Early Years Family Support

Ben Bradley Excerpts

Tuesday 16th July 2019 Commons Chamber

[Ben Bradley (Mansfield) (Con)]

It is a pleasure to speak in this debate in support of my right hon. Friend the Member for South Northamptonshire (Andrea Leadsom), who has such passion for and knowledge about this issue. I too feel a bit left out, because I have never been accosted in that way. I am a little bit upset, but perhaps we can do that later. I echo what my Cornish colleague, my hon. Friend the Member for St Austell and Newquay (Steve Double), said about fathers. I will touch on it a little later, but I am one of those who felt left out throughout that process.

I am a huge advocate of cross-departmental working, if joined-up government is even possible. As with many issues, collaboration in early years work is incredibly important if we want to improve the effectiveness of services, both in Government and out there in service delivery at a local level. The working group chaired by the former Leader of the House, my right hon. Friend the Member for South Northamptonshire, was a positive step in bringing together all those Departments that need to be involved to find a rounded answer to the many complex issues relating to children’s services. I hope that that group drew some genuine conclusions that can be carried forward under a new Government, and it is positive to hear that my right hon. Friend expects that to be the case.

I wish to acknowledge the progress the Government have made on early years. My right hon. Friend the Member for Basingstoke (Mrs Miller) spoke about flexible working and shared leave. I am proud of the fact that more than 850,000 disadvantaged two-year-olds have benefited from free early education places since these were introduced. We spend £3.5 billion a year—that is more than ever—on early years entitlement, targeting those children who are less likely to access formal early education than their more affluent peers and helping to close the unfair gaps that exist from birth. As has been touched on, though, sometimes by the time those children reach two the challenges have already been set in place. It is then much more difficult to overcome them.

We need to do more to support children in disadvantaged areas, including Mansfield and Warsop in my constituency. On average, by the time a child from a disadvantaged background reaches the age of five, they are four months behind more affluent children in their overall development. The figures for children who start primary school in areas such as mine without the basic skills that they need are quite shocking. It simply is not good enough. The gap that exists at the age of five only widens and becomes more entrenched if it is not tackled early enough. We cannot wait until children get to school, when in many cases the damage is already done. My hon. Friend the Member for East Worthing and Shoreham (Tim Loughton) chairs the all-party group on the first 1,001 days and rightly recognises that this time is vital in identifying the children who need support and who will likely always be disadvantaged if they do not get help early on.

I support the point made by my colleague on the Education Committee, the hon. Member for Manchester Central (Lucy Powell): we do not need more whizzy initiatives. In fact, the Select Committee has looked at lots of whizzy initiatives in recent weeks and I have been highly unimpressed by several of them. We need to spend that money on the high-quality delivery of the basic services that we know work out there in local settings.

I support Action for Children’s call for the Government to set a clear direction for children’s centres, to introduce an outcome framework to address the current funding challenges, and to use the next spending review to allocate additional funding to local authorities for children’s services. Children’s centres provide support to families so that they can overcome challenges and help to provide a safe environment for children, but without adequate funding for children’s services, children’s centres have struggled. So many local authorities are in deficit in respect of children’s services that it can be a huge challenge to look at moving to a more preventive, proactive approach, when they cannot fund the crisis services they are being asked to put in place.

We often argue in this place about Sure Start versus family hubs and other models. I advocate bringing some of those services into a primary school setting, because primary schools are trusted institutions that people might be happier to visit and to access. One way or another, a joined-up approach to proactive service delivery, accessible to those who need it, is necessary.

In those early weeks and months, we need to support the health visitors in their role of helping parents, babies and families across the country. I am happy to see that the Government will implement continuity of carers, which means that mothers will receive care from the same midwife throughout pregnancy, birth and into the post-natal period to better guard perinatal mental health. More support for young mothers and families can only be a good thing. I have mentioned my own experience as a new father, watching my wife cry as she fed our newborn baby, feeling very left out and totally helpless in that situation. Obviously, our family was a huge support, but so too were the health visitors. The advice that they gave us at that time was vital.

