Category: Education

  • Liz Truss – 2012 Speech at the National Education Trust

    Liz Truss – 2012 Speech at the National Education Trust

    The speech made by Liz Truss, the then Education Minister, in Norfolk on 9 November 2012.

    Thank you for those kind words Derek and let me also thank the National Education Trust for inviting me along today. It is a pleasure to be in Norfolk for this very important conference.

    It’s no exaggeration to say this is a make or break period in the history of maths in this country.

    All around us, the influence of mathematics is shaping our lives in previously unimaginable ways. From our experience of online shopping to the financial performance of investments and pensions, we live in a world entirely framed by maths.

    Even in those professions not traditionally associated with mathematics, there’s now a heavy reliance on algorithms and calculations: in journalism to spot the patterns in data; in architecture to use algebra and calculus with confidence; in marketing to make sense of the enormous array of statistics the world creates every day.

    That modern orientation towards deduction and logic, that appetite for maths, the appreciation of statistical analysis, technology and probability, opens up tremendous opportunities for young people in this country. But to take full advantage, we need to start exploiting mathematics as urgently as other countries might drill for oil.

    In technology, the media, e-commerce, design, engineering, medicine, the environment and beyond, the openings are almost limitless for those young people who are confident with numbers and able to read across into other technologies and industries. Only last week, 17-year-old Nick D’Aloisio rose to prominence after creating an app that uses algorithms to summarise news headlines.

    Success stories like Nick’s highlight the incredible opportunities that maths and formal logic can open up, and it’s why this government is so determined to restore the subject to its proper place in the curriculum.

    The issue we face is one of a growing mismatch between the demand for mathematical skills in this country, and our ability to supply that demand.

    For their part, maths teachers have worked – and continue to work – exceptionally hard to inspire more young people in the subject, but they operate within a desperately limiting system that often turns children off maths.

    As a result, the number of gifted young mathematicians coming through the ranks in this country still lags far behind those of other areas: reflected in the fact that we haven’t produced a single Field medallist in the last 14 years, despite producing 6 in the previous 40.

    Indeed, according to the Nuffield Foundation, we now have the smallest proportion of 16- to 18-year-olds studying maths of any of the 24 countries measured: well behind nations like France, Estonia, Russia, Australia, Spain, the US, Germany, Ireland, New Zealand and China.

    Many of these countries – like Canada where I spent a year in school – spotted the need to promote maths years ago: spurred on by lobbying from employers who wanted stretching, engaging curriculums that promoted the core essentials.

    We are now playing catch-up. The support has not been there for maths teachers in this country, nor the iron will and determination to encourage more young people to take the subject after GCSE.

    So, what do we need to do to sort it out? Well, first of all, I think we need to promote maths much better to children at primary age. Because it’s at this point that pupils are most likely to develop an affinity for the subject.

    Take Alan Turing as an example – albeit a very gifted one. He did not stumble across maths at university, he was obsessed by it as a child: running around the garden fascinated by the mathematical patterns he saw in nature and the recurrence of sequences in plants.

    Indeed, all the evidence shows that a thorough grounding in the essentials of maths from an early age directly correlates to improved results later in life. The CfBT has reported on the success that’s been enjoyed by Hungary, Finland, Russia and Japan – all of whom place great emphasis on supporting mathematical competence at primary age.

    The government’s draft programme of study for mathematics is designed to recalibrate the primary curriculum and make it much stronger. Our intention is to set out the very highest expectations of primary pupils: making sure they are fully prepared for secondary school and beyond.

    So, we are improving the structure of the maths curriculum by removing level descriptors: giving teachers more freedom to focus on what to teach, rather than asking them to label pupils with a level every single week or term.

    And we are focussing more heavily on the importance of exploring and understanding. Asking children to select and use appropriate written algorithms and become fluent in mental arithmetic: including requiring pupils to learn their 12 times tables by the end of year 4, instead of year 6.

    For too long, children have been leaving school without the necessary confidence in maths thanks to weaknesses in the curriculum. We can’t allow it to go on.

    Academics at King’s College have shown us that the number of young people with a poor grasp of basic calculation has more than doubled over the last 30 years. 15 per cent of pupils today fail to achieve the most basic standards – showing they can successfully solve problems involving doubling, trebling and halving – compared with just seven per cent in the mid-70s.

    Employers are not happy with this. And we are doing children no favours if we go on pretending it is ok to leave school without the mathematical agility required in the modern world.

    So, I am very pleased to announce today that we are removing the use of calculators from key stage 2 tests by 2014.

    Calculators can support the teaching of mathematics very effectively – it would be wrong to claim otherwise – but they are no substitute for calculations that can be carried out by a child with a pen and paper, or in their head. Particularly in a test that is designed to check whether a child has mastered the basics.

    That doesn’t mean it’s not important for students to become confident users of calculators, we’re not calling for the return of the abacus at the expense of technology, but we need to get the order right.

    I’m yet to meet a young person who doesn’t know how to swipe their fingers across an iPad or operate a device like a calculator, but I have met some who struggle with mathematical agility.

    To progress at secondary education, children need to have a deeper understanding of what it is they are asking a calculator to do, not just a superficial appreciation of the sequences they’re inputting.

    In that sense, it is no more appropriate for a child to rely on a calculator before they understand the maths behind it, than it is for them to rely on a computer’s spell check before they learn to order letters correctly.

    By getting the fundamentals right at primary, we have more opportunity to encourage pupils to study maths to a high level; to move from the concrete to the abstract; and to enjoy the subject beyond GCSE.

    Before the summer, we announced that the study of mathematics should be a requirement for all young people, up to the age of 19, who have not achieved a good grade at GCSE.

    We are now going even further by funding the education charity ‘Mathematics in Education and Industry’ to see how we might engage more students who get a C or above in maths at GCSE, but take it no further. One of the areas they will be looking at is whether they can help teachers support young people by focussing on problem solving rather than pure theory.

    In Japan, one of the top performing nations in maths, schools place a lot of emphasis on giving children a problem to solve and then encouraging them to find solutions for themselves.

    The British mathematician Timothy Gowers, one of our last field medallists, has been leading thinking in the same area over the last few years: demonstrating that if you ask young people mathematical questions that are open ended, you are likely to grip their interest.

    Among the conundrums Professor Gowers suggests are questions like (and I quote):

    Studies have shown that British vegetarians have, on average, higher IQs than the general population. Does this show meat is bad for your brain? What other explanations might there be? How informative is an average anyway? And how large a random sample is needed if you want to be convinced that an observation is probably more than just a random fluctuation?

    Or:

    You are in an airport and walking from the main departure lounge to a distant gate. On the way there are several moving walkways. There is a small stone in your shoe, which is annoying enough that you decide that you must remove it.

    If you want to get to the gate as quickly as possible, and if there is no danger of your annoying other passengers, is it better to remove the stone while on a moving walkway, or while on stationary ground, or does it make no difference?

    Now, the great strength of this approach, as teachers here will be able to testify, is that it encourages students to think laterally about problems and make links between different mathematical concepts.

    It is also tried and tested. Euclid’s treatise on geometry was essentially deductive. While in China, archaeologists have unearthed mathematical brain teasers that date back to the 2nd century BC. Maths in our classrooms should reflect this rich legacy.

    The best maths schools, like Lakenham Primary in Norwich; Paston College in North Walsham; New College in Nottingham; Comberton Village College in Cambridgshire and many hundreds of others across the country, have inspiring teachers in place who bring the subject alive.

    We are already looking at how similar approaches could be reflected in curriculum assessment by marking students on their ability to analyse open-ended problems and communicate their solutions.

    On top of this, we are working with organisations like the Advisory Committee for Mathematics Education to look at other possibilities for new post-16 courses. And we are addressing the gap in abilities at the top end of the spectrum with the support of the Cambridge University Mathematics Programme.

    As many here will know, there has been a shortage of students entering higher education with the right maths skills. Cambridge University has been one of the hardest hit by this lack of math-readiness among students. So I’m delighted they’re working with us to help develop an advanced curriculum that can give students a better grounding in key mathematical ideas like trigonometry and complex numbers.

