Tag: Speeches

  • Michael Gove – 2013 Speech on Labour and the Trade Unions

    michaelgove

    Below is the text of the speech made by the Education Secretary, Michael Gove, on 27th August 2013.

    Earlier this month, in the very quietest days of summer, if you listened very carefully you could hear a very distinctive sound – the gentle but unmistakable thump of the cat being let out of the bag.

    It happened on August the eleventh in an article written by the former trade union staffer and Labour party worker Dan Hodges. Dan had been asking around to see what was foremost on Labour minds. What were the party’s priorities.

    Was it the economy, given the case for Labour’s policy of more borrowing and more debt has been utterly demolished as recovery takes hold? Nope.

    Was it welfare reform, given how hard Labour need to think again having opposed every single one of our changes to fix the tax and benefit system so that it rewards hard work? No sirree.

    Education, maybe, given how tortured the party’s position is on free schools, how incoherent it is on exams and the curriculum, how confused on vocational education and how hopeless on helping poorer students? No, ‘fraid not.

    Was it health then, or immigration, or crime, or childcare, or Europe or defence or the future of the Union? No, not exactly.

    Labour’s principal preoccupation, according to a source within Team Miliband was – in two words – “the unions”.

    And I think I know why.

    Because Ed Miliband – in his weakness and lack of leadership – has set in train a process which will give the unions more power over his party, more power over its people, more power over its policies, more power to shape its propaganda, more power to shift its campaigning – more power to hurt hard-working people.

    And Ed Miliband also knows that the only way to even begin to mitigate that growth in union muscle is to tax hard-working people more to pay for his speechwriters, his spin doctors, his conferences, his party political broadcasts, his party political literature, his regional organisers, his constituency organisers, his national policy fora, his regional policy roadshows, his plane fares and his train tickets, his entourage and all its expenses.

    I’m speaking out today because I believe there is an honoured place for trade unions, a vital place for a healthy opposition and a growing appetite for political reform.

    But at the moment unions are in the wrong place, the Labour party is in the wrong place and we’re being offered the wrong sort of reform.

    I speak as someone who was a union member, who took industrial action on principle and who was sacked for going on strike.

    The principles behind our strike were honourable – the aim was to secure appropriate union recognition in the workplace.

    But the decision to go on strike was a mistake and better men and women than me lost their livelihoods and sacrificed the careers they loved. The decision to push for strike action was a decision of our union’s national leadership – which saw us as footsoldiers in its bigger battle. And – as footsoldiers often do – we paid the price.

    Well led, unions can provide employees with effective representation, advice on workplace issues, legal protection and other services.

    Poorly-led, union leaders use their members to fight ideological battles – often driven by the unrepresentative passions and ideologies of those who clamber onto the union’s executive.

    As I know all too well in the field of education, teachers unions vary from the well-led and professional – like the NAHT and ATL – to others which almost automatically oppose every reform which will raise standards and help children.

    At the moment the two biggest teachers’ unions are engaged in industrial action – working to rule, regional strikes and a proposed national one-day strike which makes life more difficult for hard-working parents, force them to pay more for childcare, disrupt children’s earning and make the job of every head more difficult.

    They impose these costs on others because they object to changes which will lead to good teachers being paid more and all teachers being given the help they need to improve, with the worst teachers being moved on. They are putting the interests of some of their members above the needs of all children.

    And just as some of the unions in education have swung hard to the left, so the big union beasts – Unison, the GMB and Unite have also embraced hard left proposals. Policies like unlimited welfare handouts to people who can work but refuse to work and billions and billions of more debt-funded spending.

    But of course the overwhelming majority of union members don’t endorse this agenda – indeed barely half of them even vote Labour.

    When unions use their muscle to advance an agenda which is so out of touch with their members’ interests, and with mainstream Britain, they are in the wrong place.

    And Labour are in the wrong place when they allow that union agenda to drive their activities.

    Tony Blair once argued that the Labour Party should not be the political arm of the trade union movement but the political movement of the British nation as a whole. That’s what One Nation politics means.

    But, sadly, Labour are now sinking back into their pre-Blair position of living in the unions’ shadow.

    The reason why the trade unions have become an issue again in British politics is because Ed Miliband owes his position as Labour leader to them.

    Every previous Labour leader could be confident that their legitimacy in post was underpinned by the confidence of a majority of their colleagues and – subsequently – the votes of a majority of members. Ed Miliband does not have that legitimacy, confidence, or support. That is key to his weakness. He was put in place by organisations with an agenda because they believed he would be the most pliant personality available.

    And the reason why the trades unions have now become a toxic issue for Ed Miliband is his failure to appreciate that – with him in place – radical left-wing union leaders now believe the Labour party can be theirs again – and they are taking it back – seat by seat, policy by policy, before his impotent gaze.

    The attempt by left-wing union bosses to take control of the Labour party has been open – blatant – indeed long before the focus fell on Falkirk.

    In December 2011, Labour’s biggest donor under Ed Miliband, the trade union Unite – led by Len McCluskey – published their Political Strategy.

    Their aim was clear – “Our union needs a comprehensive strategy to advance our political work, reclaiming the Labour Party as an instrument of social progress”.

    And by social progress the union was explicit – they wanted a shift to the Left – in other words, policies that are in their vested interests, and not in the interests of this country’s hardworking people. Policies on their shopping list included an end to spending cuts, an end to welfare reform and more legal freedoms to disrupt people’s lives with strikes.

    Unite is also open that it has adopted the classic tactics of entryist organisations throughout the ages. It would get its people to enter moribund local party organisations – take them over – and then select candidates who were either members of their organisation or fellow travellers. Through the accumulation of muscle on the ground, power would be won at the top.

    As Unite’s document said their political strategy had three main prongs. First, to grow Unite membership in local Labour parties. Second, to develop union friendly candidates for office. Third, to ensure Unite was fully represented on Labour’s main policy making bodies.

    Unite recognised that it would take money – from their political fund of course – to secure these additional Labour party memberships, fix those Labour party candidate selections and shift the balance at the top in their favour.

    In the document “Winning Labour for working people –Strategy and membership.” Unite were clear – “This requires a detailed and concrete strategy, with strong leadership, properly resourced”.

    At the heart of the strategy – as events in Falkirk so dramatically revealed – was the use of those union resources to ensure that every safe – or winnable – Labour seat which came up was won by Unite or its people.

    Unite pledged itself to “Working with other affiliated unions to secure the adoption of trade union (or union-friendly) candidates in winnable constituencies in particular”.

    And Unite wasn’t going to leave anything to chance. It would – like left wing entryist organisations – create its own cadre – or vanguard – of loyal activists. So they promised that “Unite will launch a Future Candidates Programme (FCP). We will promote a new generation of Unite activists towards public office… We intend to produce some potential MP candidates for selection by 2013 at the latest”.

    Just under a year ago, Unite’s Executive Council were updated on plans to take over certain constituencies.

    In the report of the executive council September 2012 meeting, it was minuted that “regions have been asked develop intensive pilot campaigns to pursue the political strategy with the aim of increasing membership of the Labour Party.”

    In case members were in any doubt what increasing Unite membership of the Labour party was for, a further update in December last year reminded them of the success in “the exemplary Falkirk” selection battle. Falkirk was “a seat where a candidate selection, to replace the disgraced Eric Joyce, is reasonably imminent, and where Unite, following regional and local consultation, is very likely to back Unite member and activist, Karie Murphy… we have recruited well over 100 Unite members to the party in a constituency with less than 200 members.”

    We know that Labour subsequently investigated what was happening in Falkirk and suspended the process – but the internal report into just what was happening still remains unpublished – and Falkirk, being an “exemplary” demonstration of Unite’s political strategy, is very far from the only constituency where the union have been deploying their entryist tactics.

    The Lib-Dem Labour marginal, currently represented by the formidable Gordon Birtwistle, was one target. “In the North West,” Unite reported, “initial work was around schools for activists, from specific constituencies with a membership ask. In Burnley this resulted in a number of new members and doubling of the delegates.”

    In Southampton Itchen, where John Denham is standing down, and the Conservatives Royston Smith is bidding to win, Unite have also been active. The union recorded that they had set up a “Southampton local activist political school building on the successful and considerable Unite involvement in local elections a whole new level of election involvement including a number of new members”.

    In Ilford North, where the impressive Lee Scott is defending a marginal seat, Unite have also been showing how enterprising they can be, as the Guardian reported: “flyers sent out by Unite invite its membership to attend a meeting in Ilford east London with McCluskey that offers to pay the member’s first year of party membership”.

    In June of this year, Unite’s then Political Director Steve Hart summed up their progress in an internal political report.

    He confirmed that Unite’s muscle was helping win selections and their political fund would be being deployed to support their people, “We will very much continue with targeted membership growth plans using phone banking and activists alongside constituency initiatives with local candidates, especially where a strong Unite candidate has won through selection” he wrote.

    The degree of energy, he wrote which was being devoted to candidate selection was intense, “As some will have noticed, the work of the Political Department and the Union regionally in candidate selections is a little bit like a swan – all that can be seen is indication of support here or there, while below the water activity is furious!”

    So furious indeed that Unite had ‘been supporting’ 40 other selections in addition to Falkirk. In Hart’s report he lists “candidates we have been supporting in different ways. I am pleased to report that the first on the list, Vicky Foxcroft, was successfully selected, winning over 50% in the first round of balloting in the ‘safe seat’ of Lewisham Deptford”.

    President Lyndon B Johnson argued that the most important skill in politics was not rhetoric or logic – but arithmetic. Being able to count. On votes.

    The greatest manipulator of power in the history of the US recognised that arguments were worthless without the votes in the legislature to get your programme through.

    And Len McCluskey is clearly a keen student of LBJ’s – because his organisation is trying to secure the numbers on the ground – of Labour party members – to secure the numbers in the legislature which will deliver his agenda.

    And it is instructive in all the controversy and debate surrounding what has happened in Falkirk that nothing – precisely nothing – has been done by the Labour leadership to prevent the largest systematic attempt at political entryism in our history since the existence of the Militant Tendency.

    Ed Miliband has failed to act – and has no plans to act – to change how Labour MPs are selected.

    Ed Miliband has failed to act – and has no plans to act – to look at any of the other 40 cases from Burnley to Ilford, Southampton to Lewisham, where Unite openly boast of their entryist success.

    Ed Miliband has failed to act – and has no plans to act – to prevent Unite and its allies buying up Labour memberships to stuff the ballots in selection procedures.

    Ed Miliband has failed to act – and has no plans to act – to prevent Unite and its allies using the political levies which members automatically opt into to fund this process of entryism.

    Indeed the contrast with Neil Kinnock – who originally faced down the Militant Tendency over entryism is striking – and not at all flattering to Ed Miliband. While Kinnock moved bravely and remorselessly to eradicate Militant’s influence and Militant-sponsored MPs from Labour Miliband has done nothing to stop the takeover of his own party.

    Perhaps we should not be surprised at Len McCluskey’s approach – because as well as clearly being a student of LBJ’s tactics, he is also intimately acquainted with Militant’s style of politics.

    He was a member of the Labour Party in Liverpool during the 1980s when Militant took over the local Labour Party and Labour council. While Labour moderates such as Frank Field had to fight off repeated deselection attempts from the hard-left group, McCluskey was their ally. The two principal Militant activists in the city were Derek Hatton and Tony Mulhearn. Both were expelled by the Labour party in 1986. But Mr McCluskey has acknowledged both men were “close friends”, and he has subsequently stated that “on the chief issues (Militant Tendency) were right”.

    It is certainly the case that the chief issues which preoccupy Len McCluskey and Unite today are well to the left of what anyone might term mainstream. And run directly contrary to the interests of the hard-working people who are crucial to our economic recovery.

    Indeed, Unite are explicit that they want to disrupt economic growth, proudly boasting that they have, “set aside twenty-five million pounds to jump-start a dispute fund” in other words money to create strikes, which they say is ” another clear sign that this union means business … And we have deployed our nationwide team of organisers to support our members in struggle through a new leverage strategy, hitting bad employers all the way up and down their supply chain and their customer chain… the CBI is already warning fellow employers’ organisations across Europe about Unite’s leverage strategy”.

    But it’s not enough simply to hit what Unite terms poor employers – all employers – indeed all citizens – need to feel the effects of union muscle. In a paper put forward to the TUC, Unite urged other unions to join them in staging a 24 hour general strike. In the document, Unite argues that ‘such action is desirable’ and that it would be an ‘explicitly political’ attack against the Government.

    In his desire to promote militancy, McCluskey even threatened to disrupt the Olympics which Tony Blair brought to London. He wanted to use this occasion – when the eyes of the world were on this country – to promote public disorder. ‘The unions, and the general community, have got every right to be out protesting’ he said. ‘If the Olympics provide us with an opportunity, then that’s exactly one that we should be looking at… When you say what can we do, and the likes of the Olympics, I’m calling upon the general public to engage in civil disobedience’.

    And the aim of all this activity is a decisive move of the political spectrum – and the Labour party – to the left.

    Len McCluskey has told Ed Miliband that he must not try to move to the centre ground on the economy – indeed he must promise more taxing, spending and borrowing, as he warned his candidate, “He knows within this next 12 months he has got to start out with policy that gives hope to people and something different from the austerity programme that the government is pursuing.”

    Specifically, McCluskey has opposed the changes to the welfare system the Coalition Government has made and wants to reverse the progress we’ve made towards making work pay. He wants to restore the spare room subsidy and end any cap on welfare.  He has argued that all ‘the government’s so-called welfare reforms are designed to marginalise the disadvantaged and vulnerable in our society’.

    And Unite oppose all the Government’s education reforms. When we devoted additional cash to repairing the problems we had inherited they dismissed it as “small beer given the scale of the problems before us” and objected to the fact that “much of that money is earmarked to deliver the highly political free schools programme.”

    In every area of public policy Unite – and their allies in Unison and the GMB – want to see a decisive move left, a move away from the interests of hardworking people. They have opposed making public sector pensions sustainable and more in line with those in the private sector. They have opposed measures to stop vexatious employment tribunal claims that affect small businesses. And they even want a return to the unsustainable tax rates of the 1970s.

    And they believe they are getting what they want from Labour.

    Across the field of policy – wherever Labour has a policy – you can see the imprint of union manufacture on the product.

    In my own area of education Labour have opposed (even though Andrew Adonis has argued for) the move to create more academies with freedom over staff pay terms and conditions, the move to create more free schools with freedom over staff pay and conditions, the move to shift teacher training to the classroom, which is proven to be more effective but which makes union recruitment more difficult and the move to allow schools freedom to recruit expert professionals to teach who are not union members.

    In every case the interests of unions trump the needs of our children.

    Labour’s health spokesman – Andy Burnham – has also dismissed the education reforms parents support but unions oppose – declaring he “wasn’t cheerleading for academies” and his position on NHS reform has been driven by the need to appease the unions. Under Alan Milburn, John Reid and other genuine Blairite reformers pluralism was welcomed within the NHS. The more different providers could help reduce waiting lists, relieve pain and cure disease, the better. But now Labour want no change from the monolithic delivery of services in the way which suits unions such as Unison and Unite.

    In every case the interests of unions trump the needs of those who are suffering.

    And in the economic realm Labour have opposed changes to the Royal Mail which will improve the service to the public, have opposed flexibility in the employment market which helps keep people in work, and have opposed the reductions in public expenditure in the (union-dominated) public sector to allow growth in the (wealth-creating) private sector.

    In every case the Labour spokesman concerned – from Andy Burnham to Chuka Umunna to Ed Balls – will have been thinking as they shaped their policies about the critical role unions will play in any future leadership election – a role Ed Miliband has failed to act  – and has no plans to act – to change.

    More than that, Labour’s operation in Parliament is funded, and directed, by union interests, as Unite boasted in their June 2013 Political Report, where they declared, “The union provided significant contributions to MPs and the Shadow teams” specifically to put forward union amendments such as those which were – in their words – designed to “block the worst aspects of both the Enterprise and Regulatory Reform Bill and the Growth and Infrastructure Bill.”

    That involved ordering Labour MPs to vote against giving employees the chance to own a share in the company they work for.

    All of these positions make life harder for hard-working people. They reduce educational opportunity, increase the burden of the public sector on taxpayers, make it more difficult to get, and keep a job and drive up the cost of the goods and services we all need.

    The trade union influence over Labour’s operation in Parliament can only grow as Unite and their allies continue their long march through the constituencies, racking up the numbers in the Parliamentary Labour Party to deliver on their policies.

    Of course, the focus which the newspapers brought to the Falkirk scandal has forced some action from Ed Miliband. Some commentators have hailed his action to change the way unions operate within Labour as brave. Others have condemned it as foolhardy. I will leave value judgements to others. And look at the mechanics of what’s proposed.

    Most trade unions have what they call political funds – levies on their members to support campaigning activity. It’s that money which is paying for Unite’s efforts to take over Labour parties constituency by constituency.

    Union members are automatically enrolled into paying the political fund. In order to opt-out, members have to jump through various hoops.

    In a poll conducted by my good friend Lord Ashcroft:

    One third of members said they didn’t know whether they contributed to Unite’s political fund. Most Unite members (57%) preferred an opt-in system for the political fund; only 31% supported the current opt-out system.

    The only political party the fund’s cash is ever used to support is Labour. Even though there is evidence that only a bare majority of trade unionists – and indeed Unite members – actually vote Labour. Indeed Unite’s own Political Strategy admits that, “According to opinion poll data today, we would expect that our members would be now indicating 45-50% support for Labour.”

    Ed Miliband could have chosen to reduce union muscle – and indeed democratise British politics – by reforming the operation of the political fund at source. He could have insisted that every union member be asked to opt in to paying the political levy. He chose not to.

    Perhaps because, as Lord Ashcroft’s polling shows only 30% of Unite members said they would contribute to the political fund under an opt-in system; 53% said they would not.

    Ed Miliband could have argued that political funds be distributed to more than one party – in accordance with trade union members’ actual views. Or he could have argued that political funds could go to the politicians union members most admire. He chose no to, and again Lord Ashcroft’s polling of Unite members is revealing.

    According to Lord Ashcroft’s work, 49% of Unite members said they would vote Labour in an election tomorrow, 23% Conservative, 7% Liberal Democrat and 12% UKIP. At the 2010 election 40% voted Labour, 28% Conservative and 20% Lib Dem. Asked which politician was best fitted to lead the country, 40% said David Cameron would make the best Prime Minister, just behind Ed Miliband (46%).

    And of course Ed Miliband could have imposed a limit on how much trade unions can spend on political campaigning of any kind. He chose not to. Perhaps because he knows that the total amount in Union’s political funds is £13.9 million.

    Instead he proposed one – very precise – change.

    In the past trade unions have used their political funds to automatically enlist their members onto Labour’s rolls – to the tune of around £3 per member. This is known as the affiliation fee.

    Ed Miliband has said he only wants those affiliation fees in the future if union members individually agree.

    That does – absolutely – run the risk of Ed Miliband having less money from trade unions which he controls.

    But it does not – at all – reduce the amount trade unions have to spend on their political activities – or indeed in support of individual Labour candidates, campaigns and parliamentary teams.

    Each individual trade union will still raise just as much – perhaps even more – for its political fund. But now each trade union’s General Secretary and executive will have greater flexibility over how that cash is allocated. They can be – and are – in a position now to choose to give more of that money to the Labour candidates, MPs, activists and campaigns which they believe are appropriately ideologically aligned. They can decide which pipers to pay and can call the tunes they wish.

    Unite has pledged specific – additional – financial support for Unite-aligned candidates in the run-up to the General Election. That would involve having phone banks manned for those candidates and, in the words of then Political Director Steve Hart: “committing up to £10,000 to a large number of these marginals based on draw-down of money for concrete proposals. Our overall expenditure on all the above will be significant but it is a very proper use of our Political Fund”.

    Following Ed Miliband’s proposals to reduce his control over the unions’ political funds, Len McCluskey expressed his delight. ‘I want to spend more money on political campaigning, and Labour candidate selections’ he stated.

    While the unions may not like payment by results or performance-related pay in the public services, they clearly approve of it as a political campaigning tool. And the message to any – existing or aspiring – Labour candidate is clear. If you align yourself with Unite there is extra money – and muscle – available to help you get selected – and then help you get elected. Perform in the right way – as decreed by the Unite exec – and your path to Parliament will be smoothed and future financial support will be guaranteed.

    So by changing how the political funds operate – and reducing his slice of them – Ed Miliband is increasing the hold Len McCluskey and his allies have over candidate selection, increasing their control over the composition of the Labour party and increasing the incentive for all Labour candidates and MPs to follow the money – and fall in with Unite.

    It’s not just candidate selection where the unions are liberated to shift politics in their direction.

    As we have seen, Labour’s frontbench team in Parliament have relied on union money, and union ideas, to develop their policies. With the automatic funding that Ed Miliband used to be able to distribute diminishing, those frontbench teams will have to look increasingly outside for resources. And Len McCluskey and his team are only too happy to oblige – if those policies fit his agenda.

    You don’t have to take my word for it. As Len McCluskey himself has explicitly said: “We will look to resource our political strategy in different ways…(through) better, enhanced policy input”.

    So Ed Miliband’s proposed changes will encourage the drift of Labour policy further away from what’s in the interests of hardworking people – as Labour politicians compete for Unite’s favour and resources. We have already seen it happen over this summer – as Andy Burnham moves leftwards on health and Chuka Umunna and Chris Bryant have moved left on employment flexibility.

    After Len McCluskey made it clear he wanted rid of the spare room subsidy, Labour briefed the New Statesman earlier this month that they would oblige. After Len McCluskey said he was ‘furious’ with Labour’s ‘crazy’ decision to back a public sector pay freeze, the Labour leader meekly told his party conference that he was ‘was not talking about the next parliament’.

    And just last week – in direct response to a trade union demand for rent controls the Labour housing spokesman announced he would back intervention in the housing market.

    On top of that, Ed Miliband’s failure to reform the unions’ political levy at source means trade unions can still spend massive sums in the run up to – and during  – the election to support a Labour party that backs their vested interests and to campaign against Conservative policies which have brought back prosperity.

    There is no limit on what the unions can spend on their campaigns – which can be deployed as we have seen to favour Labour candidates and undermine coalition candidates.

    Indeed Unite have – again – been open about their ambitions. “Our provisional plan,” they outlined in their Political Strategy, “which will be developed for launch very early in 2014 is as follows. In each of 100 seats – the key seat 80 plus 20 defensive marginals  Unite will build a structure based on 1 Constituency Captain, and field organisers. The Constituency 10 will have responsibility for organising 10 contacts with each Unite member in the seat in the 20 months up to the General Election – contacts in a variety of ways including face to face conduct. They will be provided with training, and detailed plans and statistics for the CLP – including workplace information, any voting data we have, Mosaic and other information to ensure informed campaigning. Efforts will be made to develop an esprit de corps amongst the 10, including clothing etc and a degree of competition as seen with our US colleagues. We will use Nationbuilder technology to facilitate the work.”

    It would be amusing if it weren’t so chilling that Unite plan to encourage enhanced performance for their left-wing candidates at the election through competition. I suppose that is what you might call traditional values in a modern setting.

    And of course Unite – and their allies – can spend millions on phone banks, canvassing, leafleting and adverts to push their message. A message which is unlikely to be “Same old Labour would make you worse off”.

    At the last General Election, the five Labour-affiliated trade unions registered as third party participants spent over £700,000 – to fund campaigns against things like “Tory cuts”, including one memorable Unison poster of an axe with a blue blade, entitled “Look what’s in the Tories’ first budget”. Nothing in what Ed Miliband proposes will change that – indeed it will give the unions greater freedom, not least to concentrate their resources in support of candidates and causes opposed to the interests of hardworking people.

    But while Unite and other unions will have more money available to push their agenda, Ed Miliband will have less of their money to pursue his.

    So what will he do?

    That brings me to my third question – the question of political reform.

    I am strongly in favour of reform of our political institutions. The cost of politics is too high. Parliament needs to take back power from unaccountable bodies who exercise it without a mandate – not least the European Union. Our democracy needs to be more direct, public figures who exercise statutory responsibilities, not just politicians, need to be more openly accountable and taxpayers need even better information on how their money is spent.

    But the political reform Ed Miliband is offering – the only one so far as I can see – takes us in the opposite direction. It will centralise power, raise the cost of politics, make the exercise of political authority more opaque, parties less accountable and, worst of all, citizens poorer.

    Ed Miliband’s principal proposed political reform is taxing the public more to pay for politics

    In recent years it has been a Labour aim to increase what they call state funding of political parties – but which is more properly described as the compulsory confiscation of taxpayers money to pay for politicians.

    Plans were drawn up by the last Labour Government to increase state funding and it is those plans which the Miliband team are seeking to implement now.

    Some Liberal Democrats have even made the case with my old friend Matthew Oakeshott saying we need taxpayer funding to get the “dirty money” out of politics.

    Well, I personally think there are few dirtier monetary transactions than politicians getting together to agree that they will pick the pockets of people poorer than themselves to fund activities which should be supported voluntarily – not compulsorily.

