argyrotsipi/train-dataset huggingface dataset:
Engagements — House of Commons, 2015-09-16
Topic: Macroeconomics
Jeremy Bernard Corbyn (Labour, Centre-left): The Institute for Fiscal Studies says there are 8 million people in paid work eligible for benefits or tax credits. They are on average being compensated for just 26% of their losses by the so-called national living wage that the Government have introduced. So I ask a question from Claire, who says this: "How is changing the thresholds of entitlement for tax credits going to help hard-working people or families? I work part-time; my husband works full-time earning £25,000"—they have five children—"This decrease in tax credits will see our income plummet." They ask a simple question: how is this fair?
Migration — House of Commons, 2015-09-16
Topic: Law and Crime
Keith Anthony Vaz (Labour, Centre-left): I, too, welcome the appointment of the shadow Home Secretary and pay tribute to the former shadow Home Secretary for the work that she has done. I warmly welcome the appointment of the Minister with responsibility for Syrian refugees. He has a good record of dealing with the diaspora community in north London and I think he will do an excellent job My concern has to do with the criminal gangs, which were just raised by the hon. Member for Wealden (Nusrat Ghani). We are not part of Schengen, so we are not part of the rapid border intervention team deployments, but we need to provide support to break the criminal gangs. That means that there must be a 24/7 operation, because criminal gangs do not operate to Brussels office hours; it is something that they do all the time. What support will the Home Secretary give the Tunisian Government? I was in Tunis last Thursday where they are intercepting Libyan boats that are trying to get to Italy. Without supporting the Tunisians, we will not be able to defeat the criminal gangs.
Basement Excavation (Restriction of Permitted Development) — House of Commons, 2015-09-16
Topic: Education
Natascha Engel (Labour, Centre-left): I congratulate the hon. Lady on that very imaginative and creative way of recording her support for the Bill Question put and agreed to. Ordered, That Ms Karen Buck, Mark Field, Andy Slaughter, Tulip Siddiq, Ruth Cadbury, Clive Efford, Matthew Pennycook and Emily Thornberry present the Bill Ms Karen Buck accordingly presented the Bill Bill read the First time; to be read a Second time on Friday 29 January 2016 and to be printed (Bill 72). Education and Adoption Bill (Programme) (No. 2) Motion made, and Question put forthwith (Standing Order 83A(9)), That the Order of 22 June 2015 (Education and Adoption Bill (Programme)) be varied as follows: (1) Paragraphs (4) and (5) of the Order shall be omitted (2) Proceedings on Consideration shall be taken in the order shown in the first column of the following Table (3) The proceedings shall (so far as not previously concluded) be brought to a conclusion at the times specified in the second column of the Table Table Proceedings Time for conclusion of proceedings New Clauses and new Schedules relating to education and amendments to clauses 1 to 12 4.45 pm Remaining proceedings on Consideration 6.00 pm (4) Proceedings on Third Reading shall (so far as not previously concluded) be brought to a conclusion at 7.00pm.—(Mr Gibb.) Question put and agreed to.
Education and Adoption Bill — House of Commons, 2015-09-16
Topic: Education
Kevin Denis Brennan (Labour, Centre-left): I apologise in advance for my slightly croaky voice It is good to return to the Bill, which we considered in Committee before the summer recess. We tabled more than 80 amendments, none of which was passed, despite the cogency of our arguments and the excellent drafting. We therefore find ourselves having to submit further new clauses and amendments on Report, given our continued view that the Bill is badly drafted and ill thought through Before I deal with the details of new clause 1, let me take this opportunity to welcome my hon. Friend the Member for Manchester Central (Lucy Powell) to her new position. We have worked together before, and I look forward to her term of office first as shadow Secretary of State and then, in the not-too-distant future, as Secretary of State. She is the fifth Labour Secretary of State or shadow Secretary of State for Education under whom I have served, in government and in opposition.
