HC Deb 26 June 1997 vol 296 cc969-70
3. Mrs. Organ

To ask the Secretary of State for Education and Employment what plans he has to ensure that good practice in respect of teaching methods is disseminated throughout the education service. [4092]

The Parliamentary Under-Secretary of State for Education and Employment (Ms Estelle Morris)

We have today announced major changes to initial teacher training, based on best practice, intended to ensure that all new teachers know how to teach the basics effectively. These changes are crucial to raising standards across the system and to meeting the new demanding targets that we have set for literacy and numeracy. I shall place details of the new requirements in the Library.

Mrs. Organ

I welcome my hon. Friend's answer, which constitutes a major step in raising standards in education and, more importantly, raising the standards of the profession and teacher morale. However, we must go further and raise standards for 11-year-olds at key stage 2. Does my hon. Friend intend to set targets for children at key stage 2? If so, what will they be and when will they be delivered? The target level attainment by 11-year-olds was appalling under the previous Government, with only 54 per cent. reaching the expected levels in mathematics and 57 per cent. in English.

Ms Morris

I am grateful to my hon. Friend, who recognises the need to raise morale and skill and knowledge levels for new teachers who are going into the profession. The targets that we have set for both literacy and numeracy for key stage 2 are at the centre of the rest of our education policies. By 2002, we expect 75 per cent. of 11-year-olds to reach the standards expected of their age in mathematics, and in English, 80 per cent. They are demanding targets—I think that they can be reached—that will lift ambition. If we cannot do that for our 11-year-olds and equip them to have access to the curriculum in the secondary school, we have no right to be in government and to say that we are running an education system.

These are targets that we all live and die by. Part of the problem with the previous Government was that they set targets for others. They were never prepared to take responsibility themselves. The present Government are prepared to stand behind their targets and play their part in ensuring that our children get the best, because that is what they deserve.

Dr. Julian Lewis

We welcome any attempt by the Government to raise education standards, but is the Minister aware that the introduction of sound teaching methods has increased standards at Testwood school, Totton, in my constituency, from an achievement of just 18 per cent. at five grade A to C GSCEs eight years ago to 59 per cent. last year? If she is aware of that, will she please explain why a Minister in her Department has decided to reject the advice of the Funding Agency for Schools, that of the present hon. Member and of his predecessor to grant a sixth form to an outstandingly successful grant-maintained school?

Ms Morris

I congratulate the school in the hon. Gentleman's constituency on reaching such good levels of attainment. I ask the hon. Gentleman to pass on my congratulations and, I am sure, those of my hon. Friends. He will know that when we consider whether sixth forms should be added to schools, we apply a range of considerations, and that the quality of teaching and learning is only one criterion. The hon. Gentleman will know also that what happens in one school has an effect on others in the locality. Although I am not familiar with the application that he talks about, I am sure that my hon. Friends took into account all the circumstances and the evidence that was put before them.

Mr. Don Foster

I am sure that the Minister agrees that it is important to establish and set targets. I hope that she will agree, however, that it is vital that teachers are given the assistance that they need to ensure that pupils reach the targets that are set.

I welcome the Minister's statement on initial teacher training. However, in view of her comments during the passage of the Education Act 1994, does she not now believe that the failed experiment of school-centred initial teacher training should be abandoned? Will she explain on whose authority the chief inspector of schools, Mr. Chris Woodhead, possibly in cahoots with Prince Charles, is promoting school-centred initial teacher training?

Ms Morris

I am grateful to the hon. Gentleman for welcoming the national curriculum for in-service teacher training, which will play its part in raising standards. I remain convinced that we need a combination of sound practice in schools and strong links with institutions of higher education if we are to train people to be effective teachers, and that is how the curriculum will be judged.