1. What steps her Department is taking to ensure that standards in schools match those of England’s best international competitors. (904617)

I want to start by saying to all pupils, teachers and parents affected by last week’s cancellation of the key stage 1 spelling test how sorry I am that this has been necessary. I entirely share their anger and frustration. I know how hard everyone has worked to prepare for the tests. Initial investigations by the Standards and Testing Agency show that its internal processes did not sufficiently keep apart sample and live test questions, and human error led to live test questions being put on its website. The STA’s interim chief executive has apologised unreservedly for the error. The key stage 2 tests planned for this term are unaffected and will continue as planned.

Our reforms of the curriculum are about ensuring that our young people can compete not only with the best in this country, but with the best in the world.

I thank the Secretary of State for that answer, but what is being done to find out what is being done in classrooms around the world so that our students can meet the higher standards and compete with the best?

Ministers regularly travel overseas and meet other Education Ministers to discuss our reforms and any reforms that they are introducing. In 2014 we introduced an ambitious national curriculum to match the best education systems around the world. We are reforming GCSEs, A-levels and primary school assessment to represent a new gold standard, and, as my hon. Friend said, to enable students to compete with their peers in the world’s best schools systems.

I hope that the Secretary of State gets this right, as we have made a lot of mistakes in the past by comparing our system of education with those of countries that are very unlike ours, such as Finland and parts of China. The fact is that the results from the programme for international student assessment can be very misleading, so will she be very careful about which systems she compares ours with as the best?

We are of course very careful, and we are very mindful of the fact that we want our children to have the best possible results in the world; that is what our reforms are all about. That is why, as well as getting our GCSEs and A-levels to a gold standard that is comparable with the rest of the world, we are making sure that we focus on things such as character education and the importance of good, strong mental wellbeing.

Does the Secretary of State agree that we really need to focus on science, technology, engineering and maths as a top priority? We will then be able to deliver a more effective and competitive workforce. The way to do that is by having strong leadership in our schools, academies and, indeed, multi-academy trusts.

I thank the Chair of the Education Committee very much for that question; I am looking forward to appearing before his Committee later this week. He is absolutely right to talk about the importance of STEM subjects. Of course, the EBacc includes modern foreign languages. I am sure that Members on both sides of the House will have been pleased to hear the announcement last week about securing the future examinations of all modern foreign languages and lesser-taught languages, including Gujarati, biblical Hebrew and Japanese, which is very important for the future competitiveness of our country.

But I hope that the Secretary of State agrees that the critical thing in improving standards of education is good-quality teachers. Will she listen to the schools in Slough, 13 of which have been in touch with me about the fact that secondary schools in a small town have already spent half a million pounds in the past year attempting to recruit teachers, yet, as the head teacher at an excellent grammar school in Slough has said,

“we are now appointing teachers who we would arguably not have considered 5 years ago”?

What is the Secretary of State doing to help schools get high-quality teachers in front of children so that they can learn?

I agree that the most important thing is the quality of the teachers in our classrooms, which of course is why we have more teachers coming back into teaching. In the White Paper we mentioned that we want to set up a website to save schools the high recruitment costs so that they can reward excellent teachers at the frontline. The most important thing from the recent TES global recruitment survey is that 31% of teachers said that talk of a recruitment crisis was doing their profession down. We want to focus on the important things that make a difference, talking up the profession, not always talking it down.

Standards in schools can be raised by encouraging more schools to start breakfast clubs, such as the one at Purbrook Junior School in my constituency. Will the Secretary of State join me in encouraging more schools to start breakfast clubs and homework clubs?

My hon. Friend will be aware of the announcements in the Budget regarding the funding from the new sugar levy, which will be used in part to expand breakfast clubs in up to 1,600 schools from September 2017. Of course, the opportunities offered by the longer school day are also important in ensuring that our young people get the extracurricular activities that help them to achieve the highest possible standards.

Much of the quality assurance in schools is driven and carried out by local authorities. That means that self-evaluation and improvement is a continuous cycle, with only the occasional visit from Her Majesty’s inspectorate of education in Scotland, or Ofsted in England, to rubber-stamp the work already done. With the move to academies, how does the Secretary of State envisage quality assurance being monitored locally, and what budget has she set aside for the increased number of inspectors required to drive improvement?

Quality assurance will be measured in exactly the same way as it is now, by Ofsted, and, most importantly, by parents, who make the best possible choice for their children by choosing the strongest schools. It is worth noting that, in Scotland, 29% of schools in the most deprived areas are rated weak or unsatisfactory. The SNP has had nine years to raise educational standards in Scotland. What has it done about them?

2. What progress she has made on implementing the proposals in the education White Paper; and if she will make a statement. [R] (904618)

Our education policy, including the White Paper, is about making sure that every child gets the best possible start in life to enable them to fulfil their potential. The White Paper is called “Educational Excellence Everywhere” because for us the “Everywhere” is absolutely non-negotiable. We are making progress on commitments in the White Paper. The first stage of our consultation on the national funding formula closed last week, moving us closer to a fairer system where every school’s funding is matched to the needs of the pupil.

Kelvin Hall School is outstanding without being an academy. That is due to its excellent headteacher and staff and its inspirational campus, which was built under Building Schools for the Future. Would Ministers not be better off focusing their time, energy and money on raising standards in poor-performing schools—the original purpose of Labour’s pragmatic and targeted academy programme—not pursuing the wasteful and disruptive dogma of imposing rigid structures from Whitehall?