    If political parties want more money then they can either recruit more members or convince their own supporters to dig deeper. But for the advocates of more state funding on the left, there’s an intrinsic problem in philanthropists giving their money to support their beliefs. It’s alright if philanthropists give to arts, development or other causes. That’s public spirited. But if those same philanthropists decide to support their political ideals – it’s called the taint of big money.

    There is a debate – of course – about whether there should be a limit on donations to political parties – governed by a desire to make political parties work hard to secure as wide a base of funding as possible. That is a sensible position but I shan’t get into the detail today of how any caps might or might not work.

    But what does seem to me be crystal clear is that while it’s a good thing to have more people contributing to the political process – whether financially or otherwise – that should be on voluntary basis. No matter how much any individual might choose to spend from his or her own resources on supporting their ideals surely it cannot be immoral to spend your own money on supporting democracy? But what does raise real questions of morality – and principle – is forcing people to contribute out of their earned income to support political activity they may neither endorse nor welcome.

    And yet that is the position which Labour are now embracing – call it what you will a spin tax, a “Militax”, a going to the poll tax – it’s all the same thing – more taxes to pay for more politicians spending more of your money.

    I think hard-working people in this country already pay enough tax – and the purpose of tax is to pay for doctors, soldiers and teachers – not politicians. But if Ed Miliband gets his way you will soon be forced to pay for him.

    It’s not too late for Ed Miliband and his team to get out of the problem they have created – and which Len McCluskey is so eagerly set to exploit.

    They can take five steps right now.

    First, they can investigate all 41 of the candidate selections Unite set out to manipulate – not just the one in Falkirk. They can examine where the growth in membership has come from, the money unions have been using to rig selections and the sharp practice potentially employed. Candidate selection in those seats could be suspended until a clean bill of health is issued.

    It’s critical of course that such an investigation is independent and seen to be independent. It need not be judge-led. But it cannot be led – as Ed Miliband’s review of party funding is being led – by a former Unite apparatchik like Ray Collins. I would suggest someone like Alex Carlile QC or a cross-bench peer like Lord Guthrie of Craigiebank.

    Second, Ed Miliband can also work with the Coalition to use legislation going through parliament now to reform the unions’ political levy system. We will help him make the political levy an opt-in exercise – at a stroke delivering the new politics he has argued for.

    We would – of course – also support other changes he might want to advance to democratise how any political fund is spent.

    Third, Ed Miliband should move to modernise his whole candidate selection – and leadership election – process to make it genuinely one member one vote, like the coalition parties. He could then submit himself for re-election to the membership which did not vote fro him in 2010. If he did, it would be a real show of confidence in his membership which would give his leadership greater authority.

    Fourth, Labour can also police the funding of candidates to ensure there is no pressure from unions to support certain policy positions in order to secure extra campaign funding. It can restrict union funding of frontbench teams, declare in whose interests amendments are being laid or explicitly disavow introducing legislative changes at the demand of trade unions.

    Ultimately, of course, Ed Miliband needs to go further to convince the electorate that he is ready to stand up to the people who bought him his leadership. He needs to make clear not just that the tactics of McCluskey and his allies are wrong but their policy agenda is precisely the sort of hard-left Militant inspired nonsense up with which he will not put.

    And if anyone thinks I am asking too much I ask simply this – what would Blair do? Indeed, what would even Kinnock have done?

    The sad truth is that – charming, intelligent, eloquent, thoughtful, generous and chivalrous as Ed Miliband may be – in this critical test of leadership he has been uncertain, irresolute, weak. To the question – who governs Labour – his answer would appear to be – increasingly – the unions.

    And if Ed Miliband is too weak to stand up to the union bosses who pick his candidates, buy his policies and anointed him leader, then he simply will be too weak to stand up for hardworking people.

    Our country cannot afford – as we had in the Seventies – the same old Labour party with a weak leader buffeted by union pressure to adopt policies only they want and asking hardworking people to pay the bills.

    That is why when it comes to Labour and the unions, reform has to be fundamental, rooted in core democratic principles and in the public interest. There is no alternative.

  • Michael Gove – 2012 Speech on Child Protection

    michaelgove

    Below is the text of a speech made by the Secretary of State for Education, Michael Gove, on 16th November 2012.

    I am very grateful to the Institute of Public Policy Research (IPPR) for giving me a platform today. The IPPR has been one of the most influential organisations in shaping social policy in Britain over the last two decades. The work you have done has ensured the case for greater social justice has been prosecuted with both passion and rigour. And under Nick Pearce’s directorship and James Purnell’s chairmanship your intellectual energy has never been greater.

    I want to talk today about a theme I have touched on before – the way in which our society has put the interests of adults before the needs of children.

    In other speeches I have given and articles I’ve written I’ve argued that the interests of adults in our education system have too often been given precedence over the needs of children.

    I have argued that the interests of trades unions in protecting outdated working practices, the interests of academic ideologues in defending theoretical positions and the interests of politicians in preserving their power networks have all worked against the flexible, empirically-based, child-centred education policy we need.

    A genuinely progressive education system, I have argued, should be judged on how effectively it helps children transcend the circumstances of their birth and how comprehensively it equips them to take control of their own lives.

    That is why I believe in school league tables based on externally set – and marked – exams, because while they may be uncomfortable reading for some adults they help us identify the teaching practices which are best for our children.

    That is why I believe in breaking open local monopolies of educational provision – because while that may challenge the arrangements that suit adults in power it creates a dynamic which ensures we all do better for children.

    And it’s why I believe we need to make it easier to remove bad teachers, and pay good teachers more based on proven performance – because while that may disrupt assumptions adults have got used to, it guarantees that we reward those who put children first.

    Today, however, I want to talk about another – if anything more important – area where the interests of adults have come before the needs of children.

    The failure of our current child protection system

    I want to talk about child protection.

    Specifically, how we care for the most vulnerable children – those at risk of neglect or abuse – those who come into the care of others because their families cannot care for them.

    And I want to begin with an admission.

    The state is currently failing in its duty to keep our children safe.

    It may seem hard to believe – after the killing of Victoria Climbie, after the torture of Peter Connelly, after the cruel death of Khyra Ishaq – surely  as a society, as a state, we must have got the message.

    But, I fear, we haven’t.

    We are not asking the tough questions, and taking the necessary actions, to prevent thousands of children growing up in squalor, enduring neglect in their infancy, witnessing violence throughout their lives and being exposed to emotional, physical and sexual abuse during the years which should be their happiest.

    The facts are deeply depressing.

    Too many local authorities are failing to meet acceptable standards for child safeguarding.

    Too many children are left for far too long in homes where they are exposed to appalling neglect and criminal mistreatment.

    We put the rights of biological parents ahead of vulnerable children – even when those parents are incapable of leading their own lives safely and with dignity never mind bringing up children.

    When we do intervene it is often too late.

    When children are removed from homes where they’re at risk they’re often returned prematurely and exposed to danger all over again.

    Instead of concentrating properly on the appalling neglect and abuse visited on children by those they know or who are in the family’s immediate circle we have been pre-occupied by the much smaller risk of strangers causing harm and in so doing have established an intrusive and inefficient bureaucracy which creates a false feeling of security for parents while alienating volunteers and eroding personal responsibility.

    When things go wrong and children suffer we are not transparent about the mistakes which were made.

    We do not learn properly from what went wrong to improve matters in the future.

    We do not support the social work profession properly, nor have we modernised its ways of working in line with other professions.

    When children are taken into care we take far too long to find them a secure and loving home.

    We don’t recruit enough foster parents for children with very challenging needs – especially from more economically secure homes.

    We don’t recruit enough adoptive parents – and those heroic adults who do wish to adopt are treated consistently poorly by a system which does not put children’s interests first.

    For those children who are placed in residential care homes, we don’t provide sufficient support or security.

    For older children in their teenage years who are neglected or who are vulnerable to exploitation we don’t provide enough respect or protection.

    And for all those who leave care we don’t provide a sufficiently clear and secure path to the future.

    Today I want to lay out a path to a better future for children in need, at risk and in care.

    In so doing I will be explicitly challenging, deliberately uncompromising, blunt.

    I am sure there will be criticism, counter-arguments and equally blunt reaction.

    Good.

    Because unless we have this discussion in the open – free of cant, obfuscation, emulsifying jargon and euphemism – we will not be able to arrive at a clear and enduring consensus about how we can better protect our children.

    The interests of adults – their desire to escape criticism, avoid controversy and carry on much as before – cannot be allowed to take precedence over the needs of our most vulnerable children.

    A failure of leadership

    Which is why it is necessary to highlight how poorly some parts of local government are discharging their responsibilities.

    After 160 Ofsted inspections of local authorities to see how effectively they safeguarded children less than 40 per cent got to a level we could be happy with – only three per cent of local authorities were considered outstanding and just 36 per cent good. 45 per cent were ranked at Ofsted grade three – what we call adequate but everyone now recognises is a situation which is not good enough and requires improvement – while 16 per cent were inadequate – simply nowhere near good enough.

    And lest you think those judgements were unduly harsh, it should be pointed out that Ofsted revised its inspection framework in June this year to sharpen the focus on practice – the nitty-gritty of child protection. With the three inspection reports being published today 12 local authorities have been inspected under this framework. Six are at level three – adequate and therefore requiring improvement. And five are inadequate. What is also clear is that local authorities can get it right, and I congratulate Redbridge, whose inspection report is published today, for their good child protection services and wish them well on their journey to outstanding.

    Also published today is Ofsted’s latest inspection of child protection in Doncaster. The local authority, despite valiant efforts by many well-intentioned professionals, is found, after having improved slightly, to have slipped back to being inadequate.

    I’ve taken a particular interest in child protection in Doncaster because I, like many, was horrified by the events a few years ago in Edlington, a village within the Doncaster local authority area, which resulted in two innocent children being horrifically abused by other children who were themselves the victims of parental abuse and neglect. I had the opportunity to meet the parents of those victims and was deeply moved by their courage and also determined that lessons be learned. I asked the distinguished lawyer Lord Carlile, the author of a very well-received investigation into child abuse in Ealing Abbey, to investigate and his report is published today. It should be read alongside the Ofsted report into Doncaster to give a full picture of the child protection problems Doncaster has faced.

    Anyone reading both reports will appreciate that the problems Doncaster faces are not amenable to a quick fix. Nor is there any single individual – or group – whom we can say are alone responsible for the problems Doncaster faces. But the situation is unacceptable, and needs radical change and improvement.

    I travelled to Doncaster to talk to the parents of the victims in the Edlington case, and earlier this month I visited Doncaster again to talk to the Chief Executive and the Director of Children’s Services. I hope to meet the town’s MPs next week, and will announce – after that meeting – the action I intend to take.

    I asked Lord Carlile to look at the situation in Doncaster because there were problems specific to the town which required expert external analysis. But in asking him to take on this work I was keen not just that we should learn lessons specific to Doncaster – but also that he should make recommendations about wider changes we needed to make to improve child protection.

    Reading his report, I have found his overall argument compelling. There are a series of specific recommendations, many of which I am instinctively drawn to and all of which deserve careful consideration. The Government will respond formally to all the recommendations in due course.

    But I want there to be a time for debate before the time of decision. Because one of the reasons why I like Lord Carlile’s approach so much is that he issues tough challenges – as I hope to today – and if we speak plainly then in fairness we need to hear how others respond before acting.

    A child’s need for protection trumps the adult’s interests in the child

    And one of the first arguments where I want to hear how people respond is the case Lord Carlile makes that we should be much more assertive in taking children out of homes where they are at risk.

    Lord Carlile’s thinking chimes with the Education Select Committee’s recommendation in its report last week on child protection. It’s another excellent analysis which richly repays reading and it makes the point that the “balance of evidence is heavily in favour of care” for vulnerable children being considered “at an earlier stage for many children”. The report asks that ministers should encourage public awareness of that fact.

    Let me try to do so now.

    I firmly believe more children should be taken into care more quickly, and that too many children are allowed to stay too long with parents whose behaviour is unacceptable.

    I want social workers to be more assertive with dysfunctional parents, courts to be less indulgent of poor parents, and the care system to expand to deal with the consequences.

    I know there are passionate voices on the other side of the debate.

    They express sincere concerns about children being separated from loving parents in stable and secure families and heart-breaking battles to bring those children home.

    I don’t deny that such cases exist. But there is no evidence that they are anything other than a truly tiny number.

    Whereas there is mounting evidence that all too many children are left at risk and in squalor – physical and moral – for far too long.

    Giving evidence to the House of Commons Select Committee, Martin Narey, the former chief executive of Barnardo’s, underlined that he had never come across a case of a child being taken wrongly into care but he had come across all too many cases where he was “astonished that we have not intervened”.

    Martin cited a report – commissioned by the last Government – which showed that “Thresholds of entry to care were often high. 92 per cent of children in the study had experienced two or more forms of maltreatment, including neglect, emotional abuse, physical abuse and sexual abuse. In a number of cases, the abuse or neglect of children had persisted for many years without decisive action by children’s services or the courts.”

    Recent academic research is consistent in underlining the damage done by delaying intervention and The Home or Care?, the Neglected Children Reunification and the Significant Harm of Infants Studies found extensive evidence of the consequences of abuse in children’s delayed development, poor speech and language, poor school performance, decayed teeth and untreated medical conditions, as well as in numerous emotional and behavioural problems, particularly violence and aggression.

    And when Professor Elaine Farmer and colleagues carried out a five year follow up study of neglected children returned home, they found that even when we do intervene we still return children to abusive homes too early – and in too many cases. She studied 138 neglected children who had been returned to their families. After two years, 59 per cent of children returned home had been abused or neglected, and after five years, 65 per cent of returns home had ended.

    In half of the families, children had experienced two or more failed returns home, with some children repeatedly returned home to circumstances that remained unchanged and about which social workers had concerns.

    But dry numbers alone cannot convey the real – enduring – pain we cause children when we leave them in danger.

    You need to read the serious case review into the case of Peter Connelly to confront the reality of a child left, uncared for and neglected, to soil himself and starve and then, when he cried out in his anguish, the people who should have cared for him allowed him to be violently assaulted.

    You need to read the serious case reviews of children in Southampton and Bristol whose substance-abusing parents were so incapacitated their own children died from ingesting their parents’ methadone.

    You need to read the words of Sylvie Carver in last week’s Times, when she wrote of her own experience.

    The neglected child can sit in a soiled nappy for hours, piss-soaked vests are not changed but just turned inside out and the nappy rash never quite goes away. As a toddler this baby learns to take its own nappy off when it can’t bear the pain of the full nappy rubbing against the rash. He also learns to shove as much food as is offered into his mouth because living with a neglectful parent means, for many reasons, regular mealtimes don’t exist. Life is chaotic and food turns up as unexpectedly as your absent dad wanting the child benefit to drink up in the pub. Your parent might only sort out a meal when they feel hungry and anyone on drink and drugs doesn’t do three meals a day. When parents are wrecked you might get some money for sweets or a swig of the medicine that seems to make them happy, but when they are bored with you they ignore you. The house is so chaotic and out of control that even when you’re old enough to bath yourself you can never get clean. You run a bath in a scummy tub and when you get out you dry yourself with a mouldy towel and get into dirty clothes.

    In all too many cases when we decide to leave children in need with their biological parents we are leaving them to endure a life of soiled nappies and scummy baths, chaos and hunger, hopelessness and despair. These children need to be rescued, just as much as the victims of any other natural disaster.

    But because of what has been called optimism bias – the belief that with a little more help and support the family will, at last, at long, long, last mend its ways – we leave children in danger for too long.

    Social workers are encouraged to develop relationships with adults who are careless of their own welfare and dignity. And for perfectly understandable reasons sometimes professionals are reluctant to directly and robustly challenge the behaviour of people whose trust they are trying to win. But all the time, while adults are trusted, children continue to suffer.

    Social workers – partly because so much of their time is spent in uniquely difficult circumstances many of us will never encounter – can become desensitised to the squalor they encounter and less shockable overall.

    Which is why it’s up to the rest of us to show leadership. That means supporting social workers who are prepared to take children into care when parents are in the grip of drug or alcohol abuse, backing social workers who rescue children from homes where they are left in their own urine and faeces for days, left to forage for scraps of food and drink and denied warm, clean bedding and clothing.

    It also means being clear that the presence of a sequence of males in a relationship with vulnerable women when those men are not the biological fathers of children in the house is a danger sign. Especially if there is the slightest evidence that either adult is a substance abuser or the man has any record of domestic violence. Refraining from passing judgement on adult lifestyles in these circumstances is condemning children to an unacceptable level of risk.

    It is putting our fear of offending adults ahead of the needs of children in need.

    I know the counter-arguments.

    There are already too many children in care, some say.

    Well the current number of around 67,000 is lower than the number in 1981 when it was 92,000 – and there is in any case no such thing as a right number overall – only a right solution for every child in need.

    Precisely, say others, and care is itself damaging – look at the numbers of care leavers who are unemployed, whose health is severely impaired or who are in prison. Care is a terrible misnomer. Looked after children are really passed over children.

    Well I won’t deny there are many things we must do – urgently – to improve the treatment of and prospects for children and young people in care. Not least, to improve the education they receive, to make sure that they leave school and college with good, valuable qualifications, ready to progress into higher education (HE), work and adult life.

    But those who point to the numbers in prison, or suffering mental health problems, or in poor schools, or without qualifications, or who are unemployed and who are, or have been in care, and conclude that it is always care that is responsible for these terrible outcomes are making a terrible error.

    They are confusing correlation and causation. It’s as foolish as concluding that because so many die in hospital, hospitals are bad for your health.

    These children do not face difficulties later in life because they have been in care.

    These children are in care because of the terrible circumstances they have endured already in their lives.

    They are, in all too many cases, damaged young people. And while care is far from perfect it is much, much better than neglect, let alone the risk, or reality, of abuse.

    So – again – I hope I am clear. A rising number of young people in care is not a cause for concern in itself. What is a cause for concern is the horrific neglect and abuse that care can be a rescue from.

    We have been looking for danger in the wrong places

    And – as I hope I have also made clear – because the neglect and abuse children face is – tragically – generally visited on them by those they already know – parents, mum’s new boyfriend, members of an extended family as in the Matthew’s case or with Peter Connelly – we have been guilty of a tragic misallocation of effort and energy recently in concentrating so much on stranger danger.

    Yes, there are predators targeting children for sexual abuse, as well as those who traffic vulnerable young people. And we have already taken steps to tackle these problems. My colleague Tim Loughton developed and published the first Child Sexual Exploitation Action Plan – bringing together those most engaged in fighting this evil. The Deputy Children’s Commissioner, Sue Berelowitz, will shortly publish her interim report on child sexual exploitation by gangs and groups and it will also help us make the changes we need to keep children safe. I will turn in a moment to how we protect those most at risk from organised exploitation.

    But while the threat of criminally organised paedophilia is real, the balance of recent media coverage might lead some to believe that the greatest present danger to children is from powerful strangers who hide their abuse behind a cloak of celebrity or in the dark recesses of the corridors of power.

    The majority of perpetrators sexually assault children known to them, with about 80 per cent of offences taking place in the home of either the offender or the victim, and, by definition, almost all neglect occurs at the hands of the parent or care giver.

    And that is why the huge panoply of regulation which started with CRB checks and culminated under the last Government in an Act of Parliament requiring eleven million of us to register before we could even help at a Sunday school or drive a minibus from one sporting venue to another was an over-reaction. Thankfully, my colleague Theresa May has restored matters to a far more common sense position. From 2013, organisations can use just one check for any adult working with children, and the numbers requiring a check have been cut back to sensible proportions so writers visiting school classrooms don’t have to be vetted by the state for their suitability.

    But it is still the case, I feel, that by putting so much stress on a CRB regime that sought to limit the danger from strangers and gave some the false comfort that we could regulate and license sin out of all our lives, we actually only ended up damaging the voluntary spirit and introducing suspicion into perfectly normal and healthy interactions between children and adults. Music teachers were told never to touch young violinists. Teachers were afraid to comfort young children in pain with a consolatory hug or restrain violent youngsters when they were a danger to themselves and others.

    This misdirection of attention risked making normal adult child contact seem suspect while at the same time, as I have pointed out, the criminal neglect and abuse of children by irresponsible adults was accepted far beyond what any of us should have considered tolerable.

    This regrettable state of affairs has been a consequence of failing to follow the data, and instead succumbing to lurid fears which lurk in our psyches and take hold of the public imagination after particularly turbulent news cycles.

    Home office data shows of the 56 children murdered, 16 in 2011, 77 per cent, knew the person suspected and 64 per cent were killed by a parent or step-parent.

    The debate about how we improve child protection needs – like all policy debate – to be informed by evidence and open examination of what the data tell us.

    Transparency when adults get it wrong helps us get it right for children in the future

    That is why I have been determined to ensure that when things do go wrong – as they always will – we must make sure we are rigorous in analysing our errors and clear about how everyone may learn the appropriate lessons.

    After every child death – or indeed any serious case of abuse or neglect – the law states there should be a full Serious Case Review – a dispassionate assessment of what went wrong and why, so we can all improve practice in the future.

    But, under the last Government, SCRs were kept secret and all that was published were bland and uninformative executive summaries drafted in vapid jargonese, risking the wrong lessons being drawn.

    It seemed to me that – once again – we were getting our child protection system wrong by putting the interests of adults before those of children.

    It suited adults who had made mistakes – the police, lawyers, doctors and others who had, for example, failed Peter Connelly – to have their errors kept hidden behind a veil of confidentiality. No real sense of what went wrong could be divined from a bland exec summary. So no action which would make the lives of those who had made errors more uncomfortable could be taken.

    That is why, in Opposition, I campaigned for the publication of Serious Case Reviews and in Government we have insisted on their being made public.

    After catastrophic incidents in other areas – for example air crashes – the entire aviation industry has an interest in learning what went wrong and incorporating lessons from the disaster into future good practice. The aircraft’s black box yields information about precisely what went wrong – that is shared across the industry entirely openly – and professionals can then improve their operations by learning from others errors.

    But in child protection, professionals have fought greater transparency, often citing the adverse effects publication might have on surviving victims of abuse or neglect, or even on the perpetrators as they are rehabilitated.

    I find these arguments are – more often than not – spurious. Families of victims – like those I talked to in Doncaster – want the fullest possible transparency – not only so they can achieve what psychologists call closure but also because they are determined that some good come from the suffering visited on them – and they believe good can only come if lessons are learned. As for publication of past crimes impeding rehabilitation, that is not an argument we have heard with respect to, say, the Hillsborough Panel’s Report and it is not an argument anyone who believes in open justice or free speech can ever be comfortable with. Especially when non-publication so clearly serves the interests of those professionals who have failed.

    That is why I am glad that some local authorities have responded to our call for greater transparency by publishing SCRs – such as Leicester, North Somerset and Nottinghamshire.

    But I am still – frankly – frustrated that only 28 SCRs have been published since June 2010 of the 147 initiated and of which 80 have completed. I know in some cases we wait on the termination of legal proceedings before SCRs can be published but this still leaves a large proportion, well over half, unpublished.

    Lord Carlile – in his report – makes a series of suggestions about how we might reform the SCR process. And I am open to arguments about how to reform and refine the process. But at the moment there is too much foot-dragging, prevarication and obfuscation. There is a lot of media noise about inquiries these days, some of it frankly misdirected. But if there is any spare outrage going around it should be directed at those who are not publishing – in full – the current crop of SCRs – the robust inquiries required into the real tragedies of child death, abuse and neglect which deserve genuine investigation.

    We need rapid progress towards greater transparency. If that doesn’t happen soon, we may need to legislate – for example to ensure that lessons learned investigations are carried out by investigators with a clear remit to publish the truth in full as rapidly as possible.

    Because at the moment there are real structural impediments to greater open-ness. One of the biggest is the way in which those responsible for child protection are held accountable. The body which commissions an SCR in relevant cases is the Local Safeguarding Children Board. But the members of the LSCB are generally representatives of those very organisations – the local authority, the local police force, the NHS and others – who have made mistakes in child protection and whose errors need exposing. And the Chair of the LSCB – the principal watchdog – will be appointed by the Director of Children’s Services – the figure in the local authority with direct responsibility for child protection. There is a clear potential conflict of interest. Which is why – at the very least – we need to change the way we appoint chairs of LSCBs. I am open to suggestions and arguments about the future approach, provided we can ensure that it creates more pressure for accountability, transparency and more energetic action to protect children.

    The structures adults hide behind need to be reformed in children’s interests.

    But this change can only be a first step. The whole structure we inherited – a tangled web of trusts, partnerships, committees and boards pulling professionals away from their core responsibilities – has not made children safer. We need to ensure there is clarity about who is responsible for what in child protection. And clarity over the steps required to keep children safe.

    The last Government’s guidance in these matters, including Working Together to Safeguard Children, was over 700 pages long. Impossible to digest, let alone remember, for any hard-working teacher or police borough commander pulled in every direction by the many competing demands on their time.

    Even at that length – perhaps indeed because of that length – professionals were still left confused and uncertain about basic principles of child protection.