Education and Adoption Bill — House of Commons, 2015-09-16
Topic: Education
Kevin Denis Brennan (Labour, Centre-left): I have been accused of coasting. We shall come to that later. Either I am doing something very right or I am doing something very wrong; it is hard to work out which. Perhaps the hon. Member for Enfield, Southgate is right. But, like the Schools Minister, I am still here after all these years. "Still Crazy After All These Years" was, I think, a song by Paul Simon. Anyway, we are still here, the two of us, facing each other across the Dispatch Box Let me pay particular tribute to my hon. Friend the Member for Stoke-on-Trent Central (Tristram Hunt). I am glad to see that another former shadow Secretary of State, my hon. Friend the Member for Liverpool, West Derby (Stephen Twigg), is sitting next to him: it is a wonderful reunion. My hon. Friend the Member for Stoke-on-Trent Central has decided to take a sabbatical from Front-Bench politics, I really enjoyed working with him. I wish him well, and thank him for the hard work and passion that he brought to his role. I look forward to reading the book which I am sure will form one of the fruits of his new-found free time. If it is any sort of political memoir, I do not care what it says as long as I am in it New clause 1 deals with "Schools where pupils do not fulfil potential", and should be read in conjunction with amendment 1, which proposes to leave out clause 1. The new clause replaces clause 1, which is entitled "Coasting schools". The House will recall that when the original clause 1 was drafted, the Government were unable to provide a definition of "coasting schools", even on Second Reading. In Committee, we were given some draft regulations which made it clear that what the Government had in mind was a purely data-driven exercise We believe there is a need to do something about schools that are doing well superficially but are failing to fulfil the potential of their pupils, hence our new clause. In government—my memory is long enough for me to remember what we did in government, as is clear from what I said earlier—we wanted local authorities to identify coasting schools whose intake did not fulfil earlier promise, and whose pupils lost momentum and failed to make progress. That often applies to pupils with special educational needs, or children who get left behind and may become disengaged from their education, but it is equally applicable to able pupils who are not stretched or challenged enough. We wanted coasting schools to benefit from the support of other schools and leaders forming trusts and federations to formalise the benefits of collaborative learning.
Education and Adoption Bill — House of Commons, 2015-09-16
Topic: Education
Stephen Twigg (Labour, Centre-left): I rise to support my hon. Friend’s argument. One of the best achievements of the previous Government was the London challenge, and also the black country and Manchester challenges. Will my hon. Friend join me in welcoming the decision of the mayor of Liverpool, Joe Anderson, and his cabinet member, Nick Small, to establish a Liverpool challenge precisely to address some of these issues of standards in our schools?
Education and Adoption Bill — House of Commons, 2015-09-16
Topic: Education
Tristram Hunt (Labour, Centre-left): Does my hon. Friend agree that one of the major challenges in respect of coasting academy schools for this Bill is a massive overdependence on the role of regional schools commissioners? In my constituency and across the west midlands, there simply is not the capacity of regional school commissioners and their staff to deal with underperforming and coasting academy schools, and what we have here in this Bill is once again an over-concentration on the maintained sector while not doing enough for children in underperforming academy schools.
Education and Adoption Bill — House of Commons, 2015-09-16
Topic: Education
Kevin Denis Brennan (Labour, Centre-left): My hon. Friend is absolutely right. There seems in the Department to be an in-built bias against facing up to failure in academy schools while exaggerating problems when the school is a maintained school. All we are calling for is a level playing field. We are just saying that every child should have the right to be taught in a good school, whatever that school is, and the Government should not be a propaganda department for a particular type of school structure I can see the hon. Member for Portsmouth South (Mrs Drummond) leaning forward. Does she wish to intervene?
