6.18 pm

Fiona Bruce (Congleton) (Con): I want to highlight four issues that explain why I am against the Opposition motion. The first is that inspirational teachers come to the classroom through many routes, and sometimes the most unconventional backgrounds can be the most inspiring to pupils. The second is the importance of trusting and empowering heads to be the leaders they are appointed to be under the “use them or lose them” principle. Third is the importance of embracing working and learning in today’s global environment, and fourth is the critical need to bridge the worlds of education and industry if we are to compete successfully in that global race.

I like to think that, like me, every child who goes through education has a truly inspirational teacher who has an influence on them for the rest of their life. For me, it was the lady who taught me German during my final years at school. There were four of us in our A-level class. She was a truly remarkable woman and I learned as much from her about character as about language. Being German, she could convey the language well, but what was truly remarkable about her—it is fitting to mention this this week as we remember the holocaust—was that, as we understood it, she and her father had helped Jewish children to escape from Germany to Britain during the second world war, and then had to leave the country. That gave her an understanding, which she conveyed through language and literature, of compassion and common humanity, of endurance and perseverance, of selflessness and humility, and of the right priorities for life. I have never forgotten. She taught me that no insignificant person has ever been born, that every individual has the capacity to make a remarkable difference, and that we should all strive to do so. When she arrived in this country, she had no relevant qualifications for teaching here. She had the life she had lived, which was worth far more than any paper certificate when she was teaching us.

That brings me to my second point—giving heads the discretion to appoint the best staff for their school and allowing them the freedom to exercise leadership in the role entrusted to them. For almost 20 years, I was governor of a small inner-city independent faith school in one of the most deprived areas of Salford. It was started as a home school by an inspirational teacher,

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who found other parents asking her to take in their children. She took on a building—the Victorian building where the first ragged school in Manchester was housed. She taught those children and led many of them to become doctors, teachers and other professionals.

When she needed a physics teacher, she found one from somewhere—someone who had retired or someone from business. She did similar with music teachers and teachers of many other subjects. She provided a special education in a small class environment. Most of the children would never have flourished had they gone to schools elsewhere in the city. They needed that individual help and support. Her dedication enthused and pervaded the whole school. To have inhibited her from exercising that initiative and from appointing staff of her choice would have been a travesty and a tragic waste of her leadership skills.

Thirdly, we talk about working, living and competing in a global environment, and about preparing our young people for that. In that case, we must pay more than lip service. Increasingly, many of our school leavers travel abroad to get a business degree from Maastricht, or for a soccer scholarship at James Madison in the USA. A large number of those people will feel led to pass on the benefit of their training to younger children. Why should they not do so following the example of the qualified football coach employed by St Mary’s Church of England primary school at Dilwyn, who was appointed to teach PE at key stages 1 and 2; the professional actor appointed by Langley free school in Slough as a drama teacher; or the professional singer appointed there to teach music?

Chris Skidmore: That is the nub of the argument. Slapping on QTS as a compulsory requirement will put off many people from a variety of professions from entering teaching, which would be a tragedy.

Fiona Bruce: My hon. Friend is absolutely right, and in that connection, I want to talk about the importance of strengthening the relationship of the educational environment we provide for young people with the world of work, which is critical if we are to give young people sufficient information for them to make the right career decisions. In order to do so, they need to make an early choice of subjects and to have inspirational teachers who understand the world of work and have experience of it.

Stephen McPartland: Does my hon. Friend agree that we need to reduce the gap between education and employment, and focus more on employability, so that we can reduce youth unemployment?

Fiona Bruce: That is exactly the point I am making. We must bridge that divide. Connecting children from the start of secondary school or even earlier with people who have been involved in the world of work, who can inform, encourage and inspire them, is what we need.

Many teachers come from backgrounds that children would never otherwise have an opportunity to understand. On the bridging of the cultural divide between education and the industrial world, a former leader of an Asda sales team is teaching business studies at Priory community school in Weston-super-Mare and is head of upper school. He is bringing the world of work right into the classroom.

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Bridging education and industry is key. It would be wrong to inhibit schools that are intent on appointing enthusiastic teaching staff with knowledge of the world of work simply because they lack a piece of paper headed “QTS”.


6.24 pm

Yasmin Qureshi (Bolton South East) (Lab): In 1997, when the Labour party came to power, one of its key mantras was “education, education, education”. In the years to 2010, the Labour party spent an enormous amount of money investing in education: on schools, textbooks and pay to raise teachers’ morale. The educational qualifications and standards in our schools improved tremendously. That is not the end of the story, however, and there is still more to be done. This debate on the training of teachers should be seen in the context of the continuous need to improve the education of our children.

The Secretary of State started his speech by going through a literal interpretation of the Opposition motion. When I trained as a lawyer, we were told that judges have three approaches to interpreting legislation: the literal interpretation, which the Secretary of State was alluding to; the golden principle, where legislation is applied in a liberal way; and the mischief rule, which asks, “What is the mischief that the law intends to deal with?” The mischief we want to deal with in this debate is that we have teachers in our schools who are not qualified properly.

I accept fully that there are some teachers without qualifications who are brilliant. I also accept that there are people with qualifications who may not be as good, or even competent. That does not mean, however, that we should not continue to strive for what I call the gold standard, which is providing training to our teachers. A young teacher, or someone who has just qualified or graduated, may be excellent in their subject matter and have a first class honours degree, but the reality is that in most of our junior and secondary schools they will be faced with classes of 25 to 30 children, perhaps with various levels of learning. To set their classes, to deal with the issue of how to control the classroom, to identify which child may need extra help, and to look at pastoral care and whether a child is being neglected at home—those are all part and parcel of a teacher’s work. If teachers are not qualified and have not received training on these issues, how will they be able to identify them? How will they automatically be aware of what to do? That is where the importance of having some kind of training—we could have a debate on how long training should last—is surely crucial. I am therefore surprised that Government Members, in particular, are deriding the idea that teachers should be trained.

Members might think this is a bizarre example, but we would not let people operate on us if they were not fully qualified. A person might say, “Look, I’ve been in hospital for 10 years and guess what? I’ve done all sorts of things. I didn’t pass my exam, but, because I know what I’m talking about, allow me to operate on you.” We would not accept that, so why are we willing to make that compromise with our children’s education? We accept that what we are trying to achieve will not stop the expert, the talented musician or the singer coming in and giving children lessons, but our provisions concern day-to-day teaching in a classroom, where the teacher will be there for a long time working with the children. The qualification needs to be good.

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Members talked ad nauseam about private schools not having that many qualified teachers, or that they can do without them. One has to understand that private schools have a different standing. Most of the kids come from middle class, well-educated families who look after them at home. Those children are going to do very well most of the time in any event, so comparing private sector schools with state schools is wrong.

6.29 pm

Bill Esterson (Sefton Central) (Lab): The most successful education systems, from the far east to Scandinavia, are those where teaching has the highest status as a profession. South Korea recruits from its top 5% of graduates and Finland from the top 10%, and both have demanding initial teacher education programmes, completion of which is required for entry into the profession. So why not in this country?

According to Ofsted, an

“outstanding teacher generally has exceptionally strong subject knowledge and exceptionally good interactions with students and children, which will enable them to demonstrate their learning and build on their learning. They will challenge the youngster to extend their thinking to go way beyond the normal yes/no answer. They will be people who inspire, who develop a strong sense of what students can do and have no limits in terms of their expectations of students.”

During its inquiry into teaching, the Education Select Committee took evidence from children who told us that the ability to make lessons engaging and innovative and to keep discipline in the classroom were priorities.

In the 2007 study, “How the world’s best-performing school systems came out on top”, McKinsey found that

“a high overall level of literacy and numeracy, strong interpersonal and communication skills, a willingness to learn, and the motivation to teach”

were pre-identified characteristics used in successful education systems around the world for the recruitment of teachers. Those skills identified by our international competitors, Ofsted, McKinsey and our children need to be developed. To make the most of those skills, teachers need ongoing support and development, and that is the point of tonight’s motion.

Michael Gove: In that context, does the hon. Gentleman agree with the shadow Secretary of State and me that performance-related pay would be a way of supporting that continuous professional development?

Bill Esterson: When an Education Minister came before the Committee, they ruled out the introduction of performance-related pay.

Evidence to the Select Committee shows that, especially for children who lack support at home, the difference that a good or outstanding teacher can make compared with a mediocre or poor one is startling. For all pupils, there is a GCSE grade difference of more than one for those taught by the best teachers compared with those taught by the weakest. Research from Harvard and Columbia universities suggests that children taught by the best are more likely to participate in further education, to attend better colleges, to earn higher salaries and to save more for retirement.

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We also have evidence from London Challenge of the difference that can be made by sustained investment in teaching and school leadership. The system of support and mentoring across London under the last Labour Government saw London’s schools move from below the national average to being the best in the country. The London Challenge included a significant emphasis on support and coaching for teachers and school leavers and led to a culture change across schools and the city—one in which many staff bought into the idea that their pupils would benefit if they worked on their own teaching performance.

