Education Bill

At its heart, the Bill is about social mobility and opportunity for all, and we need to address those issues urgently. No one would doubt the good intentions of the previous Government, but the statistics are there for all to see. The hon. Member for Darlington (Mrs Chapman) complained about how much people talked about Oxbridge statistics, and the hon. Member for North West Durham (Pat Glass) said she was fed up with hearing them. Sadly, however, there are many other, equally depressing, statistics. Among young adults, there are 1 million people who are not in employment, education or training. The lower income groups, which form 50% of the population, have only a 16% representation in the top universities represented by the Russell group. A student's chances of getting five good GCSEs are four times as great if they have degree-educated parents than if they do not. Even at the age of three, twice as many children in the top income quintile are school-ready as in the bottom one. Problems such as social immobility did not start under the previous Government, but we have every right to expect that these things will improve constantly. I am afraid that social mobility has stalled. It is stuck stubbornly at levels that, in some cases, we barely tolerated in the 1970s. The hon. Member for Huddersfield (Mr Sheerman) said that we should look for evidence-based approaches, and I could not agree more. We know what makes a difference. Given the economic legacy that my right hon. and hon. Friends on the Front Bench inherited, with the Government spending £4 for every £3 that they received in income, it would perhaps have been easiest to postpone any expansionary programme. However, I am pleased and proud that the Government whom I support are finding ways to extend free nursery care to two-year-olds. They are extending the participation age to 18—or continuing its extension, to be fair—and, perhaps most dramatically, introducing the pupil premium, which represents a significant structural change to the way in which we fund education. Another factor that we know from international studies makes a huge difference, not only to the overall average attainment in a school but to equality of opportunity, is the person standing at the front of the room: the teacher. That dwarfs other factors, including class size. When you, Mr Deputy Speaker, and I were at school, we were taught not to judge a book by its cover. In this case, however, we can do just that, because the front page of the White Paper tells us all that we need to know about this Government's approach. It is entitled ““The importance of teaching””. This will be manifested by reinforcing the status and authority of the teacher, making a clear statement that they have an absolute right to impose reasonable measures to achieve classroom discipline, and to be protected from vexatious allegations. We need to move from a situation in which difficult children mutter, ““I know my rights”” to one in which all children can say, ““I know where I stand.”” Teachers repeatedly complain that they are burdened by too many targets, too much prescription and too many directives and missives landing on their doorstep. I therefore welcome the Government's approach in rationalising the national curriculum to leave more room for innovation and for learning other things. We have fantastic teachers in our school system—I think they actually work a lot harder today than they did when I was at school, and, by the way, I think the children do as well—but we need to encourage yet more talent into the profession. Teach First has been a great programme, and I celebrate the fact that it happened on the watch of the previous Government. Now, it is going to be doubled in size, and we should all welcome that. I hope that the publicity surrounding the troops to teachers programme, to which my hon. Friend the Member for Tamworth (Christopher Pincher) referred, will send a clear signal to men that more of them are needed and welcome, particularly in the primary sector, whether or not they have been troops. Alongside mobility within the system, we also need to think about mobility opportunity for us collectively as a nation. I am afraid that one of the bad things about the past decade or so is that, as every single domestic record has been smashed, we have been falling further down the league tables. One of the most refreshing things about the new Government is that whenever anyone asks, ““How did you come up with that idea?”” or ““Where did that one come from?””, the answer starts with, ““We looked at where they do it best in the world.”” I am pleased that that world outlook also extends to the international benchmarking of our qualifications. My hon. Friend the Member for Bristol North West (Charlotte Leslie) explained quite brilliantly how some of the fastest growing qualifications were not those that are sought by universities or employers but those that offered quick, short-cut ladders up the performance tables. This misleads students and flatters the system, and it does nobody any favours except in the very short term. There will be a sharper focus on the key aspects of an academic education, but, to be absolutely clear to the hon. Member for Liverpool, Walton (Steve Rotheram), the English baccalaureate is not all that is in the curriculum: it comprises only five core academic subjects, and I do not think that for most people, English, maths, science, a humanity and a language would be a particularly controversial definition of what should constitute an academic core. Alongside it, of course, we must have proper valuing of, and political will behind, the vocational routes and qualifications. We should not care only about headline results; we need to look at how to value every child and how to progress every child. CVA—contextual value-added—is a ridiculously complex measure, which nobody I have ever met understands. We need better ways of ensuring that schools' efforts on behalf of every child are valued. Too often in this House we debate how we are going to tackle the bills of social failure, and I am delighted that today we are debating this Bill—a Bill for social opportunity.