Oral Answers to Questions
Anne Main Excerpts(4 years, 8 months ago)
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Gavin Williamson
I am very conscious that this has been a long-running issue, and I remember from when I was a governor at a further education college the impact that this has. We are always looking at how we can reduce the impact, and that is why we have the funding settlement that we have achieved this year of £400 million plus £100 million for pension liability costs.
Mrs Anne Main (St Albans) (Con)
These funding announcements are extremely welcome in my constituency, and I have lobbied hard at all levels for these funding increases. Does the Secretary of State share my concern, however, that the Labour party has threatened to vote down the Queen’s Speech, which would mean that all these funding improvements would fall by the wayside?
Gavin Williamson
I should like to pay tribute to my hon. Friend’s campaigning to deliver better funding for schools and post-16 education in her constituency. Many of the actions of Labour Members and their reckless approach give me great concern as they seem unwilling to listen to the will of the British people.
Oral Answers to Questions
Anne Main Excerpts(4 years, 10 months ago)
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Anne Milton
As I said, I am very aware of the cost pressures. Decisions such as the one the hon. Lady suggests are a matter for Her Majesty’s Treasury. There is more money available, particularly to colleges, through apprenticeships. The money spent on apprenticeships will have doubled by 2020, and T-levels will attract an additional £500 million per year when fully rolled out, but as I say, we will consider this ahead of the spending review, because I am aware that funding has not kept up with the costs.
Mrs Anne Main (St Albans) (Con)
Schools in my constituency have been arguing for more funding at every level, but they particularly want a funding settlement for 16 to 19-year-olds that represents the pressures on them. What more can be done to ensure that there is a long-term settlement, not a year-on-year settlement? Planning long term is something that schools find enormously important.
Anne Milton
My hon. Friend raises an important point. The difficulty with managing budgets on an annual basis is that, in order to make provision and plans that are sustainable, colleges and schools often need a longer-term settlement. I am sure the Minister for School Standards and I will be raising exactly the point that she has made.
School Funding
Anne Main Excerpts(5 years ago)
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Mrs Anne Main (St Albans) (Con)
I beg to move,
That this House notes with concern the increasing financial pressures faced by schools; further notes that schools are having to provide more and more services, including those previously provided by other public agencies including health and local authorities; notes with concern funds for schools being spread more thinly and not being sufficient to cope with additional costs; and further calls on the Government to increase funding provided to schools to cover the additional services schools now perform for pupils.
I will not take interventions, on the grounds that it is a hugely important debate. I first held a debate on this issue in October 2018 in Westminster Hall under the title “School Funding”, and it was extremely well attended. The concerns expressed then about the level of school funding were consistent. Hopes were high that the Minister would be in listening mode and that the Chancellor would open his wallet to find some extra funds. Obviously, that extra funding has not appeared, so it is crucial that the subject of funding for schools should be revisited at the earliest opportunity. We in this House need to keep up the pressure.
I am sure that the British public can be forgiven for thinking this House has taken leave of its senses, with Brexit acting as an all-consuming topic to the apparent exclusion of all others. Indeed, the message from the Chancellor in his spring statement appeared to be that any spare funding that might be available was being stashed away until Brexit was resolved. Our inability to progress Brexit now means that the British taxpayer will be forking out millions for European elections that may or may not be needed, and billions to extend the Brexit can-kicking. It is time we put the focus back on to the future of our young people and children, who deserve a first-class education in a decent school environment, well-staffed with highly qualified teachers and with adequately resourced classrooms. Today, this House needs to reassert its priories. We need to put Brexit on the back burner and say that what matters is the future of our young people.
This issue has attracted significant interest across the House and the application for this debate had around 50 supporters from almost every party represented in this Chamber. I am sure that, like other hon. Members, I could simply dust off my October speech, because I know from the feedback I have heard nationally and locally that nothing has significantly changed in the months since my last debate on this issue. Parents are told that they have a choice on where their children can attend school, yet every year parents and pupils in my constituency are left scrabbling around for school places, with some being offered places a 40-minute drive away. The same Minister is with us today, and I hope that he does not just dust off his October speech, because quite frankly it was not helpful at the time. As I said in my winding-up speech last time, repeating the same mantra over and again but not admitting that there is a deep-rooted, systemic problem makes the Government look cloth-eared.
Mrs Main
I hope that the Minister is listening, and I hope we can have another shot today at persuading him that this funding crisis needs addressing. Brexit cannot be used as an excuse to keep kicking this can into the long grass.
The Government have told us repeatedly that record levels of funding are going to our schools. The simple facts tell us that more money is being spent overall, and that is a good thing, but schools are not feeling the effects of that increase. Teachers and heads keep telling me that we must differentiate between the school’s budget and the teaching budget, and that although more money is being spent on education, it does not necessarily filter down to improve the experience of pupils and teachers.
The pressures facing schools are widely known across the House and in the Department for Education. It should worry us that, earlier this month, over 1,000 councillors wrote to the Secretary of State demanding more money for local schools. That is not just about campaigning for the local elections. Many of those people are on parent-teacher associations and understand the pressures that their schools are under. The campaign supported by those councillors emphasised the real-terms cut in per-pupil funding and the severe problems faced by local authorities in funding education, particularly for special educational needs and disability—SEND—pupils. Their letter stated that, according to the Education Policy Institute, almost a third of all council-run secondary schools and eight in 10 academies are now in deficit.
The Institute for Fiscal Studies recently found that per-pupil school spending had fallen by 8% in real terms since 2010. That must be considered alongside the fact that, according to the DFE’s own figures, there are now 500,000 more pupils in our schools than there were in 2010. That is half a million extra young minds to neuter—
Mrs Main
Nurture! Not neuter!
That is half a million extra young minds to nurture, and that cannot be done on the cheap. I am not asking the Minister for a loaves-and-fishes miracle for my local schools. I do not expect a smaller amount of money to be spread among more people. I am asking for a financial settlement to reflect the extra strain on the budget, and a funding formula that delivers for all our schools. We must not rob Peter to pay Paul when the formula is next tinkered with.
