Neil O'Brien
MP for Harborough, Oadby and Wigston · Conservative · United Kingdom
“Following is the full text of the petition: [ The petition of residents of the constituency of Harborough, Oadby & Wigston, Declares that the petitioners oppose any proposal to extend the boundaries of Leicester City Council in a manner that would incorporate the communities of Great Glen, Wistow, Newton Harcourt and Little Stretton into…”
“In the Government’s own consultation about the expansion of Leicester, nine out of 10 people said that they were against it. Now, with millions of pounds of taxpayers’ money wasted so far, Ministers are having to do a complete reworking of this whole chaotic, undemocratic process, amid accusations of gerrymandering.”
“The petition states: “The petitioners therefore request that the House of Commons urges the Government to halt and reconsider any proposals for the expansion of Leicester City Council's boundaries, and to ensure that the views of local residents are fully considered before any changes are implemented, thereby protecting the character, ide…”
“The petitioners therefore request that the House of Commons urges the Government to halt and reconsider any proposals for the expansion of Leicester City Council's boundaries, and to ensure that the views of local residents are fully considered before any changes are implemented, thereby protecting the character, identity and independence…”
“In the Government’s own consultation on whether to expand Leicester, nine out of 10 people said no. Tens of thousands of people signed petitions against it, yet until Ministers hit this legal snag they tried to press on anyway.”
“Eleven thousand people in Oadby, Wigston and Great Glen recently voted in a referendum against joining the city of Leicester. Ministers know that people do not want this locally, and yet they are forcing it on them anyway.”
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“That unhelpful framing of boys as undiligent goofballs is in a billion aspects of our culture, from ads to films to books, and it is not at all helpful. There are two things Members have often said in these debates over the eight years I have been here. The willingness to engage in this debate has massively increased over that time. Some people say that the performance of boys in the education system is pretty inseparable from the performance of the system as a whole given that they make up half of all people. That is broadly right, and a rising tide lifts all boats. On the other hand, there are good cases for doing things specifically to try and improve the attainment of boys in education—both those things are simultaneously true. First, we can see the difference that structural reforms make if we compare different bits of the UK.”
“The culture for boys when it comes to education, particularly working-class boys, is pretty disastrous. I remember exactly what it was like—I was in it at school—and it has many origins, including perhaps the toxic Victorian cult of effortless brilliance. Some people, such as Mike Emmerich in Manchester, blame it on our early industrialisation, and there is still a lingering bad idea that a man’s job has to involve physical effort but not using the brain. It is deeply embedded in our culture. Indeed, I sometimes think we need to bribe J. K. Rowling to rewrite “Harry Potter” with Ron as the diligent swot and Hermione as the loyal pal. Of course, it is not J. K. Rowling’s fault—she is a great hero.”
“In fact, women are the majority of entrants to university in every single OECD country now, which would have been mind-blowing in the 1970s. Those trends can be seen here in England and Scotland, and across the entire UK. A few Members have talked about the intersections of gender, ethnicity, class, income, and so on and so forth. Those intersections are interesting, and they show us powerfully how important culture is. For example, among white boys who were not on free school meals, 38% went to university. Among Indian girls who were on free school meals, 68% went. That is totally against the trend of income, and it shows the power of culture. We can see the big differences between girls and boys at every level of the income distribution.”
“Indeed, everyone has given brilliant speeches, despite the three-minute time limit. When the hon. Member for Loughborough (Dr Sandher) said that he would give us his entire second PhD in two minutes and 15 seconds, I was a bit nervous for him, but he made a good fist of it, so well done everybody. This is a very timely debate. People have already talked about the recent reports from the Centre for Social Justice, and there has also been some great work by the Higher Education Policy Institute. It is also a very important debate, and one in which we must not be insular. There is a global trend; in fact, the OECD says that 56% of university entrants across the entire developed world are now women, which is a huge change right across the industrialised economies.”