There are opportunities to access funding through other Departments. Obviously, the Ministry of Housing, Communities and Local Government has some funding challenges. Health visitors used to come under the Department of Health. Their role is still very clearly a health matter, and there is perhaps more money in that Department than there is in other places. That is an example of where cross-departmental working might be able to help deliver these services on the ground in a more effective way.

I am also pleased that the Home Secretary has recognised that the Government need to tackle the adverse childhood experiences that my right hon. Friend the Member for South Northamptonshire mentioned in her speech. The experience of drug abuse or domestic violence poses huge challenges throughout the lives of young people. Steps have been taken towards better cross-departmental working on this issue, identifying people who are at risk, but there is so much more to be done. When we compare people with four or more adverse childhood experiences with those who have none, we see that they are more likely to go to prison, more likely to develop heart disease, type 2 diabetes, or mental illness, more likely to commit crime and more likely to undertake other health-harming behaviours such as drinking, smoking and drug use. Many of those issues are far too prevalent in my constituency. If we look at the statistics, we see that places such as Mansfield often feature at the top of the wrong kind of tables, which puts children at particular risk. These adults often go on to have children of their own who experience the same issues in their childhood, creating a downward spiral that crosses many generations. If we do not intervene early, it will affect many families and individuals and create challenges for schools and adult services across the board. It is a prime example of how investing in early intervention services saves not only lives but money further down the line.

What is clear even from this short speech in this debate today is that the issues cross countless Departments, many different Ministers in Westminster, and a variety of local service providers from local government to health, education, police and many more. After decades of erecting barriers between these services, each with its own pot of funding and its own agenda, we now must find a way of bringing those barriers down and building on the evidence of successful schemes that require genuine collaboration—working and funding things together. We need to do that locally and nationally, which is why my right hon. Friend’s working group is still so important. It is why the troubled families programme is an example to follow. It is why we should be seeking out, rewarding and sharing best practice in this area.

Last week, I met the bigger charities in this sector, including Action for Children, Barnardo’s, and the Children’s Society. We discussed the collaborative approach that needs to be taken by those kinds of third sector organisations to make a convincing case to the Government and to the Treasury for proactive and preventive children’s services. A financial case for shifting that investment upstream also needs to be made, making it obvious that value for money as well as the social value of that kind of support are key aspects as well.

Ultimately, it is only cross-departmental working and properly funding early intervention services that will break the cycle and improve the lives of children in areas such as Mansfield. It too often seems to be children who fall through the cracks between Departments —whether it is children’s services across the Ministry of Housing, Communities and Local Government, the Department for Education, the Department for Work and Pensions and all the other services that come into that, all the way through the age range to youth provision, which has similar challenges across different Departments. We have to bring that back together. I certainly support the idea of Cabinet-level responsibility for these things all together.

I urge the new Government to commit to additional funding for children’s services and to properly prioritise early intervention in the first 1,001 days, building on the work that has been done by my right hon. Friend and others. I am encouraged to hear that the IMG’s work continues and will be taken forward under that new Government, as there is an awful lot to do in this area if we are to make sure that our children have the very best start in life. We need to deal with all those issues in the first two years, when it is vital that we find and support those young people.

Department for Education

Ben Bradley Excerpts

Monday 1st July 2019 Commons Chamber

[Ben Bradley (Mansfield) (Con)]

I will do my best to take that advice, Madam Deputy Speaker—I do like to hear the sound of my own voice, though, as many of us in this Chamber do.

It is a pleasure to speak in this debate on education as a member of the Education Committee, and I hope to be able to contribute something of use. With an ongoing leadership election and a forthcoming spending review, there is a great opportunity to make progress not only to continue some of the great work that is happening, but to change things. Education is a broad and varied subject, so forgive me if I hop about a bit.