As well as good teachers, we need good leaders. In any organisation, it is the leadership that sets the tone for how the staff operate, and schools are no different. Having a good leader who can get the best out of everyone is vital to ensuring that teaching is of the highest standard. Good leaders in schools can support unsatisfactory teachers and help them to become good, and those same leaders can inspire good teachers to become outstanding.

Teachers have told me that they should continue to work on their skills but that the profession should be driving the improvements, rather than having them imposed on it. Of course, that makes sense. If we help teachers to continue to develop throughout their careers, they are more likely to do so, which is why my hon. Friend is suggesting that we work with and be led by the profession. If teachers believe in what they are doing, they will be committed to their own development, and those same teachers told me that being qualified was a vital first step to ensuring the best standards in our schools. Subject knowledge is essential to the teaching of a subject, but it is not nearly enough.

I told the House earlier what Ofsted had said, what McKinsey had found, and what children have said that they want. All the evidence points in the same direction: those who want to be teachers need to be trained properly. Their training must ensure that they understand how to teach and how to enable children to learn, and—as most teachers tell me—it should continue, as an element of their ongoing desire to do the best that they can for the benefit of our children.

6.35 pm

Mrs Sharon Hodgson (Washington and Sunderland West) (Lab): We last discussed this issue during the week after the broadcast of the last episode of the series “Educating Yorkshire”, and we are now discussing it during the week after that documentary was rightly recognised at the National Television Awards. However, notwithstanding the widespread recognition that it has received, the Secretary of State is still unable or unwilling to recognise the key fact that anyone who watched it—and, indeed, anyone who has spent any amount of time in schools and in the company of good teachers—knows all too well: that being a teacher is not about teaching a subject, but about teaching the class of children in front of you, and about supporting the development, academic or otherwise, of each child in that class.

Teaching is a test of pedagogy, not of memory. Deep knowledge is good, but it means nothing if a teacher cannot impart it in a meaningful way to all the children in the class, and for no group of children is that more

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important than those with special educational needs. During the three years for which I was a shadow Minister with responsibility for SEN, I engaged extensively with stakeholders large and small throughout the country, and the one observation that I heard time and again, from teachers as well as others, was that teachers are not given enough training in SEN as it is, during either their initial training or their continuing professional development. The fact that the Education Secretary thinks that someone who has had no training whatsoever is a suitable person to unlock learning for children with SEN is incomprehensible to me, and is surely contrary to all the best advice that he must have received.

Given the severe cuts in central local authority education teams, which include specialist teachers and workers such as educational psychologists who can provide peripatetic support, it is more important than ever for classroom teachers to know how to teach the entire class in front of them, not just the high achievers. Figures from the Department for Education, published last week, show that the attainment gap between SEN and non-SEN children is widening at GCSE level. That applies particularly to the EBacc measure, which is completely inaccessible to many children with SEN. That is a subject for an entire debate on another occasion, but suffice it to say in the present debate that more than one in four young people without an identified special educational need achieved the EBacc last year, compared with fewer than one in 20 with SEN.

The Government’s top priority must be to close the gap by improving outcomes, and the best way of doing that is to improve the quality of teaching rather than undermining it. The parents of children with SEN will rightly expect the people to whom they are asked to entrust the education of their children to have the capability and qualifications that will enable them to fulfil that role.

6.38 pm

Nia Griffith (Llanelli) (Lab): I speak as a former teacher and a former schools inspector, and as someone who returned to teaching. I spent many hours helping students who were engaged in teaching practice, newly qualified teachers, and those on the licensed teacher scheme. It is a real challenge to face, each day, six or seven groups of 30 pupils—as many as 210—some of whom do not want to be there, and some of whom are bound to want to cause trouble for a new teacher.

Qualified teacher status is vital. First, if we do not require it, we may risk causing significant damage to some children’s education, and inspections may not reveal that damage until two years after a school has been set up, which may be much too late. Secondly, as was pointed out by my hon. Friend the Member for Washington and Sunderland West (Mrs Hodgson), we can all continue to learn and to improve our teaching techniques. More important, however, qualified teacher status can be part of the continuing professional development that features time and time again throughout a teacher’s career. That is why the revalidation of teachers is so important. It should be not just a requirement, but a right. It is nothing new; we have had appraisals, and we have had thresholds. Those things are important because they relate to the status of teachers throughout their career.

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Fundamental to Labour’s plans for revalidation is consultation with the profession. Teachers, more than anyone, do not want to work alongside those who are sub-standard. They do not want to have to teach a class who have lost their motivation because the teacher who has just left the classroom was not up to standard. Therefore, we want to help those who are struggling, to help teachers to update their skills, but also to make it clear that updating skills is a requirement, not an optional extra. Most teachers in the profession would accept that.

We want criterion-referenced, not norm-referenced, judging of teachers. Norm-referenced means that one has to fail 5%. Criterion-referenced means that, if they reach the standard, that is the standard that we want. If they are good teachers, they can continue. Criterion-referencing should be the fundamental basis for any form of revalidation.

We also want to foster collaboration, not competition, within a school and among neighbouring schools. That was one of the successes of the London Challenge. We should avoid divisive policies where one school wants to outdo the school next door for marketing reasons and to do it down. If we are going to have genuine professional development among groups of schools, we need to ensure that we have not divisive, but collaborative policies.

We also need to look carefully at what we are doing for supply teachers because often they have to cover for absent staff for quite long periods and it can be difficult to train a supply teacher on the job. Therefore, supply teachers also need to have good opportunities for development and access to training.

Newly qualified teachers who have to do supply before they can get their QTS need special attention and special help, because moving from school to school to do that is no joke. Head teachers also need to have revalidation. Leadership is key and a weak head teacher can make a disaster of a school. We need the mechanisms to ensure that we do not wait for inspection to find that out, but find it out earlier, get the help in and ensure that the school is sorted.

6.41 pm

Kevin Brennan (Cardiff West) (Lab): It has been a good debate, although bizarrely one in which we have not been graced by the presence of the Government Minister responsible for teaching. Why is the Schools Minister not here? Is it an authorised or unauthorised absence? Will he be fined, as many parents are being fined around the country, for playing truant? We know that he is deeply conflicted about whether teachers in taxpayer-funded schools should be qualified. Last time we discussed the issue, I likened him to Odo the Shape-Shifter from “Star Trek: Deep Space Nine”, but now having dissolved back into his bucket he seems to have re-emerged as the Invisible Man. The truth is that we have a part-time Schools Minister who is absent because he is performing his other job in the Cabinet Office of trying to hold the coalition together. He should be here in the House, answering for his policies in the Commons—even if he does not agree with his own policies, which when we last checked appeared to be his position.

The Government once tried to convince us that they understood the importance of teaching—they even released a White Paper with that title—but everything that they

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have done in office has been about an ideological obsession with structures and an easy headline about numbers of academies and free schools. They have undermined and neglected the teaching profession, alienated hard-working qualified professional educators and sent the morale of the profession into the cellar.

Last year, a survey conducted by YouGov found that 55% of teachers described their morale as “low” or “very low”. That figure had risen from 42% in just eight months. Sixty-nine per cent. said their morale had declined since the 2010 general election. Only 5% thought that the Government’s impact on the education system had been positive.

It may be that, for some of the lunatic fringe that the Secretary of State has employed as special advisers, those figures are fine because in their view teachers are just Marxist troublemakers, but they could not be more wrong. When YouGov asked teachers their voting intentions at the last general election, 33% said they would vote Tory, 32% Labour, and 27% Lib Dem. Actually, teachers—I think I am the only member of either Front Bench in either House who used to be a school teacher—are a politically moderate, sometimes conservative group of swing voters. However, the Secretary of State has worked his magic on them with his advisers. That important group of middle-class swing voters now says in the latest poll on teacher voting intentions by YouGov that the support among teachers for the Conservatives is down from 33% to 16%, the support for Labour is up from 32% to 57%, and the Lib Dems—actually, if their Minister cannot be bothered to turn up, I cannot be bothered to read out the figure. Let us just say that they are now neck and neck with the Greens and behind UKIP.

Teacher morale matters. Teachers’ professional status matters. The OECD has said in its PISA reports that schools in countries with high teacher morale

“tend to achieve better results”.

Teacher morale matters, not just politically but, more importantly, for the education of our country’s children. So why does the Secretary of State not understand that, by undermining the profession with his “anyone can teach” dogma, he is undermining standards in exactly the same way as they were undermined in Sweden?

Mr Stuart: Will the hon. Gentleman give way?

Kevin Brennan: Not at the moment.

We all remember the Secretary of State’s infatuation with the Swedish model. He even wrote about it in The Independent newspaper, under the headline “Michael Gove: We need a Swedish education system”. He was saying that we needed free schools—eventually to be run for profit, presumably, as in Sweden—and unqualified, low-paid teachers. His praise for Sweden was effusive. He went on to say that

“what has worked in Sweden can work here.”

