I congratulate the hon. Member for Gedling (Tom Randall) on his tour de force. I just googled Gedling and it looks delightful. I will certainly consider it as a destination for the next bank holiday. I am sure everyone will agree that it has been instructive sitting in the House this afternoon.
I made my maiden speech in the education part of the Queen’s Speech debate. As I said then and as I say now, as a former teacher, it is this issue and my driving passion to ensure that every single child, no matter their background, reaches their full potential that has brought me here. Of course then, whenever I see a Queen’s Speech, I scour it for the education bit. This time, I had to keep looking, because it was one sentence—one sentence in Her Majesty’s Gracious Speech on education—and it concerned an announcement that had already been made on school funding.
We do need more money. We have been debating this in the House cross-party—I give everyone their due—for a long time, but 83% of schools will have less money per
pupil than in 2015, so we welcome any new money, but as has been said, we must keep an eye on what else schools are being asked to pay for—not least the very welcome rise in the basic rate for teachers’ salaries.
There is something else I find depressing about the Queen’s Speech and the speeches from Ministers. I believe that we now need a national debate on education. We are spending more money on it and I think the public deserve to know if we are getting the best value for money. As far as I can see, the Government’s policies are ideological, not evidence based. They need to be driven by what actually works. This morning we heard about behavioural standards and a rigorous curriculum, but those were buzzwords when I first started teaching, and even before that. We know so much more now about what works.
In his opening remarks, the Minister mentioned PISA. My Master’s was in comparative education at the Institute of Education, and I learned a few things about PISA then. It has its place and I would not like us to withdraw from it but, that said, we are in the middle of the table. There is a lot of rhetoric and a lot of warm words about world-class schools, but if the Government care so much about PISA, they should look at the evidence.
We are in the middle of the table, and those at the top do not care that much about PISA. What they are doing is innovating and breaking down the walls between subjects. It is clear from the latest report, published just a few weeks ago, that they are putting social and emotional wellbeing right up there with high-quality content: not as an adjunct, not as an afterthought, but as a driver. Children who are emotionally secure learn better. That is an obvious thing to say, but I do not think that we are prioritising it in this country. So far the approach has been haphazard, and I am sorry to say that we are seeing the same approach in other matters to do with education. Erasmus has been mentioned today. I am sad that the House chose not to support the amendment that I tabled last week.