The most prominent education issue, as we have discussed across the House in this debate, is school funding. To put it bluntly, there is not enough of it. I absolutely welcome the Government’s steps to increase support through the national funding formula, ensuring that every school gets a rise and gets above a set minimum level of funding. That benefits schools in constituencies such as Mansfield, which have been historically underfunded. It is a positive step, but the truth is that we are also making it harder in some areas. It is positive that the Government have protected the state sector from pension contribution rises next year, for example, but at some point that will hit schools in the wallet. At the same time, the apprenticeship levy inadvertently affects schools’ core budgets—for example, we have not protected the independent school sector from the pension contributions in the same way. Some people will say, “Why should we?”, but if it impacts the independent sector to the extent that some suggest, we could see closures in that sector, and if that happened, state schools would have to pick up the pieces, which is not in our interests either.

There are significant challenges with special educational needs provision. The Select Committee, which is to report on this later in the year, has received reams of evidence from across the sector. SEND provision, too, impacts on schools’ core budgets, as was mentioned earlier by an Opposition Member, as schools are expected to find the first £6,000 for pupils with SEND, which stacks up, particularly if a school has a reputation for delivering excellent and inclusive education for those pupils. A good reputation attracts more children with SEND to that school, and this success creates budgetary problems as more and more of its funding is spent on SEND. Without extra support, that is not sustainable. We should reward good practice. These issues, whether school places or school funding, are increasingly visible in my constituency surgeries, and I hear the same from colleagues across the House.

I am a Tory MP—I am a conservative with a big C and a small c—and I believe in people taking personal responsibility for their lives. I believe a person’s success is down to them, their hard work and their talents, and that government exists to ensure that everyone has the basic things they need to take the opportunities out there, including a basic education that gives people the skills they need to get on in life. How far they get beyond that is up to them. I am not one for excessive government intervention in near enough anything else, and even in education we should be clear that parents are responsible for raising their children, but many children need us from early years all the way through the system if they are to have a chance in life. Put bluntly, if we want people to take personal responsibility for their lives and to ask as adults what they can do for themselves, rather than what government can do for them, we have to equip them properly when they are children through education.

The education system is the best chance the state has to fulfil its duty to ensure that everybody can succeed on their own merits, regardless of background, upbringing and barriers in early life. It is also an opportunity to deal with issues early on and so save the taxpayer money later. We have to ensure that parents take their responsibilities seriously and that we support them when they need it, but we should also do more to give children in the most deprived communities and from the most challenging backgrounds the basic tools they need for life. Visiting schools in Mansfield, a former coalfields constituency with significant social challenges, I have come to realise that schools are the only place some kids have that are warm, safe and welcoming and where they can find people they trust—I would make the same case for youth clubs and other youth and children’s services. If we are asking schools to properly support those children, they will need significantly more money.

Schools funded to be flexible and inclusive of all but the most challenging students benefit the community and in the long run the taxpayer. I have been genuinely delighted to hear so many positive pledges for school funding throughout the leadership contest, and I look forward to them being taken forward as soon as possible. We should also look at the opportunities that technology brings to reduce teacher workload, to manage data, to enable personalised lessons and assessment and generally to take the strain off teachers and allow them to focus on supporting their students. We have 25% of the world’s edtech businesses here in the United Kingdom, but no clear route, as far as I can see, by which to roll out and test that technology in our schools. I have a great proposal for a pilot project that I am recommending to the Minister—I can recommend a good constituency for him to try it in as well—but perhaps we could also take it forward in the Select Committee. I have raised it there too.

Despite the many challenges, there are some excellent schools delivering incredible education and opportunities to young people. Very few weeks go by in the academic year when I do not visit a school or college in Mansfield. Just last week, I visited Brunts Academy to see what it was up to for school sports week, which is an excellent initiative that needs more promotion. I met Miss Lockwood and pupils to hear about the extra-curricular opportunities and the great work they do to go above and beyond for their pupils. Such work is always fantastic to see and a great credit to the many schools and teachers who do a great job. As a way to boost facilities and capital spending, I have suggested that we build new school buildings and relocate existing schools to these great new facilities and that we cover some of the cost by developing the old sites. I would love to chat about that with Ministers. As my hon. Friend the Member for East Worthing and Shoreham (Tim Loughton) said of his constituency, this has become the biggest issue in my constituency and in my inbox. It needs a resolution.

