argyrotsipi/train-dataset huggingface dataset:
EU Referendum: Energy and Environment — House of Commons, 2016-07-12
Topic: Environment
David Mowat (Conservative, Centre-right): I do not accept that that is true, but if it was, it would apply to fracked gas only and not gas generally. Most of our gas is liquefied natural gas from Norway and Russia. That said, various papers have been written on the amount of methane coming out of wells in the United States, and I do not think that the evidence is quite as the hon. Gentleman said. I think we should leave it at that for now, and maybe have a coffee afterwards The other thing that was not done was that the EU has no price for carbon. The emissions trading system was an attempt to put in place a price for carbon. However, because of the recession, carbon permits became very cheap indeed and it became no issue at all. We in the UK then established a carbon floor price. The EU Parliament debated that and it was blocked by MEPs, particularly those from Germany, so there is no price of carbon in the EU, which would have fixed some of this The result of all this is a policy that overly emphasises renewables as a solution, without taking into account some of the other things that we could have been doing, such as nuclear, CCS and the displacement of coal with gas. Result: we see in Germany a country with very high renewables, but also very high carbon emissions. Something like 15% of Germany’s total energy and 30% of its electricity come from renewables, but because of the amount of coal it produces, its carbon emissions are a third higher per unit of GDP and a third higher per capita than those of the UK So, there is an issue with our leaving the EU. It is not an issue of us learning from the EU how to reduce carbon emissions; it is a question of the EU not being held to account for the level of emissions that many of those countries are currently going on with. If Brexit has got a downside in terms of environmental policy around climate change, it is that the leadership that the UK has been able to demonstrate—so far, perhaps unsuccessfully—to the EU on climate targets will not necessarily be so evident in future.
EU Referendum: Energy and Environment — House of Commons, 2016-07-12
Topic: Environment
Roderick James Nugent Stewart (Conservative, Centre-right): Absolutely not. I disagree strongly with that intervention. However, the hon. Gentleman has shown the optimism we need through his focus on technology, just as the hon. Member for Bristol East did through her focus on the markets in China and India. There is so much potential out there in the environment. We could show the lead in the Amazon rainforest. We could show the lead in defining, through our natural capital approach, what it means to take a British initiative—[Interruption.]
EU Referendum: Energy and Environment — House of Commons, 2016-07-12
Topic: Environment
Roderick James Nugent Stewart (Conservative, Centre-right): In conclusion, land and the conflicts around land have been fundamental to the problems in our society since the days of Cain and Abel, but we can be confident in this country. We have extraordinary natural scientists. We have a rich civil society with 9 million people connected to environmental non-governmental organisations. We have extraordinary legal structures in place. We have incredible new Members of Parliament, such as the hon. Member for Tooting, bringing their energy and optimism to this House. If we can bring all that together, we can prove in the future, as we have proved over the last millennium, that the British landscape and environment, and their extraordinary combination of productive food and nature, can remain at the heart of our national identity for ever Question put.
SATs Results — House of Commons, 2016-07-12
Topic: Education
Graham Charles Stuart (Conservative, Centre-right): The hon. Lady may remember that under the last Labour Government we had such a system. It was fantastic. Every child was told that they were succeeding. It was just that when we looked at the international league tables, we went down, down and down. We had grade inflation. Whatever her critique of SATs results this year, does she not agree that we must have high standards and we must maintain those standards over time; otherwise we will go back to those days under Labour when we let down the future of young people by pretending that they were successful when, in fact, they were not?
SATs Results — House of Commons, 2016-07-12
Topic: Education
Neil Carmichael (Conservative, Centre-right): Is the shadow Secretary of State aware of the real danger of children leaving primary school and heading to secondary school without adequate maths and English? Once they have done that, there is only a one in nine chance they will cover the ground necessary for them to develop into proper adults. Is that not a serious matter, and should it not at least be addressed through some form of knowledge about outcomes?
SATs Results — House of Commons, 2016-07-12
Topic: Education
Nicky Morgan (Conservative, Centre-right): I wanted to give the hon. Member for Ashton-under-Lyne (Angela Rayner) the benefit of the doubt, because she has not been shadow Secretary of State for Education for very long and I can sense her passion for the subject, in terms of her own experiences in education and her family. However, her speech captured everything that is wrong with the Labour party at the moment: mad conspiracy theories, deferring to the unions, and zero answers to the problems facing this country. This is about young people who were let down by a Labour Government who consistently sold them short in terms of their life chances The hon. Lady was wrong on all counts—wrong on tests, wrong on selection, and wrong on giving young people the best start in life. Nothing—nothing at all—is more important than making sure that young people master the basics of the three R’s, and master them early. If they do not, they face a struggle for the rest of their lives and are denied the opportunity to realise their full potential. That is why making sure that every child in this country has a good grasp of literacy and numeracy is a matter of social justice.
