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With permission, Madam Deputy Speaker, I will make a statement to update the House on the Government’s education and skills reforms.
It is a real privilege to address Members for the first time as Education Secretary—without question, the best job in Government. I got a reminder of why this is such a special job when I went to GCSE results day in Harper Green school in Bolton. While I was with Micah as he opened his exceptional results, his mum beamed and gave him a massive hug. She then gave me one, too—she was thanking me for his success. That is the power of education: a source of pride and hope, and a sense of achievement and confidence. I was a proud mum myself on GCSE results day this year, and I know how much hard work goes in and how committed our teachers and staff are.
However, results day is not like that for every child. Too many are locked out of opportunity and left behind, which is why we are leading an education revolution. We have real strengths to build on; as yesterday’s programme for international student assessment results showed, a 30-year consensus begun by the last Labour Government and continued by successive Governments, particularly focusing on literacy and numeracy, has raised standards and performance. Generations of children have benefited from world-leading practice in fundamentals such as phonics—introduced by Labour and built on by the Conservatives—and today, more pupils are getting the top grades in GCSE maths and are going on to do A-level. As someone who loves maths and did an A-level in it myself, that brings me huge joy. The whole House should celebrate and thank our fantastic teaching workforce for the latest PISA data, which shows strong international rankings in maths, reading and science.
I will always keep pushing for ever higher standards, but continued improvement is about challenging ourselves about what is going wrong, not just what is going right. An honest appraisal of the evidence shows that our current system works well for some, but is leaving too many behind. The disadvantage gap remains stubbornly wide; the gap between regions is widening; the special educational needs and disabilities crisis is growing; 1.5 million children were persistently absent from school at the last general election; the number of young people educated at home has doubled since 2019; and now a million young people, all educated during the past 16 years, are not in education, employment or training. Anyone who cares about the futures of these young people can see the need for change. Alan Milburn has warned of a lost generation, labelling education “the faltering foundation”. The co-chairs of the white working class inquiry said that
“Doing more of the same is unlikely to solve the problem”,
and even Andreas Schleicher, who oversees PISA, said when commenting on our results that
“A big share of young people think school is a waste of time. That’s not really good news”.
That is the other side of the coin of a one-size-fits-all system.
Nothing symbolises how we have lost perspective more than the treadmill of failure young people are on with the endless cycle of maths and English resits. Of those retaking their maths GCSE this summer, under 14% got the standard pass they needed—that is nearly nine in 10 experiencing failure again and again. Maths and English are essential, but everything we know about how to build confidence in young people tells us that this approach does not work, yet we carry on. Researchers from University College London have called it a “wellbeing penalty”. I call it wrong, which is why I am changing it.
We are in the middle of a huge technological revolution, and the world is changing at a faster rate than anyone can keep up with. My children—all our children—will be doing jobs that my generation could not have conceived of. In this world of change, we have a duty to change too, but in a way that builds on, rather than abandons, what we know to be true about learning. Let us be clear: in the Al and social media age, the human ability to understand and interpret the world around us becomes more important, not less.
Literacy and numeracy become more important, not less. We must equip our young people to master technology, not be mastered by it, and there is value in human endeavour that Al can never replace. While pen-and-paper exams have their place, we need to rebalance towards the applied skills of the modern world and include practical learning in practical subjects such as computing, drama and physical education, as well as ensuring that human skills such as speaking and presenting are developed. We need both knowledge and skills, not one or the other.
We are talking about a broader, more inclusive education, built on strong foundations and with pathways for all. We are talking about education as a passport to work, to life and to success, regardless of people’s needs, ambitions or postcode. We are talking about supporting all children on every step of the way, from their first days of life to their first days of work and beyond. We are talking about early intervention, smoothing transitions, boosting enrichment, creating clear pathways, raising standards, keeping young people engaged, and closing the gap between classroom and workplace. We are talking about excellence for all, not just for some. This will be less an exam factory and more a talent factory.
I can also confirm that we will see through the vital SEND reforms, built in partnership with parents and professionals. We are investing now in a new system of early intervention and the right support close to home so that families can get the help that they need first. We will introduce legislation and set out our response to the consultation in due course.
