Lord Coaker
Main Page: Lord Coaker (Labour - Life peer)Department Debates - View all Lord Coaker's debates with the Department for Education
(7 years, 10 months ago)
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Nicky Morgan
No, I am not going to give way.
Let me also be clear about what this means for schools. Conservative Members believe that schools have to be held to account for the results that their pupils achieve. However, they need to be held to account fairly, which is why we are judging schools not just on the standards that they achieve, but on the progress that they make with every child, so that schools with challenging intakes get proper recognition for the achievement they are making by pushing their pupils to success. On top of that, in recognition of the fact that this is a transitional year, I have also announced that the proportion of schools judged to be below the floor when the new progress bar is set will be no more than one percentage point higher than last year. That progress bar will be released in September, and no school can be identified as being below the floor before then.
Having listened to the speech by the hon. Member for Ashton-under-Lyne, I was struck by just how easily it could have been written by the NUT’s acting general secretary. It represented the final stage of the Labour party’s transformation into the parliamentary wing of the NUT.
Nicky Morgan
No, not at the moment.
It was noticeable last week—this is noticeable today—that there was a greater presence on the Labour Benches for an urgent question about the NUT strike than there was for the previous day’s Education questions.
Nicky Morgan
No, I am not going to give way at the moment.
In our March White Paper, we set out plans to tackle areas of entrenched educational underperformance. What we did not expect was that one of those areas of entrenched underperformance would be the NUT itself. Its readiness to use the word “failure” about children, and to oppose every reform that is designed to recognise and reward great teaching and to enable schools to tackle the not so good, is yet a further example of the chronic underperformance by that union on behalf of its members. More importantly, it is a failure for the children with whom its members work.
We now see the same attitude from the Opposition. In my two years as Secretary of State for Education, I have seen the transformation of the Labour party’s attitude to our education reforms from the secret support of the hon. Member for Stoke-on-Trent Central (Tristram Hunt) to the hedged bets of the hon. Member for Manchester Central (Lucy Powell). We now have the outright hostility of the hon. Member for Ashton-under-Lyne to the raising of standards. I hope that the hon. Member for North West Durham (Pat Glass) will forgive me for lacking the time to work out where she stood.
The Labour party has firmly chosen, as the motion indicates, to become the anti-standards party, devoid of ideas and determined to protect vested interests and union barons rather than putting children and parents first. It has gone from the party of education, education, education, to the party of low standards, low aspiration and low expectations.
I do not want to end this speech by focusing on the collapsing Labour party; I want to end it by saying thank you. Rather than doing down the achievements of schools, teachers and pupils, I want to celebrate them and commend their exceptional work.
Madam Deputy Speaker (Mrs Eleanor Laing)
Order. The Secretary of State is not giving way, is she? No.
Graham Stuart
I agree with my hon. Friend. Although I defer to the hon. Member for Southport (John Pugh), who made such a fine speech, I would have to say that I did not agree with him about his use of the split infinitive and would prefer it was not used in this House, orally or otherwise; but that is because I am a bit of a pedant in that respect. There is a genuine argument to be had.
The hon. Member for Southport rightly started to unpick some of that grammar. How practically useful is it? What exactly is it designed for? Is it excessive in its extent and application, compared with what is sought from it? Those are legitimate questions and perhaps we do need to row back. I do not know. I have not studied it and I would like to hear more. Focusing on those practicalities might be a much more useful dialogue. Instead, the shadow Secretary of State moved on from her two contradictory positions to a rather crazed assessment that this was like the 11-plus. The whole point of the 11-plus was to divide children and select them. I do not think that anyone can suggest that that is what has happened with the SATs this year.
Vernon Coaker
To stop this becoming a sterile debate, let me say from the outset that I do not think there is anybody in this House who is in favour of not trying to improve standards in schools. I think there is also a consensus that testing is part of improving standards in schools. I was disappointed that the Secretary of State’s speech did not address the very real problems with the SATs tests this year. The hon. Gentleman has made that point, but we did not hear from the Secretary of State what she intends to do about those problems to put them right for next year.
Graham Stuart
As I said a few minutes ago, all new assessments and tests go through, and create, additional volatility. Members will remember the changes to the English GCSE. They were called a fiasco; I would call them a furore. The unions said they were a disaster and a disgrace, and the schools said it was nothing to do with them, but when they went to court they lost on every single count. It was a new test and it took time. The following year, with pretty much the same test, the schools that had done badly had learned how to do it better. They read the spec in a way that they had obviously failed to do previously, and other technical changes were made.
This is a new assessment. It is not a disaster. We need to unpick its components and look at them carefully to find out whether there is the right balance between raising standards, having high standards and not creating something that is negative in the way it is perceived by children and schools.
