might care to read its research.
Let us stop shifting the ground. The commitment the Liberal Democrats said they had was for a pupil premium additional—on top of—a schools budget protected in real terms; that is not just the dedicated schools grant, but the entire schools budget. Have they got that? This is fundamental. Let us have no fine words from the Secretary of State; he must get to the heart of that question. Have the Liberal Democrats got what they told the former Education Secretary, my right hon. Friend the Member for Morley and Outwood (Ed Balls), they had during those post-election talks? We need to know.
Michael Gove
I think the right hon. Gentleman is talking about schools rather than education, but the truth is, yes, the Liberal Democrats have got a fantastic deal—and more to the point, so has the country. There is £3.6 billion extra; £2.5 billion extra spent on schools, and £1.1 billion extra spent on demography, so there is a real-terms increase in education spending, and delivered over four years, whereas the right hon. Member for Morley and Outwood (Ed Balls) was going to deliver additional spending only for two years, not four years. More than that, he was not going to deliver, as we have, additional pre-school learning for the poorest two-year-olds. He was not going to deliver, as we have, an extra £150 million to help students from poorer backgrounds to go to universities. He was not going to deliver, as we have, an additional £7 billion over the lifetime of this Government to help the very poorest children. The reason why all Labour Members are so anxious to try to attack this proposition is that they hate the fact that progressive policies are being delivered by a coalition Government.
Michael Gove
I am conscious that many Back Benchers, on both sides of the House, wish to contribute. I am also aware that the Opposition motion asks us all, but particularly the Government, to
“work with families, teachers and communities to deliver improved standards of learning and teaching in all local schools.”
But how? Nothing in what the shadow Secretary of State said today, what he said in his speech to the Association of Directors of Children’s Services or what he has said in any interview that he has given constitutes a new or fresh, radical or reforming idea to improve our education system. What do the Opposition offer? How are they going to work with schools, local authorities and parents to improve education? Are they just going to hold hands and sing “Kum ba ya”? Are they going to close their eyes and wish really hard? Are they going to cross their fingers and hope that Tinkerbell will somehow magic a better education system into place? Why can the Opposition not give us a single solid idea for reforming our schools system? It is because they have abandoned reform and instead prefer the opportunism of opposition.
Mr David Ward (Bradford East) (LD)
Now will the Secretary of State answer the question: is it £2.5 billion on top of cash balances or is it £2.5 billion in real terms on top of what schools are now receiving?
Michael Gove
It is £2.5 billion on top of the cash settlement that schools have been given. It is a real-terms increase in schools spending and £3.6 billion overall. [Interruption.] I think that the hon. Member for Bradford East (Mr Ward) is probably off to celebrate the good news. The truth is that this spending could not have been delivered by the Opposition, because they were not committed to taking the tough decisions that we have taken in order to invest in schools spending.
Bill Esterson
Is the truth not that the Institute for Fiscal Studies figures clearly show that because of increasing pupil numbers this will amount to a 2.25% cut in real terms—not an increase, but a cut—and that the most disadvantaged areas will lose out as a result of the proposals that the Secretary of State wants to introduce on the pupil premium?
Michael Gove
Absolutely not. Schools spending will rise in real terms over the lifetime of the coalition Government. That was not a promise that the Opposition were able to give; they could promise only to increase spending over two years. As I say, we are also extending 15 hours of pre-school learning to all disadvantaged two-year-olds—the Government of the right hon. Member for Kirkcaldy and Cowdenbeath were not able to deliver that. We are also giving £150 million to help disadvantaged students from poorer backgrounds to make it to university.
Mr Graham Stuart
The Opposition are complaining about any possible changes to areas of deprivation, but it is not areas that we need to be concerned about—areas of Sheffield that were some of the wealthiest in the country were getting additional money. What we need to do is ensure that money follows the pupil. The gap between children on free school meals and the rest is wider in the East Riding of Yorkshire, including my constituency, than in any other part of the country. We need a pupil premium that follows children wherever they live, so that we have a more just system that does narrow that gap, which sadly widened under the previous Government.
Michael Gove
My hon. Friend makes a good point and we need to narrow the gap. The gap between children who are eligible for free school meals and other children across the country is far too wide. We need to ensure that disadvantaged children receive additional funding, and under the coalition Government they will receive such funding on top of the dedicated schools grant that was not going to be delivered by the Opposition.
Michael Gove
I am conscious that a number of Back Benchers want to contribute, so I shall now draw my remarks gently to a close.
The change in Opposition policy since 2005 has been remarkable. A party that was once committed to education reform is now committed to putting the clock back. It is those on this side of the House who are investing more money in the education of the poorest, who are recruiting more great teachers into our most disadvantaged schools, who are changing the policy on discipline, who are reforming the allocation of funds for children with special educational needs, who have ensured that academies admit children with special educational needs on a level playing field, who have extended the Freedom of Information Act to academies, and who are ensuring that vulnerable children at last receive the opportunities they deserve. It is those on this side of the House who are at last trusting teachers and head teachers to do what they have yearned to do for 13 years—to take control of the education system and to transform it in the interests of all our children. For those reasons, I invite the House to reject the Opposition motion.
Oral Answers to Questions
Michael Gove Excerpts(13 years, 5 months ago)
Commons ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Steve McCabe (Birmingham, Selly Oak) (Lab)
1. What qualifications teachers employed by free schools will be required to have.
The Secretary of State for Education (Michael Gove)
Innovation, diversity and flexibility are at the heart of the free schools policy. We want the dynamism that characterises the best independent schools to help drive up standards in the state sector. [Hon. Members: “Hear, hear.”] Oh, thank you. In that spirit, we will not be setting requirements in relation to qualifications. Instead, we will expect business cases to demonstrate how governing bodies intend to guarantee the highest quality of teaching and leadership in their schools. No school will be allowed to proceed unless its proposals for quality teaching are soundly based. Ensuring that each free school’s unique educational vision is translated into the classroom will require brilliant people with a diverse range of experience.
Steve McCabe
I am grateful for that answer. [Interruption.] I am, indeed. My only question is, if we recruit too many untrained and unqualified teachers, does the Secretary of State fear he will end up presiding over the Department for dumbing down?
Michael Gove
That was a brilliantly couched question, which reflects the many years that the hon. Gentleman spent, with profit, in the Government Whips Office. I think that the Department for dumbing down was presided over by my predecessor, the right hon. Member for Morley and Outwood (Ed Balls), during his three years as Secretary of State. As our new schools White Paper will point out when it is published, we will do everything possible to increase the prestige and esteem of the teaching profession. Throughout the House, we all recognise how important it is to get the best people into the classroom.
Bob Russell (Colchester) (LD)
Will the teachers—or whatever description they are given—at free schools be required to go through checking by the Criminal Records Bureau?
Michael Gove
We will ensure that everyone who is employed in a free school goes through the appropriate process of ensuring that it is safe for them to be in an environment where children are taught. As the hon. Gentleman will know, the Government are reviewing the current vetting and barring scheme in order to scale it back to common-sense levels, but the balance that we want to strike is between a proper regard for child safety and ensuring that unnecessary bureaucracy is removed.
Kevin Brennan (Cardiff West) (Lab)
Where will these unqualified teachers be required to teach? I have here the document containing the Government’s list of places where they want free schools to be able to open without any planning permission. It includes hairdressers, travel agencies, sandwich bars, dry cleaners, undertakers and—you could not make this up, Mr Speaker—pet shops. Actually, the Secretary of State and the schools Minister, the hon. Member for Bognor Regis and Littlehampton (Mr Gibb), look a bit like the Pet Shop Boys, but does their vision of 21st century schools really consist of our children being educated in the abandoned premises of “Reptiles R Us”?
Michael Gove
I am grateful to the hon. Gentleman for that well rehearsed question. I know that he is a brilliant musician, but in the words of the Pet Shop Boys, he’s got the brains and I’ve got the looks, and together—I suspect—we could make lots of money.
We want to ensure that the spirit of innovation can flourish, and that Britain, and indeed our education system, is open for business in raising standards.
Stephen Phillips (Sleaford and North Hykeham) (Con)
2. What steps he is taking to reduce the administrative burden on (a) head teachers and (b) school governors.
The Secretary of State for Education (Michael Gove)
The Government are committed to reducing the administrative burden on both head teachers and governors. We have already announced that the self-evaluation form will be removed, that the inspection framework will be streamlined and that we will reduce the amount of guidance issued to schools. Today I can announce that we are abolishing the overly bureaucratic financial management standard in schools scheme. We will also simplify school funding, and we are considering how to reduce funding differences between similar schools in different local authority areas. We will continue to work with local authorities and others to reduce the bureaucratic burden, so that schools have more time to focus on raising standards.
Stephen Phillips
I am grateful to my right hon. Friend for that answer. As he is aware, the imposition of school improvement partners by the previous Government led to the senior management teams of many schools spending vast amounts of their time holding meetings, ticking boxes and discussing meaningless strategies, targets and initiatives. Will the forthcoming White Paper bring an end to that aspect of the wasteful bureaucracy created by the previous Government?
Michael Gove
My hon. Friend makes a great point in his characteristically forceful and eloquent way. The Government are looking at how we can ensure that the whole process of school improvement is made less bureaucratic.
Mr Barry Sheerman (Huddersfield) (Lab/Co-op)
Does the Secretary of State agree that head teachers and school governors, as well as teachers, found Teachers TV very liberating in terms of knowledge, improving school administration and teaching? Will he think again about winding up Teachers TV?