I am delighted to hear about the excellent school the hon. Lady mentions. I want that excellent school not to hide its light under a bushel, but to go on to make the rest of the schools in the area as strong as possible and to work in collaboration. I am not going to be the Secretary of State who missed the opportunity to make sure we had a really good, strong school system across the country, offering the best possible education for all our pupils. I am not going to leave the job half done; we are going to finish this job.

My constituency is a rapidly growing new town, and that puts pressure on primary school places. Does the Secretary of State agree that academisation can put a good or outstanding primary in a better financial position so that it can build more classrooms and increase intake to meet parent demand?

My hon. Friend is absolutely right to talk about the opportunities offered by schools becoming academies and by fairer funding, which will mean that more money gets to the frontline, that schools are in charge of their own destinies and that they can expand to take on more pupils. We also want local authorities to work with academies to secure more places, and also to secure more free schools—for example, to deal with parental demand.

The case for academisation so far rests either on the desire of an individual school to academise or on arguments around school improvement. However, that will not be the case in future, when schools will be required to academise even if they are good or excellent, which will see them risk losing the very features that made them good or excellent. As the Secretary of State considers legislation, will she consider an academisation model that allows such schools that wish to remain in the public sector to have a form of academisation whereby they may do so?

I was following the right hon. Gentleman’s question up until the last sentence, when he seemed to imply that, somehow, academies were not part of the public sector. He could not be more mistaken: they get their funding directly from the Department for Education, their teachers are trained in accordance with our guidance and they can follow the national curriculum. What does the right hon. Gentleman say to the headteacher who wrote to me after the Academies Show last week, saying that her colleagues were forgetting that children are the priority, change is the reality and collaboration is the strategy. How can it not be our moral responsibility to serve as many children as possible by working together? That is what we want to see.

Does my right hon. Friend agree that a good argument for academisation is to get schools out of the control of loony left councils, such as Brighton and Hove, which is seeking information in relation to the gender assignment of four-year-olds?

The point about academies and academisation is that they are the vehicle for schools to innovate, make best use of the freedom to drive up standards and do the right thing for their children, which often does not happen under local authority control. That is what we want to see, and that is why we want schools to become academies.

The Secretary of State has intimated that good local authorities can form multi-academy trusts. Ironically, this would give local authorities more responsibility for running schools than they have now, although the Prime Minister has suggested that local authorities having such responsibility is holding schools back. Why is such a costly upheaval necessary for outstanding schools under good local authorities? Is it not time for her to smell the coffee and shelve her plans for forced academisation?

The hon. Gentleman perhaps knows that I am a caffeine addict, but he is missing the point, which is that good schools have much to offer the whole of the rest of the education system. What we see now in schools across the country is collaboration and partnership in clusters of schools, and that is what we want to continue right across the system. We know that actually the best people to run schools are those on the frontline—the heads, the teachers and the professionals—and that is what we want. The issue for the Labour party is that we never hear talk of the pupils, the children or the raising of standards; it is always about vested interests.

Over the past 11 months, one of the issues that has come to me time and again in the constituency has been the cost of the recruitment of teachers, so I was very pleased to see the proposal in the White Paper in relation to the national website that will be set up. Will the Secretary of State tell us how this will help to improve teacher recruitment across the country?

I thank my hon. and learned Friend very much, first, for raising this important issue, but also for spotting that only one of the eight chapters in the White Paper deals with school structures, while the rest tackle the issues that schools have been talking to us about, one of which is the high recruitment cost of teachers. We think that if we can work with the sector to provide a low-cost or no-cost website to enable schools to advertise vacancies, it will mean that more money gets to the frontline, which I think we all want to see.

4. What recent assessment she has made of the adequacy of teacher recruitment and retention. (904620)

16. What recent assessment she has made of the adequacy of teacher recruitment and retention. (904632)

We have record numbers of teachers in our classrooms, and retention rates have remained broadly stable for the past 20 years. I recognise that recruitment has become more challenging for some schools, which is why our White Paper sets out clear plans to boost teacher recruitment, build on the success of measures we have already put in place, such as the £67 million package to improve recruitment of STEM teachers, and generous training bursaries and scholarships.

Excessive workload is the top reason for teachers leaving the profession. Figures released by the National Union of Teachers show that three quarters of teachers say their workload has increased since the Secretary of State launched the 2014 workload challenge, which was supposed to address the concerns about increasing and excessive work. Why has her workload challenge failed to reduce the workload crisis, and will she agree to meet me and my Labour colleagues in Oldham and Tameside about our local challenges?

I would be delighted to meet the hon. Lady in her constituency or in Parliament. On the workload challenge, there were 44,000 responses to that survey. The top three issues raised were marking, data management and lesson planning burdens. We set up three working parties, which have now reported with very concrete proposals about how we can reduce the burdens. These are very real proposals that will actually, once implemented, reduce the burdens and workload of teachers.

The National Audit Office reports that the number of teachers leaving the profession has increased by over 11% in the past three years, and for the past four consecutive years the Government have failed to hit their own recruitment targets. Does the Minister agree that the plan to force all schools to become academies will do nothing to help this situation and may, in many cases, cause teachers to become more demoralised and more likely to leave the teaching profession?

The professional autonomy that comes with academy status does the opposite—it encourages the profession in a way that has not happened in the past. We have the highest number of teachers of all time in our schools—445,000, which is 13,000 more than in 2010. The National Audit Office acknowledged that despite the very large increase in numbers of pupils— 9% in the past few years—the number of teachers has kept pace. In terms of retention, 90% of teachers are still teaching one year after qualifying, 70% are still there after five years, and over half of all teachers are still in teaching 18 years after qualification. These figures are broadly in line with those in other professions.