The IFS has also reported that school sixth forms have endured a 21% reduction in per-pupil spending since 2011, and it estimates that by 2019-20, spending per sixth-form pupil will be lower than at any point since 2002. That is going back a very long way. I am sure that the Minister will agree that the picture varies, but the signs indicate that schools are not benefiting universally, and we must find a new funding formula. Many schools I have spoken to have reiterated that the national funding formula must cover the funding needed for schools, not just the pupil-led aspect. Pupils and parents expect those schools to be fit for purpose as well as to provide lessons.
The Sutton Trust reports that up to two thirds of secondary schools have had to cut teaching staff for financial reasons. We are also seeing a worrying trend in cuts to the extracurricular activities and facilities that can be so important for children as they make their way through their school careers. Around 60% of secondary school teachers have reported cuts in IT equipment for cost reasons, with 40% stating that school outings have been cut, too. We must therefore be concerned that almost a third of teachers polled by the Sutton Trust reported a cut in sporting provisions for pupils in their schools.
I said it in the previous debate and I will say it again that Sian Kilpatrick, the head of Bernards Heath Junior School in my constituency, wrote to parents—she is not alone in that—to explain the financial squeeze that her school faces due to funding restrictions. She compiled a list of all the additional things to which she must allocate funding—not a nice-to-have list, but a must-be-done list—that includes vital outdoor risk assessments, legal human resources advice, general maintenance costs and staff insurance payments, which are just some of the additional costs for which schools have to find money. On top of that, she even had to pay £8,000 to get her school’s trees pruned. Schools across the country face similar shopping lists that will suck up vital school funding.
Schools are also concerned about their lack of ability to plan their finances. With the introduction of the national funding formula happening over several years, there is huge uncertainty about how it will affect individual schools, and headteachers are unwilling to commit to long-term planning, which cannot be right. Whichever Government are in power, we need long-term certainty for our schools’ futures. Angela Donkin of the National Foundation for Educational Research cites several key factors that have stretched school budgets in recent years. I will not go through all the factors, because I know how many Members want to speak. I am sure that others will list them today, but they include, to name but a few, an increase in employer national insurance contributions and employer pension contributions, ageing building stock, the teacher pay award and the requirement for all students to continue in education.
The requirement on schools to offer services previously carried out by other public agencies can been seen across the country. A survey by WorthLess? found that 94% of headteachers polled said that their schools now routinely deliver services previously provided by local authorities. This is not a point of debate, but whoever is asked—no matter the local authority, county or politician —will agree with it. All these factors have resulted in immense strain on school budgets. More money is going into schools, but so much more is being asked of the money.
Staff and staffing costs are under severe pressure. Many school staff in my constituency cannot afford to live in the area, so the staff turnover and churn is huge. Many staff are let go because schools can find it easier and cheaper to take on newly qualified, less-expensive members of staff. With the difficult roles that our teachers now must fulfil, we cannot expect a school to be run by young, inexperienced teachers. Is it any wonder that the number of teachers leaving the profession within four years is on the rise and that the number of vacancies and temporarily filled posts is increasing?
I will not go through all my facts and figures, because I want to leave myself a couple of minutes to sum up at the end, but there is widespread unhappiness about the handling of the recent teacher pay announcement. The key problem is that schools themselves have to fund the first 1% of the pay rise—there is nothing like dipping one’s hand into someone else’s pocket, Chancellor. We want to pay our teachers and teaching assistants more, because they do a wonderful job, but if we increase their pay, we cannot expect schools to fund some of that increase, because the money will have to come from somewhere else. Declan Linnane, the head of Nicholas Breakspear Catholic School in St Albans, told me that the 1% increase alone will cost his school £30,000—money that he just does not have.
The Department for Education reports that upwards of 1 million pupils have special educational needs in our schools, and the number has risen significantly recently. Those children will often need classroom assistants and help, and they often represent an additional requirement on school resources, so is it any wonder that parents are telling me that there is often reluctance to statement children with special educational needs or that there are greater school exclusions among pupils with difficulties that manifest themselves in destructive classroom behaviour?
I will conclude my remarks with three questions for the Minister. First—this comes from a teacher in my constituency—what guarantees can we have regarding the cost of teacher pension contribution increases and salary increases? He said that we have only been given funding information for the 2019-20 academic year, with nothing beyond that point. Secondly, staff recruitment is at crisis level and recent initiatives are failing, so how can the Government make the profession more attractive to graduates? Thirdly, the basic rate for 16 to 19-year-old funding has been frozen at £4,000 a student since 2013-14, and the Institute for Fiscal Studies reports that school sixth forms have faced budget cuts of 21% per student, so what commitment can the Minister give that that will be addressed?
Mrs Main
I thank the Minister for his response; I have to say, I think he was a little more mindful of the comments made in the Chamber today than he might have appeared to be in Westminster Hall.
It might have sounded as though Members across the House had met in a pub beforehand and conspired to sing the same song from the same hymn sheet but it is indeed the same song. We have all expressed views that reflect the constituencies that we serve. Unless these issues are addressed, whoever is sitting in the Minister’s place in 10 years’ time will hear the same song, and it is not just about educational outcomes. I was a teacher a long time ago, and it is about the child’s experience—the experiences that we all carry through life.
We are passionate about this issue in this House, because we all know the impact of not getting education right and we all know that we are sowing the future of our nation with what we are asking today. If the Chancellor is listening, will he double whatever figure he might come up with? Or maybe even treble it; I do not mind. But whatever figure it is, it will never be enough, because excellence always cost money, effort and time, and we cannot get those on the cheap. So whatever is coming up, please listen to debates such as these, because we are not going away. Somebody else will put in for another debate, I will be there alongside them and we will come back and say, “What more can we do?”, so hopefully we can get this solved.
Resolved,
That this House notes with concern the increasing financial pressures faced by schools; further notes that schools are having to provide more and more services, including those previously provided by other public agencies including health and local authorities; notes with concern funds for schools being spread more thinly and not being sufficient to cope with additional costs; and calls on the Government to increase funding provided to schools to cover the additional services schools now perform for pupils.
School Funding
Anne Main Excerpts(5 years, 2 months ago)
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Mrs Anne Main (St Albans) (Con)
I want to put it on the record that the Backbench Business Committee asked on 5 February for a six-hour debate on this issue, and that request has been granted. That request was supported by 43 Members, many of whom are here today. It is about time that the Government found time for this very valuable debate, because it is roundly supported.