Education and Adoption Bill — House of Commons, 2015-09-16
Topic: Education
Kevin Denis Brennan (Labour, Centre-left): The hon. Lady is just very enthusiastic and very keen. I appreciate the attention she is paying to what I am saying Our proposed new subsection (4) treats maintained schools and academy schools equally as far as intervention is concerned, which picks up on the point made by my hon. Friend the Member for Stoke-on-Trent Central. It is right that the same forms of intervention can be used for both types of school—for example, working with an outstanding school or working with a school improvement provider or replacing the governing body with an interim executive board Subsection (5) prevents the Secretary of State from making a forced academy order simply on the basis that a school has been notified that its pupils are not reaching their full potential. This should be about taking the right steps for a school, not arbitrary academy targets I said I would return to subsection (3)(a) of proposed new section 60B, which deals with teacher supply. My hon. Friend the Member for Dudley North (Ian Austin) is not here at present, but he said on Second Reading that "the real crisis in education is in teacher recruitment and the quality of headteachers" and that the Secretary of State’s proposals and speech "have absolutely nothing to say about that."—[Official Report, 22 June 2015; Vol. 597, c. 642.] My hon. Friend was absolutely right. This is the real crisis and that is why we are addressing it. We cannot judge a school if it is not able to recruit the right teachers because of a failure of Government policy in relation to teacher supply Teacher recruitment has been falling since 2010. Some 10% of teacher training places remain unfilled this year, and one in 10 teachers left the profession last year, the highest rate in a decade. An extra 800,000 students will have entered England’s secondary programme by the next decade. It is predicted there will be a 7% shortfall in teacher training recruitment for next September, the third shortfall in a row. Also, Department for Education published statistics show that for the secondary programme 91% of the target, or 12,943 student teachers, were recruited; that is a shortfall of 2,278 teacher trainees against the target for this term.
Education and Adoption Bill — House of Commons, 2015-09-16
Topic: Education
Pat Glass (Labour, Centre-left): Does my hon. Friend agree that the figures are actually worse than that because they are being masked? School Direct is failing to meet anywhere near its targets in subjects such as mathematics and physics and is making up the numbers in non-shortage areas.
Education and Adoption Bill — House of Commons, 2015-09-16
Topic: Education
Kevin Denis Brennan (Labour, Centre-left): My hon. Friend is right. We only have to speak to headteachers to know the difficulty of recruiting in those subject areas. Again, the Government have failed to face up to this crisis and schools cannot be judged if they cannot recruit the teachers because of a failure of Government policy. According to Professor John Howson, a shortage of more than 6,000 teachers has built up in the past three years. A report from London Councils says there is a need for 113,000 extra school places in the capital in the next five years I could go on and on, but I will not detain the House for too long with those statistics. It would, however, be interesting to hear from the Minister in his reply about what the Government are doing to meet this crisis in teacher training recruitment and retention, because that is the real issue out there and they are not addressing it adequately That is why we have made teacher supply one of the factors in judging how a school is performing under new clause 1. Ignoring teacher supply as a factor in influencing whether a school is doing well enough in helping its pupils to reach their potential is simply burying one’s head in the educational sand. That is exactly what the Secretary of State is doing in the Bill, and in her wider role. She remains obsessed by her pet projects of free schools and forced academisation, and is diverting ever more precious and scarce resources in the Department to them while failing to address the mounting crisis in teacher training, recruitment and retention. She cannot say that she has not been warned about this.
Education and Adoption Bill — House of Commons, 2015-09-16
Topic: Education
Tristram Hunt (Labour, Centre-left): As always, my hon. Friend is making a persuasive case. Is not the situation even starker than that? Schools are facing a 10% cut to their budgets over the course of this Parliament, yet funds are being allocated to opening free schools in areas where they are not needed. Courses for young people are being cut away and pupils’ choices are being eliminated in order to fund those free schools.