Michael Gove
I am grateful to the hon. Gentleman, and I know how committed he is to improving continuous professional development. Our White Paper will say more about how we can do that. Teachers TV will—I think—operate in future on a commercial basis. That is one of the many ways in which outside organisations can attempt to improve education. In that respect, we will allow teachers, governors and heads to make decisions about the type of external support that they buy in to help them to improve the valuable work that they do.
Gareth Johnson (Dartford) (Con)
3. What recent assessment he has made of academic standards in primary schools in (a) Dartford constituency and (b) England; and if he will make a statement.
Mr Douglas Carswell (Clacton) (Con)
5. What recent assessment he has made of standards of attainment in secondary schools in (a) Clacton constituency and (b) England; and if he will make a statement.
The Secretary of State for Education (Michael Gove)
In 2009, the most recent year for which constituency-level data are available, just 34.1% of pupils in maintained schools in Clacton achieved five or more GCSEs at grades A* to C or equivalent including English and maths, compared with 50.9% across England as a whole. We remain concerned that nearly half of young people are leaving compulsory education without meeting this basic standard. That is why we are reforming the school system to give schools more freedom and introducing a £2.5 billion pupil premium to support children from disadvantaged backgrounds.
Mr Carswell
The Minister may be aware that as a general rule of thumb standards in schools in Clacton, and indeed in England, tend to be higher the more independent those schools are from his officials. Is there not a danger that any new direct funding through an IPSA-type quango would create the architecture of even greater central control? In order to maintain greater standards, should we not encourage real independence?
Michael Gove
My hon. Friend is an impassioned supporter of independence in all its forms and in all sorts of bureaucratic institutions, and I agree that one would be well advised to steer clear of any quango that models itself on IPSA. It is our intention to ensure that school funding is simplified, that schools exercise more autonomy and independence, and that the system is rendered fairer across the board. In particular, we will not be creating a new body that will have any additional bureaucratic powers.
Toby Perkins (Chesterfield) (Lab)
For every one of the past five years specialist sports colleges have had higher levels of attainment than the national average across the curriculum. The Secretary of State’s decision to axe the entire £162 million school sports partnership fund will decimate the work of specialist sports colleges. Given the success of school sports partnerships in raising attainment, and if he is interested in the east end boys as well as the west end girls, can he explain why he refused even to meet a recognised world expert in school sport such as Baroness Campbell before deciding to axe funding to the Youth Sport Trust and to decimate school sport?
Michael Gove
I am grateful to the hon. Gentleman for his question. I have had the opportunity to meet Baroness Campbell on a number of occasions; I have had dinner with her and I also met her at a school in the constituency of my hon. Friend the Member for Bermondsey and Old Southwark (Simon Hughes). The crucial question for all schools is, “Do you want more freedom or less?” We are giving schools more freedom. All schools that wish to continue to enjoy specialist status, be they specialist sports, science or technology schools, will have that freedom. What we have done is remove the bureaucratic prescription that went alongside it, and that is because we on this side of the House trust professionals, whereas those on that side of the House continually sought to fetter them.
Pauline Latham (Mid Derbyshire) (Con)
I welcome the fact that the Secretary of State is giving more freedom to schools, because they really do need it, and the fact that there will be a national funding formula. How soon is that likely to be introduced? Many schools, including those that became grant-maintained and foundation schools, have been waiting for it for many years, and I know that academies are looking forward to it as well.
Michael Gove
I am very grateful to my hon. Friend, and I want to underline that we have been consulting on moves to a national funding formula. The former Prime Minister and Member for Sedgefield was himself keen to move towards a national funding formula in order to eliminate some of the inequities within the schools system. We want to ensure that, as we move towards such a formula, schools themselves have their voices heard, so that we can do everything possible to eliminate the inequities that existed under the previous Government.
Stella Creasy (Walthamstow) (Lab/Co-op)
6. What funding his Department plans to provide for schools in Waltham Forest for 2011-12; and if he will make a statement.
Tony Baldry (Banbury) (Con)
11. What steps he is taking to promote the teaching of history in schools.
The Secretary of State for Education (Michael Gove)
History is a vital part of children’s education. We will review the national curriculum to ensure that all children gain a secure knowledge of British history and the key events in world history. We will be announcing further details shortly. We are also exploring ways to encourage the study of history after the age of 14—for example, by giving recognition to pupils studying a broad range of subjects, including a humanity such as history, through the English baccalaureate.
Tony Baldry
We will never have an understanding of, for example, the need for greater religious tolerance if we do not understand the tragedy of why George Napier was martyred simply for being a Catholic or why Cranmer, Latimer and Ridley were burned to death in Oxford. If our children do not have the opportunity of hearing our island’s story, they will never learn the lessons of the past. What is my right hon. Friend doing to ensure that history is taught as a connected narrative? Will he expand a bit more on what he is doing to encourage more youngsters to study history at GCSE and A-level?
Michael Gove
Top historians such as Niall Ferguson, Simon Schama and even the hon. Member for Stoke-on-Trent Central (Tristram Hunt) have all pressed on the Government the need to ensure that history is taught as a connected narrative. I agree with them.
Tristram Hunt (Stoke-on-Trent Central) (Lab)
May I congratulate the Secretary of State on attracting the likes of Simon Schama and Niall Ferguson to advise the Government, although quite when they last saw the inside of a British classroom is open to debate? However, is the real issue not the syllabus, but the fact that the average 13-year-old has only one hour of history a week for 32 weeks a year, thanks to the growth of citizenship and other well-meaning additions to the syllabus that surely need to be pulled back?
Michael Gove
I enjoyed the hon. Gentleman’s searing attack on curriculum changes introduced under the last Labour Government, appreciate his commitment to the better teaching of history and note, also, the mildly envious tone in his remarks about Simon Schama and Niall Ferguson. However, I can assure him that a copy of “The Frock-Coated Communist” is on my shelves as well, so his sales will certainly be improving—although, whether they can match Niall’s and Simon’s remains to be seen.
Philip Davies (Shipley) (Con)
I welcome the Secretary of State’s commitment to the teaching of British history, and I hope it will be done in a way that allows us to be proud of our country, rather than always apologising for our history. Does he agree that that can be done only if history is taught as a single subject? In many schools, it has been merged with other subjects such as geography. What can he do to ensure that history is taught as a single subject, so that people can learn properly about British history?
Michael Gove
My hon. Friend makes a good point. The changes we are making to the national curriculum and to accountability, through the English baccalaureate, will ensure that history is taught as a proper subject, so that we can celebrate the distinguished role of these islands in the history of the world, from the role of the Royal Navy in putting down the slave trade, to the way in which, since 1688, this nation has been a beacon for liberty that others have sought to emulate. We will also ensure that it is taught in a way in which we can all take pride.
Bill Esterson (Sefton Central) (Lab)
12. What plans he has to provide assistance for schools in planning their budget for 2011-12.
Mary Macleod (Brentford and Isleworth) (Con)
15. What recent assessment he has made of standards of attainment in secondary schools in (a) Brentford and Isleworth constituency and (b) England; and if he will make a statement.
The Secretary of State for Education (Michael Gove)
In 2009, 59.7% of pupils in maintained schools in Brentford and Isleworth achieved five or more GCSEs at grade A* to C or equivalent, including English and maths, compared with just 50.9% in England as a whole.
Mary Macleod
I thank my right hon. Friend for that answer. Given that girls often perform better than boys at GCSE level, will he publish performance data by gender so that schools such as Isleworth and Syon school for boys are assessed fairly against other boys’ schools?
Michael Gove
One of the coalition Government’s commitments is to ensure that more data are published about attainment at every level to ensure that meaningful comparisons can be made between schools, and that we can learn from the best.
Hazel Blears (Salford and Eccles) (Lab)
16. What assessment he has made of the effect on the number of young people in the north-west who remain in further education of his decision to end education maintenance allowance.
Clive Efford (Eltham) (Lab)
T1. If he will make a statement on his departmental responsibilities.
The Secretary of State for Education (Michael Gove)
In an effort to ensure that the coalition Government’s commitment to greater transparency is fulfilled in every Department, my Department has published a full structural business plan. Later this week, it will also be publishing all expenditure incurred over £25,000, as well as the expenditure that has gone to the voluntary and charitable sector, charity by charity, on behalf of the Department and its arm’s length bodies.
Clive Efford
I am grateful to the Secretary of State for that answer, but can he say how Miss Rachel Wolf moved seamlessly from being his adviser in opposition to setting up the free schools network, then receiving a £500,000 grant from the Department for Education without any tendering process? If he cannot answer that question right now, will he undertake to write to me and explain why there was no advertisement or open tendering process for a contract of that size?
Michael Gove
I am grateful to the hon. Gentleman for his question. Rachel Wolf and those who work with the New Schools Network are doing a brilliant job. They are joined in doing that job by people from every party, including Paul Marshall, who is a supporter of the Liberal Democrats, and Sally Morgan, who used to work as a political secretary for the Labour party. [Interruption.] The right hon. Member for Leigh (Andy Burnham) will know that there were more than five organisations—there were eight, I believe—that were funded by the previous Secretary of State on the basis of no competitive process, including the Specialist Schools and Academies Trust, and the Youth Sports Trust. We have ensured that the best person is paid the going rate for doing a fantastic job.
Amber Rudd (Hastings and Rye) (Con)
T2. Although 23.3% of our pupils at primary school in Hastings are on free school meals, against an average of 15%, our head teachers are still concerned that the number of children eligible for free school meals is under-represented in my town and that some people are simply not signing up. We hope that the Secretary of State will be able to consider other ways of deciding who will be in receipt of the pupil premium, in addition to free school meals.