    Professionals today – as serious case reviews I have read have revealed – still do not know what facts they can share with other professionals about children in need because there is no clarity in their minds over how data protection laws operate.

    We are working in Government to simplify – and clarify – the rules in all of these areas. We are fortunate that directors of children’s services, the royal colleges and others are working with us.

    But let me again be frank. The over-complicated bureaucratic machinery we inherited diffuses accountability rather than clarifying it, makes sharing information more difficult, not easier, privileges process over results and committee attendance over action. We are taking steps to improve things as quickly as possible – following on from Eileen Munro’s superb work on how we improve children’s experience of child protection. But there is still much to do.

    I still believe that the best people to help lead improvements in children’s services are those from local government who have outstanding track records in child protection. That is why I have committed to funding the work done by the Local Government Association, the ADCS and SOLACE for another year. Their approach teams strong councils with weaker councils to improve child protection. But we need to see rapid progress if that support is to continue in the future.

    And critical to improvement – as Eileen’s own work so clearly demonstrates – is improving the quality of social work practice.

    Learning from education when it comes to reforming the profession

    One of the reasons why there has been so much bureaucratic intervention intended to regulate the social work profession into better performance is because previous governments had a fundamental lack of confidence in social workers themselves.

    As Andrew Adonis has pointed out – what was done for teachers now needs to be done for social workers. They too need support to improve their practice. That is why the College of Social Work has been set up and we are planning to establish the office of Chief Social Worker. More requires to be done – both in improving initial training and enhancing leadership – but the recognition is there – among ministers and social workers – that we need to work harder to improve how the profession operates. And one of the most promising developments in improving how the profession operates is the idea – first floated here at the IPPR by a Teach First alumnus Josh McAllister – that we support a charity doing for Social Work what TeachFirst did for teaching.

    Frontline – the proposition Josh has advanced with such care, thought and passion – is a brilliant idea. It offers more talented graduates the chance to make a dramatic difference to the lives of our most vulnerable citizens. The same idealism which drew TeachFirst alumnae into the nation’s most challenging classrooms can now be harnessed to get committed, intelligent, compassionate leaders into the homes where children need most help. By providing a shorter and more focussed training programme – just as TeachFirst does with its recruits – one of the biggest barriers to entry for gifted graduates contemplating social work has been cleared.

    That is why I intend – on receipt of a proper business plan in the next few months – to support Frontline’s establishment and get it up and running as soon as possible.

    But if we are to improve the lives of vulnerable children it is not just more high quality social workers we need to recruit.

    Finding the right adults to care for children

    We also need to recruit more foster parents. And more adoptive parents.

    We know that one of the surest foundations for any child’s progress through life is a secure attachment with an adult who loves them in their earliest years.

    And we know that for damaged children who’ve grown up in households where love is absent, fitful or glimpsed only occasionally when the haze of intoxication clears, the search for love – indeed for almost any display of affection or even attention – can dominate their later years.

    Every child needs to be somewhere they are genuinely cared for, protected, and where the adults looking after them love them and aspire for them to succeed in school and as they grow into adulthood.  When children are in an environment where they know they are loved they are also more ready to accept boundaries and limitations, because they know curtailments of their liberty or restraints on their wilfulness are being imposed by someone whose heart is committed to them rather than someone who is simply discharging a responsibility.

    Adoption means taking a child not just into your home but into your heart – it is a relationship for good in every sense of the word. It means committing to another person for life in a way which as profound, indeed even more so, than marriage.

    That is why it is such a daunting responsibility.

    But also such a wonderful gift.

    And because I have benefitted from that gift so much I am determined to ensure more and more vulnerable children also find loving homes for good.

    If adoption is right for a child who is taken into care, we are doing everything we can to ensure that he or she is placed for adoption as soon as possible.

    That is why we’ve published data on the performance of local authorities in helping children find adoptive parents – so we can learn from the best and challenge others to improve.

    It’s also why we’ve changed rules to make it easier for children to move out of the care system more quickly and into the arms of loving parents.

    We’re legislating to ensure BME children are not left in care for many months longer than average because adults believe they need to find a perfect or even a partial ethnic match.

    We’re changing the rules so that approved adopters can foster the child they hope to adopt at an early stage – thus building attachment and security.

    We are also exploring changes to allow siblings to be adopted separately – and to strictly limit or prevent contact between birth parents and adopted children.

    In both cases the wishes of adults and children to keep siblings together – or to maintain historic relationships – can work against the interests of children – who may best be served by being adopted as quickly as possible and forming as secure an attachment as possible with their new parents. Waiting until two or more siblings can be adopted together can limit the speed with which either might find a loving home. Allowing inappropriate contact with a birth parent could impede a child’s ability to settle in a new family without any gains for either child or parents.

    I am open to making whatever other changes are necessary to speed this process – but as reform bites so it becomes even more imperative that we accelerate and increase the numbers becoming approved adopters.

    That is why I am open to changing how we recruit new parents, giving voluntary adoption agencies a bigger role, with costs and payments reflecting their ability, indeed determination, to recruit more parents.

    Local authorities have little incentive at the moment to recruit beyond the numbers they may consider appropriate for their own area – while voluntary adoption agencies want to work across localities to recruit more parents. I don’t have any ideological preference as to who recruits more parents as long as more parents are recruited. As that thoughtful advocate of competition in the provision of public services, Deng Xiaoping, once said, it doesn’t matter whether the cat is black or white as long as it catches mice. And I don’t mind it if it’s a council or an agency recruiting adoptive parents as long as they don’t ask unnecessary and intrusive questions about faith or sexual politics, as long as they don’t keep compassionate volunteers waiting for long weeks and months to be assessed, as long as they don’t impose irrelevant class, race or lifestyle tests on prospective parents and as long as they work hard to make sure that sooner or later every prospective parent is given the chance to adopt. But unless I can see a change in attitude, quickening of the pace and a raising of the level of ambition, again, we are prepared to act.

    And just as I want a wider range of people encouraged to become adopters so I want to help an even wider range of people to become foster parents. We need in particular to encourage more foster parents from a wider range of homes. Edward Timpson – the Children’s Minister – grew up with a total of 89 foster siblings. He is used to people saying “you must be a very special person to do this” but he and his parents disagree. You don’t have to be special – there are lots of people who could foster children.  We need more aspirational and engaged parents who can introduce looked-after children to a wider range of experiences and opportunities would be hugely powerful in improving the prospects of our most vulnerable children. Other EU nations tend to recruit foster parents from an even broader pool than we do and we are looking at just how we can extend both the number, and the diversity, of those who foster.

    And I should add, of course, that the growth in special guardianship provides another route for children who cannot be cared for by their birth parents to enjoy the security of a home in which they are loved and cherished.

    All of these options together provide an opportunity for children who have known only upheaval and neglect to enjoy permanence and love – and thanks to the generosity of adopters, fosters parents and special guardians the number of children and young people in residential care homes has diminished during my lifetime.

    Holding adults to account for children in their care

    Of course there are some children and young people who simply cannot function in the family environment of foster care, and they need the framework and intensive professional help to be found in good children’s homes. I know that many children recognise and respond to the warm and sympathetic care they then receive. The best residential care homes are very good indeed – warm and caring environments where the highest professional standards help young people find stability after years of abuse or neglect.

    It is, however, very sadly the case that there are residential care homes where these high standards are not maintained. Homes where facilities are poor, supervision ineffective, affection absent and support for the young person either scanty or misdirected. Worse, many of these homes are located in parts of the country where other facilities for young people are poor. Worse still, many local authorities deliberately send their looked after children many miles from their friends and families to care homes in distant areas. Worse still, some of these homes are located in high-risk areas with large numbers of sexual offenders or organised criminal activity which can ensnare vulnerable young people.

    Now, no Director of Children’s Services or Council Chief Executive would willingly put vulnerable young people in harm’s way – but that is what happens.

    In places such as East Kent and East Lancashire there are vulnerable children from all over the United Kingdom, at risk of exploitation and vulnerable to criminal activity. They have been sent there by professionals charged with protecting them.

    How can this happen?

    In order to establish why good-hearted and well-intentioned people are not just allowing this to happen – but directing this activity – my colleague Tim Loughton established detailed work to consider how we could improve provision. That work will be completed shortly.

    We know that many of the young people who have found themselves in these homes – and whose lives will already have been characterised by neglect and abuse, the withholding of affection and the manipulation of their emotions – are being targeted by adults intent on sexual exploitation.

    Thanks to the determined work of Times journalist Andrew Norfolk, we know that the targeting, grooming and horrific mistreatment of young girls is facilitated by the failures of our residential care system.

    Indeed our care system overall.

    Policing the boundary between children and adults

    For a disproportionate number of young people who have been sexually exploited are or have been in care. And as Sylvie Carver’s Times article also made clear children who have been neglected early in their lives are uniquely vulnerable to sexual exploitation later.

    We need to ensure all adults recognise this vulnerability. That means tackling head on the attitudes of these professionals reported to have dismissed many of these young girls as “difficult”, “drawn to danger”, “risk-fuelled” “asking for it” or “sexually available”.

    It is chilling to read how nominally responsible adults treated the sexual activity of children in Rochdale. Because of an attitude that may have begun as exasperation with damaged young people but ended in acceptance of their abuse by adults, we let those children down.

    We let them down because we did not – for them – and for others – uphold the principle that laws are there to protect the innocent. The law of consent is there precisely to protect young people – children in fact and in law – from exploitation by their elders. When anyone – anyone – interprets children’s sexual activity – or availability – as a matter of free choice, or evidence of their appetite for risk and danger, or behaviour just too difficult to handle, they are acquiescing in abuse.

    Because the girls exploited in Rochdale are not an isolated and wholly unrepresentative group. According to data from the Health Protection Agency approximately 3000 children – children – attended a genitourinary medicine clinic on more than one occasion between April 2010 and March 2011. The Department of Health confirms that in 2011 there were 84 terminations of pregnancy for children under the age of 16 – who had already had at least one previous termination.

    Now I am absolutely convinced that we must have good sexual health services for every citizen. I know that health professionals must always – always – act to alleviate harm and never seek to pass personal judgement – and I am not one of those who wishes to see any reduction in women’s reproductive rights or undermining of women’s health and well-being.

    But while I do not wish to see the NHS be any less responsive to those in need, I have to ask – can we as a society be happy with the exposure to risk – to physical and mental health, to social and emotional maturity – revealed by this evidence of early sexual activity?

    I think we all need to ensure the importance of 16 as the age of consent is appreciated by every one who has responsibility for young people. As Anne-Marie Carrie says, no child can consent to their own abuse. They deserve our protection.

    And to help combat the erosion of that safeguard, and the exploitation of the vulnerable, I think we should erect more – not less – protection around childhood.

    That is why I applaud the campaigning efforts of organisations like Mumsnet with their “Let Girls be Girls” campaign, and why the Government commissioned the Bailey Review into the premature sexualisation and commercialisation of children.

    It is also why I think we need to recognise that all the pressures put on young people to grow up faster need to be resisted.

    That is why I think we should do all we can to discourage young people in care from leaving care before they are 18.

    We are – rightly raising the age of compulsory participation in education. We believe young people should carry on learning until they are at least 18, in preparation for adult responsibilities and opportunities.

    And I think – in line with the steps we are taking to raise the participation age – we should ensure looked after children are expected to remain in care until they are 18. And, much more often, to stay with their former foster carers until into their early twenties.

    We should not be allowing vulnerable young people at 16 or 17, before they are ready, to be placed in additional risk.

    We know that the prospects for many care leavers across the country are poor. The circumstances some of them find themselves in are desperate. Even when they are in suitable accommodation in a foyer or supported lodgings they may be vulnerable to exploitation from drug dealers, pimps and other predators who may live in the area. So we need to ensure children are not leaving foster or residential care only to have their whole futures endangered.

    And because local authorities have a specific duty of care here I want to ensure we hold them accountable for what happens to these young people. We are holding our schools more effectively to account by recording the number of their students who go onto university, college, proper apprenticeships or satisfying jobs. This destination data will complement other performance measures to ensure schools prepare students for all the challenges of adult life. I believe we should hold local authorities similarly to account for the destinations of looked after children. We should be able to plot where children in care progress to, local authority by local authority, so councils have an even more powerful incentive to ensure care leavers are prepared and supported for all the risks, and opportunities, of adult life.

    Conclusion

    The proposals I have put forward today are, I hope, the start of a debate, not the summing-up; the beginning of a conversation, not a conclusion.

    I have spoken as honestly as possible today because I want there to be no excused for inaction in the days ahead. I want those of us entrusted with responsibility at this time – in central and local Government – in social work, schools, the police, the health service – to work together to improve our child protection system. I want us to ensure that – at last – ahead of the interests of adults – we put the needs of children.

  • Michael Gove – 2012 Speech to the Spectator Conference

    michaelgove

    Below is the text of a speech made by the Education Secretary, Michael Gove, at the Spectator Conference held in London on the 26th June 2012.

    It is a pleasure to be here at this Spectator Conference – and to have the chance to debate the future of our children’s education – not least because the Spectator is intimately involved in shaping that future.

    One Spectator writer – the editor Fraser Nelson – has been the most powerful advocate in Britain today for educational reform and, in particular, for learning from other nations like Sweden which have pioneered disruptive innovation.

    And talking of disruptive innovators – another Spectator writer, Toby Young, has shaken up education provision in London by doing what so few writers dare to do and testing his ideas in the real world – by setting up in Hammersmith the sort of school he has long argued for in the Spectator.

    That school has been a runaway success, offering a rigorous academic education to a socially comprehensive intake, and has become – just months after being established – one of the most over-subscribed schools in the country. Even more popular than schools blessed by the good luck to have Fiona Millar as a governor.

    And today’s conference affirms the importance of two principles the Spectator has consistently championed.

    Demanding higher standards for all children.

    And learning from those nations which have the best performing schools – and the societies in which opportunity is most equal.

    Learning from others

    So I’ve been eager to find out more about educational transformation in Sweden and Finland, in Singapore and Shanghai, in Australia and New Zealand, in Jeb Bush’s Florida and Michelle Rhee’s DC.

    But perhaps the most powerful lesson from abroad that I’ve learned in this job comes from Kenya – from the Masai people of that nation.

    Whenever one Masai greets another they ask a question – Kasserian Ingera? Not “how do you do” or “how’s it going”, but “how are the children”? It’s wonderfully revealing about the values of Masai society – their first concern is the next generation.

    And the hoped-for reply is equally revealing: “all the children are well”. Not my children. Not some of the children. All the children are well. For the Masai, society cannot be well unless all the children are well.

    The question the Masai ask each other is revealing not just of their society – but of ours.

    Whatever tests we set ourselves – and whatever achievements we boast of – the question that goes to the heart of the health of our society should be the same – how are the children?

    Our failure to our children

    Well, all the children are not well.

    We are not putting our children first, not respecting the first duty any generation must discharge – to leave the world a better place for those who follow us.

    We should be seeking to leave our children an inheritance enriched by our efforts – designed to be shared among all.

    But we have been doing precisely the opposite.

    We have been depriving our children – depriving them of the share of our nation’s wealth that is properly theirs, depriving them of the protection from abuse and neglect they deserve, depriving them of the opportunities for fulfilment that should be theirs by right and depriving them of the education they need to make them masters of their own fate.

    The economic deprivation adults have inflicted on children

    The first deprivation we have inflicted on our children is economic.

    It is a tragedy that so many children still grow up in poverty – in households without work or the prospect of work.

    It is a reproach to all of us that so many children grow up in communities where they are destined to be dependent on the state rather than enjoying the dignity of independence.

    And it is unforgivable that our children’s future income has already been taken from them – by a generation who robbed those they claimed to live for.

    The extent of worklessness and welfare dependency in our society is a moral issue. Unemployment doesn’t just undermine self-worth and erode self-confidence; it acts against every noble human impulse. It makes it more difficult to save for the future, to marry and bring up children, to buy a house and put down roots, to devote time and resources to others. It is a waste of both talent, and potential.

    Which is why the Prime Minister and Iain Duncan Smith are so right to reform our welfare system to encourage and incentivise work. And it is why we have to ask of any Government policy – will it make easier for people to find employment, or does it raise the cost of giving someone a job?

    In a world of competing priorities we have to put our children first – and that means setting aside other, perhaps desirable goals, which make it harder for companies to give young people jobs and hope.

    That is why the review of bureaucracy in the workplace that Vince Cable and his team are undertaking is so vital – to liberate the private sector to deliver the greatest public good, fighting unemployment.

    There is of course one drag on job creation even greater than over-regulation and a dysfunctional welfare system.

    Debt.

    As Kenneth Rogoff and Carmen Rheinhart have persuasively demonstrated in their comprehensive analysis of economic crashes – This Time is Different – when a nation’s debt gets beyond a certain level it acts as a powerful and, historically, often catastrophic brake on growth. Unless nations can show they are bringing their deficits (and then their debts) under control then growth will continue to elude them.

    That was the lesson the Clinton Democrats and the Canadian Liberals recognised in the 90s but some on the centre-left forget today – reducing Government debt is a core progressive mission. Unless you bring debt under control you will not have the climate in which new jobs are created; you will not have an economy that serves the people.

    But there is an even more powerfully progressive reason why we need to tackle our debt problems. Because Governments which borrow money are basically financing their current consumption by saying others will pay more for it later. And those others are our children.

    A Government – and indeed individuals – who borrow at the levels we’ve seen in the last decade are asking the next generation to pick up the bill – loading up either bigger future tax increases, which steal their income, or requiring greater future spending cuts. No-one I know could defend the act of stealing from children – but that is what the economic policy of the last decade of debt has meant.

    Which is why if we want all our children to be well – to inherit an economy that provides opportunity not permanent austerity – we need to reduce our deficit now – and cut debt back.

    The failure to protect the most vulnerable

    As well as depriving all our children economically, we have also been depriving many of them of the security they need in their earliest years.

    One of the saddest parts of my job is reading the serious case reviews which follow incidents when children have been dreadfully abused or neglected.

    They are haunting records of blighted lives, in many cases the dreadful final chapter of lives cut short by unspeakable cruelty.

    They cover tragedies as disparate as babies like Peter Connelly, killed by those who should have cared for him, or the young woman stabbed in Rotherham by one of the men who sexually abused her because years of neglect had left her vulnerable to exploitation.

    But while the cases cover so many tragedies, one lesson comes through relentlessly.

    We have failed to be anything like assertive enough in challenging bad parents and supporting good ones.

    Critically, we have left children in the hands of adults who are incapable of caring effectively, who either abuse or acquiesce in the abuse of innocents, who inhabit homes where violence is an everyday visitor and love never enters.

    And when generous adults have come forward to offer these children a home, instead of doing everything to rescue these children and place them in loving arms we have placed a series of bureaucratic barriers and politically correct protocols in their way.

    The children we have left to grow up in squalor – physical and moral – become the adults without hope, the recruits for gangs, the victims of sexual exploitation, the saddest casualties of selfishness in our whole society.

    That is why it is so important that we reform our care system, to get more children out of abusive homes and placed with adoptive parents, ensure social workers challenge poor parenting and neglect and get everyone who works with children working better together to help the vulnerable escape from abuse. And the work my colleagues Tim Loughton and Sarah Teather have done alongside Martin Narey has ensured that those children most in need will be protected in the future.

    We cannot claim all our children are well when so many suffer so terribly – that is why the State must act to put right what selfish and abusive individuals have done wrong.

    The State must also act – clearly, assertively, determinedly – to ensure not just security for every child in the earliest years – but also opportunity.

    The historic failure to make opportunity truly equal

    Sadly, the test which our nation has most clearly failed – generation after generation – is the extension of educational opportunity to all our children.

    England boasts some of the very best educational institutions in the world – whether universities, fee-paying schools or state schools.

    Oxford, Cambridge, Imperial and UCL are world class.

    As are Eton, St Paul’s, Wellington and Winchester.

    As are the academies of the Harris and Ark chains, faith schools like Cardinal Vaughan and Hasmonean and comprehensives like Perry Beeches and Arthur Terry in Birmingham.

    But while we should celebrate excellence – wherever it occurs – and take encouragement from the improvements in our education system put in place over the years by Kenneth Baker, David Blunkett, Tony Blair, Michael Barber and Andrew Adonis – we have to recognise that the fundamental problem with our schools is that not enough of them are good enough – and hundreds of thousands of our children are suffering as a result.

    We have one of the most segregated and stratified education systems in the developed world – only the USA and Luxembourg are more unequal.

    We suffer from assumptions formed in the past that only a minority were ever able to attain academic excellence.

    We used to have a system which educated the top 25%, the A stream, those favoured by wealth or exceptional talent, exceptionally well. But which failed to stretch, develop and challenge the majority.

    I don’t believe an educational system which fails to give every child the chance to excel is morally defensible.

    Whether you are on the left or right – a believer in social justice or natural law – a fighter for social solidarity or a believer in the worth of every individual soul – it cannot be right to deny any child access to excellence, to the best that has been thought and written.

    That is every child’s inheritance, which none should be denied.

    But even if you think that vision is too idealistic…

    – and if you do, you will have to tell me which parents and which children you will bar from access to excellence –

    …it is now, beyond doubt, an act of economic idiocy to perpetuate a system of educational inequality.

    The nature of the globalised economy means that individuals and societies will only flourish if they become ever more highly educated.

    Over the last twenty years the economic return to skills – the premium earned by the educated – has soared.

    And at the same time the number of routine jobs in developed economies – manual, clerical and managerial – has declined. These jobs have either been exported offshore or have been rendered permanently redundant by technology.

    Manufacturing businesses which once required assembly lines thickly populated by workers bashing metal now rely on one highly skilled technician using advanced robotics.

    An education system which itself produces only a few highly skilled graduates and bashes out many more unskilled or low skilled school leavers will only cripple any country’s competitiveness. Not to reform education is to settle for stagnation.

    The ironclad link between educational failure and youth unemployment

    And it is in those parts of our country where education has been least reformed where economic stagnation is most prevalent.

    The parts of our country most scarred by youth unemployment, where hope for the future is most elusive, are those with our worst schools.

    Where there are poorly performing local authorities, and hundreds and thousands of children go to schools which consistently underperform, year after year.

    And the reason those children have been failed is the persistence of a fatalistic culture of low expectations and shop-worn excuses.

    We have failed to hold these children’s schools to the highest standards, failed to demand they educate children as well here as they are educated in other nations, failed to ensure that children come first in every thing we do.

    In America the assumption that some children are bound to do less well academically because of their background has been styled “the soft bigotry of low expectations”.

    In this country we have had a similar attitude at work – the persistent prejudice against excellence which makes everything an excuse for failure and never demands or expects success.

    Adults blame children’s home backgrounds, or economic circumstances, for the failure to teach them properly and rigorously.

    Adults – when confronted with children’s poor performance – say, “well, what can you expect with these sort of children?”

    Adults – when schools are indisciplined and disorderly – blame the children instead of asking who is responsible for establishing authority in the first place.

    Adults – when asked why children aren’t achieving good academic results – shift the conversation away from individual children and on to their own ideology – we are a creative school here, or a community hub, or at the centre of a multi-agency approach to delivering public services

    Well, these may all be things adults like to boast about – but what about the children? Are they being introduced to excellence, are their minds being stretched, are they learning self-discipline, deferred gratification and the importance of hard work?

    Are they on course to get the qualifications which will allow them to choose whether they go into work, go onto further education or opt for university? Or will they be denied those qualifications, denied their own choice over their futures, denied the chance to succeed? Because adults have preferred to settle for a quiet life rather than give children a better life.

    I think it’s time we put children first.

    All our children.

    And that must begin by setting higher than ever expectations for every child.

    And if you doubt the corrosive, life-impairing impact of low expectations, consider the state of our school qualifications system.

    The errors of the past – entrenching low expectations for a generation

    For a decade now we have steered hundreds of thousands of young people towards courses and qualifications which are called vocational even though employers don’t rate them and which have been judged to be equivalent in league tables to one – or sometimes more – GCSEs, even though no-one really imagines they were in any way equivalent.

    Whether they were called Level 2 Btecs or Diplomas, these qualifications and courses lacked rigour, they were not externally assessed, they did not provide a route onto other qualifications, they did not confer skills which employers valued and they were overwhelmingly taught to those students marked down at an early age as under-achievers.

    The students were told these qualifications would equal up to 4 GCSEs – but employers regarded them as worth much less than a single GCSE.

    Indeed, as Professor Alison Wolf pointed out in her universally-praised study of vocational education, possession of some of these qualifications actually lowered the earning power of students by marking them down as under-performing and under-achieving before they even entered the labour market.

    But even though these qualifications held children back they were taught by adults because they counted in league tables. Adults who wanted to keep their positions, and keep their schools’ league table positions, used these qualifications to inflate their schools’ performance in these tables. Adults put their own interests before children.

    When the last Government opted for a welcome reform of these league tables – and insisted that English and Maths be included in the five GCSE passes by which schools would be measured – there was a predictable outcry from the usual suspects: this was going back to the 1950s, this was squeezing creativity out of the curriculum, this was denigrating alternative ways of learning, this was creating a new hierarchy of subjects, this was recreating an old hierarchy of subjects, this was unfair on students whose backgrounds did not conform to bourgeois expectations and so on…

    But while adults complained, at least more children were taught to acquire qualifications which mattered. It was a step forward – but it was still progress made on fundamentally unsound foundations.

