:00:16. > :00:29.To of the Secretary of State for Education to make a statement
:00:30. > :00:32.on government plans to lift the statutory ban on opening
:00:33. > :00:39.As the Prime Minister has said, this government is committed
:00:40. > :00:42.to building a country which works for everyone and not only
:00:43. > :00:53.We believe every person should have the opportunity
:00:54. > :00:55.to fulfil their potential, no matter what their background,
:00:56. > :00:59.Education is at the heart of this ambition.
:01:00. > :01:01.We inherited a system from the last Labour government,
:01:02. > :01:04.however, were too many children left school without the qualifications,
:01:05. > :01:10.or the skills they needed to be successful in life.
:01:11. > :01:13.Our far-reaching reforms in the last six years have changed that.
:01:14. > :01:15.Strengthening school leadership, improving standards of behaviour
:01:16. > :01:18.in classrooms and making sure children are taught to read more
:01:19. > :01:27.effectively, improving mathematics teaching in primary schools.
:01:28. > :01:30.There are now 1.4 million more pupils in schools rated as good,
:01:31. > :01:36.That means more young people are getting the opportunity
:01:37. > :01:41.to access better teaching and to maximise their potential.
:01:42. > :01:44.That is what we want for all children and we are
:01:45. > :01:46.continuing reforms so that every child can have the best
:01:47. > :01:52.We are doubling the childcare to 30 hours for parents of three
:01:53. > :01:55.and four-year-olds and in July, on the issue of academic selection
:01:56. > :01:59.We cannot rule anything out which could help grow opportunity
:02:00. > :02:06.for all and give more people the chance to do well in life.
:02:07. > :02:09.The landscape for schools has changed greatly, we now have
:02:10. > :02:14.There will be no binary choice of the past, we're schools separate
:02:15. > :02:18.people into winners, losers, success or failure.
:02:19. > :02:33.We want to build on our success and create a truly 21st
:02:34. > :02:38.We want a system that can cater for talent and the abilities
:02:39. > :02:41.of every single child, so to achieve that we need a truly
:02:42. > :02:42.diverse range of schools and specialisms.
:02:43. > :02:48.We need more good schools in more areas of the country responding
:02:49. > :03:01.to the needs of every child, regardless of their background.
:03:02. > :03:07.Education policy, that will be set in due course.
:03:08. > :03:18.Despite the waffle, the cat is finally out of the bag.
:03:19. > :03:20.The government has revealed their plans for new grammar schools
:03:21. > :03:37.Will the Secretary of State promised today that future announcements
:03:38. > :03:41.will be made here so that we can give the policy the scrutiny it
:03:42. > :03:49.And perhaps she can tell us the evidence base for it today.
:03:50. > :03:54.As she read the ISS report entry into grammar schools in England?
:03:55. > :03:56.If so, perhaps she remembers the conclusion that among high
:03:57. > :03:59.achievers, those that are eligible for free school meals
:04:00. > :04:07.are significantly less likely to go to grammar school.
:04:08. > :04:10.The OECD, the Sutton Trust, and even the government's on social
:04:11. > :04:18.mobility Tsar have cited evidence against this policy.
:04:19. > :04:25.With schools facing jail term cuts to the budget for the first time
:04:26. > :04:34.in nearly two decades, pushing ahead with grammar schools
:04:35. > :04:42.shows a dangerous misunderstanding will be the lucky few that can
:04:43. > :04:45.afford the tuition who will get ahead, and the disadvantage that
:04:46. > :05:28.A policy for the few at the expense of the many.
:05:29. > :05:51.Mr Speaker, I was told that the Tories know the cost
:05:52. > :05:56.of everything but the value of nothing.
:05:57. > :05:59.I do not even think they know that any more.
:06:00. > :06:02.Finally, the Prime Minister promised to lead a one Nation government,
:06:03. > :06:06.but she said her policy would be led by the evidence.
:06:07. > :06:09.She claimed she would govern for the disadvantaged and not
:06:10. > :06:15.the privileged few, but this policy fail on every single count.
:06:16. > :06:18.It may be a new Prime Minister, but the same old nasty Tories.
:06:19. > :06:29.I suppose the first thing I would say to the honourable lady
:06:30. > :06:33.is we haven't actually made any policy announcements yet.
:06:34. > :06:38.She has given a commentary on I guess what she presumes that
:06:39. > :06:42.policy announcement will be, and I would encourage her to wait.
:06:43. > :06:46.But broadly, what we're interested in doing is increasing diversity,
:06:47. > :06:50.meeting parents' desire for choice to have a school nearby to them
:06:51. > :06:54.who matches the needs of their child, and we also
:06:55. > :06:58.want to see capacity built in the system in two weighs.
:06:59. > :07:02.More schools near to children where they need them.
:07:03. > :07:06.Despite all the reforms we have had and improvements in attainment,
:07:07. > :07:13.there are still children who cannot get access to a good enough school.
:07:14. > :07:16.Also building capacity by having some of the best schools
:07:17. > :07:21.in the system to help collectively obtain standards as a whole.
:07:22. > :07:23.We want to see all parts of the education system,
:07:24. > :07:25.universities as well, playing a stronger, better
:07:26. > :07:34.Well, she quotes a report by the ISS that mentions issues
:07:35. > :07:37.on free school meals, but I must say, I do not
:07:38. > :07:48.She seems to be criticising the status quo whilst resolutely
:07:49. > :07:58.It was really interesting listening to her because the words
:07:59. > :08:01.were in many respects the voices I heard, the voices of my childhood,
:08:02. > :08:04.people having a dogmatic debate about the education system,
:08:05. > :08:09.whilst I studied in my local comprehensive and entirely untouched
:08:10. > :08:17.What we want to do and what we think this parliament and the country
:08:18. > :08:21.should do is to be prepared to look at the practical ways that we can
:08:22. > :08:25.improve attainment for our children and to be prepared to leave no stone
:08:26. > :08:32.Frankly, to complain about one aspect of our school system and then
:08:33. > :08:37.say that we shouldn't even have a debate about that element
:08:38. > :08:41.is frankly an untenable argument and it is essentially politics
:08:42. > :08:47.and dogma coming before pupils and opportunity.