Liz Twist
I thank the hon. Lady very much for that intervention. What is clear from all Members here today is that we need a long debate on this issue, and I hope that we will have one soon.
Last November, I visited St Joseph’s Catholic Primary School in Blaydon, along with our local parliamentary outreach worker, Gillian. It is the school of Mr Ramanandi, the lead petitioner—and a fine school it is, too. I met some of the younger pupils there: they were polite and well-behaved, but also fizzing to make inquiries and ask questions. They were not afraid to ask some of the questions that many adult constituents would be too polite to ask.
Our discussions ranged far and wide, really covering some important local, national and environmental issues. These children had clearly been taught to have inquiring minds and to express themselves—in fact, I had to leave the school without answering all of their questions as I was late for my next meeting. In December, I had the chance to see the school Christmas play in a church just down the road from my office, and what talented and well-behaved ambassadors for their school the children were! I congratulate Mr Ramanandi and the staff on that.
Mrs Anne Main (St Albans) (Con)
As I said in an intervention on the hon. Member for Blaydon (Liz Twist), it is about time we had the six-hour debate that this House has been promised. Indeed, 43 Members supported that and I know a lot more who could not sign but wanted that debate, as can be seen in the number of people wanting to speak today. We have only a few minutes, which is nowhere near enough.
We accept that more money has gone in, but if more people are invited to the party, rations have to be spread ever thinner. Many schools are spreading those rations beyond belief. I particularly want to raise a concern that a headteacher told me, which has not been raised yet. She felt guilty about almost heaving a sigh of relief when a very senior member of staff left, because that meant she could take on a more inexperienced junior member of staff and therefore have a bit more give in her budget. I was teacher a long time ago, but I can remember being a probationary teacher, as they were called in those days. We need experienced teachers to lead from the front, to drive schools forward. We cannot expect our schools to constantly rely on a churn of young inexperienced teachers who need to learn on the job, but also make sure they have plenty of time for lesson preparation.
Teachers cannot pay their bills with long holidays, as I used to say to people.
Laura Smith
I find myself agreeing with the hon. Lady, probably because we have both been teachers. She is exactly right with regard to—the point has gone from my brain. Sorry!
Mrs Main
I was right, and that is all that matters. Every Member will be told the same by other schools. In high-value areas such as mine, we cannot pay bills with holidays. Teachers have to pay bills with their salaries. They are struggling to get on the housing ladder in areas as expensive as St Albans, where the average house price is £600,000. Recruiting members of staff is difficult; retaining members of staff is very difficult, as they find their pounds go a lot further elsewhere.
Thelma Walker
On recruitment and retention, for the first time in history, as far as I know, more people are leaving the profession than entering it. One of the issues that headteachers bring to my attention is that many young people who do not have those years of experience are promoted too swiftly when they enter the profession. They are given responsibility, but there is burnout just a few years later.
Mrs Main
No, if she does not mind, because Members on the hon. Lady’s side are waiting to speak. We need those experienced teachers and we must ensure that teachers are not overwhelmed so quickly that they fancy quitting the profession.
I am also worried that we will end up cutting the curriculum to the bone. Gone are the times when there would be the luxury of a peripatetic music teacher coming to schools. There simply is no latitude in schools to pay for anything other than the bare necessities. The statutory obligations on a school have to be paid for first. It also worries me that sometimes there is a reluctance to statement pupils; if a pupil is statemented, that pupil is rightly required to have additional assistance. However, a school might drag its feet in that scenario because it does not wish to be obliged to provide the extra funding.
I went to a public meeting in my constituency. It is not easy to have rocks thrown at us, but sometimes we need a rock to wake us up. It is hard to admit that schools are struggling. Schools have always been struggling; anyone who has worked in a school will say that the roof has always leaked and the windows are always awful. But there comes a point when things have to be tackled—they cannot be put off any longer. As many Members have said, robbing Peter to pay Paul is not the answer. Taking away from one set of schools to give to another set of schools that are very deserving is not the answer.
An hon. Member earlier talked earlier about the results meaning that we must be doing something right. My schools have excellent results, but that does not mean they do not need the resources. At some point, those results will start to crumble. The curriculum has shrunk down to the core topics, so perhaps those results are already sliding. When I was at school, I was passionate about art. Many young people are not academic but value those topics as much as anything; they inspire young people to go into school, and those teachers may inspire them and know how to deal with the complex needs of some youngsters who have been turned off by education.
We cannot just look at results. Value adding to a pupil means that pupil may have benefited far more from being taught in a good school than another pupil who is academically high achieving. I simply cannot accept that by looking at a set of results we can judge how well our schools are doing. We must ensure that every pupil is making the best of whatever they have to offer.
I accept that more money has gone into the system. We can all talk about how much extra there is, but Sian Kilpatrick of Bernards Heath Primary School told me that she had to write to parents to explain why she had to ask them for money: because a lot of things that used to be paid for are no longer paid for. This is the banquet I am referring to: outdoor visit risk assessments, legal and human resources advice, general maintenance costs and staff insurance. When parents send their children to school to get educated they do not expect that a teacher will have to divert money from teaching their pupils to pruning back overgrown trees in the playground that a risk assessment has identified as a problem to the pupils.
It is high time we had the six-hour debate. I do not think that views in here will change, but looking at what has been expected to be done with the money that schools have had is the only way to see whether there is enough money. If there is not, we may have to find some more.
The Minister for School Standards (Nick Gibb)
It is a pleasure to serve under your chairmanship, Sir Christopher. I congratulate the hon. Member for Blaydon (Liz Twist) on her opening speech, which was very good indeed.
There have been several very good speakers, including my hon. Friend the Member for South Suffolk (James Cartlidge), who pointed to rising standards in our schools. He is of course absolutely right: thanks in part to our reforms, the proportion of pupils in good or outstanding schools has increased from 66% in 2010 to 84% today. Our more rigorous primary school curriculum—on a par with the highest performing in the world—has been taught since September 2014. Since it was first tested in 2016, the proportion of primary school pupils reaching the expected standard in maths has risen from 70% to 76% in 2018, and in reading from 66% to 75%.