We do not hear much about Sweden from him now. I think I can say, without fear of being accused by the statistics authority of abusing the PISA statistics—unlike the Secretary of State, who was rapped on the knuckles for doing so when talking about the PISA statistics for this country—that Sweden has plummeted down the PISA tables after pursuing the very reform programme

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that the Secretary of State is now adopting in this country, including the use of unqualified teachers. Perhaps the Chair of the Select Committee, the hon. Member for Beverley and Holderness (Mr Stuart), might like to look at that evidence with his Committee. Sweden is now as invisible in the Secretary of State’s speeches and articles as the Schools Minister is in this debate on teaching.

It would be helpful if the Government were willing to tell us what qualifications the teachers have in the schools that are causing concern. I have asked him about the Al-Madinah free school in Derby. On 16 October last year, in response to a parliamentary question about the qualifications held by teachers in free schools, I was told:

“Data on each qualification held by each teacher is not collected.”—[Official Report, 16 October 2013; Vol. 568, c. 746W.]

I thought that that could not be right, so on 18 November 2013 I asked whether the Secretary of State would

“publish in anonymised form the qualifications held by each member of the teaching staff at the Al-Madinah Free School”

at the beginning of last September’s term. I was told:

“It would be inappropriate to publish any details until the Secretary of State for Education has concluded the next steps in this case.”—[Official Report, 18 November 2013; Vol. 570, c. 729W.]

On 6 January this year, when those next steps had been taken, I asked again for details of the qualifications. I was told that it would be “inappropriate” to publish any details of staff qualifications. On 14 January, I asked why it would be inappropriate, and received an answer simply repeating that it would be inappropriate to answer the question.

Lloyd George was once driving around north Wales and he stopped his car to ask a Welsh farmer for directions. He said, “Where am I?”, and the farmer replied, “You’re in your car.” That is exactly the method used by the Department for Education to answer parliamentary questions. The answers are short, accurate and tell us absolutely nothing that we did not already know. The Secretary of State said today that he was going to release that information, and I know that he will do so because he is a man of his word. I look forward to receiving that information tomorrow.

A YouGov poll has shown that 89% of parents do not want their child to attend a school whose teachers do not have professional teaching qualifications. Before the Secretary of State goes on again about unqualified teachers in the private sector, he might want to reflect on the fact that the latest Ofsted report shows that 13% of schools in the selective fee-paying sector were judged “inadequate”.

As our motion says, no school system can surpass the quality of its teachers. Before I finish, I want to turn briefly to the issue of the South Leeds academy. The Secretary of State has kindly passed to me the letter that he received yesterday, which he presumably solicited ahead of this debate. In the letter, the academy accepts that it placed the advert to which my hon. Friend the Member for Stoke-on-Trent Central (Tristram Hunt) has referred, but says that it was

“placed in error by a new and inexperienced clerical assistant”.

We accept that explanation. What it also says in that letter, which the Secretary of State did not highlight, is that the academy trust involved says that the School Partnership Trust Academies

“always seeks to employ teachers with qualified teaching status.”

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It agrees with us, not with the Secretary of State. We should be employing teachers with qualified teacher status. He is wrong; we are right, and the SPTA agrees with us on that issue.

Michael Gove: Will the hon. Gentleman give way?

Kevin Brennan: I do not have the time unless the Secretary of State wants to eat into the time of his Minister.

Michael Gove I absolutely do.

Kevin Brennan: The Secretary of State is eating into the time of his Minister.

Michael Gove: Will the hon. Gentleman now withdraw the allegation against the South Leeds academy made by the hon. Member for Stoke-on-Trent Central (Tristram Hunt)?

Kevin Brennan: Everything that my hon. Friend said was entirely accurate and has been confirmed by the letter. As I have said, we completely accept the explanation given in the letter. We accept everything that my hon. Friend has said, and the Secretary of State should accept that his support for unqualified teachers in taxpayer-funded schools is not supported by the School Partnership Trust Academies because it is wrong.

Given that the Secretary of State has given me some extra time, I will conclude my speech. As our motion says, no school system can surpass the quality of its teachers. That is why we need qualified quality professionals in our classrooms and better continuing professional development with revalidation to allow teachers to excel in their vocations. Yes, teaching is a vocation, as anyone who has watched programmes such as “Educating Yorkshire” or “Tough Young Teachers” or who has taught at any time in a school will know. That is why, despite the undermining of the teaching profession by the man who should be its greatest champion and advocate—the Education Secretary—teachers continue to put in hours long beyond their contractual obligations to help educate our children and build the future of this country. However, they cannot do that for ever without support and while being undermined, which is why we should strengthen, not weaken, their professional status, care about the time bomb of low morale, which this Secretary of State has armed, and pass this motion. Teachers and parents want a new direction and new leadership in education.

6.52 pm

The Parliamentary Under-Secretary of State for Education (Elizabeth Truss): As always, we have had an amusing speech from the hon. Member for Cardiff West (Kevin Brennan), but it reflects an alternative universe, mainly informed by briefings from the National Union of Teachers.

Under this Government, we have seen a huge improvement in the standing and attractiveness of the teaching profession, which is absolutely where it should be. New people are being attracted to teaching in droves. We now have one of the youngest teaching work forces in the developed world, with the exception of Indonesia and Brazil. Three-quarters of new teachers entering the profession either have a first or a 2:1 degree, which is the highest since records began. Teach First is now the largest recruiter of graduates in our country, and the programme

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has quadrupled. We are also extending it to more areas of the country and into early years. We all agree that teaching quality is the No.1 factor in education, and we are determined to raise standards, which is why we have improved the skills test, making it harder to pass. We have limited the number of re-sits that teachers can take. We are paying bursaries and scholarships up to a value of £25,000 in subjects such as maths, physics and chemistry. Last year, we recruited a record number of physics trainees.

What the Opposition are saying about the freedom to hire non-QTS teachers is a complete red herring. There are actually fewer teachers without QTS now than there were under Labour. If it was such a big issue for Labour MPs, why did they not do anything about it in their 13 years of government? There is also little difference between academies, where 96% of teachers are QTS, and maintained schools, where 97% of teachers are QTS. As the Chairman of the Education Committee said, there is simply no evidence that that is a problem in our system. We recognise the importance of empowering head teachers to enable innovation to take place. We do not believe in central diktat and box-ticking, which is what we had under the previous Government. That is why we are reforming teacher pay and conditions and giving schools and head teachers the ability to reward good performance with performance-related pay, although there does not seem to be much agreement on the Opposition Benches about whether that is a good idea.

We can see that schools are using their freedom to do things differently. In the constituency of my hon. Friend the Member for Norwich South (Simon Wright), the Sir Isaac Newton free school, which offers maths and science for 16 to 18-year-olds, has hired a psychology lecturer from the university of East Anglia to teach seminars that introduce students to complex concepts and research. That is only possible because they can hire that person even though they do not have QTS. Many schools are using subject expertise to find the extra people that they need.

I agreed with the hon. Member for Liverpool, West Derby (Stephen Twigg) when he said that there had been too much centralisation and too much of the “invented in Whitehall” mentality. That is why we have put in place a school-led system and why we have had 50 teachers over in Shanghai learning about CPD, peer research and open-door policies from their colleagues in the teaching profession. That is why we are interested in the idea of the royal college of teaching. It must be independent and we would consider funding a good proposition, but the important thing is that it must be school-led and head teachers must be empowered to make the decisions.

Under the previous Government, we had an approach that decided that Whitehall and the Secretary of State knew best. We had centrally driven initiatives, such as the national strategies, that included chunking and told teachers how they should teach. Rather than empowering teachers, they deskilled them. As the shadow Work and Pensions Secretary has said, that led to shocking levels of English and Maths among jobseekers.

In PISA 2012, England showed no improvement in maths or reading during Labour’s period in office. Adult skills among the young people who are leaving school now are better than those for the generation who are retiring. The only good idea the Opposition had in

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government—academies giving head teachers more freedom—is the idea that they are keenest to deny when it comes to the crunch. The success of these schools shows the importance of freedom within a strong framework of accountability. We have already seen huge improvements since 2010, and 250,000 students are no longer in underperforming schools. We have seen a 60% increase in students taking rigorous English baccalaureate GCSEs. I know that the hon. Member for Stoke-on-Trent Central (Tristram Hunt) supports them and I welcome a new pronouncement on that.

The Opposition should not be seeking to undermine those freedoms that deliver better outcomes for our young people. I urge Members to vote for the amendment, which continues the programme we have developed to allow schools and head teachers to decide how best to organise and run their schools. The whole issue of QTS is a red herring. There were more unqualified teachers in schools under Labour than there are now. In fact, the number of teachers without QTS in academies has halved since 2010.

The Opposition’s evidence is baseless and they need to think again about their policies, which will simply involve implementing more box ticking across the country.

Question put (Standing Order No. 31(2), That the original words stand part of the Question.

The House divided:

Ayes 229, Noes 300.

