Today's Commons debates - Monday 04 March 2013

School performance tables now include four times as much data as those published before May 2010. In addition, since September 2012, schools are required to publish information on their websites on the use and impact of the pupil premium, their curriculum, their admission arrangements and their policies on behaviour, charging and special educational needs.

My right hon. Friend will know that the new school information regulations came into force on 1 September last year. Among other things, they require schools to publish details of the curriculum for every subject in each year. Looking at a sample of schools’ websites, I do not yet see widespread compliance with this regulation. Given the importance of this information to parents and of parental choice in driving up standards, will he take steps to publicise the new requirement and take measures to ensure compliance?

My hon. Friend is absolutely right to emphasise the importance of ensuring that parents are well informed about schools and the curriculum they offer. The Department sends out termly e-mails reminding schools of their obligations under legislation, and most recently Her Majesty’s chief inspector has written to all schools reminding them of the requirement to publish information and pointing out that inspectors will use the publication of this information as a starting point when considering inspection of provision in the school.

Last week, the Secretary of State said of the schools in east Durham:

“When you go into those schools, you can smell the sense of defeatism.”

Will he tell the House which of those schools in east Durham he has actually visited since he became Secretary of State, and will he apologise to the people of east Durham for his outrageous remarks?

I absolutely will not apologise to the people of east Durham for standing up for better education for their children. Perhaps the most telling remarks about the lack of ambition in schools in east Durham were uttered by Lord Adonis. Having visited a school there, he said that a teacher had told him, “In the past children turned right to work in the shipyards or left to work in the coal mines. Now they might as well walk on into the sea.” That spirit of defeatism reported by the noble Lord is exactly what we need to attack. Instead of attacking the Government, the hon. Gentleman would be better off tackling underperformance in his own constituency.

I welcome the publication of the dashboards launched by Ofsted last week and recommend them to the public, parents and governors. Will the Secretary of State go further, though, and explain how we can reconcile some of the Ofsted judgments with the attainment and other progress reports?

The chief inspector is absolutely right to publish these dashboards, but they are only the beginning of how governors and others can hold schools to account for their performance. For example, if we look at the performance of schools under the English baccalaureate measure, we see that there are many schools across the country whose superficial headline GCSE figures flatter to deceive.

A number of parents have approached me with concerns about children who are particularly high achievers, whom they feel are sometimes not given the support they require in the classroom. Will the Secretary of State outline how he will ensure that schools provide more information to those parents in order to encourage people to achieve more broadly and ensure that high achievers with particular talents can flourish in our schools?

That is a very good question. We have introduced new papers in primary schools allowing children at the end of key stage 2—the end of their primary curriculum—to aspire to do even better by reaching a level 6, which is a higher level of achievement than was previously available to them, while the changes we hope to make to GCSEs will, I hope, drive a higher level of attainment as well. Furthermore, we have said to all state schools that they have an opportunity to visit for free a Russell group university on behalf of their students in order to aspire to do better. There is much more that we can do, however, and I look forward to working with the hon. Gentleman to do it.

My right hon. Friend the Secretary of State for Education recently announced our proposals to reform the new national curriculum. In addition to being more rigorous in the core subjects, the new national curriculum will also be much slimmer, meaning that schools will have greater freedom to design lessons that inspire and motivate all their pupils.

Will the Minister join me in encouraging schools to deliver a curriculum that not only meets the aspirations and priorities of pupils but reflects the needs of local employers—core skills such as maths and English as well as vigorous vocational qualifications in engineering, computer science and technology?

There is much more scope in the new national curriculum for schools to develop programmes involving design, technology and computing to prepare students for high-tech roles, as well as improving their maths and English core skills. The computing curriculum now focuses on programming and understanding how computers work, and has been developed with the British Computer Society. We are also introducing a new technical baccalaureate that will provide a high level of technical training, including maths for students up to the age of 18.

Flexibility for schools is welcome, but what is the minimum time parents should expect their children to spend on sport and physical activity under the new national curriculum?