Michael Gove
We are consulting on a number of ways to ensure that the pupil premium can go to those children who are most in need. One advantage of using free school meals as a measure of eligibility is that they are clearly linked with household income, although I take my hon. Friend’s point that no measure of poverty is perfect. In particular, I would encourage all schools to ensure that those children who are eligible for free school meals take up that offer.
Derek Twigg (Halton) (Lab)
T5. The Minister used to be fond of giving quotations about the education maintenance allowance and saying that we were not listening to heads of colleges and schools or governing bodies, so let me read him a quotation from the principal of Halton Riverside college, who is one of the most respected principals around. He says:“I believe that the Department for Education has made the wrong decision and that disadvantaged young people in Halton will suffer as a result of this decision”.That comes on top of the £1.2 million cut in the education budget in Halton and the almost £100 million cut in Building Schools for the Future, which shows again that disadvantaged areas such as Halton are suffering disproportionately.
David Mowat (Warrington South) (Con)
T3. The comprehensive spending review has set out that we intend to spend £16 billion on about 600 schools during the spending period as a replacement for the Building Schools for the Future programme. The Secretary of State will be aware that a number of initiatives, pursuant to BSF, were lost in Warrington. When does he expect to be in a position to announce the results of his capital review?
Michael Gove
I expect to be able to announce later this year the findings of the capital review on how we can better allocate capital. My hon. Friend is absolutely correct to say that we are spending more than £16 billion on school buildings over the next four years, which is just under twice what was spent in the first eight years of the Labour Government.
Mrs Linda Riordan (Halifax) (Lab/Co-op)
T8. Will the Minister join me in condemning the presence of the British National party on any school governing body? Will he outline what plans the Government have to prevent this from happening?
Michael Gove
I am grateful to the hon. Lady for that question; she has a distinguished record as an anti-racism campaigner. She will be aware that the last Government looked at how to prevent members of the British National party from teaching in the classroom, and decided in the end that the current legislative framework was sufficient. We do not take that view. We are now looking to ensure that we do everything possible to prevent BNP members from being teachers. I very much take her point about the need to ensure that governing bodies and other organisations related to schools are not populated by people with a racist or extremist agenda. We will do everything in our power, consistent with commitments to basic civil liberties, to ensure that racists cannot poison the minds of young people.
Matthew Hancock (West Suffolk) (Con)
T4. The Secretary of State may be aware that over the last month there has been a double dose of good news in Haverhill in my constituency, where Castle Manor school has been awarded outstanding status for the first time and the Samuel Ward school has now become an academy. Will he visit these two schools with me so that he can learn about how they have achieved these improvements and also see how to ensure that those achievements will continue?
Michael Gove
I would be delighted to visit West Suffolk. It is striking that in the six months since the coalition Government were formed—and my hon. Friend took his seat—educational standards in that particular part of East Anglia have significantly improved.
Mr Jim Cunningham (Coventry South) (Lab)
T10. I noticed that in his reply to the question of my hon. Friend the Member for North East Derbyshire (Natascha Engel) about the education maintenance allowance, the Minister said that the Government would spend the money more wisely. Will he now tell us what he intends to replace it with and stop dodging the question?
Bob Blackman (Harrow East) (Con)
T9. Krishna-Avanti primary school, which is in my constituency, is the first state-sponsored school for Hindus in the country. The school, which has won an award for sustainable design, has just had an Ofsted inspection resulting in an excellent review. Will the Secretary of State agree to visit that community-led school, see it at first hand, and conduct its official opening?
Michael Gove
In this pre-Diwali season, I think we should pay tribute to the significant success of that Hindu school, and to the significant commitment of many Hindu parents to ensuring that our state education can provide respect for their faith along with a perfect preparation for the world of work and further study. I should be delighted to visit that outstanding school.
Ann Coffey (Stockport) (Lab)
What further plans has the Secretary of State to improve the take-up of free early-education places by the most disadvantaged families?
Michael Gove
I am grateful to the hon. Lady for her question and, indeed, for her commitment to this cause. As a result of the coalition Government’s careful stewarding of the nation’s finances, we are able to ensure that more disadvantaged two-year-olds will enjoy access to pre-school learning. We have also ensured that children of three and four will enjoy 15 hours of pre-school learning free, something of which the last Government were incapable. All that is against the backdrop of an historic deficit for which no one on the Opposition Front Bench has yet had either the courtesy or the bravery to apologise.
Andrea Leadsom (South Northamptonshire) (Con)
While I truly welcome the decision to provide 4,200 more health visitors, surely my right hon. Friend recognises that if the pupil premium does not start until a child is two years old, a valuable opportunity is being missed to build, in those first two critical years of life, the relationships between parents and children that have such a strong effect on those children’s subsequent ability to learn.
Michael Gove
I have a huge amount of sympathy with what my hon. Friend has said. The work that we are doing with the right hon. Member for Birkenhead (Mr Field), in alliance with the Minister of State, Department for Education, my hon. Friend Member for Brent Central (Sarah Teather), who is the Minister responsible for children and families, will ensure that we intervene early, particularly in order to help the most disadvantaged children to achieve their potential.
Mr Chuka Umunna (Streatham) (Lab)
My constituency is in the 19th most deprived local authority area in the country, and I can say with absolute conviction that the education maintenance allowance has been hugely effective in increasing participation rates there: 3,800 young people benefited from it last year alone. Can the Secretary of State guarantee that the more focused, targeted support that has been talked of will help a similar number, and may I also ask him what exactly it will involve? I am not very clear about that.
Michael Gove
I am grateful to the hon. Gentleman for his question, and I know that his commitment to improving educational standards in his constituency is absolute, but I should point out that this Government are increasing education spending by £3.6 billion more than the baseline we inherited. Moreover, we are doing that against the backdrop of a catastrophic economic inheritance. Our commitment to ensuring that educational spending goes—[Interruption.] The hon. Member for Cardiff West (Kevin Brennan)—[Interruption.] The hon. Member for—
Mr Speaker
Order. The Secretary of State is naturally a great enthusiast for debate. He must not be put off by sedentary chunterings, which should not take place. He should proceed uninterrupted with the full flow of his eloquence.
Michael Gove
I am not put off by these chunterings, Mr Speaker. What I want to hear from the hon. Gentleman and every single member of the Opposition Front-Bench team is one word: “sorry” for leaving this country in a desperate economic mess; “sorry” for leaving our poorest children falling behind the richest; and “sorry” for ensuring that our coalition Government have to clear up the mess that the crew of wreckers on the Labour Benches left behind.
Mr Speaker
I will give the Secretary of State a chance to calm down by calling Elizabeth Truss.
Elizabeth Truss (South West Norfolk) (Con)
Following the introduction of modular mathematics GCSE this September, which is down to the previous Government and is widely thought to be a worse preparation for A-levels than previous courses, what steps is the Secretary of State taking to ensure that the twin maths GCSEs are going to be rigorous, linear and observed by academics and learned societies?
Michael Gove
Our White Paper will reveal several steps that we will be taking to improve the learning of mathematics, and one of the key questions we will be asking at GCSE level is how a Government who left a £155 billion deficit can have the temerity to ask for more public spending.
Julie Hilling (Bolton West) (Lab)
As youth services nationally have already been cut by 30 to 40%, the cuts to the National Youth Agency are so severe that it will no longer be able to carry out the annual audit of youth work, and Ofsted is no longer to inspect youth work, how will the Secretary of State ensure the quality of youth service provision in future?
Alison McGovern (Wirral South) (Lab)
Evidence from the Royal Shakespeare Company, Arts Council England and others has shown the very real impact access to live theatre can have on the attainment of young people in schools. What specific discussions is the Secretary of State having with the Secretary of State for Culture, Olympics, Media and Sport to ensure that all young people can still access live theatre, especially those from low-income backgrounds?
Michael Gove
Shall I compare her to a summer’s day? [Interruption.] I am very grateful that appreciation for Shakespeare is something that unites both Front-Bench teams. I had an opportunity to talk to the RSC before the general election and I am committed, along with my right hon. Friend the Secretary of State for Culture, Olympics, Media and Sport, to ensuring that access to live theatre, and, indeed, to the very best of English literature, is at the heart of learning. I hope that the shadow Education Secretary, the right hon. Member for Leigh (Andy Burnham), will join me in that. I know he studied English at university, which is why I hope he will withdraw his recent comments against John Dryden, suggesting that that figure should not feature in the national curriculum.
Education Endowment Fund
Michael Gove Excerpts(13 years, 6 months ago)
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The Secretary of State for Education (Michael Gove)
The Government have today announced a new £110 million Education Endowment Fund (EEF) to help raise standards in underperforming schools. The Government’s proposals draw on President Obama’s “Race to the Top” programme, launched in 2009.
The EEF will distribute money to local authorities. Academy sponsors, charities and other groups who bring forward innovative proposals to improve performance in our most challenging schools. Those bidding for funds from the EEF will have to outline how their proposals will raise attainment. Bidders must also demonstrate how they will be held accountable for the success of their proposals.
By inviting bids from those who wish to turn round our weakest schools the Government are building on the transformative potential of the new pupil premium. Our most challenging schools are concentrated in our areas of greatest deprivation. The pupil premium will result in more money being allocated to support the education of all our poorest children, adding £2.5 billion to school funding by the end of the CSR period. The EEF will allow many of the schools which educate our poorest children to do even more. And the innovative practice it encourages should drive improvement across the school system.