SATs Results — House of Commons, 2016-07-12
Topic: Education
Graham Charles Stuart (Conservative, Centre-right): Does my right hon. Friend agree that what is particularly sad is that Labour Members appear to think it is more important to let children think that they are ready for secondary school than actually to ensure that they are?
SATs Results — House of Commons, 2016-07-12
Topic: Education
Nicky Morgan (Conservative, Centre-right): I could not agree more with my hon. Friend, a former Chair of the Education Committee. He is absolutely right that Labour Members appear to want to sell young people short, rather than being clear with them about the standards that are needed to compete not just with the best in this country, but with the best in the world When this Government came to office in 2010, too many young people entering secondary school were not able to read, write or add up well enough. England’s pupils were far behind their peers in top-performing countries right across the globe. International test after international test showed other nations surging ahead while England’s performance stagnated. In fact, the OECD identified England as one of the few countries in which the basic skills of school leavers were no better than those of their grandparents’ generation. To me, that is nothing short of a scandal, and central to that scandal was that the curriculum being taught in many primary schools, and the tests that the pupils were taking, were not up to scratch.
SATs Results — House of Commons, 2016-07-12
Topic: Education
Nicky Morgan (Conservative, Centre-right): I will not give the hon. Gentleman all the details that I could set out if we were having a broader debate about education, because that would risk straying off the subject of key stage 2 SATs. We are, however, reforming GCSEs, introducing the EBacc, looking at technical and professional education and increasing the number of young people over the age of 16 in apprenticeships. Last Friday we launched the skills plan. I do not disagree that there are challenges at both stages of education. The chief inspector of Ofsted has identified those first three years at secondary school as a time when children, particularly bright children from disadvantaged backgrounds, slip backwards. To me, that is also a matter of social justice, and I think that the hon. Gentleman and I can find common cause on the need to tackle it The trouble with the attitude of the Labour party is that while it allowed Labour politicians to trumpet ever higher pass rates, the price was low standards that let down the young people trying to master these vital subjects.
SATs Results — House of Commons, 2016-07-12
Topic: Education
Neil Carmichael (Conservative, Centre-right): To reinforce the Secretary of State’s point, is she concerned by the observation of National Numeracy that 78% of this country’s adult population scarcely reach level 2 in maths? That is appalling and we must work with total devotion to put the situation right. The SATs under discussion are one tool in a toolbox that we must use.
SATs Results — House of Commons, 2016-07-12
Topic: Education
Nicky Morgan (Conservative, Centre-right): I agree entirely with the Chairman of the Education Committee. Numeracy and literacy are basic skills and building blocks—the Prime Minister has called them the ultimate vocational subjects. Everybody needs to have confidence in them. On post-16 funding, this Government have required those who do not have a grade C at GCSE English and maths to continue to take the subject. It is worth noting that 70% of key stage 2 pupils who took the new test last week achieved the expected standard in mathematics. They are to be congratulated on their hard work This Government refused to accept the status quo that let young people down. That was why, in consultation with experts from across the education sector, we introduced a new, world-class primary school curriculum. That curriculum raised the bar on what counts as a good enough standard in the three R’s so that children would leave primary school genuinely ready for success in their secondary studies To measure how schools and pupils were performing against the new curriculum, new tests were required. I know that some oppose testing, but they could not be more wrong. The hon. Member for Ashton-under-Lyne was challenged by my hon. Friend the Member for Beverley and Holderness (Graham Stuart) about what tests she would introduce, but she could not answer that question. I think we can agree that tests are a vital part of teaching because they allow teachers to know whether a pupil has understood key subjects, give parents confidence that their children are on track and allow schools to identify where extra support is needed These tests are not about holding children to account and they are not exams. The best schools try to make sure that taking SATs involves as little stress as possible. As one teacher said to me just last week, "The children had such a positive attitude towards the SATs, which definitely paid off."
SATs Results — House of Commons, 2016-07-12
Topic: Education
William Peter Wragg (Conservative, Centre-right): My right hon. Friend knows about teachers’ concerns on this issue. What is she doing to assuage these concerns and to engage with the profession? More importantly, what is she doing to ensure that, next year, more than 53% of children in our primary schools meet the expected standards?
