Damian Hinds
The most recent figures—the Government’s own figures—show a fall of 11,000 in the number of children at independent schools.
Of course, the number of teachers in the state sector is not going up in this country; it is coming down. The Government have tried to have this every possible way. There is a line in their manifesto that is very clear—it comes up more than once. It says that Labour is going to recruit
“6,500 new expert teachers in key subjects”.
When asked repeatedly what key subjects they had in mind, they refused to say. Eventually they said that these teachers will be recruited—I think am I quoting this correctly, but if not absolutely accurately then pretty close—from schools and colleges across the country. Then some numbers came out showing that the number of teachers in primary schools had gone down. Funnily enough, the target was then redefined so that it did not include primary school teachers; it would include only secondary school teachers.
That brings us back to this question: if it is only secondary schools, where teachers have specialist subjects, what are the key subjects that will count towards this number? If the Government just meant any subject, the word “key” would not be there. What do they mean by expert teachers? If they mean simply teachers with qualified teacher status—[Interruption.] I think the Minister might be readying herself to intervene.
Damian Hinds
No? If the Government simply mean teachers with qualified teacher status, then I gently remind the Minister of something we covered in Bill Committee, which some colleagues might recall. The number of teachers today who do not have qualified teacher status is 3.1%, which does not sound all that high. What do colleagues suppose it was in May 2010, the previous time that there was a change of Government? The answer is 3.2%. So the number of teachers without qualified teacher status has hardly changed, and to the extent that it has, it has slightly gone down.
We know that other RDEL—revenue spending, effectively—is going up, but it has to cover an awful lot. There is £1 billion-plus in national insurance contribution costs. We know from reports from teachers and headteachers in the sector press that shortfalls in the range of 10% to 35% are being reported. School suppliers are also facing higher national insurance contributions, which will also have a knock-on effect on the cost of other services into those schools. Schools are also picking up the cost of breakfast clubs, and there is an extension in free school meals eligibility and so on. Overall, if we look at the detail in the estimates and the spending review, all these increases are front-loaded—that is to say, for 2024-25 the increase is 6.8%, but that then comes down to 5.2% the following year, and then 3.4%, then 2.1%, and then 1.6%.
The main point I put to the Minister—constructively and co-operatively—is that things are changing significantly in schools because of demographic change. We have reached a point where I do not believe it is legitimate to use the measure of real-terms per pupil funding as the yardstick for whether effective school resourcing is increasing or decreasing. That is because the number of pupils will fall. We know already from TES, which used to be called The Times Educational Supplement, that surplus secondary places have increased by some 50% in just two years. Labour MPs may well argue—and I kind of hope they do—that when there is a smaller number of children there will obviously be less funding, and there is some logic to that argument, but in a sense it does not matter what arguments they make in this Chamber, because back in their constituencies, if they talk to headteachers, they will hear something different.
When pupil numbers are rising, if real-terms per pupil funding is held constant, that is a net increase in resourcing to the school. When numbers are falling, and even if real-terms per pupil funding is increased by a few per cent, that feels very much like a cut. Let us think about it in the following practical terms. If a primary school class of 27 goes up to 29, that is an increase in revenue to the school of something like £10,000, £11,000 or £12,000, but the vast majority of costs do not change. It works the same way in reverse. If a class moves from 29 pupils to 27, the school loses £10,000 to £12,000, but there are still the same costs, and the teacher is still being paid the same and so on.
In an urban setting, some whole schools may close—some already have. That is a painful process to go through, and no MP wants to represent an area where schools close, but at least that way the numbers can be made to work over a wider area, and some of those schools can convert to nursery schools, I hope, or to special schools. A big secondary school might reduce, say, from an eight-form entry to a six-form entry and manage the numbers that way. For a rural primary school, neither of those things is an option. There are major indivisibilities. Right now, 92% of DFE funding for schools is driven by pupil numbers, and I just do not think that will work over the years ahead. What will Ministers do to reform funding so that it is fair and effective at a time of falling overall pupil numbers?
The Minister for School Standards (Catherine McKinnell)
Every child deserves the opportunity to achieve and thrive in education. That is why this Government have—as Labour Governments always do—prioritised education, with the Department’s budget for day-to-day cash spending increasing by almost £6 billion compared with the last financial year. Within that, we have increased the overall core schools budget by £3.7 billion in 2025-26 compared with last year. This real-terms increase in funding per pupil helps underpin our ambition of achieving high and rising standards for all children in all our schools. This investment of £3.7 billion in 2025-26 includes both the £2.3 billion announced at the October Budget, and the £1.4 billion in additional funding being provided to support schools with staff pay awards and with the increases to employer national insurance contributions from April 2025.
The majority of school funding is allocated through the schools national funding formula. In 2025-26, £5.1 billion of the schools NFF has been allocated through deprivation factors, and £8.6 billion will be allocated for additional needs overall—that is, over £1 in every £6 of total core funding through the formula being directed towards the schools facing the most challenging cohorts. The spending review builds on this investment in schools. Across the spending review period, core schools funding—including SEND investment, which I know is a big issue for many Members who have spoken —will increase from £65.3 billion in 2025-26 to £69.5 billion by 2028-29.
I turn to the SEND system, which many Members have spoken passionately about. It is, and has been for too long, on its knees. This Government are determined to face up to the facts: too many families and children are simply not receiving the quality of SEND services and provision that they should expect; they are having to fight for those services; and they are having to wait too long before those services are made available. It is this Government’s ambition for all children and young people with SEND to receive the right support at the right time, so that they can succeed in their education and in moving into adult life. To help us achieve that, we have invested £1 billion more in funding for high needs in 2025-26 than in 2024-25.
