Ministerial mobility

I blogged at the Sutton Trust on what the reshuffle means for education and social mobility.

Reshuffles are a funny – and brutal – business. For Prime Ministers, they rarely go according to plan, and this week’s was no exception. I’ve been in both the education department and at no. 10 while they have been happening, and seen the drama at first hand. For individual ministers, they may be a personal success – or tragedy. But for the general public, who would be hard placed to name more than a handful of cabinet ministers, any impact is a lot less than those in the Westminster bubble imagine.

Yet they can also tell us a lot about the direction of government, and the choices of minister can make a big difference to how particular issues are treated. That’s as true for social mobility as for any other issue.

Justine Greening has been a doughty champion of social mobility as education secretary, reflecting her own journey to become the first Conservative education secretary to be educated at a comprehensive. Her social mobility plan allowed her finally to define the issue on her own terms – away from the noises off about grammar and faith schools that dominated the pre-election discourse – and it was generally well-received. To explain her refusal to accept a sideways move to welfare secretary, Greening cited her commitment to social mobility, believing that she could do more for the cause (particularly the role of education) from the backbenches.

Her successor, Damian Hinds, has no silver spoon in his mouth either, but is more representative of the grammar school educated politicians who have played a much more prominent role in Theresa May’s cabinets than those of David Cameron. Hinds championed social mobility as a chair of the APPG in the early 2010s and showed a keen interest in the issue as a member of the education select committee. He is unlikely to dismantle the emphasis that Greening had introduced to the department on social mobility, though some of his solutions may be different.

Those changes were part of a wider reshuffle which has tilted the composition of cabinet meetings a bit more privately and Oxbridge-educated than before – though still a lot less than in Cameron’s day – and a bit away from the record achieved with May’s first cabinet as having the lowest proportion of privately educated members for a PM’s first cabinet since Clement Attlee in 1945.

But what of policies? In her social mobility plan, Greening set out a number of proposals which it would be surprising if they were not to continue – including the Future Talent Fund and the stronger focus on early literacy.

However, No 10 will also want to see a more robust advancement of the free school programme, as much laxity for new grammar schools as possible – the numbers attending existing grammars continue to rise – and more support for faith schools. The problem Hinds faces is that his room for manoeuvre on these issues is limited to the extent that new legislation is required – certainly the case for new grammars and abolishing Gove’s cap on faith admissions in new schools. He certainly needs to address the uneven performance of academy chains and revisit the rationale for free schools before applying the ‘rocket-boosters’ urged by some commentators.

But legislation is an overrated aspect of policymaking. A lot can be done by exhortation too. A second casualty of the reshuffle – perhaps less remarked than Greening’s – has been Jo Johnson, who was demoted to transport minister a day after gamely defending Toby Young’s appointment in the Commons. Some commentators see his move as connected to the Young business (and Young quit the next morning from his board membership at the Office for Students). But in reality it may have had more to do with Johnson’s reluctance to change the student funding model from that which had been introduced by David Willetts, beyond tinkering with interest rates and a very expensive raising of the repayment threshold.

And it is here that there may be more room for movement. The Sutton Trust has published a series of reports in recent months on higher education, with several important policy recommendations. There are three that could make a big difference: much greater use and transparency over contextual admissions; moving the sector towards post-qualification offers; and introducing means testing for fees as well as restoring maintenance grants. Sam Gyimah, the new universities minister, should take a fresh look at higher education access and funding, and surely has some licence to do so.

A second area where the new education secretary should focus urgently is on apprenticeships – in addition to implementing the technical skills reforms. The apprenticeship levy – a brave policy for a Conservative government – is in danger of being squandered. As our major pre-Christmas report Better Apprenticeshipsshowed, the quality of too many apprenticeships is poor; too few are taken young people; too many are accrediting existing skills; and progression for young people to apprenticeships that may be of some use is dismal. Done well, apprenticeships should be a route to social mobility for many; as they are now, they will be for too few.