Another challenge in this sector, and an appropriate one for an estimates debate—I could go through the whole system and come up with a ream of different ideas and suggestions, but I will stick to Government spending—is further education funding. Those who look at the detail will see that FE is the part of the sector that gets the least support, which is incredibly frustrating. Colleges are in a constant state of reform, realignment and merger, which makes it incredibly difficult for them to focus on what they are there for. My local college, which has long been a beacon of aspiration in our community, has its own problems. Some were created by the previous local leadership, which has now moved on, and the college is having to rebuild, restructure and refocus on the local provision that matters. It is doing a grand job actually and is getting back on track, which is fantastic.

I know that Education Ministers are staunch advocates of college funding. We must make colleges places that are getting young people ready for work. We are rolling out T-levels, which are a step in the right direction in balancing the equation between academic and technical education. We should value technical skills and qualifications as much as other routes. I hope the Government can make a success of that. We are often guilty of talking about aspiration and social mobility in terms of how many people go to university, but university is not the right choice for everybody. I would be so bold as to say that too many people go to university, chasing promised outcomes that do not exist, when they would be better off taking alternative routes.

For many people, college is the direct route into work at 18. Often vocational and technical courses are more expensive to run and need specialist equipment, while the additional pressure of unfunded requirements for pupils with SEN—up to 25 now—is another challenge. For these pupils, the support they get at college can determine whether they are ever likely to get into work. Not only does extensive, rounded support help them with their additional needs, but it helps us all as taxpayers, because if they can find meaningful work and support themselves, it saves us all money later on.

The recurring theme in schools and further education—and in, for instance, early years, children’s and youth provision services—is that these are not costs but investments, and that evidence shows that they lead to great savings further down the line. Early spending in the education system reduces the number of exclusions, behavioural problems, social care needs, the cost of adult support services, and the number of young people who end up in prison, and saves the state money in countless other ways. The Government’s own figures show that: the 2018 health profile for England states that educational attainment is “strongly linked” with lower instances of long-term disease and mental health conditions.

Investing money at an early stage in health visitors, early years and primary schools means saving it in our NHS later. Similarly, investment in schools and colleges, helping young people into work, and helping adults to retrain and change careers or achieve basic skills will save money in the welfare system, boost productivity, and produce a happier and healthier population. FE funding needs to increase, and again, I welcome the pledges that have been made throughout the leadership contest.

Part of the college and FE system includes apprenticeships. Apprenticeship spending has gone through the roof, and I welcome that, although the levy is still a work in progress. I echo what has been said about the Minister for School Standards, my right hon. Friend the Member for Bognor Regis and Littlehampton (Nick Gibb), who takes his job incredibly seriously and seems to enjoy it along the way. However, I should like to see increased flexibility to ensure that the money is used. I have suggested that part of the levy pot should be used to plan training and development, that there should be a plan for how the rest of the levy should be spent, and that employers should have an opportunity to realise the potential benefits. That might help to ensure that more businesses make use of the cash that is available. There should also be more flexibility when it comes to how the cash can be used. For instance, recruitment firms could be allowed to spend their levy pots on upskilling jobseekers and helping people to prepare for work, which would, in turn, boost overall productivity. I should be happy to discuss those ideas further.

The Augar review provides an opportunity for big changes to be made throughout further and higher education to meet some of the challenges. Although not all its ideas are good, it certainly shows some positive ways in which reform could benefit the whole sector.

I am flying through this now, Madam Deputy Speaker, so I am close to the time that you specified. I am nearly there. However, you have got me on my favourite subject, so I am going to get it all out! Let me end my speech by raising some fairly disparate points about other areas of education.

