HC Deb 15 December 1992 vol 216 cc280-2
4. Mr. David Nicholson

To ask the Secretary of State for Education what representations he has received regarding the administrative work load on teachers as a result of measures to implement the national curriculum and testing.

Mr. Forth

My right hon. Friend has received about 75 letters about this matter since the beginning of the new school year in September.

Mr. Nicholson

That figure does not surprise me. Although I and, I think, all my colleagues vigorously support the Government's objective of raising standards in schools, will my hon. Friend make a new year resolution to ensure that his Department helps the Government's drive against excessive bureaucracy, regulation, red tape and reams of white paper? Is he aware that the burden of paperwork on teachers is not a six-week wonder but has been reported to me on my school visits throughout my time in the House and is becoming a great concern? One hears of glossy brochures being introduced for the curriculum or testing, but, almost before there is time for teachers to study them, they are withdrawn and replaced by new ones. Will he work hard with his officials to deal with that matter?

Mr. Forth

Of course I share the concern that my hon. Friend has expressed so eloquently about excessive burdens of administration, bureaucracy or paperwork in schools or anywhere else in the public sector. However, I am sure that he will understand that it is very much in everyone's interest that we get the definition of the national curriculum correct, that we are able to review it where necessary and that the National Curriculum Council, in particular—that independent body which we have charged with the very important task of defining the national curriculum —is free to advise teachers, heads and parents on the curriculum, its content and development as it sees fit. I will ensure that the National Curriculum Council is made aware of my hon. Friend's points so that we can get a firm grip on the matters about which he expresses concern.

Mr. Don Foster

Will the Minister convey my welcome to his hon. Friend the Under-Secretary of State for Further and Higher Education on taking up his new appointment? Will he confirm that among the representations that he has received about this matter have been those from teachers of English who are worried about the rapid introduction of the key stage 3 standard assessment tasks for English? Will he advise the House whether it is likely that he will accede to their requests for a postponement of the introduction of those tests for one year?

Mr. Forth

No. When a difficulty arises it is always tempting for some people to go for a postponement, but that will not help. We are concerned above all to establish a level of quality in education, to define the framework within which it should operate and to give teachers the maximum support to help them define the needs of pupils and to be better able to deal with those needs. We are, of course, most concerned to ensure that those developments take place properly. They are carefully piloted and monitored, and we shall undertake to work with the School Examinations and Assessment Council and others involved to ensure that the assessments and tests are introduced with the maximum effectiveness and the minimum of trouble.

Mr. Allason

Does my hon. Friend recall that there was almost universal hostility from the teaching profession to the national curriculum when it was first introduced? Does he recognise that there is now tremendous support for it in all schools, but that there is also some anxiety about key stage 3, in not only English but technology? Will he at least consider a pilot scheme for a year so that teachers can get hold of the necessary paperwork for the key stage 3 exam?

Mr. Forth

I am grateful for my hon. Friend's very important point. It is remarkable that when we announce radical new, measures to improve quality in education the knee-jerk reaction, certainly from members of the Opposition and often from others involved in education, is routine opposition. When they are introduced and prove to be workable, successful and helpful to parents and pupils, fortunately many people are prepared to take a different view and to support them. I hope that that will continue. I understand the concerns that my hon. Friend expresses. We are well aware of them and I give my hon. Friend the undertaking that, wherever possible, we will ensure that such matters are dealt with properly when the new tests are introduced. That has been the case in the past, and it will continue to be so in future.

Mrs. Ann Taylor

Does not the Minister realise that the national curriculum is overloaded and far too prescriptive and is, therefore, not workable or successful as he implied a minute ago? Does he also recognise that the burden on teachers is made worse by the constant chopping and changing at the instigation of Ministers?

Will the Minister think again about the problems that have been raised by hon. Members in all parts of the House today because there are genuine concerns among those who know what is happening in the classroom that it will not be possible to go ahead with key stage 3 in English and technology? As there is so much concern throughout the House, will the Minister reconsider his statement on that matter?

Mr. Forth

The hon. Lady must be careful not to eliminate the possibility of review and change where appropriate. When I talk to teachers, as I do often, as do my right hon. Friend the Secretary of State and my noble Friend the Minister of State, teachers do not say, "Don't change anything in the curriculum." They say, "If there is a justified need for review and for change, please will you do it?" That is the response that we are prepared to give. That is why the National Curriculum Council is currently involved in a review of the primary curriculum to assess the kind of concerns raised by the hon. Member for Dewsbury (Mrs. Taylor). Its interim advice will be with us very soon.

I will certainly not give undertakings at this stage, because of allegations of the kind that have been made today, summarily to stop the progress of testing in its tracks. We will take due account of the anxieties that have been expressed, take the advice of the NCC and then press on with proper testing.

Mr. Harry Greenway

Does my hon. Friend agree that the teaching profession has made a magnificent effort to implement the national curriculum and the testing that goes with it because it believes in the national curriculum and sees the high value of the testing'?

Mr. Forth

Yes. It is a delight to see my hon. Friend in his usual place, full of vim and vigour as always and expressing his knowledgeable interest in matters educational. My hon. Friend is right and he knows so much about the matter. The teaching profession has responded magnificently to the challenges that we have laid down. Teachers are getting on with the national curriculum; they are enthusiastic about it and want to see it work. Our job in the Department for Education, like the job of the NCC and the School Examinations and Assessment Council is to work together with the profession to ensure that we all serve the interests of pupils.