The EEF will be administered at arm’s length from Ministers. The team administering the fund will be appointed following an open competition.
Funding for projects will come from the returns on the EEF’s investment—plus capital draw-down from the total sum each year. The independent organisation that runs the EEF will also be expected to attract additional contributions from other organisations and philanthropists to add to the fund.
This fund is being established from the money set aside when the Government took the decision not to increase the number of free school meals. The establishment of the fund fulfils the Government’s pledge to use this money better to improve the attainment of disadvantaged pupils.
School Support Staff Negotiating Body
Michael Gove Excerpts(13 years, 6 months ago)
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The Secretary of State for Education (Michael Gove)
The SSSNB was established by the previous Government to develop a national pay and conditions framework for school support staff working in maintained schools in England. The Government have conducted a review of the future policy direction for determining school support staff pay and conditions, including the role of the SSSNB, and have concluded that the SSSNB does not fit well with the Government’s priorities for greater deregulation of the pay and conditions arrangements for the school workforce. I therefore propose to introduce legislation to abolish the SSSNB at the earliest opportunity.
This decision means that school support staff will continue to have their pay and conditions determined in accordance with existing arrangements whereby decisions are taken at a local level by employers.
In reaching this decision the Government have considered very carefully the views of the SSSNB trade union and employer member organisations, and the SSSNB independent chair. I will be writing today to the independent chair and lead representatives of the SSSNB member organisations to notify them of the Government’s decision.
Education Policy
Michael Gove Excerpts(13 years, 6 months ago)
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Urgent Questions are proposed each morning by backbench MPs, and up to two may be selected each day by the Speaker. Chosen Urgent Questions are announced 30 minutes before Parliament sits each day.
Each Urgent Question requires a Government Minister to give a response on the debate topic.
This information is provided by Parallel Parliament and does not comprise part of the offical record
Andy Burnham (Leigh) (Lab)
(Urgent Question): To ask the Secretary of State to set out the Government’s policy on the fairness premium to disadvantaged young children, pupils and students.
The Secretary of State for Education (Michael Gove)
With your permission, Mr Speaker, I have been asked to reply to this urgent question as it falls within my departmental responsibility.
I am delighted to have this additional opportunity to confirm the very good news that this coalition Government will be spending more on schools. The House will know that the full details of the comprehensive spending review will be announced on Wednesday, but I can confirm today that we will fund a new fairness premium of £7 billion over the whole CSR period, which will be invested in accelerating social mobility.
This coalition Government will give all disadvantaged two-year-olds 15 hours a week of pre-school education. We will give all disadvantaged children a pupil premium in schools to improve their attainment—that will amount to £2.5 billion a year by the end of the CSR—and we will introduce a student premium to help more disadvantaged children to make it to university.
We have had to undertake a fundamental review of expenditure to deal with the massive deficit bequeathed to us by the previous Government, whom the right hon. Gentleman served as Chief Secretary. As we have protected NHS spending—against his advice—all Departments have had to look for efficiencies. I have already taken steps to halt inefficient programmes, cut out waste, prune bureaucracy, close quangos and drive forward school reforms. The decisions that we took in the first months of this Government to reduce inefficiencies were tough. The outlook overall is tight, but thanks to the steps that we took early in the life of this Government, we can now prioritise spending on the front line, so I can confirm today that school spending will rise in real terms.
In addition, we can spend more on those who need more. We inherited a two-tier school system, with the biggest educational divide between rich and poor of any developed nation. The opportunity gulf begins in the early years and grows over time. By the time they are 16, the poorest children—those eligible for free school meals—are only half as likely as other children to get five decent GCSEs, and of 80,000 children in any year eligible for free school meals just 45 get to Oxbridge. As many children from one top public school—St Paul’s school for girls—get to Oxbridge as the entire population of poor boys and girls on benefit. That lack of opportunity is a scandal—an affront to the nation’s conscience—and thanks to the decisions taken by this coalition Government, the policies are now at last in place to give every child a fairer chance.
Andy Burnham (Leigh) (Lab)
First, let me thank the right hon. Gentleman for his statement, and may I also welcome him to his new role clearing up after the Deputy Prime Minister?
On Thursday evening, the BBC was briefed about a new policy—the so-called fairness premium—with huge implications for early years, schools and higher education funding. No notification was given to this House. We know that the Deputy Prime Minister had a bad week, and this had all the hallmarks of a hasty move to get him out of a political hole. The country could hear policy being made on the hoof.
On process first, therefore, when did the Secretary of State for Education hear that the Deputy Prime Minister was making that speech? We know that the Cabinet was kept in the dark on child benefit, but can the Secretary of State confirm that the Cabinet discussed all aspects of the fairness premium policy before it was briefed to the media?
As this announcement came in advance of the CSR, and given the overall reduction proposed by the Chancellor, people are anxious about where the funding is coming from. Can the right hon. Gentleman today give the House an assurance that he is not robbing Peter to pay Paul and that no other part of the education budget is facing disproportionate cuts to pay for the policy? Is he aware that his announcement has fuelled rumour over the future of the education maintenance allowance and universal Sure Start? Can he today reassure the House on those fronts as well?
Finally, the heart of the matter is this: we need to know whether the Government will honour repeated promises that the pupil premium will truly be additional to the schools budget. A BBC report suggested that funding will be recycled from within the schools budget. The Liberal Democrats have broken one education pledge; we need to hear from the right hon. Gentleman today whether another has been broken, or whether the Deputy Prime Minister has secured the reddest of his red lines.
Michael Gove
I thank the right hon. Gentleman for his series of questions, and may I also thank him for his generous words about the Deputy Prime Minister, who had a very good week last week? I think that being able during the course of our CSR to secure a better deal for schools than the right hon. Member for Morley and Outwood (Ed Balls) was able to negotiate when he was Education Secretary counts as a significant triumph. I think that advancing social mobility and social justice by delivering on Liberal Democrat manifesto promises is something in which Members on both sides of the House can take pride.
The right hon. Gentleman asks when I knew about the fairness premium. I knew when I read through, and nodded with approval at, the education section of the Liberal Democrat manifesto. The Liberal Democrats committed then—months ago—to spending more on early years, to funding a pupil premium and to ensuring that more disadvantaged people can go to university. The Liberal Democrats, in this coalition Government, have delivered on all those goals.
The right hon. Gentleman asks whether there will be any disproportionate cuts in any other part of the education budget. I can assure him in respect of Sure Start and 16-to-19 funding that he will find out on Wednesday that we have ensured that the funding is in place in order to guarantee that more people will participate after the age of 16 and that a network of Sure Start children centres is there for every child who needs them.
All of this has been done because our coalition Government working together has dealt with the inefficiencies, the waste and the bureaucracy that the right hon. Gentleman’s Government bequeathed to us. A coalition Government working together has prioritised social mobility after years in which it was frozen. A coalition Government working together has ensured that money goes to the front line rather than being spent on bureaucracy and waste. As a result, we are taking the tough decisions that he and he and he—his right hon. Friends on the Opposition Benches—ducked. They will not support reducing child benefit in order to ensure that the poorest get more. They will not support our VAT increase in order to plug the deficit. They will not support any of our steps to improve efficiency on the front line in schools. They are a party of naysayers and deficit deniers, and that is why this coalition Government are putting right the mess we inherited from them.
Mr Graham Stuart (Beverley and Holderness) (Con)
I welcome today’s announcement and the commitment it shows on the part of the Government to narrowing the gap between rich and poor and between their respective outcomes. Has the Secretary of State yet decided how the pupil premium will be allocated and on what basis?
Michael Gove
The Government have consulted on exactly who should receive the pupil premium. That consultation began earlier this year and there are still a couple of hours left should the right hon. Member for Leigh (Andy Burnham) wish to contribute to it—he has not yet done so. We are looking at a variety of measures of poverty and we wish to target the pupil premium most effectively on all children in need. One of the disadvantages of the way in which the previous Government targeted resources on the very poorest was that the premium attached to children who were eligible for free school meals was as low as £22 in some local authority areas.
Mr David Blunkett (Sheffield, Brightside and Hillsborough) (Lab)
In fact, the pupil learning credit was £350 per pupil in the most disadvantaged schools.
Will the Secretary of State tell me what was the impact of the £600 million cut in area-based grant from the Department for Communities and Local Government, which was half the total announced on 22 June, and which cut child and adolescent mental health services, work dealing with teenage pregnancy and youth and careers services across the country, coupled with the £670 million cut in-year from his own Department? If we cut his salary by £40,000 and gave him £20,000 back, would he be better or worse off?
Michael Gove
I suspect that the taxpayer would be a lot better off, but I do not do this job for money; I do it because I am convinced that we need to do better to improve children’s education. The right hon. Gentleman was a great Education Secretary, and I wish to take this opportunity to pay tribute to him. During his years as Education Secretary, we were able to see an improvement in performance in primary schools that was not subsequently matched by any of his successors. Yet during his first three years as Education Secretary the amount spent on education in this country actually declined for three years as a proportion of national income, which proves that if the right policies are pursued and we are rigorous about cutting waste, we can ensure that children will perform better—that is what we are doing.
Pauline Latham (Mid Derbyshire) (Con)
I welcome the Secretary of State’s remarks this afternoon. Will he assure me that he will ensure that the pupil premium gets to every child, no matter where they live?
Michael Gove
I am grateful for my hon. Friend’s point. It is crucial that we ensure that disadvantaged children across the country receive the money that they need. One of the inefficiencies in schools funding under the previous Government was that disadvantaged children, particularly those in rural areas, often did not receive the support that they needed to achieve their full potential. We want to ensure that poverty knows no boundaries, and that the ways in which we will tackle it know no boundaries either.