    In addition to this, it is hugely encouraging to see the work being done by heads, teachers and sponsors through the opening of schools like the Sir Isaac Newton Free School right here in Norfolk. This opens in 2013.

    Rachel de Souza and David Prior have done a terrific job in making this project happen. I would like to thank them in advance for the opportunity they are giving so many young people in the region to excel in maths. In David’s words, “we need a bomb to go off in maths and science” – which I took to be a positive thing.

    But of course, when that bomb does goes off, we will need the largest possible supply of excellent maths teachers in this country. And that is why we have made secondary maths a priority for recruitment into initial teacher training. Candidates with a first class degree in maths are now eligible for the very highest level of bursary: £20,000 to support them through their training.

    I started by saying how we’ve struggled to keep pace with the demand for mathematics in this country. I want to finish with a word of optimism. If you look at the Asian tigers and our nearer competitors like Canada and Germany, there is a huge reluctance to be beaten in education.

    They lionise maths and the teachers of maths. They use exciting textbooks and teaching materials. But if you ask anyone for examples of the very best maths teaching in the world, you will find them right here, in Norfolk, East Anglia and beyond. Schools who are promoting the fascination and depth of mathematics. It’s links to great music, art and literature.

    So yes, there is a solid base to build from. We can be optimistic. But we can’t be complacent if we want to build on our tremendous mathematical legacy created by thinkers like Turing.

    That is why we need to be more ambitious than any other country. I want a renaissance in maths. I want teachers to be properly appreciated and supported by a curriculum that is fit for purpose. I want them to have the freedom to inspire their pupils.

    On the 100th anniversary of Turing’s birth, we are absolutely determined to make sure the ‘supreme beauty’ of maths – to quote from Bertrand Russell – is reclaimed. And to make sure this country can take advantage of the enormous opportunities that this subject is creating in the world around us.

  • Liz Truss – 2012 Comments on the EBacc

    Liz Truss – 2012 Comments on the EBacc

    The comments made by Liz Truss, the then Education Minister, on 5 October 2012.

    The EBacc has not just arrested the decline in students studying academic subjects – it has spectacularly reversed it.

    It is great news that more students are studying important subjects that will open more doors to them for their future.

    The EBacc is the platform for young people to go on to A levels and high-quality vocational study, and is helping us compete with leading nations like Canada and Germany who expect all students to study a rigorous academic core.

  • Will Quince – 2022 Statement on the National Tutoring Programme

    Will Quince – 2022 Statement on the National Tutoring Programme

    The statement made by Will Quince, the Minister of State at the Department for Education, in the House of Commons on 19 July 2022.

    This update presents the latest performance data for the National Tutoring Programme the Government are publishing today. On 26 May, the Secretary of State for Education (James Cleverly) announced an estimated 1.2 million courses had been started through the programme since the start of this academic year. I am now pleased to advise the House our latest estimates show that, up to 26 June, 1.78 million courses have started this year, and just over two million since the programme’s launch. This increase of more than half a million represents good progress towards the Government’s ambitious target of delivering up to six million courses by the end of the academic year 2023-24. My Department estimates that more than 80% of schools are now participating, and more than three quarters of the courses started this year are being delivered through the “School-Led” option, by schools using grant funding directly allocated to them. I will update the House on the complete year’s performance by the end of 2022.

    The Secretary of State for Education also advised the House on 26 May that we had launched procurement activity to appoint delivery partners for the ’22-23 and ’23-24 academic years to support schools to develop and deliver a high-quality tutoring offer. I am pleased to report that, following the open competitive exercise, we are today announcing the successful applicants. To quality assure Tuition Partners, we are appointing Tribal, with whom the Department currently has various contracts, including for moderating NPQ awards, and the National Centre for Excellence in the Teaching of Mathematics. To train new tutors, we are appointing the Education Development Trust, which currently delivers NTP tutor training to staff already employed in schools who want to become SLT tutors, ECF/NPQs and the Behaviour Hubs programme. To recruit and deploy academic mentors, we are appointing Cognition Education, with which the Department currently contracts for the Career Change Programme, and which provides subject matter expertise to T Level providers.

    Following our 26 May announcement of the methodology for allocating tutoring funding to schools next year, this week we will publish academic year ’22-23 National Tutoring Programme funding allocations for each school.

  • Will Quince – 2022 Statement on Funding Allocations for Schools

    Will Quince – 2022 Statement on Funding Allocations for Schools

    The statement made by Will Quince, the Minister of State at the Department for Education, in the House of Commons on 19 July 2022.

    Today I am confirming provisional funding allocations for 2023-24 through the schools, high needs and central school services national funding formulae (NFF). Overall, core schools funding (including funding for mainstream schools and high needs) is increasing by £1.5 billion in 2023-24 compared to the previous year, on top of the £4 billion increase in 2022-23.

    High needs funding is increasing by a further £570 million, or 6.3%, in 2023-24—following the £2.6 billion increase over the last three years. This brings the total high needs budget to over £9.7 billion. All local authorities will receive at least a 5% increase per head of their 2-18 population, compared to their 2022-23 allocations, with some authorities seeing gains of up to 7%. Alongside our continued investment in high needs, the Government remain committed to ensuring a financially sustainable system where resources are effectively targeted to need. The consultation on the SEND and alternative provision Green Paper closes on 22 July, and the Government will confirm the next steps in implementing our reform programme later this year.

    Funding for mainstream schools through the schools NFF is increasing by 1.9% per pupil compared to 2022-23. Taken together with the funding increases seen in 2022-23, this means that funding through the schools NFF will be 7.9% higher per pupil in 2023-24, compared to 2021-22.

    The NFF will distribute this funding based on schools’ and pupils’ needs and characteristics. The main features in 2023-24 are:

    The core factors in the schools NFF (such as basic per-pupil funding, and the lump sum that all schools attract) will increase by 2.4%.

    Funding for disadvantaged pupils will see greater increases—with funding for two deprivation factors in the NFF increasing by a greater amount than other factors. These two factors (relating to pupils who have been eligible for free school meals at any point over the last six years, and the IDACI factor which relates to relative deprivation between local areas) will increase by 4.3% compared to their 2022-23 values.

    The funding floor will ensure that every school attracts at least 0.5% more pupil-led funding per pupil compared to its 2022-23 NFF allocation.

    The minimum per-pupil funding levels (MPPLs) will increase by 0.5% compared to 2022-23. This will mean that, next year, every primary school will receive at least £4,405 per pupil, and every secondary school at least £5,715. Academy trusts continue to have flexibilities over how they allocate funding across academies in their trust. This means, in some cases, an academy could receive a lower per-pupil funding amount than the MPPL value. This may reflect, for example, activities that are paid for by the trust centrally, rather than by individual academies.

    The 2022-23 schools supplementary grant has been rolled into the schools NFF. Adding the grant funding to the NFF ensures that this additional funding forms part of schools’ core budgets and will continue to be provided.

    We are targeting a greater proportion of schools NFF funding towards deprived pupils than ever before—with 9.8% of the schools NFF allocated to deprivation in 2023-24. This will help schools in their vital work to close attainment gaps and level up educational opportunities. In 2023-24, schools in the highest quartile of deprivation (measured by the percentage of pupils who have been eligible for free school meals over the past six years) will, on average, attract larger per-pupil funding increases than less deprived schools.

    As previously confirmed in the Government’s response to the consultation on completing our reforms to the NFF, 2023-24 will also be our first year of transition to the “direct” schools NFF—with our end point being a system in which, to ensure full fairness and consistency in funding, every mainstream school in England is funded through the same national formula without adjustment through local funding formulae. In 2023-24 local authorities will only be allowed to use NFF factors in their local formulae, and must use all NFF factors, except the locally determined premises factors. Local authorities will also be required to move their local formulae factors 10% closer to the NFF values, compared to where they were in 2022-23, unless their local formulae are already so close to the NFF that they are classed as “mirroring” the NFF. This follows the positive response to these proposals in the consultation last year. Alongside the NFF publications, today we have published an analysis of the impact of this initial move towards the direct NFF in the national funding formula for schools and high needs 2023-24 policy document.