    Because GCSEs themselves – including those in English, Maths and Science – had been losing their value over time.

    Authoritative voices had given warning. Sir Michael Barber feared GCSEs were becoming less rigorous. Durham University showed that GCSEs had become less demanding by a whole grade between 1996 and 2006. The Royal Society of Chemistry noted there had been a catastrophic slippage in science standards in GCSE in 2009. Sir Terry Leahy described GCSE standards as “woefully low” in 2009. The independent exams regulator Ofqual confirmed that questions in maths and science papers had become less demanding over the years.

    As other nations asked more of their schools we asked less, as other countries gave their children more knowledge, we gave ours less.

    But for the adults who were running our political system – and our exams – there was nothing wrong with this situation. Politicians took the credit for ever rising exam performance – and exam boards took the profits from a system which incentivised dumbing down.

    Exam boards competed for custom on the basis that their exams were easier to pass than others. They got round the demand for rigour – for example the requirement to include questions on Shakespeare’s dramas – by letting schools know which act and which lines would be examined, whole terms in advance of the papers being sat. They organised seminars in which examiners tipped off teachers on the questions to be asked. They sold study aids which coached students in the exam strategies and mark schemes required to secure good passes. They made a virtue out of helping adults game the system – cheating children of their futures.

    And a culture of low expectations was further reinforced by the creation of two different kinds of GCSE – one which explicitly placed a cap on aspiration.

    Important GCSEs like English, Maths and the Sciences were split into two tiers, Foundation and Higher.

    The Foundation paper was designed to limit students’ success. It is impossible for students entered for Foundation tier papers to achieve higher than a grade C.

    Impossible, in other words, for thousands of students to achieve the most basic grade which is respected by employers, which counts in league tables; impossible for them to achieve the grade B or above which many colleges require to allow progress to A Level.

    The very act of entering a child for a Foundation Tier paper is a way of saying – don’t get above yourself – A levels are not for you.

    Even colleges which set grade C as an entry requirement often demand a grade C from a higher tier paper – because they treat higher and lower tier GCSEs as separate examinations.

    And while the division of exams between Foundation and Higher tiers incarnated low expectations, that was far from the only problem with the structure of these qualifications.

    The exam system encouraged rote learning of isolated gobbets of information and schooling in narrow exam techniques rather than deep understanding.

    Ministers allowed modules and resits to proliferate, conniving at this reduction in demand. The exam boards made even more money. And our children were even less stretched, challenged or excited.

    That is why we have to reform our whole discredited curriculum and examination system. It has worked against excellence and ambition, just when we need more excellence and greater ambition.

    Steps towards greater rigour

    We have already taken some steps to improve things – ending modules and resits, insisting there be proper marks given once more for correct spelling, punctuation and grammar, ending corrupt coaching sessions and insisting we look beyond our shores for meaningful comparisons of an examination’s rigour.

    It is not good enough to measure ourselves against the past – especially when that measure has been debased and devalued – we have to measure ourselves against the best and be as ambitious for our children as other countries are.

    We need to have a system where exam boards compete to show their tests are the most ambitious, not the easiest. We need to replace rote learning and lessons in exam technique with deep knowledge and questions which test understanding. We need to have English tests which require fluent composition, a proper knowledge of syntax and grammar and familiarity with literature beyond the twentieth century. We need to have maths tests which provide students and employers with a guarantee of basic numeracy and the knowledge to progress down both technical and academic routes. We need science tests which require students to understand the forces, laws and reactions which govern our world and to use the scientific reasoning which tests hypotheses and establishes the strength of theories.

    I know some will say that it is too ambitious to aim this high.

    But we have to be ambitious because we are living through a revolution in learning. Knowledge is being democratised as never before. And if our young people are to benefit they need to be stretched as never before.

    The best universities in the world, from Stanford, Harvard and MIT in America to Oxford and Cambridge in England are allowing many more people to benefit from the teaching which was once restricted to the privileged few who lived on campus.

    Professor Michael Sandel – the brilliant Harvard academic who argues that some of the most important things in life are those which money can’t buy – has put his moral philosophy where his mouth is by putting his lectures online for free. And his lectures are just one of many academic resources and interactive courses which universities are putting free online.

    Such developments are shaking the foundations of traditional universities and schools. They give everybody on earth the chance to learn from the best teachers and the best materials.

    This means that establishing strong foundations in English, Maths and Science are particularly important. With such foundations, pupils will have the tools to access this new world; without them, this new world will be shut off to them.

    Many children who now do not think of themselves as academic will be excited by online courses in computer science and coding – they will want to access the programmes in personal fabrication run by MIT – but they will only be able to enjoy these opportunities if we have ensured they have good foundations in English and Maths in the first place.

    Setting the bar higher

    I want us to ensure that in the next ten years at least 80% of our young people are on course to securing good passes in properly testing exams in Maths, English and Science – more rigorous than those our children sit now.

    This goal, while explicitly ambitious, is also entirely achievable. In Singapore the exams designed for 16-year-olds embody all those virtues and are taken successfully by 80% – and rising – of the population.

    Those exams – O-levels, as it happens, drawn up by examiners in this country – set a level of aspiration for every child which helps ensure Singapore remains a world leader in education.

    But there is nothing intrinsic to Singapore schools – or Singapore children – which means that we cannot do the same here. The schools there are not better funded. The class sizes are not smaller. The children are not innately more intelligent.

    The culture, however, is orientated towards excellence, demanding of every child, and democratic in its determination that every child should be expected to succeed.

    For those who say it can’t happen here – I would ask why our children are worth less of our care and less worthy of our ambitions than children in Singapore?

    And for those who say it would take years for any such culture change to occur here – I say – we can’t wait. Our children only have one chance at education and we need to ensure they can succeed now.

    And for those who say performance like that can only occur in states, societies or neighbourhoods favoured by the privileged and insulated by wealth – I say – come to Hackney.

    As Arne Duncan did.

    When the US Education Secretary came to London he was encouraged to visit Hackney at the instigation of Sir Michael Barber, and Mossbourne Community Academy at the invitation of Sir Michael Wilshaw.

    Mossbourne – like Singapore – gets 80% of its children to attain a clutch of good exam passes at 16. Many of those children are on the special educational needs register, come from the poorest families or homes where English is scarcely spoken. And yet they outperform our national average by a massive margin.

    When the US Education Secretary had finished visiting Mossbourne – and seen the children from the poorest backgrounds mastering foreign languages with ease, enjoying discussions of history and literature, rehearsing for classical music performances and conducting sophisticated scientific experiments – he gave me a simple piece of advice:

    You should ask yourself why isn’t every school as good as this – and you should ask every principal you meet when their school is going to be as good as this.

    That is the question our new Chief Inspector (the former headmaster of Mossbourne) has been asking over the last six months. There have been all sorts of excuses from all manner of adults as to why they haven’t been able to match his performance. But every excuse is another justification for letting children down.

    Because we know that it is possible – in the most challenging circumstances – to match what Mossbourne has achieved. The Harris Academies, ARK academies such as Burlington Danes and Walworth Academy, schools in Birmingham such as Perry Beeches or Arthur Terry, the Ormiston Victory Academy outside Norwich, Paddington Academy, Outwood Grange near Leeds – they all show that academic excellence is possible if we are sufficiently ambitious.

    Consider the case of Crystal Palace City Academy, part of the Harris Federation. In its final year as a LEA school, only 9% of pupils achieved 5 GCSEs at A*-C. Last year, 100% did (95% with English and Maths). Or another Harris school – South Norwood – where 29% of pupils reached that measure in its last year as an LEA school; 100% last year.

    If you doubt transformative change is possible reflect on the example of the ARK Academies, which have seen an average increase of 23 percentage points over the last two years in the number of pupils achieving 5 good GCSEs including English and Maths.

    And dramatically higher expectations can be set at primary as well as secondary.

    There are existing primaries – Thomas Jones in West London, Woodpecker Hall in North London, Durand Academy in South London and Old Ford in East London – which draw children overwhelmingly from poorer homes and ensure that every child meets the necessary standards in literacy and numeracy, with many children soaring above national expectations.

    Zero tolerance for school failure

    Given these successes, I have to ask: why is it that there are hundreds of secondary schools where more than half of children fail to get even five current GCSE passes including English and maths?

    Why did more than one in ten pupils not achieve a single GCSE last year at grade D or above?

    And why are there more than one thousand primaries where more than forty per cent of children fail to reach acceptable standards in literacy and numeracy?

    How can we accept so many children being failed?

    Well, I can’t.

    Which is why we are acting with all the urgency we can to save the children in those schools from more years of failure.

    We are accelerating the academies programme as fast as we can – taking chronically under-performing schools out of the control of the bureaucracies which have failed them, either removing their leadership or providing their leaders with new support, and placing the schools in the hands of those with a track record of educational success.

    We are asking existing academy groups like ARK and Harris to take over more under-performing schools. And we are getting more existing high-performing schools to become academies and take over under-performing neighbours. So our best school leaders are taking over the management of our weakest schools.

    They’re achieving amazing things.

    Like E-ACT Blackley Academy, in Manchester. Formerly a community primary school in a deprived area, in and out of special measures, poorly led and unpopular with parents, the new Academy is now oversubscribed and hugely popular, with better attendance, better ethos, better teachers (50% of whom are new) and better relations with the community.

    Or Horizon Primary Academy in Swanley, backed by the strong sponsorship of the Kemnal Academies Trust – which has now got a grip of its mismanaged finances, transformed its underperforming workforce, and seen pupil attainment soaring, with some children making more than double the expected annual progress.

    Overall, research shows that academies are improving at twice the rate of other schools, and have been doing so for a decade.

    New research released today by the Department for Education shows the staggering impact of academy status on some of the poorest schools in the country.

    It shows that, between 2005/06 and 2010/11, results for pupils in Sponsored Academies improved by 27.7 percentage points – a faster rate than in other state-funded schools (14.2%) and a faster rate than in a group of similar schools (21.3%).

    The longer sponsored academies had been open – and therefore the longer their pupils had been taught in the academy, rather than in the old, failing school – the greater the improvement in pupils’ results.

    These increases are particularly impressive for the most vulnerable pupils.

    Pupils eligible for Free School Meals or with Special Educational Needs perform better in sponsored academies, and are improving faster, than similar pupils in other state-funded schools.

    In attainment and in pupil progress, for pupils from the most deprived backgrounds and for those with the most challenging needs, sponsored academies score more highly across the board than other state-funded schools. The longer the academy had been open, the larger and more secure these improvements became.

    So far in this parliament we have allowed 1513 schools to convert to academy status – all of them pledged to help under-performing schools.

    135 under-performing secondary schools have been fully taken over and re-opened as new academies and the numbers are set to rise further in September.

    We have also extended the academy programme to primary schools. At the beginning of this year I set a target to ensure 200 of the weakest primary schools were taken over and became new academies. Some of those schools – like Downhills in Haringey – attracted attention. Others did not.

    But thanks to the amazing work of a dedicated team of officials, 220 of the most chronic underperforming primary schools – more than our target – now have agreements in place to become sponsored academies. Just last week saw the decision that Downhills will become an academy in the high-performing Harris chain.

    34 of these new sponsored academies are already open, and a further 166 are on track to open by the end of 2012.

    It seems to me that having reached that milestone, now is the time to accelerate – and in particular to increase our ambition for those areas of our country where concentrations of poor schools are failing communities of poor children.

    So in the next year I want to extend our academies programme to tackle the entrenched culture of under-achievement in parts of the country where children are being failed.

    We will seek sponsors for every primary school in the country which is in Special Measures or the Ofsted category “Notice to Improve”.

    And we are inviting more new sponsors to come forward. Brilliant schools, and strong dioceses; existing academy sponsor organisations, and new federations.

    I can today announce a new fund to help create the Harris and ARK sponsors of the future – by funding charities, schools, colleges and others to become Academy sponsors.

    They are the engine of school improvement – and we want to take off the brakes, so they can go further, faster.

    We will also identify the areas with the highest concentration of underperforming schools.

    These are parts of the country where children are being let down, year after year after year – and where the alternative options available to parents are poor, or non-existent.

    It would be morally reprehensible to allow this situation to continue any longer, and we will not allow it. We need to intervene at every point to help those children.

    We need to ensure they have a high quality nursery education – and my colleague Sarah Teather is leading that work. We need to attract more talented graduates into teaching – especially in the poorest areas – and the new head of the Teaching Agency, former head Charlie Taylor, will look at designing incentives to do just that. We need to expand programmes that bring talented people into teaching – like Teach First – and Brett Wigdortz and his team are doing just that. We need to set more demanding targets in our primary curriculum – and my colleague Nick Gibb has outlined how we can do that. We need a funding system which helps the poorest most – and Nick Clegg, Danny Alexander and David Laws have helped design a pupil premium which does just that. We need to give high quality teachers even better opportunities to improve the work they do – and the new network of Teaching schools set up by the National College’s Steve Munby is delivering that support. And we need to create more new schools to generate innovation, raise expectations, give parents choice and drive up standards through competition  – and thanks to my colleague Jonathan Hill and hundreds of idealistic groups planning to set up new free schools, we can offer many more children many more opportunities.

    But it is critical that we become even more ambitious for these children – improving the qualifications they take at 16, entrenching a culture of higher expectations, insisting that those who don’t secure decent passes in subjects like maths at 16 carry on studying maths until the age of 18, developing new programmes of study and curricula driven by great schools and top academics which deploy new technology to make new demands.

    That is why exams and curriculum reform is so important.

    But these necessary changes – driven from the centre but created on the ground – will require schools to be built around children.

    That is why the academies movement is so important. Because as Tony Blair pointed out an academy exists not to fit into a council’s plans, not to meet a bureaucracy’s needs and not to provide adults with a platform for their ideology but for children.

    In academies staff are not held back by the terms and conditions, the restrictive practices, which work against children’s welfare. The school day can be longer – built around children’s needs. The petty rules which prevent teachers in other schools putting up wall displays or covering for absent staff can be set aside in academies – so the whole culture puts children first.

    And that is what our whole society needs to do – what our politics must achieve – putting children first.

    Making sure every child grows up in safety, has an education which makes demands of them and then liberates them to enjoy the degree, the job, the future which they choose.

    That is the driving moral purpose of the whole coalition Government – to use the unique opportunity of two parties coming together to make decisions for the long term – for our children. All our children.

    Freeing them from the crushing burden of debt which threatens their employment.

    Liberating them from the forces which risk keeping them in idleness and dependence.

    And raising the expectations of what they must achieve.

    So when any people asks us – how are the children – we can answer with confidence and pride – all the children are well.

  • Michael Gove – 2012 Speech at Brighton College

    michaelgove

    Below is the text of the speech made by the Secretary of State for Education, Michael Gove, at Brighton College on 10th May 2012.

    Thank you for that kind introduction.

    And thank you Richard [Cairns] for inviting me here today.

    It is one of the many pleasures of being Education Secretary that I get to visit outstanding schools ever week – and am constantly impressed by the amazing work of so many inspirational teachers.

    We have thousands of superb state schools – some of the very best in the world.

    And we have hundreds of superlative independent schools – collectively the best independent schools sector in the world.

    And given the quality of the competition, it is a wonderful accolade for Brighton College to be named UK Independent School of the year.

    Wonderful, but not surprising.

    Because those of us who know Richard (Cairns) recognise that he is one of the most visionary leaders in education today…

    Brighton College’s improvement in the last few years has been breathtaking.

    Moving from 147th in the Sunday Times league tables in 2006, to 18th this year; the highest-ranking coeducational school in the country, described by the judges as “one of the powerhouses of the independent sector.”

    And Richard has done what every school leader determined to secure excellence should do.

    He’s been a curriculum innovator.

    He’s introduced Mandarin Chinese as a compulsory subject until Year 9.

    And he’s made narrative history, locational geography and the great canon of English literature compelling for a new generation of students with a wonderfully inspiring introduction into the glories of our island story.

    He recognises that nothing matters more than improving the quality of teaching.

    Over the last six years, Brighton College has aggressively recruited, and generously remunerated, talented individuals from a range of backgrounds, in order to boast, in Richard’s words, “the best teachers in the land”.

    He’s been ambitious to spread excellence beyond his own school.

    Richard has expanded Brighton College’s reach by taking over other schools, enabling hundreds more children to benefit from Brighton’s unique and award-winning recipe for success.

    And, above all, Richard has combined an unflinching focus on academic standards with a deeply held social mission.

    As well as expanding scholarship access to this school Richard is leading a consortium of independent schools which are sponsoring a new free school in Newham – the London Academy of Excellence – which will help the poorest students make it to our best universities.

    Curriculum innovation, investment in great teaching, spreading excellence beyond just one school, demanding higher academic standards, pursuing a social mission to help the most disadvantaged.

    These virtues – which Brighton College embodies – are the virtues which mark out the best in our education system – and they demonstrate that there is enormous public benefit in a healthy and progressively-led independent school sector.

    The glittering prizes in gilded hands

    But, fan as I am of the virtues nurtured here, I can’t help reflecting on some other facts about our society which the excellence of the education offered in our independent schools underlines.

    It is remarkable how many of the positions of wealth, influence, celebrity and power in our society are held by individuals who were privately educated.

    Around the Cabinet table – a majority – including myself – were privately educated.

    Around the Shadow Cabinet table the Deputy Leader, the Shadow Chancellor, the Shadow Business Secretary, the Shadow Olympics Secretary, the Shadow Welsh Secretary and the Shadow Secretary of State for International Development were all educated at independent schools.

    On the bench of our supreme court, in the precincts of the bar, in our medical schools and university science faculties, at the helm of FTSE 100 companies and in the boardrooms of our banks, independent schools are – how can I best put this – handsomely represented.

    You might hear some argue that these peaks have been scaled by older alumni of our great independent schools – and things have changed for younger generations.

    But I fear that is not so.

    Take sport – where by definition the biggest names are in their teens, twenties and thirties.

    As Ed Smith, the Tonbridge-educated former England player, and current Times journalist, points out in his wonderful new book “Luck”:

    Twenty-five years ago, of the 13 players who represented England on a tour of Pakistan, only one had been to a private school. In contrast, over two thirds of the current team are privately educated. You’re 20 times more likely to go on and play for England if you go to private school rather than state school.

    The composition of the England rugby union team and the British Olympic team reveal the same trend.

    Of those members of England’s first 15 born in England, more than half were privately educated.

    And again, half the UK’s gold medallists at the last Olympics were privately educated, compared with seven per cent of the population.

    It’s not just in sport that the new young stars all have old school ties.

    It’s in Hollywood, Broadway and on our TV screens.

    Hugh Laurie, Dominic West, Damian Lewis, Tom Hiddleston and Eddie Redmayne – all old Etonians.

    One almost feels sorry for Benedict Cumberbatch – a lowly Harrovian – and Dan Stevens – heir to Downton Abbey and old boy of Tonbridge – is practically a street urchin in comparison.

    If acting is increasingly a stage for public school talent one might have thought that at least comedy or music would be an alternative platform for outsiders.

    But then –

    Armando Iannucci, David Baddiel, Michael McIntyre, Jack Whitehall, Miles Jupp, Armstrong from Armstrong and Miller and Mitchell from Mitchell and Webb were all privately educated.

    2010’s Mercury Music Prize was a battle between privately educated Laura Marling and privately-educated Marcus Mumford.

    And from Chris Martin of Coldplay to Tom Chaplin of Keane – popular music is populated by public school boys.

    Indeed when Keane were playing last Sunday on the Andrew Marr show everyone in that studio – the band, the presenter and the other guests – Lib Dem peer Matthew Oakeshott, Radio 3 Presenter Clemency Burton-Hill and Sarah Sands, editor of the London Evening Standard – were all privately educated.

    Indeed it’s in the media that the public school stranglehold is strongest.

    The Chairman of the BBC and its Director-General are public school boys.

    And it’s not just the Evening Standard which has a privately-educated editor.

    My old paper The Times is edited by an old boy of St Pauls and its sister paper the Sunday Times by an old Bedfordian.

    The new editor of the Mail on Sunday is an old Etonian, the editor of the Financial Times is an old Alleynian and the editor of the Guardian is an Old Cranleighan.

    Indeed the Guardian has been edited by privately educated men for the last 60 years…

    But then many of our most prominent contemporary radical and activist writers are also privately educated.

    George Monbiot of the Guardian was at Stowe, Seumas Milne of the Guardian was at Winchester and perhaps the most radical new voice of all –Laurie Penny of the Independent – was educated here at Brighton College.

    Now I record these achievements not because I wish to either decry the individuals concerned or criticise the schools they attended. Far from it.

    It is undeniable that the individuals I have named are hugely talented and the schools they attended are premier league institutions.

    But the sheer scale, the breadth and the depth, of private school dominance of our society points to a deep problem in our country – one we all acknowledge but have still failed to tackle with anything like the radicalism required.

    The scars of inequality run deep

    We live in a profoundly unequal society.

    More than almost any developed nation ours is a country in which your parentage dictates your progress.

    Those who are born poor are more likely to stay poor and those who inherit privilege are more likely to pass on privilege in England than in any comparable county.

    For those of us who believe in social justice this stratification and segregation are morally indefensible.

    And for those of us who want to see greater economic efficiency it is a pointless squandering of our greatest asset – our children – to have so many from poorer backgrounds manifestly not achieving their potential.

    When more Etonians make it to Oxbridge than boys and girls on benefit then we know we are not making the most of all our nation’s talents.

    When hundreds of primary schools allow children to leave not able to read, write or add up properly we know we are indulging in a form of national self-harm so profound as to be disabling.

    Even when disadvantaged children attend schools which perform well overall, they continue to lag behind their wealthier, luckier peers.

    At Key Stage one – age 7 – the gap between pupils eligible for free school meals and their peers is already 11 percentage points in maths.

    At Key Stage two 58 per cent of pupils known to be eligible for free school meals achieved the expected level in both English and mathematics compared with 78 per cent of all other pupils.

    Then at GCSE – while results go up every year there remains a stubborn and unchanging gap in achievement between the number of disadvantaged pupils who achieved five A* to C GCSEs (including maths and English), and the rest of the population.

    Look at the number securing GCSEs in the subjects which the best universities and employers value and the picture is even bleaker.

    17 per cent of pupils achieved the English Baccalaureate – good GCSES in English, Maths, the sciences, a language and a humanities subject – in 2010, but only 8 per cent of pupils eligible for free school meals even took the exams – and only 4 per cent of children eligible for free school meals actually achieved it.

    Pupils from deprived backgrounds are less than half as likely to go on to study at university as their peers.  A recent study by the Sutton Trust indicated that the majority of state secondary school teachers would not encourage gifted students to apply to Oxford and Cambridge. One in five of teachers polled said they would “never” encourage their brightest pupils to apply to Oxbridge – something which I doubt very strongly any teacher in the independent sector would say.

    All around us, other countries are narrowing and even eradicating the attainment gap.

    Deprived pupils in Hong Kong and Shanghai, who struggle with challenges far greater and more debilitating than any we know here, achieve as highly as their English peers from the most comfortable homes.

    Only 24 per cent of disadvantaged students in the UK perform better than expected compared with 76 per cent in Shanghai, 72 per cent in Hong Kong and 46 per cent in Finland.

    The OECD average is 31 per cent – putting the UK well behind countries like Poland, Greece, Slovenia, Mexico and Chile when it comes to making opportunity more equal.

    But the tide is being turned

    Despite the evidence that other nations are closing the gap between rich and poor through great state schooling, some in this country still argue that pupil achievement is overwhelmingly dictated by socio-economic factors.

    They say that deprivation means destiny – that schools are essentially impotent in the face of overwhelming force of circumstance. And that we can’t expect children to succeed if they have been born into poverty, disability or disadvantage.

    I simply don’t accept that.

    Not just because other countries show us what can be done.

    But because I believe such fatalism in the face of circumstance is a profoundly reactionary doctrine – it denies the possibility of progress through human action, it says to all those driven by idealism to enter the classroom that they are simply spectators in a pageant of futility.

    And I am encouraged in my conviction by the knowledge that I am not alone – there are a growing number of schools proving that deprivation need not be destiny – that with the right teaching and the right values they can outperform everyone’s expectations.

    As Dr Kevan Collins, Chief Executive of the Education Endowment Foundation, wrote recently in the Times Educational Supplement: “the real myth is the idea that a school where pupils eligible for free school meals do well must be a one-off, or have only a handful of disadvantaged students.”

    On the contrary there are more than 440 secondary schools across the country – one in nine – where the average GCSE points score is higher for disadvantaged pupils than it is for all pupils.

    These schools are scattered all over the country, and all over the spectrum of disadvantage.

    Some have a higher than average proportion of children with special needs, some have a higher than average number eligible for free school meals, some have a higher than average number who don’t have English as a first language – and yet they all outperform schools with much more favoured intakes in much wealthier areas.