Mr Barry Sheerman (Huddersfield) (Lab/Co-op)
Will the Secretary of State guarantee, first, that he will use a more sophisticated criterion than free school meals? The former Select Committee found that it was a very dodgy measure of whether a pupil was from a poor background. Secondly, he worried me by referring to “a network” of Sure Start children’s centres, so is he going to maintain the current good level of those centres or cut it down to a smaller number?
Michael Gove
Those were two very good questions from the former Select Committee Chairman, with whom I often find myself agreeing. On his first point about targeting children who are eligible for free school meals, he will be aware that there is no perfect way of identifying the children who are in need. One of the ideas floated by the Sutton Trust is that we should allocate money to children who have ever been eligible for free school meals. Another idea is that we should link eligibility to eligibility for tax credits. We are examining all these ideas. The consultation has not yet closed and I do not wish to pre-empt the conclusions that we will reach, but I can say that the work that he did as Select Committee Chairman plays a part. On Sure Start children’s centres, we want to ensure that the funding is there to maintain the current network of phase 1, phase 2 and phase 3 centres.
Simon Wright (Norwich South) (LD)
I strongly welcome the extra money for children from the poorest backgrounds. Will the Secretary of State tell me whether he has any proposals for helping pupils who have special educational needs as well?
Michael Gove
I am grateful to my hon. Friend for that point, and I can tell him that we absolutely do. We recognise that many factors hold children back from achieving their full potential. I have been struck by the way in which many children who have special needs, including children of very high cognitive ability, do not achieve their full potential and, in particular, by how children with low-incidence special needs, such as deafness, who can achieve so much more, fail to achieve everything possible. That is why I am so delighted that the Minister of State, Department for Education, my hon. Friend the Member for Brent Central (Sarah Teather), will be publishing a Green Paper on special educational needs, which will reform the assessment and the funding systems, and will ensure that all children, whatever their needs, get the support that they deserve.
Mr George Howarth (Knowsley) (Lab)
Leaving aside the political knockabout content of part of the Secretary of State’s statement, I welcome the fact that more resources are to be targeted at children in the greatest need. Will he give me an assurance that he will work closely with local authorities and schools to ensure that the additional resources are targeted properly and effectively at those children with the greatest needs?
Michael Gove
I am grateful for the right hon. Gentleman’s constructive question. He is a distinguished member of the dwindling Blairite tendency on the Opposition Back Benches. He is fortunate in having in Knowsley one of the more imaginative and creative local authorities. That is why representatives from Knowsley are working with the Department for Education to ensure that we can target deprivation more effectively.
Caroline Dinenage (Gosport) (Con)
One of the biggest complaints that I hear from local head teachers concerns the way in which they were micro-managed under the previous Government and told how to spend their money. Will my right hon. Friend please give us an assurance that head teachers will be free to spend the pupil premium money in the way that they see fit?
Michael Gove
My hon. Friend makes a good point. We are working with head teachers to ensure that the unacceptable level of ring-fencing and bureaucracy that fettered their discretion under the previous Government is removed, so that the money—particularly the money that will be spent on the very poorest children—can be spent in line with their priorities and judgment. Of course schools will be accountable for how that money is spent, but greater freedom combined with sharper accountability seems to me to be the adult way to go.
Tom Blenkinsop (Middlesbrough South and East Cleveland) (Lab)
The simple fact is that two-year-olds who have never been to school are not yet eligible for free school meals. What new mechanism will the Government use in the eligibility testing process, especially for children without elder siblings, to integrate the functions of the private and voluntary sectors and the tax authorities, and what will that new mechanism cost?
Michael Gove
That is a very good question. We are consulting now on how we can identify the broadly 20% poorest two-year-olds. At the moment, the number of two-year-olds who are eligible for pre-school education is just 20,000 and, under the previous Government, they were allocated just 12.5 hours. We intend to increase that significantly, and we expect 100,000 two-year-olds to be eligible for 15 hours of pre-school education. How we identify them is a matter on which we will consult, and I am sure that the hon. Gentleman would be delighted to play a part in that consultation process.
Sarah Newton (Truro and Falmouth) (Con)
Under the last Labour Government, schools in Cornwall received some of the lowest levels of funding in England. I very much welcome today’s announcements, but can the Secretary of State confirm that the pupil premium will be extended to early-years education?
Michael Gove
I can absolutely confirm that. I mentioned earlier that we are specifically looking at how we can target two-year-olds. I am sympathetic to the position in which Cornish MPs find themselves, because there are pockets of deep rural poverty in Cornwall that deserve to be attacked, and unemployment in Cornwall is far too high and linked to seasonal factors. We need to improve the level of educational attainment in Cornish schools, and I look forward to working with all Cornish MPs and, indeed, with the new unitary authority in Cornwall to do just that.
Mike Gapes (Ilford South) (Lab/Co-op)
How much of the £7 billion is going to be given to people who want to set up free schools?
Michael Gove
The £7 billion is for everyone who is involved in improving state education, and the overwhelming majority will go to the head teachers who are responsible for doing a fantastic job in existing state schools. Free schools will be developed where we need new provision, either because provision does not exist or because it is not good enough. In doing that, we shall only be doing what I think the hon. Gentleman voted for when he supported the then Prime Minister, Tony Blair, in introducing his Education White Paper in 2005 and his Education and Inspections Act 2006.
Richard Graham (Gloucester) (Con)
Although I appreciate that no final decision has been made on the level of university fees, will my right hon. Friend confirm that his Department will work closely with colleagues from the Department for Business, Innovation and Skills to ensure that no poor child from my constituency will be prevented from going to one of the best universities in the land because of cost?
Mr Speaker
Order. That was outwith the terms of the urgent question, but I feel sure that it is not beyond the dexterity of the Secretary of State to respond to it.
Michael Gove
Thank you for that very generous compliment, Mr Speaker.
I have been working closely with my colleagues from BIS. We have one joint Minister, who is my hon. Friend on the Front Bench—[Interruption.] He represents one of the most beautiful parts of Lincolnshire, which I was privileged to visit just 12 months ago. The image of the sunlight on the fens will stay with me for ever, as will the question from my hon. Friend the Member for Gloucester (Richard Graham). Yes, by using the £150 million that has been dedicated, we will do everything possible to ensure that children from disadvantaged backgrounds are encouraged to go to university. As there are no up-front fees, and because no one earning under £21,000 will be paying anything for their university education, those from poor homes and those who devote themselves to public service for low pay will not be dissuaded from going to university.
Fiona Mactaggart (Slough) (Lab)
As well as poverty, other things that affect the cost of educating children to the highest standards include the mobility of the school population, English as an additional language, the extent of special needs and behaviour problems among children. Will the Secretary of State assure me that those education authorities that at present have a relatively high level of funding will not have that amount diminished as a result of this targeted funding?
Michael Gove
I am very grateful to the hon. Lady for her question. I am well aware that in Slough—the local authority that covers her constituency—there are huge pressures on education as a result of migration, of the many children who have English as an additional language and of the entrenched pockets of deprivation. It is our aim to ensure that all deprived children, wherever they are, receive the funding that is necessary, so we will take account of historic investment in tackling deprivation while ensuring that deprivation money is better targeted on the individual children who need it. The hon. Lady’s area also has a particular pressure on primary places that was not addressed satisfactorily under the previous Government. We hope to work with her and her local authority to address that.
Stephen Lloyd (Eastbourne) (LD)
I congratulate the Secretary of State on this excellent announcement on the pupil premium. I have one quick question. May I have confirmation that head teachers will have control of where money is spent so that the dead hand of Whitehall and the local authority does not get in the way of what head teachers know how to do best?
Michael Gove
I absolutely confirm that. One of the benefits of working in coalition, as the hon. Gentleman will know, is that I have been able to work with the right hon. Member for Yeovil (Mr Laws), the Chief Secretary to the Treasury and the Deputy Prime Minister to ensure that the right balance is struck between respecting the autonomy of individual schools and promoting social justice.
Clive Efford (Eltham) (Lab)
The Secretary of State said that Sure Start centres would remain open for people who need them. That does not preclude any change to the criteria by which people access such services. Will he state categorically today that there are no plans to introduce any measures that will restrict access to Sure Start centres?
Michael Gove
It is our intention to ensure that Sure Start is a universal service. That is why we are investing additional money in securing 4,200 health visitors in order better to guarantee that the very poorest benefit from those services. One point that has been borne in on me is the fact that in the early years it is critical that children from poorer homes mix socially and learn the skills that come from being in a genuinely socially comprehensive environment, so we will ensure that Sure Start remains a universal service.
Nadhim Zahawi (Stratford-on-Avon) (Con)
This announcement will come as welcome news to my constituents in Stratford-on-Avon, where we suffer from invisible rural poverty. I ask my right hon. Friend specifically what does the announcement mean for the current two-year-old pilot and will it continue until the expansion to all disadvantaged two-year-olds is introduced?
Michael Gove
My hon. Friend makes a good point and I know that he is absolutely committed to ensuring that pre-school education is delivered effectively to the very poorest. We will ensure that we move from the 20,000 children who currently benefit to around 100,000 as quickly as possible.
Chris Leslie (Nottingham East) (Lab/Co-op)
I wanted to double check that I heard the right hon. Gentleman correctly. Will the education maintenance allowance be available to my constituents in Nottingham in the same way as it is currently?