“In Leicestershire, where I am from, it is the last week of term, so as we come to the end of the school year—my children’s primary school has only just broken up— I want to thank all the teachers and other staff in our schools who have worked so hard this year, for both our boys and our girls. We as MPs go in and teach for an hour or something like that and realise how hard it is, so we pay tribute to all of them. I also want to say thank you to the hon. Member for Bishop Auckland (Sam Rushworth), who led us off with an absolutely brilliant speech—it really was a genuinely brilliant speech. I saw my right hon. Friend the Member for South Holland and The Deepings (Sir John Hayes), who is no longer in his place, go across the Chamber to congratulate him, so I am sure the Whips will have him on defection watch now.”
“I look forward to hearing what the Minister has to say about how we can make the best of these exciting new technologies and avoid some of their downsides.”
“That is one of the great 21st-century skills—it is what we are all doing now. I pity the wonderful and long-suffering people who write Hansard , because my speech today consists of a series of scrawls and arrows; it looks like a Jeremy Deller painting, and they will never decrypt it. The ability to put together an argument, and not just to use Ctrl+V and Ctrl+C, is one of the critical skills of the 21st century. It is vital that we do not drift into a world in which we do not learn those skills because we outsource our thinking to an outboard motor in the form of AI. I hope I have brought out some of the pros and cons in this important debate. As my right hon. Friend the Member for East Hampshire said at the very start, this is not an issue on which there is a great degree of partisan conflict.”
“AI makes some of the issues about deepfake porn and intimate image abuse even more acute than they already were, but this thing about cognition and AI that we have talked about is also an issue about technology more generally. It is known that people understand better and take in more information from material written on a piece of paper than that on a screen. There are wider issues, to which I have already referred, about what the excessive use of technology does to a person’s ability to take on board information—and, indeed, to present it. Recently, the DFE surveyed last year’s GCSE students and their parents about the things they wanted students to have done more of at school. One of the things at the very top of the list was presenting information, public speaking and marshalling an argument.”
“In a sense, we run the risk of putting all our children in the Chinese room, where they are set a task, perhaps even using AI, they go away and use AI to find a plausible answer for their coursework, exam, homework or whatever, and the real cognition—the real learning—does not happen in the middle of that process. We have also talked about some of the other risks, and that brings me to the final thing that I want to talk about: the fact that this debate is nested in a wider set of discussions about screen time, social media and students’ relationship with technology, all of which are magnified by AI. I will not relitigate the discussions we have had with the Government about our case for a complete ban on phones in our schools. I think that the AI dimension makes the argument stronger.”
“Friend’s scepticism and concern about the move to an all-online examination system, and the way that would iterate back through our school system. I think that is a very dangerous way to go. The Chair of the Education Committee, the hon. Member for Dulwich and West Norwood, brilliantly explained some of the wider concerns about cognitive and attention damage caused by some of these tools. There is a famous philosophy experiment by John Searle called the Chinese room. He talks about what machines do and do not experience, and what they can and cannot do. In the experiment, Chinese characters are fed into one end of a box, somebody looks them up in a table and feeds Chinese characters out of the other end of the box, and nothing is truly understood inside the box; it is just inputs and outputs.”
“We have talked a bit about the dangers of AI use in exams in which computers are used. My right hon. Friend the Member for East Hampshire talked about the quaint language in the legislation, which refers to “word processors”. Perhaps word processors are exactly what we need. For those who really need it, we should dig out some of those things from the ’80s and ’90s that can do nothing other than function as a typewriter. However, it is not just about exams. The interim curriculum and assessment review included a suggestion that we might have more coursework, but while there was always scope for cheating and social biases in coursework, those dangers have increased. I think that Becky Francis, who is running that review, is conscious of the risk. I share my right hon.”
“The attractions are obvious, whether for the production of lesson plans, the personalisation of learning, the translation of languages, the avoidance of marking and repetitive work or the reduction of workload, which is crucial for teacher retention. It is all very exciting, but of course there are risks, which have been illustrated well in the debate. I am excited by some of the models that bring human judgment together with AI. It is probably slightly invidious to single out a particular group, but No More Marking is an interesting model. It is doing lots of things that bring together teacher judgment and AI tools. It talks about “human in the loop” models, and that is potentially the way that these things will need to move forward. Of course, we have also heard about the difficulties of assessment in the new era.”