We are also providing £740 million of high-needs capital funding in 2025-26, so that local authorities can adapt schools to be more accessible and can build new places, including in specialist facilities within mainstream schools. More than 1.7 million children and young people in England have special educational needs, and the vast majority of those are educated in mainstream settings. We are committed to improving inclusivity, to bringing a new focus on expertise in mainstream settings, and to an inclusive curriculum, so that the vast majority of children can be well supported in mainstream settings, with specialist settings catering to those with the most complex needs.
Jen Craft
I would like the Minister to clarify that the additional support and ambition that she is talking about is to improve the SEN side. For Members who are not aware, the statutory bit is the SEND side, and there will obviously be improvements in that; but if we improve the SEN side, which is the bit that children do not need an EHCP for, parents will not need to go through that adversarial legal battle, and there will be fewer reasons for people to have to go through what can at times be a truly horrific system.
Catherine McKinnell
My hon. Friend makes a really important point, and I was about to respond to a question that she raised in her very good contribution to this debate. We will set out the details of our approach to SEND reform in a schools White Paper, which we intend to publish in the autumn.
We recognise that we need to support mainstream schools in providing much greater inclusion for children with SEND. We need to commence a phased transition process, which will include working with local authorities to manage their SEND system, including deficits. There will also be an extension to the dedicated schools grant statutory override until the end of 2027-28—an issue that many Members have raised on behalf of their local authorities. We will provide more details by the end of the year, including a plan for supporting local authorities with both historical and accruing deficits.
I turn to teacher training. I was very sorry to hear about the experience of the hon. Member for Yeovil (Adam Dance). He is incredibly brave, and it is important that he has shared that. To respond to his question, high-quality teaching is central to ensuring that all pupils are given the best possible opportunities to achieve. To support all teachers, the Department is implementing a range of teacher training reforms that will ensure that teachers have the skills to help all pupils to succeed.
We are determined to make sure that every family is a stable, loving home, and that no child grows up in poverty, lacks food or warmth or is denied success due to their background. We are determined to turn things around, tackle child poverty and spread growth and opportunity to every family in every corner of the country. The Labour Government have announced that we are extending free school meals to all children from households in receipt of universal credit from September 2026. That will lift 100,000 children across England out of poverty and put £500 back in families’ pockets. We are supporting parents through that decisive action, which will improve lives—and that is before the child poverty strategy comes out later this year. Providing over half a million children from disadvantaged backgrounds with a free, nutritious lunch time meal, every school day, will also lead to higher attainment, improved behaviour and better outcomes, which means that children will get the best possible education and chance to succeed in work and life.
We will provide more detail in due course, but decisions such as expanding free school meals do not happen by accident, nor are they simply the outcome of hard work by campaigners outside this place. They are decisions about who we put first in our national life, and who has the first call on our country’s resources. Our Government put children first. Expanding free school meal eligibility is a choice made by this Government, who are determined to secure a brighter tomorrow for our children and ensure excellence everywhere, for all our young people. This Government know that delivering the most equal society—something that we Government Members are determined to make real—is a choice, not something achieved by chance.
On the points hon. Members raised about children’s social care, we are putting children first. This Government are committed to delivering children’s social care reform, to break the cycle of late intervention, and to help more children and families thrive and stay safely together. For 2025-26, the Department has allocated £380 million to deliver children’s social care reform, including £44 million of new investment to support children in kinship and foster care, as announced at the autumn Budget.
Because this Government are determined to ensure that all children have the best start in life, by 2028 we aim for 75% of children to reach a good level of development by the end of reception, which means that approximately 45,000 more children each year will start school ready to learn, thrive and succeed. That is ambitious. No progress has been made on this measure in many years. We are creating 6,000 nursery places in schools across the country through the first wave of 300 school-based nurseries; that is backed by £37 million.
Munira Wilson
The Minister talked about the Government making choices to prioritise children, and about keeping families together. How will the cuts to grants for therapies for some of the most vulnerable, traumatised children in our society help families stay together? Those children manifest the most challenging behaviours, which result in adoption placement breakdown, and that means worse outcomes for those families. How is that putting children first?
Catherine McKinnell
The changes that we have made to the fair access limits will ensure that more children have access to the fund, because year-on-year demands have increased. When we brought forward the legislation, which was the biggest overhaul in children’s social care in a generation, the opposition parties voted against it. We are determined to improve the life chances of children, to broaden access, and to ensure support for those that need it, despite our tough fiscal inheritance.
To return to childcare, at the spending review, we announced almost £370 million of further funding to create tens of thousands of places in new and expanded school-based nurseries. Despite the tough decisions we made to get our public finances back on track, we are continuing to invest in early years, and are supporting the delivery of entitlements. We will create a reception-year experience that sets children up for success, and are working with sector leaders to drive high-quality reception practice. We are increasing access to evidence-based programmes teaching early literacy and numeracy skills. We are delivering the largest ever uplift of 45% in the early years pupil premium to better support disadvantaged children at the earliest point in their school lives.
Unfortunately, having taken a couple of interventions, I have gone over my time. To summarise, we have inherited a challenging set of circumstances, but we are determined to change the life chances of children in this country. My final words are of appreciation for everyone working in our education system to support our children and young people. Our shared goal has to be providing the highest-quality outcomes for every child. The Government are investing in education, and we remain committed to renewing the entire system to make our ambitions a reality. We are putting our promises into action, and we are determined to change the lives of children across the country.