One of the very best ideas that the previous Government had was the Troops to Teachers scheme. Given that personnel in Her Majesty’s armed forces are among the very best that Britain has to offer, what success is the Minister achieving in getting personnel from the Royal Air Force, Navy and Army into our schools to teach our pupils?

I am grateful to my hon. Friend. This is a two-year scheme that started only in 2014, and the current cohort is the first to qualify. Applications by eligible candidates are up, and over 140 former troops are now working in schools across England as part of the scheme.

It is clear that teachers are not being listened to with regard to the fiasco over the forthcoming SATs—standard assessment tests—as two excellent teachers communicated to me. They also said that the Department for Education is putting children off learning English and maths properly. When will the Minister listen to teachers, listen to children, and change this approach?

We do listen to teachers, and we consulted very widely on the new primary school curriculum that was published in final form in 2013 and came into force in 2014. It is on a par with the best maths curriculums for primary schools from around the world. We have very high expectations and we do not apologise for that. We need to make sure that pupils leaving our schools are able to compete in a modern world—able to survive and thrive in a modern economy such as Britain’s. That is our ambition, and I wish the Liberal party would share it too.

At Education questions on 7 March I asked the Minister for Schools about the £35,000 income threshold for non-EU nationals and how it would impact on the recruitment and retention of STEM-qualified teachers. He told me that there was an ongoing consultation with the Home Office, but no new announcements appear to have been made on this issue. Will he answer my question today: what steps has he taken to ensure that qualified teachers will be exempt from the £35,000 threshold on earnings?

The consultation is ongoing and we will report to the hon. Lady and the House in due course.

There is undeniably a crisis in teacher recruitment in schools. I warn the Minister that it is not confined to schools but is starting to affect early years provision too, and hitting it hard because there is no coherent early years career pathway and no set pay scale, with some providers paying wages for only 35 weeks a year. How can the Government possibly hope to improve quality in early years when they are doing their level best to put people off joining the profession?

We are not putting people off joining the profession, and we are expanding the early years sector. We acknowledge that when we have a strong economy it is a challenge to recruit highly qualified and highly able people. That is the case in this country, and it is the same in other successful economies around the world. We are doing a huge amount to encourage more professionals to come into the profession. We have a very effective advertising campaign. We have very generous bursaries right across the system; we are spending £1.2 billion on those bursaries. This is working, because we recruited 94% of our target to teacher training last year and we have record numbers of people in teaching. What we do not do, as the hon. Lady and Labour Members are doing, is talk down the profession, because, as my right hon. Friend the Secretary of State said, teachers tell us that talk about a recruitment crisis helps to deter people from coming into the profession; it does not encourage them to do so.

5. What steps her Department is taking to ensure that parents have more influence in the running of their children's schools when those schools become academies. (904621)

11. What steps her Department is taking to ensure that parents have more influence in the running of their children's schools when those schools become academies. (904627)

Many parents are governors and make a significant contribution to our schools, and we want this to continue, but that is not the only way we want parents to engage in schools. That is why our White Paper outlined our intention to place a duty on academies to engage meaningfully with parents, introduce parental satisfaction surveys, and set up a new parent portal to help parents to navigate the school system.

I am extremely fortunate to have many parents in my constituency who are engaged in local schools. Many have approached me recently because they have been concerned by recent reports that their voice, position and influence may be diminished if all schools are turned into academies. Can my right hon. Friend assure me that that is not the case?

I pay tribute to the many thousands of parents who already play a valuable role on school governing bodies. It is vital that schools and governing bodies listen to the views and the voices of parents, and we want academies to engage meaningfully with them. I know that that is happening, for example, in my hon. Friend’s constituency at Crawshaw Academy, where parents are invited to half-termly information evenings to comment on academy policies and to share their views with senior leaders. In a recent parent survey, 78% of respondents reported that they felt consulted and able to contribute to the academy’s development.

Does my right hon. Friend agree that the voice and the skills of parents are greatly valued in our schools? Will she further clarify how their voice and their skills will continue to play an important part in governing bodies when a school becomes an academy?

My hon. Friend makes a very important point. Involving parents in governance and really listening to the views of parents are not necessarily the same thing. That is why I want academy boards to appoint parents for their skills and experience, and to set up parent councils or other appropriate arrangements to engage parents meaningfully and to represent their views to governing bodies.

Will the Secretary of State confirm that she is rethinking her White Paper in relation to parents, and that she will reconsider whether they should be consulted over the academisation of our schools and their role as school governors?

I do not need to rethink, because we are very clear about the important role that parents play as governors, through parental surveys and through parental engagement. The hon. Gentleman also appears, in the second part of his question, to be fighting a fight that we fought in the Education and Adoption Act 2016, which is now part of the law and which set out the clear role for parents to be involved when a school becomes an academy.

Perhaps the Secretary of State can explain a little more clearly and slowly, particularly to some of her colleagues on the Conservative Back Benches, who are gently asking her to think again about this point. Parental accountability is quite an important part of school life. In what circumstances does she envisage that removing that role of governance in a school from parents will be a good thing?

First, I do not think that the hon. Gentleman should be insulting Conservative Members, who perfectly well understand the important role of parents as governors. For the avoidance of doubt, let me speak slowly and clearly to him. We are not suggesting, and never have suggested, that parents should not be on governing bodies.