Division No. 196]

[

6.58 pm

AYES

Abbott, Ms Diane

Abrahams, Debbie

Ainsworth, rh Mr Bob

Alexander, rh Mr Douglas

Alexander, Heidi

Ali, Rushanara

Allen, Mr Graham

Ashworth, Jonathan

Austin, Ian

Bailey, Mr Adrian

Bain, Mr William

Balls, rh Ed

Banks, Gordon

Barron, rh Kevin

Bayley, Hugh

Beckett, rh Margaret

Begg, Dame Anne

Benn, rh Hilary

Berger, Luciana

Betts, Mr Clive

Blackman-Woods, Roberta

Blears, rh Hazel

Blenkinsop, Tom

Blomfield, Paul

Bradshaw, rh Mr Ben

Brennan, Kevin

Brown, Lyn

Brown, rh Mr Nicholas

Brown, Mr Russell

Bryant, Chris

Buck, Ms Karen

Burden, Richard

Burnham, rh Andy

Byrne, rh Mr Liam

Campbell, Mr Alan

Campbell, Mr Ronnie

Caton, Martin

Champion, Sarah

Chapman, Jenny

Clark, Katy

Clwyd, rh Ann

Coaker, Vernon

Coffey, Ann

Cooper, Rosie

Cooper, rh Yvette

Corbyn, Jeremy

Creasy, Stella

Cruddas, Jon

Cryer, John

Cunningham, Alex

Cunningham, Mr Jim

Danczuk, Simon

Darling, rh Mr Alistair

David, Wayne

De Piero, Gloria

Docherty, Thomas

Dodds, rh Mr Nigel

Donohoe, Mr Brian H.

Doran, Mr Frank

Doughty, Stephen

Dowd, Jim

Doyle, Gemma

Dromey, Jack

Dugher, Michael

Durkan, Mark

Eagle, Ms Angela

Eagle, Maria

Edwards, Jonathan

Efford, Clive

Elliott, Julie

Ellman, Mrs Louise

Engel, Natascha

Esterson, Bill

Evans, Chris

Farrelly, Paul

Field, rh Mr Frank

Fitzpatrick, Jim

Flello, Robert

Flint, rh Caroline

Flynn, Paul

Fovargue, Yvonne

Francis, Dr Hywel

Gapes, Mike

Gardiner, Barry

Gilmore, Sheila

Glass, Pat

Glindon, Mrs Mary

Godsiff, Mr Roger

Goodman, Helen

Greatrex, Tom

Green, Kate

Greenwood, Lilian

Griffith, Nia

Gwynne, Andrew

Hamilton, Mr David

Hamilton, Fabian

Hanson, rh Mr David

Harman, rh Ms Harriet

Harris, Mr Tom

Havard, Mr Dai

Healey, rh John

Hendrick, Mark

Hepburn, Mr Stephen

Heyes, David

Hillier, Meg

Hilling, Julie

Hodge, rh Margaret

Hodgson, Mrs Sharon

Hoey, Kate

Howarth, rh Mr George

Hunt, Tristram

Irranca-Davies, Huw

Jackson, Glenda

James, Mrs Siân C.

Jamieson, Cathy

Jarvis, Dan

Johnson, rh Alan

Johnson, Diana

Jones, Graham

Jones, Helen

Jones, Mr Kevan

Jowell, rh Dame Tessa

Kaufman, rh Sir Gerald

Kendall, Liz

Khan, rh Sadiq

Lammy, rh Mr David

Lavery, Ian

Lazarowicz, Mark

Leslie, Chris

Lewell-Buck, Mrs Emma

Llwyd, rh Mr Elfyn

Long, Naomi

Love, Mr Andrew

Lucas, Caroline

Mactaggart, Fiona

Mahmood, Shabana

Malhotra, Seema

Mann, John

Marsden, Mr Gordon

McCabe, Steve

McCann, Mr Michael

McCarthy, Kerry

McClymont, Gregg

McDonagh, Siobhain

McDonald, Andy

McDonnell, John

McFadden, rh Mr Pat

McGovern, Alison

McGuire, rh Mrs Anne

McKechin, Ann

McKenzie, Mr Iain

McKinnell, Catherine

Meacher, rh Mr Michael

Mearns, Ian

Miliband, rh Edward

Miller, Andrew

Mitchell, Austin

Moon, Mrs Madeleine

Morden, Jessica

Morrice, Graeme

(Livingston)

Morris, Grahame M.

(Easington)

Mudie, Mr George

Munn, Meg

Murphy, rh Mr Jim

Murphy, rh Paul

Murray, Ian

Nandy, Lisa

O'Donnell, Fiona

Onwurah, Chi

Owen, Albert

Paisley, Ian

Pearce, Teresa

Phillipson, Bridget

Pound, Stephen

Qureshi, Yasmin

Raynsford, rh Mr Nick

Reed, Mr Jamie

Reed, Mr Steve

Reynolds, Emma

Reynolds, Jonathan

Riordan, Mrs Linda

Robertson, John

Robinson, Mr Geoffrey

Rotheram, Steve

Roy, Mr Frank

Roy, Lindsay

Ruane, Chris

Ruddock, rh Dame Joan

Sarwar, Anas

Sawford, Andy

Seabeck, Alison

Sharma, Mr Virendra

Sheerman, Mr Barry

Shuker, Gavin

Skinner, Mr Dennis

Slaughter, Mr Andy

Smith, rh Mr Andrew

Smith, Angela

Smith, Nick

Smith, Owen

Spellar, rh Mr John

Straw, rh Mr Jack

Stringer, Graham

Stuart, Ms Gisela

Sutcliffe, Mr Gerry

Tami, Mark

Thomas, Mr Gareth

Thornberry, Emily

Trickett, Jon

Turner, Karl

Twigg, Derek

Twigg, Stephen

Umunna, Mr Chuka

Vaz, rh Keith

Vaz, Valerie

Walley, Joan

Watson, Mr Tom

Watts, Mr Dave

Whitehead, Dr Alan

Williams, Hywel

Williamson, Chris

Wilson, Phil

Winnick, Mr David

Winterton, rh Ms Rosie

Wood, Mike

Woodcock, John

Woodward, rh Mr Shaun

Wright, David

Wright, Mr Iain

Tellers for the Ayes:

