The Secretary of State was asked—
Longer School Day
The Secretary of State for Education (Michael Gove): I would like to see state schools offer a school day that is nine or even 10 hours long, enabling schools to provide character building, extra-curricular activities and homework sessions. I look forward to working with schools to ensure that they have access to the resources necessary to provide these activities.
Damian Collins: Does the Secretary of State agree that lengthening the school day in this way will give more children the chance to benefit from a greater breadth of studies; an opportunity that too often has fallen only to those who can afford to pay for it?
Michael Gove: My hon. Friend is absolutely right. What we need to do is close the unacceptable gap in attainment between those who are fortunate enough to have parents who can pay for them to be educated privately and those in the state sector. The very best state schools recognise that a longer school day with additional extra-curricular activities is just one way of ensuring that all our children can succeed.
Mr Raab: These plans would strengthen children’s education, ensure time for music, sport and other extra-curricular activities, ease the time pressure on teachers and help out working parents. I urge the Secretary of State not to allow the narrow vested interests of the unions to block the delivery of these plans.
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sure that the teaching unions will recognise that this is in their interests, and I hope they will embrace and support these changes.
Mr Barry Sheerman (Huddersfield) (Lab/Co-op): I know the Secretary of State sees himself as a big beast at the Cabinet table championing educational reform, but is he aware that most of us who wish well for our educational system want the big beast to be controlled by good information, good research and good evidence? What is the evidence for the longer school day?
Michael Gove: The evidence is there in the gap between, for example, the performance of independent fee-paying schools and state schools. If one looks at those children who get the best results at the end of primary school and what happens to those who go on to independent schools and those who stay in the state sector, one sees that at the moment those who go on to independent schools are more likely to get good GCSEs and A-levels. A longer school day is one of the ingredients that we believe will make a difference. It has already been the case that great state school heads—for example, Greg Martin at Durand academy—have come out and explained why, in their schools, a longer school day definitely helps children, particularly those from disadvantaged backgrounds, to catch up with their peers.
Lucy Powell (Manchester Central) (Lab/Co-op): I support the Secretary of State’s wish that school nurseries extend hours beyond the statutory 15 hours a week. Is he aware, however, that 21 local authorities, including my own in Manchester, already provide full-time nursery provision, but that this is being put at risk by funding changes from his Department? Is this not another example of his actions failing to match his words?
Michael Gove: I am delighted that so many schools and local authorities provide additional hours, and I work with schools to ensure that more can do so. Where local authorities experience difficulties in ensuring that parents receive the support they need, I want to ask tough questions about the leadership of those local authorities to make sure that they devote the same amount of care, attention and resource to helping disadvantaged children as my Department does.
Sir Bob Russell (Colchester) (LD): On the basis that there is more to education than the classroom, will the Secretary of State tell the House what discussions he has had with various organisations—scouts, guides, cadets and so on—on how a longer school day would impact on the out-of-school activities that our young people undertake?
Michael Gove: I would hope that our voluntary organisations would play a part in making sure that more young people can enjoy the sort of character-building activities that those organisations believe in. Many scout troops already work closely with schools, and it is certainly the case that cadets are an integral part of the success of schools in the independent and state sectors. I want to do everything possible to ensure that children can enjoy those activities, and, in particular, that children from disadvantaged backgrounds, who have not had the chance in the past, now have that opportunity.
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School Opening (Bad Weather)
The Minister for Schools (Mr David Laws): Our Department’s clear view is that head teachers should keep schools open during adverse weather conditions unless it is really not possible to do so. Our advice to schools makes it clear that they now have a great deal of flexibility to work creatively; for example, bringing together classes with teachers and volunteers working together.
Mr Hollobone: When schools are closed owing to adverse weather conditions, that has a knock-on effect on other public sector provision, as well as on small businesses, as parents who are unable to arrange alternative child care are unable to go to work themselves. For local authority schools, will the Minister make clear whether it is the responsibility of head teachers or the local authority, or a combination of both, that schools remain open?
Mr Laws: I entirely agree with my hon. Friend’s views, and I know that he has taken a keen interest in this issue. It is a responsibility for all individual schools and head teachers to keep their schools open in adverse weather conditions. The Department has issued clear guidance. We are conscious that the unnecessary closure of schools causes disruption to children’s education, and to parents and to the economy.
The Parliamentary Under-Secretary of State for Education (Elizabeth Truss): The new national curriculum sets out high expectations of what teachers should teach, but gives them much more flexibility over how to do it. Teachers have the freedom to try new approaches and do things differently in a way that benefits students. A longer school day would also enable schools to build confidence and resilience, as well as the core academic skills vital to success.
Chris Ruane: I would like—once again—to thank the Minister for meeting me and the hon. Member for Chatham and Aylesford (Tracey Crouch) last Monday to discuss mindfulness in education, and I would also like to pay tribute to the Prime Minister for the measurement of well-being, but what more can the Minister and her Department do to use mindfulness in education to raise educational attainment and improve student well-being?
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one of the Department’s education policy advisers is considering it in detail and examining the evidence. I note that 120 schools already participate in mindfulness programmes, and also that several Members of this House are using it to improve their performance.
Mr Nick Gibb (Bognor Regis and Littlehampton) (Con): The early-years foundation stage framework makes it clear that by the time children reach the reception class at primary school, the majority of the school day should be spent in teacher-led activities, rather than child-initiated play. What can my hon. Friend do to ensure that the framework is correctly interpreted by schools and that we do not continue to see the dominance, particularly in weaker primary schools, of so-called free-flow methods, which delay children being taught to read and entrench the attainment gap between those from wealthy and those from poorer backgrounds?