    What they share is an unwavering, unapologetic focus on standards. Led by inspirational heads and teachers, every day, these schools are proving the pessimists and fatalists wrong.

    They show us all that there need be no difference in performance – none whatsoever – between pupils from disadvantaged backgrounds and those from wealthier homes.

    They show us that a difficult start in life can be overcome, with hard work and good teaching.

    And that it is entirely possible for children to break free of the bonds of poverty and disadvantage, transforming a deprived start into a bright future.

    If we want more children to enjoy these advantages and opportunities, we have to look at what characterises these successful schools.

    And the most important lessons will not come as a surprise to you here – the schools which close the attainment gap – like Pimlico Academy, Lampton Academy, the Harris Academy Merton, Wembley High Technology College, Haberdasher’s Askes Hatcham College, Paddington Academy, Burlington Danes Academy, Mossbourne Community Academy, St Marylebone Church of England School and Brighton College’s own partner school Kingsford Community School – do what Brighton College does.

    They demand high academic standards from every student – with Kingsford introducing all its students to Mandarin, and Burlington Danes ranking students in order by every subject every term to encourage a culture of excellence.

    They are curriculum innovators with Mossbourne delivering intensive support for students who arrive with poor literacy and Pimlico developing a new core knowledge curriculum modelled on America’s best.

    They recruit the best teachers – with schools like the Harris Academies training their own.

    They operate outside their own four walls with Lampton Academy leading the Challenge partnership – a school improvement chain working across the country.

    And they are all characterised by a sense of burning social mission – with free school meal pupils performing better than their peers in Wembley High and Pimlico.

    Our reform programme is intended to ensure the virtues which characterise those schools are embedded across the school system. And we start with a relentless focus on overcoming disadvantage.

    Intervention in the earliest years

    We are acting across every stage of a child’s life to erode disadvantages of birth and background.

    – With 15 hours of free education for the poorest two-year-olds,

    – A progress check on all children between two and three,

    – 15 hours of free education for all three- and four-year-olds,

    – Better qualified staff in nurseries and other Early Years settings,

    – A more rigorous Foundation Stage curriculum with more emphasis on literacy and numeracy.

    Opening the joy of reading for every child

    And – one of the most important interventions of all – starting next month – a check on every six-year-old to make sure they’re on track to read effortlessly.

    Given that one in six eleven-year-olds is still struggling with reading when they leave primary school we are determined to drive up standards in the crucial skill of early reading.

    If children can’t learn to read, they can’t read to learn. We are determined to help all children to become fluent and enthusiastic readers, with the life-changing skill of turning words on the page into images, information and ideas.

    In a few weeks’ time, six-year-olds across the country will be checked to see how well they’ve mastered phonics – the method of teaching reading which has been proven to be most successful with all children, and particularly those from disadvantaged homes.

    We have been clear that the results for the reading check will not be published in league tables, although schools will be required to tell parents their own child’s results – as parents have welcomed.

    But last summer’s pilot saw only 32 per cent of children reaching the level which their teachers decided was appropriate – fewer than a third. By monitoring pupil progress at an early stage, the check will help teachers to identify those who need extra help and ensure that they don’t fall behind – indeed, almost half of schools in the pilot said the check identified pupils with reading difficulties of which they were not previously aware.

    We’ve offered match-funding to help schools buy high-quality systematic synthetic phonics resources and training from a new, approved catalogue. Phonics and reading are becoming a key part of the new Ofsted inspection framework, with Ofsted inspectors listening to weaker readers as part of every primary school inspection.

    From September, a thorough understanding of the teaching of systematic synthetic phonics will be prioritised in teacher training and required for all teachers of early reading.

    And we’re introducing a reading competition to encourage all children to read widely and well, instilling the habit of regular reading for pleasure at an early age. Shockingly, a survey by the National Literacy Trust last year showed that a third of children do not own a single book, while two in five pupils in England never read for enjoyment.

    The pace never slackens

    We will ensure progress is maintained.

    We have introduced a tough new primary school floor standard – meaning that a school will fall below the floor when fewer than 60 per cent of pupils achieve the ‘basics’ standard in both English and mathematics and fewer pupils than average make the expected levels of progress between Key Stage 1 and Key Stage 2.

    At the moment, there are 1310 primaries below this floor – mostly those in poorer areas.

    200 of the worst performing primary schools will convert to academy status with a strong sponsor, reopening in 2012.  And we’re aiming for academy status for hundreds more primary schools that have been below the floor for the last three years, ensuring all children get the high quality education they have a right to expect.

    And for those schools which are stuck in mediocrity a tough new inspections framework will ensure they are held accountable for a failure to get children making progress.

    There’s been some criticism recently of the new inspections framework and the new chief inspector.

    I’ve listened to that criticism – I’ve considered carefully the arguments made – and I have to say on reflection – it’s misdirected at best, mischievous at worst.

    Sir Michael Wilshaw is a visionary school leader who has spent his career in the state sector and has achieved amazing results for children from the poorest homes – when his critics achieve results like him, then I’ll believe their arguments carry the same weight as his experience.

    He is determined to improve inspection, drive up standards, encourage great teaching and celebrate good leadership – he deserves the backing of everyone who wants children to succeed – and I shall do everything to ensure that whatever he wants – he gets.

    Higher expectations for all

    Because the whole point of education is to engage in a restless reach for self-improvement – and all too often, children have been let down by a failure to ensure they are stretched to the utmost.

    That’s why we are increasing the number of specialist maths teachers, including prioritising places on primary ITT courses in 2012/13 that offer specialisms in mathematics.

    And why we have accepted Lord Bew’s recommendation to assess spelling, punctuation, grammar and vocabulary as part of the writing test at Key Stage 2.

    And at secondary:

    We’ve introduced the English Baccalaureate to encourage more pupils to study the essential, core academic subjects prized by universities and employers.

    In 2011, there were over 150 maintained mainstream schools where not a single pupil – not one – was entered for all the EBacc subjects. I would hazard a guess that it would be hard to find more than a few private schools which would say the same.

    In a world where disadvantaged children are all too often barred from elite universities because they don’t know or aren’t told which qualifications they will need, the EBacc’s unequivocal statement of priority is the single greatest aid we have in widening access to elite universities.

    And I’m delighted to say that we’re already seeing numbers climbing. From 23 per cent of pupils entering the EBacc combination of subjects in 2011, the proportion has climbed to 47 per cent in 2013 – and hopefully will continue on this upward trajectory, higher and steeper still.

    Time spent on teaching history, geography and modern languages has risen by 10 per cent. In 2011 there were around 3400 more teachers teaching in these subjects and an increase of 23,000 teaching hours on the previous year. In languages, for example, the number of pupils set to sit language GCSEs next year has increased by 22 per cent to 52 per cent.

    Highly able pupils attending the most disadvantaged schools are also 10 times more likely to take a vocational qualification than those in wealthier areas.

    Building on the Wolf Review, we’re making sure that vocational qualifications up to 16 are rigorous and well-respected – and ensuring that vocational qualifications after 16 offer students a high-quality route into employment or further study. Qualifications must be externally assessed and must enable progression to a wide range of study and employment opportunities.

    Vocational qualifications are hugely important, and will continue to be so – so we are working hard to ensure that they are just as ambitious and useful as academic courses.

    At A Level, Ofqual admits that more than a decade of “persistent grade inflation” which was “impossible to justify” has undermined A levels and GCSEs, we’ve invited top academics and university lecturers to get involved in raising standards and making examinations more rigorous.

    And we’ve allowed further education lecturers into schools to share their expertise and experience with as wide a pool of students as possible.

    And to ensure the money is there to help accelerate progress in closing that gap, we’ve introduced the Pupil Premium to support disadvantaged pupils, allowing schools to decide how funding is used to answer their pupils’ needs.

    Independent schools succeed because leaders give a clear and consistent message about the values of their institution – and every message the Prime Minister and Deputy Prime Minister send to the school system is about one thing – making opportunity more equal.

    But independent schools also succeed because as well as setting high expectations – and sending a clear message about values – they encourage professionals to take responsibility for what happens in their classrooms – to innovate in pursuit of excellence.

    Freedom to concentrate on what matters

    And that’s why we’ve given all schools greater freedoms to meet the standards we expect.

    Greater freedoms over the school day, week and year; freedom from excessive, centrally-generated bureaucracy and overwhelming government guidance; freedom to decide who to hire, to get involved in ITT and to devise their own CPD; and greater autonomy in tackling  poor pupil behaviour, taking a sensible approach to exclusions and keeping order in the classroom.

    And, of course, we’ve invited schools to gain greater independence within the state sector by becoming academies.

    Already, over half of all secondary schools are open or in the process of opening as academies, teaching over one and a half million children. During March more than 140 schools applied for academy status (the highest rate since May last year) and every month, now, more primaries than secondaries are applying to convert.

    In some parts of the country, more than half of all secondary schools are now academies. In some local areas, it’s almost every secondary school.

    And these freedoms are already making a difference.

    Evidence shows that sponsored academies are improving at twice the rate of other schools, and have been doing so for a decade.

    Across the whole Academies programme, rigorous research from the National Audit Office has shown that the attainment rate for FSM pupils in academies improved by 8.3 percentage points between 2009 and 2010 – almost double the national improvement rate for FSM pupils, 4.6 percentage points.

    In other words, the best academies are driving up standards for those children who have the worst start in life almost twice as quickly as other schools. And they’re doing it by giving great heads in the state system the freedom you have in the independent sector – to concentrate on education not bureaucracy.

    To take one minor but telling example: one head recently told my Department that since becoming an academy his senior staff have saved 43 days a year previously spent in “irrelevant” local authority meetings.

    As well as converting and sponsored academies, Free Schools are being established and driving social mobility, particularly in areas where deprivation is high and parents are crying out for new schools – brilliant centres of innovation like King’s Science Academy Bradford, The London Academy of Excellence, West London Free School and Norwich Free School.

    Evidence from America has shown that new schools can bring dramatic improvements in school standards, especially schools for poorer children in poor areas.

    And true to form, over a third of the 2011 Free School openers are located in the 20 per cent most deprived areas of the country – half in the 30 per cent most deprived areas.

    Although it is too early to confirm, the majority of the groups seeking to open a Free School in 2012 or later have proposed sites which are in the 50 per cent most deprived areas of the country.

    Beyond all these structural changes, we’re concentrating on the staff who bring schools to life.

    The importance of teaching

    Richard’s single-minded focus on high-quality teaching at Brighton was rightly singled out by Sunday Times judges as one of the factors in this school’s meteoric success.

    And the recent report on social mobility from the all-party-parliamentary group found that teacher quality is not only the number one factor in educational outcomes, it’s the number one factor in narrowing the gap between rich and poor.

    One study from the US found that effective teaching can make a difference of a whole additional year of progress to poor pupils.

    Yet schools where more than 20 per cent of pupils are eligible for free school meals are more likely to be rated worse in their teaching, and their teachers are less likely to have come from an outstanding teacher training institution.

    Through the new network of 200 Teaching Schools and over 600 National Leaders of Education, we’re giving the teaching profession far greater autonomy over school improvement, recruitment, ITT and CPD, nurturing talent in the next generation of teachers and sharing best practice between schools.

    We’ve already designated 1000 Specialist Leaders of Education, testament to the prodigious teaching and leadership talent already working in schools today, and we’re providing incentives for the brightest and best graduates to enter the classroom.

    We’re targeting these incentives particularly at the crucial subjects of Maths and Sciences – all the more important when more than half of newly qualified maths teachers don’t have a degree in maths.

    Nothing, but nothing, is more important than the quality of teaching.

    Conclusion

    As you will appreciate, this Government is neither idle nor complacent in the face of the inequality which scars our society.

    And that is because we know that progress – for individuals or society – is not a matter of laissez-faire but leadership.

    And because we recognise that Governments must take sides in debates – we must be for aspiration, ambition, hard work and excellence – for success based on merit and a celebration of those who do succeed.

    How will we know if we’ve succeeded – well success may be decided by events far beyond this parliament – will we, for example, ever see a comprehensive boy or girl ever edit the Guardian? Perhaps not in my lifetime…

    But – seriously – we know we are making progress when we hear the opposition from vested interests – from those in trade unions who put adults interests before children’s, from those in local Government who put protecting their power before fulfilling children’s potential, from those who have acquiesced in a culture of low expectations who resist any form of accountability for failure.

    That opposition is out there – entrenched, organised, vocal and determined – and it is hoping we in the Coalition Government fail – but if we fail then so do thousands more of our poorest children – and we cannot let that happen.

  • Michael Gove – 2011 Speech to the Royal Society

    michaelgove

    Below is the text of the speech made by the Secretary of State for Education, Michael Gove, to the Royal Society on 29th June 2011.

    Introduction

    Ladies and gentleman, I feel a little nervous in these surroundings.

    I am a journalist by profession, a politician by accident and a historian in my dreams.

    I am, therefore, in all too many ways, poorly equipped to address an audience of the nation’s most distinguished mathematicians and scientists.

    But, in advancing the argument I want to make today, history is perhaps more of an aid than it might at first appear.

    For some, like Karl Marx, the driving force in history was always economics.

    For others, like Edward Gibbon, it was theology

    More recently some have argued that history is driven by evolutionary biology or geography or simple demography.

    But the truth, as I suspect everyone in this room knows, is that history is driven, above all, by mathematics and the power it gives us to understand, predict and control the world.

    The emergence of the first, truly great, Western civilization, in the scattered city states of Ancient Greece, was intimately connected with the first systematic thinking about reason, logic and number.

    Although Pythagoras himself is a figure shrouded by myth, the Pythagorean revolution he and his disciples set in motion was the prelude to the astonishing flowering of classical philosophy which laid the foundations of the Western world.

    On those first foundations men such as Euclid and Archimedes devised a means of making sense of the world which enabled their contemporaries, and successors, to master it. Greece bequeathed her mathematical heritage to Rome and the achievements of the Caesars, their imperial highways, feats of engineering and centralised accounts, were all the fruits of mathematical knowledge.

    Rome’s fall was the prelude to Islam’s rise and again mathematical innovation was the leading indicator of historical progress. While Western Europe was sunk in a Dark Age of dynastic squabbling, pagan aggression and superstitious poverty the Islamic world flourished, advanced and subdued its foes while also nurturing a series of mathematical thinkers responsible for transmitting wisdom and generating great historic breakthroughs. Whether it was the establishment of Arabic numerals as the principal method of mathematical notation or the invention of algebra, Arabic and Islamic culture was the world’s forcing-house of progress for centuries.

    Europe only caught up again in the sixteenth century, but when we did it was with a burst of mathematical innovation which once more moved the world on its axis. Galileo and Descartes authored advances in mechanics and geometry which were hugely ground-breaking. They were followed by the arguably even greater geniuses of Newton and Leibniz.

    Newton, the greatest President this society has had – so far – was the godfather of the Enlightenment, mankind’s great period of intellectual flowering, the liberation from ignorance on which our current freedoms rest.

    In the nineteenth century, the greatest mathematicians were Germans – like Karl Friedrich Gauss and Bernard Riemann – reflecting the shift of intellectual innovation, and economic power, to central Europe.

    In the twentieth century, the flight of mathematicians like Kurt Godel from a fascist Europe sunk in a new barbarism to a new world of liberty and promise again presaged a fundamental shift in economic, political and intellectual power.

    In the last few generations, it has been the breakthroughs of mathematicians and theoretical physicists working in the US that has allowed mankind to progress from only the vaguest and most approximate understanding of our world to precise quantitative models.

    Richard Feynman has described the precision of quantum mechanics as like being able to measure the distance from New York to L.A to the nearest hair’s breadth. And for those of us navigating journeys even more fraught and perilous than an odyssey across America – such as driving from West London to Westminster without hitting roadworks – the precision of GPS satellite technology can guide us – and all thanks to the extraordinary precision of relativity’s equations.

    Falling behind

    And if we want mathematics to guide us into the future, it is easy to see in which direction history is currently moving: East.

    The nations of East Asia, large and small, are now in the position the Islamic world was a millennium ago or Europe enjoyed during the Renaissance. Individually, they now increasingly resemble the England of the eighteenth century, the Germany of the nineteenth or the USA in the twentieth.

    They are growing rapidly industrially and technologically; integrating more and more of their people into the global economy; investing more and more in maths and science; producing the engineers, technicians, scientists and inventors who will shape tomorrow’s world.

    While Europe is chronically indebted, its currency under strain, its growth anaemic, and Continental universities in relative decline, Asia has a massive trade surplus, holds the fate of the dollar in its hands, enjoys surging growth and is developing schools, technical colleges and universities which are dramatically outpacing our own.

    At school, British 15-year-olds’ maths skills are now more than two whole academic years behind 15-year-olds in China. In the last decade, we have plummeted down the international league tables: from 4th to 16th place in science; and from 8th to 28th in maths. While other countries – particularly Asian nations – have raced ahead we have, in the words of the OECD’s Director of Education, “stagnated.”

    At undergraduate level, over half of degrees in China, Singapore and Japan are awarded in science and engineering subjects – compared to around a third in the UK, EU and US. The number of science and engineering degrees awarded in China more than trebled between 1998 and 2006. By comparison, those awarded in the United Kingdom and the United States remained relatively flat.

    At postgraduate level, Asia now awards 1 in 4 of all engineering PHDs – almost as many as the EU and the USA combined. In the last 10 years for which we have figures, the number of scientific and technical journal articles published by Chinese researchers has almost quadrupled. In the UK, the increase has been just 3%. This focus on STEM is more than just academic – it translates into tangible, real-world innovations. Between 1999 and 2009, the number of patent applications by Chinese residents increased by over 1,000%. In the UK, it fell by a quarter.

    For any politician anxious to ensure the next generation enjoy opportunities to flourish in an economy that is growing, in a nation that is confident and in a society that believes in progress, there is no escaping the centrality of mathematics and science. The imperative for maths and science education only grows as the strategic significance of cyberspace becomes daily more apparent. A point John Reid heavily underscores in his Cyber Doctrine speech today. Our capacity to innovate – vital to our security and resilience – is utterly dependent on education.

    And when I see the pace at which other countries are transforming their education systems to give more and more of their students mastery in maths and science, it only reinforces my determination to reform our system here so our children can have access to the essential knowledge which truly empowers. If we are to keep pace with our competitors, we need fundamental, radical reform in the curriculum, in teaching, and in the way we use technology in the classroom. Unless we dramatically improve our performance, the grim arithmetic of globalisation will leave us all poorer.

    A 21st century curriculum

    If we’re going to reverse our decline, we need to begin by looking at what is being taught. So we launched a National Curriculum Review to survey the academic evidence, investigate international best practice, and work with field-leading experts to come to a conclusion on what our children should be taught.

    In maths and science, our Review Group has already been engaging with many of you. But we want this process to be as open, collaborative and informed as possible. So in August, we will share draft Programmes of Study with you all publicly for discussion and collaboration. And we will publish the evidence that informs our judgements so that everyone can see why we have made specific proposals. Through this collaborative, transparent process we hope to develop a National Curriculum that enjoy widespread support from the subject communities.

    And it’s in that spirit of transparency that I also want today to clear up some misconceptions that have arisen.

    The new National Curriculum is an exercise in intellectual liberation, not an attempt to prescribe every moment of the school day. We must revive a crucial distinction between the National Curriculum and the School Curriculum. The purpose of the National Curriculum is to set out the essential knowledge that children need to advance in core subjects. We then want to liberate teachers to decide on pedagogy – how those core subjects should be taught – and also to decide on what other subjects, or activities, should make up the whole school curriculum. In maths and science, the Expert Panel is focused on fundamental scientific knowledge and essential principles that are not subject to controversy and change every month or year.

    There are many issues and controversies – from embryo experimentation to energy conservation – which great teachers can use, as they wish, to create engaging and inspiring lessons. But there is no need to spell out in detail how these issues should be tackled in a National Curriculum. Indeed, filling it with topical subjects only encourages a constant tinkering and rewriting which we should stop. The National Curriculum should provide a foundation of knowledge. Great teachers, inspired by love for their subjects, should make the classroom come alive.

    So, what should we concentrate on?

    One of the lessons from the international evidence is that in East Asia there is much greater focus on fundamental number concepts, fractions and the building blocks of algebra in primary school. They have minimum standards that they aim to get practically all children to reach so they have a firm foundation for secondary. It may be, therefore, that we will adopt the same approach and have much more emphasis on pre-algebra in primary and remove data handling and some other subjects from the primary curriculum.

    We should also bear in mind that in Shanghai, they have daily maths lessons and regular tests to make sure that all children are learning the basics.

    Improving the foundations in primary would allow us to be more ambitious in the secondary curriculum.

    Should, for example, calculus play a bigger part in the secondary curriculum? Obviously not everybody needs to study the more advanced calculus that is contained in the A level syllabus, but it seems to me genuinely bizarre that in the 21st Century so many children leave school essentially trapped in a mathematical world predating Newton and Leibniz, essentially unaware of the development of calculus.

    And what about statistics? There are a vast array of issues that people are confronted with in daily life – from health scares to claims about the effect of drugs to financial news – which require statistical understanding. But studies have repeatedly shown how poor our collective understanding of such issues is. In its present form, GCSE maths does not enable children to understand conditional probability, normal distributions or randomness. Should this be something we should look to change?

    And on a more fundamental level, it’s clear that not enough young people secure a basic level of competence in maths. Every year, about half of our pupils leave school without even a ‘C’ in maths GCSE. But it’s not just those pupils who give us cause for concern. We still send powerful signals throughout our education system that it’s somehow acceptable to give up on maths. Critically, we allow students to abandon any mathematical study after 16, in stark contrast to other developed nations. The ‘maths gap’ that most pupils now experience after the age of 16 means that even those who did well at GCSE have forgotten much of the maths they learnt by the time they start their degree or a job. ACME’s most recent figures on the take-up of mathematics among 17 year-olds is particularly worrying.

    The latest figures are for 2009. Of the cohort of 660,000, three quarters were in full-time education.

    286,000 students (c. 40% of the cohort) did A levels.

    14,000 took maths to AS level. Another 72,500 took full A level maths and of those 72,500 another 10,000 also did further maths.

    In total that amounts to only about 85,000 pupils (just 13%) of the cohort doing A or AS maths, with only about 2% taking it to a high level.

    Yet at the same time ACME’s research shows that about 330,000 16-18 students per year need to study maths and statistics at a level beyond GCSE (180,000 to a ‘physics or engineering’ level and another 150,000 to a ‘social science’ level). So our schools system is failing to provide anything like the number of suitably equipped students to meet the needs of Higher Education.

    Only half the population has even basic maths skills, we are producing only about a quarter to a third of the number of pupils with the maths skills that our universities need, and economic trends mean that this gap will, unless we change, get wider and wider with all that entails for our culture and economy.

    That is why I think we should set a new goal for the education system so that within a decade the vast majority of pupils are studying maths right through to the age of 18.

    Of course, I am not prejudging the Review. But there are strong arguments for introducing concepts earlier, for covering some topics more thoroughly, and for making certain subjects compulsory for longer. It is a debate worth having, and one I hope many of you will choose to be involved in.

    The importance of (maths and science) teaching

    Of course, if we’re going to change what we want children to be taught, we need to support those who will have to teach it.

    Our White Paper, entitled ‘The Importance of Teaching’, made clear that maths and science are national strategic priorities and that we would target support to improve education in these subjects. We have allocated £135 million over the spending review period to support sustainable improvement in science and maths education in schools. A major part of this will focus on ensuring we have a teaching workforce that is ready to deliver.

    So we’ll improve the supply of teachers with specialist subject knowledge in chemistry, physics and maths, through “conversion” courses that enable graduates of related disciplines to acquire the specialist subject knowledge necessary to train and serve as teachers in these subjects.

    We’ll improving the skills of existing science and maths teachers through support for CPD – such as that offered by the national network of Science Learning Centres – where the Government is working in partnership with the Wellcome Trust and others in the universities and industry.

    And we’ll offer high-achieving graduates, especially those in shortage subjects like science and maths, significantly better financial incentives to train as teachers – up to £20,000 for graduates with first class honours degree. Trainees will receive the bursary in monthly instalments in their training year, as currently happens.

    We’ll also introduce Teaching Schools – modelled on teaching hospitals – to spread outstanding practice across the education system. Brilliant maths teachers in our best schools will be able to work across their school’s partnership mentoring and supporting those in weaker departments.

    We are also committed to the existing programmes that have proven their worth over the past few years. For instance, the performance of the Further Maths Support Programme has been outstanding. The growth in the number taking Further Maths A level is testament to their success.

    We protected the FMSP in the Spending Review and I can guarantee that their funding will not be cut for next year. However, this is not enough. They want to expand. That is why today, I have teamed up with CityAM to make an appeal to financial institutions in the City – put some of your profits into supporting the FMSP over the long-term, and ideally make it financially secure and not dependent on the temporary and easily lost affection of politicians.