:08:48. > :08:50.It is about prioritising benches opposite, as we can see today,
:08:51. > :08:53.of an ideological debate, when what we want is a debate
:08:54. > :08:56.about the practical steps we can take to tackle generational failure
:08:57. > :08:59.and schools that are not still delivering for children
:09:00. > :09:12.It would be wrong to discount how we can improve prospects for those
:09:13. > :09:13.children, especially the most disadvantaged, purely
:09:14. > :09:18.If Labour is not willing to ask itself these difficult questions,
:09:19. > :09:21.how can it possibly come up with any of the solutions?
:09:22. > :09:24.We do believe selection can play a role.
:09:25. > :09:28.We think that there is evidence to show that it does for many
:09:29. > :09:38.But anyhow we would need to leave no stone unturned, we will be
:09:39. > :09:55.World Economic Forum has recommended that reminded us that we are well
:09:56. > :09:57.down on the table for literacy and numeracy.
:09:58. > :10:02.Some 17% of 18-year-olds struggle with literacy,
:10:03. > :10:08.and this figure is even worse for numeracy, 25%.
:10:09. > :10:10.It is necessary for discussion about grammar schools not
:10:11. > :10:13.to distract us for the fundamental task of improving social mobility
:10:14. > :10:17.and ensuring we make the best use of all the talent across the whole
:10:18. > :10:19.country and not just talk about the few?
:10:20. > :10:36.Going back to the Sutton Trust report, which actually did focus
:10:37. > :10:39.particularly on free school meals children and how they performed
:10:40. > :10:40.in grammar schools, their educational games
:10:41. > :10:43.from attaining in grammar schools were twice as high pupils with free
:10:44. > :10:51.school meals compared to the overall impact at pupils overall.
:10:52. > :10:54.Whilst they provide the stretching outstanding education for children
:10:55. > :10:56.from all backgrounds, they are one part of a very
:10:57. > :11:12.A school system that has transformed out of all recognition
:11:13. > :11:17.from when grammar is originally were introduced.
:11:18. > :11:21.I think what we now need to do is think about how we can
:11:22. > :11:23.have a 21st century education policy that takes a pragmatic look
:11:24. > :11:27.at the role of grammar schools, and across the whole of the system.
:11:28. > :11:31.He is right that we will not lose sight of the broader reforms
:11:32. > :11:33.that we are bringing through that will improve standards
:11:34. > :11:38.The Secretary of State represents a London constituency,
:11:39. > :11:44.so she will know that London schools have improved dramatically.
:11:45. > :11:48.Does she agree that has happened because of focus on high standards
:11:49. > :11:51.for all children in all schools, not by going down the route
:11:52. > :11:55.of selection, and I urge her today not to go back, not to turn
:11:56. > :11:59.the clock back to grammar schools, but to focus on high standards
:12:00. > :12:06.in all schools in all parts of the country for all children?
:12:07. > :12:09.I think I can reassure him, we will not be turning
:12:10. > :12:13.He speaks about London, and I think the London lessons
:12:14. > :12:14.around collaboration, school leadership and sharing those
:12:15. > :12:16.best practice experiences across schools.
:12:17. > :12:20.I think the challenge I want us to discuss is how we can make sure
:12:21. > :12:24.all schools play a role in doing that, rather than simply saying that
:12:25. > :12:27.grammar is set on one side and should not play as greater role
:12:28. > :12:34.I think they should, and I think we have
:12:35. > :12:45.Fundamentally, this is about having more good school places for more
:12:46. > :12:48.children, about building capacity by better places and more places,
:12:49. > :12:50.and about sharing best practice and improving school leadership
:12:51. > :13:03.by having schools working closely together.
:13:04. > :13:06.I am fortunate to have an excellent grammar school in my constituency.
:13:07. > :13:09.As my honourable friend will know, people move to Kent
:13:10. > :13:14.Does she agree that it is not right for an excellent academic education
:13:15. > :13:18.to be only available to those who can move to the catchment areas
:13:19. > :13:24.We need to improve diversity and choice.
:13:25. > :13:30.As the Prime Minister said, too often in Britain we have
:13:31. > :13:33.selection, but on the basis of House prices which is totally
:13:34. > :13:47.We need to challenge ourselves to talk about how we can change that
:13:48. > :13:50.and improve standards for children wherever they are in the country.
:13:51. > :13:53.And simply saying something is off the table because of political
:13:54. > :13:56.ideology and dogma does not serve the children that we want to see
:13:57. > :14:01.have an improved prospect for the future.
:14:02. > :14:05.Can I thank the new Secretary of State and beg her to listen
:14:06. > :14:09.I cheer the advisory Council of the Sutton Trust.
:14:10. > :14:12.Listen to the Sutton Trust because we believe in
:14:13. > :14:17.Listen to the Chief Inspector of schools.
:14:18. > :14:21.And indeed just look at the areas where, for years we have had this
:14:22. > :14:24.kind of education, and what it has done to the entirety.
:14:25. > :14:27.Look at Kent, and it sure looks at Kent in depth,
:14:28. > :14:42.I think it is time that we looked at the Kent experience.
:14:43. > :14:46.I know that Kent themselves have done a lot of work to really dig
:14:47. > :14:49.into the background as to how they can get more children
:14:50. > :14:51.from disadvantaged backgrounds into the grammar schools.
:14:52. > :14:54.He has raised issues, a principle, and my response would be
:14:55. > :14:57.if that is how he feels, why would he want to discount
:14:58. > :15:01.looking at the areas of grammar schools to see how we can make them
:15:02. > :15:03.work effectively not just for children who get to them,
:15:04. > :15:07.but for those who do not get to them, how grammar schools work
:15:08. > :15:22.It seems to me that the response of the Labour Party to all of those
:15:23. > :15:25.challenges is to raise them, but then simply put them on one
:15:26. > :15:36.Bradford is one of the worst performing education
:15:37. > :15:40.There is a wide provision of some outstanding results
:15:41. > :15:46.Where people can afford to buy a House and a good catchment area,
:15:47. > :15:49.they can get themselves to a school that produces outstanding results,
:15:50. > :15:52.and those who cannot afford a House and a good catchment area tend
:15:53. > :15:57.Went on people in Bradford get access to the very best grammar
:15:58. > :16:07.They surely shouldn't not just be a preserve of the Tory areas.