Elizabeth Truss: My hon. Friend makes a good point. High-quality, teacher-led early-years education is vital to closing the gap between those on the lowest and those on the highest incomes. At the moment, when those children arrive at school, there is an 18-month vocabulary gap, which is why we are keen, and Ofsted has confirmed, that although there should be no decision about exactly what type of teaching takes place, it should be of a high quality and it should raise the attainment of children and close that gap before they arrive at school.
Keith Vaz (Leicester East) (Lab): When the Secretary of State opened the Krishna Avanti Hindu school in Leicester, he saw a room dedicated to yoga, meditation and mindfulness. Unfortunately, it was such a quick visit, he could not take advantage of its benefits. However, there is a proposal to open a secondary school so would the Minister consider opening that school and perhaps making use of the benefits of such a room in any discussions that she or the Secretary of State might have with Ofsted?
Elizabeth Truss: That certainly sounds like an interesting invitation, although I can assure the right hon. Gentleman that the Secretary of State is very mindful in the Department for Education. There are a number of free schools pioneering these types of approach, and that is one of the reasons we give schools autonomy over how to teach—so that they can explore new and innovative ideas and new ways of delivering high-quality education.
Andrew Bridgen (North West Leicestershire) (Con): Does my hon. Friend agree it is vital that schools have the freedom to choose which external programmes they adopt and have the flexibility to try novel approaches they believe might benefit their pupils overall?
Elizabeth Truss: I completely agree with my hon. Friend. That is why the new national curriculum is much more flexible over how teachers teach. We want to see high attainment and high expectations. Also, a longer school day gives schools more freedom to explore different activities with children to help raise their resilience and confidence.
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Sixth-form Colleges (Funding)
The Minister for Skills and Enterprise (Matthew Hancock): The Government fund sixth-form colleges and school sixth forms using the same national funding formula—meaning that every child is treated the same—with extra support for the most disadvantaged.
Ian Swales: Most of the post-16 schooling for my constituents takes place at Prior Pursglove sixth-form college. I welcome the correction of the free school meal anomaly from this September, but will the Minister now correct the further anomaly that despite receiving significantly less funding, according to the Association of Colleges, sixth-form colleges are expected to pay VAT, but schools are not?
Matthew Hancock: Sixth-form colleges are funded on the same per pupil formula as every other school. They do pay VAT, and in return for that they have much more flexibility in their own borrowing. I recognise the campaign. Putting this anomaly right would cost £150 million, money that we do not have because of the enormous deficit left by Labour. I recognise the argument, but at present there is no money.
Nic Dakin (Scunthorpe) (Lab): Given that money is short, why are the Government spending £63 million on around 1,500 students in nine 16 to 18 free schools—£40,000 per student—while cutting the money going to the 156,000 students in sixth-form colleges?
Matthew Hancock: The resource spending that supports sixth-formers is exactly the same per student in free schools, sixth-form colleges and school sixth forms. We have a national funding formula. Before this Government came to office, we did not have a national funding formula; we had different funding for different pupils. We think it is fairer to have the same funding per pupil for all students, and that is what we are doing.
Mr Jonathan Djanogly (Huntingdon) (Con): The funding differential is being accentuated by very significant differences in funding grant around the country, negatively affecting the f40 authorities generally and the Cambridgeshire authority more than any other. How is my hon. Friend planning to put this right?
Matthew Hancock: That is exactly the sort of anomaly that we have put right by making sure that resource funding is exactly the same per student for 16 to 18-year-olds, no matter what type of institution or where in the country.
Fiona Mactaggart (Slough) (Lab): One of the reasons for differential funding has been students who have experienced less education before they get to the sixth form than other students, perhaps because of illness, absence from school or being refugees, for example. The changes in funding for 18-year-olds in further education are hitting those people. What is the Minister going to do about it?
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Matthew Hancock: As part of the per pupil funding, there is extra support for the most disadvantaged—for instance, those with learning difficulties or those who are care leavers. On the changes to funding for 18-year-olds, the evidence is clear that they are on average no more disadvantaged than the totality of 16 to 18-year-olds.
Academies and Free Schools (Performance)
The Secretary of State for Education (Michael Gove): Results continue to improve more quickly in sponsored academies than in local authority maintained schools, at both primary and secondary level. Converter academies continue to outperform other schools and to achieve better inspection outcomes than maintained schools. Of the first wave of 24 free schools, three quarters have been rated outstanding or good.
Mr Wilson: The introduction of academies, free schools and university technical colleges into challenging areas in my constituency is lifting the performance of all secondary schools in those areas. Does my right hon. Friend agree that these schools perform well precisely because they have autonomy from local education authority control? Will he condemn any attempt to remove those freedoms?
Michael Gove: My hon. Friend is right. It is the case that education outcomes are improving in Reading as a result of this Government’s changes. That is why it is so worrying that the spokesman for the Opposition told The Sunday Times this weekend that they would halt the free school programme. It would be a terrible reversal of the improvement in our children’s education.
Michael Gove: My hon. Friend is right. The statistics bear him out. It is important, of course, to acknowledge that across the board our schools are improving—local authority schools, academies and free schools—but it is critically important to recognise at the same time that, particularly for disadvantaged children, academies are seeing fantastic results.
Caroline Lucas (Brighton, Pavilion) (Green): Does the right hon. Gentleman agree with me and the many Brighton teachers who have been in touch with me that all sorts of things affect performance in our schools, including pupil-teacher ratios, selection and financial resources? Following his recent announcement that state schools should be more like private schools, if he will not or cannot even up the resources, will he at least summon up the academic rigour to compare like with like? There is plenty of evidence that state schools outperform private schools in many cases.