“A surprising number of accounts in the UK suddenly disappeared during the recent Israeli strikes on Iran. What does that tell us about the interference in our democracy empowered by AI? Of course, there are opportunities in students’ use of AI, but there are also risks. There are important benefits from learning to handwrite. A surgeon I spoke to recently talked about his worries about the future, with fewer children learning the fine motor skills that are learned with handwriting. Let me turn to educators’ use of all this. It is very exciting. If someone had asked me 15 years ago about AI in schools, and technology in schools and universities more generally, I would probably have been unabashedly, straightforwardly enthusiastic.”
“There has recently been discussion about a new band called The Velvet Sundown. Sir Jeremy, I cannot quite place when you came of age—perhaps somewhere between the new romantics and the grunge period. I will not assume where you stand on that spectrum, but this band sounds a bit like a mashed-up version of Creedence Clearwater Revival. It sounds okay—it is not bad—but it is very derivative, and all the pictures of the band look kind of AI-y. However, the band denies it. The interesting thing about the episode is that it is not possible to say definitively whether it is real or not—and there will be many such cases, some of them very important. We see AI-generated images from the middle east; people are told that things have happened when they may not have happened. We see fake bot accounts playing a role in our politics.”
“According to a study by the Higher Education Policy Institute, more than half of HE students now use AI to help write essays—I suspect that figure is rather higher by now. One vice-chancellor I spoke to said that he thought we would end up going back to more handwriting in exams to avoid cheating, which is now incredibly present. I was amused by a social media post the other day that said, “Lots of discussion about how on earth we will spot AI cheating,” with an image of an essay that began with the wonderful words, “I cannot help you to write this assignment. It would be wrong of me to do so.” It had clearly been written by a very honest AI, but it had been handed in by the student none the less. It is perhaps more important than ever that we teach students to understand what is real and not real in the online world.”
“We heard from the hon. Member for Guildford about the MIT study that used brain measurement experiments to show a decline in critical thinking. Of course, this debate is nested in a wider debate about the use of screens and technology by our students and educators, and that study reminds me of a similar one, which discovered that a student’s simply having a smartphone on them reduced their retention of information from an educational video. The effect of these things can be quite subtle. It was not being on the phone, but just having it on them that reduced their attention. The wider rewiring of childhood and of the student experience is operating on several levels, of which AI is just one.”
“Member for Mansfield (Steve Yemm). There was a particularly good and thoughtful speech from the Chair of the Education Committee, the hon. Member for Dulwich and West Norwood (Helen Hayes), with which I agreed 100%, as indeed there was from the Liberal Democrat spokesperson, the hon. Member for Guildford (Zöe Franklin). Of course we want students to learn about AI and how to use it effectively. It is a very effective research tool in the right hands. On the other hand, we want them to understand that it is not always right, despite its godlike quality and the incredible smoothness with which it lies. We must also teach them to understand that it is not a substitute for original thinking. They must have the ability to do their own research. We must avoid having cardboard cut-out students who regurgitate a particular way of framing issues.”
“It is a pleasure to serve under your chairmanship, Sir Jeremy. I knew as soon as my brilliant and learned right hon. Friend the Member for East Hampshire (Damian Hinds) secured this debate that it would be well worth attending and very interesting, and it has proved to be exactly that. It builds on important work that has already been done by POST and Ofsted, as well as by the DFE officials who wrote the recent guidance, and it further increases the level of public debate and improves our knowledge. I would echo a lot of what other Members have said about the pros and cons, the opportunities and threats, because there is a delicate balance between those things. We heard really good speeches from the hon. Members for Strangford (Jim Shannon) and for Swindon North (Will Stone), as well as a brilliant intervention from the hon.”
“A £6 billion hole has been opened up because those on the Labour Front Bench cannot get those on the Labour Back Benches to vote for their own policies. As a result, No. 10 is today conspicuously refusing to rule out a wealth tax. If we tell business people and wealth creators that their money will get taxed if they leave it in this country, we drive even more investors away. Is it not the case that even if this measure is not ultimately put in place, over the next couple of months the speculation about a wealth tax itself will drive investment away from this country?”