:16:08. > :16:10.I think he speaks for many constituency MPs, and the point
:16:11. > :16:16.It should not be for government to deprive them of the joys of how
:16:17. > :16:20.So this is about choice, diversity and building capacity
:16:21. > :16:33.The Secretary of State knows that apart from the best possible
:16:34. > :16:36.teaching, the most important thing we can do for young people
:16:37. > :16:39.is to encourage them as they make their way through school.
:16:40. > :16:43.Given that as a nation we still deal with the legacy of a divided
:16:44. > :16:46.education system, why on earth does she think that subjecting more
:16:47. > :16:49.11-year-old children to that experience and their tearful parents
:16:50. > :16:51.having opened the envelope telling them that they have failed,
:16:52. > :16:54.is going to encourage and support them in their self-esteem
:16:55. > :16:56.and the continuing career through the education system?
:16:57. > :16:59.Dare I said, get another Labour MP saying what is wrong
:17:00. > :17:02.with the current system, while arguing we should not
:17:03. > :17:17.The legacy we are interested in challenging was the one left
:17:18. > :17:19.by the last Labour government, inflation, declining standards,
:17:20. > :17:23.children leaving the system without even basics
:17:24. > :17:37.I sat on a train last weekend and listened to a young man talking
:17:38. > :17:40.about how the fact he did not know how to spell was holding him
:17:41. > :17:44.We managed to take power from the Labour Party
:17:45. > :17:46.but he is having to live with the consequences
:17:47. > :17:48.of an education system is fundamentally failed him every
:17:49. > :17:53.We inherited a university system with a limit on the number
:17:54. > :17:58.Record numbers that were not in employment,
:17:59. > :18:06.Youth unemployment had gone up by 50% by the time
:18:07. > :18:15.Not only do we want to make up for lost ground but make sure
:18:16. > :18:18.beyond that we leave no stone unturned, we look across the whole
:18:19. > :18:20.education system, to make sure we turbo-charge the prospects
:18:21. > :18:23.and opportunities that all children in our country,
:18:24. > :18:25.but especially the most disadvantaged, and especially those
:18:26. > :18:27.who do not currently have the opportunities they need,
:18:28. > :18:45.I welcome the Government decision to at least open this debate.
:18:46. > :18:47.It should be no part of a Conservative government's
:18:48. > :18:50.policy to have a statutory ban on the establishment
:18:51. > :18:59.Evidence in my area, where they are available just down
:19:00. > :19:02.the road in the neighbouring council area indicates there is widespread
:19:03. > :19:04.support for the establishment of a grammar school.
:19:05. > :19:06.Coastal communities are particularly vulnerable to poorer education
:19:07. > :19:09.standards and I hope she will consider that
:19:10. > :19:15.And could I also urge to consider the possible
:19:16. > :19:28.I am sure he will be interested to see our policies
:19:29. > :19:32.He raises some of the different elements of the secondary system
:19:33. > :19:36.currently the and the desire that I know he has to make sure his local
:19:37. > :19:39.community has access to better, good schools for more local
:19:40. > :19:50.children and that is exactly what we are aiming to achieve.
:19:51. > :19:54.I think the Secretary of State is right not to rule out
:19:55. > :19:57.a discussion on grammar schools as part of the wide types of schools
:19:58. > :20:00.we have in this country and I declare an interest
:20:01. > :20:02.as the product of a wonderful grammar school.
:20:03. > :20:05.Would she like to visit Northern Ireland, where grammar
:20:06. > :20:07.schools still exist, they are hugely popular and weather
:20:08. > :20:22.is good education across the spectrum, no matter
:20:23. > :20:25.what the ability of the young person at Northern Ireland's results
:20:26. > :20:28.continue to improve and be better than the United Kingdom
:20:29. > :20:30.and that there is very little private education?
:20:31. > :20:33.Perhaps she would like to talk to the first Minister in Northern
:20:34. > :20:38.I thank her for that invitation and I am sure I will want to take up
:20:39. > :20:42.I should emphasise to the House that as my honourable friend said,
:20:43. > :20:46.this is the opening up of a debate and I think it is important to have
:20:47. > :20:50.this poor our children if we are to rise to the challenge
:20:51. > :20:53.of looking at what it takes to improve attainment and making
:20:54. > :20:55.sure we have good schools where they are growing up.
:20:56. > :20:58.We are going to look at these options carefully.
:20:59. > :21:00.I recognise this is a very emotive debate.
:21:01. > :21:05.That is because it matters but that is also why we should be
:21:06. > :21:08.prepared to have a debate about this, given how much
:21:09. > :21:10.the broader school system has now changed.
:21:11. > :21:16.I will look very carefully at all of the arguments that
:21:17. > :21:19.are made and all of the evidence that is produced because I do think
:21:20. > :21:24.I will say to colleagues that I am keen to hear from colleagues
:21:25. > :21:27.across all sides of the House and we will be setting out
:21:28. > :21:32.I welcome her comments very warmly indeed.
:21:33. > :21:35.All children have the rights to fulfil their full potential.
:21:36. > :21:38.Will the Secretary of State assure the House she is considering all
:21:39. > :21:41.methods of selection and that this is not all about bringing back
:21:42. > :21:52.We will set out our policy is much more broadly, but I can assure you,
:21:53. > :21:54.Mr Speaker, there will be no return to the past.
:21:55. > :21:57.This is about moving forward, having a 21st-century approach
:21:58. > :22:00.in relation to the school system, precisely not one rooted
:22:01. > :22:05.I hope the party opposite can engage in a modern debate rather than one
:22:06. > :22:20.I think in the clamour coming from some areas about creating
:22:21. > :22:25.new grammar schools, what many people forget
:22:26. > :22:28.is when you create a new grammar school, you also create
:22:29. > :22:30.secondary modern schools because of the skewing of the intake
:22:31. > :22:35.The chief inspector in his speech to London local government on Monday
:22:36. > :22:38.accepted that grammar schools where they do exist do a fine job
:22:39. > :22:41.with the intake they have, but have a very poor track record
:22:42. > :22:47.in terms of admitting youngsters from a non-middle-class background.
