Children and Families Bill

Stella Creasy Excerpts

Tuesday 11th June 2013 Commons Chamber

I believe that was right and that the curriculum centralisation that would inevitably follow endeavours such as new clause 20 would not advance the cause of PSHE or, critically, the interests of our young people. To clarify, we currently have compulsory sex education in secondary schools, but governors of primary schools are at liberty to authorise the teaching of sex education if they think it appropriate.

[Stella Creasy (Walthamstow) (Lab/Co-op)]

I understand that the hon. Lady’s concern is about a centralised curriculum. What does she make of her Government’s proposal to put gardening and composting on the national curriculum, as well as financial education and compound interest? Surely along with those two Cs we should also put consent.

[Fiona Bruce]

I am vice-chair of the all-party group on financial education for young people and I hugely welcome that proposal. I think it is an essential ingredient of enabling our young people to mature and face society when they leave school.

At present we do not have a centralised curriculum, and I cannot support proposals for the centralisation of the curriculum as suggested by the champions of the new clause. Research demonstrates that children and young people want to receive their initial sex and relationships education from their parents and families, with school and other adults building on that later. I am not naive and I fully appreciate that many parents do not fulfil their parental duties in that respect. That is why it is essential that we have sex education in senior schools, and I do not deny the importance of that for one minute, for many of the reasons mentioned by the hon. Member for Wigan (Lisa Nandy) when she introduced the new clause.

Enterprise and Regulatory Reform Bill

Stella Creasy Excerpts

Wednesday 17th October 2012 Commons Chamber

[Ian Murray]

Let me make some progress, and then I will give way.

To start with the positives, I welcome new clause 8, which is derived from the report by Mr Justice Underhill and his esteemed team. We have always recognised the need to review the procedures of the employment tribunal system to make it work better for employees and employers, but with these proposals we have particular concerns about the increased use of deposit orders. We support the premise of deposit orders in deterring claims which may be unmeritorious, but we fear that their increased use, combined with the introduction of the fees regime, may restrict access to justice. This has the potential not only to restrict justice but to do so for the most vulnerable employees in the employment tribunal system. Will the Minister assess the impact of the changes on deposit orders? I appreciate her giving the commitment that if there were an impact she would return to the issue, but it is strange that these proposals have been introduced. Several of my hon. Friends have been asking about the evidence for doing so. Despite repeated pleas in Committee to produce a proper impact assessment on the insertion of fees into the process, that has not happened.

I welcome the provisions to allow for costs for lay representatives. We agree with Mr Justice Underhill when he said:

“We can see no reason why the claimant should not be able to recover those charges when he would have been able to if he had instructed a legal representative.”

We will not oppose these changes in new clause 8, as they have been properly evidenced, but I could not say that about the rest of part 2, where the Government have absolutely no evidence for any of their proposed changes. Indeed, their own impact assessments, and business surveys, show that there is little appetite for them in the business community. Businesses tell me and other Members that their main concerns are not employee regulations but lack of finance and the general state of the economy.

The reality is that the previous Labour Government created nearly 2 million jobs and 1 million businesses within the current system of employment rights. Mr Beecroft himself agreed, in effect, when he said in Committee that he had no empirical evidence but was basing these recommendations on experience and from talking to people in the pub. In Committee, we had a perfect 10 from Government Members in terms of anecdotes. I am sure that at one point we even heard a direct quote from the managing director of “Anecdotes R Us”. The evidence, particularly from the OECD, shows that the United Kingdom has the third most liberal employment rights regime in the western world.

[Stella Creasy (Walthamstow) (Lab/Co-op)]

Does my hon. Friend agree that taking advice on employment rights from somebody who profits from legal loan sharks is perhaps not the right way forward when looking for effective guidelines and regulation?

[Ian Murray]

I am grateful for my hon. Friend’s intervention. I think that people can make up their own minds about the ideology and ethos of the report.

Amendment 80 deals with fees and their impact on ACAS early conciliation. In Committee we pressed amendments to assist applicants and to ensure that ACAS was properly resourced. The amendment covers a similar concern that we have about the new deposit orders. We welcome the new role for compulsory early conciliation by ACAS, but we are concerned that the insertion of the fees system after the ACAS conciliation process will dilute the effectiveness of conciliation and put employees in the untenable position of having to settle their dispute or find the necessary £1,200 to take it beyond the ACAS system.