And finally, Damian Hinds should look at what’s happening in the early years. A lot of headlines focus on the closure of Sure Start children’s centres – and that’s worrying – but the bigger issue is the quality of experience for disadvantaged toddlers in early education across all settings. They need the very best, but if the cash is spread too thin – as our recent report showed – the poorer kids will continue to start school at a distinct disadvantage and things will go downhill from there.

Damian Hinds may have had a few reporters searching urgently for his Wikipedia profile. But if he takes the bold steps needed in higher education, apprenticeships and early years, he has a chance not only to make his name; he can also make a big difference to social mobility.

Social mobility after Milburn

I've blogged at the Sutton Trust on the aftermath of Alan Milburn's weekend resignation as Social Mobility tsar

Anyone who thought Alan Milburn would go quietly underestimated the doughty champion of social mobility who first gained the ‘tsar’ role through his political nemesis Gordon Brown. Milburn brought his characteristic energy to publicising the challenge under Brown, and was appointed to head the Social Mobility and Child Poverty Commission in 2012 by the coalition. Last weekend he showed the same energy and determination in the manner of his going.

But despite the fanfare of last week’s State of the Nation report – where the Commission again adapted a model developed by the Sutton Trust in our pioneering Mobility Map – the truth is that the Commission has faced a gradual emasculation since the 2015 election.

It first lost its child poverty role. Then the Scots bailed out. Commissioners who left weren’t replaced so that by last weekend, there were only four left to resign. And them, as Fraser Nelson noted at the Spectator, Milburn was effectively sidelined. His term came to an end in the summer and he wasn’t reappointed but three was no agreement on who should replace him. With characteristic chutzpah, Milburn delivered his final State of the Nation and persuaded his deputy, Gillian Shephard and the other remaining commissioners to resign with great fanfare through the Sunday papers.

Clearly Downing Street was caught off guard by the weekend’s events. But that didn’t stop some of its supporters getting their revenge across three pages of Monday’s Daily Mail ridiculing the need for social mobility and attacking the former tsar personally. However, whatever the process issues that preceded Milburn’s departure, it still raises critical questions about the future of social mobility policy under the current government.

As education secretary, Justine Greening is an undoubted true believer in the power of social mobility. Like an increasing number of her colleagues she comes from a modest comprehensive educated background and regularly reminds audiences of how the opportunities that are essential to social mobility helped her to succeed – as well as the inherent challenges in the process. We were also eagerly awaiting a social mobility plan from her department which will surely have been given extra scrutiny by No 10 after the weekend’s maelstrom.

Theresa May chose social mobility as her signature domestic issue in her first statement as Prime Minister outside no. 10 and she gave it policy flesh in her first speech on the issue. Unfortunately, the only policy for which the speech will be remembered was an attempt to extend grammar schools – a policy backed by very limited evidence that it could effect significant change. The speech also promised fewer restrictions on faith schools, threatened sanctions on private schools if they didn’t offer more help to state schools or poorer pupils, and sought to get more universities involved in the day to day running of schools.

This year’s general election – after which May no longer commanded a Commons majority – put paid to much of that agenda. Voluntary independent state school partnerships and a willingness by grammar schools more actively to recruit disadvantaged pupils may be a small but welcome legacy. But the conclusion many observers made after the weekend is that the all-consuming demands of Brexit have made it impossible to make serious progress on social mobility.

That is not entirely fair. Greening’s Opportunity Areas are a serious attempt to bring coordinated action to the areas identified by the Social Mobility Commission as having particularly poor social mobility, including places beyond the traditional inner city focus of such programmes. There have of course been many such place-based initiatives in the past – education action zones, Excellence in Cities, London Challenge (and other less successful challenge programmes) – and only the London Challenge delivered (or, some academics would say, coincided with) significant improvement.

The pupil premium remains an important support for schools working with disadvantaged pupils and the Education Endowment Foundation continues to test evidence on an endowment originally provided by Michael Gove. There have also been moves in the cabinet office to encourage firms to do more for social mobility.

However, what is missing – and Milburn highlighted this weekend – is a coherent approach across government. Theresa May rightly saw lack of opportunity as the cri de coeur of many who supported Brexit – and the mobility maps link closely to their votes. That insight needs to be reaffirmed even as the negotiations continue with Brussels.