I massively welcome the children’s social care innovation programme. The Government have invested £200 million in up to 98 projects for local authorities to develop, test and scale new approaches to supporting vulnerable children in our care system. However, we need to find answers to a great many questions about children’s services, not least the question of how we can take a more proactive and preventive approach that will mean taking fewer children into care. Learning in that regard is hugely important—as is the extra 1 billion quid in the next year’s budget, which is very positive. I have spoken about the amount that front-loaded education spending will save in the long run; the same is true of spending on children’s services, and perhaps even more true of spending on young people who are often very vulnerable.

I also welcome the additional funds to support maintained nurseries in the period preceding the spending review, which were greatly needed. We should consider how we can best utilise early years funding to support those who need it most. As I have said before in the Select Committee, while I am personally very excited about my youngest turning three next month and about how much that will save me in childcare, I am not convinced that my family is among those most in need of that financial help. It is brilliant to be able to reduce people’s childcare costs and help people to take on more hours or go to work, but perhaps we could revisit the thresholds. Perhaps we could put some of that money to more effective use, or look again at the funding for nurseries for the delivery of those free hours to ensure that it is sustainable. Better career paths, training and staff development in nurseries would help to reduce staff turnover and offer better support for children, just as such opportunities for teachers would do in schools.

Needless to say, I am a passionate advocate of delivering for our young people. I think that if there is any sector in which Government money should be spent, it is education and children’s services, which should be a key priority. The statistics on ever-improving school standards and attainment are massively welcome—more children are meeting basic standards in literacy and numeracy, there are more good and outstanding schools, and there has been some excellent progress of which we should be proud—but there is much more to do, particularly for the most vulnerable. I hope that that will be the No. 1 domestic priority for the next Prime Minister later this summer.

[Madam Deputy Speaker (Dame Eleanor Laing)]

I thank the hon. Gentleman for his efforts. I am sure it is not his rhetoric that is lacking; it may be merely his arithmetic. Let us now look on this as a test in primary school arithmetic: let us try adding eight and then stopping. Otherwise, I will impose a time limit.

Oral Answers to Questions

Ben Bradley Excerpts

Monday 24th June 2019 Commons Chamber

[Chris Skidmore]

It was an excellent launch of the report at the Policy Exchange; I do not remember the hon. Gentleman being there. I thank Philip Augar for an excellent piece of work, which has 53 recommendations, and I encourage all Members to read it. One disappointing factor was that there was not a single question from the media about further education until right at the end; it was all about higher education. That is a great shame. The report is a post-18 review looking at creating unity of purpose, following students across all parts of their life course. That is what the Government will consider when it comes to looking at the 53 recommendations as part of the spending review. We must ensure that the report is taken as a whole and that HE is not just plucked out.

[Ben Bradley (Mansfield) (Con)]

There are many positive recommendations in the Augar review, including the proposed lifelong learning loans which will be very welcome, but the proposed tuition fee cut could have a negative effect, reducing the money available for widening access. Can my hon. Friend assure me that we can ensure fair access and good outcomes for students, and not just seek a headline? Can we make sure that funding for universities is not reduced?

Special Educational Needs

Ben Bradley Excerpts

Wednesday 20th March 2019 Westminster Hall

[Julian Sturdy]

I accept that. That is a very important point. The point I was making is that there are parents from all backgrounds who, if I am brutally honest, will not know that their children might need support. As I said, it is those children with unidentified needs who fall through the gaps and do not get that support. That goes back to what I said about the whole system and the need for early identification. Schools and teachers need to be able to work with parents so they get that support. We should not have the problem, which the hon. Member for Gedling (Vernon Coaker) identified—I entirely agree with him—of parents having to go to their local MP or their local councillor, or to the different voluntary associations that work with parents, to try to break down barriers or get through doors to get that support for their children. That is the wider problem. I think everyone present would agree that parents should not have to do that.

[Ben Bradley (Mansfield) (Con)]

The Education Committee is conducting an inquiry into this hugely important subject. The Committee heard that most people accept the positive intention of the policy introduced in 2014—the education, health and care plans and so on, which my hon. Friend has covered. In theory, that policy puts more power and control in the hands of parents, but does he agree that it is impossible to deliver what is supposed to be a needs-based system with a finite budget? Problems are created because the things pupils need are not deliverable on the budget available.