I have had many parents contact me about the key stage 2 SATs that are going to be examined in the next two weeks, and I have also been contacted by the headteachers of schools. Even though this has been in place since 2014, there is some concern. After the exams, will my right hon. Friend meet me and talk over any concerns that may come up?

I would be delighted to meet my hon. Friend to discuss the matter. As the Schools Minister has said, we have raised the bar in relation to the key stage 2 tests that are happening, but the important reason for that is to make sure that our young people have the basics of the reading, writing and maths that will help them to progress in life. We know the difference in GCSE results between key stage 2 pupils at the end of primary who get to the expected level in reading, writing and maths, and those who do not. That can hold people back for life, and that is not fair.

6. What recent assessment she has made of the adequacy and quality of provision in the children’s social work sector. (904622)

May I begin by apologising if I am moving unusually slowly and gingerly to and from the Dispatch Box this afternoon? I have the excuse of having run the London marathon yesterday, along with seven other Members of the House and close to 40,000 other hardy individuals. I ask the House to put on record our collective gratitude to and admiration for them, in particular for the more than £25 million that they raised for hundreds of charities up and down the country.

It is the role of Ofsted to assess the adequacy and quality of provision in the children’s social work sector. All local authorities are currently being inspected under the single inspection framework, which assesses arrangements for child protection services for looked-after children and the leadership, management and governance of children’s social care. My Department intervenes to support improvement in services where they are judged to be inadequate.

The hon. Gentleman is a hero, but too modest to point out that he has run marathons on a number of previous occasions; because he is too modest I will do it for him.

I thank the Minister for his response. As he well knows, social work is a holistic profession. For example, when I qualified I had knowledge across all social work disciplines, such as mental health, child protection and adult social care, ensuring that I was able to fully grasp all the issues facing my clients. Will he therefore explain why his Government are investing in Frontline and Think Ahead to the detriment of traditional, more holistic university courses, and are creating specialisms in silos, which is bad for the profession and even worse for the clients?

I am afraid that the hon. Lady has given a distorted view of the work being done to improve social work practice across the board. Not only are the Government investing in fast-track graduate schemes such as Frontline and Step Up to Social Work, to which 151 local authorities have signed up, but we have the assisted and supported year of employment and the new knowledge and skills that every children’s social worker will now have to be accredited and assessed against. That is important because for the first time there is a relentless focus on high-quality social work practice rather than a simple theoretical understanding of social work. We need to get that balance right, and that will be at the heart of our social work reforms.

St Monica’s Catholic Primary School in my constituency has had five consecutive outstanding Ofsted reports. It has a fantastic headteacher, teachers, pupils and parents. Can the Minister tell me what benefit there is to forcing that school to become an academy?

I would answer the question, but I am not sure that it has any relevance to the original question asked by his hon. Friend the Member for South Shields (Mrs Lewell-Buck).

The hon. Gentleman wished to give the Minister his views, which he has done, but now that he has I am afraid his question is not really suitable for a ministerial answer at this time.

7. What steps she is taking to improve special educational needs and disability services. (904623)

The 2014 special educational needs and disabilities reforms represent the biggest change to the system in a generation, helping to transform support by joining up services across education, health, and social care, and focusing on positive outcomes for education, employment, housing, health and community participation. We have invested heavily in practical and financial support for implementation, including an extra £80 million in 2016-17, and from May 2016, all areas will be inspected by Ofsted and the Care Quality Commission.

I thank the Minister for that answer, but I have been contacted by a constituent who has raised concerns about the potential effect that forcing schools to become academies will have on her autistic son in terms of his being marginalised. Will the Minister tell me what assessment has been undertaken of how forcing schools to become academies will affect disabled children?

I am happy to meet the hon. Lady to give her a lot more detail about exactly how the system operates. I can reassure her that, under the Children and Families Act 2014 and the new special educational needs system, academies have exactly the same duties to pupils with special educational needs as all other schools, and must co-operate with their local council, whether in developing their local offer or publishing details of their SEN provision. That will not change. We are confident that it is the right approach so that every child gets the right school with the right support for them, irrespective of what type of school that is.

Does the Minister agree that one of the most egregious elements of today’s unfair and broken school funding system is that which affects children with special educational needs, and will he confirm that, like the schools block, the special needs block will be part of the review, so that we can have a transparent and fair system for all children?

My hon. Friend, the former Chair of the Education Committee, is right to point out that the high needs funding element of the dedicated schools grant has, over time, become extremely skewed with regard to finding the formula to distribute that important money for the support of children with special educational needs and disabilities. In December 2015 we announced an additional £92.5 million for the high needs element, but we need a fairer system so that every child has their needs met, irrespective of where they are in the country. That will be part of the consultation.

The ring-fenced nature of the schools block under the London schools funding proposals needs no flexibility. This year, the Hounslow schools forum agreed to transfer £7 million to the high needs block to address the needs of vulnerable children. The Secretary of State’s proposals for London will result in a huge funding shortfall for special needs. What will the Secretary of State do to address the very great concern of parents and headteachers?

I reiterate that we want a funding system based fairly and squarely on meeting children’s individual needs. We have consulted widely right across the sector, as well as through the public consultation, to ensure we achieve just that. I will certainly consider what the hon. Lady says about London—as well as the situation across the country—so that every child can benefit from the new system as we move forward.

If I may pick up on funding for special schools, Wyvern Academy in my constituency looks after children who are particularly physically and mentally disabled; so much so, in fact, that other schools that do the same work pass them on to this school. The funding, however, does not recognise the high level of care that is needed. Will the Minister consider this matter in any funding formula reform? If I write to him, perhaps he could help me to find out whether there is a pot of money somewhere to help this excellent school to continue to do a wonderful job.