:22:48. > :22:51.If we are going to go down this road, what can the Secretary
:22:52. > :22:54.of State dude confirmed that would be the case in other parts
:22:55. > :23:00.I think it again underlines why we are right to open up this
:23:01. > :23:10.In a way, we are not going to tackle any of the issues he cares
:23:11. > :23:14.about without having a broad look about what a modern policy approach
:23:15. > :23:20.We should not simply discount the excellent education so many
:23:21. > :23:22.children do get at grammar school, including children
:23:23. > :23:27.We should look harder at how we can make sure grammar schools play
:23:28. > :23:30.the role more collaboratively in a broader system to make sure
:23:31. > :23:33.they build up capacity and more good places as they steadily
:23:34. > :23:36.Yesterday in the course of an education select committee
:23:37. > :23:39.hearing we have the evidence, the truism of what can affect
:23:40. > :23:41.attainment most is good teaching in the classroom,
:23:42. > :23:45.Does she agree sometimes structures can support learning and the recent
:23:46. > :23:48.study of 2011 showed that giving schools autonomy improves outcome,
:23:49. > :23:51.so that further choice for parents, teachers and students may
:23:52. > :24:13.Critically, we need to have the right level of autonomy
:24:14. > :24:16.for schools so they can actually get on with the job
:24:17. > :24:18.of teaching our children, but also fantastic leadership
:24:19. > :24:42.We know from the London experience that was critical.
:24:43. > :24:45.Heads showing what could be done in difficult schools and working
:24:46. > :24:49.with others for their schools to put in place the same sort of approaches
:24:50. > :24:53.and then teaching staff more broadly that are motivated and able to work
:24:54. > :24:56.in the classroom effectively with children who are able to be
:24:57. > :24:58.disciplined ineffectively by the head and a head that
:24:59. > :25:01.genuinely feels they have control and leadership over the school.
:25:02. > :25:04.All of these things make a difference and beyond that,
:25:05. > :25:07.if we are really going to make an impact on the long-term social
:25:08. > :25:09.mobility in Britain, which will not change overnight,
:25:10. > :25:12.we need not only schools and the education family to be
:25:13. > :25:15.driving social mobility, but we need local communities,
:25:16. > :25:16.business, universities, civil society, everybody needs
:25:17. > :25:18.to play a role alongside core education reform,
:25:19. > :25:21.to make sure children inside the classroom and also
:25:22. > :25:23.outside are getting the skills, knowledge, the advice and experience
:25:24. > :25:33.they will need to truly develop their potential.
:25:34. > :25:39.When the former chief inspector said that the idea that poor children
:25:40. > :25:42.will benefit from an expansion in the number of grammar schools
:25:43. > :25:46.was nonsense, was he being ideological?
:25:47. > :25:49.In opening up this debate, there will be people that have
:25:50. > :25:52.different views but I do not believe that as a reason not
:25:53. > :25:57.The issue of improving attainment and having more good school places
:25:58. > :26:00.for more children, building the capacity that we need
:26:01. > :26:03.in our system for it to have great schools on the doorstep is too
:26:04. > :26:07.important to put in the bracket that it is too hard and we should
:26:08. > :26:20.We should have the debate and work out what we need to do to do
:26:21. > :26:23.a better job of raising attainment for children who currently
:26:24. > :26:33.I am not an expert on the theory of secondary education but having
:26:34. > :26:35.attended a grammar school with a largely working-class
:26:36. > :26:38.contingent in the 1960s, I know something about the practice
:26:39. > :26:47.Can the Secretary of State explain why it is acceptable to nurture
:26:48. > :27:02.and promote sporting excellence, but not academic excellence?
:27:03. > :27:05.He raises a good point around the broader issue of selection,
:27:06. > :27:07.which is that all children are different and therefore,
:27:08. > :27:10.playing to those talents and natural interests of children is important.
:27:11. > :27:13.Parents should have more choice and more diversity in the school
:27:14. > :27:17.system to find not only a good school but a good school that
:27:18. > :27:18.will be particularly good for the child.
:27:19. > :27:33.The job of education in the 21st century is to maximise opportunity
:27:34. > :27:36.for the maximum number of children, whatever their background.
:27:37. > :27:39.The Ofsted chief Inspector said this week that a return to grammar
:27:40. > :27:44.He said it would be a profoundly retrograde step that would actually
:27:45. > :27:46.lead to overall standards sliding back, not improving.
:27:47. > :27:49.He said just 9% of disadvantaged children go to the grammar schools
:27:50. > :27:52.in grammar school Bexley, were as a non-grammar school
:27:53. > :27:54.Hackney, 62% of children go to university compared to 48%
:27:55. > :28:19.Does she not agree that where there is a failure
:28:20. > :28:22.and disadvantage, the answer should not be a festival of bringing back
:28:23. > :28:25.but instead a focus on expanding opportunity for all schools right
:28:26. > :28:28.Expanding opportunity is at the heart
:28:29. > :28:32.I would encourage him to rather than jump the gun,
:28:33. > :28:35.wait and see the Government proposals when they are set out.
:28:36. > :28:37.Yet again, we have heard from the party opposite
:28:38. > :28:40.of complaints about the current system while apparently maintaining
:28:41. > :28:43.a position of not wanting to have a debate about how we can
:28:44. > :28:46.improve it and make it better overall and ensure that improvement
:28:47. > :28:53.is something the whole school system can benefit from.
:28:54. > :28:56.I realise the honourable gentleman may experience some teething
:28:57. > :28:59.problems as he makes his adjustments to life in the backbenchers.
:29:00. > :29:02.We look forward to hearing from him on a regular basis but unfortunately
:29:03. > :29:06.he is no longer a minister and does not have a guaranteed slot,
:29:07. > :29:08.but an expectant nation will now hear him!
:29:09. > :29:10.I am slowly readjusting to the metaphysical plane.
:29:11. > :29:13.I welcome what the Secretary of State has said about
:29:14. > :29:26.But will she acknowledge that a grammar school might not be suited
:29:27. > :29:31.I would not relish the prospect of informing parents informing
:29:32. > :29:34.bread, Milton or Leamington that the child had not been able
:29:35. > :29:37.to get into the grammar school and would have to be
:29:38. > :29:52.He raises an important point about how local communities needs
:29:53. > :29:59.to be intrinsically involved in how the school system locally develops.