    Central school services funding is provided to local authorities for the ongoing responsibilities they have for all schools. The total provisional funding for ongoing responsibilities is £292 million in 2023-24. In line with the process introduced for 2020-21, to withdraw funding over time for the historic commitments local authorities entered into before 2013-14, funding for historic commitments will decrease by a further 20% in 2023-24.

    Confirmed allocations of schools, high needs and central schools services funding for 2023-24 will be published in December. These will be based on the latest pupil data at that point.

  • James Cleverly – 2022 Statement on the Department for Education

    James Cleverly – 2022 Statement on the Department for Education

    The statement made by James Cleverly, the Secretary of State for Education, in the House of Commons on 19 July 2022.

    The 32nd report of the School Teachers’ Review Body (STRB) is being published today. Its recommendations cover the remit issued in December 2021, regarding the pay awards for teachers for each of the next two academic years, 2022-23 and 2023-24. The report will be presented to Parliament and published on gov.uk.

    The Government values the independent expertise and insight of the STRB. We know that pay and the pay system has a crucial role to play in ensuring teacher quality, and therefore improving pupil outcomes. As set out at the 2021 spending review, public sector workers will see pay rises as a result of the return to a normal pay setting process. However, it remains important that public sector pay awards are appropriate and affordable to safeguard wider investment in continued improvements in public services. Teachers’ pay awards therefore need to be appropriate in the context of the wider economy.

    In line with our proposals, the STRB has recommended an 8.9% uplift to starting salaries outside London in 2022-23. This keeps us on track for delivering our manifesto commitment of a £30,000 starting salary. It then recommends uplifts of between 5% and 8% along the rest of the main pay range, including advisory points. The STRB has also recommended a 5% pay award for experienced teachers and leaders in 2022-23, as well as for other pay and allowance ranges.

    I am accepting the STRB’s recommendations for 2022-23 in full. These recommendations rightly target the highest uplifts—up to 8.9%—at early career teachers, where we know pay has most impact and where cost of living pressures are felt most acutely, whilst still providing a significant uplift to experienced teachers and leaders. This is the highest pay award for teachers in the last 30 years. Together these awards recognise the importance of investing in teachers and delivering a motivating career path for the whole profession, whilst also considering what is an appropriate award in the context of the wider economy and public sector finances, and the cost of living pressures facing households. These pay awards should be viewed in parallel with the Government’s £37 billion package of support for the cost of living, which is targeted to those most in need. I am grateful to the STRB for showing consideration of this need to balance these challenging issues.

    Pay awards this year strike a careful balance between recognising the vital importance of teachers, whilst delivering value for the taxpayer, not increasing the country’s debt further, and being careful not to drive even higher prices in the future. Sustained higher levels of inflation would have a far bigger impact on people’s real incomes in the long run than the proportionate and balanced pay increases recommended by the independent pay review bodies now.

    My Department originally sought a two-year remit for this year’s pay round. However, after careful consideration, I believe it is not appropriate to determine pay awards for 2023-24 at present. The Government intends to remit the STRB for the 2023-24 pay year in line with other public sector workforces.

    This means that, whilst I thank the STRB and all statutory consultees for the work that went into considering pay awards for 2023-24,1 will not be making a pay award for that year at this time.

    I am pleased to confirm that the uplift to starting salaries that I have accepted for 2022-23 will deliver the progress we set out towards delivering our commitment to a £30,000 starting salary—with all new teachers outside of London earning a salary of at least £28,000 from September.

    This is a £2,286 uplift. Those in inner London will earn at least £34,502 from September. We remain firmly committed to uplifting starting salaries to a minimum of £30,000, with these uplifts making good progress to delivering this commitment. This competitive graduate starting salary will attract the best and brightest graduates to consider a career in teaching. We will put forward out proposal for how we intend to reach this through the pay round next year, as per the usual process.

    Funding for this pay award will come from the core schools budget settlement that was agreed at the 2021 spending review, which will deliver a £7 billion cash increase to core schools funding by 2024-25. Increases in funding have been frontloaded to get money rapidly to schools, meaning that in 2022-23 core schools funding is increasing by £4 billion compared to 2021-22.

    Most overall pay awards in the public sector are similar to those in the private sector. Survey data suggests the median private sector pay settlement, which is the metric most comparable to these pay review body decisions, was 4% in the 3 months to May. Median full-time salaries are higher in the public sector, and public sector workers also benefit from some of the most generous pensions available.

    A full list of the recommendations and my proposed approach for implementation can be found at: https://questions-statements.parliament.uk/written-statements/detail/2022-07-19/HCWS235

    Academies have the freedom to set their own pay policies. Many teachers will be eligible for performance related pay progression and pay rises from promotion; typically around 40% of experienced teachers below the maximum of their pay range receive a pay rise over and above the pay award as a result.

    My officials will write to all of the statutory consultees of the STRB to invite them to contribute to a consultation on the Government response to these recommendations and on a revised school teachers’ pay and conditions document and pay order. The consultation will last for 10 weeks.

  • James Cleverly – 2022 Statement on the School Rebuilding Programme

    James Cleverly – 2022 Statement on the School Rebuilding Programme

    The statement made by James Cleverly, the Secretary of State for Education, in the House of Commons on 12 July 2022.

    I am delighted to confirm details of the next 61 schools prioritised for the School Rebuilding Programme.

    The School Rebuilding Programme was announced by the Prime Minister in June 2020 and will transform the learning environment at 500 schools and sixth form colleges over the next decade, supporting teachers in England to deliver a high-quality education, so that pupils gain the knowledge, skills and qualifications they need to succeed. The programme will also support levelling up of opportunity by addressing school buildings with the highest condition need across England.

    It represents an important commitment to invest in construction sector jobs and skills, helping drive growth in the economy. The programme will have a continued focus on modern methods of construction and provide opportunities across the industry, including for small and medium-sized enterprises.

    As with the first 100 schools announced in 2021, this group of schools has been prioritised solely on the basis of the condition of their buildings. The projects include primary and secondary schools, as well as special schools. This also represents a substantial investment in schools in the midlands and north of England, with 37 out of 61 projects in these regions.

    The new school buildings will be energy-efficient designs with high sustainability standards, delivering a generation of new school buildings that will be net zero carbon in operation and mitigate the risks of climate change.

    The 10-year programme will continue to target school buildings in the worst condition across England. From 19 July to 8 October 2021, we conducted a public consultation with the sector on our approach to prioritising schools for the long-term programme. As set out in the Government’s response, we invited responsible bodies—such as academy trusts and local authorities—to submit nominations for their schools with the poorest condition buildings to join the programme.

    In 2022 to 2023, we expect to prioritise up to 300 schools in total. We are announcing a smaller group of 61 schools now to maintain the pace of delivery and address some of the poorest condition buildings as soon as possible. We are still assessing all other nominations received and have not ruled out any nominated schools for selection at this point. We plan to make another announcement later this year to confirm further schools selected.

    Alongside the rebuilding programme, the Government have committed £1.8 billion in the financial year 2022-23 for maintaining and improving the condition of the school estate.

    Further details, including lists of the school rebuilding projects, have been published on www.gov.uk. Copies will be placed in the House Library.

  • Robin Walker – 2022 Statement on Key Stage 2 Attainment

    Robin Walker – 2022 Statement on Key Stage 2 Attainment

    The statement made by Robin Walker, the Minister for School Standards, in the House of Commons on 5 July 2022.

    The key stage 2 (KS2) national statistics released today show that the percentage of pupils meeting the expected standard in all three subjects of reading, writing and maths at age 11 was 59% in 2022. This is lower than it was before the pandemic: 65% of pupils met the standard in all three subjects in 2019. While this is disappointing, it was expected due to the impact of the pandemic. The Government recognise, and value, the work that teachers up and down the country are putting into education recovery, but also understand that there is more work to do.