Education and Adoption Bill — House of Commons, 2015-09-16
Topic: Education
Kevin Denis Brennan (Labour, Centre-left): My hon. Friend is absolutely right. If we project the figures over the course of this Parliament, the position is even starker, especially when combined with the reality of the cuts to 16-to-19 education, which even Conservative Back Benchers are now complaining about because of their impact on sixth forms—
Education and Adoption Bill — House of Commons, 2015-09-16
Topic: Education
Kevin Denis Brennan (Labour, Centre-left): Indeed. I recently participated in an interesting Adjournment debate on this matter with Conservative Members. We know that a funding crisis is building up as we speak, and alongside the problems with teacher training and supply, these are creating a perfect storm. There are going to be real problems over the course of this Parliament, and I put on record that we are pointing that out and that the Government should be acting more urgently to deal with the problems that are going to emerge New clause 1 would mean that schools could not be blamed for problems that had been initiated by policies of the Secretary of State for Education that had led to a lack of teacher supply in their area. Teacher supply would be a reasonable factor to take into account, rather than simply looking at raw data that tell us nothing about the struggle that a school might be having to recruit high-quality, well-qualified teaching staff New clause 1 would also bring academies into the scope of the provision. The Government appear to believe that maintained schools that are experiencing difficulties need a fundamental change of structure, but that that does not apply to academies. They seem to think that academy status is right for failing maintained schools, but it is also right for failing academies. That seems to be the Government’s policy. The Secretary of State’s position is that if an academy fails, the obvious solution is to turn it into an academy. That simply makes no sense.
Education and Adoption Bill — House of Commons, 2015-09-16
Topic: Education
Peter John Kyle (Labour, Centre-left): My hon. Friend recently guided me through my first Bill Committee experience, for which I am grateful. As a novice, being mentored by someone of his experience will no doubt stand me in good stead. During the evidence session, Malcolm Trobe, a former secondary school headteacher and now general secretary of the Association of School and College Leaders, was asked about the distinction between academies and maintained schools and whether they should be treated differently. He replied: "No. All schools should be judged effectively on the same range of indicators." He went on to say: "I think we believe in fairness and equality and, therefore, all schools should be treated the same, whether they be academies or maintained schools."––[Official Report, Education and Adoption Public Bill Committee, 30 June 2015; c. 15.] Does my hon. Friend acknowledge that expertise and agree that Malcolm Trobe was right?
Education and Adoption Bill — House of Commons, 2015-09-16
Topic: Education
Kevin Denis Brennan (Labour, Centre-left): I thank my young apprentice for his intervention. He is a very quick learner, as he has just shown. He is absolutely right. The central point of our new clause 1 is that academies and maintained schools should be treated equally. There appears to be a presumption by the Government that academies are always superior to maintained schools, even when they are failing academies. In Committee, however, the Schools Minister, referring to me, stated: "The hon. Gentleman is also wrong to say that we see schools as a hierarchy with academies at the top and maintained schools at the bottom. We do not."––[Official Report, Education and Adoption Public Bill Committee, 7 July 2015; c. 220.] He denied it, but I am afraid that no one believes him. Every time Ministers open their mouth, they give the clear impression—through the frequency of their praise of academies over maintained schools, the frequency of their visits to academies and their singling out of one type of school over the other for legislation—that they do not see schools in the way that the Minister described. They see them arranged in a hierarchy by type, rather than by quality of education and performance Ministers’ powers over academies are to be found in the various funding agreements, and there is no consistency in those powers. There is also no mention of coasting in any of those funding agreements, so it is unclear how the Minister’s right to intervene in a coasting school, under his proposed definition or any other, could be applied to a coasting academy. People might start to believe his words denying a ministerial hierarchy if he were to accept our proposal to include all schools in this provision.
Education and Adoption Bill — House of Commons, 2015-09-16
Topic: Education
Stephen Twigg (Labour, Centre-left): My hon. Friend is making a very important point, because the evidence shows that the most important element in educational improvement is the quality of leadership and of teaching. The example that he gave from the CES is probably about that executive head and his or her ability to lead, and much less about the structures, which tend to dominate debates in here.
