Budget Resolutions and Economic Situation — House of Commons, 2016-03-17
Topic: Education
Huw William Merriman (Conservative, Centre-right): It is a pleasure to be able to speak in this Budget debate, particularly because the topic is education. Since being elected, I have visited a school a week in my constituency, which has given me the opportunity to discuss with heads, staff and pupils what they want from their schools. I have visited almost 50 schools and must say that I do not recall academisation being a particular ask of any of them Of my five secondary schools, only one is an academy and it has made me somewhat open-minded about academies. When it was built only six years ago, it was decided to build classrooms, or pods, for 90 students and that students would need a microphone to ask a question. As it was situated in a ward that is ranked within the bottom 5% for deprivation, it would not have taken Einstein to work out that that would cause some pupils to shrink into themselves and for behaviour to deteriorate. The situation became so bad that thanks to our new headteacher, a visionary leader, a welcome £6 million was awarded by the Department for Education to turn the pods into classrooms for 30 The school is being transformed under a new head, but the situation should never have been allowed to happen and the £6 million would have been better spent improving the ageing facilities of my neighbouring schools, which are ranked as outstanding despite their buildings being poster children for the 1950s. Had the school been under the governance of East Sussex County Council, I would venture that the situation would not have arisen. That is not to say that I do not recognise the virtues of schools operating outside of local education authority control, I just happen to be an advocate of choice. I also believe that, call it a free school, an LEA school or an academy, the key is having the right leadership in place and the good times then tend to follow Prior to moving to East Sussex 10 years ago, I spent five happy years as a governor of the Phoenix High School in White City. There were over 50 different first languages, a high proportion of pupils received free school meals, and just 9% of its pupils achieved five grades at A to C compared with a national average of over 50%. Our new headteacher, William Atkinson, was empowered by his team of governors to transform the school and did so through strong leadership, discipline and an expectation of excellence from staff and pupils. I spent many an hour dealing with disciplinary procedures as another child was excluded for a period of time. The head transformed the school from one that a parent would not want to consider into a centre of pride. The GCSE comparison went from 9% to over 60% and the head is now Sir William Atkinson. I recall that he did not have too much time for the services offered by the LEA, and it was no surprise that our school became an academy I make that point because it is proof that some schools work brilliantly as academies, but they should not be seen as bullet-proof. A good leader, excellent staff, a committed board of governors, and support are key for any school to thrive. Ultimately, however, I am excited by schools having the ability to make their own decisions Of my five secondary schools, only one has a sixth form. Two are outstanding, but the children have to leave at 16 years old. Children at one of the schools, Claverham Community College in Battle, are required to leave the town and travel long distances to study A-levels. I would like such schools to be able to make their own decisions on expansion and not be told by the LEA that they have to fit into a wider model. If academies allow that to happen, I can see the positives. However, we should be mindful that the considerable support that a good LEA such as East Sussex County Council provides, particularly to small primary schools, will need to be found from elsewhere. I look forward to reading the White Paper Yesterday, I happened to meet pupils from Herstmonceux Church of England Primary School straight after the Budget and was able to tell them the exciting news that they may be required to study maths until the age of 18. I did not detect a huge amount of excitement in their faces, but I recognise the desire, fuelled by our employers, that our young people should have the basics of maths and English covered when getting ready for the workplace. Much is made of this country learning from attainment in south-east Asia, but this is not Singapore, it is Britain. As well as mastering Maths and English, I want my children to explore the creative subjects, as that has allowed their fellow countrymen and women to become global leaders, inventors, entrepreneurs, explorers and pioneers Time will not permit me to continue, but ultimately, I would say, as a son of a teacher, that if we could give our heads and teachers more freedom to do their jobs and inspire our children, we may surprise ourselves and find that the need to dictate becomes less of an imperative.