:30:00. > :30:06.I can assure him we are very seasoned in that.
:30:07. > :30:10.I should also take this opportunity to put on record how much I enjoyed
:30:11. > :30:13.working with him in our previous department roles for education.
:30:14. > :30:16.He did an outstanding job and was a pleasure to have
:30:17. > :30:20.All of us wants the best for our children.
:30:21. > :30:23.But following on from my honourable friend for Gateshead,
:30:24. > :30:26.in answering his question, which in my view she did not,
:30:27. > :30:28.does she not understand the very real concern is that
:30:29. > :30:30.in reintroducing grammar schools, you also reintroduce secondary
:30:31. > :30:34.You recreate the division that there has been a consensus
:30:35. > :30:37.about that we should not allow within the education system.
:30:38. > :30:39.How is it that proposing new grammar schools,
:30:40. > :30:42.which will bring secondary moderns is going to improve attainment
:30:43. > :30:47.for all pupils in all of our communities?
:30:48. > :30:56.The fundamental premise of his question I think is wrong.
:30:57. > :30:59.This is absolutely not about going back to the past.
:31:00. > :31:02.Secondary moderns for many years did not even put their children
:31:03. > :31:12.Our school system has reformed, thankfully, beyond all
:31:13. > :31:15.The premise of his question is wrong.
:31:16. > :31:18.This is about improving standards for all children.
:31:19. > :31:21.He asked about how we can make that happen.
:31:22. > :31:24.One of the ways is having good and outstanding schools playing more
:31:25. > :31:27.of a role, lifting other schools that can benefit
:31:28. > :31:34.Could I welcome the Secretary of State's focus on excellence
:31:35. > :31:38.in education for all and invite her to Salisbury to look at the mixed
:31:39. > :31:41.economy with grammar schools, UTC, a free six form,
:31:42. > :31:43.local authority schools and a multi-Academy trust forming
:31:44. > :31:46.shortly, and also place matters is on the dynamic between those
:31:47. > :31:49.different types of schools and how in particular grammar schools work
:31:50. > :31:55.with the neighbours nearby to raise standards across the board?
:31:56. > :31:59.Finally, the focus on the P8 school which does a loss to put into focus
:32:00. > :32:02.the progress made by every school would surely needs to be
:32:03. > :32:19.He is right, collaboration and having good schools working
:32:20. > :32:21.with families to raise attainment is important.
:32:22. > :32:24.We should be challenging schools on progress that every child.
:32:25. > :32:31.Part of the problem of this approach of getting people into GCSEs
:32:32. > :32:34.was that it missed out the progress schools often make brilliantly
:32:35. > :32:36.with children that are perhaps further back in there attainment,
:32:37. > :32:52.On a consensual note, she will agree that the biggest
:32:53. > :32:54.problem is underperforming boys in poorer areas.
:32:55. > :32:59.How does she think the creation of grammar schools is a solution
:33:00. > :33:14.You will be pleased to hear that the Department for Education
:33:15. > :33:18.We're allowed to have more than one to tackle poor attainment,
:33:19. > :33:22.and we will be bringing forward some proposals on how we feel the broader
:33:23. > :33:25.school system, including grammars, can work more effectively and indeed
:33:26. > :33:26.the education system can improve attainment.
:33:27. > :33:29.But he is right to highlight white working-class boys in particular.
:33:30. > :33:32.Some work was done by the Sutton Trust that looked
:33:33. > :33:35.at primary schools that were doing a good job on improving attainment
:33:36. > :33:47.of white working-class boys, and sadly only eight to ten really
:33:48. > :33:50.improved attainment dramatically, but we can learn from the experience
:33:51. > :33:52.and make sure the best practices spread more effectively.
:33:53. > :34:03.But it is critical, and he is right to focus on it.
:34:04. > :34:07.There is no doubt that there is a virtual scrum of parents around
:34:08. > :34:09.almost every grammar school in the country trying to take
:34:10. > :34:25.advantage of the excellent education opportunities they provide.
:34:26. > :34:28.The answer is not to sneer at grammar schools or to try
:34:29. > :34:32.to close them down, the option surely should be to enhance them.
:34:33. > :34:35.At the moment new schools can select on the basis of children's ability
:34:36. > :34:38.at performing arts, sport and music, but not on that ability
:34:39. > :34:44.He is right, and the scrums around good schools, not just grammar
:34:45. > :34:48.schools, so our focus has to be on opening up the system as much
:34:49. > :34:52.as we can to maximise our ability to get good schools and more good
:34:53. > :34:55.places for children in their local area, and many of our colleagues
:34:56. > :34:58.have spoken about how children come from miles away to the good school
:34:59. > :35:02.Perhaps if we already had a good school closer to where those
:35:03. > :35:06.children left, they would not need to do and they would not
:35:07. > :35:09.spend their time travelling and losing out on homework and study
:35:10. > :35:18.I welcome the comprehensively educated Secretary
:35:19. > :35:23.The age of 11 is too early to make final decisions which affect
:35:24. > :35:25.the child's whole future, so said Margaret Thatcher,
:35:26. > :35:27.the Secretary of State who oversaw the most expansive
:35:28. > :35:31.Does she really want to bring back secondary modern and grammar schools
:35:32. > :35:33.with a negative impact on achievement, predicted
:35:34. > :35:36.by Her Majesty is inspected and a negative impact on social
:35:37. > :35:38.mobility predicted by the government's
:35:39. > :35:58.I have a great amount of respect for the honourable gentleman
:35:59. > :36:01.and now that he spent a career in education before coming into this
:36:02. > :36:05.place, and I would simply say to him to wait for the policy options to,
:36:06. > :36:09.it, and I will be interested to hear his response to those
:36:10. > :36:19.I went to a state grammar school in south London and I owe my place
:36:20. > :36:23.The best grammar schools actively seek children from disadvantaged
:36:24. > :36:25.backgrounds, and Wallington County Grammar next door to Croydon has 14%
:36:26. > :36:30.With the Secretary of State support their plans to open up
:36:31. > :36:32.a satellite grammar school in my constituency, rather
:36:33. > :36:48.like the one opened up in Sevenoaks a few months ago?