    We welcome the increase in reading attainment from 73% in 2019 to 74% in 2022, despite the disruption of covid, which is a tribute to the hard work and dedication of our teachers, pupils and parents. Indeed, these figures build on the research we commissioned from Renaissance Learning, published in March 2022, that showed faster recovery in English reading than in maths. Reading is, of course, fundamental: we cannot knock down barriers for children if we do not teach them to read well. Attainment in maths and in writing, however, are disappointing, but not unexpected: in 2022 71% of pupils met the expected standard in maths, compared to 79% in 2019, while in writing, 69% of pupils met the expected standard, down from 78% in 2019.

    Today’s statistics summarise KS2 attainment at national level and, of course, we want to understand the detail beneath these figures. There will be a further statistical release on 6 September setting out breakdowns of the KS2 results, including by region, local authority area and pupil characteristics such as disadvantage. It is, of course, likely that some pupils, and some areas of the country, will have been impacted more than others due to the pandemic.

    It is vital that we have a clear understanding of the impact of the disruption caused by covid-19 on the attainment and progress of all pupils, to support schools in their work on education recovery. That is why we decided to go ahead with primary assessments this year, without adaptations, so that we can have a consistent measure of attainment before and after the pandemic. This will enable us to be open and transparent about the impact of the pandemic on attainment at system level. As we announced in July 2021, we will not be publishing school-level KS2 data this year in performance tables because we did not make adaptations to the tests and assessments or the standards. We will share school-level data in the autumn with schools, academy trusts and local authorities to inform school improvement and support school leaders. We will ensure clear messages are placed alongside any data shared to advise caution in its interpretation.

    The statistics published today underline the importance of our focus on recovery. Recovery funding is already making a difference, but we recognise that there is more still to do.

    That is why we have committed nearly £5 billion to fund a comprehensive recovery package. By May 2022, 1.5 million courses had been started by children across England through the national tutoring programme; and £950 million of direct funding, through the catch-up and recovery premia, was helping schools to deliver evidence-based interventions based on pupil needs. In light of the success of this year’s school-led tutoring route through the national tutoring programme, next year we will allocate all tutoring funding directly to schools, simplifying the system and giving schools the freedom to decide how best to provide tutoring for their pupils.

    As well as specific recovery investments, The schools White Paper, “Opportunity for all: strong schools with great teachers for your child”, published on 28 March sets out how our education system will deliver recovery through a wider programme of ambitious reforms that truly level up outcomes and ensure we build back better from the pandemic.

    On maths in particular, we continue to support and enhance the teaching of maths through our network of 40 school-led maths hubs, which are helping local schools improve the quality of their mathematics teaching based on best practice. We have also established the £100 million Teaching for Mastery programme, which is bringing mastery teaching to 11,000 schools across England by 2023. This teaching style focuses on depth of understanding and is based on best practice from East Asian jurisdictions that perform highly in international mathematics tests. Drawing on this approach, we have also published non-statutory guidance to support teachers to prioritise and sequence the maths curriculum in a way that aims to help pupils understand and progress in mathematics.

    On English, we continue to support the teaching of early reading through our network of 34 English hubs, established in 2018. The English hubs programme is dedicated to improving the teaching of early reading, with a focus on supporting children making the slowest progress. In July 2021 we also published “The reading framework: teaching the foundations of literacy”, non-statutory guidance for teachers and school leaders, aimed at improving the teaching of the foundations of reading in primary schools by defining best practice. We will build on this by publishing part 2 of the reading framework next year, to provide evidence-based non-statutory guidance on teaching reading for years 2 to 9.

    The ability to read fluently is also important when developing pupils’ writing skills. We are heartened that the data released today has shown an increase in reading attainment despite the disruption of covid, but we know there is more to do to ensure this translates into an improvement in writing attainment. In September 2022, we will launch the NPQ in leading literacy, which will support school literacy leaders to have a secure understanding of the importance of literacy and recognise the influence it has on pupils’ future academic achievement, wellbeing and success in life. It will support leaders to develop expertise in the teaching of reading and writing and enable them to share their expertise effectively to improve literacy outcomes for every child.

    We have also invested £10 million in core skills in English and maths for the 2021-22 academic year, as part of the accelerator fund, which included funding for the English and maths hubs programmes to help pupils secure the key knowledge and understanding they need to progress—and which may have been missed due to covid-19 disruption.

    The parent pledge in the schools White Paper will also make the Government’s vision clear that any child who falls behind in English or maths will receive the right evidence-based targeted support to get them back on track.

    Underpinning all of these initiatives is the need to help children and young people recover from the impact of the pandemic and to achieve their full potential. The Government remain fully committed to achieving this aim.

  • Will Quince – 2022 Statement on Early Years, Early Education and Childcare

    Will Quince – 2022 Statement on Early Years, Early Education and Childcare

    The statement made by Will Quince, the Parliamentary Under-Secretary of State for Education, in the House of Commons on 4 July 2022.

    This Government are committed to ensuring that families can access high quality and flexible childcare and early education that helps children to learn in their earliest years, provides enriching experiences around school hours and supports families and the economy by enabling parents to work.

    With the cost of living rising, we want as many families as possible to benefit from the childcare support they are entitled to, saving them money, and helping to give children the best start in life.

    This Government have extended access to early education and childcare to millions of children and parents over the past decade. We invest a significant amount of funding in early education and childcare, including over £3.5 billion in each of the past three years on early education entitlements for two, three and four-year-olds.

    We have also introduced tax-free childcare, which provides working parents with support of up to £2,000 a year to help with childcare costs for children under 12, or £4,000 for disabled children under 17, and Universal Credit, where parents can claim back up to 85% of eligible childcare costs, compared to 70% under tax credits.

    The Government have today announced plans to improve the cost, choice and availability of childcare that will benefit families and give childcare providers more flexibility and autonomy to make decisions about their settings and needs of children.

    We will support more people to become childminders, which are generally the most affordable and flexible form of childcare, by:

    Reducing the upfront costs of becoming a childminder via financial support.

    Allowing childminders to spend more of their time working from a greater range of locations.

    Clarifying flexibilities in childminders’ ratios when looking after their own children, or siblings of other children.

    Working with Ofsted to reduce inspection for childminders.

    Publishing a slimmed down, childminder specific Early Years Foundation Stage framework.

    Encouraging the growth of Childminder Agencies—stimulating competition and driving down costs while providing parents with more options for care.

    We will also streamline the Ofsted registration process for providers. More providers registering would mean that parents have a wider choice of providers on which to use these schemes, to pay for childcare that supports their working lives.

    With safety and quality at the heart, as a first step, today I am also confirming the publication of two consultations:

    Childcare ratios and supervision while eating consultation.

    We are consulting on proposed changes to the current statutory minimum early years staff: child ratios in England for two-year-olds from 1:4 to 1:5; and clarifying flexibilities in childminders’ ratios when looking after their own children, or siblings of other children.

    These proposals hand greater flexibility and autonomy to providers to exercise professional judgement in their staffing decisions, according to the needs of their children. This change would bring minimum requirements into line with those in Scotland.

    As we continue this journey, there will be opportunities to explore further reform to statutory staffing requirements, and this document invites early views on some potential additional options.

    We are also consulting on supervision requirements while children are eating, to ensure the safety of every child across early years settings. Engagement with early years providers to date suggests that for many settings, adequate supervision while eating is already understood to mean that children are within sight and hearing of a member of staff. We believe that an explicit requirement in the Early Years Foundation Stage will reinforce this practice and ensure the safety of children in early years settings.

    The Early Years National Funding Formula and Maintained Nursery School funding consultation.

    We are consulting on updates to the funding formulae for the two-year-old and three and four-year-old early education entitlements in England, the scope of which will also include the distribution of supplementary funding for maintained nursery schools.

    We are proposing to update and adjust the funding formulae used to distribute the Government’s investment in the early years entitlements—which deliver 15 or 30 hours a week of free, high quality, flexible childcare for eligible two, three and four-year-olds for 38 weeks a year—fairly and transparently to local authorities across England.

