Personal, Social, Health and Financial Education

Thérèse Coffey Excerpts

Wednesday 16th January 2013 Westminster Hall

[Diana Johnson (Kingston upon Hull North) (Lab)]

I congratulate my hon. Friend the Member for Worsley and Eccles South (Barbara Keeley) on securing this important debate. She clearly set out why PSHE is so important. I am pleased to contribute to the debate, because I have a long-standing interest in the issue.

As a Minister in the previous Government, I took through the provisions to introduce PSHE as a statutory part of the national curriculum. It was hugely disappointing that, although the Liberal Democrats supported the Labour Government, the Conservative party declined to support the proposals introduced in 2010 and scuppered them in the wash-up, so preventing them from becoming law. It was striking that the Conservative party failed to engage with the overwhelming evidence that high-quality PSHE needed to be taught, and taught by well-qualified, well-trained teachers, and that it needed to be given sufficient time in the curriculum. The Conservative party also failed to understand that most parents wanted relationship and sex education taught in schools. Young people themselves say that they want it taught, and that includes not just the practicalities of which bit of the anatomy goes where.

As we have heard, when the Government came into power, they published the schools White Paper “The Importance of Teaching”, announcing the review of PSHE. The consultation was launched on 21 January 2011 and ended on 30 November 2011. We have been waiting 14 months to hear something from Ministers about their review, so last November I decided to ask them what was going on. I tabled a question asking the Secretary of State for Education

“on what date his Department’s review of personal, social health and education stopped receiving submissions; and when he plans to publish the results of that review.”

The Minister who is here today said:

“The public consultation phase of the internal review of…PSHE…ended in November 2011. The review will take account of the outcomes of the ongoing national curriculum review and we will publish conclusions in due course.”—[Official Report, 19 November 2012; Vol. 553, c. 369W.]

I wondered why it had taken the Department for Education so long to deal with the issue. What has been happening in the Department since November 2011? Perhaps Ministers wanted to listen further to expert groups in the field to fully understand and appreciate all the compelling evidence about PSHE. Perhaps Ministers have been having extensive meetings and further evidence-gathering sessions, so that they can give us the evidence-based policy decision making that they keep telling us they are so keen on.

I therefore thought that I would ask a few more questions. I asked the Secretary of State

“which groups he has met with to discuss relationship education in the latest period for which figures are available; and which groups he intends to meet for discussions on relationship education in the next 12 months.”

The Minister responded that the Secretary of State had met the hon. Members for Peterborough (Mr Jackson), for Chelsea and Fulham (Greg Hands), for Suffolk Coastal (Dr Coffey) and for Enfield, Southgate (Mr Burrowes)

“to discuss sex and relationship education on 8 February 2011. The Secretary of State has no such meetings planned in the next 12 months.”—[Official Report, 7 January 2013; Vol. 556, c. 69W.]

I was a bit worried by that.

[Dr Thérèse Coffey (Suffolk Coastal) (Con)]

Will the hon. Lady give way?

[Diana Johnson]

I am very keen to give way as the hon. Lady was at the meeting.

[Dr Coffey]

I simply wanted to say, just so that the hon. Lady is clear, that the four of us requested the meeting, as opposed to being invited in.

[Diana Johnson]

I am pleased that the Secretary of State agreed to meet that small group of Conservative Members of Parliament and that there was a least one female Member of Parliament present, because the rest were all white men. There has been no mention of any other groups being invited in to meet a Minister. I thought the PSHE Association, the Churches, End Violence Against Women or the National Society for the Prevention of Cruelty to Children might have been invited in to meet the Secretary of State, but no. A group of experts on violence against women and girls has been trying for some time to get a meeting with the Department to discuss the issue. Would the Minister agree to meet them to hear what they have to say on the role of PSHE in combating domestic violence?

--- Later in debate ---

[Amber Rudd]

I agree, and I think that my hon. Friend’s 14-year-old daughter is fortunate in having a mother who is able to enter into some such discussions with her. We were particularly concerned about the young people who said, “I don’t have family support at all.” Children who are vulnerable, including those who have been in care, are the ones who are saying to us most loudly, “We have no family support. In that absence, who is going to help us? There is a gap in our lives.”