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Michael Gove: The hon. Lady is absolutely right, and had she been fortunate enough to join me at the London Academy of Excellence last week, she would have seen a free school that is outperforming an independent school. The next time I have the opportunity to visit an outstanding academy or free school, I hope she will come with me to see what the state sector is capable of achieving to outpace and outperform the private sector.
Alison McGovern (Wirral South) (Lab): The Lyndale school in south Wirral is a very small but excellent school. It is not currently an academy and it is under threat of closure. One of the options for saving it involves it becoming an academy, so if parents and I can find a way to keep the school sustainable, will the Secretary of State stand ready to help us?
Mr David Ward (Bradford East) (LD): I wonder whether the Secretary of State has read the article in The Times Educational Supplement last week which challenged the PISA evidence about the relationship between greater autonomy and educational improvement.
Michael Gove: I have not caught up with last week’s Times Educational Supplement, but I enjoy reading it and I will look at that article. The evidence from PISA—both the hon. Member for Stoke-on-Trent Central (Tristram Hunt) and I agree on this—is very powerful in favour of greater autonomy for schools, but I shall look at any critique of that evidence in order to weigh it appropriately.
Kevin Brennan (Cardiff West) (Lab): Given that he has previously been chastised by the UK Statistics Authority for abusing data, how confident is the Secretary of State that his claims about the improved performance of converter academies will stand up to independent scrutiny in future?
Michael Gove: I rely on the evidence with which I am presented by Ofsted, by league tables and by every possible measure, so I look forward to having the chance, whenever the hon. Gentleman wants to ask me again, to demonstrate how well these schools are doing. However, I note that when he came to the Dispatch Box, he did not disabuse the House of the view that it will have taken following the shadow Secretary of State’s statement to The Sunday Times—that Labour would halt the free school programme. I hope the hon. Gentleman will do so when he has the chance again.
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Mr Speaker: Order. The hon. Gentleman ought to be starting to get to grips with parliamentary procedures by now. There is no scope for that grouping and it certainly should not be done on the hoof, as it were. It is a matter of agreement in advance, but the hon. Gentleman will learn and he will know not to make that mistake next time.
Julie Hilling: “Businesses and the Government need to put their shoulders to the wheel and get our young people job-ready.” So says the CBI head John Cridland. I absolutely agree, but sadly the Secretary of State does not. Is he proud of his record of scrapping work experience and being in complete disarray on careers guidance?
Matthew Hancock: We encourage, and have not scrapped, work experience. We want more work experience and we are putting policies in place to make that happen. For instance, the new study programmes, which started this September, encourage work experience and an all-round education to help people to acquire the skills they need to succeed.
Rushanara Ali (Bethnal Green and Bow) (Lab): Barclays’ LifeSkills survey found that nine out of 10 young people believe that work experience should be mandatory, yet the number of schools offering placements for 14 to 16-year-olds in England has dropped by around 15% in the past three years. Instead of failing young people, will the Minister support Labour’s proposals to bring back compulsory work experience for 14 to 16-year-olds? Perhaps he could benefit from it himself.
Matthew Hancock: There never was compulsory work experience; there was compulsory work experience or “work-like activity”. As we know, young people can tell the difference very easily between real work experience and something that was cooked up in order to sound like a good headline.
The Minister for Skills and Enterprise (Matthew Hancock): We are making the vocational education system more rigorous and more responsive to employers’ needs, removing thousands of qualifications that are not valued by employers and driving up the quality of apprenticeships.
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Mr Marcus Jones: I welcome the introduction of tech levels and the technical baccalaureate, which will provide a gold standard in vocational qualifications, but what is my hon. Friend doing to promote such courses, and to lift the overall standing of vocational qualifications and practical careers in, for instance, engineering and construction?
Matthew Hancock: We have a huge programme of work for that purpose. In my hon. Friend’s own constituency, for example, the number of apprenticeships has risen by 50% since 2010. By promoting tech levels and the technical baccalaureate, we are driving up standards in vocational qualifications, and supporting progression in order to show the value of vocational and technical education and hence increase support for it.
Eric Ollerenshaw: May I take up the point made by my hon. Friend the Member for Nuneaton (Mr Jones) about parity of esteem, which has always been the issue when it comes to vocational qualifications? Does the Minister think it is about time that employers associations, industrial associations, and perhaps even local chambers became involved in selling those qualifications?
Matthew Hancock: Absolutely. Tech levels need to be signed off by employers in order to be recognised by the Department. In the past, there were too many so-called vocational qualifications that did not help people to get on in an occupation. We are changing that by insisting that employers publish support for a qualification before it is recognised by us, so that when people embark on a vocational course they know that they will get something valuable out of it.
Peter Aldous: Lowestoft college is doing excellent work in providing young people with the necessary vocational skills for the many jobs that will be created in the energy sector, but the cut in funding for 18-year-olds will have a significant impact on that work. I should welcome an update from the Minister on what mitigating measures are being introduced.
Matthew Hancock: I strongly support Lowestoft college, and I particularly welcome the fact that the number of apprenticeships in my hon. Friend’s constituency has almost doubled since 2010. As he knows, we are looking into the allocations to individual colleges, and also looking into measures to mitigate the effects of the change we have had to make.
Andrew Gwynne (Denton and Reddish) (Lab): During our last session of Education questions, I asked the Minister about a survey conducted by The Times Educational Supplement, which found that three quarters of young people had not received information about apprenticeships as part of their careers guidance. Does he still stand by the words of the Secretary of State, who said at a meeting of the Select Committee in December that he had no plans to review careers guidance?
Meg Hillier (Hackney South and Shoreditch) (Lab/Co-op): My Big Career is a charity that provides face-to-face careers advice in Hackney schools, and is already making great strides in improving the present position. It has also uncovered the fact that, as was pointed out by my
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hon. Friend the Member for Denton and Reddish (Andrew Gwynne), young people are not always pushed enough towards the right vocational training and qualifications. Will the Minister visit Hackney to observe the work that My Big Career is doing in schools, and see for himself the benefit of that face-to-face careers advice?