The weekend events should there be seen an opportunity. It is a chance to revitalise the Social Mobility Commission and get it working effectively with those – like the Sutton Trust – already championing this cause through programmes and research. But it is also the chance to have a truly radical social mobility plan that takes on vested interests to prioritise policies that can make a real difference – it remains to be seen whether the much anticipated action plan from the DFE fits the bill.

Properly resourced nursery education for disadvantaged children (not an add on to a childcare strategy). The best teachers in schools where poorer pupils go. Fair admissions to all secondary schools. Effective use of the pupil premium, with proper support for disadvantaged pupils including high attainers and support for enrichment and activities that improve life skills. Fairer access to university with much better outreach and contextual admissions. A choice of good apprenticeships, especially at advanced and higher level for young people. And a fairer labour market, including the end to unpaid internships.

That’s the sort of radical but practical programme that could start to shift the dial on social mobility. But it requires real passion and commitment to the issue from the whole government and wider society to make it happen.

Nine to one - not as easy as ABC

I blogged at the Sutton Trust on the dangers of an increasingly complex accountability system

Back in 1995, I helped David Blunkett commit a heretical act – at least in the eyes of the teaching unions. With the help of the late David Frost and a closely argued column in The Times, we embraced the need for school performance tables. Yes, we would look at improvement and not just absolute results, but we would still publish both to hold schools accountable and to inform parents.

Over two decades on and we have a lot more data available to us. Admittedly some of it – the detail in the invaluable National Pupil Database – is restricted to those meeting stringent data protection rules. But parents can access a pretty good summary of how well a school is doing on the DFE website. The only problem is that it has become a lot more complex. And confused.

That confusion can only have been increased by the latest announcements from the DFE this week. This year is the first time that pupils will be judged on a new 1-9 scale, replacing the current A*-G scale. The idea is that this will allow finer judgements at the top where gaining a 9 will be a lot harder than an A* - indeed, Tim Leunig, the DFE’s chief analyst, mused to his Twitter followers that only two pupils in the country might get all top marks in the new system.

But it is not at the top that the confusion and concern has been concentrated. Rather it is at the borderline. An important feature of the new system was supposed to be an ending of the focus by schools on the dreaded D-C borderline. I’ve always been slightly bemused by this concern: after all, a C is far more impressive to an employer than a D and it is deluding young people to pretend that their E is of any use to them at all. There does, of course, need to be more focus on encouraging Bs and As, but as a minimum the C grade was a reasonable one.

And despite the introduction of Progress 8 – the hugely complex statistical measure of progress on which schools are now supposed mainly to be judged – yesterday’s news shows that the C grade remains important. Teachers have been struggling for months to understand whether a score of 4 or 5 will see them over the line in the new system.

Ministers had previously indicated that key school targets would focus on the tougher 5 grade – a good pass – but pupils who gained a 4 could be eligible for progression to the sixth form or college. On Tuesday, Justine Greening tweaked this yet again saying that the performance tables will include two pass rates – those getting a 4 and above and those getting a 5 or above – particularly for the English Baccalaureate scores.

Confused? Parents will be. But more importantly, the whole thing threatens to undermine nearly three decades of school reform. Of course, the 5 A*-C measure was not perfect. But sometimes statisticians need to recognise that perfection may not be attainable if it reduces clarity. The data was a compromise, but with floor targets and minimum standards it did a lot to drive up standards, especially in the half of secondary schools where fewer than 30 per cent of pupils gained five good GCSEs twenty years ago. The danger is all this change makes it impossible to see where improvements are being sustained.

That matters to narrowing the attainment gap as well as to social mobility, because many of the schools which were performing badly in the past had a disproportionate number of disadvantaged pupils. Their decent results have spurred them to further improvement. Progress 8 is a tough sell to explain how well a school is doing because of its complexity and because of the distorting impact of a few individual pupils Now the nine to one scale is layered on top. Comparisons over time become meaningless and past successes may appear lost. All this at the same time as many of these schools bear the brunt of cuts and changes in funding.