Ed Sweeney, the chair of ACAS—I have mentioned this already—said during his evidence to the Committee that

“we do not know whether charging for tribunals would have an adverse effect on either employers or employees…Will there be less, from an employer’s point of view, of engaging in conciliation”?––[Official Report, Enterprise and Regulatory Reform Public Bill Committee, 19 June 2012; c. 68, Q146.]

The Minister herself has admitted that there could be an issue and will deal with that after the system is up and running. Despite being pressed time and again on this issue in Committee, no Minister has produced an impact assessment on the impact of ACAS conciliation when low-paid and vulnerable workers will have to find a fee to enter the employment tribunal system.

Enterprise and Regulatory Reform Bill

Stella Creasy Excerpts

Tuesday 16th October 2012 Commons Chamber

[John McDonnell]

I do not see how it can be interpreted any differently. The argument has been made that this provision has been included in the Bill for a purpose and that it is all to do with removing restrictions on businesses so that they can be encouraged to be more enterprising and create better profits, which might somehow contribute to tackling the recession. The argument is almost that we cannot afford equality, but our argument is that we cannot afford inequality. That is exactly why we enacted that legislation in 2006. There were strong arguments about not just fairness but efficiency. If there is discrimination against people, sections and groups in society, they cannot make their contribution. That was why we made a strong economic argument for the 2006 Act.

[Stella Creasy (Walthamstow) (Lab/Co-op)]

I note that the Minister talked about value for money. Does my hon. Friend agree that the value-for-money argument for dismantling the commission is a very bad one, because of its impact on our economy through the added cost to businesses of failing to tap into the potential of people against whom there is discrimination in our society?

[John McDonnell]

Exactly. In 2006 we had a lengthy debate on all sides when we identified groups in society that had not been given a fair crack of the whip and which, if they had, could contribute so much to our economy. Clause 52(1)(a), which removes section 3 from the Equality Act 2006, removes that statement.

It is interesting that only a few months ago the European Commission, in its recent report on equality, recommended to other Governments that they follow the example of the UK and embody in legislation a vision of an organisation that can contribute towards developing a society based on equality. Here we are, taking a step backwards from what is happening elsewhere across Europe. This is not just a tidying-up exercise. It is not about creating unrealistic expectations. It undermines the legislative basis of the organisation.

At the recent conference on discrimination law, Sir Bob Hepple QC made it clear what section 3 stands for. He said that it provides the link between the promotion of equality and good relationships between groups and society, and that without it we are rudderless. That was his statement. We included the measure in the original legislation to give direction.

It is extraordinary that in the Government’s own consultation, which has been cited time and again today and which was entitled “Building a fairer Britain”, there was overwhelming opposition to the abolition of section 3. The opposition was 6:1 against removing that visionary statement from the legislative basis of the commission.

Clause 52(1)(b) repeals the duty to promote good relations between members of different groups. MPs who have been working in their constituencies as MPs, councillors or community activists will recall that it is these sections that we have used to protect individual groups against racist attacks, attacks on Travellers and against undermining and stigmatising people with mental health problems. This is the legislative base that we have used time and again to ensure that the commission can play its full role.

As my hon. Friend the Member for Streatham said, this is the measure that we used to tackle racism in football, so it has been used in campaigns and it has been effective. We have used it to undermine the development of extremist racism in our society and to ensure that we give advice to public authorities, particularly local authorities at elections, to set standards.

It has been argued that other organisations will be available to do this, such as the Runnymede Trust and the Fawcett Society, but both of them are reliant on public funds and some of the public funds that go to those organisations are from the EHRC. The EHRC is having its grant-making cut so those organisations will not be out there to fulfil that role.

On the removal of the duty in section 10, I want to raise an issue on behalf of organisations such as DPAC—Disabled People Against Cuts—and the group in Scotland, Black Triangle. Section 10(5) places a duty on the commission

“to promote or encourage the favourable treatment of disabled persons.”

Over the past year we have had debate after debate on hate crime against people with disabilities. We thought we had a breakthrough with the Paralympics in raising the profile of people with disabilities and extolling what they can do if given the chance. What message does it send out that we are scrapping that duty of the commission?

Oral Answers to Questions

Stella Creasy Excerpts

Monday 21st November 2011 Commons Chamber

[Michael Gove]

It is a great pity that Enfield Labour council is not as supportive of free schools as it should be. Both the hon. Member for Liverpool, West Derby (Stephen Twigg), the shadow spokesman for education, and I have visited superb free schools in Enfield, and I hope the Labour local authority there moves with the times and supports those free schools in doing a fantastic job for children in disadvantaged circumstances in a borough that deserves better.

