Education Bill

I thank the Select Committee Chairman for his question. Of course technical skills will be important, and I hope that university technical colleges will play an important role in that regard. I shall return to that point in a minute. Rigour is absolutely essential, but we must not lose sight of the fact that not every pupil is right for university and the academic route. There has been a danger in recent weeks that all the emphasis might be placed on academic subjects and academic achievement. I have no doubt that that emphasis might be necessary temporarily while we are changing the prevailing philosophy that has surrounded education over the past decade, and, yes, we need academic rigour, but we also need alternative, equally valid and equally celebrated pathways in education. However, this should not come down to pushing some young people towards easier subjects, which is what the previous Government did. We have to find different ways of teaching and learning. I am looking forward to the findings of the review on vocational qualifications that is being led by the excellent Professor Alison Wolf. Unfortunately, they were not available in time for this debate, which was disappointing. I welcome the Government's support for initiatives such as university technical colleges under the academies and free schools programme. UTCs, as championed by the endlessly energetic Lord Baker and the Baker Dearing Educational Trust, offer 14 to 19-year-olds the opportunity to take a highly regarded, technically oriented course of study at a specialist college that is equipped to the highest standards. Those colleges specialise in subjects that require particular, modern equipment, and local employers, large and small, are asked to help to shape the specialist curriculum. The colleges offer a promising way of engaging young people through a different type of teaching, which is, as the name suggests, more technical in its orientation. They do not neglect the academic subjects, however, and they also help to ensure that local employers continue to have the skilled work force they need. I welcome the priority given to academies in the establishment of new schools. This builds on the previous Government's most successful reform programme, which in turn built on the success of city technology colleges. Academies are a proven success story, with their academic performance improving at almost twice the rate of other state schools. In 2009-10, the proportion of pupils in academies achieving the expected level at GCSE of five A* to C grades, including in English and maths, increased by 7.4 points on the previous year, compared with an increase of 4.1 points across all maintained schools. The OECD has concluded that"““in countries where schools have greater autonomy over what is taught and how students are assessed, students tend to perform better””." Labour Members might not like the reforms, but teachers and parents in my constituency do. Three schools in Reading have already become academies, and all the secondary schools there will probably have converted by the end of next year. The number of proposals for new free schools is rising at what the Secretary of State might regard as an alarming rate. There is clearly an appetite among parents and professionals for our policies. With the extra priority being given to academies in the Bill, Reading might finally be relieved of the absurd situation in which Reading children cross into neighbouring local authority areas in search of good schools while pupils from other local authorities cross into Reading to attend what are successful but almost regional grammar schools. The quality of schools should not depend on the local authority in which they are situated. The measures in the Bill will give head teachers more freedom to determine what goes on in their schools and greater powers to drive improvement, wherever they might be. As such, I welcome these measures as a step in the right direction.