We are ensuring that physical education is a core part of the curriculum for children aged up to 16, and we have introduced new topics to the subject.

I am worried about the curriculum for children who are currently being flexi-schooled. The Government recently announced—without consultation and without notice—the abolition of flexi-schooling, which has existed for decades and which meets the needs of many children. How will the Minister ensure that the needs of those children are met in the immediate future?

We will ensure that our attendance procedures are absolutely correct, so that we know whether students are at school or not. If they are being home-schooled, that is a decision for their parents; if they are at school, they must be properly at school, and their attendance records must be properly monitored.

May I take this opportunity, on behalf of Her Majesty’s Opposition, to wish Her Majesty a speedy recovery?

The Minister is actually making the curriculum less flexible. For instance, she is insisting that primary school children will have to study Dafydd ap Gruffydd. Can she tell us about Dafydd ap Gruffydd, and can she spell Dafydd ap Gruffydd?

The hon. Gentleman is absolutely right, in that we are ensuring that students gain a good chronological understanding of history throughout their school career. During my own school career, I spent one lesson studying Sir Francis Drake and the next talking about the princes in the tower. I would certainly have preferred a school career that enabled me to learn about chronology and understand our island story.

Adoptive families can struggle to get the help that they need, and I am determined to change that. We have already announced measures that give adopted children rights to priority schools admission and free early education, and we are introducing an “adoption passport” so that adoptive families know about their entitlements. Further measures in the Children and Families Bill are aimed at tackling delay and improving outcomes for adopted children, including children in Enfield North.

Is the Minister aware that the children of adoptive adults who have died without locating their biological families are often left in a quandary, as they are unable to gain access to vital information about their parents’ families, including information about hereditary medical conditions? What steps will he take to rectify that? Will he agree to meet me to discuss this important matter, in which the British Association for Adoption and Fostering is taking an interest?

My hon. Friend is right to raise what is indeed an extremely serious and important matter. We must think carefully about the information that adopted people have to find out about their parents’ families, particularly when there may be hereditary medical problems. I know that the matter was referred to the Law Commission in 2010, but we must do more work to establish how we can ensure that more information can be provided when it is needed. I should be happy to meet my hon. Friend and discuss the matter in more detail.

Given that adoption is sadly never likely to be the solution for all looked-after children, may I ask the Minister what measures he is introducing to ensure that children in foster care or residential care homes also manage to bridge the attainment gap?

The hon. Gentleman is right: we need to consider all routes of permanency for children who go into the care system. There is no inbuilt hierarchy, although we know that adoption is a very successful route for many—we think more—children. Through the Children and Families Bill, we are trying to improve the educational attainment of children in care by introducing a statutory duty for local authorities to appoint a virtual school head, whose remit is specifically to try to improve the educational attainment of children in the care of local authorities so that the outcomes are better and they have the prospect of a fulfilling adult life.

Having visited on Friday a remarkable lady who both is an adoptive mother and advises Kent county council’s adoption panel, may I say that the measures the Minister has announced over the past year are extremely welcome but that the overriding need is to speed up the court processes, which are still much to slow?

My hon. Friend is absolutely right. That is why, under the Children and Families Bill and the work we are doing with the Family Justice Board, we are trying to drive every element of unnecessary delay out of the court process and are bringing in a 52-week maximum limit on the time a care case should take to ensure that, where there is an opportunity for a child’s adoption placement to be made permanent, that happens sooner rather than later and they can get on with their life and form those all-important attachments with their new family.

In 2010 we committed to ending the historical disparity in post-16 funding so that by 2015 schools and colleges will be funded at the same level as one another for the first time, on a per-pupil basis. Transitional protection will apply for four years from 2011 to give institutions time to adjust.

I am grateful to the Minister for that answer and to the Secretary of State for his correspondence. In Solihull and elsewhere, differences in funding for sixth-form colleges and state schools are putting sixth-form colleges under great competitive pressure. Will the Minister assure Solihull sixth-form college, and all sixth-form colleges, that he will introduce remedies as quickly as possible?