[Dr Thérèse Coffey]

A question that does come up, though, is whether this should be dictated from the centre or whether, as well as encouraging parents to have the discussions, we allow governing bodies to make choices. The situation might differ from school to school, with different communities and different principles.

[Amber Rudd]

That is certainly something that the Government and the Department should consider. Different schools have different ethoses and different values—some are Church schools, for example—and it is perfectly reasonable for schools with different attitudes, values and religions to have different approaches. My plea, however, is that they have an approach, and in too many cases they simply do not. We must ensure, therefore, that, as has been said, teachers have the proper training to give the good relationship guidance that is so important.

Oral Answers to Questions

Thérèse Coffey Excerpts

Monday 18th June 2012 Commons Chamber

The Secretary of State was asked—

[Dr Thérèse Coffey (Suffolk Coastal) (Con)]

1. What recent steps he has taken to increase the number of young people in state education in England who aspire to go to university.

[The Minister of State, Department for Education (Mr Nick Gibb)]

Raising aspiration and closing the attainment gaps between those from wealthier and poorer backgrounds lie at the heart of all our education reforms, including the academies programme, reform of the teaching of reading, and reform of the curriculum and qualifications. Only last week, many top-performing year 9 pupils visited Russell group universities as part of the new Dux awards scheme. We are also introducing in the performance tables two destination measures that show the destinations of young people after they leave school or college.

[Dr Coffey]

I thank my hon. Friend for that answer. I am sure that he will join me in congratulating Suffolk county council on its initiative to increase aspiration and attainment called Raising the Bar, which it launched last week. Does he think that we could go further by encouraging well-endowed universities to reach out to students, from where they gained their wealth, and encourage them to apply more—for example, in the case of Trinity college, Cambridge and Felixstowe?

[Mr Gibb]

I agree with my hon. Friend. The Raising the Bar conference, which took place in Ipswich last week, is a good example of a local authority asking difficult questions about why some of our young people are leaving school without the skills they need to be successful in higher education or employment. As she says, it is right that universities are proactive in dispelling the myths around higher education and attracting students from all backgrounds into universities. Many universities are doing just that, including Cambridge with its summer schools for year 12 students. However, we also need more students from state schools to apply to Oxford and Cambridge—something that I have always promoted.

Oral Answers to Questions

Thérèse Coffey Excerpts

Thursday 24th May 2012 Commons Chamber

[Norman Lamb]

I will look into the issue the hon. Gentleman raises and will be happy to discuss it with him.

[Dr Thérèse Coffey (Suffolk Coastal) (Con)]

I am sure all hon. Members welcome the publication of the Enterprise and Regulatory Reform Bill, which sets out some great initiatives, including the green investment bank and the fight against red tape. Will the Minister work with local government to ensure that it applies regulations judiciously as opposed to ferociously?

[Mr Prisk]

My hon. Friend is absolutely right. The primary authority scheme, which was started by Labour, will be extended under this Government to ensure that the enforcement of regulation, which is often just as burdensome as the red tape itself, will be appropriate in that locality.

School Funding

Thérèse Coffey Excerpts

Tuesday 24th April 2012 Westminster Hall

[Andrew Selous]

I thank my hon. Friend for speaking with passion and for further illustrating the point, which all hon. Members are making.

Some hon. Members have already mentioned that relatively wealthy areas often have significant pockets of deprivation. That is true in my constituency. There is deprivation in Houghton Regis, for example. The indices of multiple deprivation in some wards in that town are not dissimilar to those in much higher-funded Luton next door. The formula fails poorer children in wealthier areas. We need to look at that to see whether the formula could drill down and give additional funding for poorer children in slightly wealthier areas.

[Dr Thérèse Coffey (Suffolk Coastal) (Con)]

I am sure that my hon. Friend will agree that the pupil premium has been a great advance for poorer children, but in many counties there is quite a low level of unemployment and poorer constituents often do not qualify for free school meals and miss out, and are not being helped by the differential funding that he rightly condemns.

