HC Deb 21 February 1996 vol 272 cc362-3
14. Mr. David Evans

To ask the Secretary of State for Education and Employment what plans she has to make it easier for schools and their governing bodies to dismiss bad teachers. [14689]

Mr. Robin Squire

Schools already have the necessary means to dismiss bad teachers.

Mr. Evans

I thank my hon. Friend for his reply. Does he agree that most teachers are excellent? Is he aware, however, that the results of a recent survey revealed that there were 15,000 bad teachers? Does he agree that they were employed by the lot opposite—the Opposition—in the late 1970s by loony left councils and are still a protected species in those councils? Is my hon. Friend aware that the leader of the lot opposite has sent his son to a grant-maintained school eight miles from Islington, where he lives, and that the hon. Member for Peckham (Ms Harman) sent her son to a grammar school that involves a one-hour journey from where she lives? Is not this saying, in effect, to the kids of Islington and Peckham, "We say one thing and do another; in other words, get stuffed"?

Mr. Squire

In his typically understated way, my hon. Friend has hit on several excellent points. It is critical that governing bodies across the country should be able—they have the powers—to remove bad teachers. I should stress, in case there is any doubt, that they have those powers. As to the latter part of my hon. Friend's question, I noticed only this month, by chance, that Sheffield city council passed a motion in which it condemned the hypocrisy of senior Labour politicians in seeking privileges for their children in contradiction of their own stated education policy. I could not put it better.

Mr. Barry Jones

Why did not the Government make it harder for bad teachers to enter the profession?

Mr. Squire

The hon. Gentleman knows enough about education to know how long the average teacher is employed in our schools. On reflection, he will recognise that, despite the steps that the Government have taken to tighten up on the quality of new teachers, we still have in our schools—as the chief inspector makes clear in his independent report—15,000 very bad teachers. However, I must put that in context. We are talking of some 15,000 people in a profession composed of nearly 400,000, and there are many excellent teachers who are doing a very good job. Our concern is to ensure that we minimise, if not eliminate, those who are not.