I am a strong supporter of sixth-form colleges, which do excellent work, including Solihull sixth-form college. I congratulate the newly formed all-party parliamentary group on sixth-form colleges. I regularly meet the ministerial working group on post-16 funding to discuss the implementation of the fair per-pupil funding system, and I will bear my hon. Friend’s comments in mind.

I thank the Minister for attending the all-party group’s reception last week. I think that he recognised at the meeting that sixth-form colleges, in particular, face a challenging funding situation because their learners are funded significantly less than those pre-16 or in higher education. Will he commit to addressing that issue as soon as possible?

Of course funding is tight, and it is important that we get it to the right place. The starting point is ensuring that, as far as possible, students doing the same sorts of courses are funded the same across different institutions and that, just as we do before the age of 16, someone in full-time education is funded by broadly the same amount as anyone else in full-time education.

As vice-chairman of the newly formed all-party group, and as the Member who represents the finest sixth-form college in the county, Farnborough sixth-form college, which my right hon. Friend the Secretary of State knows only too well, I welcome the Government’s commitment to ending the disparity. However, I have just been on the phone to the principal of the college, who tells me that even now it is looking at being between 9% and 15% less well funded than its counterparts in mainstream education. I would be grateful if my hon. Friend expedited his proposed changes.

The changes will be brought in by 2015. We have put in place transitional arrangements to ensure that institutions have time to adjust. Especially in sixth-form colleges such as Farnborough, which has an excellent track record—it is truly inspirational—it is important that we move to per-pupil funding in a considered way.

Sixteen to 18-year-olds from disadvantaged backgrounds studying at further education sixth-form colleges do not receive free meals at lunchtime, whereas their counterparts in school sixth forms do. Is not that another injustice that needs to be addressed?

Schools do not receive any extra funding for provision of that duty, so when looking at that question we need to be extremely careful not to add new duties without extra funding to go with it.

The phonics screening check confirms whether year 1 pupils can decode using phonics to an appropriate standard. In 2012, the first year of the national roll-out, 58% of children met the expected standard. We have commissioned an independent evaluation of the check over a period of three years, which will examine the impact of the check on phonics teaching.

I thank the Minister for that response, but many experienced, skilled and successful teachers of reading are a bit concerned about an over-reliance on phonics. What can she do to persuade them that the Government are not being a little doctrinaire in this area?

I thank my hon. Friend for his question. A large body of research evidence shows that phonics is the most effective way of teaching literacy to all children. Last year’s phonics check identified 235,000 children who will now receive extra help, which is very important because PIRLS—the progress in international reading literacy study—showed that this country has one of the largest gaps between the strongest and weakest performers in reading. It is really important that we identify children who are struggling with reading early, so that they can receive help as soon as possible.

We have issued new statutory guidance setting out schools’ responsibilities on exclusion, making it clear that discrimination against disabled pupils is unlawful and emphasising the importance of stepping in early to address the underlying causes of disruptive behaviour. Early identification and intervention also underpin the Government’s planned reforms to the special educational needs system and a new approach to exclusion that the Government are trialling in a number of local authority areas.

I thank the Minister for that response, and he will be aware of Contact a Family’s survey of more than 400 families of children with disabilities and additional needs. It found that 22% of these children are illegally excluded at least once a week and 15% are illegally excluded every day for part of the day, with the most common reasons given being that there were not enough support staff to help or that the child had what the teacher described as “a bad day”. There are no sanctions against schools that carry out these exclusions and Ofsted does not take them into account in its reports, so what can be done to ensure that schools abide by the guidelines?

I am aware of the Contact a Family report, which was completely right to emphasise that schools should act lawfully and follow the correct procedures. Ofsted has an important role to play in this regard and, with the new criteria on behaviour and leadership, it will look carefully at where illegal exclusions are taking place, will take them seriously and will take them into account when making its overall judgment on a school’s performance. Our trials in 11 local authorities will give a greater incentive for schools to think carefully about what happens after they exclude a pupil and they will have to take greater responsibility.