    Many of the datasets which underpin these formulae, and which we use to reflect geographical cost variation, are not up to date. It is important that they remain current, to ensure the funding system can be fair, effective and responsive to changing levels of need across different areas, with targeted investment towards those areas where it will do the most good. Subject to the outcome of the consultation, we are therefore planning to update the formulae for the 2023-24 financial year and intend to continue to do so annually thereafter. We are also consulting on proposals to mainstream the early years elements of the teachers’ pay grant and the teachers’ pension employer contribution grant from 2023-24, bringing early years in line with schools and high needs.

    The proposed update will result in some changes to local authority funding levels given costs and levels of need in certain areas will have changed relative to others. As such, we are also consulting on applying new year-to-year protections to local authority funding rates, to help local markets to manage changes better. The 2021 spending review settlement allows us to offer protections which means that all local authorities will see an increase in the hourly rate that the Government provide for 2023-24.

    We are also consulting on proposals to reform maintained nursery school supplementary funding. Maintained nursery schools make a valuable contribution to improving the lives of some of our most disadvantaged children. As we have confirmed continuation of maintained nursery school supplementary funding throughout the spending review period, it is now right to examine the way in which this funding is distributed to LAs. We are therefore proposing to invest an additional £10 million into maintained nursery school supplementary funding from 2023-24 and are consulting on proposals to create a fairer distribution of the funding across all LAs with maintained nursery schools.

    Taken together, our current and proposed reforms not only reflect the Government’s commitment to supporting as many families as possible with access to high quality, affordable childcare, but also provide the foundation for taking a renewed look into the childcare system.

  • Robin Walker – 2022 Speech on Teaching Medieval History in Schools

    Robin Walker – 2022 Speech on Teaching Medieval History in Schools

    The speech made by Robin Walker, the Minister for School Standards, in the House of Commons on 4 July 2022.

    It gives me great pleasure to congratulate my hon. Friend the Member for Rother Valley (Alexander Stafford) on securing this debate. He has shown his great passion and knowledge of medieval history as well as his deep understanding of how history is interconnected—a crucial part of the work on a model history curriculum, which we are about to launch.

    I am also passionate about history. I studied medieval history at GCSE and went on to read ancient and modern history at university—including, my hon. Friend will be pleased to hear, an extended further subject on the near east, from Justinian to Mohammed; I know that he is a big fan of the great law giver. I share his interest in that individual and in the great clash of civilisations that followed him.

    I firmly believe that pupils in our schools should receive high-quality history teaching that helps them understand different periods in history and the links between them, and to engage critically with knowledge about the past. The capacity that teachers have to help pupils to really think about the past, even when it seems far away, is always inspiring; bringing alive history through great teaching can lead to a lifelong love of the subject for all pupils.

    Our knowledge-rich curriculum is a key tool to help teachers develop a greater understanding of history among their pupils. The knowledge-rich approach focuses on knowledge and understanding; it is not about teaching a dry list of facts or dates, but about giving pupils a deep and rich understanding of history, making it meaningful through the use of stories and inquiry questions based on the latest scholarship. That is all the more relevant for the sometimes marginalised period of medieval history, because we know that there are sweeping myths about its many time periods and peoples. It could be argued that some popular conceptions of the medieval period are mired in stereotypes and reductive tropes, even among some pupils. It can be reductively typified as an era of war and plague, especially for England, and of castles, oppressed serfs in hovels, dungeons and widespread ignorance—the “Monty Python and the Holy Grail” version of medieval history. Even the word “medieval” is sometimes used as a term of denigration.

    The teaching that we support in our curriculum and the great examples that I will share show how such reductive and misleading myths can be tackled through informed and informative teaching. In the history curriculum, we expect that high-quality history education will help pupils to gain a coherent knowledge and understanding of Britain’s past and the wider world’s. History helps pupils to understand the complexity of people’s lives, the processes of change, the diversity of societies and the relationships between groups, as well as their own identity and the challenges of their time. All those aspects can be taught through medieval history from key stage 1 to key stage 3.

    Teaching the early medieval period, pre-1066—the late classical period, as it is sometimes defined—lays foundational knowledge for teaching at key stage 3 and beyond. I reassure my hon. Friend that the history curriculum already refers to many of the interesting pre and post-1066 examples that he raised, whether as a requirement or as examples of what can be taught, such as the Anglo-Saxons, the Viking raids, the struggle for the kingdom of England at the time of Edward the Confessor and—as the Under-Secretary of State, my hon. Friend the Member for Brentwood and Ongar (Alex Burghart), will note—Aethelstan, the first king of England. In particular, the Anglo-Saxons are an important part of teaching at key stage 2, which is why their history is not, I accept, repeated at key stage 3, but it is further built upon. I assure my hon. Friend the Member for Rother Valley that medieval history before 1066 is an important part of our knowledge-rich curriculum.

    In key stage 3, as part of the required theme of the development of Church, state and society in medieval Britain from 1066 to 1509, we set out some non-statutory examples, including the Norman conquest, the crusades and Magna Carta; society, economy and culture; feudalism; religion in daily life, including parishes, monasteries and abbeys; farming, trade and towns, especially the wool trade; and art, architecture and literature. Teachers can teach other examples at key stage 3 than those suggested, and can cover many of the themes that my hon. Friend referred to.

    Local history is also a key requirement in the curriculum. My hon. Friend referred to some fantastic examples from his Rother Valley area, including its mining history, which I knew about, and its contribution to the fabric of this building, which I have to say I did not. As the Member of Parliament for one of England’s great Norman cathedrals, which hosts the tomb of King John, I am well aware of how local buildings can inspire students of medieval history. I agree that medieval history is all around us. Much of the infrastructure of the period still survives—Westminster Hall, which my hon. Friend mentioned, castles, cathedrals, windmills, bridges and, indeed, some of our ancient universities. Teachers can use local history, combined with wider storytelling, to bring the period alive and inspire the interest of children and young people in history.

    Although I have mentioned castles as a dominant part of the stereotyping of the medieval age, they are also wonderful physical examples that children can visit as part of learning about the era. Many types of building were seen as castles in the period. The variety in their use helps to teach about the complexity of medieval life—not just their military use, for example, but their importance as living communities and as places of court.

    We also require that at least one study of a significant society or issue in world history and its interconnections with other world developments be taught as part of the curriculum. The non-statutory examples that we give are mainly beyond the medieval period, but teachers and schools can determine their own. The medieval era from 500 to 1500 is required to be taught as part of GCSE history; it can also be studied at A-level. At GCSE, there is a requirement to

    “study significant events, individuals, societies, developments and issues within their broad historical contexts”,

    which must be taken from the period from 500 AD to 1500 AD,

    “demonstrating both breadth (through period studies) and depth (through studying of a narrower, more specific topic)”.

    My hon. Friend expressed concerns about the extent of medieval history in exam specifications and papers, but the period’s inclusion in GCSEs and A-levels can further develop pupils’ understanding of it and can further develop knowledge taught at earlier key stages.

    Inspiring stories are an important tool of teaching. Used in the right way, they can enable teachers to help children and young people to really understand, engage with and remember history. Key stories from medieval history help to define our national culture, and I hope that they are not neglected: Alfred and the cakes, Lady Godiva, Robin Hood and Prince John, Henry II and Thomas à Becket, Henry V at Agincourt and—for our friends in the north, who sadly have not come to this debate—Robert the Bruce and the spider, to name but a few. Some of these stories also act as a conduit into history, and remain an inspiration for people today.

    Mr Richard Bacon (South Norfolk) (Con)

    My hon. Friend has mentioned King John’s tomb, around which I used to play as a child, because I went to the school next to Worcester cathedral for 10 years. He has also mentioned Aethelstan. I do not know whether he is aware that Aethelstan was half West Saxon and half Mercian—otherwise known as Angle—and that he was placed in Mercia with, I think, his mother’s family to keep him safe, because not everyone wished him well in west Saxony. When he eventually became king, he was able to ally the Mercians—or Angles—with him in the battle to defend what became England against a combination of marauding Vikings and marauding Scots. Does it not surprise my hon. Friend that no one from the Scottish National party has turned up, given that the creation and the strength of England are largely down to the Scots?