Matthew Hancock: Absolutely: I should love to visit Hackney with the hon. Lady. What is happening there is part of a wider drive to ensure that it is real employers who mentor and support young people and give them inspiration. It is part of a culture change that is starting to come about, and I look forward to working with the hon. Lady in that connection.
Ms Gisela Stuart (Birmingham, Edgbaston) (Lab): Vocational education ought to be a genuinely dual system. May I invite the Minister never, ever to utter the sentence “It is for those who cannot attend university”? May I also urge him to realise that it is essential to tie in work experience with vocational training?
Matthew Hancock: I think that our minds are as one on this. I only wish that the hon. Lady had managed to convey the same message to her party’s Front Benchers when they were last in government. We strongly believe that it should become the norm in this country for young people to be able to enter either a university or an apprenticeship, that the choice should be theirs, and that our job is to provide excellent opportunities in both.
Mr Graham Stuart (Beverley and Holderness) (Con): Last week the Edge Foundation published the results of a survey which showed that just 27% of parents thought that vocational education was a worthwhile route for their children to take. In the light of that, does the Minister agree with me, and with my hon. Friend the Member for Nuneaton (Mr Jones), that more needs to be done to promote understanding of the additional rigour that has been brought to vocational qualifications in general, and to apprenticeships in particular, under the present Government?
Matthew Hancock: I think it is not enough simply to exhort that technical and vocational education is important. We have to make sure we show that it is valued, and that it truly is valued by employers in order to change this perceptions gap, but I would also note that on the same day that that report was published evidence was published showing that applications to apprenticeships had gone up sharply again. This shows there is movement in this area—there is a culture change in this country—and support for technical and vocational education is on the rise.
Mathematics and English (Attainment Standards)
The Parliamentary Under-Secretary of State for Education (Elizabeth Truss): We know that English and maths are vital for young people’s life chances and employment prospects. Maths in particular provides the strongest link to future earnings and we are raising standards in both these subjects. It is good news that a record
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number of students are now taking maths A-level, and by 2020 we want the vast majority of students to be studying maths to 18.
Elizabeth Truss: I thank my hon. Friend for his question. The key to getting more students, and girls in particular, to take maths is the quality of teaching. That is why we are offering the highest bursaries and scholarships in mathematics, and we are also making it clear to girls and their parents that maths is vital whatever career they want to go into; whether it is fashion of farming, maths is important.
Ms Diane Abbott (Hackney North and Stoke Newington) (Lab): Does the Minister accept that when it comes to improving standards of attainment in English and mathematics a strong independent national inspectorate is vital, and that a strong independent national inspectorate has been the anchor of the British school system since the 19th century and the days of Matthew Arnold? Does she further agree that anything that undermines the inspectorate cannot be in the best interests of British schoolchildren?
Elizabeth Truss: I completely agree that it is very important to have a strong national inspectorate and that is what we have under Sir Michael Wilshaw, and I am working very closely with Ofsted, in particular on maths education, to make sure that we have the highest possible quality teaching going on in our schools. That is why this Government are establishing 30 maths hubs across the country that will look at the best practice in places such as Singapore and Shanghai and make sure that is in our schools.
Mr Speaker: I assume the hon. Member for Hackney North and Stoke Newington (Ms Abbott) calculated that Question 19 on Ofsted would not be reached. That is not of itself an excuse to shoehorn the matter into a question some considerable number of minutes earlier.
Mrs Anne Main (St Albans) (Con): Does my hon. Friend the Minister agree with me that one of the best indicators to getting good attainment in maths and English is attendance at school? So what more can be done to ensure communities who do not always have a very good attendance record at school—sometimes the Traveller community, as in my constituency—are encouraged to make sure parents ensure their children attend school in settled fashion?
Elizabeth Truss: I completely agree with my hon. Friend, and under this Government persistent absence has reduced and we have given head teachers and teachers more power to make sure parents are ensuring their children are at school. Furthermore, we are consulting on the rules around the Gypsy-Roma Traveller community to make sure there is every encouragement for all children to get the vital education they need.
Pat Glass (North West Durham) (Lab): The Government have targets for recruiting teachers of maths and physics, but School Direct in particular is falling well short. What action are the Government going to take to recover recruitment in these specialist subjects?
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Elizabeth Truss: I am pleased to be able to tell the hon. Lady that we have recruited a record number of physics teachers this year and we have the highest bursaries and scholarships in mathematics and physics. Moreover, we are expanding professional development in maths and physics and technology to make sure all schools have access to the best possible teachers.
Safeguarding Policies (Independent Schools)
The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson): Independent schools must follow the independent school standards and statutory guidance on safeguarding, as well as requirements on vetting checks for staff. The inspection and regulatory system is designed to ensure schools meet these standards and any failure to do so triggers a process designed to bring the school up to standard or ultimately be closed.
Meg Munn: Local safeguarding children boards are reporting increased problems in getting independent schools to co-operate with the requirements set out in guidance to provide information on their policies. Will the Minister look at this, and when does he plan to issue new guidance in relation to education and child protection issues?
Mr Timpson: First, may I pay tribute to the hon. Lady, who is not standing again at the next election? Throughout her time in Parliament, she has been a real stalwart and a supporter of children in care, particularly the most vulnerable. I know that many families, not only in Sheffield but across the country, will be grateful for the work she has done. We will issue the updated guidance shortly, and I reassure her that we will look specifically at how we can ensure that the information given to local safeguarding children boards by independent schools is provided properly; that will be made as clear as possible in the guidance that is to follow.
