“Educational Excellence Everywhere”: Academies

John Bercow Excerpts

Monday 9th May 2016 Commons Chamber

[Nicky Morgan]

The shadow Education Secretary was as constructive and positive as always, but let me deal with some of the issues she raised. She asked about the support for academies. She will know about this, if she has read the evidence I gave to the recent hearing of the Select Committee on Education, where we went through this in great detail. I am sure she has also seen the very long letter I sent to the National Union of Teachers about the international evidence, but let me just give two statistics: primary sponsored academies are making substantial gains, with the percentage of pupils achieving the expected level in reading and writing and maths at the end of key stage 2 having risen by four percentage points last year; and those academies open for just one academic year having seen their results improve by five percentage points. She asked about the views of the chief inspector—[Interruption.] I am sure that if she has—[Interruption.]

[Mr Speaker]

Order. I say to Members on both sides of the House that there is far too much noise. Both sides and every Member must be heard. It is very simple.

[Nicky Morgan]

Thank you very much, Mr Speaker. It is extraordinary how some people do not want to hear any arguments against them, for example, from Sir Michael Wilshaw. The hon. Lady will have seen the letter from Ofsted in which he said:

“As you know, I fully support the government’s ambition to create a more diverse and autonomous school system. As I said in my latest Annual Report, academisation can lead to rapid improvements and I firmly believe that it is right to give more autonomy to the front line.”

The hon. Lady mentions the Education Committee report from 2014, published last year, which said:

“Academy sponsorship has encouraged and facilitated the contribution of individuals not previously involved in education provision and laid down a challenge to maintained schools to improve or face replacement by the insurgent academy model.”

It is extraordinary that it took until the hon. Lady’s final sentence for her to talk about standards. As usual, there was no mention of pupils, of standards or of aspiration. She has had nine months to set out a vision of what a strong, consistent education system looks like. I have set out ours very clearly in this White Paper and she now needs to do the same if she is to have any hope of office.

We know what today’s Labour party is all about—it is about taking sides. That is what Labour told us in the local elections and it is what its leader is all about. Today, Labour has picked its side: the side of vested interests in the status quo; the side of no change; the side of those who want to push back the tide of progress and return to Labour’s bad old days. I say no. We pick the other side: the side of parents, teachers and, above all, pupils; the side of higher standards and aspirations; and the side of progress and reform—the side of educational excellence for all.

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[Carol Monaghan (Glasgow North West) (SNP)]

I thank the Secretary of State for today’s statement. Many school communities will also welcome today’s announcement. Although I, like many teachers across these isles, would love to think that the Government do listen to teachers, the reality seems to be that this embarrassing U-turn on a centrepiece Budget announcement has been brought about by a handful of the Government’s own Back Benchers. Those who have the greatest impact on the success of a school are teachers, and a first-rate headteacher can turn a school around regardless of whether it is an academy, but there is no doubt that this grand plan has caused great anxiety, and teachers who are already struggling with severe workload issues have had an additional burden placed on them by the academisation plan. The Secretary of State says that academies allow schools the freedom to innovate with the curriculum—[Interruption.]

[Mr Speaker]

Order. Mr Austin, you are as noisy now as you were in the debating chamber of the University of Essex student union where you noisily, belligerently and discourteously heckled me 30 years ago. [Interruption.] Order. The hon. Lady—and all Members—must be heard with courtesy. May I gently say to her that her chance of getting a courteous hearing will be increased if, rather than making a statement, she asks a question?

[Carol Monaghan]

The ability of schools to set their own pay scales will raise questions around teachers’ pay and recruitment, and there is concern that the long-term impact of academies will mean higher salaries and better terms and conditions in some better-funded academies. What consideration—[Hon. Members: “Hooray!”] I am glad that I amuse the House. What consideration has the Secretary of State given to teacher recruitment in poorer areas in terms of being able to attract the teachers they need to raise attainment? We in the Scottish National party are firmly committed to national bargaining in the public sector. How will she ensure that, by abandoning nationally agreed pay scales, this will not affect recruitment and retention in more challenging schools?

[Several hon. Members rose—]

[Mr Speaker]

Order. Members who came into the Chamber after the statement started—there were quite a number of them—should not expect to be called. In pursuit of a question, with a question mark at the end of it, I turn to the éminence grise of the Government Back Benches, Sir Alan Duncan.

[Sir Alan Duncan (Rutland and Melton) (Con)]

Very grise, Mr Speaker. It is a matter of regret that on such an important issue, the shadow Secretary of State rather let herself down this afternoon. Those of us involved with this issue have expressed concerns—about compulsion, of course, but also about planning for school places, transport across changing catchment areas, and what happens when a failing school has no suitable academy to take it over. The House is grateful to the Secretary of State for having listened, and we urge her to look at what might be described as the final pieces in the academisation jigsaw. We very much appreciate the tone and the constructive nature of her statement.

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[Nicky Morgan]

This model of education is giving 1.4 million more children the opportunity to be in a good or outstanding school. We want to go further.

[Mr Speaker]

I call Chloe Smith.

[Chloe Smith (Norwich North) (Con)]

Thank you, Mr Speaker. [Laughter.] I am delighted to be picked from among the serried ranks of excellent Back Benchers. Evidence such as the social mobility index sadly shows that my constituency has some of the poorest opportunities for the poorest children. May I urge the Secretary of State to stick to her guns, and to ensure that her focus is on standards for those who need it most?

[Several hon. Members rose—]

[Mr Speaker]

Order. Some colleagues have a quaint idea about time-keeping. One hon. Member who was six minutes late has still not taken my hint. I do not wish to embarrass the poor fella, but he should not be standing. It is pretty straightforward.

[Stephen Timms (East Ham) (Lab)]

I am pleased that the Secretary of State is not sticking to her guns, and I welcome her change of heart and the U-turn that she has announced. Will she reconsider another ill-advised proposal in the White Paper—the abolition of the requirement for schools to have parent governors?

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[Several hon. Members rose—]

[Mr Speaker]

Ah—I call my University of Essex contemporary, Mr Ian Austin.

[Ian Austin (Dudley North) (Lab)]

Thank you, Mr Speaker. The PISA figures actually show that we are going down the international league tables as standards among our competitors rise much more quickly than here in the UK, so it is an absolute tragedy that the Secretary of State spends so much of her time on partisan bickering and a dogmatic obsession with structures. The best way—the quickest way—to improve standards in our schools is to focus on leadership, and that is what she should be giving all her attention to. Will she take the £1 billion that she was going to spend on forcing every school to become an academy and use it to recruit and train a new generation of brilliant headteachers?