Education and Adoption Bill

Debate between Rachael Maskell and Seema Malhotra

Monday 22nd June 2015 Commons Chamber

[Rachael Maskell (York Central) (Lab/Co-op)]

I congratulate the hon. Member for Thornbury and Yate (Luke Hall) on sharing his experiences with us. I am sure he will bring real value to the House. I also thank the other four new Members who have given their maiden speeches today.

I have to say that I am intrigued. This is the Second Reading debate on the Government’s one piece of legislation addressing standards in education. We are left with a draft Bill that looks at a very narrow definition of something called “coasting” and proposes yet another top-down reorganisation in education, rather than looking at the causes of the unbelievable pressures on our schools at this time and at what would really make a difference to children’s education. Those pressures include the cuts to support services provided by our local authorities, the recruitment and retention crisis in our schools, the incredible pressures under which teachers are being put, and the funding crisis that many of our schools are experiencing. It is the causes that we should be debating today and what will really turn around the lives of our nation’s children and improve schools. Instead, we have to debate something called “coasting”. Even at this moment, we are denied the opportunity to have a clear definition of what that actually means.

[Seema Malhotra (Feltham and Heston) (Lab/Co-op)]

I thank my hon. Friend for raising other issues and the causes of the difficulties, including recruitment and retention. A number of head teachers in my constituency have highlighted the increasingly challenging times they are facing as they try to recruit teachers and get teachers who have not been trained. They are finding it difficult to fill vacancies and are having to pay expensive introduction fees to agencies. That is having an impact on morale and team spirit in schools.

[Rachael Maskell]

My hon. Friend raises so many of the issues that are impacting on school standards today and the vital profession of teaching. We really must take heed of what she has said.

My second bemusement is that the Government talk about the urgency of improving standards in education, yet they are legislating only for schools currently under local authority control. Why is it acceptable that there are 133 failing academies on this Secretary of State’s watch? That certainly raises the issue of why the standards in those academies are not being questioned in this Bill. It is important to improve the outcomes for all children through the Bill. Why are alternative providers—perhaps even local authorities—not insisted upon for those schools?

There is a lack of evidence behind the Bill. The Education Committee proved that there is absolutely no evidence of net improvements in standards in primary and secondary schools that have become academies. Ofsted determined that other initiatives such as the city challenge were far more effective at improving standards. One educationist said:

“schools fail for a number of reasons and simply changing their structure may not address the whole picture”.

Therefore, in view of the evidence, why has there been this ideological move to turn more schools into academies? Tragically, after listening to parents, governors and heads of schools in York, it seems that schools are now seeing this as an inevitable process and are therefore debating whether it is better to jump before they are pushed and to have some control of the process in the meantime—and that includes even our outstanding schools. They are concerned that they will lose more resources; schools in York are seriously underfunded as we fall below national funding levels. The plea I have heard from all heads in York who have raised the issue with me is that the Government should do everything they can to improve school funding as the priority for raising standards.

I could stray into talking about the funding issues in further education, which are also having an impact on our education system. It is pointless to mend one part of the education system without looking at the challenges that will come later. However, I will return to the mainstay of the debate: who is now in charge of our children’s education?

Parents spend most of their time with their children—school holidays, weekends, mornings and evenings—yet the draft legislation is trying to take them out of the education-making process and is instead inserting the very remote Secretary of State. If this Government are at all serious about devolution and parental engagement, they will give a real voice to parents in the future of their children’s education. No one can have the interest of their children’s success closer to mind. Every parent wants to do what is best for their children.

In York, as we have debated the academisation of Millthorpe school and Scarcroft and Knavesmire primary schools—outstanding schools, I might add—it is the parents who have wanted all the information to hand to understand the best path for their children. We are about to enter the same debate at Hempland primary. Why detach schools from parents? Surely we should be involving them more. Why, instead, place the powers in the hands of the Secretary of State, who may know about what happens in Loughborough but will not know about the issues faced in the corners of York Central?

We should strengthen the parents’ voice, empowering parents’ involvement in their children’s education, and listen carefully to the issues they raise. In York, parents have called for a ballot over the multi-academy trust conversion exercise—one that Labour would have granted, but now denied by the Tory-led coalition council. We have to give parents the information they need, trust their expertise and give them a voice and the respect they deserve. After all, localism must be about trust.

I want to mention teachers and support staff and to put on record my sincere thanks for their outstanding dedication to our children, as they work day and night, often under extreme pressure, in giving their all. Teachers and support staff—not just heads—must also have a say. They cannot be told how important their professionalism is in one breath and then not be trusted to make the best decisions for children in the next.

The whole Bill—whether the education or the adoption clauses—boils down to trust. Are we going to trust the true professionals and the parents to determine what is best for children, or place everything in the hands of the Secretary of State, who is, after all, not an educationist?