Our primary school children have achieved their highest ever scores on international reading tests. When we introduced a phonic check in 2012, just 58% of six-year-olds taking it reached the expected standard. That figure is now 82%. More children are now on track to read more effectively than when we came into office in 2010. The attainment gap in the primary phase between the most disadvantaged pupils and their peers, as measured by the attainment gap index, has narrowed by 13.2% since 2011. In secondary schools, our more rigorous academic curriculum and qualifications support social mobility by giving disadvantaged children the knowledge they need to have the same career and life opportunities as their peers. I thank the 452,000 teachers—10,000 more than in 2010—who have delivered these higher standards in our schools. I also thank the 263,000 teaching assistants, of which there are 49,000 more than in 2011, and the 263,000 support staff, of which there are 129,000 more than in 2011.
To support these improvements, the Government have prioritised school spending while having to take difficult decisions in other areas of public spending. We have been enabled to do that by our balanced approach to the public finances and to our stewardship of the economy, reducing the unsustainable annual deficit of £150 billion, which was 10% of GDP in 2010, but 2% in 2018. The economic stability that that provided has resulted in employment rising to a record 32.6 million and unemployment being at its lowest level since the 1970s, giving young people leaving school more opportunities to have jobs and start their careers.[Official Report, 21 March 2019, Vol. 656, c. 10MC.]
That balanced approach allows us to invest in public services across Government. Core funding for schools and high needs will rise from almost £41 billion in 2017-18 to £43.5 billion in 2019-20. That includes an extra £1.3 billion for schools and high needs, announced in 2017, that we invested across 2018-19 and 2019-20, over and above plans set out in the spending review.
Since 2010, 825,000 new school places have been created in our schools. One of the first decisions we took on coming to office in 2010 was to double basic-need capital spending, reversing the cuts of 100,000 school places that we saw under the last Labour Government.
Nick Gibb
Not right now, if my hon. Friend will forgive me. I want to make sure that I respond to the points from as many hon. Members as I can.
Figures from the Institute for Fiscal Studies show that real-terms per-pupil funding for five to 16-year-olds in 2020 will be more than 50% higher than in 2000. We compare favourably with other countries. The UK spends as much per pupil on primary and secondary state education as any country in the G7 apart from America—a point made by my right hon. Friend the Member for Arundel and South Downs (Nick Herbert).
While more money is going into our schools than ever before, we recognise the budgeting challenges that schools face as we ask them to achieve more for children and to absorb cost increases, such as employer’s national insurance and higher pension contributions to teachers’ pension funds, that have arisen as a result of our determination to bear down on the unsustainable deficit. That means that it is essential to do all we can to help schools make the most of every pound.
In addition to providing additional funding for schools, we changed the way funding is distributed, to make the system fairer. Last April, we started to distribute funding through the national funding formula, with each area’s allocation taking into account the individual needs and characteristics of its schools. That replaced the unfair and outdated previous system, under which schools with similar characteristics received very different levels of funding, with little or no justification. These disparities existed for far too long, as my right hon. and hon. Friends from West Sussex pointed out, leaving some schools trying to achieve with fewer resources the same as other, better-funded schools in similar situations. That is why we committed to reform the system, and I am proud to say that our introduction of the national funding formula delivers that commitment.
Schools are already benefiting from the gains delivered by the national funding formula. Since 2017, we have given every local authority more money for every pupil in every school, while allocating the biggest increases to the schools that have been most underfunded. By 2019-20, all schools will attract an increase of at least 1% per pupil, compared with their 2017-18 baselines. The most underfunded schools will attract up to 6% more per pupil by 2019-20, compared with 2017-18.
The hon. Member for Blaydon will be aware that funding for schools in her constituency has risen from £52.6 million in 2017-18 to £54.9 million in 2019-20—a 4.5% increase in cash terms. In Blaydon, per-pupil funding has risen from £4,468 per pupil in 2017-18 to £4,635 in 2019-20, which is a 3.7% increase over that period.
The hon. Lady cited a figure from the School Cuts website, which incidentally has been criticised by the UK Statistics Authority. It said:
“We believe the headline statement”,
which the hon. Lady cited in this debate,
“that ‘91% of schools face funding cuts’ risks giving a misleading impression of future changes in school budgets. The method of calculation may also give a misleading impression of the scale of change for some particular schools.”
My hon. Friend the Member for East Worthing and Shoreham (Tim Loughton) made important points about the over-politicisation of this issue. I understand the points that he made about the historical inequities in school funding in West Sussex.
Secondary School Opening Hours
Anne Main Excerpts(5 years, 2 months ago)
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Martyn Day (Linlithgow and East Falkirk) (SNP)
It is a pleasure to serve under your chairmanship, Mrs Main. I suspect the irony of our debating this issue, when we start the working week in Parliament at 2.30 on a Monday, has probably not been lost on anyone, and it may have been emphasised by our slightly later-than-scheduled start time—but I am sure that that will just add humour to the debate.
When I first saw the title of the petition I wondered whether it was serious, and the hon. Member for Henley (John Howell) also mentioned such scepticism. I was fascinated when I read the research publications and saw that there are serious, positive ideas on the subject. I am grateful to the hon. Member for Cambridge (Daniel Zeichner), whose opening speech went through much of that research in an even, balanced manner. The remark that he quoted about the possibility of teenagers being in a different time zone will have struck a chord with all of us. When my stepson comes to visit, it often feels like that. Perhaps now I shall have a greater understanding of the body clock mechanisms of the young.
The petition received 431 signatures from my constituency, which makes it the second most popular in my area. It is second only to the petition on fireworks. To recap quickly the position in Scotland, the Schools General (Scotland) Regulations 1975, as amended, require schools under education authority management in Scotland to be open for 190 days a year. However, they do not define the length of the school week for pupils, which is a matter for the discretion of education authorities, within their responsibility for the day-to-day organisation of the schools. There is a widely accepted norm of 25 hours and 27.5 hours for primary and secondary schools respectively, and school holiday dates are also, of course, set by the local authorities.
