The Minister of State, Department for Education, and the Department for Work and Pensions (Baroness Smith of Malvern) (Lab)

I start by welcoming the noble Lord, Lord Mohammed of Tinsley, to his new role on the Front Bench. I will do my best to cover the points made by the noble Baroness, Lady Barran, and the noble Lord—although I note that, for the second time in a row in responding to a Statement, I have less time to respond than the two Opposition Front-Benchers took to ask me questions. I start by thanking Professor Becky Francis and those who contributed through her panel and in the consultation. This is a review driven by evidence, informed by data and which has relied on input from experts, the sector and the public. The national curriculum ensures a common entitlement to share in the core wisdom that we as a nation most value. An ambition for a curriculum of high standards was of course led by James Callaghan in his great education debate and delivered by the noble Lord, Lord Baker, in the first national curriculum in 1988. Successive Governments have understood that, as the world changes, so must the curriculum that prepares our young people for success in that world. That is why this is a national curriculum that will ensure both rock-solid foundations in oracy, reading, writing and maths but also the development of the sorts of skills necessary for young people to be able to succeed in the world today. On the particular points about accountability in relation to the EBacc, while I can understand the objectives of the EBacc, unfortunately, it did not achieve them. We have seen no increase in the numbers of students aged 16 to 19, for example, who took up subjects focused on in the EBacc. The levels of students taking modern foreign language GCSE increased to begin with but is now at broadly the same level as it was in 2009-10. Of course, the result has been to narrow the curriculum and ease out arts and creative subjects. In relation to Progress 8, we will consult on how to continue to provide a strong academic core—which we believe our proposals will do—while balancing breadth and student choice. Languages and humanities of course continue to be incentivised in the proposed Progress 8 accountability measure. On the important point made by the noble Baroness opposite about attendance and behaviour, I am sure she will recognise the work this Government have continued to do—some of it undoubtedly based on work she did—to improve attendance. I am sure she will welcome the fact that children were in school for 5 million more days in the most recent academic year than the year previously. This is a substantial change, as noble Lords have said, and that is why we are making only changes that are essential. We will support teachers through the resources made available through the Oak Academy, including AI learning assistance to support teachers. There are 2,300 more teachers already in our secondary and special schools as a result of our focus on delivering 6,500 more teachers. We have seen an increase in the number of music teachers entering initial teacher training, which is one of the reasons for the changes in the bursary. Of course, 1,300 fewer teachers are leaving the profession. We will provide sufficient time to implement this by producing the new national curriculum in spring 2027, with the first teaching to commence in 2028. That will provide four terms’ worth of preparation to deliver the national curriculum—more than was the case the last time it was changed. On triple science, we will work with schools to see what is necessary to enable them to provide that entitlement for all pupils. For example, we are already providing support for non-physics science teachers to teach physics. The curriculum has not been updated for over a decade, and parents want one that is fit for the future. We need a knowledge-rich education, which is central to ensuring high and rising standards for every child, and a curriculum that will help children shape their own futures and the future of our country. It must include digital skills for a digital age and the speaking and listening skills that employers value. Music, sport, art and drama will no longer be the privilege of a lucky few. We will have standards that will enable all children to benefit and to deliver their potential, whatever their starting point.