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Parliamentary Debates (Hansard) Monday Volume 575 10 February 2014 No. 120 HOUSE OF COMMONS OFFICIAL REPORT PARLIAMENTARY DEBATES (HANSARD) Monday 10 February 2014 £5·00 © Parliamentary Copyright House of Commons 2014 This publication may be reproduced under the terms of the Open Parliament licence, which is published at www.parliament.uk/site-information/copyright/. 539 10 FEBRUARY 2014 540 sure that the teaching unions will recognise that this is House of Commons in their interests, and I hope they will embrace and support these changes. Monday 10 February 2014 Mr Barry Sheerman (Huddersfield) (Lab/Co-op): I know the Secretary of State sees himself as a big beast The House met at half-past Two o’clock at the Cabinet table championing educational reform, but is he aware that most of us who wish well for our educational system want the big beast to be controlled PRAYERS by good information, good research and good evidence? What is the evidence for the longer school day? [MR SPEAKER in the Chair] Michael Gove: The evidence is there in the gap between, for example, the performance of independent fee-paying schools and state schools. If one looks at those children who get the best results at the end of primary school Oral Answers to Questions and what happens to those who go on to independent schools and those who stay in the state sector, one sees that at the moment those who go on to independent schools are more likely to get good GCSEs and A-levels. EDUCATION A longer school day is one of the ingredients that we believe will make a difference. It has already been the case that great state school heads—for example, Greg The Secretary of State was asked— Martin at Durand academy—have come out and explained why, in their schools, a longer school day definitely Longer School Day helps children, particularly those from disadvantaged backgrounds, to catch up with their peers. 1. Damian Collins (Folkestone and Hythe) (Con): What his policy is on the length of the school day; and Lucy Powell (Manchester Central) (Lab/Co-op): I if he will make a statement. [902468] support the Secretary of State’s wish that school nurseries extend hours beyond the statutory 15 hours a week. Is 16. Mr Dominic Raab (Esher and Walton) (Con): he aware, however, that 21 local authorities, including What plans he has to extend the school day. [902484] my own in Manchester, already provide full-time nursery provision, but that this is being put at risk by funding The Secretary of State for Education (Michael Gove): changes from his Department? Is this not another example I would like to see state schools offer a school day that is of his actions failing to match his words? nine or even 10 hours long, enabling schools to provide character building, extra-curricular activities and homework sessions. I look forward to working with schools to Michael Gove: I am delighted that so many schools ensure that they have access to the resources necessary and local authorities provide additional hours, and I to provide these activities. work with schools to ensure that more can do so. Where local authorities experience difficulties in ensuring that Damian Collins: Does the Secretary of State agree parents receive the support they need, I want to ask that lengthening the school day in this way will give tough questions about the leadership of those local more children the chance to benefit from a greater authorities to make sure that they devote the same breadth of studies; an opportunity that too often has amount of care, attention and resource to helping fallen only to those who can afford to pay for it? disadvantaged children as my Department does. Michael Gove: My hon. Friend is absolutely right. Sir Bob Russell (Colchester) (LD): On the basis that What we need to do is close the unacceptable gap in there is more to education than the classroom, will the attainment between those who are fortunate enough to Secretary of State tell the House what discussions he have parents who can pay for them to be educated has had with various organisations—scouts, guides, privately and those in the state sector. The very best cadets and so on—on how a longer school day would state schools recognise that a longer school day with impact on the out-of-school activities that our young additional extra-curricular activities is just one way of people undertake? ensuring that all our children can succeed. Michael Gove: I would hope that our voluntary Mr Raab: These plans would strengthen children’s organisations would play a part in making sure that education, ensure time for music, sport and other extra- more young people can enjoy the sort of character-building curricular activities, ease the time pressure on teachers activities that those organisations believe in. Many scout and help out working parents. I urge the Secretary of troops already work closely with schools, and it is State not to allow the narrow vested interests of the certainly the case that cadets are an integral part of the unions to block the delivery of these plans. success of schools in the independent and state sectors. I want to do everything possible to ensure that children Michael Gove: My hon. Friend is absolutely right. can enjoy those activities, and, in particular, that children These plans will ensure that a broader range of culturally from disadvantaged backgrounds, who have not had enriching activities are available to young people. I am the chance in the past, now have that opportunity. 541 Oral Answers10 FEBRUARY 2014 Oral Answers 542 School Opening (Bad Weather) one of the Department’s education policy advisers is considering it in detail and examining the evidence. I 2. Mr Philip Hollobone (Kettering) (Con): If he will note that 120 schools already participate in mindfulness take steps to ensure that schools stay open in adverse programmes, and also that several Members of this House are using it to improve their performance. winter weather conditions. [902469] The Minister for Schools (Mr David Laws): Our Mr Nick Gibb (Bognor Regis and Littlehampton) Department’s clear view is that head teachers should (Con): The early-years foundation stage framework makes keep schools open during adverse weather conditions it clear that by the time children reach the reception unless it is really not possible to do so. Our advice to class at primary school, the majority of the school day schools makes it clear that they now have a great deal of should be spent in teacher-led activities, rather than flexibility to work creatively; for example, bringing together child-initiated play. What can my hon. Friend do to classes with teachers and volunteers working together. ensure that the framework is correctly interpreted by schools and that we do not continue to see the dominance, Mr Hollobone: When schools are closed owing to particularly in weaker primary schools, of so-called adverse weather conditions, that has a knock-on effect free-flow methods, which delay children being taught to on other public sector provision, as well as on small read and entrench the attainment gap between those businesses, as parents who are unable to arrange alternative from wealthy and those from poorer backgrounds? child care are unable to go to work themselves. For local authority schools, will the Minister make clear whether it is the responsibility of head teachers or the local Elizabeth Truss: My hon. Friend makes a good point. authority, or a combination of both, that schools remain High-quality, teacher-led early-years education is vital open? to closing the gap between those on the lowest and those on the highest incomes. At the moment, when Mr Laws: I entirely agree with my hon. Friend’s those children arrive at school, there is an 18-month views, and I know that he has taken a keen interest in vocabulary gap, which is why we are keen, and Ofsted this issue. It is a responsibility for all individual schools has confirmed, that although there should be no decision and head teachers to keep their schools open in adverse about exactly what type of teaching takes place, it weather conditions. The Department has issued clear should be of a high quality and it should raise the guidance. We are conscious that the unnecessary closure attainment of children and close that gap before they of schools causes disruption to children’s education, arrive at school. and to parents and to the economy. Chris Ruane (Vale of Clwyd) (Lab): I would like to Keith Vaz (Leicester East) (Lab): When the Secretary thank the Minister—[Interruption.] No. 3, Mr Speaker. of State opened the Krishna Avanti Hindu school in I was getting carried away. Leicester, he saw a room dedicated to yoga, meditation and mindfulness. Unfortunately, it was such a quick Mindfulness visit, he could not take advantage of its benefits. However, there is a proposal to open a secondary school so would 3. Chris Ruane (Vale of Clwyd) (Lab): What assessment the Minister consider opening that school and perhaps he has made of the potential of mindfulness to improve making use of the benefits of such a room in any education outcomes. [902470] discussions that she or the Secretary of State might have with Ofsted? The Parliamentary Under-Secretary of State for Education (Elizabeth Truss): The new national curriculum sets out high expectations of what teachers should teach, but Elizabeth Truss: That certainly sounds like an interesting gives them much more flexibility over how to do it. invitation, although I can assure the right hon.
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