David Cameron’s speech in detail

The Prime Minister delivered a key speech outlining education reform from south Norwich this morning.

In Simon Wright’s view, this was:” a clear signal that Norwich is doing something innovative and exciting – a model for other schools”

Here’s an edited version of his speech, picking out key themes to his reforms.

“We want to want to create an education system based on real excellence, with a complete intolerance of failure [..] for the future of our economy, and our society, we need a first-class education for every child. Of course, everyone’s agreed on that…the trouble is that for years we’ve been bogged down in a great debate about how we get there. Standards or structures? Learning by rote or by play? Elitism or all winning prizes? These debates are over – because it’s clear what works. Discipline works. Rigour works. Freedom for schools works. Having high expectations works.”

“So there are three bold things we’re doing. One: ramping up standards, bringing back the values of a good education. Two: changing the structure of education, allowing new providers in to start schools – providing more choice, more competition, and giving schools greater independence. And three: confronting educational failure head-on.”

The Government is pushing forward with a programme that takes graduates and puts them straight in the classroom. From next year, bursaries will be available worth £20,000 for every maths or science graduate – with a first class degree – who goes into teaching: “That’s a real incentive for the very brightest to teach our most important subjects.”

Schools will be given more freedom to set their own pay structures, giving the teachers who add the most value the biggest rewards. “Of course, the flip side of this is that head teachers should also have the power to get rid of those who underperform – so we’re making that easier too. I know this is difficult. But if it’s a choice between making sure our children get the highest quality teaching or some teachers changing care …I know what I choose.”

He went on to talk about the need to restore discipline in schools: “We need parents to have a real stake in the discipline of their children, to face real consequences if their children continually misbehave. That’s why I have asked our social policy review to look into whether we should cut the benefits of those parents whose children constantly play truant.”

Among the reforms, as well as Free Schools, the government is bringing in University Technical Colleges (which City College is currently applying for) and Studio Schools (which the Hewett School is hoping to set up).

He also went on to outline changes within the classroom: “Rigorous subjects, tested in a rigorous way[...] our curriculum review will mean we are really demanding in what we expect our children to learn. A real grounding in algebra in maths. The essential laws of science. The great works of literature in English. And when it comes to testing them, we will be equally demanding. We’re stopping modules – which let our children take and re-take exams throughout their GCSEs…and making sure they take all their exam papers at the end of the course. And we’re also making sure spelling, punctuation and grammar are properly taken into account when the marks are dished out.”

His speech focused on changing the structure of education “spreading choice, giving schools more independence, recognising the need for competition, so we create real and permanent pressure in the system to encourage schools to drive improvements [..]Instead of parents having to take what they are given, we are giving them real choice in where their child goes to school

Turning to what he called their “free schools revolution” he said: “We’ve said to charities, to faith groups, to businesses, to community organisations, teachers: come in and set up a great new school, in the state sector. And the response has been overwhelming. 24, including this one, opening the September. More than two hundred applications for next year.”

Facing critics who say we don’t need new schools, we just need to make existing schools better, he answered: “Free schools don’t just give parents who are frustrated with their local schools a new chance of a better education. They also encourage existing schools in the area to compete and raise their game[...] Those opposing free schools are simply defending the establishment – an establishment that has failed pupils and infuriated parents for too long.”

In the final part of his speech he said there would be tough new measures for failing schools: “By the end of this Parliament, an underperforming failing school will be deemed one where less than fifty per cent of pupils are getting five good GCSEs. And we’re introducing tough benchmarks for primary school too. For the first time, unless sixty per cent of their pupils achieve the accepted level – Level 4 – in English and maths at Key Stage 2, they’ll be judged to be failing. As well as being clearer about what constitutes failure, we’re acting more decisively to deal with that failure… by demanding an improvement plan from the governing body or local authority in control of every failing school… and if that plan isn’t good enough, insisting on fresh, established leadership to turn them round…from successful, local academies and yes, even private schools.”