Mr Speaker: I call the hon. Member for Sheffield, Heeley (Meg Munn). [Interruption.] She has had one go; that is enough. May I say, however, that I echo entirely what the Minister has said? This House is losing far too many outstanding Members, and far too many outstanding female Members.
Tessa Munt (Wells) (LD): There is a conflict of interest when abuse is alleged in independent and military fee-paying schools, in that the interests of children as possible victims are pitched against those of the schools, which want to protect their reputation in order to maintain fee income. Will the Minister look again at introducing mandatory reporting by staff who become aware of abuse allegations to a designated local authority officer, rather than simply requiring the reporting of abuse to a senior teacher or manager in the school?
Mr Timpson: The Working Together guidance, which was revised in 2013, makes abundantly clear the responsibility of all professionals who work with children to keep them safe. The evidence, internationally and
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from experts such as Eileen Munro, makes it clear that mandatory reporting does not necessarily make children safer and that it can have unintended consequences. We continue to look at the arguments, but at the moment the Government are not convinced that mandatory reporting is the way forward.
Steve McCabe (Birmingham, Selly Oak) (Lab): What causes the Minister greater concern: the inadequate investigations into historical abuse at those schools and the lack of support for the victims, or the worry that the system he has just outlined is so full of holes that it is still possible for a dedicated abuser to carry on victimising children in those schools?
Mr Timpson: We need to be careful not to conflate the two issues of historical abuse and the robustness of the current system. When there has been abuse in the past, we need to investigate it and take the evidence where it leads. I am clear, however, that the Working Together guidance—along with all the other work we are doing to improve social work practice and to free people working on the front line to spend more time with families rather than sitting behind desks—is the way forward. We are building on the Laming and Munro reviews, and that is being reflected in the response not only that Ofsted is having through its inspections but from front-line practitioners themselves, who can see the sense in what we are doing to ensure that all children are kept safe, whatever the circumstances.
The Minister for Schools (Mr David Laws): Our reforms are making teaching a profession of choice for top graduates. Scholarships and bursaries are attracting the very best, and teaching is now the No. 1 destination for graduates from top universities such as Oxford.
Mr Laws: I do not accept the hon. Lady’s characterisation of teaching. If it were accurate, we would not see such huge numbers of people applying to become teachers or such an increase in the average university qualifications that teachers are getting. I would also point out that we now have the most generous system ever for funding disadvantaged young people in schools, which is giving teachers the resources to do their job effectively.
Sir Tony Baldry (Banbury) (Con): Am I correct in thinking that the Government are reforming teachers’ pay so as to give schools greater flexibility to pay the best teachers more and to reward good performance? Could anyone possibly be against teachers having the performance-related pay arrangements that apply in other professions? Can there be any possible justification for teachers taking industrial action in our schools?
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Mr Laws: My right hon. Friend is right to say that we are reforming teachers’ pay. We are ensuring that there are fair increases in their pay in these times of austerity, and that head teachers have the flexibility to reward good teachers, particularly in the most challenging schools. What the position of the other parties is on this matter I could not possibly say.
Simon Wright (Norwich South) (LD): The development of a royal college of teaching should rightly be led by teaching professionals, but will the Minister examine which functions from his Department relating to professional matters and standards could transfer to a royal college? Will he consider offering arm’s length financial support to help it get up and running?
Mr Laws: My hon. Friend rightly says that it would be a positive development if we were to have a royal college of teaching. Our Department is willing to play a constructive role in any discussions about the functions of such a body, which would particularly be in respect of professional development for teachers. We do not believe it would be right for our Department to seek to run such an organisation; we would want it to be independent of the Department for Education, but we are willing to do all we can to support such an initiative.
The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson): On 8 October, my right hon. Friend the Secretary of State for Education issued a written ministerial statement announcing an amendment to the Children and Families Bill. For the first time, all young carers will have the right to an assessment of their needs for support, as part of the consideration of the needs of the whole family. This amendment will help achieve our aim of protecting young people from excessive or inappropriate caring roles.
Chloe Smith: I very much welcome those measures in the Children and Families Bill. I will meet Norfolk Young Carers Forum next week to, “Get it right in education”, as the forum puts it. These young carers tell me that there needs to be more awareness of young carers at schools and colleges, and in the workplace. What message would the Minister send the NYCF?
Mr Timpson: I commend my hon. Friend for taking up the challenge on behalf of young carers in her constituency. I know they have been particularly active in helping to design and commission many of the services across the country for young carers. To help raise awareness and to encourage good practice in schools, we are working with the Children’s Society and the Carers Trust to provide teachers with the tools—the training and guidance—they need to recognise and support young carers as early as possible.
Community Primary Schools
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Mr Slaughter: I thank the Secretary of State for that succinct answer. The reason I ask is that tonight Hammersmith and Fulham’s Conservative council is set to vote for the closure of Sulivan primary school in Fulham, which is rated in the top 2% in the country, in order to give its site to a free school. Sulivan’s last hope is the Secretary of State, so will he agree with the London Diocesan Board for Schools, which wants to take Sulivan into its family of schools as an academy, that it is
“unusual to close successful schools with growing rolls”,
Michael Gove: I admire good local authorities, and Hammersmith and Fulham’s is one of the best, so the decisions it quite properly takes outside the hon. Gentleman’s constituency and in that of my hon. Friend the Member for Chelsea and Fulham (Greg Hands) I would entirely support. As for creating a free school in Hammersmith and Fulham, why should a former public schoolboy such as the hon. Gentleman, who benefited from the independence of a great school such as Latymer upper, wish to deny such high standards to others? Is it that the hypocrisy—forgive me, the double standards—of the Labour Front-Bench team now extends to the Back Benchers, too?