[Andrew Selous]

I am grateful to my hon. Friend for adding that important point to the debate.

This Government made an impressive start on this issue by publishing “School funding reform: next steps towards a fairer system” a few weeks ago. I am grateful to the Minister and his colleagues at the Department for recognising the problem and setting out a route map for dealing with this issue. Having looked through the document, I understand that it will look to vary funding between different areas to try to deal with some of the discrepancies by up to 1.5% variance from the minimum funding guarantee per year. That will apply in both 2013-14 and 2014-15. That is an important start for which we are all grateful.

It is worth putting on the record that this Government came into office inheriting a complete economic shambles. We are still having to borrow £120 billion just to pay for public expenditure this year and we are honouring our commitments on increasing funding to the NHS and on international development. Notwithstanding that, Ministers in the Department have maintained cash budgets for schools, which is no mean achievement. That should go on the record in this debate. Many hon. Members know that the only way to deal with this issue, and the unfairness that many of us are rightly raising, is to get the economy growing and get real economic growth. In a time of rising budgets, I believe that by doing so we will be able to make significant progress towards dealing with these inequalities. I should welcome some reassurance from the Minister that that will happen as the economy grows.

Oral Answers to Questions

Thérèse Coffey Excerpts

Monday 27th February 2012 Commons Chamber

[Mr Speaker]

I call Rosie Cooper. Not here.

[Dr Thérèse Coffey (Suffolk Coastal) (Con)]

7. What steps he has taken to reduce the amount of paperwork undertaken by teachers.

[Nigel Mills (Amber Valley) (Con)]

10. What steps he has taken to reduce the amount of paperwork undertaken by teachers.

[The Minister of State, Department for Education (Mr Nick Gibb)]

The Government are committed to reducing the amount of paperwork undertaken by teachers, heads and governors. We have removed the lengthy self-evaluation form and the financial management standard in schools; introduced a streamlined inspection framework; removed unnecessary duties and regulations in the Education Act 2011; cut the volume of guidance issued to schools by more than half; and made it clear that neither the Department nor Ofsted expects teachers to produce written lesson plans for every lesson. We are reviewing all requirements on schools so that they can focus on raising standards, rather than on unnecessary administrative tasks.

[Dr Coffey]

I thank my hon. Friend for updating the House on the progress that he is making on the amount of guidance. Will he reassure me that we no longer send teachers and governors thousands of pages of bureaucratic guidance, which at one point was equivalent to reading “War and Peace” from cover to cover three times over?

[Mr Gibb]

And significantly less interesting. My hon. Friend is right that we have swept away pages of guidance. We have reduced the admissions code from 160 pages to 50, the assessment guidance from 220 pages to 30, the attendance guidance from 220 pages to 30, and so on. We have reduced the health and safety guidance from 150 pages to eight, and have taken out important guidance on how to do a headcount, why a headcount is important and why schools should ensure that the school minibus is properly maintained.

Rural Schools

Thérèse Coffey Excerpts

Wednesday 8th February 2012 Westminster Hall

[Dr Thérèse Coffey (Suffolk Coastal) (Con)]

It is a great pleasure to serve under your chairmanship, Mr Weir. I congratulate the hon. Member for Copeland (Mr Reed) on securing this debate on the future of rural schools.

I represent a constituency in Suffolk, and when I moved to the constituency, I was impressed to discover how many small rural schools were able to survive. In my patch, I have seven schools with a roll of fewer than 50, and the smallest has about 20 pupils. A further six have a roll of fewer than 100. I have been impressed by the head teachers’ leadership in doing what they can to ensure that they keep the schools going in the communities. As the hon. Gentleman said, it is not a question of the rich rural message. People in urban places are often surprised at how many of our small rural schools have upwards of 40% of pupils receiving free school meals, which reflects the fact that poverty is spread throughout the country and not concentrated in urban areas.