SATs Results — House of Commons, 2016-07-12
Topic: Education
Nicky Morgan (Conservative, Centre-right): No, I am not going to give way Let me also be clear about what this means for schools. Conservative Members believe that schools have to be held to account for the results that their pupils achieve. However, they need to be held to account fairly, which is why we are judging schools not just on the standards that they achieve, but on the progress that they make with every child, so that schools with challenging intakes get proper recognition for the achievement they are making by pushing their pupils to success. On top of that, in recognition of the fact that this is a transitional year, I have also announced that the proportion of schools judged to be below the floor when the new progress bar is set will be no more than one percentage point higher than last year. That progress bar will be released in September, and no school can be identified as being below the floor before then Having listened to the speech by the hon. Member for Ashton-under-Lyne, I was struck by just how easily it could have been written by the NUT’s acting general secretary. It represented the final stage of the Labour party’s transformation into the parliamentary wing of the NUT.
SATs Results — House of Commons, 2016-07-12
Topic: Education
Nicky Morgan (Conservative, Centre-right): No, I am not going to give way at the moment In our March White Paper, we set out plans to tackle areas of entrenched educational underperformance. What we did not expect was that one of those areas of entrenched underperformance would be the NUT itself. Its readiness to use the word "failure" about children, and to oppose every reform that is designed to recognise and reward great teaching and to enable schools to tackle the not so good, is yet a further example of the chronic underperformance by that union on behalf of its members. More importantly, it is a failure for the children with whom its members work We now see the same attitude from the Opposition. In my two years as Secretary of State for Education, I have seen the transformation of the Labour party’s attitude to our education reforms from the secret support of the hon. Member for Stoke-on-Trent Central (Tristram Hunt) to the hedged bets of the hon. Member for Manchester Central (Lucy Powell). We now have the outright hostility of the hon. Member for Ashton-under-Lyne to the raising of standards. I hope that the hon. Member for North West Durham (Pat Glass) will forgive me for lacking the time to work out where she stood The Labour party has firmly chosen, as the motion indicates, to become the anti-standards party, devoid of ideas and determined to protect vested interests and union barons rather than putting children and parents first. It has gone from the party of education, education, education, to the party of low standards, low aspiration and low expectations I do not want to end this speech by focusing on the collapsing Labour party; I want to end it by saying thank you. Rather than doing down the achievements of schools, teachers and pupils, I want to celebrate them and commend their exceptional work.
SATs Results — House of Commons, 2016-07-12
Topic: Education
Nicky Morgan (Conservative, Centre-right): Thank you, Madam Deputy Speaker I say thank you to the teachers, who once again have risen to meet the challenge and to deliver for young people. I reiterate today that teaching is the most noble of professions. Last week’s achievements in helping young people to demonstrate their mastery of the basics is yet another example of why that is so. I urge the House to reject the motion.
SATs Results — House of Commons, 2016-07-12
Topic: Education
Graham Charles Stuart (Conservative, Centre-right): I wonder whether the hon. Gentleman is as disappointed as I am that when we had inflation in standards—when we had the perception of success, but not the reality—headteachers such as the one he speaks about did not write letters home to parents. It would be good if, in response to that selling out, they had showed outrage similar to that which they showed at the early implementation of a new, higher standard.
SATs Results — House of Commons, 2016-07-12
Topic: Education
Graham Charles Stuart (Conservative, Centre-right): It is a pleasure to take part in this debate and to talk about SATs this year. I remember that when I chaired the Education Committee a number of years ago, we had the SATs fiasco under the previous Government. That was when a true mess was made of SATs. This year a new assessment has been brought in, and I can share with the House, having chaired the Committee—my hon. Friend the Member for Stroud (Neil Carmichael) is in that Chair now—that whenever new assessments are brought in, there is some level of volatility. We will not get everything right, and I would not try to claim that we necessarily have this year, but at first there is volatility and then, over time, outcomes improve The central question is, how are we going to raise standards? Well, actually, the first question is: are we doing a good enough job? That would have been a good question for the shadow Secretary of State to ask. Were we doing a good enough job in 2010? Are we today? Things are always partial, and it is always hard to get data that are entirely comparative, but the answer is that, in the context of what is happening around the world, it would appear that too many of the children in England are not given the requisite skills, capability and knowledge to flourish in secondary school, with lifelong negative impacts on them and their families That would appear to be the evidence, but we did not hear that from the shadow Secretary of State. Instead—I do not mean to be too harsh on one of her first outings—we had a rather incoherent if passionate denunciation of testing, because if we feed back the results of tests to people, some will be told that they are not at the required standard and others will be told that they are. The hon. Lady’s speech seemed to be an attack on that in principle, yet that passionate denunciation was married with a public statement that she and her party believe we should still have tests. I do not see how those two things can be put together. It seems an extraordinary conjunction. The shadow Secretary of State needs to think clearly: that is what education policy requires. It is not just a political fight in this House; what happens in schools has real-world effects on children. That was disappointing and it would be really good to hear what the Labour party thinks about tests The shadow Secretary of State’s strong, lurid language around failure and failing is unwelcome. We aspire to a high standard. Not everyone is going to reach it, but that is the nature of high standards. It does not mean that everybody else is worthless and it does not mean their learning is worthless. It does not mean that they have not done a good job or worked hard. None the less, do we not have to give people objective ideas about where they would ideally like to be, or do we throw that away because it might demoralise some? She appeared to contradict herself on two sides of the argument.