    Mr Walker

    My hon. Friend has brought an extra touch of medieval history knowledge to the debate, for which I am extremely grateful. I am always pleased to celebrate the contribution of a fellow Worcester man. Of course, the Scots have come off badly in Worcester on a number of occasions, not all of which fit within the medieval period.

    Let me give an example, which is connected to our shared home city, of medieval history’s relevance and importance today. Within the next few weeks, I will be taking part in the unveiling of a plaque to commemorate the eviction of Worcester’s medieval Jewish community in the 13th century—a precursor of the wider expulsion of Jews from England under Edward I, and a reminder that the events of the past too often have echoes in the issues of today, or of more recent times.

    Teachers have access to a strong community of expertise within history, including the fantastic work of the Historical Association and its resources and publications, all of which help to support high-quality teaching. Teachers can also draw on the heritage schools programme managed by Historic England, which offers continuing professional development and resources to schools to support the teaching of local history. Wider resources from English Heritage and other organisations are also available. Oak National Academy now offers resources and lessons on, for example, Vikings and Anglo-Saxons, medieval monarchs, the crusades, Baghdad and the Normans, to name only a small selection.

    The good practice and examples that I now want to describe show the range of teaching that is already offered to pupils. My hon. Friend the Member for Rother Valley said that teaching should cover the breadth and depth of medieval history, and I hope I can demonstrate to him that that is happening in some of the best schools in the country. He spoke about the importance of teaching expertise, and I agree with him about that. The strong community of history experts within schools supports such teaching, and acts as a forum for sharing good practice through, for example, the Historical Association and its publication Teaching History, whose special issue dedicated to the teaching of medieval history, published in 2018, went to all state secondary schools. Ian Dawson edited that edition, drawing on research on pupils’ attitudes to the medieval period and making the case for reviewing and renewing teaching in this area in order to challenge myths and stereotypes. Since then, Teaching History has featured many more articles by teachers and other experts on teaching medieval history.

    The special edition took an approach to the middle ages summed up by three words: sophistication, respect and representation. Its aim was to display the sophistication of life and ideas in the middle ages, and to help to explain why the people of the period deserve greater respect than they are often accorded for the ways in which they dealt with the issues and dilemmas that they faced in all aspects of their lives. That approach helps to illustrate to pupils how many of the aspects of the medieval period developed from the preceding historical periods, and also developed further into institutions, systems and ways of life that are still important today. As John Gillingham has said,

    “It is in the Middle Ages, after all, that crucial early stages of many things can be found: above all, of course, the languages of England, Scotland and Wales, but also some central political and educational institutions: parliament, monarchy, schools, universities, the law and the legal profession, as well as our freedoms, think Magna Carta”.

    Elizabeth Carr, Head of History at Presdales School, makes clear that laying the foundations of knowledge about the medieval period proves essential for pupils to be able to make sense of later periods. For example, understanding the Reformation requires secure knowledge of medieval Christian culture and the pervasive influence of the Catholic Church. Similarly, Parliament in the medieval period was very different from Parliament today, but the evolution of Parliament in later periods makes sense to pupils only when they have an understanding of its origins and role in the medieval context.

    In Ark schools, pupils study wide-ranging medieval history in Year 7, including 11th-century Constantinople, the Normans in England and in Sicily, the crusades, the Angevin empire, the influence of Muslim scholarship on medieval and renaissance worlds, the north African empire of Mali and its connections with wider worlds, and the role of the silk roads in linking differing medieval worlds. They also study detailed stories of political change throughout England’s medieval centuries, culminating in late medieval political instability and the long-term effects of the black death on the medieval economy and society in rural and urban areas. They draw on wide-ranging historical scholarship in shaping their curriculum and introducing pupils to contrasting interpretations of medieval pasts.

    Elizabeth Carr set out in another article published in Teaching History in September 2021 how she uses the biographical stories of Empress Matilda and Eleanor of Aquitaine to explore the concepts of power and authority and the relationship between England, France and the Holy Roman Empire. In doing this, she sets English medieval kings, particularly the much-studied John, and Magna Carta into a much broader geographical and political context. I do not want to detain the House too much longer with endless examples—

    Alexander Stafford

    I agree with everything the Minister is saying. I know that he wants to end soon, but does he agree that we should not just be teaching medieval history as a stand-alone subject and that it should be imbued in all other subjects? For instance, when we are talking about geography and climate change now, we should look back to the medieval warming period and discuss the implications of that. We could also link medieval history to sociology and religion. It can be included in every single subject, including maths. It should be in every aspect of life, and not just in history subjects.

    Mr Walker

    I wholeheartedly agree with my hon. Friend that a full understanding of history can contribute so much to that broader understanding. In the case of climate change, as he has mentioned, we can refer back to the late medieval warm period. We should absolutely take into account the longer view that medieval history can give us. I wholly agree with him on that.

    I have endless examples that I could give the House, but I think that people have probably heard enough of them. What I would say is that we have an important opportunity before us. My hon. Friend rightly referred to our White Paper and the fact that we are not changing the curriculum at this time. That is because the curriculum is a framework that allows for some very rich, broad teaching. Indeed, the changes made by my right hon. Friend the Member for Surrey Heath (Michael Gove), which my hon. Friend praised, are in the curriculum that we are preserving.

    It is important that we exemplify what can be done within that curriculum, particularly at key stages 1 to 3. That is why we are developing a model history curriculum to support the teaching of this time period across key stages 1 to 3. I am delighted today to have published on the Department for Education’s website the names of the expert panellists who will lead this work. I am delighted that Michael Kandiah from King’s College London is the chair and that Christine Counsell is the lead drafter. We will benefit enormously from Christine and the wider panel’s expertise in the development of an exciting, broad and knowledge-rich exemplar curriculum, which will demonstrate the breadth and connectivity of what can be taught at primary and key stage 3.

    The exemplar of the model history curriculum will also demonstrate the principles of a well-sequenced curriculum. As my hon. Friend has highlighted, knowledge builds upon knowledge, and learning about key events, figures and themes pre-1066 is a basis for understanding the later medieval period. In turn, developments in medieval times in politics, government and society help to develop greater understandings of later periods including the history of the 18th and 19th centuries, the development of this Parliament and the understanding of American history. There is expertise about the medieval period among the panellists. They include Professor Robert Tombs, professor emeritus of French history at the University of Cambridge, and Professor Toby Green of King’s College London.

    The model history curriculum will draw on the best that already exists in the history community and act as a further stimulus to great curriculum design. It will help teachers to teach our history national curriculum, which already offers breadth and depth of teaching on medieval history. We also hope that the breadth, depth and geographical span will inspire more teaching of different periods of history across wider geographies. Although it is an example for schools, it could even inspire our universities to teach broader spans of time, as my hon. Friend suggested. As he has demonstrated, medieval history has a vital role to play in the sequencing of history that all children should learn. I am sure he will agree that the examples I have shared about good practice in schools show that there is wonderful teaching on this subject in our schools today, all of which helps our children and young people to develop a strong knowledge-based understanding of history. Once again, I commend him for bringing forward such an important and historical debate.

  • Alexander Stafford – 2022 Speech on Teaching Medieval History in Schools

    Alexander Stafford – 2022 Speech on Teaching Medieval History in Schools

    The speech made by Alexander Stafford, the Conservative MP for Rother Valley, in the House of Commons on 4 July 2022.

    I rise to argue that we need to consider the teaching of medieval history in schools. As every historian knows, when starting an essay we have to define the topic, so what is medieval history? At my university, I was in the last cohort to study so-called modern history, which was defined as everything after Diocletian split the Roman empire in 286 AD. In fact, I was in Diocletian’s palace in Croatia only last week, but I take a newer version of medieval history. More traditionally, medieval history is seen as the period following the fall of the western Roman empire in 476 AD to the start of the Renaissance and the age of discovery—a period spanning over 1,000 years. This period was one of the most important and turbulent times of human history, but this period is woefully neglected in our schools.