Susan Elan Jones

and

Nic Dakin

NOES

Adams, Nigel

Afriyie, Adam

Aldous, Peter

Amess, Mr David

Andrew, Stuart

Arbuthnot, rh Mr James

Bacon, Mr Richard

Baker, Steve

Baldry, rh Sir Tony

Baldwin, Harriett

Barclay, Stephen

Barker, rh Gregory

Baron, Mr John

Barwell, Gavin

Bebb, Guto

Beith, rh Sir Alan

Bellingham, Mr Henry

Benyon, Richard

Beresford, Sir Paul

Berry, Jake

Bingham, Andrew

Birtwistle, Gordon

Blackman, Bob

Blackwood, Nicola

Boles, Nick

Bone, Mr Peter

Bottomley, Sir Peter

Bradley, Karen

Brady, Mr Graham

Brake, rh Tom

Bray, Angie

Brazier, Mr Julian

Bridgen, Andrew

Brine, Steve

Brokenshire, James

Brooke, Annette

Browne, Mr Jeremy

Bruce, Fiona

Bruce, rh Sir Malcolm

Buckland, Mr Robert

Burley, Mr Aidan

Burns, Conor

Burns, rh Mr Simon

Burrowes, Mr David

Burstow, rh Paul

Burt, rh Alistair

Burt, Lorely

Byles, Dan

Cable, rh Vince

Cairns, Alun

Campbell, rh Sir Menzies

Carswell, Mr Douglas

Cash, Mr William

Chishti, Rehman

Clark, rh Greg

Clarke, rh Mr Kenneth

Clifton-Brown, Geoffrey

Coffey, Dr Thérèse

Collins, Damian

Cox, Mr Geoffrey

Crabb, Stephen

Crockart, Mike

Crouch, Tracey

Davey, rh Mr Edward

Davies, Glyn

Davies, Philip

de Bois, Nick

Dinenage, Caroline

Djanogly, Mr Jonathan

Dorrell, rh Mr Stephen

Dorries, Nadine

Doyle-Price, Jackie

Drax, Richard

Duddridge, James

Duncan, rh Mr Alan

Duncan Smith, rh Mr Iain

Dunne, Mr Philip

Ellis, Michael

Ellison, Jane

Ellwood, Mr Tobias

Elphicke, Charlie

Evans, Graham

Evennett, Mr David

Fabricant, Michael

Farron, Tim

Field, Mark

Foster, rh Mr Don

Francois, rh Mr Mark

Freeman, George

Freer, Mike

Fuller, Richard

Garnier, Sir Edward

Garnier, Mark

Gauke, Mr David

George, Andrew

Gibb, Mr Nick

Gilbert, Stephen

Glen, John

Goldsmith, Zac

Goodwill, Mr Robert

Gove, rh Michael

Gray, Mr James

Grayling, rh Chris

Green, rh Damian

Greening, rh Justine

Grieve, rh Mr Dominic

Griffiths, Andrew

Gummer, Ben

Halfon, Robert

Hames, Duncan

Hammond, Stephen

Hands, Greg

Harper, Mr Mark

Harris, Rebecca

Harvey, Sir Nick

Haselhurst, rh Sir Alan

Heald, Oliver

Heath, Mr David

Heaton-Harris, Chris

Hemming, John

Henderson, Gordon

Hendry, Charles

Herbert, rh Nick

Hinds, Damian

Hoban, Mr Mark

Hollingbery, George

Hollobone, Mr Philip

Holloway, Mr Adam

Hopkins, Kris

Horwood, Martin

Howarth, Sir Gerald

Howell, John

Hughes, rh Simon

Hunt, rh Mr Jeremy

Huppert, Dr Julian

Hurd, Mr Nick

Jackson, Mr Stewart

James, Margot

Javid, Sajid

Jenkin, Mr Bernard

Johnson, Gareth

Johnson, Joseph

Jones, Andrew

Jones, rh Mr David

Jones, Mr Marcus

Kawczynski, Daniel

Kelly, Chris

Kirby, Simon

Knight, rh Sir Greg

Lamb, Norman

Lancaster, Mark

Lansley, rh Mr Andrew

Laws, rh Mr David

Leadsom, Andrea

Lee, Jessica

Lee, Dr Phillip

Leech, Mr John

Leslie, Charlotte

Letwin, rh Mr Oliver

Lewis, Brandon

Lewis, Dr Julian

Lilley, rh Mr Peter

Lloyd, Stephen

Lord, Jonathan

Loughton, Tim

Luff, Sir Peter

Lumley, Karen

Macleod, Mary

Main, Mrs Anne

Maynard, Paul

McCartney, Jason

McCartney, Karl

McIntosh, Miss Anne

McLoughlin, rh Mr Patrick

McPartland, Stephen

McVey, Esther

Menzies, Mark

Mercer, Patrick

Metcalfe, Stephen

Miller, rh Maria

Mills, Nigel

Milton, Anne

Mitchell, rh Mr Andrew

Moore, rh Michael

Mordaunt, Penny

Morris, Anne Marie

Morris, David

Morris, James

Mosley, Stephen

Mowat, David

Mulholland, Greg

Mundell, rh David

Munt, Tessa

Murray, Sheryll

Newmark, Mr Brooks

Newton, Sarah

Nokes, Caroline

Norman, Jesse

Nuttall, Mr David

O'Brien, rh Mr Stephen

Offord, Dr Matthew

Ollerenshaw, Eric

Opperman, Guy

Ottaway, rh Sir Richard

Paice, rh Sir James

Parish, Neil

Patel, Priti

Pawsey, Mark

Penning, Mike

Penrose, John

Percy, Andrew

Phillips, Stephen

Pincher, Christopher

Poulter, Dr Daniel

Prisk, Mr Mark

Pugh, John

Raab, Mr Dominic

Randall, rh Sir John

Reckless, Mark

Redwood, rh Mr John

Rees-Mogg, Jacob

Reid, Mr Alan

Rifkind, rh Sir Malcolm

Robathan, rh Mr Andrew

Robertson, rh Hugh

Robertson, Mr Laurence

Rogerson, Dan

Rosindell, Andrew

Rudd, Amber

Ruffley, Mr David

Russell, Sir Bob

Rutley, David

Sanders, Mr Adrian

Sandys, Laura

Scott, Mr Lee

Selous, Andrew

Shapps, rh Grant

Sharma, Alok

Shelbrooke, Alec

Shepherd, Sir Richard

Simpson, Mr Keith

Skidmore, Chris

Smith, Chloe

Smith, Henry

Smith, Julian

Smith, Sir Robert

Soames, rh Nicholas

Soubry, Anna

Spelman, rh Mrs Caroline

Stanley, rh Sir John

Stephenson, Andrew

Stevenson, John

Stewart, Bob

Stewart, Iain

Stewart, Rory

Streeter, Mr Gary

Stride, Mel

Stuart, Mr Graham

Stunell, rh Sir Andrew

Sturdy, Julian

Swales, Ian

Swayne, rh Mr Desmond

Syms, Mr Robert

Tapsell, rh Sir Peter

Teather, Sarah

Thornton, Mike

Thurso, John

Timpson, Mr Edward

Tomlinson, Justin

Tredinnick, David

Truss, Elizabeth

Turner, Mr Andrew

Tyrie, Mr Andrew

Uppal, Paul

Vaizey, Mr Edward

Vara, Mr Shailesh

Vickers, Martin

Walker, Mr Charles

Wallace, Mr Ben

Ward, Mr David

Weatherley, Mike

Webb, Steve

Wharton, James

Wheeler, Heather

Whittaker, Craig

Whittingdale, Mr John

Wiggin, Bill

Willetts, rh Mr David

Williams, Mr Mark

Williams, Roger

Williams, Stephen

Williamson, Gavin

Willott, Jenny

Wilson, Mr Rob

Wollaston, Dr Sarah

Wright, Jeremy

Wright, Simon

Yeo, Mr Tim

Young, rh Sir George

Zahawi, Nadhim

Tellers for the Noes:

Mr Sam Gyimah

and

Mark Hunter

Question accordingly negatived.

29 Jan 2014 : Column 972

29 Jan 2014 : Column 973

29 Jan 2014 : Column 974

29 Jan 2014 : Column 975

Question put forthwith (Standing Order No. 31(2)), That the proposed words be there added.

The House divided:

Ayes 301, Noes 227.

Division No. 197]