    Since the 2008 crisis, the financial pages have been full of laments from rich bankers and others bemoaning the lack of mathematical understanding among the population and among political leaders. OK, let’s do something about it. Although I personally strongly support the FMSP, I will not, many of you will be pleased to hear, be Secretary of State for ever. The health of organisations such as FMSP should not depend on a politician’s whim. It would be better if it had its own independent sources of money and I think many people would agree that the City has both an obligation and an incentive to help. Allister Heath, the paper’s brilliant editor, has today launched an appeal to his readers. Let’s hope this succeeds. I’m sure Adam Smith would approve – it would not only be a moral good but it would also be in the long-term interests of the City.

    Harnessing technology in the classroom

    In addition to the debate over what is taught, and the issue of who does the teaching, we also need to think about how the teaching takes place. So as well as reviewing our curriculum and strengthening our workforce, we need to look at the way the very technological innovations we are racing to keep up with can help us along the way. We need to change curricula, tests and teaching to keep up with technology, and technology itself is changing curricula, tests, and teaching.

    ItunesU now gives everybody with an internet connection access to the world’s best educational content. Innovations such as the Khan Academy are putting high quality lessons on the web. Extremely cheap digital cameras and the prevalence of the internet allow teachers to share best practice and learn from errors. Brilliant scientific publications such as Science are building their own ecosystems of educational content – resources that a central Government department could never hope to produce and maintain.

    Computer games developed by Marcus Du Sautoy are enabling children to engage with complex mathematical problems that would hitherto have been thought too advanced. When children need to solve equations in order to get more ammo to shoot the aliens, it is amazing how quickly they can learn. I am sure that this field of educational games has huge potential for maths and science teaching and I know that Marcus himself has been thinking about how he might be able to create games to introduce advanced concepts, such as non-Euclidean geometry, to children at a much earlier stage than normal in schools.

    The Department for Education is working with the Li Ka Shing Foundation and the highly respected Stanford Research Institute on a pilot programme to use computer programmes to teach maths. We have not developed the programme – we are just helping them run a pilot. Stanford say it is one of the most successful educational projects they have seen.

    These developments are only beginning. They must develop on the ground – Whitehall must enable these innovations but not seek to micromanage them. The new environment of teaching schools will be a fertile ecosystem for experimenting and spreading successful ideas rapidly through the system.

    Conclusion

    Overall, our vision for the future is clear. We are empowering teachers. We want schools to be more responsible to parents instead of to politicians. We are reducing bureaucracy as fast as we can. We want to reverse the devaluation of the exam system. We want a National Curriculum that acts as a foundation of core knowledge – not a detailed blueprint for lesson plans. And we unequivocally believe that maths and science education are at the heart of improving our society and our economy.

    I look forward to the maths and science community engaging with our detailed proposals in the months ahead.

  • Michael Gove – 2011 Speech to Ofqual Standards Summit

    michaelgove

    Below is the text of the speech made by Michael Gove to the Ofqual Standards Summit on 13th October 2011.

    Thank you all for coming along this morning.

    As Amanda [Spielman] and Glenys [Stacey] pointed out, the purpose of today is to open a debate, not to close it. To ask some questions, not to come to firm conclusions. But I’m very conscious that when you have a debate in education, there’s always a danger that the participants in that debate can be caricatured. On the one hand, you have those people who believe in rigour, who instantly morph into Charles Dickens’s Thomas Gradgrind, demanding facts alone. And on the other hand, those people who believe there’s room for free play and creativity in education are sometimes caricatured as the offspring of AS Neill, the headteacher responsible for Summerhill, the school in which it was entirely up to children how they spent their time every day. I sometimes feel some sympathy for one of the children at Summerhill, who once at the beginning of the day asked their teacher, ‘Sir, must we do as we please today?’

    But in looking at that debate I think it’s also important to recognise that in Glenys and in Amanda we have two people who can help us steer it, who are superbly well-equipped. Now of course, as soon as I mention Glenys and Amanda, you’ll wonder which of the caricatured roles I’ve just described do they fit into. Are they Gradgrind’s daughters, or are they the spiritual sisters of AS Neill? Well I’d like to think of them in a wholly different light. I’d like to think of them as the Cagney and Lacey of the standards debate, two hard bitten cops who are out there to make sure that those of you who are responsible for doing wrong are put behind bars. But actually, despite the toughness that Cagney and Lacey displayed, which both Glenys and Amanda have, I actually think a better comparison would be to think of them as Kay Scarpetta and Jane Tennison. Both of them are skilled forensic investigators of crimes and believe me – and believe me, if you’re responsible for those crimes, there is no escape from these two.

    But in looking at the debate about standards overall, one of the questions you might be asking is where do I stand? And it’s very, very important, when one is talking about standards, to recognise that you’re tightrope-walking over a minefield. On the one hand, if you’re the sort of Education Secretary who praises the achievements of young people, than you can be accused of being Pollyanna, saying that everything’s wonderful and there’s no need to worry. On the other hand if you raise a critical eyebrow and say that you do have some concerns, then people instantly put you into the Eeyore camp, and instantly presume that you are a relentless pessimist. So which am I? Pollyanna or Eeyore? Am I Candide for thinking that all is for the best in the best of all possible worlds? Or Victor Meldrew who, when I look at Key Stage 2, GCSE or A level results, simply cry out, ‘I don’t believe it!’ Well, the truth is, I’m actually on the optimistic side of the equation – a qualified optimist, but an optimist nonetheless. I believe that our children are working harder than ever before. I believe that the trend suggests that the Flynn Effect, as it’s been called, is correct. That children are more intelligent than ever before. I certainly believe that the teachers that we have in our schools are the best generation ever. And I also believe that children and teachers are working harder than ever.

    But because they’re working harder, we have to make sure that our exam system works harder as well. And we need to make sure it works harder because education overall is being put to the test as a result of global forces. One of the most profound influences on me in doing this job has been Sir Michael Barber. And Sir Michael’s work for McKinsey has reinforced in my mind what so many studies have also underlined. That the tendency, which has bedevilled English education in the standards debate, to look to the past, is not the most effective way of making sure that standards are where they should be. What we should be looking at are the rest and the best. We should be comparing ourselves with other jurisdictions. We expect that each successive generation evolves, adapts, and does better than the previous generation. That’s what being human is all about: being the best, striving for excellence. It means, in a standards context, comparing ourselves with other countries and other jurisdictions that are doing even better.

    But it’s important, in asking our exam system to do more, asking our curriculum to do more, that we also recognise that exams cannot do everything. And it’s important again that I emphasise, in front of this audience and in front of every audience, that some of the most important things that happen in schools cannot be tested, examined or quantified, no matter how sophisticated the method we are that they used. How do you measure enthusiasm or love of learning? How do you quantify the sense of joy or anticipation that a pupil feels when they arrive in a classroom knowing they’re going to be entertained and inspired for an hour. How do you quantify good citizenship? How do you calibrate team spirit? It’s because there is so much that can’t be measured and quantified objectively that we’re changing the way in which schools are rated by Ofsted, so that the new Chief Inspector will have a direct brief to ensure that, alongside the data that we publish on the basis of exam performance, a more rounded judgement is made about the quality of teaching and leadership in each school, so that we balance exam performance with the performance of the school in so many other areas – such as what we might call the tacit curriculum, and what we might also call character building.

    But it is the case that exams do have a critical function alongside the changes that we might make to inspection, and indeed to the national curriculum, in making sure that we continue to raise standards in all our schools for all our children. They have, as we all know, an accountability function. Exams are one of the ways in which we judge schools, one against the other. But they also have a sorting function in letting us know which candidates are doing best. And that sorting function helps us identify, during the progress of a child’s education, which pupils need more support and which need more stretch and challenge. And it also helps, at 16 or 18, in allowing that individual child to decide which institution it might be best for them to progress to, and in helping institutions decide whether or not that young person has the capacity to benefit from what they have to offer.

    And of course qualifications have a preparation function. The programme of study and the syllabus that is tested in the qualification should be a body of knowledge that equips a young person to move on confidently to the next stage of their lives – whether that’s taking up an occupation, or moving on to further or higher education.

    Now some of you may be thinking, ‘Well, that’s all very well. But qualifications do you have, Secretary of State, to pronounce on this debate?’ I suspect I only really have only one qualification to enter into this debate. And that qualification is that none of the qualifications that I have come from the English schools system. I was educated in Scotland. And therefore, I don’t have a dog in the fight when it comes to deciding whether the A levels of the 1970s or the 1950s were a golden era. Because I was fortunate enough to be educated in that jurisdiction, I can look at the English exam system with – I hope – an element of detachment. And because I can look at the exam system as a citizen of the United Kingdom, but someone who was educated outside the system, I feel instinctively that we should judge that system against its international peers. And that’s why, throughout the time that I’ve been both the Shadow Education Spokesman and the Secretary of State, I’ve been so keen on those international comparisons that professor Michael Barber and others have drawn to our attention. Most of you will be wearily familiar with me pointing out the way in which we’ve slipped down the PISA league tables in the last 10 years. But let me reinforce the importance of what that means. Research published this week by the Department for Education drew to all our attention the fact that if our children performed as well children in Shanghai, then instead of 55 per cent of children getting five good GCSEs (including English and maths), it would be 77 per cent. So if you think about it: over 20% getting qualifications that they don’t currently get – over a fifth of the cohort overall. That means 100,000 more children getting the bare minimum of qualifications that most employers regard as a test of real employability. There’s 100,000 lives transformed for the better if we improve our education system. By a different measurement, it would mean that a child who currently gets 8 C grades at GCSE would – if they were as well-educated, and doing as well as pupils in Shanghai – would get 3 As and 5 Bs at GCSE. That’s a real difference. A concrete step forwards. And one that I believe that we should seek to take and aspire to reach here.

    Now, specifically in asking if our examination system is helping us reach that level, one of the first questions we have to ask, and it’s a question, not a statement or a declaration, is are the examinations which we’re asking our children to sit delivering to them the level of knowledge that we have a right to expect if they are going on to compete against children from Shanghai for the jobs and the university places of the future. And into that debate there have already been some voices which have been very clear, that we are not giving children the level of knowledge that they require. I’m just going to reference some objective statements by individuals who again are the users of those from the education system generates as graduates and school leavers.

    There was a recent survey from the British Chamber of Commerce and in it over half of small businesses in this country said they thought that the education system was failing to produce individuals with adequate skills needed for work. In their report they said, in general, and this is a reflection of business, not me, “younger people lack numeric skills, research skills, ability to focus and read plus written English”

    David Frost, who’s the Director-General of the British Chamber of Commerce, said that a generation had been ‘failed’ by schools. “After 11 years of formal education,” he asserted, “employers say that they’re getting kids coming to them who can’t write, can’t communicate and who don’t have that work ethic.”

    And it wasn’t just small businesses. A poll of some of Britain’s largest businesses found that there was widespread concern about the quality of potential recruits. Three out of four of those large businesses surveyed said that school leavers and graduates lack the basic skills needed to join the workforce. And of course, many of those business leaders have subsequently gone on the record. Sir Christopher Gent expressed his concerns, specifically about A Levels, and he argued: “grade inflation has devalued A levels and it is now an OK exam that used to be an excellent one.”

    Sir Michael Rake, the Chairman of BT, said: “I personally think A Levels have been devalued.” And when he was still CEO of Tesco, Terry Leahy said: “Sadly, despite all the money that has been spent, standards are still woefully low in too many schools. Employers like us … are often left to pick up the pieces.”

    I might disagree with any individual emphasis that any of those business leaders have put on their criticism of the exams system, but I can’t ignore what they say. And even if I were inclined to ignore what employers are saying, I couldn’t ignore what universities are saying as well. We know that more and more universities are considering remedial course for pupils, who when they arrive are unprepared for the rigours of further study. We know that there are many courses at elite universities, like Imperial, where a disproportionate number of places are taken up by students from outside the UK because they arrive better equipped for those courses. And indeed Sir Richard Sykes, the former Rector of Imperial College London, recently said of our GCSEs, that they produced students who were familiar only with “sound bite science” and he argued that the syllabus that prepared students for Imperial College, was based on a “dumbed down syllabus.” He believed that the examination we had was an inadequate preparation for Higher Education.

    And it wasn’t just Sir Richard. The Royal Society in 2011, concluded in its study of science GCSEs that the level of mathematics that was being tested was poor. The Royal Society of Chemistry argued that there had been a catastrophic slippage in school science standards. They said that pupils would get a good GCSE pass by showing only a superficial knowledge of scientific issues. And the Institute of Physics has been critical too. They argue that Physics A Level is not preparing students for university and in particular, the Institute of Physics has lamented the fact that A Level Physics no longer requires pupils to be tested in calculus and their report has found strong criticism from universities about the mathematical knowledge of physics undergraduates. And that’s even though these students are generally amongst the most qualified and hard working of undergraduates.

    So we can see there a weight of evidence, from distinguished voices, expressing specific concern about the body of knowledge with which students arrive into the workplace or at university.

    Now again, I stress, it is not for me to endorse every single one of those findings or judgements. But it is for me to ask why, when there are so many voices asking critical questions, are they so concerned and what can we do to address them.

    It’s also the case that the discontent that is felt amongst employers and universities, or is felt in a more widespread way across the country, relates not just to the level of knowledge but also to the grade that is conferred on students – the badge that suggests that an individual is ready to pass on to the next level. As we saw earlier in Glenys’s presentation, there’s been a significant rise in the number of students securing good passes. Part of that is undoubtedly down to better teaching, to harder working students and to an increase in achievement overall. But is all of it? It’s a question that we need to look at seriously given the scale of the growth in grades. The number of students getting five GCSEs at grade C or above has gone from 45 per cent in 1996 to over 75 per cent in 2010. Is all of that due to an improvement in teaching? Last year, there were over 370,000 A* results. There were only 114,000 comparable results in 1994.

    And over the last 15 years, the proportion of pupils achieving at least one A at A level has risen by approximately 11 percentage points. In 2010, more than 34,000 candidates achieved three As at A level or equivalent, which allow them to progress to one the best universities. That’s enough to fill half the places within the Russell Group. Universities are increasingly asking: “how can they choose between so many candidates who appear to be identically qualified?” Again, some of that improvement is undoubtedly due to schools performing better. But for universities the question is, can it be entirely due to that?

    As Glenys pointed out, there is research which suggests, from a number of independent academic sources, that there is evidence of grade inflation. Researchers at Durham University have been particularly good at challenging the growth in grade performance. One piece of analysis from Durham concluded that between 1996 and 2007, the average grade achieved by GCSE candidates of the same ‘general ability’ rose by almost two thirds of a grade. And the rise, they argued, is particularly striking in some subjects: in 2007, pupils received a full grade higher in maths, and almost a grade higher in history and French, than pupils of the same ability when they sat the exams in 1996. Similar trends have been found at A level. Academics at Durham found that in 2007, A level candidates received results that were over two grades higher than pupils of comparable ability in 1988. And pupils who would have received a U in Maths A-Level – that’s a fail – in 1988 received a B or C in 2007.

    Now, again, I have to emphasise this for the third time, some of that improvement will be down to improvement in our education system: better funding, better teaching, harder working students, but all? We have a duty to ask those tough questions.

    We also have a duty to ask tough questions about the types of reforms or change that we might make. Glenys has pointed out that the process, when it comes to awarding grades we have at the moment, is of course a subtle one and it depends on individuals in this room, whose level of statistical knowledge and sophistication in manipulating numbers far outranks my own. But I just want to ask a couple of questions. And one them relates to, and what you might regard an arid debate, between criterion and norm referencing.

    Like Glenys, I believe that you can’t go back to a situation where exams all were graded on the basis of norm referencing. I do ask one question for debate, and I don’t mind if, at the end of it, people shoot me down. But I think it’s important to open the debate. Should it be the case that while we award As, Bs and Cs, entirely on the basis of the criteria which people reach, is there a case for exploring whether or not an A* should be allocated to only a fixed percentage of candidates. I’d like to see that debate explored and engaged with.

    There’s another question as well. Should we publish more data about how all candidates perform? So yes, of course you know that their work is capable of securing an A or an A*. But you also know how they’re ranked, depending on the subject. I know that there are some exam boards that are debating the advisability of this but one anecdote weighs very heavily with me. Now I know – and I suspect that others of you may point this out later – that data is not the plural of anecdote but I was struck when I visited Burlington Danes Academy that the headteacher there, Sally Coates, had a rank order system she devised. Every half term, students sit examinations in every subject. They’re ranked, and performance is shared between the student, their family and the teacher. So every student knows whether they’re first or 120th in English, mathematics, and history – and also for sporting achievement, cultural achievement and effort overall. At the end of each term, the performance is then published. So students have an opportunity to improve their performance between half term, when it’s private, and the end of term when it’s public. When I asked the headteacher, Sally Coates, if this wasn’t a bit – please excuse my phrase – ‘hardcore’, and had it resulted in a revolt amongst students and parents, she looked at me and said, ‘actually, it’s the single most popular thing that I’ve done.’ Parents love it, because they’re given information that they’d previously been denied.

    In the past, parents asked, ‘How has my son done?’ and they would receive the reply, ‘He’s a lovely boy.’ Now they accurately knew where he stood. But secondly, it was also the case that individual students could then compare their performance and their contemporaries’ performance in subjects. And students were now ranking teachers, on the basis of those who added value and demanding that certain teachers who were not getting them up the rankings be moved on, and that they be transferred into the classes of those teachers who were getting pupils up the rankings. So if ranking can achieve that in one school in White City, if additional data and transparency can generate those beneficial results, is there a case for exam boards publishing more data about the performance of students, rather than less. It could be a completely wrongheaded idea. But I put it out there explicitly for debate.

    Technology

    I also think, that as well as considering norm referencing and ranking, and the two of course are connected, we do of course need to look at other changes which are occurring elsewhere which will have a bearing on how achievement is assessed in the future. Technology is critical. As Jerry Jarvis pointed out, the examination system industry in this country has moved from being ‘a cottage industry to mass manufacturing.’ As it has done so, there is an inevitable move towards the greater deployment of technology in assessment. But the rate of technological change in education I think is rapidly going to accelerate in the next few years. We’ve already seen iTunesU and the Khan Academy have transformed the delivery of content. We already know that there are more and more sophisticated ways of using technology for formative assessment. So we have to ask ourselves ‘how will technology change the way in which assessment should be delivered and grades should be awarded?’ I think that looking at the capacity that technology has to transform the accuracy and the authority of assessment, it also gives us the potential to generate yet more data, in order to know how our schools, how our teachers and how our whole system is performing.

    Resitting

    In talking about teachers, I also want to ensure that our exam and our assessment system is fair to them. I recognise that the structure of accountability that we’ve set up and in particular the way that’s gone hand in hand with certain examination changes has put additional pressures on them. As Glenys pointed out, there are different views about the effect of modularisation. I’m very clearly of the view that modularisation has led to people absorbing knowledge and then forgetting it, rather that taking the whole body of knowledge necessary for a course together, and using it to best effect synoptically at the end of an examination course. I also think in sheer practical terms that modularisation and the culture or re-sitting has meant that more time is spent on external assessment and less time is spent on teaching and learning

    Early entry

    I also think there is a case at looking at the culture of early entry. It is the case that there are many students of comparable ability who if entered early for exams do less well and that the culture of early entry is being driven by the way in which accountability is worked in this country. I don’t think there’s anything wrong with truly outstanding students getting particular qualification out of the way, as it were, so they can then progress. But we do need to look at the way in which the nature of accountability and the way in which our exams are offered have meant that the natural progression through the curriculum has become distorted.

    I also think that as well as looking at technology, early entry and the culture of re-sitting, we also need to ask ourselves, overall, if we are, in the questions that we ask, and in the design of those questions, encouraging the sorts of thinking skills and creativity that are so important.

    As we saw earlier, and as Glenys pointed out, the structure of some questions in modern exams sometimes leads the student by the hand through the process of acquiring marks. Curiously, I believe that many of those who are most anxious to reinsert creativity and original thinking, and a display of knowledge in the round, would actually find the question from an era that they would have derided as the time of rote learning, may in many respects be questions better designed to elicit that degree of creativity that some of the contemporary questions that our exams ask now.

    So some questions, which I’d like you to engage with. And in leading that debate, I’m confident that in the team we have at Ofqual, we have the right people and the right institution with the right remit to make a difference.

    The role of Ofqual

    One of the things I’m specifically keen to do is to emphasise that, with the leadership that Ofqual has, there is a new requirement for Ofqual to do more. I believe that Ofqual shouldn’t simply be monitoring achievement over time. Ofqual specifically, and this is the injunction we place on it in our Education Bill, should be asking itself the question: ‘how do we do and how do our exams do, compared to the best in the world?’

    That necessarily means that Ofqual moves from being an organisation that perhaps in the past provided reassurance, to one that consistently provides challenge to politicians, to our education system overall and to exam boards and awarding bodies. That is why I think it is so important that Ofqual, like all regulators, if it is to be an effective watchdog.…sharper teeth. It is why I believe that Ofqual should the ability to fine if necessary. We do have to ask ourselves questions about this summer’s examinations. Why were there so many mistakes? Why did we leave students to have unnecessary heartache at a time of stress and tension? It’s not enough to be complacent and say that these things happen. We’re dealing with some of the most important moment in some people’s lives and therefore it is critically necessary for a regulator like Ofqual to have the powers required, to ensure that the many gifted people that work in our exam boards and awarding bodies, make sure that every year they do their best for students who are doing their best.

    In stressing the role that Ofqual plays, it’s important to recognise that no matter how gifted, effective or assertive that particular body is, the responsibility for maintaining standards, and indeed the responsibility for raising standards, rests on all of us. It’s important that collectively we recognise that exam boards and awarding bodies, in the natural and healthy desire to be the best as an exam board, don’t succumb to the commercial temptation to elbow others out of the way, by saying to schools and to others “we provide an easier route to more passes than others.” I’m sure that would be a temptation that would never be felt in any breast in this room, but it’s important that that temptation, whilst it exists, is resisted. If it isn’t, then action might need to be taken.

    It’s also important that we recognise that there is a direct responsibility on government. I talked about accountability earlier and the way in which it can skew performance. One of the things that I’ve been accused of recently is that by introducing a new accountability measure, the English Baccalaureate, I’ve skewed performance. Well actually, the importance of the English Baccalaureate cannot be overstated. It is one accountability measure amongst many. The reason that it has had the resonance that is has, is because it is popular and it reflects the truth. A good performance or strong performance in these academic subjects: English, mathematics, the three sciences, modern languages and a humanity, like history or geography, confers on students the chance to progress, whether on to a great job, or a high performing university. Nudging students towards these subjects and asking schools which don’t have pupils performing well in these subjects why not, is a way of generating greater social mobility and higher achievement overall.

    I believe the way in which parents now ask schools whether or not students are being offered these subjects reflects the fact that the common sense of the majority of parents, and the shrewd judgment of university admissions tutors, and the hard won experience of employers, all coincide in saying that these are the qualification that they prize. Not the only qualifications that they prize and schools shouldn’t be allowed to say that pursuing these qualifications squeezes out creativity. It is perfectly possible to combine these subjects with creative subjects with cultural reach, and with sporting achievements, and with everything that gives a rounded education. These are the subjects which are a passport to further progression and it’s important that schools recognise that that is the demand of parents, higher education institutions and employers.

    As well as having this accountability measure, we will be publishing more and more data. It will possible in the future for newspapers, for trade unions, for anyone to construct the data that we publish to create their own baccalaureate, or their own basket of measures by which schools can be judged. And if for any reason that the English Baccalaureate is superseded by another measure developed by another institution or media organisation, which has greater currency….great. My aim is to ensure that the data is there for meaningful, nuanced and rounded comparisons to be made and for us all to push things in the right direction.

    One of the reasons why I’m anxious that we should have that accuracy in the data is because I was moved so profoundly by Alison Wolf’s report on vocational education and the way in which she laid bare the fact that there are so many students that had pursued qualifications, which were nominally the equivalent of three or four GCSEs, but in the world of work weren’t seen as even amounting to a single GCSE. That is why we’re engaged in the process of ensuring that there is genuine equivalence and genuine parity between those vocational subjects that are every bit as testing as GCSEs and rigorous GCSES. We’ll be saying more in due course on how we’ll be taking forward Alison’s work.

    So some questions, some assertions and I hope a clear direction of travel.

    Finally, a warning: if the changes that I make – or that I want to make – win some favour with the audience in this room, and we’re able to move together collectively, one thing may happen in English education. Something unprecedented. Potentially, some might say, revolutionary. We might have a year – even a year while I’m still in office – where GCSE and A level results dip. Where fewer students get A stars, fewer students get As. When that happens, there will be an inevitable pointing of fingers – mostly, in my direction. ‘You’re presiding over a decline, you’re presiding over failure.’ Well, I won’t believe that’s true for a moment. I believe that our children and our teachers will be doing better than ever. But I think that if our exam system is accurate, precise, demanding and world-class, there will be years where performance will dip, as well as rise. And it’s far, far, far better if we’re honest with our children, honest with ourselves as a nation, and have an exam system that is world beating and respected everywhere. Because what we want an exam system to do, in the word of my old Scots mother, is ‘tell the truth, and shame the devil.’

    Thank you.