Suffolk has managed to survive. I believe that it was the county council’s policy to try to keep as many schools as possible open. That is different in one of our neighbouring counties, where a deliberate attempt was made to close as many schools as possible and to consolidate primary schools. An interesting way that schools have got around that is by starting to share head teachers. I point to Peasenhall and Middleton schools, which have 56 children between them and share a head teacher, and that seems to work.

I grew up in Liverpool and went to a classic primary school, which had 30 or 60 kids a year and was all one school. When I lived in Hampshire and was a school governor in a rural area, I was introduced to the concept of mixed-age classes—combinations. I then went to schools, such as Peasenhall, where key stage 1 pupils were together and all the key stage 2 pupils were together. Trying to differentiate pupils—admittedly a small number —across a wide range of abilities and progress creates challenging teaching conditions.

I am sure that it is a great pleasure to step out of school and, instead of the hard concrete that I remember playing netball and other things on, have a view of beautiful fields and playing fields. That natural environment is impressive, and perhaps I did not share that experience where I grew up in Liverpool.

There are also financial aspects. We heard the eloquent contribution from my hon. Friend the Member for Penrith and The Border (Rory Stewart). Funnily enough, I have a village called Brampton in my constituency as well, which also has a very small primary school that suffers similar challenges to those that he mentioned. We get even less money than Cumbria does; the county of Suffolk gets £4,676.

I hope that the Minister recognises the challenges of sparse population, which include the costs of school transport. Shipping children around is expensive, and towns or cities in particular do not have those costs. I remember getting the bus to school and it was fine because there were buses every 10 minutes or so, but those of us with rural constituencies know that that just does not happen in those areas, and nor would I expect it to. I am not suggesting that someone who lives in the country should have the same public transport service as someone who lives in the middle of the city, but the additional cost pressures are a challenge for rural schools.

It would interesting to hear the Minister’s understanding of the progress on educational challenges for rural schools. People are hugely surprised to hear that somewhere such as Suffolk is pretty low down in its progress towards GCSE targets. That is not unique to my county, but is also true in other rural counties. I hope that the Minister and his officials are working on something to ensure that children across the country get the same support.

As my hon. Friend the Member for Worcester (Mr Walker) eloquently pointed out, there definitely seems to be a bias towards urban schools, which is perhaps tradition given the more conventional aspects of social deprivation and the indices. He pointed out to me that there are ongoing revenue challenges, because children with additional languages are not being identified quickly enough. More people are coming from eastern Europe with their children and settling in parts of rural and agricultural England, and that is not recognised. Some of the indicators are a few years old, so the revenue is not keeping up quickly enough.

I do not intend to detain the House for much longer. Plenty of right hon. and hon. Members want to stand up to ensure that rural schools get a fair share of the funding, but I encourage them, especially the hon. Member for Copeland, to encourage parents in their areas to find out whether a free school is possible. [Interruption.] Perhaps his nodding indicates that that has already happened. It has certainly happened in Suffolk. West Suffolk is going through a schools organisation review, which I fully support—I support the move towards a two-tier model, because it has been statistically shown that children can make more progress that way—but understandably, significant communities would have their schools removed, and we all know that when a school is lost, an element of vitality is lost as well.

As my right hon. Friend the Member for Berwick-upon-Tweed (Sir Alan Beith) said, a lot of countryside villages want more building because they want more families. They want a viable community, not to lose a school and see children transported 15 miles. A child transported to school has one minute to get on the bus, which significantly limits their opportunities for after-school activities. There is something to be said about hearing a positive message from the Minister, who I am sure, in his constituency in West Sussex, is constantly asked to ensure that the countryside is not forgotten.

Oral Answers to Questions

Thérèse Coffey Excerpts

Thursday 2nd February 2012 Commons Chamber

[Mr Hayes]

The hon. Gentleman is right to draw attention to that risk, and it is absolutely right that, given our ambition to widen access, which I articulated a few moments ago, universities should not engage in anti-competitive practices. The Secretary of State has made it clear that that is not acceptable, and my right hon. Friend the Minister for Universities and Science is taking action to prevent it. We will take a very dim view of universities that are not engaged with our mission to elevate the people through access to learning.