[

7.14 pm

AYES

Adams, Nigel

Afriyie, Adam

Aldous, Peter

Amess, Mr David

Andrew, Stuart

Arbuthnot, rh Mr James

Bacon, Mr Richard

Baker, Steve

Baldry, rh Sir Tony

Baldwin, Harriett

Barclay, Stephen

Barker, rh Gregory

Baron, Mr John

Barwell, Gavin

Bebb, Guto

Beith, rh Sir Alan

Bellingham, Mr Henry

Benyon, Richard

Beresford, Sir Paul

Berry, Jake

Bingham, Andrew

Birtwistle, Gordon

Blackman, Bob

Blackwood, Nicola

Boles, Nick

Bone, Mr Peter

Bottomley, Sir Peter

Bradley, Karen

Brady, Mr Graham

Brake, rh Tom

Bray, Angie

Brazier, Mr Julian

Bridgen, Andrew

Brine, Steve

Brokenshire, James

Brooke, Annette

Browne, Mr Jeremy

Bruce, Fiona

Bruce, rh Sir Malcolm

Buckland, Mr Robert

Burley, Mr Aidan

Burns, Conor

Burns, rh Mr Simon

Burrowes, Mr David

Burstow, rh Paul

Burt, Lorely

Byles, Dan

Cable, rh Vince

Cairns, Alun

Campbell, rh Sir Menzies

Carswell, Mr Douglas

Cash, Mr William

Chishti, Rehman

Clark, rh Greg

Clarke, rh Mr Kenneth

Clifton-Brown, Geoffrey

Coffey, Dr Thérèse

Collins, Damian

Cox, Mr Geoffrey

Crabb, Stephen

Crockart, Mike

Crouch, Tracey

Davey, rh Mr Edward

Davies, Glyn

Davies, Philip

Dinenage, Caroline

Djanogly, Mr Jonathan

Dodds, rh Mr Nigel

Dorrell, rh Mr Stephen

Dorries, Nadine

Doyle-Price, Jackie

Drax, Richard

Duddridge, James

Duncan, rh Mr Alan

Duncan Smith, rh Mr Iain

Dunne, Mr Philip

Ellis, Michael

Ellison, Jane

Ellwood, Mr Tobias

Elphicke, Charlie

Evans, Graham

Evennett, Mr David

Fabricant, Michael

Farron, Tim

Field, Mark

Foster, rh Mr Don

Francois, rh Mr Mark

Freeman, George

Freer, Mike

Fuller, Richard

Garnier, Sir Edward

Garnier, Mark

Gauke, Mr David

George, Andrew

Gibb, Mr Nick

Gilbert, Stephen

Glen, John

Goldsmith, Zac

Goodwill, Mr Robert

Gove, rh Michael

Gray, Mr James

Grayling, rh Chris

Green, rh Damian

Greening, rh Justine

Grieve, rh Mr Dominic

Griffiths, Andrew

Gummer, Ben

Halfon, Robert

Hames, Duncan

Hammond, Stephen

Hands, Greg

Harper, Mr Mark

Harris, Rebecca

Harvey, Sir Nick

Haselhurst, rh Sir Alan

Hayes, rh Mr John

Heald, Oliver

Heath, Mr David

Heaton-Harris, Chris

Hemming, John

Henderson, Gordon

Hendry, Charles

Herbert, rh Nick

Hinds, Damian

Hoban, Mr Mark

Hollingbery, George

Hollobone, Mr Philip

Holloway, Mr Adam

Hopkins, Kris

Horwood, Martin

Howarth, Sir Gerald

Howell, John

Hughes, rh Simon

Hunt, rh Mr Jeremy

Huppert, Dr Julian

Hurd, Mr Nick

Jackson, Mr Stewart

James, Margot

Javid, Sajid

Jenkin, Mr Bernard

Johnson, Gareth

Johnson, Joseph

Jones, Andrew

Jones, rh Mr David

Jones, Mr Marcus

Kawczynski, Daniel

Kelly, Chris

Kirby, Simon

Knight, rh Sir Greg

Lamb, Norman

Lancaster, Mark

Lansley, rh Mr Andrew

Laws, rh Mr David

Leadsom, Andrea

Lee, Jessica

Lee, Dr Phillip

Leech, Mr John

Leslie, Charlotte

Letwin, rh Mr Oliver

Lewis, Brandon

Lewis, Dr Julian

Lilley, rh Mr Peter

Lloyd, Stephen

Lord, Jonathan

Loughton, Tim

Luff, Sir Peter

Lumley, Karen

Macleod, Mary

Main, Mrs Anne

Maynard, Paul

McCartney, Jason

McCartney, Karl

McIntosh, Miss Anne

McLoughlin, rh Mr Patrick

McPartland, Stephen

McVey, Esther

Menzies, Mark

Mercer, Patrick

Metcalfe, Stephen

Miller, rh Maria

Mills, Nigel

Milton, Anne

Mitchell, rh Mr Andrew

Moore, rh Michael

Mordaunt, Penny

Morris, Anne Marie

Morris, David

Morris, James

Mosley, Stephen

Mowat, David

Mulholland, Greg

Mundell, rh David

Munt, Tessa

Murray, Sheryll

Newmark, Mr Brooks

Newton, Sarah

Nokes, Caroline

Norman, Jesse

Nuttall, Mr David

O'Brien, rh Mr Stephen

Offord, Dr Matthew

Ollerenshaw, Eric

Opperman, Guy

Ottaway, rh Sir Richard

Paice, rh Sir James

Paisley, Ian

Parish, Neil

Patel, Priti

Pawsey, Mark

Penning, Mike

Penrose, John

Percy, Andrew

Phillips, Stephen

Pincher, Christopher

Poulter, Dr Daniel

Prisk, Mr Mark

Pugh, John

Raab, Mr Dominic

Randall, rh Sir John

Reckless, Mark

Redwood, rh Mr John

Rees-Mogg, Jacob

Reid, Mr Alan

Rifkind, rh Sir Malcolm

Robathan, rh Mr Andrew

Robertson, rh Hugh

Robertson, Mr Laurence

Rogerson, Dan

Rosindell, Andrew

Rudd, Amber

Ruffley, Mr David

Russell, Sir Bob

Rutley, David

Sanders, Mr Adrian

Sandys, Laura

Scott, Mr Lee

Selous, Andrew

Shapps, rh Grant

Sharma, Alok

Shelbrooke, Alec

Shepherd, Sir Richard

Simpson, Mr Keith

Skidmore, Chris

Smith, Chloe

Smith, Henry

Smith, Julian

Smith, Sir Robert

Soames, rh Nicholas

Soubry, Anna

Spelman, rh Mrs Caroline

Stanley, rh Sir John

Stephenson, Andrew

Stevenson, John

Stewart, Bob

Stewart, Iain

Stewart, Rory

Streeter, Mr Gary

Stride, Mel

Stuart, Mr Graham

Stunell, rh Sir Andrew

Sturdy, Julian

Swales, Ian

Swayne, rh Mr Desmond

Syms, Mr Robert

Tapsell, rh Sir Peter

Teather, Sarah

Thornton, Mike

Thurso, John

Timpson, Mr Edward

Tomlinson, Justin

Tredinnick, David

Truss, Elizabeth

Turner, Mr Andrew

Tyrie, Mr Andrew

Uppal, Paul

Vaizey, Mr Edward

Vara, Mr Shailesh

Vickers, Martin

Walker, Mr Charles

Wallace, Mr Ben

Ward, Mr David

Weatherley, Mike

Webb, Steve

Wharton, James

Wheeler, Heather

Whittaker, Craig

Whittingdale, Mr John

Wiggin, Bill

Willetts, rh Mr David

Williams, Mr Mark

Williams, Roger

Williams, Stephen

Williamson, Gavin

Willott, Jenny

Wilson, Mr Rob

Wollaston, Dr Sarah

Wright, Jeremy

Wright, Simon

Yeo, Mr Tim

Young, rh Sir George

Zahawi, Nadhim

Tellers for the Ayes:

Mr Sam Gyimah

and

Mark Hunter

NOES

Abbott, Ms Diane

Abrahams, Debbie

Ainsworth, rh Mr Bob

Alexander, rh Mr Douglas

Alexander, Heidi

Ali, Rushanara

Allen, Mr Graham

Ashworth, Jonathan

Austin, Ian

Bailey, Mr Adrian

Bain, Mr William

Balls, rh Ed

Banks, Gordon

Barron, rh Kevin

Bayley, Hugh

Beckett, rh Margaret

Begg, Dame Anne

Benn, rh Hilary

Berger, Luciana

Betts, Mr Clive

Blackman-Woods, Roberta

Blears, rh Hazel

Blenkinsop, Tom

Blomfield, Paul

Bradshaw, rh Mr Ben

Brennan, Kevin

Brown, Lyn

Brown, rh Mr Nicholas

Brown, Mr Russell

Bryant, Chris

Buck, Ms Karen

Burden, Richard

Burnham, rh Andy

Byrne, rh Mr Liam

Campbell, Mr Alan

Campbell, Mr Ronnie

Caton, Martin

Champion, Sarah

Chapman, Jenny

Clark, Katy

Clwyd, rh Ann

Coaker, Vernon

Coffey, Ann

Cooper, Rosie

Cooper, rh Yvette

Corbyn, Jeremy

Creasy, Stella

Cruddas, Jon

Cryer, John

Cunningham, Alex

Cunningham, Mr Jim

Danczuk, Simon

Darling, rh Mr Alistair

David, Wayne

De Piero, Gloria

Docherty, Thomas

Donohoe, Mr Brian H.

Doran, Mr Frank

Doughty, Stephen

Dowd, Jim

Doyle, Gemma

Dromey, Jack

Dugher, Michael

Durkan, Mark

Eagle, Ms Angela

Eagle, Maria

Edwards, Jonathan

Efford, Clive

Elliott, Julie

Ellman, Mrs Louise

Engel, Natascha

Esterson, Bill

Evans, Chris

Farrelly, Paul

Field, rh Mr Frank

Fitzpatrick, Jim

Flello, Robert

Flint, rh Caroline

Flynn, Paul

Fovargue, Yvonne

Francis, Dr Hywel

Gapes, Mike

Gardiner, Barry

Gilmore, Sheila

Glass, Pat

Glindon, Mrs Mary

Godsiff, Mr Roger

Goodman, Helen

Greatrex, Tom

Green, Kate

Greenwood, Lilian

Griffith, Nia

Gwynne, Andrew

Hamilton, Mr David

Hamilton, Fabian

Hanson, rh Mr David

Harman, rh Ms Harriet

Harris, Mr Tom

Havard, Mr Dai

Healey, rh John

Hendrick, Mark

Hepburn, Mr Stephen

Heyes, David

Hillier, Meg

Hilling, Julie

Hodge, rh Margaret

Hodgson, Mrs Sharon

Hoey, Kate

Howarth, rh Mr George

Hunt, Tristram

Irranca-Davies, Huw

Jackson, Glenda

James, Mrs Siân C.

Jamieson, Cathy

Jarvis, Dan

Johnson, rh Alan

Johnson, Diana

Jones, Graham

Jones, Helen

Jones, Mr Kevan

Jowell, rh Dame Tessa

Kaufman, rh Sir Gerald

Kendall, Liz

Khan, rh Sadiq

Lammy, rh Mr David

Lavery, Ian

Lazarowicz, Mark

Leslie, Chris

Lewell-Buck, Mrs Emma

Llwyd, rh Mr Elfyn

Long, Naomi

Love, Mr Andrew

Lucas, Caroline

Mactaggart, Fiona

Mahmood, Shabana

Malhotra, Seema

Mann, John

Marsden, Mr Gordon

McCabe, Steve

McCann, Mr Michael

McCarthy, Kerry

McClymont, Gregg

McDonagh, Siobhain

McDonald, Andy

McDonnell, John

McFadden, rh Mr Pat

McGovern, Alison

McGuire, rh Mrs Anne

McKechin, Ann

McKenzie, Mr Iain

McKinnell, Catherine

Meacher, rh Mr Michael

Mearns, Ian

Miliband, rh Edward

Miller, Andrew

Mitchell, Austin

Moon, Mrs Madeleine

Morden, Jessica

Morrice, Graeme

(Livingston)

Morris, Grahame M.