  • Michael Gove – 2011 Speech to the Edge Foundation

    michaelgove

    Below is the text of the speech made by Michael Gove to the Edge Foundation on 29th September 2011.

    It’s a special pleasure to be here at this Edge event. No organisation has done more to champion the cause of vocational education and never has your clear, consistent, challenging voice been required more than now.

    And it’s particularly pleasing to be here alongside my colleague John Hayes. No-one in Parliament has done more to champion the importance of vocational education than John. Over the last five years he has developed a coherent programme of reform for further education, he has made a compelling case for elevating the practical in our education system and I am delighted he is now a joint Department for Education and BIS Minister responsible for vocational learning. John is an old friend of mine and I am, frankly, jealous that he has a new admirer in Vince Cable, but so valuable is he that I am more than happy to live with a situation where there are three of us in this relationship.

    A historical problem

    Most new governments tend to complain about problems they inherited from their predecessors. And given our own inheritance it’s not surprising that we should be the same. Today I want to address head-on a problem that we’ve been bequeathed by the previous Government – of Lord John Russell. Lord John Russell was Prime Minister between 1846 and 1852. As the leader of a coalition of Whigs and Radicals there is much to recommend him. But it was on his watch that we as a nation first tried, and failed, to solve a problem which bedevils us still.

    The problem is our failure to provide young people with a proper technical and practical education of a kind that other nations can boast. It was a problem identified by the German-born Prince Albert, the driving force behind the Great Exhibition of 1851, and it was a problem the Royal Commission of 1851 was designed to address.

    Although Britain had been the first country to industrialise, and although, with the abolition of the Corn Laws, we were poised to benefit from the massive expansion of free trade, we were already falling behind other nations in our capacity to inspire and train the next generation of engineers, technicians, craftsmen and industrial innovators.

    Whether in Germany or America, new competitors were eroding our inherited advantage. But while the problem was correctly identified as far back as 1851, the steps necessary to address this failing were not sufficiently radical. Ever since then there have been a series of failed governmental interventions, too numerous to list, none of which got to the heart of the matter.

    160 years after the Great Exhibition was planned, the same problems which inspired its creation remain. Our international competitors boast more robust manufacturing industries. Our technical education – which the original Royal Commission and endless subsequent commissions and reviews identified as the fundamental problem – remains weaker than most other developed nations. And, in simple terms, our capacity to generate growth by making things remains weaker.

    My colleagues George Osborne and Vince Cable have both made the case, with force, coherence and intelligence that our economic recovery depends on a manufacturing renaissance. Given the devastation wrought on our economy by the events of the last three years the need to drive private-sector growth is urgent and overwhelming. And that depends on a reform of our education system which addresses our long-term weakness in practical learning.

    At crucial moments in the development of our education system the opportunity to embed high-quality technical routes for students was missed.

    As Corelli Barnett has persuasively argued, the prevailing intellectual orthodoxy at the time of educational expansion in the late nineteenth and early twentieth century was disdainful of the practical and technical. While our competitors were ensuring that engineers, technicians and craftsmen were educated to the highest level, British – and specifically English – education reflected an inherited aristocratic disdain for trade. The highest goal of education was the preparation of young men for imperial administration, not the generation of innovation.

    But as Barnett has argued, a neglect of the type of education which sustains economic growth and technical progress fatally weakened the empire which was the administrative elite’s pride and joy. Barnett’s analysis of Britain’s historic decline relative to its competitors gathers force as he surveys the decisions taken after the Second World War. We failed to modernise economically in those years. And we failed to make all the changes we should have in education.

    In particular, one of the most promising potential reforms envisaged by the last coalition Government was neglected. The visionary wartime education minister Rab Butler appreciated the importance of technical education and hoped to see the creation of a new generation of technical schools in the postwar years. But underinvestment and a plain lack of elite interest meant hardly any technical schools were ever opened. Andrew Adonis and Stephen Pollard have argued – in their insightful book on the class system – that this represented one of the gravest errors in the history of the English education system.

    Anyone looking at the decline of manufacturing in the postwar years, the spectacular failure of Britain to match the level of technical innovation in the countries we defeated and the continuing low levels of achievement of those outside the academic elite could not but conclude that we had failed as a nation.

    The missed opportunity

    The seeds of a solution were put in place by the last Conservative Government with the introduction of a modern apprenticeship programme – a programme this Coalition Government wants to grow rapidly. But under the last Government practical and technical education lost its way. And that is because, despite all the rhetoric, their heart wasn’t in it.

    By heart I mean a passionate understanding of, and commitment to, the joy of technical accomplishment, the beauty of craft skills, and the submission to vocational disciplines which lie at the heart of a truly practical education.

    Instead of celebrating the particular, instead of respecting the unique value of specific skills, instead of working with the grain of both human nature and recognising the differing difficulties inherent in acquiring mastery of certain processes, practical education has been robbed of its specialness.

    The result was a system that was pasteurised, homogenised, bureaucratised and hollowed out. Everything was reduced to fit tables of achievement. Narrow metrics meant that everything practical was brigaded into specific silos and success was judged on the sheer number of young people who could be processed through the system rather than giving proper attention to what they had learned.

    The dangerous preoccupation with quantity over quality was most evident in the response to the Leitch Review. The Review envisaged a demand-led system in which young people and employers together set the pace for the growth in proper training, in a way which met both their needs. But the response to this invitation to let go was a whole new suite of national targets for the quantity of qualifications taken.

    One of the dangers of this approach was that by ignoring the value of skill in itself they fell into the trap clearly identified by the philosophers Matthew Crawford and Richard Sennett in their wonderful books The Case for Working with Your Hands and The Craftsman. That was ignoring the inherent value of craftsmanship; what Crawford calls the ‘intrinsic richness of manual work – cognitively, socially, and in its broader physical appeal’.

    And at the same time very little time was devoted to thinking about what young people on vocational courses actually learn. Some qualifications that were called vocational are actually pseudo-academic: attempting to recreate the cognitive skills associated with the accumulation of abstract knowledge rather than developing the entirely different but equally rich cognitive skills associated with practical and technical learning.

    Insecurity about the real value of craft meant that vocational learning was, in some people’s eyes, legitimised by being made academic.

    Qualifications, once tailored to the requirements of employers have become increasingly detached from their needs and, instead, driven by the preoccupations of public policymakers. That needs to change.

    The last Government also fell into the trap of assuming that globalisation meant that in an economy like ours, hard and practical craft skills were being remorselessly superseded by abstract knowledge working. But the development of information technology does not mean that every job is digitised and the future for everyone is Orange as an employer.

    As the economist Alan Blinder argues, the crucial distinction in the labour market in the future will be between ‘personal services’ that require face-to-face contact or are inherently tied to a specific site and ‘impersonal’ services that can be provided from anywhere. He points out that many knowledge-worker jobs such as accountancy, computer programming, even radiography can be outsourced to companies in far-off countries. These professional jobs are increasingly vulnerable while practical employment is increasingly secure. As he puts it, ‘you can’t hammer a nail over the internet’. Nor indeed take blood, serve a Michelin-starred meal, look after a deeply disabled child, or repair a £2000 mountain bike.

    Because, as well as providing us with the technicians, industrial innovators and craftsmen and women of the future, proper vocational education also needs to provide us with the courses and qualifications to underpin the future success of chefs and childcare workers, beauticians and care assistants, landscape gardeners and fashion photographers. And our current education system has, far too often, not been providing the right courses and qualifications. The growth in what are called vocational qualifications in our schools has actually, in many cases, been an inflation in the number of quasi-academic courses.

    Growth or inflation?

    A superficial look at the statistics would suggest a renaissance in vocational learning over the last few years unprecedented in human history. In 2004, 22,500 vocational qualifications were taken in schools. By 2009 this had risen to 540,000 – mostly at age sixteen – a 2,300% increase. But looking behind these figures we discover that many of these qualifications are not quite the hard, practical, immersion in the craft and technical skills or the skilfully designed preparation for the modern world of work some of us might have imagined.

    And looking at the timescale over which this massive surge has occurred it is striking that it all follows the decision of the last Government to fix the value of some of these qualifications so they counted in league tables. Since I have been Education Secretary I have been struck by the concern among many employers, many higher education institutions, many parents and many headteachers that the rapid growth in the take-up of some of these qualifications is indeed less a reflection of their inherent worth than a function of the value they have been given for league table purposes.

    Some of these qualifications badged as vocational enjoy a ranking in league tables worth two or more GCSEs, making them attractive to schools anxious to boost their league table rankings. And that has meant that some schools have been tempted to steer students towards certain qualifications because it appears to be in the school’s interests even when it’s not in the student’s.

    This has to be changed. Qualifications do not gain prestige simply by having a Government minister announce that they are a good thing. And the labour market does not have much respect for the ability to answer multiple-choice tests dealing with ephemeral facts about some occupational field – the sort of thing which has become far too common in our over-regulated education and training system. Employers do, and for good reason, value a whole range of practical skills, and practical experiences, which go far beyond the confines of the most demanding A level papers.

    Indeed one of the unhappy trends which actually grew in force over the past 13 years was the assumption that the purely academic route was really always the preferred one – and unless you’d secured a place on leaving school to study at university for three years you were somehow a failure.

    These assumptions undermine social cohesiveness because, in a big society, unless each feels valued and all feel valued, then the conferral of value is imperfect. And they also limit opportunity.

    The benefits of the practical

    The truth is that there are practical routes – workplace courses, apprenticeships – which are far more secure routes to success than many university courses and which are, understandably, hugely popular with savvy learners.

    The best apprenticeships programmes are massively oversubscribed. BT typically has 15,000 applicants for 100 places each year. Rolls-Royce has ten applicants for every place and Network Rail is similarly oversubscribed. There is far greater competition for some of these courses than there is for places at Oxford or Cambridge. And there’s good reason for this. These types of courses offer a route to good salaries and quick promotion at world-beating firms.

    Whenever I meet the bosses of firms like these they tell me that their employees who trained as apprentices first perform better and secure promotion faster than their colleagues who arrive fresh from university. What’s more, many of the best courses – like those offered by BT – hold open the door for further study in higher education at a later point during their career, if they want to. At BAE 65% of their apprentices go on to higher learning and 10% go on to higher education.

    And irrespective of whether these apprentices go on to higher education in due course, they are powering the success of the businesses on which our economy depends. However seductive marketing, advertising, sales, promotion or corporate social responsibility work may be for the academically inclined, these roles don’t exist unless there is something hard to market, advertise, sell, promote or be responsible about.

    And that depends on making things. Which we won’t do in the future unless we train more people to master practical and technical skills at the highest level. What we need are more apprenticeships which follow the model of Rolls-Royce, BT and BAE rather than the rebadging of classroom courses and less rigorous work experience schemes as apprenticeships.

    That is why I am so delighted that Vince Cable, David Willetts and John Hayes have secured additional funding to help the private sector grow the number of high-level apprenticeships and it’s also why I am working with John to ensure we can reduce the bureaucracy which employers have to negotiate before they can take on more new apprentices.

    But if we are to ensure more and more students are capable of benefitting from a growth in apprenticeship numbers we have to take action to improve vocational education before people leave school. We have to have courses, qualifications and institutions during the period of compulsory schooling which appeal to those whose aptitudes and ambitions incline them towards practical and technical learning.

    Reform in every area to elevate the practical

    We’re already using our radical schools reform programme to promote new institutions designed to support high-prestige technical education with a clear link to employment and further study.

    The university technical colleges – a model developed by my great reforming predecessor Lord Baker and the late Lord Dearing – tick all the boxes.

    The idea is very straightforward: technical colleges will offer high-quality technical qualifications in shortage subjects like engineering. They will do so as autonomous institutions – legally they will be academies – sponsored by at least one leading local business and a local university.

    The pattern for their success has already been set by the new JCB Academy in Staffordshire, which I was privileged to be able to visit earlier this year. It combines hard practical learning – with courses in technical subjects involving applied work of the most rigorous kind – alongside a series of academic GCSEs – including maths, English, science and a foreign language.

    If one looks at those countries around the world that have the best technical education systems, core academic subjects are taught and assessed alongside – not in place of – technical learning until students reach 15 or 16. To take the example of Holland where children can move onto a technical route at twelve – all 16-year-olds are assessed in foreign languages, arts, sciences, maths and history. Our country is sadly unique in the poverty of its aspiration for all young people.

    That’s why earlier this week I floated the idea of an English Baccalaureate – a new certificate for all children who achieve a good GCSE pass in English, maths, a science, a modern or ancient language and a humanity like history or geography. It would also act as a new league table measure to encourage schools to give all young people a broad and rounded base of knowledge. I was deeply alarmed to discover that just 15% of children would currently achieve this set of five good GCSEs. We have to do better.

    But it’s crucial to note that securing this core base of knowledge would not preclude the study of technical or vocational subjects as some have suggested. It’s not either/or but both/and. I’m absolutely clear that every child should have the option of beginning study for a craft or trade from the age of 14 but that this should by complemented by a base of core academic knowledge.

    And the new generation of university technical colleges – by taking students from other schools at the age of 14 – will help secure this route. When we open a new UTC in Aston in 2012 pupils will specialise in engineering and manufacturing alongside core academic GCSE subjects. Crucially, students will have the opportunity to work with Aston University engineering staff and students as well as local businesses and further education colleges.

    Our aim is to open at least twelve UTCs with a minimum of one in each major city. And we know there is huge demand out there for this kind of institution from local authorities and businesses who understand the benefits that this type of school would bring to their community. Lord Baker has also done a fantastic job of winning over major international firms and universities, creating a real head of steam behind the model.

    UTCs are a fantastic innovation but they aren’t the only type of institution that will benefit from our radical reform plans.

    I’m also incredibly excited by the studio schools movement. The first two studio schools – based on groundbreaking work by the Young Foundation on employability – have just opened in Kirklees and Luton.

    These schools will offer both academic and vocational qualifications and are explicitly designed to break through the traditional divide by providing an aspirational but practical pathway that will offer a broad range of qualifications and a clear route either to employment or university. Our Free Schools programme will allow communities across the country – supported by the superb Studio Schools Trust – to bid to open this type of institution.

    And we anticipate many more Free School proposals will come forward which focus on offering high-quality vocational and technical education. In Sweden, post-15 practical education has been the fastest growth area for Free Schools in recent years.

    So there are already many things this Coalition Government is doing to boost vocational education. But we want to apply these same principles – a focus on the quality of qualifications and courses as well as quantity and the prioritisation of clear progression routes to further education or employment – to the wider system.

    Which is why I’m absolutely delighted today to be able to announce that Alison Wolf – the Sir Roy Griffiths Professor of Public Sector Management at King’s College London – has agreed to lead a review into pre-19 vocational education. She is probably the leading expert in the country on skills policy and has advised, among others, the OECD, the Royal College of Surgeons, the Ministries of Education of New Zealand, France and South Africa, the European Commission and the Bar Council.

    This review will be very different from previous efforts. It is not going to lead to yet another set of unwieldy, Whitehall-designed and short-lived qualifications, or a new set of curriculum quangos. Instead, we want to establish principles, and institutional arrangements, which will encourage flexibility and innovation. We want qualifications to respond easily to changing labour market demands – and to demand excellence in ways which are true to the skills and occupations concerned.

    Finding ways to achieve these goals has never been more important. As the pace of globalisation quickens the ability to offer a genuine and high-quality technical education to young people in this country is no longer simply a desirable social goal but a pressing economic necessity.

    It won’t happen by inflating league tables or setting new central targets but only by investing in institutional and structural solutions which provide clear routes to good jobs and further educational opportunities.

    It’s asking a lot of Alison, Lord Baker, the Studio School Trust and Edge to help solve a problem that generations of politicians and policymakers – from Lord John Russell onwards – have been unable to grasp. Though I cannot think of any other team I would like to see rising to one of the greatest historical failings of our education system than one led by Alison and Ken.

  • Michael Gove – 2010 Speech to Westminster Academy

    michaelgove

    Below is the text of the speech made by Michael Gove, the Education Secretary, to the Westminster Academy on 6th September 2010.

    There is no profession more noble, no calling more vital, no role more important than teaching. Far and away the best part of my job is spending time with teachers – watching and admiring, listening and learning, being uplifted and inspired.

    Whether it was the brilliant young head of History at Lampton School, Hounslow, the English lesson I observed at ULT’s fantastic Manchester Academy, the superb science teaching I was privileged to glimpse at Urmston Grammar in Trafford or the wonderful primary lesson I so much enjoyed when I visited Durand Primary in Brixton, each of these encounters with great teaching left me feeling more optimistic about the future.

    I believe we have the best generation of teachers ever in our schools, and one of the most dynamic factors behind that has been the phenomenal impact of Teach First.

    The single most enjoyable evening I’ve had in politics was spent at the Teach First annual awards, celebrating the brilliant and inspirational work of young people like Manjit More and Ed Watson, teachers whose passion for their subject and sheer enjoyment in learning are life enhancing, indeed for those they teach, life changing.

    And one of the reasons I’m here at Westminster Academy today is that Teach First teachers are playing their part, alongside so many other gifted professionals, in changing the lives of young people immeasurably for the better. This school, like many other great schools is generating impressive results for children from a challengingly diverse range of backgrounds.

    But one of the tragedies of the last thirteen years is that, despite record spending, there still aren’t enough of these good schools.

    While we have some of the best schools in the world, we also have too many which are still struggling.

    There are hundreds of primaries where the majority of children fail to get to an acceptable level in maths and English.

    The majority of children leave those schools without the knowledge and skills required properly to follow the secondary school curriculum and make a success of the rest of their time in education.

    For many of those children who have not reached an acceptable level of literacy by the end of primary, their time at secondary is marked by defiance and disruption. We have hundreds of thousands of persistent truants and thousands of pupils are excluded for disruption and assault.

    Overall – as a country – about four in ten do not meet basic standards by the age of eleven and only about half manage at least a ‘C’ in both English and maths GCSE.

    What makes this situation so much worse, indeed indefensible, is that poor performance is so powerfully concentrated in areas of disadvantage. In our education system it is still far too often the case that deprivation is destiny.

    The gap in attainment between rich and poor, which widened in recent years, is a scandal. For disadvantaged pupils, a gap opens even before primary school. Leon Feinstein’s research has shown that the highest early achievers from deprived backgrounds are overtaken by lower achieving children from advantaged backgrounds by age five.

    Schools should be engines of social mobility – the places where accidents of birth and the unfairness of life’s lottery are overcome through the democratisation of access to knowledge. But in the schools system we inherited the gap between rich and poor just widens over time.

    The poorest children in our school system are those eligible for free school meals. There are about 80,000 children in every school year who are eligible. Tracking their progress through school we can see they fall further and further behind their peers by the time they reach the end of primary. At secondary the gulf grows wider still. By sixteen, a pupil not entitled to free school meals is over 3 times more likely to achieve five good GCSEs as one who is entitled. By the time they reach university age just 45 children out of a cohort of 80,000 on free school meals make it to Oxbridge.

    On a moral level, this waste of talent, this blighting of individual lives, is an affront to decency. And in economic terms, as we face an increasingly competitive global environment, it’s a tragedy.

    Other nations have been much more successful recently in getting more and more people to be educated to a higher level. With capital so footloose, labour needs to be better educated and trained than ever before. But while we have been moving backwards with education reform over the last few years, as Tony Blair has pointed out, other nations have been forging ahead much faster and further when it comes to reforming and improving their education systems.

    The international comparisons are stark.

    Under the last Government in the most recent PISA survey – the international league tables of school performance – we fell from 4th to 14th in science, 7th to 17th in literacy, 8th to 24th in maths.

    And at the same time studies such as those undertaken by Unicef and the OECD underline that we have one of the most unequal educational systems in the world, coming near bottom out of 57 for educational equity with one of the biggest gulfs between independent and state schools of any developed nation.

    Governments often choose to compare the present with the past and say: haven’t we come far. But the entire human race is progressing at an accelerating pace – technologically, economically and educationally.

    Especially educationally. And we are falling behind. As a nation instead of comparing ourselves with the past, we should compare ourselves with the best.

    And those who want to stay the best, or be the best, are changing fast.

    There are three essential characteristics which mark out the best performing and fastest reforming education systems.

    Rigorous research, from the OECD and others, has shown that more autonomy for individual schools helps drive higher standards.

    Landmark work by Professor Michael Barber for McKinsey, backed up by the research of Fenton Whelan, has shown that teacher quality is critical: the highest performing education nations have the best qualified teachers.

    And research again from the OECD underlines that rigorous external assessment – proper testing you can trust – helps lever up standards.

    And these lessons are being applied with vigour and rigour in other nations.

    In America, President Obama is pressing ahead with radical school reform to close the gap between rich and poor. And he’s implementing all three policies to generate lasting improvement.

    He is promoting greater autonomy by providing cash and other incentives to encourage more charter schools, the equivalent of our free schools and academies.

    He has offered extra support to programmes designed to attract more great people into teaching and leadership.

    And he has encouraged states and school districts to provide greater accountability through improved testing and assessment. In other ambitious countries, the drive for greater autonomy is generating great performance.

    In Canada, and specifically in Alberta, schools have also been liberated, given the autonomy enjoyed by charter schools in the US. Headteachers control their own budgets, set their own ethos and shape their own environments.

    In Calgary and Edmonton, a diverse range of autonomous schools offer professionals freedom and parents choice.

    And the result?

    Alberta now has the best performing state schools of any English-speaking region.

    In Sweden, the old bureaucratic monopoly that saw all state schools run by local government was ended and the system opened up to allow new, non-selective, state schools to be set up by a range of providers.

    It has allowed greater diversity, increased parental choice and has seen results improve – with results improving fastest of all in the areas where schools exercised the greatest degree of autonomy and parents enjoyed the widest choice.

    In Singapore, often cited as an exemplar of centralism, dramatic leaps in attainment have been secured by schools where principals are exercising a progressively greater degree of operational autonomy. The Government has deliberately encouraged greater diversity in the schools system and as the scope for innovation has grown, so Singapore’s competitive advantage over other nations has grown too.

    The good news in England is that a new Government committed to following this path to success already has great examples here to draw on.

    Granting greater autonomy has already generated some great success stories here. In the five or so years after 1988 the last Conservative Government created fifteen city technology colleges. They are all-ability comprehensives, overwhelmingly located in poorer areas, but they enjoy much greater independence than other schools.

    They have been a huge success. Now the proportion of pupils eligible for free school meals in CTCs who achieve five or more good GCSEs A* to C is more than twice as high as for all maintained mainstream schools.

    These results are now being replicated by the small group of schools that were turned into academies under the last government – and which were modelled on the CTCs.

    As a group they improved three times faster than other schools this year and some individual academies posted incredible improvements of 15 to 25%. Those in some particularly challenging areas, such as Burlington Danes on London’s White City estate, run by the charity ARK and the Harris Academies in South London secured dramatic gains.

    It’s absolutely clear that academies and CTCs succeed because of their autonomy. Heads are given the freedom to shape their own curriculum; they are at liberty to insist on tougher discipline, pay staff more, extend school hours, and develop a personal approach to every pupil. In his memoirs published last week Tony Blair gave an excellent description of why they’re so effective:

    [An academy] belongs not to some remote bureaucracy, not to the rulers of government, local or national, but to itself, for itself. The school is in charge of its own destiny. This gives it pride and purpose. And most of all, freed from the extraordinarily debilitating and often, in the worst sense, political correct interference from state or municipality, academies have just one thing in mind, something shaped not by political prejudice but by common sense: what will make the school excellent.

    These freedoms were curtailed. But this Government trusts teachers to control the classroom and trusts parents to choose schools.

    That’s why we’re offering all schools the chance to take on academy status – starting with those rated outstanding by Ofsted. Already over 140, and counting, of the best state schools have taken up our offer of academy freedoms – in just three months. All of these schools have committed to using their new found powers and freedom to support weaker schools.

    It’s also why we’ll continue to challenge schools that are struggling; either they improve fast or they will have their management replaced by an academy sponsor, or an outstanding school, with a proven track record.

    There was an artificial ceiling of 400 such academies placed and the programme was not refused to primaries. But I am removing both of these barriers to the rapid expansion of the programme.

    And we’re helping great teachers, charities, parent groups and some existing academy sponsors, to start new Free Schools. This morning we’ve announced the very first batch of 16 projects that are ready to progress to the next stage of development and are keen to be up and running in a year’s time.

    Given that it typically takes three to five years to set up a new school I’m incredibly impressed that just ten weeks after launching the policy there are already projects at this advanced a stage. It’s a tribute to the incredible energy and commitment of these pioneering sixteen groups and the immense hard work and commitment of a superb team of civil servants who’ve been helping them.

    Following their lead are hundreds of other groups, each with innovative and exiting proposals, in active contact with the Department and the New Schools Network.

    I’m particularly excited that amongst this first batch are projects proposed by outstanding young teachers like Sajid Hussein – who’s King’s Science Academy will be located in one of the poorer areas of Bradford and Mark Lehain – another state school teacher who sees the potential for Free Schools to help students who’ve been let down by the current system.

