Oral Answers to Questions

Stephen Twigg Excerpts

Monday 3rd December 2012 Commons Chamber

[Matthew Hancock]

Yes, I do. I was almost expecting an invitation to visit the UTC in Harlow, which I would love to see. UTCs across the country are about trying to fill the gap that has been left for far too long, and this Government are dealing with it.

[Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)]

The Minister confirmed in The Times on Saturday the report that the Government

“is stealing the idea for a Technical Baccalaureate proposed by Ed Miliband”.

Does he agree that, in addition to high-quality apprenticeships, English and maths until age 18 and quality technical education before 16 will be crucial to the success of such a baccalaureate?

[Matthew Hancock]

I am absolutely delighted by the positive tone coming from the Opposition Front Bench. The Tech Bac, as suggested by Lord Adonis, a man for whom the Government have huge respect, is one of the things we will do to ensure higher quality occupational and vocational qualifications and more respect for them. I look forward to consulting widely and will set out more details in due course.

[Stephen Twigg]

But does the Minister agree that there is a real risk that this is out of kilter with the pre-16 reforms that the Government are proposing? Last week’s excellent report on schools by the CBI stated that the

“mistakes of the past… may be repeated in the”

English baccalaureate. It is urging a pause. Both head teachers and business leaders are now united against the Government’s EBacc reforms, so will they think again?

[Matthew Hancock]

The CBI will be very surprised to be quoted in that fashion. The crucial point is that a common core of strong English and maths is vital for underpinning technical, occupational, vocational and academic qualifications. The single most important pair of qualifications that anybody can get for their employability is GCSE-level English and maths, and so making sure that there is a strong common core at the age of 16 is a vital part of stronger occupational and vocational education after that.

--- Later in debate ---

[Elizabeth Truss]

One of the issues we have identified is too early a reliance on calculators in some classrooms. There is also an over-focus on data in the primary curriculum at the expense of arithmetic and number, which are the basis of a strong mathematical understanding later in life. We are readjusting the balance to make sure that those core basics are secure first.

[Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)]

Will the Minister join me in welcoming the formation of National Numeracy, which is a fantastic new organisation? It has expressed concern about the new maths curriculum for primary schools and says that there is too much

“rote learning and not enough emphasis on problem solving and using maths in real-life contexts.”

I agree with the Minister that numeracy is vital, but I fear that this may be a lost opportunity to improve maths education in primary schools. Will she work with National Numeracy and teachers to develop a maths curriculum that will really make a difference?

[Elizabeth Truss]

I suggest that the hon. Gentleman visit Woodberry Down primary school in Hackney, which has already adopted the new national curriculum that we have suggested, including more advanced fractions, multiplication and division. I have seen the inspirational teaching at that school and the excitement on children’s faces as they play games using advanced fractions and grasp that the underlying principles of mathematics will help them for the rest of their lives. That is what our new curriculum does: it allows excellent teachers to inspire the next generation.