Academies and Free Schools (Accountability)
The Minister for Schools (Mr David Laws): Academies and free schools are subject to the same rigorous Ofsted inspection framework as maintained schools. Ofsted inspectors examine the impact of leaders at all levels and evaluate how effectively the school is governed and managed. The Education Funding Agency and our Department are also responsible for the oversight of academies and the free schools programme.
Duncan Hames: I thank the Minister for that response. Where both teaching staff and Ofsted, through these inspections, raise concerns about the management or governance of an academy or free school, what means are available to them to secure any necessary changes to both procedures and personnel?
Mr Laws: The first thing staff and others should do in those circumstances is to raise their concerns with the governing body. If they are not satisfied with that, they should not hesitate to raise concerns with either the EFA or our Department. We always take such matters extremely seriously. If my hon. Friend has any concerns about any cases in his constituency, he should feel free to raise them with me or other Ministers.
22.  John Woodcock (Barrow and Furness) (Lab/Co-op): Will the Minister assure the House that when a school that is currently under local authority control has more than one option for moving to academy status, that school and the community will have a genuine choice about which option to take?
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Mr Laws: I assure the hon. Gentleman that we will seriously consider the local authority’s view, but we will ensure that the best possible sponsor is in place, and that is not always the sponsor identified by the local authority, especially if the authority itself has failed over a long period to raise standards in that school.
Roberta Blackman-Woods (City of Durham) (Lab): Does the Minister think that spending £1 million on a free school for 30 children in my constituency is good value for money when we have surplus places and really good local schools that are crying out for investment?
Mr Laws: Free schools are being targeted at areas of basic need and where standards are low. We are trying to ensure that the free schools programme complements the Government’s work to provide school places and raise standards throughout the country.
Developing Character and Resilience in Young People
The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson): Schools play an important role in providing character-building activities for their pupils. Sports clubs, orchestras and choirs, school plays, cadet forces and debating competitions all help to build character and give children opportunities to flourish. Schools are best placed to determine the needs of their pupils and how best to meet them.
Damian Hinds: Given that welcome emphasis on character building for all, may I commend to the Minister—and subtly plug—a report out tomorrow on character and resilience by the all-party group on social mobility? Will he consider more ways to develop these crucial traits throughout childhood, and in and out of school?
Mr Timpson: The report has clearly moved to the top of my reading list. I will read it carefully and look at some of the lessons that we can learn from my hon. Friend’s work, to which I pay tribute. We have already spoken about the role that cadet forces can play in state schools, and we are working with the Ministry of Defence to improve that role. We are also removing unnecessary health and safety rules that prevent children from going on expeditions and seeking adventures, which I hope that the whole House will applaud.
Kerry McCarthy (Bristol East) (Lab): Of course one of the ways of building resilience among pupils would be to introduce compulsory sex and relationships education. Fahma Mohamed, a 17-year-old student from Bristol, is spearheading a national campaign to end female genital mutilation. I understand that she has written to the Secretary of State to ask if he is prepared to meet her. Her petition has already attracted 167,000 signatures. Will the Minister ask his colleague whether he is prepared to meet Fahma, who is doing brilliant work through the campaign?
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Leadership in Schools
The Secretary of State for Education (Michael Gove): Leadership and management are integral to the success of a school and, as such, feature regularly in my discussions with Her Majesty’s chief inspector.
Derek Twigg: What was it that brought the Secretary of State to the view that it was time to “refresh” the person in charge of Ofsted, Baroness Morgan, and to bring in a fresh perspective? What specifically concerned him about performance on school improvement to lead him to that conclusion?
Michael Gove: I am grateful to the hon. Gentleman for giving me an opportunity to do in this House what I have done on other platforms and underline my debt to Baroness Morgan, who has led the Ofsted board in a superlative fashion. However, it is good corporate practice to ensure that the chair of any body—whether the Surrey Heath Conservative association or Ofsted—is refreshed from time to time.
The Secretary of State for Education (Michael Gove): I had the opportunity last week to congratulate the nation’s teachers on the fantastic GCSE performance recorded in our league tables, which show that the number of students being educated in schools below floor standards at secondary level has diminished dramatically under this Government. I would like to take the opportunity once more to thank the nation’s teachers for the superb work that they do.
Following a unilateral decision by an academy upper school in my constituency to change the age of transfer from 13 to 11, assuming that the local authorities carry out a feasibility study and full consultation, and demonstrate that pupil outcomes will be improved, what assistance can the Government give towards capital expenditure for any reorganisation of the feeder schools, as that clearly is not in any plans?
Michael Gove: My hon. Friend raises a very specific case, although I understand why she has brought it to my attention. I hope that we will have the opportunity to talk afterwards so that I can ensure that the Dorset local authority is provided with all the support it needs to make sure that children’s educational standards improve.
Tristram Hunt (Stoke-on-Trent Central) (Lab): As my hon. Friends the Members for Hackney North and Stoke Newington (Ms Abbott) and for Halton (Derek Twigg) have shown, the Opposition recognise the essential role that Ofsted plays in driving up standards in schools. I want to place on the record our continued support for Sir Michael Wilshaw. However, since we last met, the Secretary of State has, in the words of Sir Michael,
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unleashed a “smear campaign” against the chief inspector. He has also sacked Baroness Morgan as chair of Ofsted, despite the fact that the Minister for Schools thinks that she has done a “fantastic job”. Why is the Secretary of State so intent on undermining England’s independent school inspectorate system?