The primary focus in any discussion of schools must be on the quality of the education provided, which is why the Scottish Government continue to invest so heavily in education. Schools spending has risen under the Scottish National party since 2006. The average spend per pupil has increased by almost 13%. Scottish spending per pupil was £4,968 in primary schools, and £7,046 in secondary schools in 2016-17. That is an increase in cash terms of at least 12.8% for the primary sector and 13.1% for the secondary sector. Education budgets are rising—
Mrs Anne Main (in the Chair)
Order. I have indulged the hon. Gentleman somewhat in his listing of the amounts of money being spent on Scottish education, but the debate is about secondary school opening hours, so I hope he will get on to that now.
Martyn Day
No problem. I make the point that it is part of the wider education package, and the timing issue is obviously important.
Having briefly discussed the budgets, I will move on to ask: what about the proposals in the petition? There is, of course, nothing to stop schools in Scotland adopting the hours they want, although there might be a requirement for staff contracts, school transport contracts and various other things to be changed if those changes to hours were introduced. However, that is not a reason not to introduce them.
There is interesting research behind the petition. Open University research found that teenagers aged 13 to 16 who started their day at 10 am had improved health, with 50% less absence. That is a key factor that might suggest it is worth looking at other contracts and times. On the other hand, research by the University of Surrey and Harvard Medical School suggests that turning down the lights in the evening would be more effective. Using a mathematical model, the research shows that when clocks changed in the autumn most teenagers’ body clocks would drift even later in response to later start times and, in a matter of weeks, they would find it just as hard to get out of bed. Clearly, reputable research exists pointing in different directions. I would probably reach much the same conclusion as the hon. Member for Henley—that we need a bit more research. We certainly need to keep looking at the issue.
That brings me to what is perhaps the crux of the argument—whether the real debate is about more sleep versus better sleep. Some studies suggest that longer sleep is associated with academic performance. Better sleep is connected to overall cognitive processing. Clearly, a balance needs to be achieved, and we would all benefit from seeing more research.
The point I was making earlier in discussing budgets and other aspects of education was that the quality of the education provided is fundamental, and must be the key to the issue. It is a question of what satisfies that criterion. If school hours have an effect, we should be willing to look at them. I am keen to see more research. If I had seen only the title of the petition I might have laughed it off, but actually there is a lot of substantive work behind it, and we all need to look at that and see what we can learn from it.
Oral Answers to Questions
Anne Main Excerpts(5 years, 3 months ago)
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Anne Milton
I am aware of the issues that the hon. Lady raises. I have to say, I am always disappointed when staff take strike action—however good the cause—because it is young people who suffer. I understand that Capital City College Group has offered a 5% pay rise. Some colleges are able to do that. I am very aware of the challenges that colleges face, but as I say, I think resorting to strike action is disappointing.
Mrs Anne Main (St Albans) (Con)
I hope to approach the Backbench Business Committee tomorrow to get a debate on funding for education, because so many colleagues across the House have the same narrative. It is vital that we look at that, especially for pupils with special educational needs. Post-16 and special educational needs are absolutely suffering and we have to look at this in the spending review.
Anne Milton
My hon. Friend was one of those who intervened in the Westminster Hall debate. I am very aware of this issue. I visited a college a couple of weeks ago where 400 students have special educational needs. Colleges do a fantastic job. There has been a focus over the last 15 to 20 years on higher education, and it is great to see Members across the House all campaigning for their local colleges.
College Funding
Anne Main Excerpts(5 years, 3 months ago)
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Daniel Zeichner
My hon. Friend makes a very important point. Those students suddenly and miraculously become much more expensive when they turn up at university; it is amazing.
Mrs Anne Main (St Albans) (Con)
I am sorry that I cannot stay for the whole debate, but I am chairing a Committee later. The hon. Gentleman may mention it later in his speech, but I wanted to put on record the important matter of special needs funding. Oaklands College in my constituency has 200 pupils with special needs funding, and that puts huge pressure on the college. I am fully aware that there are cutbacks to be made, but sometimes services just have to be provided for people who have particular needs and need to get their life back on track.
Daniel Zeichner
I could not agree more with the hon. Lady, and I will come to that point in my speech. I want to turn to some of the effects of this underfunding, which is significant and has damaging consequences in sixth forms. In total, 50% of schools and colleges have dropped courses in modern foreign languages as a result of funding pressures, with A-levels in German, French and Spanish being the main casualties. That would seem to be the wrong way to go, especially when we are talking about global Britain.
Over one third of sixth forms have dropped science, technology, engineering and maths subjects, while two thirds have reduced student support services, such as mental health support, which we know is increasingly required. There are also, in many cases, limited careers advice services, and that also has a damaging effect. Two thirds of schools and colleges have moved from a four-subject offer to a three-subject offer, significantly reducing students’ choice and ultimately narrowing their options after study. For state schools with sixth forms offering post-16 study, the underfunding affects the education of all students, because, as we know, such schools frequently cross-subsidise post-16 education with funding that is meant for 11 to 16-year-olds.
Given that this country, quite rightly, requires its young people to participate in education or training until the age of 18, it seems quite incredible that across all 16 to 19 provision we reduce investment in education so sharply at the age of 16, from £5,341 for a 15-year-old to just £4,000 for a 16-year-old.
School Funding
Anne Main Excerpts(5 years, 6 months ago)
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Mrs Anne Main (St Albans) (Con)
I beg to move,
That this House has considered school funding.
It is a pleasure to serve under your chairmanship, Mr Betts. I wanted to keep the title of the debate broad because school funding does not have the same impact in all areas. We must continue to ensure that all our children get an excellent education regardless of where they live, and that all our schools have the money in place to provide that.
I am sure that hon. Members welcome the record levels of funding going to our schools. The simple facts tell us that, overall, more money is being spent, and that is a good thing, but schools are not feeling the effects of that increase. We must differentiate between the schools budget and the teaching budget: more money is being spent on education, but that does not necessarily filter its way down to the experience for all pupils and teachers.
Last month I met local headteachers and parents as part of a Fair Funding For All Schools campaign that has been going up and down the country, which colleagues may have seen. The overall view of the group was that we need more resources in our schools budget, but they were disappointed by the line repeated by the Government that more money than ever is going into our schools. Although that may be the case, the schools are not necessarily able to feel the effects of the increase, due to the ever-rising costs and additional financial burdens placed upon them.