Vernon Coaker (Gedling) (Lab)
I want to make a couple of brief comments which I hope the Minister will be able to address when he winds up the debate. I very much agree with what the hon. Member for South Cambridgeshire (Heidi Allen) has said on this subject, which is one of the reasons that I wanted to attend the debate today. I am sure that the Secretary of State would also agree that, whatever the rights and wrongs of the way in which SATs are currently administered, there can be no doubt that for many of our outstanding schools and dedicated headteachers and teachers, the harsh reality of the way in which the results have been presented to them has been a huge shock. Some have seen a huge drop in the standards that their schools have attained. In my view, the Secretary of State would have done well to address that point in her speech.
I am sure that we all have outstanding schools in our constituencies. Some of them, for reasons that they find difficult to understand, have seen their results almost collapse. That does not help them, it does not help the Secretary of State in her desire to raise standards, and it does not help any of us. In the end, it is the partnership between the Government, parents and schools that delivers the standards that we all want.
Heidi Allen
Does the hon. Gentleman think that when schools do better than expected, it might sometimes be because the children have been taught very closely in order to get them through the tests, with the breadth of education that my hon. Friend the Member for Bexhill and Battle (Huw Merriman) mentioned being ignored?
Vernon Coaker
That is a good point. There has always been a danger of teaching to the test. The guidance for Ofsted during my time as a Minister—to be fair, it is the same under the present Government—was to look at the breadth of the curriculum and to see what emphasis was being placed on subjects outside those specifically designed for the SATs. The good schools have drama, history, sport and other things going on alongside the SAT subjects. In my view, the schools that do best in the tests—especially in relation to young people from the most disadvantaged backgrounds—are often those that have that breadth of curriculum and that do drama and all those other things as well. Those subjects can give young people the self-esteem and confidence to achieve in the more academic subjects—for want of a better term—that they have to study.
Will the Minister tell us what he is going to do restore confidence among our teachers? Whatever the rights and wrongs of this, some people in my constituency have been absolutely distraught at the results they have been given. That cannot be right. I am not saying this to make a point; this is a statement of fact. Even in schools that are regarded as outstanding, headteachers have been crying. That cannot be what we want. Let us just reflect on all that. We know that 53% met the Government’s targets, while 47% did not. Perhaps we do not want to use the word “failure”. Is there something of particular concern in the three components? Is one area weaker than the others? Do we need to do something about maths? How are the Government, working with both sides of the House and the unions, going to ensure that we tackle the 47%?
Andrew Gwynne
My hon. Friend makes an important point about partnership. Where the tone of this debate has gone wrong today is that we have had comments like “Tory bad, Labour good,” “Labour bad, Tory good,” “Unions right, Government wrong,” and “Government right, unions wrong.” However, we owe it to our schools and teachers to work in partnership, because we all want our children to succeed, standards to improve and the United Kingdom to rise in the global league tables.
Vernon Coaker
I agree. Standards have risen over the past couple of decades, but we want them to rise faster. There is still too much inequality and social background still determines educational attainment. We should not blame people; we should ask what is preventing this country from overcoming something that has bedevilled the education system for decades. No one would stand up and say that we want the situation to continue. The question is how we best meet the challenge.
Given the embarrassment of the leaked and abandoned tests, what will the Minister do to improve security in the future? What is his response to the criticism of how the new tests relate to the new curriculum? It was introduced in 2014 and tests are being set on it in 2016—two years for a four-year course. Will that be taken into account? What has been said to schools? Next year, we will be three years into a four-year programme, so will that mean anything for next year’s testing? We all want to hear about that. It would be ridiculous to pretend that this year’s SATS have been an unmitigated success given the real problems. What are the Government going to do about that? How will they improve things? That is what parents, schools and all of us want to hear.
What will the key stage 2 results mean for schools’ Ofsted categorisation? If a school has seen its results collapse, what will that mean when Ofsted go in in September? I do not know the answer, which is why I am asking. The Secretary of State is nodding her head, but I do not know the answer. People want clarity. What will the results mean for a school’s Ofsted categorisation? If the Government set a standard and large numbers of pupils fall below it, including those at schools currently categorised as outstanding, what will that mean when Ofsted inspectors go in? Will the school get cast out? Perhaps not, but that is what schools want to—[Interruption.] The Minister will respond to that to reassure people—thank you.