We know that many children have profound needs. In making sure we have educational excellence everywhere, we must ensure that they have the opportunity to learn, grow and develop into successful adults. To do so, we need to ensure that they are well supported. That is why, through the new education, health and care plans, it is clear there has to be co-operation right across education, social care and health to provide the money and support those children need. I am, of course, happy to talk further with my hon. Friend to establish how the system is working in his constituency and how we can make it work better in the future.

Ever since the Government announced the ham-fisted academisation of all schools, there has been growing opposition, as we have heard, from parents, teachers, SEN charities, Tory council leaders, such as the leader of the West Sussex Council, and even Mr Goddard from “Educating Essex”. The plans will adversely affect the education of children with special educational needs and disabilities. Will the Minister further explain what the Government are doing to alleviate those concerns? Will he go as far as to say that parents of a child with an education, health and care plan will be able to name their school, and ensure that children with SEND do not go on to be excluded or fall through the gaps in the increasingly fragmented school system the Government are creating?

The hon. Lady knows I have a real fondness for her. We enjoyed our time together on the Children and Families Bill in those halcyon days of 2013, but I have to say—I suspect she has been put up to it—that this does not sound like her question. I am confident, as she will be, that the law we both helped to take through this House reflects properly what I said in an earlier answer: that academies have to abide by the same rules as other schools when it comes to children with special educational needs. The law is clear. This is why we are bringing in, for the first time, an inspection regime for special education needs, so we can see a really clear picture of how they are performing.

9. If she will make it her policy that maintained schools be given the choice of whether to become academies. (904625)

Academies reject the old one-size-fits-all approach, and are more dynamic and responsive to performance and the needs of local areas. In the next six years, schools will have time to make choices and to set in place arrangements that will work for them, either as standalone academies or in multi-academy trusts, including diocesan trusts and operating in local clusters.

It will by now be clear to the Secretary of State that Conservative Members, not just Opposition Members, believe schools should have some choice in whether they become academies. Headteachers of excellent primary schools say they have more autonomy with their local authority than they would as members of a multi-academy trust. Surely enforced compulsion from Whitehall of this change cannot be the right way forward.

Ofsted data for the latest inspection results of all schools show that 350,000 children now study in sponsored academies rated good or outstanding. Let us look at the example of an academy in the right hon. Gentleman’s constituency. Langdon Academy, a special measures school in East Ham, opened as a fast-track sponsored academy on 1 January 2014. Over a year later, it has gone from 45% of pupils getting A* to C to 57%. Those are achievements that I want all young people to have access to.

Conversion to academies is improving the education of children throughout the country, and it is right that we make this opportunity available to all children. However, concerns have been expressed about the impact that this policy will have on small schools, particularly in a place such as Cornwall, where we have many small schools. Has my right hon. Friend considered that one of the ways of addressing those concerns would be to allow local authorities to be involved in the running of multi-academy trusts?

My hon. Friend will know that we published a White Paper in order to make sure that we talk to Members in all parts of the House, as well as to local authorities. Like my hon. Friend, I want all young people to have the best possible start in life. We know that academies make a difference. We also know that small schools can benefit from working together in clusters, including the 15 schools in Cornwall that converted to academies together as one group last week to provide mutual support. I look forward to continuing my conversations with my hon. Friend.

Luton has the highest-performing schools in the eastern region of England and most of the town’s schools remain in local authority control. When will the Government undertake an objective analysis of why some schools do better than others, and accept that this has nothing to do with academy status?

We know from the international evidence that the more autonomy those on the frontline have—heads, teachers and governors—the more they take responsibility for the results that are achieved. I want the good schools in the hon. Gentleman’s constituency to share their expertise with other schools that are not yet so good. That way we have a strong education system, which is what I as Secretary of State for Education and this Government want to be available for everyone.

In Fareham, primary schools such as Hook with Warsash Church of England and St Anthony’s converted from maintained schools to academies and saw their results improve, surpassing the local authority average. Does my right hon. Friend agree that this policy represents an opportunity for Hampshire, which performs well as a local authority, to get involved and create a mass to enable more autonomy and improvement overall?

My hon. Friend is right to say that we can see that the results in primary sponsored academies, for example, which have been open for two years have improved by an average of 10 percentage points, which is double the rate of improvement in local authority schools. She is right to say that there are many talented individuals working in Hampshire local authority and I hope they will take advantage of the new system as well.

10. What discussions she has had with education providers on area-based reviews of post-16 education and training provision. (904626)

I wish I could claim to have run the London marathon, like my hon. Friend the Minister for Children and Families. I went on only a two-mile run this morning and it nearly finished me off. To answer the hon. Lady’s question, I have regular meetings with post-16 education providers about area reviews and all the issues that those throw up. I am also holding meetings with hon. Members once area reviews produce recommendations for any changes in provision in their area.

A particular concern of my constituents is mergers between colleges and the potential for young people in rural and suburban areas such as mine to be forced to travel long distances to get to college. What funding would be available from the Department for students forced to travel further as a result of closure or amalgamation of their courses? Would the Department consider reinstating the education maintenance allowance?

The hon. Lady will be aware, first, that any of the recommendations that come out of an area review that might include proposals for a merger have to be accepted by the colleges themselves. They are independent corporations. In my constituency I also have a very sparsely populated area with towns 25 miles apart so I understand full well the issues surrounding travel to course provision. Colleges can use funding, including the bursary funding, to contribute towards transport costs, but it is ultimately up to the college to decide whether it thinks that move is going to be good for it and its students.