[Stella Creasy (Walthamstow) (Lab/Co-op)]

Inevitably, the provision of school places in neighbouring boroughs such as Enfield will have a knock-on effect in places such as Waltham Forest. The Secretary of State is aware that a quarter of all responses to his consultation on the national schools funding formula came from Walthamstow, from parents and governors in my constituency who are desperately concerned that we are facing a shortage of 1,200 places as a result of the cancellation of the Building Schools for the Future project. Will Ministers agree to meet parents and governors from my constituency to talk about the desperate shortage of places in Waltham Forest and what can be done?

[Michael Gove]

I am not surprised that we had so many representations from Waltham Forest, and Walthamstow in particular, given that the constituency representative for Walthamstow is The Spectator parliamentarian of the year award-winner as campaigner of the year.

Oral Answers to Questions

Stella Creasy Excerpts

Thursday 27th October 2011 Commons Chamber

[Mr Davey]

My hon. Friend will know that the Chancellor has announced that we will move the period of unfair dismissal from one year to two years—I know that my hon. Friend welcomes that—which will deal with exactly the point he has made. He will also know that we have an employment law review and a red tape challenge to ensure that we have employment laws in this country that will make our labour market fair and efficient.

[Stella Creasy (Walthamstow) (Lab/Co-op)]

T5. What message do the Government think they are sending to the thousands of families in this country who are now struggling in debt as a result of payday loans, by allowing the legal loan sharks not only to advise them on employment law, but to swell their party coffers?

[Mr Davey]

I was expecting the hon. Lady to thank the Government for putting forward an idea that she and other Members have been pressing on the Government: namely, to launch research on the impact of a cap on the total cost of credit. I am really rather disappointed in her.

Careers Service (Young People)

Stella Creasy Excerpts

Tuesday 13th September 2011 Commons Chamber

[Mr Gibb]

The legislation states only that the advice must be independent. We are considering all the issues being raised in this debate, and by my right hon. Friend the Member for Bermondsey and Old Southwark (Simon Hughes).

[Stella Creasy (Walthamstow) (Lab/Co-op)]

I am ever so grateful to the Minister for giving way and for setting out the schedule. What careers advice has he given all the careers advisers who have now lost their jobs because local authorities have had that funding cut and are therefore no longer providing that service? Given that he is talking about the new service not coming on line until April 2012, and that there is no guarantee that it will be provided by individuals face to face, what does he expect to happen to the people who are the experts in this system?

School Funding Reform

Stella Creasy Excerpts

Tuesday 19th July 2011 Commons Chamber

[Michael Gove]

That is absolutely correct. What I want to do is make sure that the schools in greatest need receive the funding. Resources are limited and it will be difficult to prioritise, but we must be fair.

[Stella Creasy (Walthamstow) (Lab/Co-op)]

On Thursday I will meet school governors from Walthamstow. The Secretary of State has just, again, cruelly dashed their hopes that our fears about the lack of school places and the condition of our schools in Walthamstow will be acknowledged. Will he join me at the meeting on Thursday and explain for himself why he will give Waltham Forest the money for its legal fees but not the money to fix the leaky roofs and the asbestos problem that we have in our schools, or for the school places that we so desperately need?

[Michael Gove]

That was a passionate case well made, but I have to emphasise that I need to be fair to all local authorities. That means that we will look at the condition of schools in all local authorities, and the evidence will be sifted objectively. I am aware that Walthamstow, like many London boroughs and many areas in the south-east, is facing particular pressure on primary school places. Because Building Schools for the Future was primarily about secondary school places, we need to ensure that the absolute need for every child to secure a school place is at the front of everything we do.

Oral Answers to Questions

Stella Creasy Excerpts

Monday 11th July 2011 Commons Chamber

[Michael Gove]

I note that the hon. Gentleman has promoted me from Marty McFly to Pontius Pilate in just 30 seconds. Far from washing my hands, however, I have been actively intervening to ensure that, across Government, we make certain that pensions for valued public sector workers such as teachers are protected, while at the same time being fair to all taxpayers and reflecting the reforms that Lord Hutton, in his excellent report, suggested we pursue.