I’ll be honest: I was a bit sceptical about the English Baccalaureate when it was introduced, in part because of concerns that it would hurt those improved schools. But research we published last year showed that it benefited early adopter schools and improved opportunities for poorer pupils. However, the target of 90% or 100% of pupils achieving it is not realistic, and the case for a technical option remains strong. But as a way of simply demonstrating a pupil’s or a school’s success in core subjects, it has proved to be not a bad idea. And crucially it is comprehensible.

But that is not the case with these latest changes. If even the head of the exams regulator admits that parents and employers will be “confused” by the new system, and that communicating what it means will be a struggle, there are real problems ahead. And it is not just individuals and pupils that could be the losers, it is the credibility of an accountability system that has delivered real improvements in our schools.

Breaking the class ceiling

I wrote this for the Sutton Trust blog....

Education Secretary Justine Greening recalled yesterday how she’s missed out on a banking job because she hadn’t taken a gap year. “I was too embarrassed to admit that I simply couldn’t afford one,” she told an event organised jointly by the Sutton Trust and PriceWaterhouseCoopers on Wednesday.

Outlining her vision for social mobility, she admitted that she was fortunate to get a job at PWC and to progress to become an MP and a cabinet minister despite her modest beginnings. And she was perhaps fortunate to face that particular mobility barrier as the guilty bank was Barings.

As the first comprehensive educated Conservative education secretary, Justine Greening has shown an admirable determination to place social mobility at the top of her political agenda. Yesterday she announced funding for new research schools in her flagship social mobility programme of Opportunity Areas. The new schools will be run by the Education Endowment Foundation with the York-based Institute for Effective Education and will help transmit evidence on what works across other schools in their locality to address educational inequalities.

Today’s GCSE results show some signs that disadvantaged students are doing better in school – more are doing the EBacc than before and English and Maths results are improving. But the gap in attainment in the core subjects remains stubbornly high and the new Progress 8 measure underlines just how far behind many disadvantaged students are even allowing for where they started. Those gaps are still much more pronounced outside London.

The extent of the challenge was laid bare on Tuesday in a new report, Class Ceiling, from the All-Party Parliamentary Group on Social Mobility. The APPG, for which the Sutton Trust acts as the secretariat, took as its starting point the Leading People 2016 report last year which showed how across most major professions over half of all the top jobs are taken by those who went to private schools, and many were also Oxbridge graduates.

A lot of the coverage on the APPG focused on the call for a ban on unpaid internships, something the Trust has also called for in the past linked to research on the cost working without pay. Justine Greening was instinctively against a ban when questioned about this yesterday. But unless firms that hire people for months unpaid start to pay at least the minimum wage these opportunities will remain beyond those unable to access the Bank of Mum and Dad or with a family home near their workplace.

The APPG’s recommendations, based on evidence from a host of professions over the last six months, also urged fairer and more transparent recruitment practices by employers, including contextual practices that place attainment and successes achieved in the context of disadvantage, including underperforming schools and less advantaged neighbourhoods.

They argued that employers should be conscious of the impact of recruiting from a narrow pool of universities in the graduate ‘milk round’, and the social mix of institutions, building on the work already being done in some elite professions.

This is not without controversy, as some rather excitable Daily Mail coverage showed, wrongly suggesting that employers should ignore qualifications and ban all internships. In fact, as with similar programmes in universities, this is about recognising that an able young person who went to a tough school and got good results will have had to show far more grit and resilience than a pupil who went to a fee paying school.

However, this doesn’t mean that they necessarily have the same social skills. And this remains a challenge. Our research has also shown that not only do privately educated graduates earn more than those with similar degrees who went to state schools. It underlines the importance of developing those skills and school and university, particularly for those the Education Secretary likes to call ‘rough diamonds’.

It is great that social mobility is now so high up the government’s agenda. And there are clearly lots of things schools need to do to improve opportunities for disadvantaged young people, not least for those whose ability shines at eleven but isn’t properly harnessed through secondary school.

But this is not just an agenda for schools. It is about what business and universities do to foster and develop talent – and to remove the financial and social barriers that prevent success