Will my hon. Friend update the House on the position of area-based reviews of colleges which are in special measures? At the same time as colleges are being encouraged to merge, inspectors and the people involved are not allowing such mergers to take place.

I am not aware of the particular case that my hon. Friend refers to. If he wants to write to me, I would be happy to meet him to discuss it. In general, we do not want mergers to be rushed into before an area review has had a chance to look at the provision in a whole area, but we do not want to stop institutions making arrangements that help them address problems, so I am happy to look into the situation with him.

The Government want to promote apprenticeships in post-16 training and colleges, yet the proportion of apprentices with learning difficulties or disabilities decreased from 11% to 8% between 2010 and 2013. With the area reviews ongoing, an Ofsted report has just said that

“monitoring and evaluation of FE and skills provision for high needs learners…were ineffective.”

How effectively will the interests of young people in those positions, and those of children on the autism spectrum, be addressed, especially if area reviews force them to travel further to study in new environments? Will the Minister specifically guarantee decent outcomes for young people with disabilities?

I am grateful to the hon. Gentleman for raising this important question. I recently had an excellent meeting, facilitated by my hon. Friend the Member for Bedford (Richard Fuller), with groups representing deaf people, and I will shortly be holding a round table with groups representing people with other kinds of disability. It is essential to ensure that everyone can benefit from the opportunity of apprenticeships and other forms of technical education, and we are determined to do that.

12. What plans she has to require all primary and secondary schools to become academies. (904628)

17. How she plans to implement the proposed requirement for all primary and secondary schools to become academies. (904633)

15. What steps her Department is taking to support academies through the creation of multi-academy trusts. (904631)

We expect all schools to be academies, or have plans in place to convert, by 2020 and all schools to be academies by 2022. By setting out our clear expectation for full academisation now, we can give schools, local authorities and dioceses the opportunity to plan effectively for a sustainable future and ensure that no school is left behind. We have set aside funding to support a high-quality, fully academised school system, including over £500 million available this Parliament to build capacity.

I support academies where people want them, but there is nothing worse than a top-down reorganisation of a public service for political, rather than sound policy, reasons. In response to a written question from me earlier this month, the Department confirmed that deficits for schools that convert will remain with the local authority. In my borough, over half of our schools will have deficits by 2017. How can the Government justify transferring this burden on to local councils, when it is their own funding of schools that is to blame?

I read the hon. Gentleman’s recent letter to the Ofsted lead for the north-west, Chris Russell, and I share his ambition to improve standards of education in Greater Manchester, but it is not a top-down reform; it is devolution in its purest form that gives control of schools to the professionals on the frontline. That is what this is about. He should be supporting the measures because they will raise academic standards right across our schools system.

This morning, I visited Springfield Primary School, in my constituency, which is run by the most dedicated professionals I have ever known—I had the privilege to teach there myself for the best part of a decade. They tell me that it is more than adequately supported by the Conservative local education authority in Trafford, and in Mike Freeman it has a brilliant LEA Labour councillor and school governor. Will the Minister join me in praising the school for all it does in my constituency and explain to it why its model, which is really good, needs to be changed?

We do not want the model under which that school operates to change; we want the school to take the model it uses to raise standards and teach children well, despite the loss of the hon. Gentleman as a teacher, and to spread that excellence to other schools in the area. That is the essence of the academies programme. It is about ensuring that every local school in every part of the country, beyond Trafford, has a good local school. That is the ambition. I hope he shares it.

I recently visited Jerry Clay academy, in my constituency, which has seen huge improvements under the leadership of the head, Tracy Swinburne. We should ensure that academies that have benefited from strong leadership are recognised and that they can support other schools through the creation of multi-academy trusts. Will my hon. Friend join me in congratulating her and the academy on their success and inform me what steps the Government are taking to ensure that those in leadership positions in trusts are strong and effective?

I am pleased that the headteacher of Jerry Clay academy is exploring the possibility of joining a multi-academy trust. The regional schools commissioner has discussed the matter with the school and continues to support it as it considers the opportunity. We are supporting leaders of trusts to succeed in their vital role through programmes such as the successful multi-academy trust chief executive programme and the academy ambassadors programme, which have resulted in over 190 experienced business leaders joining trust boards.

We have now exceeded the time available for the Minister’s exam, and we come now to topical questions.

T1. If she will make a statement on her departmental responsibilities. (904642)

Last week, I had the pleasure of marking the 400 years since the death of William Shakespeare, watching a live stream of “The Merchant of Venice” at Lings primary school in Northampton—a school serving a disadvantaged area with 55% of its pupils getting free school meals. The inspirational headteacher there has shown how all pupils, regardless of their backgrounds and experiences, can develop an appreciation of and a love for great literary works. We want to encourage more pupils to experience Shakespeare, as countless previous generations have before. That is why the national curriculum requires all pupils to study at least three complete Shakespeare plays while they are at school.

We Conservative Members all welcome the Government’s decision to introduce a fairer funding formula for schools. Will my right hon. Friend assure my constituents that the particular needs of our rural and coastal schools will form part of the new formula so that children in my constituency are not disadvantaged under the current formula simply because of an accident of geography?

The fair distribution of funding is a priority for this Government. As we have already heard, fair funding will ensure that every school is allocated funding fairly and transparently according to need. I can reassure my hon. Friend that the formula we propose includes a lump sum payment for every school, with extra sparsity funding to support our smallest and most remote schools so that every child can access an excellent education.