[Stella Creasy (Walthamstow) (Lab/Co-op)]

6. What recent representations he has received on the benefits of year-round youth services.

[The Parliamentary Under-Secretary of State for Education (Tim Loughton)]

I discuss youth services regularly with a wide range of stakeholders, particularly young people. The Government acknowledge the value of year-round services when they are of high quality, but too many are of variable quality, insufficiently targeted on those most in need, and not open to a range of providers. Through the early intervention grant we are encouraging local authorities to improve services by making better use of the voluntary sector, increasing the involvement of local businesses, and ensuring that disadvantaged young people receive early help.

[Stella Creasy]

On 4 May, the Minister told the Select Committee on Education that he was concerned about the “bang for your buck” in the provision of universal youth services. The Committee’s report on youth services shows that the national citizen service, as currently constructed, does not provide value for money. What action is the Minister taking to prevent himself from being hauled before the Public Accounts Committee for wasting valuable resources that should go to our young people?

[Tim Loughton]

I noticed that the term “value for money” tripped rather awkwardly from the hon. Lady’s lips. The Select Committee report was about services beyond the school day for young people aged between 13 and 25, yet the press release focused almost solely on the national citizens service, which is for 16-year-olds. We are running pilots this year. The purpose of pilots is to see how things work, and in this case to ensure we get value for money and the biggest bang for our buck so that as many of our 16-year-olds as possible will benefit from this wonderful scheme in years to come. I hope the hon. Lady will visit one of the schemes in her area.

Oral Answers to Questions

Stella Creasy Excerpts

Thursday 9th June 2011 Commons Chamber

[Mr Prisk]

I will be delighted to do so. Not only have we got the moratorium exempting small businesses from future regulation, but we have cut by 70% down to 46 the 157 proposals, many of them legacies from the past Government, and only 11 of them will cost business anything at all. We are ending the gold-plating of e-regulations, and we are changing the approach so that we sunset regulation in the future. Each of those steps will make a difference, and I will make sure that we report back to the House each and every year.

[Stella Creasy (Walthamstow) (Lab/Co-op)]

Back in February, the House debated the problems caused by high-cost credit and agreed to consider a cap on the cost of credit. Following that, 15 MPs from across the House wrote to the Minister responsible asking for a meeting to discuss how we might take that decision forward. Five months later, during the recess, he responded, stating that he was too busy to meet us. As the number of people borrowing from these companies rises in all our constituencies every month, will the Secretary of State show some respect for the House and respond to this legitimate issue by agreeing to meet us?

Education Performance

Stella Creasy Excerpts

Thursday 12th May 2011 Westminster Hall

[Stella Creasy (Walthamstow) (Lab/Co-op)]

Can the hon. Gentleman enlighten us on what the pass rate among private schools was for the English baccalaureate? One of the problems with a retrospectively applied mechanism is that many schools were not doing the courses and subjects involved, so the figures that he mentioned are not really equivalent. Perhaps this is a debate and a point that he might want to make in two or three years’ time, when everyone has been forced to do them by this policy.

[Damian Hinds]

As the hon. Lady should know—her colleagues may help her—we are not talking about the national curriculum, but a measure of how many children take one particular subset of subjects. The measure is not to be compulsory. The fact that it was revealed that some private schools were not offering those subjects tells us other interesting things. We have not got time, sadly, to debate them all now, but I would love to on a separate occasion.

Conversations with colleagues from all parts of the House on the subject have been interesting. I am sure that there will be exceptions to this, but most colleagues to whom I talk, whether they went to a comprehensive, grammar or secondary modern school, all studied the English baccalaureate. We did not necessarily pass all those exams, but that was pretty much considered the obvious set of exams that kids would take. The fact that that happened in the past does not make it perfect or right, but it does raise the question of why that has changed. As I say, we are not talking about a perfect measure. In fact, I would suggest that any single measure of performance of any particular age group will promote gaming behaviour. A particular issue with the English baccalaureate—I fully accept this—is that not every child is ever going to be in contention, as it were, for making that benchmark. There needs to be a balanced basket of measures. Alongside the English baccalaureate, I would hope that we might see a technical baccalaureate, and perhaps others, too.

Ministers are going down that exact track. We had the opportunity to talk to the Minister about that in the Education Committee the other day. There are more, rather than fewer, measures coming through, but that memo does not seem to have arrived in a lot of staff rooms, where the assumption seems to be that the English baccalaureate will be the sole or primary measure. In fact, in that basket of measures—this was alluded to earlier—the most important measure or measures should be things that track not a snapshot of achievement, but progress over time. That is what school is all about: developing the individual and helping them to fulfil their potential. If we lead on measures of progress, we get rid of any incentive there might be to select only those children who will be, as it were, easiest.