Michael Gove
We will be reforming the way in which money is available to those over the age of 16 to ensure that we can meet our shared goal of maximising participation.
Mr Edward Timpson (Crewe and Nantwich) (Con)
When it comes to levels of educational attainment, the Secretary of State will be aware that the worst performing group of children are looked-after children. I welcome the extension of the pupil premium to early years, but can the Secretary of State confirm today that that will extend also to all looked-after children and that careful consideration will be given to how the allocation of the pupil premium is taken into account for each of those children individually?
Michael Gove
I pay tribute to my hon. Friend’s commitment to helping children in care. Before he entered the House he worked enormously hard as a family lawyer on behalf of those children and they have been consistently championed by him in this place. I confirm that it is within the scope of the consultation to extend the pupil premium to all looked-after children. He is absolutely right that their fate is a reproach to our conscience and that we must ensure that they get the resources and support that they need to fulfil their potential.
Geraint Davies (Swansea West) (Lab/Co-op)
Does the Secretary of State agree that his education policy—along with what will happen on Wednesday—consists of cutting overall resources for state education by between a quarter and a third and redirecting what is left away from disadvantaged areas and failing schools towards leafy suburbs and extra schools in middle-class areas? How can that possibly be construed as fair?
Michael Gove
The short answer to the hon. Gentleman’s question is no. The slightly longer answer is that he could not be more wrong. The figures that he quotes and the dynamic that he invokes are utterly wrong. We will not be cutting in the way that he mentions; we will be increasing spending on schools. More than that, we will be targeting spending more effectively on the very poorest. I know that it is difficult for him to cope with, but the Government whom he supported from the Back Benches, before he lost his seat and came back representing somewhere else, presided over a growth in inequality and a freezing of social mobility. If he is committed to advancing the education of the very poorest, he should make another journey, like the one he made from Croydon to Swansea, from the Opposition Benches to the Government Benches on the side of social justice.
Mrs Anne Main (St Albans) (Con)
I recently visited Fleetville infant school which runs a very successful extended schools programme. Will funding such as the pupil premium be allowed to fund programmes that support the whole family and deliver a holistic approach to better educational outcomes for small children?
Michael Gove
My hon. Friend, who is a former teacher, makes a very good point. I absolutely agree that the funding can be used in the context of extended schools to deliver a holistic approach that will help the entire family to do better.
Bill Esterson (Sefton Central) (Lab)
Does the Secretary of State recognise the very real concerns of families and students about cuts in child benefit, the future of the education maintenance allowance and tuition fees? Those concerns have led a number of students in my constituency to reconsider whether to go to university at all or whether to go for a different course that would allow them to be paid better when they qualify. What actions—
Mr Speaker
Order. I am grateful to the hon. Gentleman but his question is very wide. I have let him ask that question, but, after a very brief reply from the Secretary of State, we will move on to matters that are, I hope, fully within order.
Michael Gove
I share the hon. Gentleman’s commitment to ensuring that no one who has genuine talent is put off going to university. That is the function of the £150 million undergraduate premium.
Richard Fuller (Bedford) (Con)
By slashing the Building Schools for the Future bureaucracy that was holding back Bedford academy, and through his strong support for the free school in Kempston, my right hon. Friend has already delivered for disadvantaged children in my constituency more in five months than the Labour party did in five years. May I point out that 50% of the children in lower schools in my constituency come from families in which English is not the primary language? Will he please ensure, through the consultation, that attention is given to people in that situation so that they do not lose out in the very welcome review that he is undertaking?
Michael Gove
Bedford is a classic community in that even though it sits within a county that is considered to be relatively wealthy, it contains not just pockets but large areas of real deprivation. That is why my hon. Friend, who is utterly committed to social justice, has played such a big role in helping to support teachers such as Mark Lehain who are committed to providing a better education for the poorest. Today’s announcement will only help such people to do a better job for the children who are in the most need.
Sheila Gilmore (Edinburgh East) (Lab)
In his answers, the Secretary of State has referred repeatedly to the need to improve social mobility, which I very much welcome. Does he agree that any change in social mobility as a result of measures that he puts in place will take many years to show and that the freeze in social mobility in the past 13 years that he mentioned is down to the preceding 18 years of Conservative government? The children who have benefited from short programmes such as Sure Start in the past 13 years have not even left school yet.
Michael Gove
The hon. Lady is right that we need to do more to close the social mobility gap and that it will take some time to do so. However, the Sutton Trust, which is the leading organisation when it comes to championing greater social mobility, is quite clear that it was under the previous Government that social mobility moved backwards. I know that she would like to rewrite the past and lay the blame for the past 13 years on the former Conservative Government, but her comments reaffirm my belief that we need proper narrative history once again to be taught in the nation’s schools.
Bob Blackman (Harrow East) (Con)
My right hon. Friend will be aware of the wide disparity among the benefits that go to schools and colleges on the front line for deprivation. Much of that is because local education authorities hold back the money, or divert it for other purposes. How will he make sure that the money reaches the front line and is not diverted for other purposes?
Michael Gove
My hon. Friend makes a good point. One of the problems with the way that school funding worked in the past was that the method of allocating money was so opaque that much of the money that was intended to go towards deprived children went elsewhere. We will ensure the money is passported directly to the schools that need it.
Mr Robert Buckland (South Swindon) (Con)
The poorer pupils premium will offer real help to children and young people in my constituency, but will my right hon. Friend work hard to ensure greater opportunities for children with speech, language and communication disabilities, which are so often associated with social deprivation?
Michael Gove
I absolutely will. If you will forgive me for saying so, Mr Speaker, I want to work on the marvellous steps that were recommended under the previous Government in the Bercow report. I pay tribute to the work of everyone associated with it, and to the right hon. Members for Morley and Outwood and for Kingston upon Hull West and Hessle (Alan Johnson). We want to carry forward their work.
Oral Answers to Questions
Michael Gove Excerpts(13 years, 7 months ago)
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Bridget Phillipson (Houghton and Sunderland South) (Lab)
6. What assessment he has made of the effects on children from the most deprived backgrounds of the changes to the Building Schools for the Future programme.
The Secretary of State for Education (Michael Gove)
The decision to end the Building Schools for the Future programme was designed to ensure that resources were targeted more effectively on the front line. It is deeply regrettable that the fiscal position that we inherited required projects to be stopped, but the capital review that we have put in place is designed to ensure that money goes to those who need it and schools are rebuilt in the areas of greatest need.
Bridget Phillipson
BSF cuts will hit deprived areas the hardest. Could the Secretary of State confirm that the poorest areas will receive the most help under the pupil premium?
Michael Gove
Yes, I absolutely can confirm that under the pupil premium the students most in need will receive the most help.
Patrick Mercer (Newark) (Con)
The Secretary of State will be aware of the Grove school in Newark, where many deprived children are educated. I am grateful to him for arranging a visit by Lord Hill, but things really are desperate there. The next flood in Newark, which will come at any time now with the next heavy rainfall, will mean that they will be unable to teach at the school. Would the Secretary of State therefore be kind enough to arrange a date for the noble Lord’s visit?
Michael Gove
I am grateful to my hon. Friend for the passionate way in which he makes his case. I am well aware that in Nottinghamshire, and in many other areas, schools that desperately need refurbishment and rebuilding have been denied resources. One of the reasons why we had to change the BSF programme was that it was behind on its timetable, it was inefficient in the allocation of resources and vulnerable children, such as those for whom he speaks so passionately, were losing out. I can guarantee that Lord Hill will be in touch later today to fix a precise date to see my hon. Friend.
Mr Dennis Skinner (Bolsover) (Lab)
Has the Secretary of State received a report of our meeting with Jonathan Hill regarding Tibshelf community school in my constituency? The school is 100 years old, it is being held up by pit props and the teachers are having to travel six miles back and forth from Tibshelf to Deincourt community school, which is being closed by the county council. We desperately need to get this job done. The Minister said that this is a compelling case. Does the Secretary of State feel compelled to replace the school and rebuild it?
Michael Gove
The hon. Gentleman always makes a compelling case for his constituents, and I am well aware that in the part of Derbyshire that he represents resources have not been devoted to the front line as efficiently as they should have been. One of the aims of the capital review that we have put in place and of the comprehensive spending review, which will report to the House next Wednesday, is to ensure that the schools in greatest need—both secondary and primary—receive resources as quickly and efficiently as possible.
Andy Burnham (Leigh) (Lab)
It is a pleasure finally to face the right hon. Gentleman across the Dispatch Box; he and I have not done this before. I hope that he will not mind my saying at the beginning that my observation of him so far in his job is that he has failed to understand the difference between being a Minister and being a journalist, displaying a fairly loose grip on the facts. He promised hundreds of free schools, but has signed off just 16; he promised thousands of academies but has so far signed up only 50; and his mistakes on the BSF programme threw schools into chaos and prompted four legal challenges from local authorities. Can he give the House a straightforward answer today? Can he confirm that he proceeded with his decision to scrap school building projects despite being explicitly warned by his civil servants that local authorities would have a “fairly strong legal case” against his Department?
Michael Gove
I thank the right hon. Gentleman for his question. First, may I congratulate him on his elevation to shadow Education Secretary? I admire the way in which he fought his leadership campaign. He was an advocate for both modernisation and aspirational socialism, which is why, of course, he came fourth out of five, neither of those values being entirely flavour of the month in the Labour party at the moment. May I also thank him for his reference to my past as a journalist? It was a pleasure to spend some time in a job outside politics before I came into this House—I recommend it to him. May I also say that, as the permanent secretary made clear to the Select Committee when I was answering its questions back in July, the advice that it was alleged I was offered was not passed on to me?