This weekend, the Conservative-led County Councils Network added its very strong opposition to the Secretary of State’s plans to force all schools to become academies, adding to that already expressed by the National Association of Head Teachers, the Association of School and College Leaders, parents, the National Governors Association, leading names in the academies programme such as the chief executive of the Harris Foundation and the Freedom and Autonomy for Schools National Association, as well as a growing number of her own Back Benchers. It is hardly a list of what she might call—or, in fact, what she just called—the vested interests. Can she therefore clarify today for those who have these very serious concerns whether she will bring forward legislation to force good and outstanding schools to become academies against their wishes?

I have already set out very clearly our desire to make sure that every child gets the best start in life. We believe that academies, as the House has heard from other Conservative Members, are absolutely the right vehicle for innovation on curriculum, pay and freedom for headteachers. I wonder whether the hon. Lady in her vocal opposition has taken account of the writer on the Labour teachers blog, who said that

“we have people on the left describing thousands of schools, in fact a majority of secondary schools, and the hundreds of thousands of teachers who work in them, in terms that are so unjust as to be deceitful.”

Is that how the hon. Lady wants to be taken?

Order. I simply point out to the Secretary of State that she is not responsible for what is written on Labour blogs and that there is a shortage of time on topical questions. We must press on, without extraneous matters being introduced.

Thank you, Mr Speaker.

The Secretary of State may not appreciate what a huge amount of upheaval, uncertainty and, frankly, panic she has caused by her announcement. Headteachers are already facing huge challenges trying to work around her botched new SATs tests, her massively behind-schedule new GCSEs and her real-terms cuts to school budgets, and those heads need and deserve more clarity from the Secretary of State than we have heard so far. Let me remind the right hon. Lady that she already has powers to turn underperforming schools into academies and that good and outstanding schools can already choose to convert, so the only remaining power she needs to deliver her objectives is to force any good or outstanding school that does not want to become an academy to do so. Is it still her intention to ask Parliament for these new powers—yes or no?

I have been very clear that I will not be the Secretary of State who leaves undone the job of making our school system as strong as possible for the benefit of all pupils. I hope that as she visits schools up and down the country, the hon. Lady includes visiting those that are already taking advantage of the new academy freedoms. Amanda Bennett from the Greetland primary academy in Halifax said, for example:

“As an academy we have had the freedoms to explore the specific needs of the children in our care—so our curriculum progression, pitch and expectations are able to adapt when we want them to, to respond to our changing needs. This has allowed us to be consistently in the top performing schools nationally.”

Conservative Members are all for improving opportunities and life chances for all children. Is it not interesting that we never hear the hon. Lady talk about pupils or standards, because she is so obsessed with one chapter in the White Paper?

T2. Digital skills are fundamental to the success of our knowledge economy, but evidence given to the Science and Technology Committee during its inquiry showed that only 35% of ICT teachers have a specialist qualification, and more than half lack confidence when it comes to delivering the new computing curriculum. What steps are the Government taking to train ICT teachers, and to ensure that we are equipping young people with the skills that they need not just for today’s workplace, but for a jobs market that may be unrecognisable in a decade? (904643)

Digital literacy is, of course, a core part of the national curriculum, and computing is a statutory subject in all four key stages in maintained schools. We are training a cadre of specialists who can cascade the knowledge that teachers require in order to be able to teach that very important subject.

T8. Charles Dickens Primary School is an outstanding foundation primary school in my constituency, which, along with the London borough of Southwark, rightly has great expectations for all Southwark students. The chair of its governors has been in touch with me to express his concern about the enforced academisation of schools. Why is the Secretary of State ignoring the concerns of staff, governors, parents and pupils? Why is she insisting on dictating a structure that offers no choice, but only the academy approach, which could damage the standard of the education that is currently provided? (904649)

I had the pleasure of visiting Charles Dickens Primary School during the last academic year. It is an absolutely brilliant school, with an inspirational head teacher. I want that head teacher not only to help, support and inspire the young people in her school, but to spread the excellence of her school to other schools in the area that are struggling. That is what we want to see in the education system. I am surprised that Labour Members are not interested in raising standards for all children in all parts of the country.

T3. Dig-iT, the dyslexia group in Tamworth, tells me that while provision can be good, it is all too often uneven across local schools. What can the Government do to maintain not just the quality of dyslexia and dyspraxia provision, but its consistency in schools in Tamworth, Staffordshire and England? (904644)

I commend the work of the dyslexia group in my hon. Friend’s constituency. I can reassure him that we are investing heavily in practical and financial support for SEND—special educational needs and disability—including funds for a project run by the British Dyslexia Association to address issues such as early identification and effective provision, and funds to enable the Dyslexia SpLD Trust to provide expert advice, information and training for schools and parents. I can also tell my hon. Friend that we are procuring a new contract in 2016-17 so that we can continue to support children and young people with dyslexia and other specific learning difficulties—including dyspraxia—in schools and post-16 institutions.

T10. Last year I spoke to the Minister about the difficulty of recruiting and retaining teachers in my constituency, which is partly due to its remoteness. He has talked a great deal about the recruitment of teachers, but what specifically is being done to encourage them to come to remote areas such as west Cumbria? (904651)

The National Teaching Service was established to second high-performing teachers to parts of the country with a history of recruitment problems. When a remote rural school is part of a multi-academy trust, that helps to recruit teachers, because they know that they can move, within the trust, from a rural to an urban school and back again. That makes recruitment and retention far easier.