“I always find Westminster Hall debates fascinating, because they are like peeling an onion: we see new sides of colleagues, from the plastic bassoon and the fusion of hip-hop and classical to the discovery that the hon. Member for St Neots and Mid Cambridgeshire (Ian Sollom) is also into the Floyd—we must take that offline.”
“I would particularly like to thank my former music teacher, Tim Slater—alas, no longer here—and those who teach in my daughter’s primary school, who put on the most amazing musical works, including a series of musicals at Easter for the Passion that they wrote themselves. The quality has to be heard to be believed: they could genuinely be on Broadway. For weeks afterwards, our children and I were going round the house humming bits of the songs written by the music teachers in that little primary school, so incredible work is done across this country by wonderful people. We have had fantastic speeches from Members from both sides of the House, including the hon. Members for Frome and East Somerset (Anna Sabine), for Newcastle- under-Lyme (Adam Jogee) and for Rugby (John Slinger).”
“It is a pleasure to serve under your chairmanship, Ms Vaz. I congratulate the hon. Member for Southgate and Wood Green (Bambos Charalambous) on securing this very important debate. They say that politics is showbusiness for ugly people, and in my case that is directly true: the only reason I am here is that the band that I was in when I was 16, alas, did not work out. It was very unfair. The main reason it did not work out is that we were objectively terrible, and I was probably the worst member. None the less, I have always appreciated the contribution of music to our lives. Like others, I thank our fantastic music teachers and all those involved in music education in and out of schools at all levels.”
“I fear that I am veering away from the subject, but this is an important part of the conversation. Here is a very large part of the time of young people, who are at the time of their lives when they have the opportunity and the mental sponginess to learn something new—and could, unlike me, make a success of a career in rock and roll—yet it is being swallowed up by things that in future they will not think were a good use of their time. I again congratulate the hon. Member for Southgate and Wood Green on securing this very important debate, which I welcome. There is a lot more we can do. I hope that the Minister will cover the point about the special bursaries scheme.”
“It is eating up the time for other things that, when we are much older, we wish we had spent more time on. I wish that I had spent more time learning the guitar and less time faffing around on the ZX Spectrum, that time thief of the 1980s, but young people today have it much worse because of social media. They feel compelled to be on it because of social pressure and because it is designed by geniuses to be incredibly addictive, and it is eating up their time. One thing we may find a consensus on over time is the need to do something about that and to change the balance of young people’s lives and the amount of time they spend on social media, often on platforms that they are not supposed to be on but that happily welcome young people, who they can monetise—in violation of their own terms and conditions, by the way.”
“I will not relitigate the debates we have had with the Government about phones in schools, and I do not think that this is something we will disagree on, but we need to think about the way that young people are spending their time, including out of school. I am alarmed by the changes in the way that young people are spending their time: the increase in the amount of time they are spending alone and on social media and the incredible number of kids who, when you ask them, “What are you doing this evening?”, say, “I’ll be scrolling TikTok.” That is incredibly depressing, and we can see that it is having negative real-world consequences. It is leading to worse mental health among young people and worse real-world consequences in, for example, A&E admissions.”
“If people say that they want more of the school day devoted to something, they should be clear about what they do not want. I am a bit sceptical about messing around too much with long-running accountability and progress measures such as Attainment 8 and Progress 8. Of course, a student’s results in GCSE music can already be put into those measures if it is one of their eight best subjects. There is discretion: three of the eight have to be from the broad range of subjects in the EBacc, but three do not, so there is already huge school choice in the measure. I am very sceptical about using it as the way to solve our problems. I will end by introducing a thought that has not been much discussed in previous debates on music education.”