SATs Results — House of Commons, 2016-07-12
Topic: Education
Neil Carmichael (Conservative, Centre-right): It is a great pleasure to have an opportunity to comment on my predecessor’s observations. Does my hon. Friend agree that the tests are part of a wider mission to improve standards? They are linked to differences in the curriculum and to the attitude we have, which is to give young people aspiration and the tools to deliver on that aspiration. Does he agree that that is part of our complete determination to give young people more opportunity in life?
SATs Results — House of Commons, 2016-07-12
Topic: Education
Graham Charles Stuart (Conservative, Centre-right): I agree with my hon. Friend. Although I defer to the hon. Member for Southport (John Pugh), who made such a fine speech, I would have to say that I did not agree with him about his use of the split infinitive and would prefer it was not used in this House, orally or otherwise; but that is because I am a bit of a pedant in that respect. There is a genuine argument to be had The hon. Member for Southport rightly started to unpick some of that grammar. How practically useful is it? What exactly is it designed for? Is it excessive in its extent and application, compared with what is sought from it? Those are legitimate questions and perhaps we do need to row back. I do not know. I have not studied it and I would like to hear more. Focusing on those practicalities might be a much more useful dialogue. Instead, the shadow Secretary of State moved on from her two contradictory positions to a rather crazed assessment that this was like the 11-plus. The whole point of the 11-plus was to divide children and select them. I do not think that anyone can suggest that that is what has happened with the SATs this year.
SATs Results — House of Commons, 2016-07-12
Topic: Education
Graham Charles Stuart (Conservative, Centre-right): As I said a few minutes ago, all new assessments and tests go through, and create, additional volatility. Members will remember the changes to the English GCSE. They were called a fiasco; I would call them a furore. The unions said they were a disaster and a disgrace, and the schools said it was nothing to do with them, but when they went to court they lost on every single count. It was a new test and it took time. The following year, with pretty much the same test, the schools that had done badly had learned how to do it better. They read the spec in a way that they had obviously failed to do previously, and other technical changes were made This is a new assessment. It is not a disaster. We need to unpick its components and look at them carefully to find out whether there is the right balance between raising standards, having high standards and not creating something that is negative in the way it is perceived by children and schools.
SATs Results — House of Commons, 2016-07-12
Topic: Education
Felicia Jane Beatrix Drummond (Conservative, Centre-right): This year, of course, it will be very difficult to embed the new assessment. Does my hon. Friend agree that the new curriculum assessment gives children a mastery of the subject before they move on? That is far preferable to them moving through the system without having that grasp of the subject.
SATs Results — House of Commons, 2016-07-12
Topic: Education
Graham Charles Stuart (Conservative, Centre-right): I agree with my hon. Friend. If the answer to my first question—about whether we are doing a good enough job—is no, it is not because we have lazy teachers. Fundamentally, if we are not doing a good enough job or as good a job as our neighbours and competitors, we need to raise standards, and when that happens, there is going to be a shock to the system. That is partly because of the volatility and adjustment and partly because the system needs that shock. It needs to be told I sometimes clashed with the hon. Lady’s predecessor on the question of what simply raising the bar did to raise standards. It is a mixed answer, but I have seen standards in the system raised partly because the bar was raised and there was clarity about what was required. Whatever the difficulties—there are all sorts of issues and complexities, including academisation—and notwithstanding some of the downsides, we have fundamentally better schools now than we did six years ago, and that is partly because we have stated clearly what we want and asked schools to meet the challenge. I have absolute confidence that next year, as schools learn to adjust to the challenge and headteachers work out how better to use their people and their funds, including the pupil premium, more than 53% of children will meet the standards.
SATs Results — House of Commons, 2016-07-12
Topic: Education
Heidi-Suzanne Allen (Conservative, Centre-right): Going through change is difficult. Do the Government have a role to play in keeping our teachers with us, which is what I worry about most of all? Change is hard for the children and teachers, but our teachers are under unprecedented stress, and I worry for them. Do the Government not need to keep a close eye on that and listen to teachers at all times?