Andy Burnham
I thank the right hon. Gentleman for his characteristic graciousness. Today he is wearing something of the air of the self-satisfied teacher’s pet who has escaped the attentions of the biggest boy in the playground, but I say to him that my right hon. Friend the Member for Morley and Outwood (Ed Balls) and I are the strike force for the parliamentary football team—he softens up opponents and gives me the bullets to finish them off. I give that warning to the right hon. Gentleman.
The right hon. Gentleman’s answer is typical of the cavalier way in which he is running his Department. He has got himself into a mess because of his determination to inflict a political experiment on our schools, skewing the budget towards pet projects instead of helping all schools through tough times. We have already heard that he has wasted £260 million through his botched decision making—is that what Philip Green would call a shocking waste? Will the right hon. Gentleman now tell this House how much his Department has set aside to cover the legal costs and possible compensation to local authorities caused by the mistakes that he has made?
Michael Gove
That was a fantastic question—or series of questions. I am impressed that the strike force in the Labour party parliamentary football team comes, according to the right hon. Gentleman, equipped with bullets. It says something about the approach of the right hon. Member for Morley and Outwood (Ed Balls) towards playing fair that he regards a Tommy gun as an appropriate thing to bring on to the football field.
There was a certain element of the spraying of fire in the question asked by the right hon. Member for Leigh (Andy Burnham). May I say that we will vigorously contest the judicial review of our decision? It is really important that people appreciate that the Building Schools for the Future programme had failed. Unfortunately, in 2008, instead of 200 schools being built, fewer than 50 had been built. Under the Building Schools for the Future programme, £11 million was wasted on consultants. One consultant secured the equivalent of £1.35 million, while schools in my constituency, the right hon. Gentleman’s constituency and almost every hon. Member’s constituency needed that resource. We will make no apology for ensuring that in the education budget money goes not to lawyers and consultants but to the front line and that 13 years of Labour failure is at last reversed by a coalition Government committed to aspiration.
Neil Carmichael (Stroud) (Con)
7. What plans he has to increase the level of provision of vocational education in schools.
Mr Speaker
Order. The hon. Gentleman might be a tad confused—I hope not. We are on Question 8 from Mr James Gray.
The Secretary of State for Education (Michael Gove)
Thank you, Mr Speaker. The exuberance and enthusiasm of my ministerial colleague is something to behold.
More than 300 academy schools had been opened as of 1 September 2010, and since the Academies Act 2010 received Royal Assent two months ago we have received 189 applications to convert to academy status, or 5.9% of the outstanding mainstream schools that are currently eligible. Some 32 new academies opened on 1 September, and 23 more have opened since then, the equivalent of one nearly every working day.
Mr Gray
I had the good fortune to visit the Wellington academy in the constituency of my neighbour, my hon. Friend the Member for Devizes (Claire Perry), last Friday. It is an outstanding example of what an academy can do. It has gone from being the worst-performing school in Wiltshire to being one of the best on a like-for-like basis. GCSE passes have doubled and it is now offering A-levels for the first time, and its level of exclusions has gone from being the highest in Wiltshire to being the lowest. Does the Secretary of State agree that academy status can not only be of benefit to higher-performing schools but be of huge benefit to low-performing schools that wish to improve?
Michael Gove
My hon. Friend makes a compelling case. Academy status can benefit all schools, which is one reason why the former right hon. Member for Sedgefield argued that academy freedoms should be extended to all schools. What a pity that the Opposition have retreated from that high water mark of reform.
Kevin Brennan (Cardiff West) (Lab)
For the avoidance of any confusion among those on the Treasury Bench, this is a supplementary question to Question 8.
In opposition, the Secretary of State said that in his first 100 days he would identify the 100 weakest schools and rapidly give them new leadership, and give hundreds of high-performing schools academy freedoms so that they could help weaker-performing schools. Can he confirm that he has so far failed to enforce any obligation whatever on the 50 or so new academies to help weaker schools, and that he has done nothing about his pledge to help the weakest 100 schools? Is he not just picking a few of the favoured and allowing the rest to drift?
Michael Gove
The hon. Gentleman will have to do better than that. All the schools that have been granted academy status either are helping or will help underperforming schools to improve. We have actively identified some of the weakest schools in the country and will shortly announce the partners, whether existing academy sponsors or high-performing schools, that will ensure that those schools raise their performance. It is a tragedy that under the Government of whom he was a part, the gap between rich and poor widened and we came near the bottom of the 57 most advanced countries in the world in educational achievement. It is a particular tragedy that the gap between private and state schools grew under his Government, testament to which is the fact that in the shadow Cabinet under which he serves, more members were educated in private or selective schools than in comprehensives.
Liz Kendall (Leicester West) (Lab)
9. What plans he has for the future of the primary school curriculum; and if he will make a statement.
Margot James (Stourbridge) (Con)
13. What recent assessment he has made of the effectiveness of school achievement and attainment league tables in providing information on academic standards in schools; and if he will make a statement.
The Secretary of State for Education (Michael Gove)
We plan to reform the school performance tables to make them more rigorous and to ensure that they focus on academic standards. We have proposed introducing a new measure, the English baccalaureate, that will recognise achievement in not just English and mathematics but the sciences, a modern or ancient foreign language, and humanities such as history or geography.
Margot James
I thank my right hon. Friend for his answer. The number of students studying history and geography at GCSE level in some schools in Stourbridge has fallen as low as 25%. That is partly due to schools encouraging the study of softer subjects to improve their league table positions. Does my right hon. Friend agree that that is an indictment of the current system, and has he any steps in mind to remedy the situation?
Michael Gove
I thank my hon. Friend for her question. She joins a growing cross-party consensus, led by the hon. Member for Stoke-on-Trent Central (Tristram Hunt), that we need to ensure that children up to the age of 16 follow a stretching academic curriculum, as they do in many other European countries. As a passionate pro-European, I would like to see us emulate those countries in that regard, and in many others.
Nic Dakin (Scunthorpe) (Lab)
14. What estimate his Department has made of the number of children who will be eligible for free school meals in September 2010; and if he will make a statement.
Lisa Nandy (Wigan) (Lab)
19. What arrangements his Department has made with the New Schools Network to provide a framework for the provision of services by the network on his Department’s behalf.
The Secretary of State for Education (Michael Gove)
The Department is working with the New Schools Network to finalise the specifics of the grant agreement in line with the activities and key performance indicators. Those have already been outlined in broad terms in the letter of 18 June from my Department to the New Schools Network.
Lisa Nandy
Does the Secretary of State understand the concern surrounding the level of transparency in the role of the New Schools Network? In particular, how can he be satisfied that there will be no conflict of interest between its role in providing advice to groups seeking to set up new schools and its other, undisclosed financial donors?
Michael Gove
I am reassured by the fact that the New Schools Network has as its chairman the former editor of the Financial Times, who employed the right hon. Member for Morley and Outwood (Ed Balls) before he became such a distinguished Member of Parliament. I am also reassured by the fact that among its advisers are Professor Julian Le Grand, who was an adviser to the former Prime Minister, and Sally Morgan, who was political secretary to the former Prime Minister. Those three distinguished figures, along with many others who support the New Schools Network, seem to be the sort of talented figures whom we should be encouraging to play a bigger role in state education, rather than, as was the case in the Brown years, saying to them that they are not wanted when it comes to improving education for the very poorest.
Andrew Bridgen (North West Leicestershire) (Con)
T1. If he will make a statement on his departmental responsibilities.
The Secretary of State for Education (Michael Gove)
With your permission, Mr Speaker, I should like to reassure all those hon. Members who are anxious about the decline in the standards of education under the previous Government that two steps forward have been taken in the past week. First, we have reversed the policy, which was initiated under the previous Government, whereby marks for spelling, punctuation and grammar were removed from GCSEs. In future, GCSEs, according to Ofqual, will be marked in a way that pays proper attention to the need to spell, punctuate and write a grammatical sentence. Secondly, as I am sure the hon. Member for Stoke-on-Trent Central (Tristram Hunt) will be relieved to know, we will ensure that every child has a proper sense of the connected narrative of British history, and Professor Simon Schama has agreed to advise the coalition Government in order to ensure that every child grows up knowing the glories of our island story.
Andrew Bridgen
I have a case in my constituency, where the three mile limit rule for free school transport is so strictly applied, using new software mapping techniques, that half the local housing estate has lost its access to free bus passes. Owing to the two-tier secondary education system that operates in parts of Leicestershire, we have the ludicrous situation in which 11-year-olds are expected to walk three miles to school along a main road, whereas 16-year-olds travelling to the upper school, only 300 metres further on, have access to a free bus pass. Will the Secretary of State look urgently into the guidance notes for local authorities on that matter?
Michael Gove
I am very grateful to my hon. Friend for raising that case, and I shall certainly look into it. I know that Leicestershire is an F40 local authority, one of the least well funded in the country; I know, notwithstanding that, that Ivan Ould, the lead member for children’s services, does a fantastic job, as does my hon. Friend. I shall make sure that I talk to Mr Ould and my hon. Friend about how we can resolve that situation for his constituents.
John Mann (Bassetlaw) (Lab)
T4. Will the Secretary of State use his undoubted influence in government to get a decision—perhaps before 20 October—on the previous Prime Minister’s commitment to make a proper donation to the £100 million appeal for the Auschwitz-Birkenau Foundation, so that the very successful schools to Auschwitz project has buildings to visit in future decades?