Mr Jim Cunningham (Coventry South) (Lab)
I thank the hon. Lady for giving way—I suspect that I will be the first of many to intervene. I have done a survey of a number of schools in Coventry. Headteachers tell me that they have a number of funding problems. For example, in Coventry they have probably lost something like £295 per pupil over the past seven years. I acknowledge that the Government have put £1.5 billion back in, but they also have a shortfall of about £3 billion from cuts some years ago. Does she agree—I doubt she will—that one of the big problems is the need for specialist teachers for children with special needs?
Mrs Main
The hon. Gentleman is pre-empting my speech; I will deal with special educational needs because they are of great concern.
If the Minister meets headteachers in Coventry or in my constituency, they may well tell him that the reality is that the current budget is not enough. Sian Kilpatrick of Bernards Heath Junior School told me that recently she wrote to parents to explain the financial squeeze that her school faces. Mrs Kilpatrick compiled a helpful list of all the additional things that she has to allocate funding to in order to keep her school running—I will not go through them all, but I am happy to share the list with the Minister. The things she outlined include: outdoor vital risk assessments, legal human resources advice, general maintenance costs and staff insurance payments. Those are just some of the additional costs that schools have to find money for. On top of that, she had to pay £8,000 to get her trees pruned.
John Howell (Henley) (Con)
Surely one of the problems is that different campaign groups, and indeed the Department for Education, use headline figures that vary from organisation to organisation. In working together to achieve a solution to the problem, it is not particularly helpful for words such as “deceptive” and “dishonest” to be used by one campaign against another or against the Department. Does my hon. Friend agree that there should be a much firmer grip on the use of language by the campaign groups?
Mrs Main
I cannot comment on the campaign groups; I am commenting on what the headteachers in St Albans said, and no one used the words “deceptive” or “dishonest.” The purpose of my being here today is to ensure that there is a degree of clarity about where the funding goes. The headline is that we are putting more into schools—and we are—but the reality on the ground is that teachers face undue pressures. I want to highlight that. I cannot accept anyone’s use of inappropriate language—that is not fair on either side of the argument. We must be respectful of the pressures faced by the schools and by the Minister.
Jim Shannon (Strangford) (DUP)
The Northern Ireland Affairs Committee, of which I am a member, will meet in half an hour to discuss education issues in Northern Ireland—to be fair, they are not the Minister’s responsibility. In Northern Ireland, teachers, schools and boards of governors have to decide whether to pay for a teacher or to increase class sizes, thereby affecting the quality of education. Are those the sorts of decisions being made in the hon. Lady constituency, as they are in mine?
Mrs Main
My teachers did not exactly raise class sizes, although it was covered in the round that that was a problem. They raised the problem of not being able to refurbish toilets, pay for much-needed decoration or replace outdated PCs in their IT suites.
I am sure that the Minister will agree that the picture varies, but the signs indicate that schools are not benefiting universally, as we would wish them to, from the new funding formula. Many schools I have spoken to have reiterated that the national funding formula must cover the funding needed for schools, not just the pupil-led aspect. Pupils and parents expect those schools to be fit for purpose as well as to provide lessons. We must address the concerns raised by teachers; we must not hide behind any basic facts of a rise in per-pupil funding. We must look at this issue in the round.
The Minister said that he is in listening mode. I hope that the Government will look carefully at parents’ requests to direct money to special educational needs, as the hon. Member for Coventry South (Mr Cunningham) outlined. The Department for Education reports that we have upwards of 1 million pupils with special educational needs in our school— a number that has risen significantly in recent years and is 14% of school pupils. I welcome the news that the Government have committed to improve funding for SEN pupils and that a further £1 billion has been put into this fund since 2013. Those are good things, but we must look at whether they are sufficient.
Tim Farron (Westmorland and Lonsdale) (LD)
I congratulate the hon. Lady on securing this important debate. There is an anomaly that schools that accept pupils from poorer backgrounds are rewarded and encouraged by the pupil premium that those schools attract for taking those children, but for children with additional or special needs the first 11 hours of the education, health and care plans are funded by the local school, which often places a financial burden on it. There is therefore a disincentive for schools to take on children from those backgrounds who have additional special needs.
Mrs Main
I completely agree. I will touch on that issue later in my speech. Links Academy in St Albans says that it is mopping up the very pupils that the hon. Gentleman says are being cold shouldered or refused positions elsewhere.
The National Association of Head Teachers carried out a survey on SEN funding, and a mere 2% of those surveyed said that the top-up funding received was sufficient to meet the growing needs of SEN pupils. That was recognised by both teachers and parents in St Albans. Inevitably, that will have an impact on the way that schools look after SEN pupils. Department for Education figures say we have 2,800 fewer teaching assistants and 2,600 fewer support staff in our schools. That puts even more pressure on teachers and can be especially challenging for teachers dealing with SEN pupils. The increased amount of money paid to some of those who are lower paid and work as assistants or support staff was welcome, but it puts an additional pressure on school resources. We welcome the additional funds for people paid lower wages but we must recognise the true impact.
To return to the remarks of the hon. Member for Westmorland and Lonsdale (Tim Farron), I have been in contact with David Allen, headmaster of Links Academy, which I recently visited, and he welcomes pupils with special needs. He described his despair at the rising number of SEN pupils being permanently excluded from mainstream schools. In fact, I was due to meet him there on Thursday with parents and the SEN group, but as soon as the SEN group heard that I was coming, it said it would pull out. Unfortunately, I have had to pull out in order to ensure a fair hearing for the pupil in that school. I was concerned to hear that SEN children are regularly subjected to bullying at school and have resorted to either drugs or knife crime as a result—that is anecdotal and not in my schools in St Albans, but the teacher has backed that up.
Lilian Greenwood (Nottingham South) (Lab)
The hon. Lady is making some very important points on behalf of pupils with special educational needs. The Department for Education’s statistics show that at the start of this year 4,500 pupils with a statutory right to special educational needs support were not in school at all; they were awaiting a suitable place, and a lot of them were being home schooled because they could not get a place. That is only the tip of the iceberg, because those are only the pupils with a special education need statement or an education, health and care plan. The actual number of young people with special educational needs who are not in school is even higher.