The SATs have had real problems. Everybody in the House agrees that we need to improve standards. We will never reach a point at which we are all satisfied. Everyone will always want more, but what are we going to do about the problems? How will the tests that have been introduced allow us to build on any progress? What are we doing to reassure schools? What are we doing to reassure headteachers, teachers and parents? What will be different next year to prevent what has happened this year from happening again? Those are the sorts of questions that I was trying to intervene on the Secretary of State to ask. I was not trying to get up and say, “Tories wicked, Labour brilliant.” I just wanted to ask, because, with respect, I thought that people were not going to get answers to their detailed questions. My hon. Friend the Member for Blackpool South (Mr Marsden) will no doubt ask similar questions, but I will be grateful if the Minister answers some of them and makes some other points.
The Minister for Schools (Mr Nick Gibb)
This has been a good debate, if a short one, about how we ensure that children leave primary school fluent in the basic building blocks of an education. Over the past six years this Government have been determined to ensure that our education system is properly equipping the next generation of school leavers with the knowledge and skills that they need for life in the modern economy, and the ability to compete in an increasingly global jobs market.
Under the remarkable leadership of the Prime Minister and of my right hon. Friend the Member for Surrey Heath (Michael Gove), now the Lord Chancellor and Secretary of State for Justice, and my right hon. Friend the current Secretary of State for Education, we have introduced the most far-reaching education reforms for generations—reforms which are working.
Of course, it would have been easier not to have engaged with the reforms, and to have allowed the continued inflation of results—the year-on-year increases in GCSE grades and SAT test results—masking our decline in standards compared with the most successful education systems in the world. It would have been easier not to take on the vested interests; easier not to embark on raising the bar; easier not to demand phonics; easier not to look at better ways of teaching maths; easier not to challenge the publishers and demand better textbooks; easier not to insist on more pupils taking the core academic subjects that make up the EBacc; easier not to increase the numbers taking foreign languages; easier not to encourage more take-up of maths and physics A-levels.
But we were determined to halt Britain’s decline in the PISA international league tables, which showed the UK falling from seventh in reading in 2000 to 25th by 2009, and from eighth in maths to 28th, and we fell further still in the 2012 PISA survey. We therefore appointed a panel of experts, who examined the curricula of those countries that topped the PISA rankings. We produced a new primary national curriculum, which we consulted on in 2012 and finalised in 2013, and which came into force in 2014, with the first new SATs tests taken two years later, in May 2016.
The new curriculum requires fluency in reading, and it requires phonics in the early years of primary school, followed by a focus on developing a habit of reading. Spelling and handwriting techniques, and grammar and punctuation, which were neglected for decades, have been restored to the school curriculum.
In maths, we looked to the Singapore primary maths curriculum, ensuring fluency in calculation technique, long multiplication, long division and fractions. We reduced the age by which all children should know their times tables from 11 to nine. This year, we piloted a computer-based multiplication tables test. I visit schools up and down the country, and I see more and more pupils fluent in their times tables. That was not so six years ago.
The academic year 2015 was always going to be a challenge, with the new maths and English GCSEs being introduced for first teaching from September 2015. The new, revised GCSEs are on a par with the qualifications taught in the best-performing countries in the world. That is what the education reforms are about: raising academic standards in our schools, raising expectations and raising aspiration. And they are working. The focus on phonics has raised reading standards. In 2011, when we trialled the new phonics check—a short test to ensure six-year-olds are mastering the basic skill of reading simple words—just 32% passed. In 2012, 58% passed, and that rose to 69% in 2013, 74% in 2014 and 77% last year. That means that 120,000 more six-year-olds today are reading more effectively than they otherwise would, because of this Government’s reforms and the focus on phonics.
The new SATs in reading are designed to resist teaching to the test. As my hon. Friend the Member for South Cambridgeshire (Heidi Allen) hinted, the way for pupils to do well is to have read a lot during their time at primary school—to have read increasingly challenging books and to have developed the habit of reading regularly. That is why 88% of pupils at Harris Primary Academy Peckham Park reached the expected standard in the new reading test. It is why 88% at Elmhurst Primary School in Newham reached at least the expected standard in reading.
The new maths SATs are made up of one arithmetic paper and two maths reasoning papers. The only way to do well is to ensure that pupils are not only fluent in mathematical calculation, but have a deep, conceptual understanding that comes from practice and good teaching. That is why 94% of pupils at Elmhurst Primary School achieved at least the expected standard and 96% of pupils at Harris Junior Academy Carshalton reached at least the expected standard.
The hon. Member for Southport (John Pugh) read a letter from an experienced headteacher in his constituency to his pupils. However, the tests are designed, as my right hon. Friend the Secretary of State said, to hold schools to account, not pupils. We know we are asking more, but we are doing that because we are committed to giving young people the best start in life.