[Julian Sturdy]

Absolutely—that is a very important point. I will touch on some of the Select Committee’s findings, but I entirely agree.

--- Later in debate ---

[Ben Bradley (Mansfield) (Con)]

I congratulate my hon. Friend the Member for York Outer (Julian Sturdy) on securing this debate on a hugely important issue. Special educational needs and disabilities provision touches on every part of education, from early years all the way through to further education and higher education—not just for the vulnerable children who need the support, but for everyone else, as it has an increasing impact on schools’ core budgets and spending.

In the very limited time available, I will touch on one specific issue; I will use my own council in Nottinghamshire as an example, but it is a wider issue. Nottinghamshire County Council has a good reputation for SEND support, but there are growing problems and it loses out on funding compared with the national average, making it impossible to sustain that support.

Compared with its statistical neighbours, the council receives £7 million less for providing the same services. It is punished for having historically been inclusive, keeping children with SEND in mainstream schools as far as possible and pushing the money down from its own budgets into those of individual schools. That means that the council has historically spent less, which works against it in the funding formula—having taken the right educational decisions for pupils, it now receives less funding. That is not right and it is not sustainable.

SEND funding has an impact on all areas of education. There has been a lot of talk about school funding, but of course increasing proportions of those budgets are spent on topping up gaps in SEND support. I welcomed the announcement at the end of last year that there would be more money over the next two financial years, but we need to do more. I know that my right hon. Friend the Minister knows that and that she is making that case. Everyone in this Chamber has a duty to ensure that the Chancellor understands the storm brewing in SEND funding.

Nottinghamshire County Council has taken the right approach: it aims to be inclusive and to give the funding and autonomy to schools wherever possible, because they are best placed to understand their pupils and to give them a voice and a say in the care and support they receive, as well as to reduce costs and bureaucracy. It is therefore all the more frustrating that it and many other councils like it around the country are now being hit financially for taking the right educational decisions.

I urge the Government to ensure that this issue is treated as a priority. The Minister will be aware of stats showing that SEND spending, particularly in post-16 education—which is her own area of responsibility—is growing in huge numbers that will simply not be sustainable without more help. The spending review is hugely important, and I urge her and everybody in this Chamber to make the case to the Treasury. Over the coming months we must ensure funding for the long term and that we invest properly in SEND provision.

Oral Answers to Questions

Ben Bradley Excerpts

Monday 11th March 2019 Commons Chamber

[Mr Speaker]

Order. Progress is very slow, so we need to speed up. There are a lot of questions to get through; short questions and short answers would facilitate us in the process.

[Ben Bradley (Mansfield) (Con)]

5. What progress his Department has made on its review of post-18 education and funding.

[The Minister for Universities, Science, Research and Innovation (Chris Skidmore)]

The Government’s post-18 review is making good progress. As part of the review, the independent panel chaired by Philip Augar has undertaken an extensive programme of stakeholder engagement and evidence-gathering with students, graduates, providers and employers, including a call for evidence that received more than 400 responses. They are producing a report that will form part of the wider post-18 review and this will be published shortly.

[Ben Bradley]

I thank the Minister for that answer. There have been rumours in this place about the possibility of reduced or variable tuition fees forming part of the proposals from the Augar review. In my opinion that misses the point; it is actually the cost of living and maintenance rather than tuition that causes accessibility problems at universities. Can my hon. Friend assure me that the Government will properly consult the sector on any recommendations and seek to follow the evidence, rather than offering quick fixes and good headlines?

[Chris Skidmore]

I agree that we want to maintain the financial stability of our world-class higher education and research sector. I congratulate many universities on their appearance in the QS World University Rankings last week. That is why, when the Government conclude the review, we will ensure that people from every background can progress and succeed in post-18 education to contribute to a strong knowledge economy and deliver the skills that we need.