(Easington)

Mudie, Mr George

Munn, Meg

Murphy, rh Mr Jim

Murphy, rh Paul

Murray, Ian

Nandy, Lisa

O'Donnell, Fiona

Onwurah, Chi

Owen, Albert

Pearce, Teresa

Phillipson, Bridget

Pound, Stephen

Qureshi, Yasmin

Raynsford, rh Mr Nick

Reed, Mr Jamie

Reed, Mr Steve

Reynolds, Emma

Reynolds, Jonathan

Riordan, Mrs Linda

Robertson, John

Robinson, Mr Geoffrey

Rotheram, Steve

Roy, Mr Frank

Roy, Lindsay

Ruane, Chris

Ruddock, rh Dame Joan

Sarwar, Anas

Sawford, Andy

Seabeck, Alison

Sharma, Mr Virendra

Sheerman, Mr Barry

Shuker, Gavin

Skinner, Mr Dennis

Slaughter, Mr Andy

Smith, rh Mr Andrew

Smith, Angela

Smith, Nick

Smith, Owen

Spellar, rh Mr John

Straw, rh Mr Jack

Stringer, Graham

Stuart, Ms Gisela

Sutcliffe, Mr Gerry

Tami, Mark

Thomas, Mr Gareth

Thornberry, Emily

Trickett, Jon

Turner, Karl

Twigg, Derek

Twigg, Stephen

Umunna, Mr Chuka

Vaz, rh Keith

Vaz, Valerie

Walley, Joan

Watson, Mr Tom

Watts, Mr Dave

Whitehead, Dr Alan

Williams, Hywel

Williamson, Chris

Wilson, Phil

Winnick, Mr David

Winterton, rh Ms Rosie

Wood, Mike

Woodcock, John

Woodward, rh Mr Shaun

Wright, David

Wright, Mr Iain

Tellers for the Noes:

Susan Elan Jones

and

Nic Dakin

Question accordingly agreed to.

29 Jan 2014 : Column 976

29 Jan 2014 : Column 977

29 Jan 2014 : Column 978

29 Jan 2014 : Column 979

The Speaker declared the main Question, as amended, to be agreed to (Standing Order No. 31(2)).

Resolved,

That this House notes that the Coalition Government is committed to raising the quality and status of teaching; acknowledges the significant progress made since 2010 in achieving those aims; recognises that the part of the Coalition led by the Deputy Prime Minister believes that all state-funded schools should employ teachers with or working towards Qualified Teacher Status; also recognises that the part of the Coalition led by the Prime Minister believes that free schools and academies should retain the freedom to hire the best teachers regardless of whether they hold Qualified Teacher Status; and registers the fact that the number of teachers without Qualified Teacher Status has fallen under this Government.

Business without Debate

Delegated Legislation

Motion made, and Question put forthwith (Standing Order No. 118(6)),

Commons

That the draft Commons (Town and Village Greens) (Trigger and Terminating Events) Order 2013, which was laid before this House on 9 December 2013, be approved.—(Mark Lancaster.)

Question agreed to.

Motion made, and Question put forthwith (Standing Order No. 118(6)),

Council Tax

That the draft Localism Act 2011 (Consequential Amendments) Order 2014, which was laid before this House on 7 January, be approved.—(Mark Lancaster.)

Question agreed to.

Motion made, and Question put forthwith (Standing Order No. 118(6)),

Income Tax

That the draft Enactment of Extra-Statutory Concessions Order 2014, which was laid before this House on 6 January, be approved.—(Mark Lancaster.)

Question agreed to.

29 Jan 2014 : Column 980

Solar PV Panels (Planning)

Motion made, and Question proposed, That this House do now adjourn.—(Mark Lancaster.)

7.26 pm

Mr Brooks Newmark (Braintree) (Con): As you are aware, Mr Speaker, I presented a petition to Parliament on 12 November 2013 on behalf of my constituents in the parishes of Foxearth and Liston. The petition, signed by more than 700 residents of Belchamp St Paul, Belchamp Otten, Foxearth, Liston and Pentlow villages was in opposition to a proposed solar panel farm. The proposal is for up to 300 acres of 8-foot high solar panels on prime agricultural land—the highest grade in all of Essex—for a minimum of 25 years, thereby degrading the land and, most importantly, spoiling the surrounding landscape. That point is especially important to my constituents, as the proposed site is on the edge of an area of outstanding natural beauty and what is known as Constable country.

Before I get into the substance of my argument, I wish to point out that I have no objection in principle to solar panels and believe that they play an important role in our country’s future energy mix. Indeed, there is another proposal for a solar farm in my constituency that I support. It is for a 50-acre solar farm on a disused airfield near Gosfield. The Gosfield solar farm would be on a brownfield site and has the support of Hedingham and Gosfield parish councils and the wider community. I mention that alternative proposal to draw the Minister’s attention to my view of what is an appropriate site and what is an inappropriate one.

Mr Robert Buckland (South Swindon) (Con): May I echo my hon. Friend’s support for the development of photovoltaic facilities on brownfield sites? In my constituency, at the old RAF Wroughton site, the largest PV installation in Britain has just received approval from the local planning authority. It enjoys support from the local parish council and local residents, and we believe it will make a meaningful difference to local energy generation and be an important part of renewable energy capacity in this country.

Mr Newmark: I thank my hon. Friend. That is exactly the sort of site on which we should support the building of solar panels.

One of the planned solar panel farms in my constituency has the support of the local residents and the local parish councils and is on a brownfield site. The other has no support from local residents or the local parish councils and is on prime arable land adjacent to an area of outstanding natural beauty.

Glyn Davies (Montgomeryshire) (Con): I generally support my hon. Friend’s view on alternative sites and I, too, support solar farms in the right place. Does he agree that when considering a solar farm we must take into account the power lines leading to that farm, and the impact they have on the environment?

Mr Newmark: My hon. Friend raises an important point. I fought a long, hard campaign in that part of north Essex to ensure that any power lines proposed were buried underground as they impinge on the environment I am seeking to protect.

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Let me return to the proposal for a 300-acre solar panel farm in Foxearth and Liston as a case study for the Minister when he reflects on the planning regime for solar panels in rural locations—the subject of my Adjournment debate. A letter from the Minister of State, Department of Energy and Climate Change, my right hon. Friend the Member for Bexhill and Battle (Gregory Barker) states :

“Inappropriately sited solar PV especially in the countryside is something that I take extremely seriously and am determined to crackdown on…support for solar PV should ensure proposals are appropriately sited, given proper weight to environmental considerations such as landscape and visual impact, heritage and local amenity, and provide opportunity for local communities to influence decisions that affect them.”

Given that excellent guidance from the Minister, given the quality of land under consideration—it is grade 2 agricultural land and protected as such under the national planning policy framework—and bearing in mind the almost unanimous opposition to acres and acres of solar panels blighting some of the most beautiful countryside, not just in Essex but in the country, the siting of this solar panel farm, unlike the one at Gosfield, is wholly inappropriate.

Unfortunately, notwithstanding the extremely helpful guidance from the DECC Minister, planning officers at Braintree district council take a very different line. Indeed, they say that the Minister’s letter is not worth the paper it is written on. They state that unless Department for Communities and Local Government planning regulations are changed specifically from those indicated in planning practice guidance for renewable and low-carbon energy, dated July 2013, to exclude grades 1 to 3A prime agricultural land, permission is likely to be given to the planned solar farms under current regulations.

In fact, the planning officer is minded to give planning permission for the initial 40-acre solar farm on the basis that the developer will abide by section 27 of the planning practice guidance for renewable and low-carbon energy, which states that

“particular factors a local authority will need to consider include: encouraging the effective use of previously developed land, that it allows for continued agricultural use and/or encourages biodiversity improvements around arrays”—

I assume that arrays are solar panels. The planning officer said that if the biodiversity condition is met, he is likely to give planning permission for the initial 40-acre plot. To my mind, that is absurd. It is absurd because he says that local objections are of little relevance and that the visual impact has little bearing on his decision, even though it abuts an area of outstanding natural beauty. It is absurd because as long as the proposal ticks his biodiversity box, such as sheep grazing among the solar panels, it is likely to go ahead.

Imagine, Madam Deputy Speaker, a Constable painting of some of the most beautiful Essex countryside, with sheep gently grazing amid 300 acres of 8-foot high metal solar panels. That goes beyond the imagination of even the most avant-garde surrealist and Dadaist painter. I strongly believe that the planning officer should take the other points from the DECC Minister’s letter into account, which the planning officer says has no basis in the guidelines.

Braintree district council tells me that it will, under current regulation, approve the application, given that it is for a temporary installation. However, given the

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damage that will be done to the area, I do not believe 25 years is temporary. Does the Minister honestly believe we should be building on some of the best food production land in Essex? Me thinks not.

The provisions of the national planning policy framework requiring “a demonstration of necessity” in selecting high-quality arable land over low-quality land are too often ignored by local planning authorities. Planning authorities seem too ready to compromise on their policies to accommodate such applications, and they remain behind the curve in taking Government guidance on board. That is the exact problem in my constituency, where planning applications have been made for solar panels to be placed on hundreds of acres of prime agricultural land. The planning framework needs to demonstrate more clearly the need to spare at least grade 2 agricultural land from being covered with solar panels. I believe the guidance should direct local planning authorities to consider roof tops and brownfield sites such as the Gosfield proposal for the installation of solar panels.