[Dr Thérèse Coffey (Suffolk Coastal) (Con)]

University Campus Suffolk is based in Ipswich, in a neighbouring constituency to mine. One of the challenges it faces is that as it does not award its own degrees, it is not allowed to appear in the league tables, or in other listings that students readily access. Is there something that can be done to remove that element of bureaucracy, so that it can appear alongside any other university?

[Mr Hayes]

Sometimes, my relentless drive to remove bureaucracy is regarded as excessive, but if that is the charge, I plead guilty. My hon. Friend is absolutely right: we need to make the process as straightforward as possible, and we will take action to do so, partly stimulated by her question and her excellent work in this area.

New Schools

Thérèse Coffey Excerpts

Monday 10th October 2011 Commons Chamber

[Michael Gove]

I am grateful to my hon. Friend for the way in which he has championed those schools in his constituency that lost out as a result of the unfortunate cancellation of the Building Schools for the Future programme, and I look forward to having a private meeting with him and then discussing how I and my ministerial team can do more to help schools in his constituency.

[Dr Thérèse Coffey (Suffolk Coastal) (Con)]

I was thrilled to receive the letter from Lord Hill stating that the proposed school in Saxmundham has been given clearance to go to the next stage, and I am sure that my right hon. Friend the Secretary of State will join me in thanking parents, community leaders and the Seckford Foundation for taking the scheme further, but what advice does he have for certain head teachers in neighbouring schools who see it as a competitive threat, rather than as a welcome addition to the educational offering in Suffolk?

[Michael Gove]

The experience so far of existing head teachers, where new free schools have been set up, has been in some cases concern before the application has come forward and, afterwards, some trepidation, but after the school has opened there has been a general recognition that wider choice and an emphasis on helping the most disadvantaged students has helped to raise the prestige and reputation of state education overall, so such proposals should be seen as friendly emulation and not as a threat to any school.

Intellectual Property (Hargreaves Report)

Thérèse Coffey Excerpts

Thursday 7th July 2011 Westminster Hall

[Dr Thérèse Coffey (Suffolk Coastal) (Con)]

I congratulate the hon. Member for Perth and North Perthshire (Pete Wishart) on securing, with support from others, the debate.

I hate to be a bit cheesy, but I think that the Abba song sums it up very well:

“Thank you for the music, the songs I’m singing,

Thanks for all the joy they’re bringing.

Who can live without it, I ask in all honesty?

What would life be?

Without a song or a dance what are we?

So I say thank you for the music, for giving it to me.”

Sadly, it is the last bit of the chorus that I disagree with, because I do not think that the intention of the writers of that song is to say that they want simply to give away their copyright.

Everybody here is aware of how wonderful the creative industries are, both in our country and worldwide. What has changed dramatically is that people believe that just because something is on the internet, it is theirs for free by right; they may not understand the industry that they are harming. If somebody goes to the cinema, they do not expect to take a digital camera and film the entire film so that they do not have to buy the DVD when it comes out. There are other examples of where, simply because the experience is different in the physical world and the online world, we need better education. Other hon. Members have called for that already.

One thing that we can do is make it easy. I would like to echo what the right hon. Member for Bath (Mr Foster) said about the expansion of the number of business models in the past two or three years as the industry has reacted to the criticism that it was not easy to access digital versions to keep and own, or rent as a one-off, or use for a limited time, or similar. The industry has responded well to that. People can see films for free with ad-funded services. There is no need to buy them if the consumer is prepared to put up with a bit of advertising. That is true of music and some other access models, such as subscription, where there is not just pay-per-go; it is a case of “cram in as much as you like in a month”, or for the duration of the subscription. It is important to recognise that that is now so easy for people to do that we should not necessarily look benevolently on those who persistently refuse to be prepared to pay a price.

