Education and Inspections Bill

I welcome the Bill, which will improve the quality of education, and I want briefly to focus on three issues. First, the introduction of specialist diplomas is radical, innovative and welcome. The Government deserve congratulation on taking forward the 14-to-19 agenda, but I have two concerns—timing and funding. I understand that the Government intend to introduce no fewer than five of those diplomas by 2008, 10 by 2009 and the full 14 by 2010, which is an ambitious time scale. I simply say to the Minister, in the most positive and courteous spirit, that in view of the need for extensive training for new personnel and for people with workplace experience to translate the aspiration of the vocational specialisms into effective practice, I hope that people will not have their expectations raised only to be disappointed. In addition, there must be a commitment on funding. I know that the Government’s implementation plan for the 14-to-19 agenda says that Ministers will provide the resources that are necessary to make it effective, and I dare say that that is what they intend. However, I hope that the Minister will accept that we need more specifics for this bold educational and social reform. It would be to snatch defeat from the jaws of victory were we to end up with a threadbare, insubstantial and underfunded programme. Please let us avoid that in the interests of all our young people. Secondly, I want to say something about setting. I recollect that the White Paper referred to setting no fewer than 19 times. In 1997, the Government said that it should become the norm in secondary schools. I appeal to the Minister to abandon the religion of localism, which seems to have infected all the political parties. If they think that setting is a good thing, let them issue guidance, make it the norm, and invest some political muscle and capital in ensuring that it happens. Finally, there were, last time I looked, no fewer than 61,000 looked-after children in this country, only 6 per cent. of whom secure five decent GCSEs and only 1 per cent. of whom go to university. Access matters, but they need tailored teaching, personalised learning and effective assistance. If the Government believe that they, and children in detention, are to be helped, and they want to practise the philosophy and principle of social inclusion in which they believe, they must give that the resources that it requires.