Given the DECC Minister’s guidance in his letter of 14 October, more needs to be done in the legislation, not just the guidelines, to impress upon local planning authorities the importance of not building on prime agricultural land. The DECC Minister has made it abundantly clear that agricultural land must not be used for solar farms, and that such installations should be directed towards brownfield sites, and commercial and industrial roof spaces, but there is so far little evidence that his words are getting through. A clear directive to local planning authorities in that regard by the Minister is obviously overdue, and a reassessment of the incentives and sanctions should be considered. Planning authorities must be given clear instructions as to their legal obligations in that regard, such that they comply with the law.

In addition, there should be an environmental impact assessment, which for some reason is not a condition for siting solar panels in rural areas, although it would be a requirement if one of the cottages in the same area wanted to build a garage. I do not understand why 8-foot high solar panels on between 40 acres to 300 acres should not be subjected to an environmental impact assessment, especially in cases such as the one I have described, in which the environmental impact through blight is high. Nevertheless, local planning authorities often elect not to call for an environmental impact assessment. It would appear that, because the operation of generating electricity by such means is clean, does not appreciably degrade the site on which panels are situated and is “of only local importance”, no environmental impact assessment is considered necessary. In reality, such installations fundamentally alter the character and visual environment of the location in which they are situated.

Overall, Government directives and letters from the DECC Minister appear to be having little effect in countering the headlong drive on the part of developers and landowners to get into the solar farm business by taking over food producing land, especially high-quality agricultural land, suggesting that the incentives may have been incorrectly set, or that the available sanctions are not being applied with sufficient rigour. I would like the Minister to consider changing the legislation to ensure that local planning authorities can consider the

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quality of land, the visual impact on the countryside and the views of local people before granting permission for solar panel farms to be built.

I have three specific questions for the Minister. First, can he confirm that the Government will issue updated planning practice guidance that explicitly states whether agricultural land classified as being the “best and most versatile”, meaning grades 1, 2 and 3a, is suitable for use as a solar farm? Secondly, does the Minister know of any plans to update the environmental impact assessment regulations in respect of solar farms, and specifically the criteria and thresholds for the purposes of the definition of schedule 2 development, meaning the thresholds at which the regulations suggest that an environmental statement is likely to be required in support of a planning application?

Thirdly, following publication by the Government of the “Solar PV Strategy Part 1” in October 2013, will the Minister give an update on the scheduled date of publication for the widely anticipated solar PV strategy that has previously been scheduled for publication in spring 2014? Will the advice in that document replace the current planning practice guidance?

I would like to end by thanking Braintree district councillors Julian Swift and Jo Beavis; the planning officers at Braintree district council; Nigel Harley; Clive Waite of the upper Stour valley renewable energy joint committee; and the residents of Foxearth, Liston, Pentlow, Belchamp St Paul and Belchamp Otten for their valuable input to my speech. I thank the Minister for taking the time to listen to the concerns of my constituents and I look forward to his response.

7.40 pm

The Parliamentary Under-Secretary of State for Communities and Local Government (Nick Boles): I congratulate my hon. Friend on securing the debate on such an important subject for his constituents. It is a subject that he has raised with me in writing and in person, and now, rightly and properly, on the Floor of the House.

I hope I will be able to reassure my hon. Friend that there are already guidelines in place and policies in the national planning policy framework that are sufficient to support the kinds of decisions he seeks. I hope he will also understand that I cannot refer to, or make a judgment on, any particular application under consideration by any planning authority.

The policies in the national planning policy framework are clear that there is no excuse for putting solar farms in the wrong places. The framework is clear that applications for renewable energy developments, such as solar farms, should be approved only if the impact, including the impact on the landscape—the visual and the cumulative impact—is or can be made acceptable. That is a very high test. It should be approved only if the impact can be made acceptable. Where significant development is necessary on agricultural land, the national planning policy framework is equally clear that local planning authorities should seek to use areas of poorer quality in preference to that of a higher quality. Where land is designated at a relatively high grade it should not be preferred for the siting of such developments.

In addition, the framework is clear that planning should take account of the different roles and character of different areas. It should protect areas with a landscape

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designation. It should recognise the character and beauty of the countryside and support the rural communities within it. It is very important, given the particular countryside he was talking about, that areas of outstanding natural beauty have the highest status of protection in relation to landscape and scenic beauty. The framework is clear that great weight should be given to conserving them. I therefore encourage my hon. Friend to draw the attention of planning officers in his council to those elements of the framework, the clarity and the strength with which those policies are phrased, and encourage them to believe that they can assist them in their decisions.

Mr Newmark: I am listening very carefully to what my hon. Friend is saying, and many of his points reflect the excellent advice given by the Minister of State, Department of Energy and Climate Change, my right hon. Friend the Member for Bexhill and Battle (Gregory Barker) in his letter to me in October. The reality, however, is that when speaking to Braintree district councillors—notwithstanding that it is the highest grade agricultural land, grade 2, in Essex—they say that as long as a biodiversity requirement is met, they are still minded, because, unfortunately, of the current regulations, to give planning permission for at least the first 40 acres. To me and to many of my constituents, that is unacceptable.

Nick Boles: I can reassure my hon. Friend that this is planning policy: the national planning policy framework is the framework of national planning policy. Every planning decision by every planning authority in the land must abide by the policies in the framework. I do not care what he has been advised by others; I am the planning Minister, and I am advising him that this is the policy that the Government have put through the House, and we intend it to be applied in every planning decision by every planning authority in the land.

Nevertheless, because we shared some of my hon. Friend’s concerns about how these policies were being applied, we issued further planning practice guidance on renewable and low-carbon energy. To ensure that these decisions reflected the environmental balance expected by the framework and that the views of local people were listened to, we published guidance last summer that made some things very clear. We reiterated that the need for renewable energy did not automatically override environmental protections and local communities’ planning concerns. The guidance made it clear that the deployment of large-scale farms could have a negative impact on the rural environment, particularly in undulating landscapes, and set out a number of factors that a local council would need to consider before making a determination.

We expect local authorities to encourage the effective use of previously developed land, and if a proposal involves greenfield land, the guidance clearly states that it should allow for continued agricultural use, but only if it has already met all the other environmental and landscape policy criteria that are set out in the framework and which are reiterated, underlined and expanded on in the new planning guidance. I and the Minister of State, Department of Energy and Climate Change, my right hon. Friend the Member for Bexhill and Battle (Gregory Barker), believe that current policy and guidance gives every planning authority in the land the basis on which to take fully into account the landscape and agricultural quality of land.

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Mr Newmark: I appreciate everything that my hon. Friend is saying, but unfortunately money talks, and this has become big business. Many planning officers are nervous, as are local councillors, that if they reject an application and it is appealed, local taxpayers might have to foot the bill. They tend to take a much more cautious—even prudent, dare I say it—approach towards planning and to err on the side of caution by saying, “Actually, we are minded to give permission”, because they do not want to risk an appeal by a wealthy business man or company.

Nick Boles: I am delighted that my hon. Friend has asked that question, because it is important that authorities across the land understand that when they make a decision that has policy support, in the national planning policy framework, and guidance support, in planning guidance, and if it is appealed, they have every right, if they are successful in resisting that appeal, to ask for their costs to be covered. They should feel confident in their decisions, where those decisions follow the policy that I have set out and which I believe is crystal clear. I should also add that it would be a brave planning officer or inspector who dismissed a letter from a Minister of State for Energy and Climate Change in the terms my hon. Friend suggested he had been advised they had to do.

I encourage my hon. Friend, if he is concerned about a particular decision, to familiarise himself with the criteria for call-in and recovery where an application goes to appeal. If he is concerned that a particular application raises issues of national policy importance—and are not, therefore, just of local importance—and in

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some other way meets the criteria for call-in, which are published in a written ministerial statement, he can write to the Secretary of State and request that the decision be called in for ministerial decision. That is open to him at any point. If he decides not to do that, and were the local authority to refuse an application, and were it then appealed, again he could write to the Secretary of State and request that the decision be recovered, so that it can be made by the Secretary of State, not a planning inspector. Those two opportunities are open to him.

My hon. Friend will, I am sure, be aware that there has recently been a recovery of a decision on a substantial solar farm, partly because this is a relatively new area of policy. We have been trying to strike the right balance, which is why we issued the new planning guidance, and we are keen for cases to reflect both the policy in the framework and that new guidance. My hon. Friend should not feel timid or shy about availing himself of the opportunities offered to him by both the call-in and the recovery policies.

I hope that what I have said will go some way towards reassuring my hon. Friend—and, perhaps equally important, his constituents—that they have not been abandoned, and that there is plenty of policy support for the respecting, valuing and protection of the beautiful Constable landscape that my hon. Friend described so lyrically.

Question put and agreed to.

7.50 pm

House adjourned.