Michael Gove: I am sure that the chief inspector will be touched to hear the hon. Gentleman’s words of support, but I think that he will also be disturbed to hear that he is alleged to have uttered words that he did not utter. This is not the first time that the hon. Gentleman has sallied forth without being in secure possession of the facts. It has been the case beforehand that his facts have been wrong about the situation in the South Leeds academy, and it has been the case that his facts have been wrong, on broadcast, about the number of unqualified teachers in our schools. His facts are wrong again in the allegations he makes about the chief inspector. I hope that he will take this opportunity to ensure that the House knows that he has unfairly and wrongly put words in the chief inspector’s mouth that he did not utter.
Tristram Hunt: We see that the Secretary of State has refused to condemn the campaign against the chief inspector. Is not the truth of the matter this: Ofsted is inspecting his free schools without fear or favour, and he does not like it? The chief inspector wants to inspect academy chains, and he does not like it. On Friday the Al-Madinah secondary school closed, and on Sunday we learned of a new Ofsted purge. Surely the Secretary of State should focus on raising standards, not politicising our school inspectorate system.
Michael Gove: If the hon. Gentleman wants to be taken seriously, he must pay close attention to the facts. The facts are these: I have been zealous in ensuring that we apply a tighter and more rigorous inspection framework to all schools—free schools, academies and maintained schools—and in so doing I appointed Sir Michael Wilshaw and I appointed Sally Morgan. I have been the person who has been leading change in our schools. I have been the person who has been insistent that we hold our education system to the highest standards. I am the person now demanding once again that the hon. Gentleman withdraw his earlier statement when he put words into the mouth of Sir Michael Wilshaw that he did not utter. If he does not, we will draw the appropriate conclusion, as the New Statesman already has, which is that his policies are both “timid” and “incoherent”.
T3.  Andrew Rosindell (Romford) (Con): I recently visited Havering college in my constituency and Barking and Dagenham college just outside it. The Secretary of State will be pleased to know that we have excellent standards there, but one thing that is lacking is the importance of teaching our young people about the British constitution, our history, political affairs and so on. What do the Government intend to do to ensure greater awareness of those subjects among young people?
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narrative. In citizenship, they will learn about the United Kingdom’s constitution, about the precious liberties enjoyed by citizens of our country and about their role as citizens and how they can participate.
T2.  Gavin Shuker (Luton South) (Lab/Co-op): Given the well documented problems that whistle- blowers encountered in reporting their experiences at Barnfield Federation to the Department for Education, will the Secretary of State commit to publishing all inquiry reports in full, including all the versions that have circulated outside the Departments involved?
Michael Gove: I am grateful to the hon. Gentleman for raising that case. As we both know, very serious allegations have been made in connection with the Barnfield Federation. They are currently being investigated, and nothing I say, do or publish should prejudice those investigations. However, as has always been the case, whenever there is information that it is right we should share with those affected and with the public, we will share it in due course.
T4.  Dr Matthew Offord (Hendon) (Con): What action is the Minister taking to support parents and children in deprived areas, particular those in temporary accommodation and without access to IT facilities, to access and retain permanent school places, and is he willing to look at the system in place at Barnfield primary school in my constituency, with a view to seeing how the Government might encourage effective support in other schools?
The Minister for Schools (Mr David Laws): I would be delighted to look at the situation in my hon. Friend’s constituency to see what we can learn from it. During this Parliament we have more than doubled the capital budget for basic need compared with the budget under the previous Labour Government, and that is helping us to deal with such pressures across the country.
T5.  Meg Munn (Sheffield, Heeley) (Lab/Co-op): I thank you, Mr Speaker, for your earlier kind comments, and the Children’s Minister for the same. Given such warmth towards me today, perhaps the Secretary of State will tell me why, given that in 2007 the Prime Minister spoke of a new generation of Co-operative schools and said that they had been welcomed across the board, not one of the Ministers will agree to meet me to discuss these issues and the Bill that I put forward which would put Co-operative schools on a firmer footing.
Michael Gove: Any opportunity to spend time with the hon. Lady is one that I would rush to take. The cause of the Co-operative movement is very close to my heart, so I would be delighted to talk to her, perhaps over a cup of tea, before too long.
T6.  Mr Henry Bellingham (North West Norfolk) (Con): Will the Secretary of State make it 100% clear that he is totally supportive of teachers who want to use their judgment and common sense to apply discipline and punishments that are sensible and proportionate?
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Elizabeth Truss: I completely agree with my hon. Friend. A third of teachers do not feel they know exactly which sanctions they are able to use. That is why the Secretary of State outlined sanctions such as writing lines, running around the school playing field and picking up litter, so that proper discipline can be imposed. It is vital that students are able to learn and that there is an end to low-level disruption in the classroom.
Diana Johnson (Kingston upon Hull North) (Lab): The Facebook drinking game Neknomination has gone viral, and very sadly young people have died as a result. What role do schools have in building resilience in our young people to resist peer pressure?
The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson): The hon. Lady is right to be concerned about some of the ever-changing risks, as well as opportunities, for young people through the internet. That is why we have brought in the teaching of online safety at every key stage so that from the earliest opportunity children are getting the benefit of sound advice. It is also important that parents play their role so that children are getting a consistent message both at school and at home.
T7.  Mike Thornton (Eastleigh) (LD): The 17.5% cuts in spending for 18-plus learning announced last year by the Education Funding Agency, the changes in the 16-to-19 funding formula and the unfair treatment of sixth-form colleges compared with schools regarding VAT have put sixth-form colleges under serious strain, with cuts to courses and staff. Will the Minister, or even the Secretary of State, meet me and the principal of the excellent Barton Peveril college in Eastleigh to discuss the impact of these cuts?
The Minister for Skills and Enterprise (Matthew Hancock): I would be delighted to meet my hon. Friend and the principal of his local sixth-form college to discuss how to make sure that in these tight spending times, which we all know exist, sixth-form colleges can maximise the flexibilities at their command in order to continue the excellent education that most deliver.