Whom does it hurt when people do not pay? It hurts new talent. The amount of new talent coming into the industry has declined, especially in music, in the past few years. Frankly, out of the top 10, nine people broke into platinum status, and half of them probably came from some of our well-known talent shows on television. People then point to the Radiohead example. That is a dangerous precedent. I do not believe that Radiohead ever repeated that experiment of allowing people to pay whatever price they wanted for its product, including zero. It does not help new talent coming into the industry when established players do that kind of thing.

Search engines have been alluded to. On Google, it is very easy to be pointed to sites that encourage and facilitate illegal behaviour. Dare I say it, but I would like Google, instead of trying to be crusaders for freedom, to work with the creative industries, and with other people such as Microsoft and Apple, to make something like a digital contract exchange work. That should be not a Government or state thing, but something on which industry takes the lead again, as it has done, to ensure that it is making it as easy as possible for people to do the right thing and behave in the right way, and to ensure that it is protecting value for people who generate creativity. There is an opportunity for Google to be good for both the industry and consumers, and use its expertise in a particular way. I note that when one tries to get certain sites taken down or content removed, very high-tech Google does not allow people to actually e-mail it—one has to write to it in California. That seems a bit bizarre.

On the challenges for the Government, with the advent of superfast broadband, they should look to South Korea, where piracy escalated dramatically as it became easier and easier to access peer-to-peer files and other technologies. South Korea imported its own version of the Digital Economy Act 2010, which has had some impact, but I would say that piracy is still a problem. The hon. Member for Lewisham West and Penge (Jim Dowd) spoke about financial loss; I would echo what he said. I am surprised that the Treasury has not cottoned on to the amount of tax revenue that we are losing. I would hope that by supporting the creative industries, the Treasury might receive more revenue in the bank.

The issue of orphan rights has been discussed. The right hon. Member for Bath was on the right lines: if someone can establish ownership of their works, a share of the proceeds would be appropriate. I think of it almost like dormant bank accounts; banks can effectively put the money to good use, but if anyone reclaims the account, they are entitled to their money back, so there is a precedent.

On new exceptions to copyright, I will provide a physical example. Many people may not realise that cat litter is also very good for putting in pots and tubs to grow flowers in. The properties that one would want cat litter to have include absorbing liquid very quickly and releasing it gently into the atmosphere. Thus cat litter can be used as a way of preventing soil drying out and releasing moisture slowly. It took a bizarre incident for someone to realise that this was another way to use cat litter, but it is now marketed for that use—but not as cat litter. As one can imagine, there is more money to be got by marketing it as plant protection. That is an example of a creative way of using a product in a new way. In a digital situation, one could look at a map online. All the data that support that topographical map should be allowed to be given to somebody else. If they come up with something creative, they give the person whose map it is nothing for all those data and all the effort that was put into the map, but plenty of money can be made elsewhere.

I do not want to rubbish Hargreaves entirely, although it may sound as though I do. There is stuff to build on, but frankly I feel that he derides our creative industries when he says that there is almost hysteria and lobbynomics. Research shows some of the challenges for the creative industries, and shows why aspects of the Hargreaves report will damage, rather than promote, those industries. Ian Hargreaves needs to reflect that the issue is about trying to have something that is appropriate for the 21st century. We need something flexible that, most important of all, does not kill our creative industries, but instead sets a scene in which they prosper and grow. Long may that continue in cool Britannia.

--- Later in debate ---

[Eric Joyce]

That is absolutely fascinating. I think Tony Blair might have put the original up in one of his many houses. Perhaps he has put one up in each. I will not continue to wax rhapsodic, as I was late for the start of the debate.

Let me turn briefly to the internet service providers. There are hundreds of thousands of ISPs, many of which are small and fill a niche. In the UK, there are lots of ISPs serving local geographical areas. That may seem counter-intuitive, but that is the way it is. They provide a good service in their niche market. I am not saying, “Yah-boo sucks to all the creators and the ISPs are all fabulous.” However, we tend to forget that ISPs have to invest a great deal of money in infrastructure. We all want superfast broadband, but if we are not careful we could end up loading costs on to ISPs and slow down the superfast future that we all want. It is not the case that Google commands everybody and fair use will be next. As the hon. Member for Hove has said, fair use has essentially been rejected by Hargreaves, but I am sure that that will not happen in the UK. I understand that it was primarily a legal argument that did not fit terribly well into the European legal structure.