“For example, having fallen from 83% to a low of 70% between 2006 and 2011, the share of pupils who take double or triple science has now increased to 98%, and the share of children doing triple science increased from 6%, to 27% in 2019. There was a real turnaround in science, and the same is true in other areas. One of the reasons that English schoolchildren have become the highest achieving in the western world in reading and maths, in studies such as the trends in international mathematics and science study and the programme for international student assessment, while Scotland and Wales have gone backwards, is that we have focused on the important core academic disciplines. None of that is an argument against music or doing more in music; it is simply that there are choices for us.”
“I mention that not to say that music is not important—obviously it is; the whole point of this debate is that it is hugely important—but merely to sympathise slightly with Ministers for once, because a lot of different people want more of different things in the school day and there are tensions and choices for them. In that same poll, only about 1% of parents said that their kids were not doing arts subjects because they were not available at their school. There was more of an issue with technical and vocational subjects. One of the things that I am proud of about our time in government is that we prioritised gateway subjects, which has had positive effects.”
“I do not always say this, but one very sensible thing that the Government did was to commission some polling, as part of the curriculum review, about what parents and young people themselves want to see more of in school. The results are really interesting. The survey was of kids who did their GCSEs last year and their parents, and they were asked, “What would you like to have spent more time on in school?” In response, 35% say employment and interview skills, 27% say academic subjects, like maths, history and science, 26% say digital skills and computing, 26% say creative thinking and problem solving, 22% say sports, 22% say communication, like debating and public speaking, 19% say technical subjects, 18% say volunteering and outdoor pursuits and 15% say cultural activities like music, drama and media.”
“Member for St Neots and Mid Cambridgeshire also talked about the nature of education debates and the way we often have different priorities being advanced. As someone who has followed education for a long time, I am very conscious that there are constant calls for x to be put on the national curriculum or for schools to do more y. Of course, our poor old teachers, our hard-working teachers, have only so many hours in their day. They are already working hard and there are inevitable trade-offs. The hon. Member for St Neots and Mid Cambridgeshire said—I agreed with 90% of his speech—that these things are not in tension with one another. To some extent, they are. There are only a certain number of hours in the school day or in a child’s day, and we do need to make choices.”
“We have talked about the loss of music teachers, but the number of music teachers has followed a similar, U-shaped trajectory. We have 1,000 more music teachers than we did in 2017-18. The number went from about 6,500 up to 7,500 by 2024. It is worth bringing out some of the nuances in this debate. Also, in a lot of debates about this subject—I have read previous debates on it—we hear people talking about GCSE entries, but as the Government’s own curriculum and assessment review points out, we have to also look at the other qualifications. Although GCSEs have gone down, technical music qualifications that are not GCSE qualifications have been going up, so it is worth having the full and rounded picture. Speaking of full and rounded pictures, the hon.”
“If we look at the number of hours of music taught across all years, we see that that has gone up from about 80,000 hours a year in 2017-18 to about 86,000 now, so the total amount of music education has been going up since that low point in 2017. This is all aligned with some of the things that were happening to funding over that period. Very difficult decisions on funding were being made in the light of inheriting, in 2010, the largest structural deficit in our entire peacetime history. That was not something we wanted to inherit, but over time we moved towards more generous settlements for schools. In the last Parliament, for example, there was an 11% real-terms funding increase per pupil, and that benefited lots of different things, including music.”
“We have only two weeks left of school, certainly in Leicestershire; it may be three in the rest of the country. The next academic year is looming, and I am keen to understand from the Minister whether that decision will stand for all future academic years and in particular for the one coming up. We have talked a bit about the various changes and trends in music education. It has not been one thing over the last 14 years; there have been different phases. There definitely was a squeeze on music in the coalition period, in the years from 2010 to 2015, but there has been a recovery since, which has not necessarily come out in the debate so far.”
“I think it was in February that the national youth music organisations announced that the Government would not be renewing their contribution of £0.5 million towards their work. That is one thing that perhaps takes us in the wrong direction. A question I want to ask the Minister early on in my remarks is about something where there is quite a lot of uncertainty for parents. The Government announced that they would top up the music and dance scheme bursaries for musically gifted young people, so that the effect of the VAT increase on independent schools was counteracted, and they said that that would mean that things would remain unchanged for the rest of the 2024-25 academic year. I want to ask the Minister what will happen for future academic years, which are of course now looming.”