I am grateful to the Minister for setting out how those trials are proceeding. Has he any information to share with the House on how the new process for dealing with exclusions is following on from the Education Act 2011?

My hon. Friend will have heard me refer to the new statutory guidance, which we issued last September, and the new code of practice will strengthen the arrangements for dealing with children with SEN to make sure that there is a clear focus on ensuring that no illegal exclusions take place in future. I am happy to discuss that with him if he wishes to do so.

What sanctions or actions is the Minister willing to take against schools that are illegally excluding pupils?

I have already set out Ofsted’s role in this area and, clearly, we take any judgment of inadequacy that it makes extremely seriously. As a Minister in the Department, the Secretary of State has powers of intervention that we can use, if necessary, where we feel that a school is failing to provide a fair and adequate level of education; clearly, the factor of illegal exclusions will have to be taken into account.

We are determined to drive up standards in all schools. We are doing that by providing significant additional funding for disadvantaged pupils, through the pupil premium. In addition, Ofsted has implemented a more rigorous inspection framework. For the lowest-performing schools, we will look to secure a sponsored academy solution, with a high-quality sponsor.

Moorside community primary school in Halifax is driving up standards, but it has been waiting for investment in a new school building for far too long. Promises have been made, but there is still no new building. When will the school get that new building, to ensure that another generation of pupils does not miss out?

The hon. Lady will know that when the Government came to power we inherited from the previous Government a complete mess, through the Building Schools for the Future programme. It was over-extended, inefficient and unaffordable. We have now put in place an affordable school building project that is consistent with the finances this nation can afford.

One of the best ways of improving schools is by getting former armed forces personnel into teaching roles. What progress are Her Majesty’s Government making in turning troops into teachers?

My hon. Friend is quite right that we are pioneering that initiative. We believe that many people who were previously in the armed forces can make a major contribution to learning and we will continue to take forward that project.

Last week, data showed the lowest number in a decade of people aged 16 to 19 who were not in employment, education or training. One NEET is too many, so traineeships will help young people gain the skills, attitudes and experience they need to get into an apprenticeship or a good job. They will combine substantial work placements and work skills training with English and maths and will help tackle the scourge of youth unemployment.

I thank the Minister for that answer. In Medway, the council-led SUCCES—or sustainable uplifting client centred employment support—initiative, which assists over-16s looking for work who have low skills and little experience, has been named as an example of best practice in Europe, helping more than 500 people. What plans does the Minister have to work with existing schemes and providers to deliver new traineeships?

I congratulate Medway council on its success initiative. Traineeships are being designed in a highly consultative way to support and enhance existing best practice not only from councils but from organisations such as the Prince’s Trust, which does brilliant work in this area. I am happy to look at the work that goes on in Medway and to ensure that what we do on traineeships supports it.

How will the Minister ensure that more apprenticeships go to younger people, as we know that the figures from last year showed that 9,000 fewer under-19s had gone into apprenticeships?

Of course, apprenticeships have been a huge success story and the number of 19 to 24-year-olds involved is rising sharply. We must ensure, too, that apprenticeships are rigorous and high quality, so we have taken steps to do that. I hope that the hon. Lady will join me next week, which is apprenticeships week, in celebrating apprenticeships. Every Member of this House has the opportunity to explain to everybody that apprenticeships are good for the apprentices, good for business and good for society as a whole.

I know the scheme well and it is both simple and effective. It also takes value for money into account. I was talking to a permanent secretary about it only this morning and I shall be doing far more of that.

I welcome investment in pre-apprenticeship training and preparation, but is the Minister not concerned about the accelerating decline in the number of apprenticeships available to 16 to 18-year-olds, which is down 7% from last year’s figure alone, and that the funding providers found a shortfall of £61 million in expenditure on that group last year? It is right and proper to invest in pre-apprenticeship training, but does he not agree that the bigger crisis is in whether those young people will have an apprenticeship to go on to?