This year’s results are the first to be released following the introduction of a more rigorous national curriculum, which is on a par with the best in the world. The results show that there is no limit to our children’s potential, and that schools can rise to the challenge of ensuring that pupils meet the new, higher standards. As my hon. Friend the Member for Bexhill and Battle (Huw Merriman) pointed out, neither schools nor parents should try to compare this year’s results with those in previous years; they simply cannot be compared directly. We have published data to show the national averages for the number of pupils meeting the new expected standard. That allows schools to see how their pupils have performed against the national average, which is a much more useful comparison for schools and parents.
The hon. Member for Southport also raised the challenge of the new grammar test. I have to tell him that the national curriculum tests that were sat this May took over three years to develop. During that process, they go through three rounds of expert review, which includes teachers, curriculum experts, markers, special educational needs and disability experts, inclusion experts and cultural experts. The questions are also trialled twice with pupils at the appropriate age—once to check that the questions are functioning as required and that children give appropriate answers, and once to determine the difficulty of the questions, which are improved throughout the process.
My hon. Friend the Member for Beverley and Holderness (Graham Stuart) asked the relevant questions about whether we, as a country, are doing a good enough job in educating our young people. As he said, too many children are not given enough knowledge and skills to flourish in secondary school. He is right to point out that there are always challenges when new tests are introduced, but as the tests bed down, teachers become more familiar with the curriculum.
The hon. Member for Ealing Central and Acton (Dr Huq) cited the headteacher at Christ the Saviour Church of England Primary School, an outstanding school in her constituency, as being worried about the floor standards. The Secretary of State has made it clear that given the greater challenge of the new SATs, the number of schools regarded as being below the floor will not be greater than 1 percentage point more than last year. In response to the hon. Member for Blackpool South (Mr Marsden), we are publishing provisional progress figures early in September so that schools will know if they are below the floor. The December figure is the finalised figure after adjustments for errors.
My hon. Friend the Member for Bexhill and Battle pointed out that there is more to education than English and maths, and that we need more time in primary school for science, for art, for history and for geography. I totally agree. A knowledge-rich curriculum is key, and that is what the best primary schools in this country are delivering.
The hon. Member for Gedling (Vernon Coaker) says he knows of too many schools that have seen a sharp drop in their results this year. He is right that the results will focus the minds of the schools that are struggling to deliver the results that other schools in similar circumstances are delivering, and we will help them with that challenge. The stage 1 national funding formula consultation shows that we are proposing to introduce a lower prior attainment factor that will provide extra support to help children catch up.
The hon. Gentleman also mentioned Ofsted and the impact that it will have through the new, more challenging assessments. I have acknowledged that point. I have already written to Sir Michael Wilshaw to ask Ofsted to take into account, when inspectors examine schools, the fact that this is the first year of much more challenging tests and a much more challenging curriculum.
Vernon Coaker
For me, this is one of the most fundamental points. What does the phrase “take into account” mean? Does it mean that Ofsted reads it and then does nothing about it? I appreciate its independence, but this is a fundamental point. I have been where the Minister is in taking these things into account and looking into them, and so on, but schools absolutely want reassurance about whether they are going to go from being outstanding to being at risk. It would be helpful if he said a little more about that.
Mr Gibb
Experience so far is that inspectors are already taking my letter into account and adjusting their judgments. They are not looking at raw data in an unintelligent way; they are looking at it intelligently, reflecting the concerns raised in my letter. We have also now introduced the progress measure, which means that progress will be a much more important part of determining whether a school falls below the floor.
The hon. Member for Blackpool South asked about Pearson. It has investigated the leak and taken a number of steps to ensure that rogue markers do not deliberately release marking schemes in future, and it is tightening up its contractual arrangements.
As a result of this Government’s education reform, 66% of secondary schools and 19% of primary schools now have academy status, with the professional autonomy that this brings. A total of 1.45 million more pupils are in schools rated “good” or “outstanding” by Ofsted than in 2010. More pupils are taking and securing good grades in the core academic subjects at GSCE that employers and universities most value. More pupils are studying foreign languages and taking A-levels in maths, physics and chemistry. As a result of our reforms more children are reading fluently, and doing so earlier.
I was saddened by the approach taken by the new shadow Secretary of State, the hon. Member for Ashton-under-Lyne (Angela Rayner). Yesterday, in a Westminster Hall debate on term-time holidays, she supported our reforms to improve school attendance. Today, she is reverting to the approach of her predecessor-but-one, the hon. Member for Manchester Central (Lucy Powell), in opposing the rise in academic standards and the rise in expectations that the new SATs reflect and assess. She is, alas, simply kowtowing to the NUT “line to take”. This Government are about raising standards, raising expectations and delivering successful and effective reform. I urge the House to reject Labour’s motion.
Question put.