Free Childcare: Costs and Benefits

Ben Bradley Excerpts

Tuesday 19th February 2019 Westminster Hall

[Ben Bradley (Mansfield) (Con)]

It is a pleasure to serve under your chairmanship, Mr Davies, and I congratulate the hon. Member for Bristol North West (Darren Jones) on securing this important debate. I am pleased to speak today, particularly following the debate that I secured here last week on nurture care and early intervention in primary schools, which feeds nicely into this subject.

Early years education and nursery provision are crucial to ensuring that every child has the best start in life. Last week I spoke about that with reference to primary schools, although I said that the need for such support starts even earlier. As the hon. Gentleman said, free childcare is considered important because it allows parents to return to work and—for me, this is even more important—it ensures that children receive a good educational foundation. Without the right support in early life, children suffer, challenges become more complex, and costs grow. That is why I am an advocate of early intervention and proper support for disadvantaged and troubled families.

Across Mansfield and Warsop many low-income families rely on free childcare, and would certainly benefit from greater support with those costs. We have a relatively high take-up of the free childcare offer for two-year-olds, but I continue to have concerns that those most in need do not take up such support. The financial viability of those free places is a huge challenge for nurseries. Costs for nursery owners have increased because of payroll costs and other elements of inflation, and the funding offered by the Government to support childcare providers has not increased proportionately. That issue is consistently raised with me by local providers, and one local nursery owner also raised a valid point about wages and staffing.

In general, nursery staff are not particularly well paid, and progression can be unclear. That means there is a high turnover of staff, and providers cannot retain their best and most experienced people. After a few years working in childcare many people leave the sector and go elsewhere looking for better wages, and when we discuss the costs and benefits of free childcare we must also consider those aspects. I know from my experience with my now five and two-year-old boys that the attachments children make to nursery staff are important and emotional. My boys come from a safe and loving home, and it stands to reason that for children from the hardest backgrounds with problems at home, those relationships and the structure and safety of nursery are even more important. High levels of staff turnover are not helpful in delivering that continuity of care.

The Sutton Trust has been campaigning on that issue, and it argues that we should consider giving early years teachers qualified teacher status. The increase in pay, conditions and status that that would entail would help to retain a skilled and experienced workforce in that sector, although it would need funding to make it work.

I welcome the commitment by Ministers in autumn to support early development at home, including funding for additional training for health visitors to identify speech, language and communication needs. That is a good step towards tackling disadvantage and helping to identify special educational needs, in order to offer the best and earliest interventions. I would like early years education to be part of a formal intervention to which those children who most need it can be referred, following those early identifications. Giving children access to such support as early as possible, perhaps in a more formal and directive way for parents, would be helpful.

[Alex Cunningham]

The hon. Gentleman makes a good case for those who are less advantaged than most of us. Does he share my view about Sure Start centres? They were developed to provide outreach, yet we have lost a lot of that. Will he encourage the Minister to encourage greater outreach into those communities, as we had under Sure Start?

[Ben Bradley]

That is an interesting prospect. Sure Start centres, and the ideas behind them, are positive, and we need that early support and intervention for families, and that hub for them to receive such support. I do not know whether Sure Start centres are always the right place—as the hon. Member for Bristol North West said, take-up at those centres is often by middle- class families and people who perhaps have the social capital to go out and find that support, when perhaps it could be more focused and targeted on those who most need it.

It is good that we are spending more than any other Government on supporting early years education at around £6 billion a year by 2020, and it is positive that more than 90% of all three and four-year-olds are accessing Government-funded early education. We are heading in the right direction in many respects, but we need to look more carefully at the impact of such provision, especially when it comes to the existing childcare offer. The Government’s policy of 30 hours of free childcare amounts to just over 1,100 hours of free childcare a year for many families, including my own—indeed, I count down the days until September when my youngest will be eligible for free childcare, and all the holidays I will be able to go on with that extra money. That perhaps identifies the problem—the funding should not necessarily pay for my holidays, which might be what it is used for.