Andy McDonald (Middlesbrough) (Lab): Many children who are entitled to free school meals do not receive that benefit, often because parental embarrassment or a lack of English mean that the application is not made. Will the Minister ensure that those children are passported through on the basis of benefit assessments already made in respect of those families?
Mr Laws: This is a very important issue, because take-up of free school meals is quite low in some parts of the country. We are working with local authorities to improve the identification of the children who are so entitled, with some considerable success. As we introduce universal infant free meals, we will also look at ways in which we can make this more automatic for all the pupils who are entitled to extra funding for free school meals and the pupil premium.
T8.  Gordon Henderson (Sittingbourne and Sheppey) (Con): I have recently had to deal with a number of bullying cases in my local schools. The root cause of that bullying appears to be very poor
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discipline. Too often, this indiscipline is caused not by bad teaching but by bad parenting. Will my right hon. Friend do something to improve the situation?
Michael Gove: My hon. Friend is absolutely right to say that parents and teachers need to work together in order to ensure very high standards of behaviour. It is often the case that what happens before children ever attend school—in the earliest years—matters. That is why the programme of work that the Government are undertaking, led by my right hon. Friends the Secretaries of State for Work and Pensions and for Communities and Local Government to help troubled families is so important.
Greg Mulholland (Leeds North West) (LD): University technical colleges are an increasingly important and positive part of our education system. Do Ministers share my dismay that, despite the Baker Dearing Trust making it very clear that one would be welcome in Leeds, Leeds city council refused to put one together for the important West Park centre site, which is now a pile of rubble?
Michael Gove: I am genuinely sorry to hear that and I look forward to working with the hon. Gentleman in order to make sure that opportunities for children in Leeds are not thwarted by the Labour council.
Pat Glass (North West Durham) (Lab): Contrary to the information given earlier, the Secretary of State is well aware that the attainment gap between the wealthiest and the poorest children in this country grew in every region apart from London last year. Does he accept any responsibility for that?
Michael Gove: I absolutely do, but I think the hon. Lady is in error. As has been pointed out by Dr Becky Francis, among others, the attainment gap actually narrowed in primary schools, where our reforms have had more of an opportunity to have an effect on a percentage of children’s lives. At secondary level, of course the problem remains. That is why it is so disappointing that the Labour party is opposed to initiatives such as the free schools programme, which Andrew Adonis has greeted so warmly, but which the hon. Member for Stoke-on-Trent Central (Tristram Hunt) would halt.
Chris Skidmore (Kingswood) (Con): I and parents, teachers and local councils in my constituency are supporting a bid for a studio school at the site of the Grange school in Warmley. Will departmental representatives agree to meet me and a delegation to discuss the bid, which will be absolutely vital for raising standards in my constituency?
Michael Gove: I would be delighted to do everything I can to support that bid, not least given the fact that new school provision, studio schools and free schools are threatened by the Labour party’s ideological opposition to new provision.
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John Woodcock (Barrow and Furness) (Lab/Co-op): At a time when there is overwhelming evidence about the value of physical activity to improving health outcomes and learning in classrooms, why on earth is the Under-Secretary, the hon. Member for South West Norfolk (Elizabeth Truss), defending the right of teachers to use running around the playground as a punishment, rather than using the bully pulpit of the Dispatch Box to condemn such outmoded practices?
Michael Gove: As a great admirer of Teddy Roosevelt, I am happy to use whatever bully pulpits are available. Let me take this opportunity to congratulate the Prime Minister and the Under-Secretary, my hon. Friend the Member for Crewe and Nantwich (Mr Timpson), on securing a sports premium in our primary schools, which ensures that more physical activity is available than ever before. I also thank the hon. Member for Barrow and Furness (John Woodcock) for the work he has undertaken with me to bring an independent school into the state sector—using the free school programme—in order to give more children opportunities I am afraid his Front-Bench colleagues would, for ideological reasons, deny them. He is a good Blairite; they are the bad ones.
Mark Pritchard (The Wrekin) (Con): School holidays are an important time when families can spend time together, but does the Secretary of State agree that there is a difference between legitimate travel companies making a profit and profiteering?
Michael Gove: As ever, my hon. Friend makes a very acute point. One of the flexibilities we have given—not least to academies and free schools—is the ability to vary school holidays in order to make sure that holidays can be cheaper and parents can take them off-peak. That is another school freedom that, for ideological reasons, I am afraid Labour Front Benchers would deny. I do not understand why they are so keen to make holidays more expensive for hard-working families.
Nic Dakin (Scunthorpe) (Lab): I am rather perplexed. Are Government Front Benchers able to help me? A written answer to my hon. Friend the Member for Luton North (Kelvin Hopkins) said that there was no idea how much it cost to create 138 new sixth forms in schools. Given that we want value for money, I found that very difficult to understand.
Matthew Hancock: The point I was making is that the amount of resource spending for each pupil aged 16 to 19 is the same, with an additional amount for those from disadvantaged backgrounds and those studying more high-cost programmes like engineering, our support for which is vital for our national economy.
Mrs Cheryl Gillan (Chesham and Amersham) (Con): The Secretary of State will be aware of the sentence handed out in Amersham Crown court last week to the former head teacher of the Caldicott preparatory school after years of abuse of children in his care. Will the Secretary of State join me in paying tribute to my constituent Mr Tom Perry, who was brave enough to speak out about his own abuse? Will he agree to meet Mr Perry and me to discuss the possibility of mandatory reporting, as Mr Perry believes it would better protect our children in the future?
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Michael Gove: I am grateful to my right hon. Friend and Mr Perry for their leadership on this issue. I would like to invite him to the Department to discuss exactly what we can do in the future to ensure that this sort of horrific abuse does not happen again.
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