:36:49. > :36:51.I think all of us are here because of the education
:36:52. > :36:56.I think the challenge we face and we are debating is how we can
:36:57. > :36:59.make sure that no child misses out on that opportunity
:37:00. > :37:02.because of the postcode lottery of where they happen to be have been
:37:03. > :37:07.We need to make sure that whatever kind of good schools they are,
:37:08. > :37:11.that they have more freedom to be able to expand and deliver more good
:37:12. > :37:14.places in our school system for children who do not
:37:15. > :37:19.I have listened carefully to the Secretary of State,
:37:20. > :37:22.and I have not heard her explicitly support the policy announced
:37:23. > :37:24.by the Prime Minister that the backbench Conservative
:37:25. > :37:31.Given that the Prime Minister has repeatedly boasted that she likes
:37:32. > :37:34.to take decisions thinking very carefully about them based
:37:35. > :37:37.on evidence, is she aware of any evidence that shows that a grammar
:37:38. > :37:39.school system improves attainment across the piece or
:37:40. > :37:57.As I have said in the past, we have not set out the policy proposals.
:37:58. > :38:02.I would point him to the search by the Sutton Trust which clearly
:38:03. > :38:05.set out the improved attainment for free school meal children,
:38:06. > :38:08.but also actually said that in that particular piece of research
:38:09. > :38:12.they did not see any negative impact on children outside of the grammar
:38:13. > :38:15.I recognise that there are different studies that have recognised
:38:16. > :38:18.different challenges around selection, but again I would say
:38:19. > :38:20.that if that is the view honourable members take,
:38:21. > :38:24.isn't that all the more reason to open debate and discuss how
:38:25. > :38:34.we can have a sensible policy on grammar schools?
:38:35. > :38:36.Speaking as someone who was comprehensively educated
:38:37. > :38:39.in a comprehensive school, I saw the benefits both of academic
:38:40. > :38:40.education but also vocational education.
:38:41. > :38:44.With my right honourable friend not agree that one of the things we have
:38:45. > :38:48.to do in society is to assess young people, make sure that we have
:38:49. > :38:51.teaching for them that stretches them to the utmost so they achieve
:38:52. > :38:54.the best they can, and that actually assessments of all ages
:38:55. > :38:57.are important, so we achieve that, so we get the best possible
:38:58. > :39:11.He is absolutely right and while we are right to focus
:39:12. > :39:14.on the academic attainment on children in our schools
:39:15. > :39:17.because if they do not get those basics they will not be able
:39:18. > :39:21.to succeed, it is also important to recognise that one of the most
:39:22. > :39:24.important thing we can do alongside that is improved reforms
:39:25. > :39:25.on vocational education and apprenticeships,
:39:26. > :39:28.and make sure they are attainable writs for people who want to choose
:39:29. > :39:30.an academic path of life different from an...
:39:31. > :39:33.There are sometimes ascends from the opposition benches that
:39:34. > :39:35.education is purely about academic attainment.
:39:36. > :39:38.It is critical, but it is absolutely not the totality of what we need
:39:39. > :39:45.to be ensuring our children need to be getting.
:39:46. > :39:49.We have to build pathways on skills for children who are going to pursue
:39:50. > :40:14.a course that is much more vocational.
:40:15. > :40:16.The Secretary of State recently told the TES,
:40:17. > :40:18.the times I had best were the teachers that
:40:19. > :40:25.When heads and cheers of governors in my constituency who are working
:40:26. > :40:28.really hard to raise standards and opportunities for all our young
:40:29. > :40:31.people tell me that the recruitment and retention of good teachers
:40:32. > :40:34.is the biggest challenge that they face, does she not
:40:35. > :40:37.understand the frustration that they feel that she is focused
:40:38. > :40:39.on structures where the evidence does not support them working,
:40:40. > :40:43.rather than the problems they see every day in trying to deliver
:40:44. > :40:45.a fantastic education for people on Friday in Nottingham?
:40:46. > :40:48.I would like to thank her for that point.
:40:49. > :40:50.She's right that the issues of teacher recruitment and retention
:40:51. > :40:54.and enabling and unlocking teachers to get on with the job and be
:40:55. > :41:21.excellent in the classroom is truly important.
:41:22. > :41:24.It sits alongside some of the policy options we will be bringing forward
:41:25. > :41:27.around selection, but it is absolutely vital and we're
:41:28. > :41:31.I am sure many across Torbay, we're three grammar schools work
:41:32. > :41:33.well with comprehensive schools, a studio school and a technical
:41:34. > :41:36.college, we are listening to some of the comments today,
:41:37. > :41:38.particularly the Education Secretary, with amazement.
:41:39. > :41:41.There is nothing radical about the idea that we will give
:41:42. > :41:44.arbitrary areas the chance to choose to have the education system
:41:45. > :41:55.It is about two things, about being clearly prepared
:41:56. > :41:59.to leave no stone unturned in asking what it is going to take to improve
:42:00. > :42:02.the education system for children, and it is about having a practical
:42:03. > :42:04.debate on that that goes beyond the ideological debate
:42:05. > :42:16.In Trafford where we have selection, our schools perform very well,
:42:17. > :42:19.not because of selection but because of great teaching
:42:20. > :42:22.But I must tell the Secretary of State that the majority
:42:23. > :42:25.of parents in Trafford, especially parents of children
:42:26. > :42:27.with special educational needs, do not feel that they get
:42:28. > :42:30.their child into the school, in particular they feel that grammar
:42:31. > :42:33.schools are reluctant to take those children with special needs
:42:34. > :42:42.because they want to press the school's results.
:42:43. > :42:45.When the Secretary of State comes forward, and she assure the House
:42:46. > :42:48.that the needs of those particularly vulnerable children will be given
:42:49. > :42:57.appropriate attention in the strategy she proposes?
:42:58. > :42:59.I am very grateful for that question.
:43:00. > :43:02.I would be happy to sit down with her and further discuss this.
:43:03. > :43:06.It is an incredibly important point that we not only raise attainment
:43:07. > :43:09.across the board but we leave no child out of that progress
:43:10. > :43:16.we are seeing in the School improvement.