    One of the reasons I’m so attracted to the Free Schools policy is the experience of the KIPP schools – which started with two Teach for America graduates in Houston with an incredible vision for transforming the life chances of some of their city’s poorest young people.

    Now parents queue round the block for a chance to get their child into a KIPP school and there are almost hundred across the US – their results are astonishing and almost all their pupils get to a top university. Only by allowing new providers to set up schools will this kind of innovation breath life into our education system.

    And only by allowing new providers into the system will we meet the growing demand for new primary school places in those parts of the country where the population is increasing.

    Under the old bureaucratic system of controlling education it could take five years or more to get a new school up and running. But we have real and pressing demographic pressures which demand the creation of more good school places in the next few years.

    I don’t believe that enough was done to prepare schools, especially primaries, for this pressure. The way that capital was allocated was much too bureaucratic and slow moving, primaries weren’t prioritised properly and local authorities were given the wrong sums of money. We’re taking steps now to put that right – and one of those crucial steps is helping new schools to become established in areas where there’s a growing demand for school places.

    While this drive towards a more autonomous school system is an essential part of our plans it is only part of a wider series of reforms necessary to make us truly competitive internationally and to close the gap between rich and poor.

    Our first Education White Paper, to be launched later this year, will lay out a programme of reform for this parliament that will not only lead to a more autonomous school system led by professionals but will also

    – increase the number of great teachers and leaders in our schools

    – give teachers the power to tackle poor discipline

    – create a fairer funding system so that extra funds follow the poorest pupils who need the most support *introduce a simpler, more focused National Curriculum

    – restore faith in our battered qualifications system.

    Teachers and other education professionals will be at the front and centre of the White Paper because everything else we want to achieve flows naturally from the quality of the workforce. And that is the second great principle of education reform – nothing matters more than having great teachers – and great headteachers.

    In the 1990s a series of in-depth studies conducted by American academics revealed a remarkably consistent pattern. The quality of an individual teacher is the single most important determinant in a child’s educational progress. Those students taught by the best teacher make three times as much progress as those taught by the least effective.

    And the effect of good teaching isn’t ephemeral but cumulative, with students exposed to consistently effective teaching making faster and faster progress than their contemporaries, while the effect of bad teaching isn’t just relative failure but regression in absolute terms.

    Research in the Boston school district of the US found that pupils placed with the weakest maths teachers actually fell back in absolute performance during the year – their test scores got worse.

    Indeed, wherever we look across the globe, a crucial factor which defines those countries whose schools are most successful is the quality of those in the teaching profession.

    In Finland teachers are drawn from the top ten per cent of graduates. In the two other nations which rival Finland globally for consistent educational excellence – Singapore and South Korea – a similar philosophy applies. Only those graduates in the top quarter or third of any year can go into teaching.

    In South Korea the academic bar is actually set higher for primary school teachers than those in secondaries, because the South Koreans, quite rightly, consider those early years to be crucial.

    Of course academic success at university doesn’t automatically make you a good teacher. You need emotional intelligence as well as the more traditional kind. The best teachers demonstrate that indefinable quality of leadership which springs from enjoying being with young people and wanting to bring out the best in them.

    And the reason why Teach First has been so incredibly successful in this country is that they have not only recruited some of our most gifted graduates from our top universities, they have rigorously sifted them to identify those with the leadership and personal qualities that make the best teachers.

    Thanks to Teach First, more and more of our most talented young graduates have gone on to teach in some of our toughest schools. In 2002, only four graduates from Oxford University chose a career teaching in a challenging school; in 2009/10, 8% of finalists applied to teach in a challenging school through Teach First, and the programme is now 7th in the Times’ 100 top graduate recruiters. The impact on schools has been incredible. An evaluation by the University of Manchester found that challenging schools which take Teach First teachers have seen a statistically significant improvement in their GCSE results and that the more Teach First teachers were placed in a challenging school, the bigger the improvement.

    With programmes setting up in dozens of countries from Lebanon to Australia it is now a global success story.

    And many Teach First alumni are now getting involved with Free School and Academy projects – applying the entrepreneurial spirit that won them places on the programme to the new powers and freedoms that we’re offering to professionals.

    All of this explains why one of the first decisions I took in office was to increase Teach First’s grant by £4 million to enable them to double their number of recruits each year; expand across the whole country and for the first time into primary schools.

    In the White Paper we will unveil a whole range of proposals alongside the growth in Teach First to ensure we attract the best possible people into education to help in our mission.

    And alongside that we will, perhaps even more critically, ensure that we help those teaching now to do their jobs even better by providing them with the support, additional professional development and security they need to fulfil their full potential and help their pupils do the same.

    We’ll be announcing new policies which will make it easier and more rewarding for teachers to acquire new skills and additional qualifications. We will make it easier for teachers to deepen and enhance their subject knowledge, ensuring teachers are seen, alongside university academics, as the guardians of the intellectual life of the nation.

    We need to act because not enough good people are coming to teaching, or staying in teaching.

    Teachers who have left the profession tell me that the grinding load of bureaucracy which has been piled on them has been a major factor in walking away from a job so many entered with such high hopes and idealism. One of the best headteachers I’ve ever met told me during the election that he yearned to be free from a Government which had baseball-batted him over the head with bureaucracy. So we will be tackling bureaucracy at source, stripping out unnecessary obligations placed on hard-pressed teachers and overworked governors, simplifying the Ofsted inspection regime and tackling health and safety rules which inhibit out-of-classroom learning and have undermined competitive team sports.

    But, crucial as reducing bureaucracy will be, nothing is a bigger barrier to getting more talented people to become teachers, and stay teachers, than discipline and behaviour. Among undergraduates tempted to go into teaching the reason most commonly cited for pursuing another profession, well ahead of concerns about salary, is the fear of not being safe in our schools.

    There are massive problems with violence and disruption in our most challenging schools. There are over 300,000 suspensions per year and about a quarter of a million persistent truants. Thousands of teachers every year are physically attacked and about one in three teachers have been subject to false accusations.

    We will never get more talented people into the classroom; we will never give disadvantaged children the inspiration they need to succeed, unless we solve this problem.

    In our first months we’ve already taken action to give teachers more power to deal with discipline problems. First, we’ve removed the ban on same-day detentions, giving heads and teachers a stronger deterrent against poor behaviour. Previously, teachers had the power to put pupils in detention, but only if the school gave their parents 24 hours’ notice in writing. In future each school will be able to decide what notice to give and how to inform parents.

    We’ve also increased teachers’ powers to search troublemakers.

    Previously teachers could only search, without consent, anyone who was suspected of carrying a knife or other weapon.

    We’ve significantly extended this list to include: Alcohol, controlled drugs, stolen property, personal electronic devices such as mobile phones, MP3 players and cameras, legal highs, pornography, cigarettes and fireworks.

    In the White Paper we will outline further changes including the clarification and simplification of use of force guidance and crucially how we’ll protect teachers against false and malicious allegations from pupils and parents. This growing problem acts as a huge deterrent to teachers – especially male teachers in primary schools.

    Newly released figures show that 28% of primary schools now have no male teachers at all – which can make it even hard to provide a supportive and safe environment for disruptive boys.

    So the message is clear.

    We’re on the side of teachers, we’re determined to restore order and we’re not going to be deflected from laying down lines which the badly behaved must not cross.

    But just as we need to be clear about the need for order we also need to be clear about the pressing, urgent, need to improve provision for those disruptive, difficult and damaged children who need special help.

    In the White Paper we’ll lay out plans to radically improve the environment in which disruptive and excluded pupils are educated and we will ensure that those organisations with a proven track record in turning young lives round are given the opportunity to do more.

    And, of course, we need to tackle the deep-rooted causes of educational disaffection that leads so many young people to be disruptive in the first place. At the heart of our White Paper plans for a simpler, fairer funding system is the Pupil Premium.

    This will see extra money attached to young people from deprived backgrounds – which will be clearly identified to their parents.

    Schools that benefit from this additional cash will not be told exactly how to use it – but we will expect them to ensure that children struggling with the basics get the extra support they need so they don’t fall irretrievably behind their peers.

    And to help ensure money is spent wisely right at the beginning of schooling we will take radical action to get reading right.

    Children cannot read to learn before they have learned to read. Without that secure foundation even the most gifted and innovative teacher will struggle to inspire and inform.

    We know that, whatever else may work, teaching children to read using the tried and tested method of systematic synthetic phonics can dramatically reduce illiteracy.

    So we will make sure that teacher training is improved so every new primary teacher – and every teacher in place – is secure in their grasp of phonics teaching. We will ensure teachers have the best reading materials to help embed great phonics teaching.

    I am clear that we need that solid foundation, but we also need to create room for greater flexibility once the basics are secure. That is why we will develop a new National Curriculum that excites and challenges young people while giving teachers the space to develop their own pedagogy. I will be saying more over the coming weeks about our plans for a curriculum review but it’s crucial that the expectations we set of what children should know will be more ambitious and based upon global evidence concerning what knowledge can be introduced to children at different ages.

    In particular we have to move beyond the sterile debate that sees academic knowledge as mutually exclusive to the skills required for employment; and rigour as incompatible with the enjoyment of learning.

    The most exciting curriculum innovations in development at the moment are those which find ways to trigger the curiosity inherent to young minds towards intellectual tough material.

    To take one example, the computer games developed by the brilliant mathematician Marcus du Sautoy show children’s imaginations can be harnessed to a deep understanding of the most complex ideas.

    Hand in hand with curriculum reform is the need to restore faith in our exam system. Qualifications are the currency of education – and just like with the money markets – confidence is everything.

    Over the past few years there has been a growing and justified concern, from parents and from teachers.

    Last month the exams regulator Ofqual acknowledged that the GCSE science exams were not set at a high enough standard. I’ve been saying this for years – backed by learned institutions like the Royal Society for Chemistry.

    But my warnings were ignored and the status quo retained despite the fact that it was actively damaging the education of hundreds of thousands of children a year.

    Critical to restoring confidence in our exams system is a much more assertive and powerful regulator. We will legislate to strengthen Ofqual and give a new regulator the powers they need to enforce rigorous standards.

    We will ask Ofqual to report on how our exams compare with those in other countries so we can measure the questions our 11, 16 and 18 year olds sit against those sat by their contemporaries in India, China, Singapore, South Korea, Australia, New Zealand and Canada.

    Our young people will increasingly be competing for jobs and university places on a global level and we can’t afford to have our young people sitting exams which aren’t competitive with the world’s best.

    And for A Levels we’ll give those institutions with the greatest interest in maintaining standards – universities – more power to shape exams and determine their content.

    As well as reforming exams to make them more rigorous we need to change league tables to make them more effective.

    One thing I’m determined to do is publish all the exam data held by the Government so that parents, schools and third parties can use web-based applications to create many new and bespoke sorts of tables.

    This will mean they’re not dependent on the measures that Government decides to use; and also that there is complete transparency about the qualifications our young people are taking.

    But Government still needs key measures of secondary school performance to ensure that the reforms we’re putting in place are having a real impact on performance in our schools and are closing the gap between rich and poor.

    Over the next few months – before the publication of the White Paper – there’s the opportunity for a real debate about what we, as a nation, should expect of young people at the age of 16. And so what these key measures should be.

    I think most people would agree that English and maths GCSE are an irreducible core that nearly all young people should be expected to achieve at 16.

    But I believe there is an argument that the vast majority of young people should take a wider range of core academic GCSEs: an English Baccalaureate that would ensure that all children – especially those from less privileged backgrounds – have a chance to gain a base of knowledge and a set of life chances too often restricted to the wealthy.

    So I’m proposing that the Government look at how many young people in each secondary school secure five good GCSEs including English, maths, a science, a modern or ancient language and a humanity like history or geography, art or music.

    Such a broad yet rigorous suite of qualifications would allow students here the chance to secure a school-leaving certificate which shares many of the virtues of the European baccalaureate approach. I am a great admirer of the already existing International Baccalaureate and am determined to support a wider take-up of that qualification. But the GCSE is a popular and resilient qualification, well understood by employers, teachers and students.

    It seems to me that one of the best ways of capturing the breadth and rigour of the IB while making the most of the strengths of the GCSE is to create special recognition for those students who secure good passes in a balanced range of rigorous qualifications.

    An English Bac could incentivise schools and students to follow the courses which best equip them, and us as a nation, to succeed.

    I am deeply concerned that fewer and fewer students are studying languages, it not only breeds insularity, it means an integral part of the brain’s learning capacity rusts unused.

    I am determined that we step up the number of students studying proper science subjects. Asian countries massively outstrip us in the growth of scientific learning and they are already reaping the cultural and economic benefits.

    And I am passionately concerned that we introduce more and more young people to the best that has been thought and written, which is why I lament the retreat from history teaching in some of our schools and believe also that we should incentivise deeper knowledge of our shared cultural heritage.

    I believe that a change in how we measure and grade schools, to reward those who have pupils who succeed in all these areas, and a special recognition of student achievement with the award of a Baccalaureate certificate to those pupils who secure these passes, could reinvigorate the culture of learning in this country.

    I’m not suggesting this would or should be the only measure used but I do believe that this is a valid expectation of most young people in the 21st century.

    It also would not preclude the study of other GCSEs outside of this core or any vocational qualifications that would be of genuine benefit for student’s progression to post-16 education and employment.

    But it would dramatically strengthen the position of core academic subjects in our schools and stop the shift to less challenging courses driven by the current perverse accountability system.

    And it would align us with the expectations other advanced countries have of their children.

    In nearly every other developed country in the world children are assessed in a range of core academic subjects at 15 or 16 even if they are on a “vocational” route.

    This is true in Europe, where for example in France all children take the Brevet des Colleges which assesses French, maths, history/geography/civics and a modern foreign language.

    In places like Holland that have separate vocational routes from the beginning of secondary school all children are still typically assessed on the core academic subjects (in Holland this is languages, arts, science, maths and history).

    In Finland – the best-performing country in Europe according to international league tables – all children are assessed in maths, Finnish, history, science and art/music at GCSE age.

    In Asia there is typically assessment of the whole core curriculum at GCSE level. In Singapore, for example, all pupils must take English, another language, maths, science, humanities, plus one other subject (of course they also still use O Levels in Singapore).

    And in the States nearly all schools have mandatory assessment during high school in maths, English, science and social studies (including history and politics).

    We are extremely unusual in having no requirement to study anything academic apart from English, maths and science after 14 (and only English and maths have to be assessed using GCSE).

    Taken altogether, the changes we want to make represent a formidable reform programme. A more autonomous school system led by professionals; a new generation of brilliant teachers; a new era of discipline in our schools; a fairer funding system; a simpler and more challenging curriculum and a qualifications system that restores standards rather than diminishing them.

    I’m under no illusions about how tough it will be to drive this programme through but the scale of the challenge is such that we have no choice but to be this radical and this ambitious. There is no option but to push ahead on all fronts as quickly as possible.

    Children only have one chance – and I am impatient to ensure that my children – that all children – get the best possible chance to succeed in our state schools.

  • Paul Goggins – 2003 Speech on Restorative Justice

    Below is the text of the speech made by the then Home Office Minister, Paul Goggins, to the Restorative Justice Conference on 28th November 2003.

    I am delighted to be able to make a contribution to today’s conference which provides us with an important opportunity to highlight the benefits of Restorative Justice and to feed back some of the responses we have received from the consultation that has been taking place over the last few months.

    I hope that today will also be an opportunity to exchange ideas and good practice. As Sir Charles has already said, it is an exciting time for restorative justice.

    Of course this approach isn’t new, and many of you have been working in this area for a long time – spreading the word and developing good practice. But I do sense that Restorative Justice is beginning to capture people’s imagination and to gather some real momentum.

    So I want, first of all, to thank you all for the contribution you are making to the development of Government thinking on Restorative Justice; in particular for your thoughtful and thought-provoking responses to the strategy document; and indeed for the ways in which you continue to take restorative justice forward in practice.

    I especially want to thank Sir Charles and the Restorative Justice Consortium who have done so much to press and pioneer this work. The Government is determined to put the victim at the heart of the criminal justice system. It was no co-incidence that we published our National Strategy for Victims and Witnesses on the same day as the Restorative Justice strategy, indeed the two are designed to support each other.

    The Domestic Violence, Crime and Victims bill announced in this week’s Queen’s Speech will, for the first time, give victims of crime guaranteed rights to information and advice from all the criminal justice agencies and ensure that the interests of victims are championed right across government.

    And Restorative justice is, of course, centred on the needs of victims: their need to spell out the harm an offender has inflicted on them; their need to draw a line under events and put the crime behind them; their need to see an offender put something back into the community to make restitution for the damage they have caused.

    Some people argue that this is a soft option – but I don’t agree.

    Facing up to the consequences of what he has done and making amends can be a real turning point for an offender. It certainly was for the 17 year old I came across who had met face to face with the person whose house she had burgled and had resolved to make changes to her life – change that now includes a full-time college course.

    It also transformed the attitude of the young boy I was told about on a visit to a local Youth Offending Team after he met the leader of the disabled persons’ group who were regular users of a building he had recently damaged.

    And in reality it is this kind of change that victims want. Of course they are deeply angry and hurt by crime and their sense of justice will mean they want to have punishment meted out. But they also want to see attitudes challenged, to see people given the chance to change and to make amends for the harm they have caused.

    Without doubt one of the biggest obstacle we face in the criminal justice system at the present time is the perception that it lacks public confidence. Crime is down 25% in the last 6 years and you are less likely to be a victim of crime now than at any time in the last 20 years. But people simply don’t believe it – they feel afraid and sceptical.

    Part of the answer at least lies in greater public participation – and restorative justice can help achieve that – whether by direct contact between the victim and offender or through the kind of community improvements delivered through sentences like the Enhanced Community Punishment. One of the things I particularly like about the Enhanced Community Punishment is the distinctive logo that will enable local people to recognise that someone has been putting something back into the community as payment for the damage they have done.

    Justice shouldn’t be something far removed from the individuals and communities harmed by crime. And a more open and engaged process will give people the grounds for greater confidence in the Criminal Justice System.

    But I don’t want Restorative Justice to simply be reserved for serious offenders. I also want to see this approach become firmly embedded in the everyday life of local communities. It can guide the way that schools develop effective discipline and anti-bullying strategies. It can help deal with low level anti-social behaviour as well as provide a way of mediating between neighbours who can’t get on – and don’t have a clue about how to start putting things right.

    Restorative justice should be a way of restoring balance to relationships and situations where conflict and fear may otherwise reign.

    The consultation process on Restorative Justice has been crucial to the development of our thinking. We received just over 100 responses to the strategy document and I want to warmly thank every one of you who sent in your views. Your thoughts, ideas, criticisms and comments will form the basis of future policy and practice.

    Christine Stewart is going to go into this in more detail, but I want to outline some of the key themes that have emerged.

    One of the key issues to emerge from the consultation is the pace of implementation. It was striking that so many people who passionately believe in Restorative Justice want to see it introduced in a careful, gradual way. They want to be sure that as it grows it keeps its integrity. They want to be sure that that too much enthusiasm does not lead to this approach being used when it isn’t actually appropriate.

    I take heart from this caution, because it reflects the approach we are in fact taking: careful development, continuing innovation, safeguarding standards, and ongoing research into its impact and effectiveness.

    As we promised in the document, work has started with a group of practitioners to develop accreditation standards for restorative justice. We have also invited bids from those who are interested in carrying out research into the trial of the new diversionary Restorative Justice. It is important that we put in place a strong evidence base for the work we are doing.

    A second key issue, that many of the responses raise, was that restorative justice should be more than just an add on to the Criminal Justice System, more than just another tool in the toolbox.

    There are, of course, a number of other very important goals for the criminal justice system in addition to restoration. Punishment, public protection, the reform and rehabilitation of offenders and crime reduction are all clearly stated purposes of sentencing in the new Criminal Justice Act. But Restorative Justice does have a legitimate place alongside them: helping to meet the needs of victims, repairing harm, rebuilding relationships.

    Restorative justice is a way of doing things that we need to get into the thinking and working of every agency and every sector.

    A third key issue raised is about the respective roles and contribution of voluntary and statutory agencies in the delivery of restorative justice. A few people questioned whether the police should have a role – I certainly think they should.

    Others argued for a distinct restorative justice service – independent of any existing CJS agency. Many respondents highlighted examples of existing successful practice of Restorative Justice within the Criminal Justice System.

    The truth is, of course, that we don’t yet have all the answers – we’ll learn more as we go along, from the research commissioned by the Home Office as well as from projects on the ground. But what we do know for certain is that voluntary sector practitioners have been and will continue to be crucial to the development of Restorative Justice.

    Along with the great majority of the responses, I welcome and celebrate the current diversity of provision. Restorative justice has grown up from the grass roots. It is innovatory – people are continuing to discover new ways of applying it, in care homes, in schools and prisons, to resolve disputes in the community, and to tackle anti-social behaviour.

    This innovation should not be constrained or held back by making Restorative Justice the preserve of any one sector or organisation.

    A further key issue emerging from the responses was the need for a broader understanding of Restorative Justice. Many identified this as fundamental to public confidence and success.

    So we need to work together, in a co-ordinated way, to raise understanding of Restorative Justice – within all the Criminal Justice agencies and across the public as a whole. That doesn’t necessarily mean a big public information campaign. It’s probably too early for that and we need, as always to make sure that we have sufficient capacity in place to meet demand and expectation.

    What will raise people’s awareness and appreciation of restorative justice – and gain their trust – is their own direct involvement in and experience of restorative processes. Hearing about it from people they know and trust and seeing it in action.

    I know this from my own personal experience. Having read and heard about Restorative Justice I was already a supporter, but seeing at first hand, in Pentonville prison, a meeting between an offender and a victim really brought home to me what a powerful process it can be, and the kind of transformation it can bring about for all those involved.

    So these are some of the issues that have come out of the consultation, together with a few of my own observations. As I said at the start, whilst it is still relatively young there is a momentum behind Restorative Justice now.

    That momentum has come largely from local agencies, and from the dedication of practitioners applying RJ in their work – and in their everyday lives.

    And perhaps this is the most important feature of Restorative Justice. It is not merely a process or a system – it represents a set of values that acknowledge harm but emphasise the need for reconciliation and the possibility of reform.

    So thank you for your work, your commitment to and passionate belief in Restorative Justice and your contribution to the development of our overall strategy and policy.

    I feel confident that we are really on to something and hope that you will continue to work with us – building a criminal justice system that meets the needs of victims, and has the trust of the community.

  • William Ewart Gladstone – 1893 Speech on Unemployment

    Below is the text of an answer given in the House of Commons on 1st September 1893 by the Prime Minister and First Lord of the Treasury, William Ewart Gladstone, on unemployment.

    COLONEL HOWARD VINCENT : I beg to ask the First Lord of the Treasury whether, in negatively replying to the representations recently made to him on behalf of the large number of persons in London and elsewhere now without employment, he has considered the state of affairs disclosed by the last number of The Labour Gazette, officially published by the Board of Trade, as to the decline in trade, the increase in pauperism, the 20,000 highly skilled artizans unemployed, and the widespread reduction in wages; and if the Government propose to take any steps to mitigate the consequences to the masses of the people?

    MR. W. E. GLADSTONE : I cannot help regretting that the hon. and gallant Gentleman has felt it his duty to put the question. It is put under circumstances that naturally belong to one of those fluctuations in the condition of trade which, however unfortunate and lamentable they may be, recur from time to time. Undoubtedly I think that questions of this kind, whatever be the intention of the questioner, have a tendency to produce in the minds of people, or to suggest to the people, that these fluctuations can be corrected by the action of the Executive Government. Anything that contributes to such an impression inflicts an injury upon the labouring population. Every and any suggestion with reference to the improvement of the position of the people, whether in respect to fluctuations in trade or any other matter, is always entitled to and will have our best and most careful consideration; but I believe the facts are not quite correctly apprehended. The decline in trade is not greater now than at previous periods of depression from which there has invariably been a recovery. Although there is a slight increase of pauperism as compared with last year, pauperism is much less in proportion to the population than at any previous period of our history. The Return of the Local Government Board for the year 1892 shows a percentage of 2.5 of the population, as compared with 3 per cent. in 1882, and 4 per cent. or 5 per cent. 20 or 30 years ago. The unemployed among the artizan population are at present about 6 per cent. for the Unions making Returns, but this rate is not specially high at this moment, and it has fallen pretty steadily since the beginning of the year, when it was 10 per cent., and higher percentages have been known in previous periods of depression.

    COLONEL HOWARD VINCENT : Is it not proposed to take any steps at all in the matter?

    MR. W. E. GLADSTONE : I have stated that I am not aware of anything in the present depression of trade which indicates any duty incumbent upon the Government except the duty of considering any proposal or suggestion which may be made, and which has about it the smallest promise of utility.

    MR. J. BURNS : Will the right hon. Gentleman consider, with the President of the Local Government Board, the desirability of again sending a Circular Letter to all the Local Authorities asking them to give employment to the unemployed on reproductive and useful works, as was done in 1886, 1888, 1890, and 1892 by the late President of the Local Government Board?

    MR. W. E. GLADSTONE : Yes; I shall be happy to consider that question.