“There are, I think, 43 in England today, and we put in £79 million over the past three years towards that programme and another £25 million for the direct capital funding of musical instruments for kids. We brought in the first ever national plan for music education, a key goal of which was to give every child the chance to learn a musical instrument. By 2018, a record number of children were learning instruments. That plan also set out goals to have high-quality music education and more partnerships between schools and others, and to try to reverse the decline in the amount of time spent on music in schools, which I will come back to in a moment. I will not make lots of political points today, but I note that the current Government have pulled the funding for the national youth music organisations.”
“The hon. Gentleman has taken the opportunity to put on the record an important point of clarification. I understand that the Leader of the House is looking at modernising the terms that we use in this place—the word “Bill” will be scrapped, perhaps—so the next time we come to this Chamber, it may no longer be a Westminster Hall debate, but a sound system clash or some equivalent that has been modernised. To create a sense of balance, I will say various things about what the last Government did on music education. I will not say that everything in the world was brilliant—obviously it was not—but, for the sake of balance, let us hear some of the things we did. We introduced the music education hubs, which hon. Members have mentioned. They did a mix of providing musical education directly and helping schools.”
“The Minister talks about the next financial year. Can she be clear about which school years are covered? People going into the start of the school year in September 2026 will be covered, but the Government have not made a commitment for those starting in September 2027—I just want to check that that is correct.”
“There has been progress, but, as Members have said, there is a lot more to do in our schools to ensure that children are kept safe and can play a full part in school life and in their broader community, without having to worry or constantly duck out of or be excluded from activities that they want to be part of. This has not been a politically contentious debate. I look forward to hearing from the Minister about the next steps.”
“One thing that has not been mentioned so far is the ongoing debate about Owen’s law, and the availability of information about ingredients in restaurants and settings where food is not prepackaged. It is a complex debate, but there is clearly scope to do better and to ensure that children and people of all ages feel more included in our society. I wish Ministers well in coming to a landing on some of these questions. Even just the discussion about them and the campaign itself is doing a lot of good to get providers to change their behaviour and to be more inclusive.”
“Of course, a conclusion from this debate is that there is lots of scope for pens to be available in more schools, and for us to do more to ensure that they are in date and that everyone knows where they are so they can be used at a useful point. One of the bigger things we did was bring in the statutory school food standards in 2015, which removed things like nuts as an acceptable snack. We got all schools to do a risk assessment of the way they handle these issues. We also updated the allergy advice for schools more broadly to emphasise the importance of awareness-raising about common allergies and to get more staff to recognise symptoms, particularly anaphylaxis. Again, as hon. Members have pointed out, there is scope to go further to improve the training of teachers across the board.”
“We started to join up the discussion across Government—something Members have called for this afternoon—with the expert advisory group for allergy. There is potentially scope to go further, and a number of Members have talked about the argument for an allergy tsar. I am sympathetic to the idea of having, in some way, shape or form, better cross-Government join-up of policy; it is a sensible thing that we need. In schools, we introduced a duty on governing boards to make arrangements to support pupils with medical conditions, so that they are all supported to actively play a part in school life. In practical terms, in 2017 we changed the law to enable schools to have their own supply of adrenalin auto-injectors for use. There is scope to go much further, but half of schools have them, up from relatively few before that change in the law.”
“When I was the Minister for public health, I met some of the parents and others who had lost loved ones, and those who were working with these campaign groups. I was struck by not only the fear that people experience that something bad or terrible will happen, but that sense of people being excluded or missing out, or feeling that they cannot do things because they are not getting the information or protection they need. That is a hugely important part of the discussion. I will touch on some of the things that the previous Government did, not to say that everything is fixed—of course it is not—but to talk about how we got to this point. One thing that made a big difference was the creation of Natasha’s law in 2019, which requires all prepackaged food products to display all the key 14 allergen ingredients in bold.”