    It is worth reminding ourselves about some of the key events, such as the settling of the barbarian invaders, the reconquest of the west under Justinian, the black death, the rise of Islam, the Viking invasions, the Reconquista of Spain, the east-west schism of 1054, the crusades, the travels of Marco Polo, the medieval warm period—the list is endless. However, our education system barely touches this, and when it does, it is only in the briefest of ways. How many people in England know of the initial defeat of the Viking invaders under Alfred the Great, the conquest of the Danelaw and the reunification of England under his grandson, the first ever King of England, Aethelstan? Where is the focus on the ultimate clash between east and west, the crusades, during which Edgar Aethling, the last Anglo-Saxon king, supported the first crusade, and Richard I led the third crusade successfully, or even the huge Anglo-Saxon component of the Byzantine Varangian guard? Why do we never hear about the triumphs of England in the late middle ages or the Angevin empire, when the kings ruled England, half of France and parts of Ireland and Wales in personal union—an early forerunner of our great United Kingdom of today?

    Medieval history is all around us, in every single constituency and in most towns and villages, yet we do not readily recognise this fact. I look at my own constituency of Rother Valley, where we are rightly proud of our mining heritage. However, we rarely hear about our area’s medieval history, though I must say that local groups such as the Aston-cum-Aughton history group do a sterling job of writing it. If any area wants to stake a claim to mining longevity, it must surely be my area of Rother Valley. In Whiston, the mining of white stone was attested to in the Domesday Book, and many of our villages, such as Dinnington and Harthill, stretch back to Domesday and beyond. The owner of Firbeck Hall, Henry Gally Knight, was a Member of this House and a source of inspiration for the novel about the medieval knight Ivanhoe. Interestingly, Maltby in Rother Valley boasts Roche abbey, a medieval monastery that was later suppressed by the tyrant Henry VIII. Laughton-en-le-Morthen is home to Castle hill, the remains of a motte and bailey castle on lands granted by William the Conqueror. Anston also appears in Domesday as Anestan, for North Anston, and Litelanstan, for South Anston, potentially referring to a local feature known as “one stone”. The local limestone was perfect for use in buildings and nearly 1,000 years later it was used to construct the very building in which we are currently debating—the Palace of Westminster. Nearby Lindrick Common is suggested by some as the possible site of the battle of Brunanburh, when King Aethelstan overcame the Danes and became Lord of all Britain.

    Elsewhere in Rother Valley, Aston was settled by Saxon invaders in the 5th century, with the village name meaning “the settlement among the ash trees” or “the eastern fortification”. Before the Norman conquest, a man named Lepsi had a manor at Aston. After 1066, William the Conqueror gifted Aston to his son-in-law, William de Warenne. In 1317, the village fell into the possession of the Archbishop of York, who held several leading positions in Government—Lord Privy Seal, Controller of the Royal Household, and Treasurer of the Exchequer. The villages of Ulley, Aughton, Treeton, Brampton-en-le-Morthen, Todwick, and Thurcroft were also all Saxon settlements in Rother Valley. That is just one constituency. There are so many constituencies across England. We all have medieval history in our bones and in our soil—including you, Madam Deputy Speaker.

    However, we should not fall into the trap of teaching medieval history purely though the lens of England. We need to look at our wider place in the medieval world and at the wider impacts. I cannot think of a better example of the most important moments than the reign of the East Roman—some say Byzantine—Emperor Justinian the Great from 527 to 565 AD. His long reign exemplifies the beauty and importance of the teaching of medieval history, with which so many parallels can be drawn through the ages. Of peasant Illyrian stock. Justinian rose to become the most powerful and important man on earth—a lesson we can all learn from. He is remembered for building huge edifices and buildings that last and dominate to this day.

    Jerome Mayhew (Broadland) (Con)

    I was listening with enormous interest to how medieval history surrounds us all. That got me thinking about architecture, which is one of the great examples of history coming to life. My hon. Friend mentioned the medieval period starting with the reign of Diocletian. Of course we see Diocletian windows in classical entablature. But more recently, we have the gothic and the neo-gothic—an example of which we are lucky enough to be in today. I am interested in his views on where we see the accents of medieval history in modern architecture.

    Alexander Stafford

    My hon. Friend makes an important point about the beauty of architecture. We can look at some of the finest medieval buildings across this land. Westminster Hall itself was built under William Rufus, which shows the longevity of medieval architecture. How many buildings nowadays could last 1,000 years, as Westminster Hall has done, or 1,500 years, as Hagia Sophia has done, which Justinian himself rose up in praise of God?

    But Justinian did not just raise up the Hagia Sophia, and many other buildings across the empire. He also did other great works, such as introduce the institutes of Justinian—the great codification and rationalisation of Roman law that, to this day, influences legal systems across the world. Perhaps above all, Emperor Justinian is rightly celebrated for his tenacious nature in refusing to accept decline, and successfully reconquering large parts of the western Roman empire: north Africa, Italy, Spain—not only was his reconquest vast, but it lasted for hundreds of years. The Byzantine empire, the East Roman empire, did not lose parts of Italy until well into the late 11th century. That shows the longevity of his conquests. Some historians claim that they were ephemeral —they were not; they were long lasting.

    Throughout his reign Justinian was supported by his wife Theodora, who is one of the most inspirational female figures in all history, from whom we can all learn. Under his reign, there was the first recorded outbreak of bubonic plague, which is estimated to have killed about 40% of the population of Constantinople. The reign of Justinian clearly had it all, yet like so many other hugely important moments in medieval history, it is being forgotten and is not taught in our schools. Indeed, I think the lack of teaching about Justinian in our schools is an absolute travesty.

    There is clearly an appetite for this history, as we have seen with the recent runaway successes of “The Last Kingdom” on Netflix, and “Game of Thrones”, which some say is inspired by the war of the roses. History bestows on us an understanding of the society, country and world that we live in. It explains why things are as they are today and provides a guide for where we are going. History is also wonderful for inculcating transferable skills, including the ability to reason critically, analyse, cross-reference, absorb and remember large amounts of complex information, and to write coherently.

    Mr Richard Bacon (South Norfolk) (Con)

    I am enjoying my hon. Friend’s contribution and his emphasis on the importance of history. Is he aware that the Under-Secretary of State for Education, my hon. Friend the Member for Brentwood and Ongar (Alex Burghart), who recently entered the Chamber, hosted an event over the road at Westminster School—it was due to be held upstairs under a big painting of Alfred the Great but it had to be moved because of one of the many lockdowns —at which Professor Michael Wood explained the importance of Aethelstan’s assemblies? I for one had no idea that a strong case could be made that the parliamentary system in this country began not with Simon De Montfort in 1265 over the road in the Westminster Chapter House but more than 300 years before that with Athelstan’s assemblies. Of course, Aethelstan was a grandson of Alfred the Great. Are those not things that we should be teaching our children?

    Alexander Stafford

    I thank my hon. Friend for that intervention. I completely agree. That is exactly what we should be talking about. We should be talking about the witans to which he referred and the coming together of great Anglo-Saxon kings. I commend the Under-Secretary of State for Education, my hon. Friend the Member for Brentwood and Ongar (Alex Burghart), for his work on promoting that. I am glad to see him in his place listening to the debate—I hope that he will contribute.

    There is no doubt that the lacuna in our collective knowledge of medieval history is largely due to how it is taught in schools and the national curriculum. For maintained schools, history is a compulsory subject only until the age of 14. Proper teaching of medieval history only really starts from the age of seven, when students are only briefly introduced to Britain’s settlement by Anglo-Saxons, and the Viking and Anglo-Saxon struggle for England. For key stage 3, the Anglo-Saxon period, which is 500 years or so, is completely excluded.