Education and Adoption Bill — House of Commons, 2015-09-16
Topic: Education
Kevin Denis Brennan (Labour, Centre-left): No parents wish for a school to be put into special measures under any circumstances, but that does not mean that they wish to have their right to express their view about the future of the school ridden roughshod over by a Bill that does not even allow alternatives to be considered, even when those alternatives have been proven to be successful. That is the point. Under the Bill, the Secretary of State will be tied to one single course of action, even when other alternatives are available locally that are supported by parents. We want to ensure that parents have that opportunity. It is clear from the Minister’s attitude—in fairness, he has always been clear about this—that he views any objection to anything the Government propose with regard to academies as being ideologically driven by troublemakers, which is his definition of a parent To put it generously, there is no evidence that academy conversion is more likely to lead to improvement in an inadequate school than the adoption of other school improvement measures, which is why we should use evidence to determine the best way forward in what I would hope is a shared desire and passion to improve the quality of education in our schools There is a case in general terms for consultation. There is also a case for consultation in particular. Parents should not have particular solutions imposed on them without having some say in the matter. We know from Ofsted—this is despite the efforts of Ministers to prevent Ofsted getting at what is really happening in chains—how inadequate some academy chains can be. Parents are entitled to say that that is not a particular regime that they want for their local schools Schools are not gifts that can be dished out to Ministers’ friends, supporters and party donors. Government should not leave themselves open to the charge that they have favourites and will support them regardless of any evidence that has been put forward, because that is what this Bill does. Ultimately, it may be that, after consulting the Government, schools may decide that it is right to follow the initial path that they propose, but not to consult at all is wrong in principle Finally, I have a few words to say about amendment 11. I do not have time to comment on many of the other new clauses and amendments, but I will comment on amendment 11, tabled by the hon. Member for Altrincham and Sale West (Mr Brady) and others. It is about the creation of new selective schools, albeit in the form of academies.
Education and Adoption Bill — House of Commons, 2015-09-16
Topic: Education
Stephen Twigg (Labour, Centre-left): I have great respect for what the hon. Gentleman is saying and for the record in Trafford, but does he agree that the record on standards in schools is rather different in Kent? What he describes for the secondary sector in Trafford is rather different from what we see in another local authority that maintains selection.
Education and Adoption Bill — House of Commons, 2015-09-16
Topic: Education
Stephen Twigg (Labour, Centre-left): I do recognise that. A number of multi-academy trusts have proved hugely successful, and I praise their work. However, we must also recognise that some academy chains have not been successful. That is why I support the amendment tabled by my hon. Friend the Member for Sheffield, Heeley (Louise Haigh) advocating inspection of academy chains on the same basis as Ofsted inspection of local authorities. That is a really important principle. The good or outstanding multi-academy trusts have nothing to fear from my hon. Friend’s amendment, but in the same way that we have challenged local authorities that have not succeeded in education in the past, we must challenge academies and academy chains The evidence now shows that we have seen some real improvement in our schools, particularly in cities and notably in London, but we still have some enormous challenges in coastal areas. I encourage the Government and my own party to look at this. Many coastal areas that have faced serious economic decline and big social challenges now have some of the poorest-performing schools; they may be coasting schools or schools with some of the poorest results. It is vital that we tackle that in the same way that the previous Labour Government sought to tackle underperformance in schools in our cities I hope that we can do that as this debate moves forward. It will be best done in a collaborative way that challenges the schools and works with them, because that is the way that works. It has worked with the London challenge, and the black country and Manchester challenges, and I hope it will work with the Liverpool challenge in which I am so pleased to have been asked to play my part.
Education and Adoption Bill — House of Commons, 2015-09-16
Topic: Education
Kevin Denis Brennan (Labour, Centre-left): I am grateful to the hon. Gentleman for his comments about parents. Is he at all concerned about the way in which the Bill sweeps away the right of parents to have a say on the future of their local schools?