T4. According to Ofsted, the best educational settings in the country are maintained nursery schools, of which 58% are “outstanding” and 39% are “good”. Remarkably, they perform just as well in poor areas as they do in less affluent areas. What consideration has the Minister given to allowing them to become academies if they wish to do so, in order to ensure that these great institutions continue their work? (904645)

My hon. Friend is absolutely right. Although maintained nurseries provide only 3% of the places in early years, they offer excellent early-years education and, over the past few years, we have seen the structure of maintained nurseries evolve as a number have federated or joined multi-academy trusts. I know that my hon. Friend has a special interest in this area, and I would welcome the opportunity to meet him to discuss how we can promote the excellent work that those nurseries do.

On 20 April, the Comptroller and Auditor General, Sir Amyas Morse, provided an adverse opinion for the second year running on the truth and fairness of the Department for Education’s group financial statements. Sir Amyas said:

“Providing Parliament with a clear view of academy trusts’ spending is a vital part of the Department for Education’s work—yet it is failing to do this.”

How will the Secretary of State ensure that Parliament will be able to see whether extending academies is giving the taxpayer good value for money, when that clearly is not happening now?

I utterly refute what the right hon. Lady has just said. We have a more rigorous system for the governance of individual academies when they become academies. The issue with the Department’s consolidated accounts is a technical and accounting problem caused by academies producing accounts covering the academic year to the end of August, rather than to the end of March. We have now agreed with Parliament a new methodology for the current financial year that will better reflect the situation.

T5. Will the Secretary of State join me in congratulating the excellent headteacher, staff, students and governors at Barnsole Primary School in my constituency, which has gone from “requires improvement” to “overall: outstanding”? (904646)

I thank my hon. Friend for his question, and I should like to thank the head, Sean McKeown, his staff and the pupils of Barnsole Primary School for an outstanding Ofsted judgment. It is an amazing achievement to move from “requires improvement” to “outstanding”, and I was pleased to read a report describing the high-quality teaching that leads its pupils to make accelerated progress in reading, writing and maths. I hope that the school will now consider sharing its experience and expertise by forming a multi-academy trust.

The vast majority of children entering the care system have experienced abuse and neglect and are particularly vulnerable in regard to their mental health needs. Will the Minister accept the concerns expressed by the NSPCC, which I share, that if the Department does not commit to counting and tracking abused and neglected children, those children will continue to be at risk of falling through the cracks and not receiving the mental health support that they need to rebuild their lives?

I had the opportunity to appear in front of the Education Committee during its inquiry into exactly this issue, which I welcome. The hon. Lady is right to highlight the fact that this area needs a better response. That is why we have set up a joint working group with the Department of Health to create new care pathways specifically for looked-after children to improve their mental health prospects. We also have the strengths and difficulties questionnaire for children who are looked after, which is collected every 12 months, but we need to look at what more we can do to follow their progress and ensure that they really achieve what they are capable of.

T7. At the end of last week, Tresham College, which has its headquarters in Kettering, announced draft proposals to end its A-level provision. I join local parents and students in opposing those plans but, should the worst outcome be realised, will the Minister make it clear to the college that it must do everything it can to ensure that those students who have already completed one year of their A-level course will be able to complete the second year at Tresham College? (904648)

I am happy to reassure my hon. Friend that the college would have a clear responsibility to ensure that those students were able to complete their A-levels at another high-quality institution, and I would be happy to work with him to ensure that it lives up to that responsibility.

Does the Secretary of State accept that all the evidence shows that being an academy is intrinsically neither good nor bad for a school’s performance? With expert opinion now lined up from the County Councils Network to the Bow Group, it is surely time to revisit this flawed plan to force schools to become academies against their will.

The hon. Lady ought to take note of Andreas Schleicher, the deputy director for education and skills at the OECD, who says:

“What our data do show is that school systems which offer a greater deal of school autonomy tend to have higher performance, but they do not say anything about trends…I view the trend towards academies as a very promising development in the UK, which used to have quite a prescriptive education system, if you look at this through international comparison”.

I think we should take note of the international evidence.

As a school governor at the Bath Studio School, which is a member of a multi-academy trust, I must declare an interest. I have seen for myself the amazing performance that is being improved as a result of being a member of that academy chain. Will the Secretary of State join me in welcoming the continued success of academies in Bath, and does she agree that having an increasing number of good and outstanding schools will ensure that our standards match those of our international competitors?

I had the pleasure of visiting The Bath Studio School with my hon. Friend, and it was excellent and inspiring for the young people there. Some 1.4 million more children are in schools rated good or outstanding than in 2010. We intend to push on with that.

Does the Secretary of State share the concerns of parents at Audenshaw School academy trust, which has withheld £40,000 a year of pupil premium money for the past three years? Is that not the wrong intention for that money?

I am of course concerned to hear about that. The hon. Gentleman and I have had conversations about academies and schools in his constituency. He can write to me with further details, but, yes, the pupil premium money has to be spent on those most in need and has to get to the frontline.

Teachers and primary headteachers in my constituency have contacted me about the additional workload that unexpected academisation could place on them. As a teacher, I share that concern. What steps is my right hon. Friend taking to ensure that time, focus, energy and morale are not lost while the White Paper is discussed and that teachers continue to do what they do best—inspire young people and children?

We have set out that schools will have six years, from now until 2022, to become academies. However, the point is that teachers should be doing what they do best, which is teaching in the classroom. Support is available for schools that want to become academies, and the heads and governors of schools will be driving that process.