Mrs Main
I completely accept the picture that the hon. Lady paints. If we are here to do anything, it is to try to move forward consensually—education is not a hot potato that we can repeatedly pick up and drop. She mentioned statementing for children with special educational needs. Parents tell me that there is sometimes reluctance to statement a child because of the extra resources that should automatically be associated with that. We must look into that, too.
Instead of stepping in and helping SEN children, some mainstream schools permanently exclude pupils, as the hon. Member for Westmorland and Lonsdale mentioned, and academies such as Links in my constituency pick up the pieces. As a result of funding pressures, mainstream schools do not always have the staff or resources to care for those children. I have heard parents say that when they contact a mainstream school that has places—this is what the hon. Member for Nottingham South (Lilian Greenwood) referred to—but inform it that their child has a special educational need, they suddenly find that the place is no longer available. That is a primary concern for teachers, and I hope that the Minister will set out his plans to secure and correctly direct SEN teaching resources, which are absolutely needed.
Layla Moran (Oxford West and Abingdon) (LD)
Has the hon. Lady heard from her local schools, as I have, that one of the barriers to getting a statement in the first place is the severe underfunding of child and adolescent mental health services? It is necessary to go through CAMHS to secure an EHCP. The referral time used to be six months, which frankly is a long time in a young child’s life, but in Oxfordshire it now averages two years.
Mrs Main
If the hon. Lady secured a debate on CAMHS, I would attend it. I can testify that many parents in my constituency experience issues with CAMHS.
Staff and staffing costs are under severe pressure. Schools cite increased staffing costs, and the amount of their budget that those costs take up, as their main concern. WorthLess? surveyed headteachers as part of its fairer funding campaign and found that 60% had had to reduce their staff by one or more to balance their budget. That goes back to the pressures I mentioned.
Sandringham School in my constituency, which hosted the public meeting I attended—it was quite a rocky meeting, but I said I would bring back people’s concerns—explained to me its issues with staff pay rises, national insurance and pension contributions, and teacher recruitment shortfalls. Many schools across the country are grappling with those four key issues. In an area such as mine, where house prices and the cost of living are very high, wages sometimes just cannot keep up so that teachers are able to live in the constituency and work in its schools.
Mr Ranil Jayawardena (North East Hampshire) (Con)
I congratulate my hon. Friend on securing this important debate. Although I welcome the extra £3.5 million per annum for North East Hampshire’s schools as a result of funding adjustments, there is still a big divergence in per-pupil funding across the country. That is entirely in line with her point about the cost of staffing, which has no relationship with per-pupil funding, given the high cost of living in Hampshire and elsewhere. Does she agree that it is important that future funding formulas take proper account of the cost of living?
Mrs Main
As a former teacher, I know that there are teachers who argue vociferously for universal pay standards across the country and dispute the need for pay to reflect local house prices and so on. That is a debate for another day. However, teachers in my area say—this is awful, but I accept it—that when a valued, top-of-the-range headteacher or head of department goes, there can be a small, collective sigh of relief in the budget department because that means the school can take on a younger, less experienced teacher on a lower pay scale and the budget suddenly becomes a little looser.
It is demoralising for a school not to be able to reward and keep high-value staff because it simply does not have the money to pay them. I am experiencing that cycle in St Albans, where staff are hard to retain. Although it is great to have bright young things—I was one of those once—coming through the door, with all the enthusiasm they bring to teaching, there is nothing like an experienced head of department.
There is widespread unhappiness about the handling of the recent teacher pay rise announcement. The key problem is that schools themselves have to fund the first 1% of that pay rise, which we so generously allocated them but did not provide additional funding to support them with. Declan Linnane, the head of Nichols Breakspear School in St Albans, told me that that 1% alone will cost his school £30,000—money it will have to find from yet further efficiency savings or another member of staff in already difficult times.
With rising national insurance contributions and an impending increase in employer pension contributions, schools are under huge pressure to find more savings at the cost of our pupils’ education. Increasing staffing costs have a huge impact on schools’ budgets. Removing the need for schools to fund the first 1% of pay increases themselves would be welcome. I wonder whether the Minister is in a generous mood and would like to make a grab on the Chancellor’s Budget.
Schools are interested in the Government’s proposal to create a central staffing database to reduce agency fees. Agency staff are a big issue for many schools, which often cannot retain staff and are obliged to use agency staff as cover, or run their staff so tightly that there is no slack in the system if a staff member goes ill, for example. I would be grateful if the Minister updated me on that database and when headteachers should expect it to be available.
The Institute for Fiscal Studies, which reported last month on education funding in England, found that per-pupil school spending has fallen by 8% in real terms since 2010. That must be considered alongside the fact that, according to the DFE’s own figures, half a million more pupils are in our schools now than in 2010. The IFS also reported that school sixth forms have endured a 21% reduction in per-pupil spending since 2011, and it estimates that by 2019-20 spending per sixth-form pupil will be lower than at any point since 2002.
Those are worrying statistics, which address many of the real concerns of teachers and parents in St Albans. We must aim for funding that meets the needs of schools across the country—as my hon. Friend the Member for North East Hampshire (Mr Jayawardena) said, certain parts of the country are really struggling—and allows them to deliver excellent teaching that inspires pupils to succeed in life.
Worryingly, we have also heard reports of schools having to use the pupil premium to fund their core budget. A recent poll of headteachers found that 70% had dipped into the pupil premium to prop up their core budget. That is borne out in St Albans, where we are aware that happens. It should be of real concern that a fund designed to help students from the most disadvantaged families has to be used for overall school spending. That cannot be right.
Schools are also concerned about their lack of ability to plan their finances. With the NFF being introduced over a number of years and uncertainty about how it will affect individual schools, headteachers are unwilling to commit to long-term planning. That was reflected in a poll of headteachers, which found that 90% feel the NFF has given them no long-term financial certainty and has resulted in no “meaningful financial planning” being carried out beyond year 1.
I do not just take things at face value. Trading statistics is never good, as I said at the public meeting I mentioned. I believe in listening to what teachers say, and they say they are struggling to do long-term planning under the current system. They need longer-term certainty about their budgets.