Let me just blow the trumpet for ISPs. The sector is not terribly big or sexy, and we understandably tend to speak a lot about our success in the music industry. However, the corporate debate goes much wider than the music industry. For instance, it involves software, as I have mentioned. There are all sorts of creative responses in the movie industry. We can see release dates being brought closer together, so that people are less likely to pirate. Often, if new technological solutions, creative ideas or new ways of selling a product are found, problems can be solved.

In his report, Hargreaves emphasises that enforcement and education have a limited effect. Instead, he says we need to find new ways of facilitating new creative ideas. He recommends the creation of a digital copyright exchange. I am not sure exactly how it will work and do not think that it will necessarily involve compulsion, but there are some interesting debates around it. The report states:

“Government should pursue an integrated approach based upon enforcement, education and, crucially, measures to strengthen and grow legitimate markets in copyright and other IP protected fields.”

That goes to the heart of what Hargreaves has tried to do. It is not perfect, but it recognises that we can make incremental steps at this stage. I hope that the idea does not get knocked off track for some technical reason that we cannot get round.

Hon. Members spoke at length with Professor Hargreaves, who made himself and his team available to them. I deduce that he and his team are a little concerned that the whole thing will be knocked off track by heavy lobbying. The hon. Member for Northampton South perfectly captured the problem. We recognise that we need to change; we accept what Hargreaves recommends as sound common sense; and we can get the copyright laws that we need not only now but for things that might be coming along in the future.

[Dr Coffey]

I hear what the hon. Gentleman has said about Professor Hargreaves and about his concern that everything might be put to one side. As my hon. Friend the Member for Solihull (Lorely Burt) said earlier, if he had broadened the panel to include not only academics and intellectual property officers but people from the industry, he might have had a more willing audience.

[Eric Joyce]

The hon. Lady makes a good point. I am always up for broadening the membership of panels. I did not select the panel. She may well be right. I do not deny that it was a tightly focused group. We all have small and medium-sized businesses in our communities, and we all get lobbied by the Federation of Small Businesses. I often get lobbied by small businesses that say that the corporate holders are too aggressive in pursuing their rights and interests. I am not sure what I feel about that, but the hon. Lady is right in what she says.

In conclusion—I was almost at my peroration before the hon. Lady intervened—Professor Hargreaves has produced a pretty good piece of work. It is not perfect, but it recommends good incremental steps forward. We need to reflect on the fact that ISPs are being relied on to contribute greatly to the roll-out of superfast broadband. We all want that. It is coming. When is it going to come? We will see what it looks like when it comes. This report is a small but significant part of the chain.

Academies (Funding)

Thérèse Coffey Excerpts

Thursday 16th June 2011 Commons Chamber

[Mr Gibb]

Details of free schools will be published once they open, so the hon. Gentleman will be able to see all that information once that free school opens. We are concerned about disclosing details of proposals for free schools where they have been turned down, because that can cause embarrassment to the individuals who have made those proposals, who will sometimes be teachers who have existing jobs. There are all kinds of reasons why we have to maintain confidentiality for those proposals, but all those details will be made available for any free school that opens.

[Dr Thérèse Coffey (Suffolk Coastal) (Con)]

I welcome my hon. Friend’s statement about simplifying the system. I hope that he agrees that it is only fair that students in free schools or academies should receive the same amount of funding as that provided to those in LEA schools.

[Mr Gibb]

My hon. Friend raises a good point. That is how the system is supposed to work, and how it does work. Academies are funded on the same basis as maintained schools; however, they have more control over that element of funding which is currently spent by the local authority on those central services provided by the academy. That is all that is meant to happen with the funding system. It is the complexity arising from that system and the fact that local authorities are funded by both the Department for Education and the Department for Communities and Local Government that has led to problems. However, this is an issue that we are tackling and sorting out.