Contextual value added is not that measure. I have now sat on the Education Committee for a year; I am still waiting for the first teacher, head teacher, union leader, educational psychologist, education professional or anyone else to mention contextual value added as a measure of the achievement of any school, local authority or anything else. That has not happened, because it is an impenetrable measure—it is impossible to figure out what it means. When I have asked people to explain, I have quickly wished that I had not.

The Government are working on a specific measure or measures of the progress of children at the most challenging end of the scale. In our recent Select Committee report, “The role and performance of Ofsted”, we recommended something in which I firmly believe: a metric system tracking the performance of all the different ability groups—by quintile, for example—and measuring the progress of those not only in the middle and bottom of the range, but in the gifted and talented category at the top. We recommended Ofsted as probably being in the best position to interpret the accompanying complex data and to convert them into the English language in a way that contextual value added struggles to do.

There is a real danger of drowning in a sea of measures—uncapped GCSE scores, five or more A* to C grades, five or more A* to C grades with mathematics, contextual value added, raw value added and the English baccalaureate—or, potentially, a technical baccalaureate, the new measure of progress among the most challenging and challenged students. Ultimately, we need one or two lead measures to hold schools to account so that parents know what the key things to look at are.

I am keen to hear the Minister’s comments, but I suggest that the five or more A* to C grades is not that measure for a couple of reasons: first, because of its tendency to focus on the average and on that borderline between C and D grades; and, secondly, because it is a cliff-edge binary measure, which therefore does not take into account enough of the richness going on in that cohort.

I suggest that the best lead way in which to measure school performance is a combination of some sort of average point score measure—perhaps the average point score towards the English baccalaureate subjects, or something else—and a progress measure, whether a simplified version of value added or something more like the progress by quintile that I was outlining.

I still managed to speak for more than the five or six minutes that I thought I was going to, for which I apologise profusely.

--- Later in debate ---

[Mr Gibb]

I am grateful for the hon. Gentleman’s intervention, but of course there is plenty of room outside the English baccalaureate to study RE, music and art and, indeed, for some pupils to take a vocational subject. We have deliberately kept the English baccalaureate small to enable that to happen.

My hon. Friend the Member for South Basildon and East Thurrock (Stephen Metcalfe) spoke of consistent application of school rules and pointed to how dramatically a school can improve its academic performance once behaviour is sorted out. He is absolutely right. He called for more flexibility in the movement of heads going back to teaching. The Government certainly intend to allow more flexibility in terms and conditions for our schools. The hon. Member for Liverpool, West Derby was right to pay tribute to Teach First, and I welcome his support for its expansion.

My hon. Friend the Member for Cities of London and Westminster (Mr Field) said that the paucity of aspiration was a key characteristic of poorly performing schools. He is absolutely right. We must grapple with that in all our schools, to ensure that we do not sell children short, particularly those from homes where there is not much aspiration; we need to replicate that aspiration in school. I am grateful to my hon. Friend for his support for synthetic phonics. I hope that young Master Field is already reading at the age of three and a half.

My hon. Friend the Member for Stourbridge (Margot James) is right to be concerned about the growing gap between the independent and state sectors. The OECD has commented on the fact that the gap in the UK is one of the widest among OECD countries. I assure her that we are committed to raising the standard of alternative provision, and to including the voluntary sector and other providers that have a proven record of helping children with challenging behavioural problems.

My hon. Friend the Member for Portsmouth North (Penny Mordaunt) said during her contribution that more widely based GCSEs, such as the pilot GCSE in boxing that she cited, can be valued without necessarily having to claim that they are the equivalent of academic GCSEs. That is an important point.

My hon. Friend the Member for Central Devon (Mel Stride) provided an important analysis of the PISA figures from 2000 to 2009. We are determined to address the long tail of underachievement, another factor that was found in many PISA surveys.

The hon. Member for Cardiff West (Kevin Brennan) quoted Andreas Schleicher. However, as politicians tend to do, he failed to give the full quotation. It is true that he said that there has been

“very little change over the last 10 years.”

But he went on to say that we are an average performer and that

“improvement on the equality front from a social perspective somewhat declined; performance is average.”

He meant that in a pejorative sense, not as something to be happy with.