“It is a pleasure to serve under your chairmanship, Ms Lewell. I congratulate the hon. Member for Redditch (Chris Bloore) on securing this important debate, which he opened by telling a frightening story about his own child. I am sorry that he is also suffering in a smaller way this afternoon, but we never would have known; he did a good job of making his case. We also heard good speeches from the hon. Members for Clwyd East (Becky Gittins), for Bexleyheath and Crayford (Daniel Francis) and for Nuneaton (Jodie Gosling), which included stories about their own frightening experiences and fears of social exclusion. As other Members have done, I thank some of the groups that do great work on this subject, including the Benedict Blythe Foundation, the Natasha Allergy Research Foundation, Anaphylaxis UK and Allergy UK.”
“Churches across the country are doing amazing work tackling poverty, but they could be doing more. Many of my constituents will be surprised that the Church Commissioners have already spent £5 million on Project Spire when it is not within their charitable objectives, and that they plan to spend £100 million when the Charity Commission has not signed that off. Why are the Church Commissioners doing something that is not within their charitable objectives?”
“Q10. Labour has invited proposals from cities to expand their boundaries, and the Mayor of Leicester wants to expand the city to swallow up areas like Oadby, Wigston and Great Glen, but local people do not want that, and thousands have signed our petition against it. It is not just about the higher council tax; they want to keep their own local identity. Will the Deputy Prime Minister rule out this totally unwelcome city takeover? If she does want to press ahead with it, will she at least give us a say in a local referendum, so that we can tell her again that we do not want this?”
“In that same brazen spirit, the Secretary of State responded to the statistics showing that there were fewer teachers in our schools by saying in a chirpy tweet: “We’re getting more teachers into our classrooms.” Ministers now say that primary schools do not count because pupil numbers are falling, but pupil numbers in primary are now predicted to be higher than when they made that promise. On the same basis, we could equally exclude all the many areas where numbers of pupils are falling in secondary and, indeed, places where numbers in primary are still going up, as in Leicestershire. It is brilliant: if we just ignore all the teachers that are getting the sack, of course teacher numbers are going up.”
“It is a bit like when the Chancellor said that she was making her unfunded pledge to reverse the disastrous cut to the winter fuel payment because things were going so well with the economy. Everyone knows that is not true. It was so brazen. Let me quote what the Office for Budget Responsibility has said: “Since the October forecast, developments in outturn data and indicators of business, consumer and market sentiment have, on balance, been negative for the economic outlook”, and “borrowing is projected to be £13.1 billion higher in 2029”. But this Government seem to think that they can say black is white and people will believe them.”
“Either way, we are not getting the extra teachers. In fact, statistics just came out showing that there are not more teachers, but fewer. There are 400 fewer overall, including 2,900 fewer in primary. Teacher numbers went up 27,000 under the last Government. Now they are down 400 under this Government. It was at that point, when those statistics came out showing that things were going in the wrong direction, that Ministers suddenly and for the first time started saying that the loss of staff in primary schools would no longer count. Primary school teachers no longer count for this Government. They had never said this before until the statistics showed that teacher numbers were falling. This pathetic attempt to move the goalposts is so corrosive of trust in politics.”
“Before the election, Labour said that increasing VAT would pay for more teachers. Even in December, the Chancellor said that “every single penny of that money will go into our state schools”. More recently, however, the Prime Minister has claimed that this will instead pay for investment in social housing. He said “my government made the tough but fair decision to apply VAT to private schools… because of that choice, we have announced the largest investment in affordable housing in a generation.” These statements from the Chancellor and the Prime Minister cannot both be true. They cannot spend every penny on state schools and also spend money on housing, so my first question to Ministers is this: who is not telling the truth? Is it the Prime Minister or the Chancellor? Logically, both statements cannot be true.”
“Ministers seem to believe that they can just say that black is white and that they never meant any of the things they so clearly promised. This debate is about the money side of things, of course, but in terms of reform, things are also going backwards with the Children’s Wellbeing and Schools Bill, which will lower standards and smash up 30 years of cross-party reform to appease the trade unions. Tony Blair once talked about “education, education, education.” What we are now getting is broken promises, broken promises, broken promises.”