Our commitment to opportunity does not stop there. We will make this country a technical education superpower, creating new pathways of equal esteem and equal ambition. We will connect our young people to the careers not of some dusty past, but of an exciting future. Over the summer, the Prime Minister and I announced our plans to transform technical education and work experience for young people from the age of 14, building on the revolution that is already happening post-16. Combining this with high-level academic subjects, we will develop top-quality technical qualifications that will lead to clearer pathways into T-Levels, A-Levels and the new V-Levels, as well as apprenticeships, universities and beyond. We will provide a clear line of sight into work, tailored to local opportunities, by working with mayors and local leaders.
Some claim that improving technical education is somehow anti-academic, but such lazy falsehoods are stuck in the past. Technical education can also give new purpose to academic subjects, and countries that boast low levels of NEETs combine the two. Our curriculum and assessment reform will go hand in hand with that ambition, and we will soon publish proposals building on the Becky Francis review. We will have fewer barriers to progression and new emphasis on the skills that enable young people to succeed, including critical literacy, as well as more foundation and stepping-stone qualifications. More space will be available, including room for creative subjects, PE, and the development of deeper understanding. However, this will not be a system of separation. Instead, there will be choices, options, chances, and a curriculum that will be broad enough for long enough to capture the imagination of every child. That means changing the way in which schools are measured to incentivise a broader offer and reward inclusion—a system underpinned, now and always, by progress in English, maths and science. I will set out those proposals in due course.
I know that many worry about change, although they agree that change is needed. Let me reassure education leaders, teachers and the workforce that they will be part of this process on every step of the way. Perhaps even more important than these new reforms is a new way of working. We will design change in partnership with the people who deliver it—change based on the very best evidence and practice, not reform beamed into the classroom directly from Whitehall. Mayoral and strategic authorities, for example, will help to deliver real work experience opportunities. For the first time, mayors will have control of the 16-19 education budget, and I know that, in respect of early years and early intervention, we can transform outcomes through the power of place.
This is just the beginning. Big reform is on the way. We are moving quickly because this cannot wait. The eyes of those young people locked out of opportunity who do not see education working for them are on us, and it is our duty to show them that we get it. Some have called this “bringing back stupid”. Not a bit of it; as the Prime Minister said last week, we are bringing back hope.
I commend this statement to the House.
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Let me begin by welcoming the new Secretary of State to her place.
Just yesterday, new statistics from the programme for international student assessment showed that English pupils are now in the top 10 in the world for reading, for maths and for science. That is a huge achievement, and a real English success story. We are punching well above our weight, while other countries are falling behind.
That did not happen by accident. It happened because of hard-won, evidence-led reforms and brilliant teachers. We raised expectations, we strengthened the curriculum, and we learnt from the highest-performing education systems in the world. My right hon. and noble Friend Lord Gove and Sir Nick Gibb built on Labour reforms to create an evidence-led school system that has catapulted us up international league tables. So why, when the Education Secretary herself has said that we should celebrate the PISA results and when the rest of the world is trying to learn from England, have the Government decided that now is the moment to change course?
The Secretary of State said in her statement that everyone
“can see the need for change.”
I think that the opposite is true. The Secretary of State has also argued that there has been
“an over-focus on academic outcomes”.
I profoundly disagree. High academic standards do not hold children back; they lift them up. Instead of acknowledging that our schools are the one part of the state that is not just working well but is world-leading, the Government seem determined to point the finger at schools for problems that they have failed to solve elsewhere.
Over the summer recess, while schools were closed and teachers were on holiday, our new Prime Minister used his so-called grand tour of the country to announce fundamental changes to our education system. Extraordinarily, this Government now seem to be blaming the NEETs crisis on schools—not those on their own Benches who, in government, failed to get a grip on the spiralling welfare bill, not their own “genius” plan to impose red tape on businesses and make it harder to hire young people, and not, critically, their huge rise in business taxes, which have made employing young people far more expensive. It is basic economics: if you make it more expensive for businesses to hire young people, fewer young people will be hired.
Instead of addressing the problems that they have created, the Government are laying the NEETs crisis at the door of schools, and in response—as has been confirmed today—are tearing up the education system once again and returning to a policy that has failed before: introducing a vocational pathway for those aged 14. This is not about being against technical qualifications; quite the opposite. Conservative Members have championed technical education and apprenticeships. However, 14 is far too young to start closing down academic options. We have tried this before, and it failed. Labour's reforms of GCSEs in 2005 were intended to strengthen vocational education options, but what happened was that children from poorer backgrounds were channelled away from the rigorous academic subjects.