:43:17. > :43:19.Parents in Kent as a whole see grammar schools and faith -based
:43:20. > :43:21.schools as engines of opportunity and aspiration,
:43:22. > :43:24.and will the government also look at more faith -based schools
:43:25. > :43:30.and more skills -based education at any stage in their lives?
:43:31. > :43:36.I agree it is about choice and a school system that means
:43:37. > :43:39.you can find the right school for your child that is tailored
:43:40. > :43:58.And the Secretary of State tell us how this helps with the government's
:43:59. > :44:01.We know that there are technology colleges, and they seem
:44:02. > :44:07.And have they had any discussions about the church about any impact
:44:08. > :44:23.We will be announcing our policy options in due course and I am sure
:44:24. > :44:27.But education in schools is critical for delivering on our long-term
:44:28. > :44:30.industrial strategy if we're going to meet these challenges
:44:31. > :44:33.of having a successful economy but also having our migration levels
:44:34. > :44:39.One of the ways we can do that incredibly constructively is to meet
:44:40. > :44:42.more of our skill needs from our own young people and to be
:44:43. > :44:46.training them and educating them to be able to play their role
:44:47. > :44:54.in British industry, helping our country be successful.
:44:55. > :44:57.Is my right honourable friend in agreement that with all
:44:58. > :45:00.the different schools now available, if parents do not want to choose
:45:01. > :45:02.a grammar school education for their children, such schools
:45:03. > :45:05.will not survive and thrive, but we should at least give parents
:45:06. > :45:15.with limited means the same choice that better off parents have.
:45:16. > :45:18.We should not accept poor school standards and whatever school
:45:19. > :45:22.We have to challenge low attainment wherever we find it,
:45:23. > :45:26.but the point I am making today is that it is not good enough
:45:27. > :45:29.to just take something off the table because of political ideology.
:45:30. > :45:32.What we need to do is challenge all aspects of our education system
:45:33. > :45:39.to play a greater role in raising attainment and building capacity.
:45:40. > :45:41.There remains a fundamental contradiction at the heart
:45:42. > :45:44.of the government's thinking which I suspect has been
:45:45. > :45:46.muddled by the ideology that they are accusing our
:45:47. > :45:49.side of the household, which is that the school selects
:45:50. > :45:52.or the parents choose, but you cannot have selection
:45:53. > :46:02.So does the suggestion from the Prime Minister last night
:46:03. > :46:05.that she wants to see an element of selection indicate
:46:06. > :46:09.that the government has abandoned parental choice?
:46:10. > :46:12.I would encourage him to wait for the policy options to be
:46:13. > :46:15.announced and I am sure he will want to respond to them
:46:16. > :46:27.I'm sure parents in Europe will warmly welcome a grammar school
:46:28. > :46:30.have to cross the border into Lincolnshire, often
:46:31. > :46:34.But that she acknowledge what a lot of our existing grammar schools
:46:35. > :46:38.There are ?4000 per pupil in my constituency,
:46:39. > :46:45.whereas the lowest performing school in Lincolnshire is ?8,000 per pupil.
:46:46. > :46:48.We are developing our proposals on funding formula for schools,
:46:49. > :46:54.and I know he will want to represent his community as we do that.
:46:55. > :46:57.But it is important that we get a more equitable funding
:46:58. > :48:01.Don't accept this characterisation. We need to improve education at
:48:02. > :48:18.every stage of HRposmac life, including early years.
:48:19. > :48:21.If I can take this opportunity not only to congratulate the honourable
:48:22. > :48:24.lady on the extremely effective way in which she chaired that committee,
:48:25. > :48:27.but the point she is making about the role of this process
:48:28. > :48:30.is extremely important in terms of reinforcing this framework
:48:31. > :48:33.of transparency and accountability, this incredibly complex process
:48:34. > :48:56.which carries a huge bill for the taxpayer.
:48:57. > :48:59.So it is absolutely an imperative for a government of any colour
:49:00. > :49:02.to drive this process forward in as responsible and cost-effective
:49:03. > :49:04.way, with value for money being a prime consideration.
:49:05. > :50:04.But I take on board her suggestions very seriously.
:50:05. > :50:13.There are parts of the country where it has proved challenging. Would my
:50:14. > :50:16.friend agree with me that not only do different things work in
:50:17. > :50:22.different areas, but it is essential that we have a mixture of routs by
:50:23. > :50:28.which young people want to succeed? Is only right that you government is
:50:29. > :50:34.looking at how best we can enhance what is happening now, which is
:50:35. > :50:39.opportunity? He is absolutely right. We have 1 point formal children in
:50:40. > :50:43.good or outstanding schools. It is a variety of ways in which children
:50:44. > :50:48.are learning in the class. But also how we are getting schools to work
:50:49. > :50:53.together collaboratively. We have to look at how we look at that
:50:54. > :50:57.critically. For the 1 millionplus children who do not have the
:50:58. > :51:01.attainment levels we want and live in places where they don't have a
:51:02. > :51:05.chance to get to a good school we have to make sure that we change the
:51:06. > :51:38.terms of trade for the in terms of their education opportunities.
:51:39. > :51:42.I beg to move that leave be given to make a bill to make provision
:51:43. > :51:44.for statutory entitlement for leave of absence from employment
:51:45. > :51:46.for bereaved parents, and for connected purposes.
:51:47. > :51:50.I seek leave to introduce a bill to amend the employment rights act
:51:51. > :51:53.1996, to give parents who have suffered the loss of a child
:51:54. > :51:55.a statutory right to two weeks' paid leave.
:51:56. > :51:58.May I pay credit to the former member for Glasgow South,
:51:59. > :52:01.who campaigned for this change, and the many honourable
:52:02. > :52:04.and Right Honourable members across the house who support this.
:52:05. > :52:07.I know that any member of this house will agree that there can be few
:52:08. > :52:10.more distressing life events than the loss of a child,
:52:11. > :52:13.but with up to 5000 children dying every year, many thousands
:52:14. > :52:15.of parents go through this personal tragedy.
:52:16. > :52:18.My wife and I lost son, who was still born full-term,
:52:19. > :52:21.in October 20 I was entitled to two weeks off work,
:52:22. > :52:23.protected by statute, and paternity laws.