    For the optional GCSE in history, it is clear that medieval history is being treated inadequately by exam boards. For example, AQA offers 16 topics in history, but only two directly address the medieval period and three do so tangentially. For Edexcel, of 17 options available, only six touch medieval history and only two directly so. But the problem does not stop there—it gets worse. A-level students are again being deprived of medieval history modules. AQA and Edexcel combined offer 70 history modules, but only seven are exclusively focused on medieval history. Students sitting WJEC papers have it worse as only one module—less than a 20th of the total—is given to medieval history, compared with nine modules on European history.

    The options for history at both GCSE and A-level are a lot more complex than they look at first sight. Many of the papers on offer are so-called theme papers—for example, “Migration to Britain over 1,000 years”—which do not meaningfully address events in medieval history. Finally, many options cannot be sat together, yet again restricting genuine choice and the opportunity to study the period.

    Exam boards and history departments have always seemed to have a drive to curtail medieval history, and especially the early medieval period. In the late 1990s, both AQA and OCR proposed a new syllabus starting at about 1066, cutting out hundreds of years of English history. Luckily, there was a huge effort by lecturers and teachers to save that history, including by my own former history teacher, Robin Nonhebel, who led the charge in defence of Anglo-Saxon history in schools. I am pleased to say that that was a success and I had the opportunity to study medieval and Anglo-Saxon history at A-level, but most schools do not teach that, and most pupils do not have the opportunity to learn about those key events. That is clearly madness.

    The medieval period is pivotal for England, but the focus tends to be rather on the Tudors and Nazis: the so-called Henry and Hitler version of history. Children are taught more about Stalin than about English historical characters. They are even taught more about the civil rights movement in the USA than about the unification of England under Aethelstan.

    Mr Bacon

    Disgraceful.

    Alexander Stafford

    Indeed.

    Looking through the papers offered by exam boards, I was dumbfounded to find topics such as “Migrants in Britain: Notting Hill 1948 to 1970” and “Changes in entertainment and leisure in Britain, c.500 to the present day”. Those papers show the absurdity of the situation. The study of history should not be reduced to bizarre themes, modern niche events over very narrow timespans, or huge topics covering over 1,500 years of history. We cannot learn something like that.

    I praise my right hon. Friend the Member for Surrey Heath (Michael Gove), who during his time as Education Secretary insisted that more medieval A-level courses became available so schools could teach them if they so wished. The problem, however, is that most schools will not teach medieval A-levels because they do not have teachers with the relevant knowledge. The situation is self-perpetuating: as most universities do not have compulsory medieval sections, few history graduates have experienced the delights of medieval history. Therefore, each year, fewer and fewer teachers know any medieval history as older teachers retire and are replaced by younger ones. And the latter, of course, only studied modern history at university.

    The teaching of medieval history can therefore be saved in schools only if universities play their part. Prospective graduate history teachers will want to teach material they are familiar with. If the universities they attended did not teach medieval history, or only provided options which few chose to take, they will not choose to teach it. If medieval history is to flourish again in schools, it needs teachers who have the knowledge to develop courses. We must start this at the latest in year 7. When we talk about the teaching of medieval history in schools, it cannot simply begin in 1066 as if England beforehand was in some dark age miasma.

    Therefore, the study of medieval history must begin with Anglo-Saxon and Anglo-Danish rule, include key figures and moments such as King Alfred’s salvation of Wessex, Aethelstan and the formation of the Kingdom of England, and Aethelred the Unready and the long build-up to 1066. We must teach about the roots of Parliament, first under Aethelstan’s Witan, as my hon. Friend the Member for South Norfolk (Mr Bacon) said, but also under John, Henry III and the first three Edwards. We must teach the wars of the roses, the black death and the peasants’ revolt, and the important relationships between England and the Celtic nations. We must include the formation of Europe alongside key events such as the crusades, and even international figures such as Justinian, Genghis Khan and the history of the papacy.

    Why is this so important? First, studying medieval history is fun. Vikings, the Norman conquest, and the crusades are obvious in this regard, but so is the religious dimension of King Alfred’s leadership, the battle of Brunanburh in 937, which confirmed the rule of England by the house of Wessex, Charlemagne’s coronation as Emperor in 800 AD, and the rout of the Byzantines when the fourth crusade turned on their allies.

    Secondly, it is often claimed that modern history is more relevant to today’s pupils. Why? Why is the political rivalry between Gladstone and Disraeli any more relevant than the rivalry between Aethelred and Cnut for the control of England, or between Henry II and his rebellious sons? Politics 1,000 years ago encompasses the same ambitions and the same successes and failures as today. It could be said that the modern relations between the Christian and Muslim worlds are more moulded by the crusades than the present relations between France, Britain and Germany are by the second world war. Key moments such as the harrying of the north in 1069 began the pattern of inequality that exists between the north and the south to this day, and the red wall’s rejection of the European Union elites is strikingly similar to the north’s refusal to bow to the very same European elites who occupied this country 1,000 years ago.

    Thirdly, the study of medieval history can be more testing and interesting than modern history because of the relative paucity of sources. Medieval historians and their students have to read between the lines, because there are far fewer lines. And medieval chroniclers were just as adept at spin doctoring or propaganda as Goebbels in the Nazi Reich.

    Fourthly, everyone should know something about the roots of their civilisations. Modern political relationships and civic institutions can only be properly understood by reaching back to study their origins. People should not be allowed to wallow in ignorance about why pilgrimage is important to religion, why Magna Carta helped to frame modern day freedoms, why there are two Houses of Parliament and, most importantly, who the first king of England was—Aethelstan.

    Fifthly, I believe that visiting medieval sites such as Hastings, the Bayeux tapestry, Kenilworth, Bodiam castle and the ruins of Glastonbury are often more interesting and bring history more to life than the battlefields of the world wars.

    I have argued the merits of medieval history, but what can be done to ensure its future in our educational institutions? First, the curriculum must be changed to make history compulsory at GCSE. Secondly, medieval history must be a requirement throughout history education, from the beginning to the end.

    Jerome Mayhew

    I am lucky enough to have a daughter who has just completed her history A-level. The experience of an A-level student in my family—I hope she passed last week—has been to have studied the origins of the first world war as well as the second world war to death. She has done more German history than history of the United Kingdom. Does my hon. Friend agree that there will be plenty of space for medieval history if we tweak the curriculum?

    Alexander Stafford

    I completely agree: there is plenty of space in the curriculum. Earlier, I mentioned that the “Hitler and Henry” version of history is often done to death. Children often study the Nazis and the Soviets at GCSE and then do the same course, just in more depth, at A-level. There is plenty of scope to make room for medieval courses; I have even suggested some papers that could be removed from the syllabus to make even more room for medieval history.

    I turn back to the solutions. Thirdly, medieval history must be taught with sufficient depth and breadth, ensuring that an array of events and figures are covered, including pre-1066. Whistlestop drive-by tours of the battle of Hastings alone must be a thing of the past. Fourthly, we must prevent the teaching of medieval history from being stymied by being included as part of a broad, intangible theme such as “Sports from 1000 AD to 1950 AD”. Fifthly, universities must be told to include compulsory medieval history options on their courses, so that we have a strong and steady stream of teachers with specialisms in medieval history imparting their knowledge to the historians of the future.

    The schools White Paper of March 2022 said that the Government would not make any changes to the school curriculum for the remainder of this Parliament. However, I urge the Minister to heed my policy asks in the next rewrite of the curriculum. I also call on teachers, schools, universities and exam boards to provide a more comprehensive medieval history offering right away. They do not need Government intervention to make that happen; teachers do not need the Government to tell them to take the courses already on offer.

    Medieval history is in our blood; it is our past but also our future. It explains why we are the way we are and why we live the way we live, but it also gives us a guide for what lies ahead. It teaches respect for our heritage, values, and culture, and instils critical reasoning and academic rigour. By teaching medieval history, we are not only preserving the past for future generations, but ensuring that millions more Britons in coming centuries will experience the pleasures of studying such a fascinating and rewarding discipline.