Michael Gove
I am very grateful to the hon. Gentleman for raising that matter, and I must pay tribute, across the Floor of the House, to the fantastic work that he has done in the fight against anti-Semitism. I can reassure him that we have already committed to give the Holocaust Educational Trust the money that it needs. It is an issue of no contention, across the House, that we must ensure that as those who remember the holocaust fade from our lives, the memory of that unique evil never fades from the minds of any of us in this place.
Stephen Mosley (City of Chester) (Con)
T2. My local education authority of Cheshire West and Chester is one of the lowest funded in the country; like Leicestershire, it is a member of the F40 group. What measures is the Secretary of State taking to ensure that education funding will be more equally distributed across the country in future?
Michael Gove
I am grateful to my hon. Friend for making that passionate case, as so many representatives from F40 authorities do. In the context of the comprehensive spending review and the forthcoming schools White Paper, we are now looking at how exactly we can ensure that schools funding is more equitable across the country. We are of course looking particularly at how we can ensure that disadvantaged children, wherever they live, receive what they deserve.
Stella Creasy (Walthamstow) (Lab/Co-op)
Back in January, one of the Ministers stated that there was a question mark over whether local authorities were the best people to run youth services. Given that, how does the Department now justify the removal of ring-fencing for the youth opportunity fund and youth capital fund and the cuts to Connexions and the youth sector development grants? Those cuts mean that many organisations that the Department would like to see running youth services, such as the excellent Soul project in Walthamstow, are facing a very uncertain financial future.
Will the Minister agree to visit the Soul project with me to discuss with the young people and volunteers who run it the contingency plans that he has in place to ensure that there is not a big voluntary sector youth-shaped hole in the big society?
Stuart Andrew (Pudsey) (Con)
T3. The Leeds and Bradford Dyslexia Association is applying to open a specialist school through the free schools initiative. Will my right hon. Friend agree to look at that application? Furthermore, does he agree that the application is a clear demonstration that, despite Opposition claims, free schools can not only help the brightest but be a real opportunity for groups such as the LBDA to help children and young people who need extra support?
Michael Gove
I am grateful to my hon. Friend for his question and the argument contained therein. He is absolutely right: many of those anxious to establish new free schools are motivated by the desire to help the very poorest or those most in need. As well as the case that he mentioned, in Yorkshire there is a talented young teacher, the son of a bus driver, who wants to open a free school in one of the most deprived parts of Bradford. It is the idealism of that young man, and of the dyslexia association activists my hon. Friend mentioned, that is an inspiration to us all on this side of the House.
Diana R. Johnson (Kingston upon Hull North) (Lab)
The last Labour Government established three free school meal pilots in Wolverhampton, Durham and Newham. Will the Secretary of State give me an assurance that when the evaluations are complete, there will be full disclosure and that they will not just be scrapped as the Lib Dem council did in Hull when we had such a pilot? It did not wait for a full and proper consideration of the evidence.
Michael Gove
The hon. Lady was a distinguished Minister in the Department and I know that she shares with me a desire to ensure that policy is evidence-based. That is why I was surprised that the previous Government said they would definitely go ahead with the extension of free school meals before the evidence about whether the pilots were working was in. I was also particularly surprised that the previous Secretary of State committed to the extension of free school meals without there being sufficient funds in the Department’s spending envelope to pay for them. It was, I am afraid, another example of the recklessness with which he drove our finances and economy on to the rocks.
Mr John Baron (Basildon and Billericay) (Con)
T5. The Secretary of State is absolutely right to order a review of his Department’s capital spending. When he does decide how to allocate capital, will he look favourably on the schools that reached the very final stages of the BSF application process and suffer greatly from dilapidation, such as Mayflower high school and Billericay school in my constituency?
Michael Gove
As ever, my hon. Friend is a strong, powerful and fluent advocate for his constituents. It is important for us to make sure that the capital that we have goes to the schools that need it most. It is also critically important that we ensure that the one area that the previous Government overlooked—the significant expansion in demand for primary schools, particularly in the south and south-east—is addressed. I am sure he will agree that we need to address that along with the dilapidation in the secondary estate.
John Cryer (Leyton and Wanstead) (Lab)
On the vexed issue of BSF, I understand what the Secretary of State says about the capital review, but going hand in hand with that must be some sort of needs-based criteria. What progress has he made towards arriving at such criteria?
Michael Gove
That is a very good and characteristically shrewd point from the hon. Gentleman. We need to do two things. First, we need to ensure that whatever money we have is allocated in the most effective and efficient way, and we also need to ensure that as well as being efficient, it reflects needs. As regards needs, there are a variety of different criteria that we have to judge: first, so-called basic need—in other words, population growth—secondly, deprivation; and thirdly, dilapidation, or the actual fabric and state of the buildings. We have not had an accurate assessment of the fabric of the school estate since 2005.
Mr Douglas Carswell (Clacton) (Con)
T6. The policy of enforced inclusion pursued under Governments of both parties has played havoc with children with special educational needs in my part of Essex. It has meant the closure of special schools, increased pressure on mainstream schools, and pressure on remaining places in the special schools system. Can the Minister promise that under the review inclusion will be made a matter of parental choice, not an outcome arrived at through bureaucratic stalling and bullying?
Rosie Cooper (West Lancashire) (Lab)
Will the Secretary of State please indicate the Government’s position on supporting parents in choosing denominational schools for their children? Would he oppose any measure that would reduce that choice—that is, local authorities charging a flat rate of £2 a day per child, which amounts to £180 that parents believe is a tax on faith? Lancashire county council is charging parents £2 a day per child for transport to go to a denominational school; does he approve of that sort of attitude?
Michael Gove
I am very interested in the case that the hon. Lady brings to my attention. In her constituency, in Skelmersdale and elsewhere, a great many people are benefiting from a Roman Catholic education. I would hate to see anyone unduly penalised for wanting their child to be educated in accordance with their faith, so I will look at the case she mentions.
Mrs Helen Grant (Maidstone and The Weald) (Con)
T7. Under Labour, social mobility stalled. What action will the Government now take to kick-start that vital aspirational process for our children, our teachers and our schools?
Julie Hilling (Bolton West) (Lab)
After 18 months of very hard slog, the 50 children and the staff and parents of Lever Park special school in my constituency raised the £20,000 funding needed to become a specialist school. In July, the Government promised them £100,000 to transform their facilities; in September, the Government cut it to £20,000. Will they please review their decision?
Michael Gove
I am very grateful to the hon. Lady. I will be speaking to people from the Specialist Schools and Academies Trust later this afternoon, when I will explain to them exactly the difficult circumstances that we inherited, which mean that unfortunately some tough decisions have to be made, but also point out that the fantastic achievements that have been secured so far by specialist schools and academies will be rewarded appropriately after the comprehensive spending review.
Mary Macleod (Brentford and Isleworth) (Con)
T8. What recent assessment has the Secretary of State made of the need for additional secondary school places in the Brentford and Isleworth constituency, and what advice would he give to parents who have been in contact with me to say how desperately they need a new school?
Michael Gove
My hon. Friend, like all those who represent constituencies in the west and south-west of London, will know that recent demographic changes mean that there is immense pressure on primary and secondary school places. I am particularly sensitive to the need for the resources to be there to ensure that the children who are now arriving at primary schools have the places that they deserve. We are also ensuring that some of the new free school applications that we have received are prioritised in those areas where the demographic need is particularly acute.
Mr Barry Sheerman (Huddersfield) (Lab/Co-op)
Does the right hon. Gentleman agree that it is a great disadvantage to return from school to a home where no English is spoken? Is it not time we had a campaign to make knowledge of the English language common throughout our country? Will the Secretary of State lead a cross-departmental campaign to deliver English speaking and knowledge across the country?
Michael Gove
Not for the first time—nor the last—the hon. Gentleman speaks for me. It concerns me that a grasp of proper spoken and written English, which is the key to enjoying full civic life in this country, is denied to far too many people. I will work with my hon. Friend the Minister for Education, Skills and Lifelong Learning to ensure that an ability to speak and write English clearly is at the heart of everything we do, whether in adult, secondary or primary education.
Andrea Leadsom (South Northamptonshire) (Con)
T9. In the wake of the Munro report, is the Minister as concerned as I am about the growing number of children being taken into care? Does he agree that the best way in which to stop more of those personal tragedies is to invest in prevention programmes for babies and their carers in the earliest years?
Mr Gordon Marsden (Blackpool South) (Lab)
The Secretary of State has just said that he is keen to promote initiatives in the study of history in schools. Does he remember the rather sterile debate in 1990, when Lord Baker introduced the national curriculum, between skills and content? Does he agree that skills Learned in the study of history are as important as narrative? We cannot have one or the other—we need both.
Michael Gove
I am grateful for the hon. Gentleman’s point. He was a distinguished editor of History Today, and his voice in these debates is important. It is critical that we ensure that every child has a proper spine of knowledge—the narrative of the history of these islands. Without that, the skills of comparison and of examining primary and secondary sources and drawing the appropriate conclusions, are meaningless. Without that spine, history cannot stand up and take its place properly in the national curriculum. One of the problems in the past 13 years—indeed, since 1990—is that national history has not been taught as it should be in our schools. Under the coalition Government, that will change.
Stephen Phillips (Sleaford and North Hykeham) (Con)
T10. I think that my hon. Friends are aware of my interest in and support for deaf education; I remain a chair of governors at a deaf school. What plans has the Secretary of State for deaf education and for ensuring that deaf children receive the same education as their hearing peers?