Tim Farron
Does the hon. Lady agree that the problem with long-term planning and wriggle room in budgets is even greater for smaller schools? In constituencies such as mine there are lots of very small, very good schools of 30 children or even fewer. If a large school has a bad period in which it has an issue with leadership, a poor Ofsted report or whatever, it can absorb the effect of getting fewer pupils as a consequence and still be able to plan ahead. However, that could be curtains for a small school, which would mean a community losing its school for good.
Mrs Main
I do not have experience of that, but I recognise the picture the hon. Gentleman paints. It is vital that we address those concerns about funding.
The UK tax burden is at a 50-year high, so the Minister will be pleased to hear that I do not propose additional tax rises. We are at the limit of how much tax we can reasonably ask ordinary people to pay. Working families have felt the squeeze since 2010 as the Government have tried to tackle the enormous financial burden we found ourselves with. It is good that we have made progress. Far be it from me to tell the Chancellor how to do his job, but the Budget is looming, so I am going to put my thoughts on the record. I am certain that the Government can find the money if we prioritise our spending appropriately.
We had a manifesto commitment—the hon. Member for Westmorland and Lonsdale will probably profoundly disagree with me about this—to scrap universal free school meals for reception, year 1 and year 2 pupils, but it was dropped. That was misguided. I and some of the teachers who were at the meeting I mentioned think we should have investigated that further. Thankfully, in St Albans only around 6% of pupils are entitled to free school meals. In Hertfordshire overall that figure is about 8%. Perversely, that means we subsidise between 90% and 94% of parents in Hertfordshire who could pay for their own children to be fed. Just as I do not want budgets that should be used for pupils at the poorest margin to be taken away, I do not want wealthier parents to be cross-subsidised when they do not need it. Such largesse is costing my local authority £6 million, and it is money that should be spent on teaching. I would rather St Albans pupils received a universal quality of teaching than that those with more affluent parents should receive a gratuitous free lunch they are not entitled to.
I am a great supporter of the good aid projects that have been carried out around the world, but, again, it seems crazy to me that we ring-fence huge sums of money for foreign aid when vital public services such as the education budget lack funding. The aid budget should be under the same scrutiny and pressures as other Departments’ budgets. We are effectively shovelling money out the door to meet an arbitrary target set in law. That misplaced policy should be brought before the House so we can decide whether to look at that ring-fencing.
I hope that the Minister will listen carefully to the issues raised in the debate, including some of the experiences recounted by teachers and parents. There is a funding problem in schools and it does not seem right that more and more schools have to go cap in hand to parents for even the most basic of provisions, such as textbooks. Alan Gray started the public meeting I attended by asking “What price education?” He did not ask the price for pruning trees, painting the classrooms or replacing some broken paving slabs, but the price of education. Of course it is entirely reasonable for parents to be asked for contributions for bonus offerings such as trips, but when they are asked to contribute for vital reading materials, the central funding formula needs to be addressed.
Teachers in my constituency do not tell me that the NFF is bad policy; they want it to be funded correctly. The aim of ending the so-called postcode lottery for school funding under the NFF is sensible, but the lack of overall funding means that it is difficult to deliver. I look forward to hearing the Minister’s response, and I hope to see some movement on the issue in the Budget. We must answer the call: what price do we put on our children’s education?
Mr Clive Betts (in the Chair)
Six hon. Members want to speak in the debate, and we have to start the winding-up speeches at 20 minutes to 11. That gives us about 50 minutes, so Members have about eight minutes each, maximum.
Mrs Main
I thank all hon. and right hon. Members who have taken part in this debate. Let me tell that the Minister that I am going to mark my own homework. I will give myself four out of 10, because I have obviously not managed to convey the level of frustration that my teachers have been experiencing. The statistics are all fabulous and wonderful, but there is a reason why I am no good at maths, because they actually do not mean a lot to me. To me, they mean that there is a great effort on behalf of this Government to do the right thing from current underfunding, but the reality is that teachers on the ground face huge pressures, and we have got to look into this.
My hon. Friend the Member for East Worthing and Shoreham (Tim Loughton) said that teachers are running on empty, and he is not alone. I did not refer to attainments in St Albans because I know that we do very well. However, as a former teacher, I recognise that there is value added that does not always show too well in attainment charts. Nevertheless, teachers have put in a lot of effort to bring pupils from a very low base up to a higher base, and we cannot just say that because pupils have been achieving, funding is therefore not needed. That is not the case. All schools and all teachers should have the resources they need. I will keep pressing on this issue, because this is something that we need to take forward collaboratively, because otherwise we would be letting down the children of the future. So I am sorry to say that I will put my dunce’s cap on and say that I could not persuade the Minister today.
Motion lapsed (Standing Order no. 10(6)).
School Funding
Anne Main Excerpts(6 years ago)
Commons ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Angela Rayner
It is interesting that the hon. Lady says that. That may be the case from today onwards, but that £1.3 billion figure takes no account of the £2.7 billion that her Government have already taken from schools, so they still face cash cuts between 2015 and 2020. Our motion offers the Government the support of the House to change that and to put their own words into practice.
Schools increasingly face an environment that is completely unacceptable in a country like ours. Earlier this month, teachers warned of a growing child poverty crisis. Staff said that children were coming into school without clean clothes. We even heard that pupils were showing signs of malnutrition. I doubt that anyone—in this place or outside—thought they would read headlines like that in 2018, but every part of our children’s education system is experiencing a funding squeeze.
Mrs Anne Main (St Albans) (Con)
The hon. Lady mentioned malnutrition. Does she acknowledge that it took a Conservative-led Government to introduce the free schools programme and invest £26 million in a nutritional breakfasts programme to help young people? Surely she would welcome that.
Angela Rayner
If the hon. Lady casts her mind back, she will remember that at the general election her Government offered school breakfasts at 6p a breakfast. I do not know how they thought they could feed children for 6p a breakfast. I will take no lectures from Government Members given that, after six months, the Government still do not have a chair for their Social Mobility Commission.
Our motion offers the Government the support of the House to change that and to put their words into practice. Earlier this month, teachers warned of a growing child poverty crisis. The Government should support children and their families from the beginning of their lives, but funding for Sure Start has been slashed by hundreds of millions of pounds and 1,200 Sure Start centres have been lost since the Tories came to power. School funding cuts have left more children crammed into super-size classes, there are fewer subjects on offer and the school day has even been squeezed.