The crisis would be if we did not improve the quality of apprenticeships, because they are vital in getting people into good jobs and ensuring that there is training in jobs. We took out some low-quality provision, which inevitably had an impact on the numbers, but that is a vital part of ensuring that apprentices are seen to be high quality and are regarded as such and that they are an attractive option for young people, adults and employers.

The affordability and availability of child care are a concern for many working parents, yet staff wages are often too low to support high-quality provision. “More great childcare” outlined reforms to improve quality and availability. We will introduce rigorous new inspection, new qualifications for early years teachers and new flexibilities to enable providers to deliver what is best for children. Childminder agencies will reverse the decline in the numbers of childminders.

Stoke-on-Trent has been hit harder than almost any other local authority in the country, including by a massive hit to early intervention funding—despite it being one of the most deprived areas facing the greatest need. If the Minister expects her claim to want to improve the quality of child care to be taken seriously, perhaps she will tell us what arguments she has had with Ministers in her own Department and indeed in the Department for Communities and Local Government to tackle these pernicious cuts?

Overall, we have increased early intervention funding from £2.2 billion to £2.5 billion. We are also introducing a new scheme for low-income two-year-olds, starting this September and the following September, which will make sure that those two-year-olds access high-quality provision from good and outstanding providers. Let us face the fact, however, that over 13 years of Labour government, what we ended up with was the most unaffordable child care in Europe as well as the lowest salaries with staff paid only £6.60 an hour.

As the Minister said, child care workers in England are paid barely more than the minimum wage. Does she agree that the present rigid staff-child ratios place a cap on wages and therefore on the quality of staff?

I completely agree with what my hon. Friend has just said. Let us make it clear that we will allow more flexibility in ratios only for high-quality providers where high-quality staff are being hired. The aim, as advocated by the shadow Secretary of State, is to move to systems such as those of Sweden and Denmark, which have high-quality providers, high-quality staff and more flexibility and professional judgment operated at a local level. Everyone, from Andreas Schleicher of the OECD to Sir Michael Wilshaw, backs that plan to raise quality.

I thank the hon. Gentleman for his question, but all the international evidence from EPPE—the Effective Provision of Pre-School Education—to the OECD “Starting Strong” survey indicates a strong relationship between the qualifications people have, the quality of the child care provision and the outcomes for the children. I think there should be some flexibility in the system, however, so we can get high-quality people and improve vocational training and apprenticeships. I suggest that the hon. Gentleman respond to the consultation on precisely the point he raised.

Many people, including the shadow Education Secretary, have praised the Scandinavian approach to child care. Will the Minister confirm that in Sweden and Denmark there is no mandatory national child care ratio at all?

My hon. Friend is absolutely right that there are no national ratios. Indeed, in parts of Sweden, no ratios at all are set for some nurseries. What the Swedes do is to rely on high-quality professionals exercising their professional judgment in the particular setting. That is the system we want to move to here. It is backed by the OECD and by Sir Michael Wilshaw of Ofsted, so I suggest the Opposition back it as well.

I am sorry to say that I truly believe that the Minister and the Secretary of State sat before us today are the most out of touch in the whole of Whitehall—apart from those in Downing street, that is. They pursue policies such as increasing child care ratios that generate almost unanimous opposition from across the country, to which they refuse to listen while systematically undermining popular services such as Sure Start by slashing the budget by almost half. When will they start listening to the people whom they are supposed to serve and put the best interests of children and families—rather than dogma and pet policies—at the forefront of their policy?

I have already pointed out that there is strong evidence for our reforms, and I point out to the hon. Lady that fewer than 1% of Sure Start centres have closed. They provide about 4% of full-time child care places. I would be interested to hear what the hon. Lady’s policies are for the other 96% of child care places and how she plans to make them more affordable. Under her watch, fewer women or mothers went out to work, and we were overtaken by countries such as France and Germany. What is her solution to that?