|Previous Section||Index||Home Page|
The Minister for School Standards (Ms Estelle Morris): The most recent figures show that in January 1999 the average secondary class had 21.9 pupils. The corresponding figure for January 1998 was 21.7. January saw the first fall in overall average class size for 10 years, from 24.9 to 24.8. We are also well on course to deliver our pledge to limit infant classes to 30 by September 2001 at the latest.
Ms Morris: Absolutely. We pledged that by 2002 there would be no child of five, six or seven in a class of over 30. We are on schedule to deliver that in advance of the target date. We have already cut the figure from more than 450,000 to 100,000, and in most local authorities it will be reduced further by September. The hon. Gentleman will be well aware that in his constituency six schools have received more than £110,000 revenue to
Mr. Barry Sheerman (Huddersfield): May I urge my right hon. Friend to continue to build policies based on good research and experience in other areas? While I congratulate her on the fact that we are reducing class sizes where it matters--in the early years up to seven where all the research says it is crucial--I ask her to be guided also by the research that suggests that other techniques after seven are probably a better use of resources.
Ms Morris: I take my hon. Friend's point, and the evidence clearly shows that it is in those early years that small class sizes are most important. He will know that for key stages 2, 3, and 4 we are adopting several strategies, including 20,000 more classroom assistants in the next few years, an advance in information and communications technology and, of course, the welcome extra money that will go directly into school budgets that was announced on Tuesday. That extra money will give teachers the flexibility to decide how to spend it to raise standards for children.
Mr. James Clappison (Hertsmere): Are not parents of secondary school children likely to be more than a little sceptical at the Minister's claim that the Government have fulfilled their pledge when the number of children in classes of more than 30 in secondary schools has risen by 25 per cent. since they came to office? Is not class size also important in secondary schools, as the Secondary Heads Association has pointed out? Larger classes in secondary schools make teaching even more stressful in schools in which it is already difficult to teach. Is not the situation especially bad in the former grant-maintained schools, which have lost hundreds of thousands of pounds in some cases through starvation of funding since this Government came to office? Given that the parents of children in secondary schools may well be waking up to the fact that they face large extra taxation as the result of the loss of the married couples allowance, are they not fully justified in concluding that in that area, as in so many others, the Government are taxing more and delivering less?
Ms Morris: I have always thought it sad--although perhaps only to be expected--that every single question on class size from the Opposition has concentrated solely on secondary schools, because our record in key stages 1 and 2 is good and shows that we are delivering the goods. It is amazing that Opposition Front Benchers have not yet woken up to the announcement that was made on Tuesday. The Chancellor put more money directly into secondary school budgets. The amount of money that will go into those budgets on 1 April is enough to pay for an extra 3,500 teachers, which is three times as many teachers as would be needed to reverse the recent trend in secondary class sizes. Indeed, in the constituency of the hon. Member for Maidenhead (Mrs. May), primary schools will receive £210,000 and secondary schools will receive £280,000.
The Government have already delivered class size success at key stages 1 and 2. We made the pledge and we have delivered, and the money is now in the hands of head teachers, so that if they decide to do so they can pay
The Parliamentary Under-Secretary of State for Education and Employment (Mr. Michael Wills): The national literacy strategy has already had a significant impact on standards of literacy in primary schools and we are now determined to build on that success in the early years of secondary school, where unfortunately there has not been similar progress. We have invited 13 local education authorities to take part in a pilot programme from next September which will include trials of a new framework for teaching English, and professional development and support for teachers in literacy.
Ms Ryan: I thank my hon. Friend for that response. Earlier this week, I spent a morning at Carterhatch school, and last week I did the same at Alma primary school--both of them in my constituency. I participated in a literacy hour lesson in both and I was struck by how productive and how focused year 6 pupils are and how much good work was being done. I am concerned that after the transition to secondary school, which is a big change, pupils' level of achievement can slow down and, in some cases, regress. Can my hon. Friend outline in a little more detail what training and support will be provided for secondary school teachers to build on the success of the literacy hour and to continue raising standards at that vital point in a child's educational career?
Mr. Wills: I reassure my hon. Friend that there will be considerable support for teachers in that regard. Our great success in raising literacy standards in primary schools has been due to the fact that we have an effective partnership between the teaching profession--the hundreds of thousands of teachers throughout the country, with their vision, inspiration, dedication and effort--and the Government. We are determined to continue that work into what my hon. Friend rightly identified as the critical early years in secondary schools. There are 13 pilot projects in 13 local education authorities--£6.5 million is available for those projects and there is a significant element of continuing professional development to support teachers in putting that policy into effect.
Sir Sydney Chapman (Chipping Barnet): Can the Minister assure the House that he is making continuing and continual assessments of the performance gain of pupils who attend so-called summer schools compared with those who do not? While it gives me no joy to say it, will he confirm that the rate of improvement in standards of literacy and numeracy overall in the past three years has been less than it was in the equivalent three-year period before that?
Helen Jones (Warrington, North): When my hon. Friend considers the pilot programmes that he mentioned, will he ensure that he takes into consideration the needs of those who are teaching English in secondary schools who do not have their first qualification in that subject? Will he ensure that the training and development plans that are put into place take account of the particular needs of that group of teachers, who number several thousand, according to parliamentary answers that I have received?
Mrs. Theresa May (Maidenhead): Literacy problems are often one of the key issues for failing secondary schools. Does the Minister accept that dealing with such schools is hampered by the confusion of initiatives in the area, by rising secondary class sizes and by the Government's policy on exclusions? Given that one head has declined to take up a job at a failing school after the Government's recent naming and shaming exercise, and that three out of 10 superheads at failing schools have resigned, when will the Government admit the failure of their policy on failing schools? How many heads do they have to lose before they admit their failure to deliver?
Mr. Wills: It is a source of great sadness to me that the hon. Lady does not recognise the considerable mess that we inherited and the extraordinary strides forward--[Interruption.] The hon. Lady scoffs, but the summary judgment on the Tory years of stewardship of the education system--[Interruption.] The hon. Lady will benefit from listening to this. The Moser report found that one in five adults is functionally illiterate. She is proud of that as a record of the Tory party's stewardship of the education system. That is the summary judgment on the Tory years of looking after our education system. We are putting that right. Unfortunately, there are failing schools. We are taking measures to deal with them--and we will deal with them.