:52:24. > :52:26.I had a very understanding employer so my legal rights did not come
:52:27. > :52:30.into question, but it was comforting to know that I was entitled by law
:52:31. > :52:33.to two weeks off work, that I could take time to come
:52:34. > :52:39.I know how valuable it was to spend precious time with my wife coming
:52:40. > :52:42.to terms with what had just happened, registering the death,
:52:43. > :52:44.making funeral arrangements and preparing to say goodbye.
:52:45. > :52:47.I cannot to understand what it would feel like to lose a child
:52:48. > :52:51.at seven months, two, five, ten, 15 years old.
:52:52. > :52:54.The grief must be unbearable and my heart goes out to any parent
:52:55. > :53:01.who has gone through this terrible life event.
:53:02. > :53:04.But why should these parents not have the same protection in law
:53:05. > :53:08.as those who lose a baby by stillbirth or in the first few
:53:09. > :53:22.In those circumstances, you are entitled to maternity
:53:23. > :53:25.If you lose a child or older baby, nothing.
:53:26. > :53:29.There is no current statutory time off for compassionate
:53:30. > :53:32.or bereavement grounds, but all employees can take immediate
:53:33. > :53:36.In effect, that is a legal right to take unpaid time off to deal
:53:37. > :53:45.There is no set limit on how many days can be taken as lead
:53:46. > :53:48.and a rather vague definition of a reasonable amount of time.
:53:49. > :53:51.Further, there is no statutory right to be paid during this
:53:52. > :53:56.The reference to taking action distinguishes it from bereavement
:53:57. > :54:03.The type of action contemplated by the provision is arranging
:54:04. > :54:05.and attending a funeral, registering the death etc,
:54:06. > :54:09.not to provide a right to leave to cope with the emotional reaction
:54:10. > :54:17.A right to bereavement leave is not protected by law in this respect,
:54:18. > :54:21.so the duty to show compassion is left entirely to the better
:54:22. > :54:26.To be clear, most employers are excellent.
:54:27. > :54:28.They act with compassion and kindness, offering bereaved
:54:29. > :54:31.staff the time they need to come to terms with their loss.
:54:32. > :54:37.They behave in a manner falling well short of what we would
:54:38. > :54:42.Of course, we expect employers to act with sensitivity
:54:43. > :54:45.and flexibility like this, but given the countless examples
:54:46. > :54:47.of organisations acting without sensitivity and with that
:54:48. > :54:50.in flexibility, surely it is time for the Government to act?
:54:51. > :54:52.I am certainly allied to the pressures on businesses
:54:53. > :54:55.at the moment, especially small businesses, and loathe to introduce
:54:56. > :55:04.But given the relatively and, thankfully, small number
:55:05. > :55:08.of bereaved parents annually, the cost to business would be small.
:55:09. > :55:11.I also believe there is an argument that this is beneficial to treat
:55:12. > :55:14.staff with compassion and often pay them fully paid leave.
:55:15. > :55:22.This change would allow them to recover some of
:55:23. > :55:27.It is difficult to say, it would largely come down
:55:28. > :55:40.However, research conducted by the House of Commons library
:55:41. > :55:44.suggests that costs could be as little as ?2 million per year.
:55:45. > :55:47.The reality is that every bereaved parent is different.
:55:48. > :55:51.Some will want to take time off, others will want to get straight
:55:52. > :55:55.In the same way that not everyone takes full maternity
:55:56. > :56:05.The issue, however, is that they have choice
:56:06. > :56:08.Some will cover this from a religious perspective.
:56:09. > :56:11.When a death occurs in Hinduism, relatives are required to observe
:56:12. > :56:14.a 13 day mourning period after cremation, and in Judaism
:56:15. > :56:17.family members are required to stay at home for seven days of mourning
:56:18. > :56:23.Statutory bereavement is a common right across Europe and many
:56:24. > :56:30.Whilst the exact conditions vary it is a total time off
:56:31. > :56:33.and whether said leave is paid or unpaid, it is remarkable that
:56:34. > :56:37.you can argue that Albania or Bosnia and Herzegovina have better worker
:56:38. > :56:42.My proposal would give UK workers some of the best bereavement rights
:56:43. > :56:49.in the world in terms of length of leave possible.
:56:50. > :56:52.Whilst other countries like Israel of the leave with full salary,
:56:53. > :56:54.I believe that longer leave at a lower statutory rate
:56:55. > :57:11.The National bereavement Alliance and the National Council
:57:12. > :57:14.For Palliative Care 2014 report, Life After Death, quoted Conrad 's
:57:15. > :57:17.research showing 81% of people agreed that there should be
:57:18. > :57:19.a legal right to receive paid bereavement leave.
:57:20. > :57:22.A government E petition calling for bereavement leave for parents
:57:23. > :57:24.organised by campaigner Lucy Hurd has over 25,000 signatures,
:57:25. > :57:26.another petition has over 165,000 signatures.
:57:27. > :57:28.The campaign has the support of many organisations,
:57:29. > :57:30.including Child Bereavement Uk, The Lullaby Trust, Working Families,
:57:31. > :57:46.I fully appreciate concerns which the Government and other House
:57:47. > :57:51.It will not be perfect, there will always be sincere
:57:52. > :57:54.disagreements over the length of time given and the eligibility
:57:55. > :57:56.criteria, but let us not make the perfect to the
:57:57. > :58:06.This bill would be an important first step, giving thousands
:58:07. > :58:09.of bereaved parents up and down this country the opportunity to come
:58:10. > :58:14.to terms with their grief without feeling the pressure
:58:15. > :58:18.of having to return to work, and I commend the bill to the Haas.
:58:19. > :58:21.The question is that the honourable member have leave to bring
:58:22. > :58:33.Who will prepare and bring in the bill?
:58:34. > :58:35.Johnny Mercer, Frank Field, Doctor Sarah Woolston,
:58:36. > :58:37.Stuart Mark McDonald, Cilla Fernandez, where streeting,
:58:38. > :58:39.James Cartledge, Greg Mulholland, Mike Wood, James cleverly,
:58:40. > :59:15.Parental bereavement leave statutory entitlement bill.