My hon. Friend the Member for East Hampshire was right to point to the weakness of the figure for five or more A to C grades, and the inevitable focus on the border between grades C and D. We are considering the matter, but measures that look at the performance of the lowest quintile will help to address the problem. A column in the performance tables will show what schools have achieved for pupils qualifying for the pupil premium. Schools will not then be able to say, “Well, this is our intake and this is why we are performing poorly” if we consider GCSE results only of those children who qualify for the pupil premium.

My hon. Friend the Member for Esher and Walton (Mr Raab) asked about school places. We are doing a significant amount to tackle the problem. There has been an increase in the birth rate since 2001, which is now feeding through into an increase in primary school numbers, and there is £800 million of basic need capital funding to cover shortages. Capital funding is a priority, albeit that it rather short in the current circumstances.

The hon. Member for Wells (Tessa Munt) cited Australia. We are introducing a scholarship fund—an education endowment fund—of £125 million, to be administered by the Sutton Trust. Teachers will be able to bid for funds to allow them to undertake further study in their academic field, or to improve their teaching skills. That important initiative is on similar lines to the one that she mentioned.

I shall now address the debate more generally. The challenges that we face in the 21st century and the opportunities that we now enjoy are more global in scope than ever before, as many hon. Members have pointed out. The days are long gone when we could afford to educate a minority of our children well, while hoping that the rest would be okay. As we heard, China and India are already turning out more engineers, computer scientists and university graduates than the whole of Europe and America combined.

The success of other nations in educating more of their young people to a higher level is part of their resolute determination to secure their future prosperity. It is no longer good enough to say that we as a nation are doing better than we did in the past. What matters now is not so much how we are doing compared to the past, but how we are doing compared to the rest and, in particular, how we are doing compared to the best of the rest.

We need to ask ourselves how our 16-year-olds are doing when compared with those in the US, Singapore, China and Scandinavia. Sadly, the answer is that we are not doing anywhere near well enough. Across the globe, other nations are outpacing us, accelerating reforms, creating more innovation and pulling ahead in international comparisons.

As has been pointed out, in recent years the UK has slipped down the international league tables. Indeed, when the PISA tables were first published, to the disbelief of the German education establishment they demonstrated that its education system was nowhere near being the global leader it had always thought. In Germany, it became known as “PISA-shock”. Most important, it stimulated a furious debate about how Germany could catch up, and that is the approach that we should be taking. We should not be saying, “Now that the figures are low, this academic or that will not believe them.” That was not being said in the years after 2000 by Labour Ministers or civil servants when the figures showed us being fourth, seventh and eighth in science, literacy and maths.

Similarly, when the United States was confronted with evidence showing that that 15-year-olds in the far east were comfortably outperforming their pupils in maths and science, it was described as a “Sputnik moment”. Most important, it again prompted radical reform of science education in the US. The good news is that the coalition Government are determined to ensure that the latest PISA study leads to similar action here. We are doing so by using examples of what works in the best-performing education nations.

As well as the OECD’s findings, another invaluable contribution was made by Sir Michael Barber and McKinsey. The seminal 2007 report, “How the world’s best performing school systems come out on top”, provided a blueprint for all nations serious about reforming their education systems of what they needed to do to catch up. The 2010 report, “How the world’s most improved school systems keep getting better”, provided further invaluable insights for all nations aspiring to improve their education system.

[Stella Creasy]

I am pleased to hear the Minister talking about science being an important subject and something on which the Government wish to measure progress. Will the Minister update us on what assessment his Department has made of the implications of the lack of science labs many schools will suffer as a result of cancelling the Building Schools for the Future fund projects and the lack of investment in science, particularly in areas such as mine?

[Mr Gibb]

We are concerned about science, of course, and we are concerned about science labs, but the state of our science laboratories came about over the 13 years of Labour Government. Of course there are problems, but we cannot debate now the Building Schools for the Future programme and the capital and funding problems that are the consequence of economic mismanagement over the past 13 years, which we are trying to tackle.

In the remaining minute, I wish to make a final point. If we dismiss what the OECD and McKinsey tell us, and fly in the face of the evidence of what works, we will not genuinely tackle the problems. Our recently published schools White Paper was deliberately designed to bring together policies that have worked in other high-performing nations.

I would have liked to talk about the academies movement. We have increased the number of academies from 203 to 658, and we have 1,000 applications to convert to academy status. Evidence of what works around the world shows that only by extending greater autonomy to schools, trusting professionals to get on with their jobs, providing stronger accountability to local communities and raising teacher quality can nations become among the best performing in the world. That is our objective.