The Education Committee, which I have the privilege of sitting on, noted in our recent report, “Tackling disadvantage in the early years”, that the policy might have entrenched inequality, rather than helping to close the gap. The Committee argued that the Government should reduce the upper earnings cap for 30 hours of childcare, the extra funding providing more early education targeted at the most disadvantaged children.

In 2016, a two-parent family on the national living wage with an annual wage of £19,000 a year, received 6% more in childcare support than a two-parent family on £100,000 a year, but now the former receive 20% less childcare support than the latter, because support has increased for wealthier parents, not the other way around. That is according to the Education Policy Institute. There is a balance to all such things. An important element is to provide value and support for those in work, so that people feel the benefit of work, but perhaps support has moved slightly too far from prioritising children who most need early intervention and support from the education system.

The social mobility index places Mansfield 524th out of 533 constituencies in England. I care passionately about social justice, an issue that is at the centre of my work in Mansfield and Warsop, and one of the best ways to tackle that low social mobility is to improve education, and early years support and intervention, focused on those most vulnerable children and families. I hope that the Minister will commit to look at ways in which we can reform education right from the start, from those early years, in order to support the most disadvantaged children, including many from Mansfield.

Primary Schools: Nurture and Alternative Provision

Ben Bradley Excerpts

Wednesday 13th February 2019 Westminster Hall

[Ben Bradley (Mansfield) (Con)]

I beg to move,

That this House has considered nurture and alternative provision in primary schools.

It is a pleasure to serve under your chairmanship, Sir Christopher. I am grateful for the opportunity to debate this issue. I am also grateful to colleagues who have come along. On what is a standard Brexit day in the House, an education debate might be nice light relief for us all.

I got into politics to talk about education. As somebody who always wanted to be a teacher before accidentally finding myself here, I have the privilege of working on the Education Committee, which has undertaken—before my time on it—interesting inquiries on both alternative provision and the benefit of early intervention for the life chances of young people. It is important that we get the foundation of our education system right. In my view, education should always be our priority; without it, nothing else works. Without the right support early in children’s lives, the challenges and costs only grow over time.

This debate covers two specific areas: “nurture care”—I am grateful to nurtureuk for the information it shared with me on that—and alternative provision, each of which I will address in turn. Nurture care begins at home but is a crucial aspect in the early years of schooling, especially in deprived areas and for troubled families. Across my constituency, there are relatively high levels of family breakdown, mental health issues and deprivation, which is a perfect storm of challenges for both parents and children.

Those challenges have an impact on educational attainment. In Mansfield, 27% of children start primary school without the core abilities needed to succeed, including speech and language skills. I have seen this at first hand. Barely a week goes by when I do not visit a local school. I have seen five-year-olds still in nappies, unable to communicate properly, not knowing what a book is or how to hold one and unable to settle in primary school. The Government introduced free childcare, starting for two-year-olds, aimed at supporting such children sooner, but inevitably it seems that those most in need are the ones who do not take it up.

Children who have a good start in life tend to do better at school, attend lessons regularly and form meaningful friendships, and they are significantly less likely to offend or experience mental health problems in later life. Nurture care in schools ensures that children engage with more supportive experiences, giving them the necessary social and emotional skills to succeed and to develop resilience.

[Emma Hardy (Kingston upon Hull West and Hessle) (Lab)]

The hon. Gentleman is making an incredible speech. I am proud to serve with him on the Education Committee. On the importance of nurture groups, does he agree that schools across our constituencies could be encouraged to introduce them if their extra efforts to be inclusive by doing so could be somehow acknowledged in Ofsted reports?

--- Later in debate ---

[Ben Bradley]

I thank the hon. Lady for her kind comments. I absolutely agree. Recent Ofsted proposals to look more at the holistic support within schools, and not only at academic results, are positive. However, that could certainly go further, and this kind of provision could be included in that.

Mansfield has some great examples of schools that work to provide nurture care for their pupils. I particularly mention Forest Town Primary School, which supports its most vulnerable pupils through a nurture group. That group is almost a school within a school, providing holistic care to help children engage with education early.

[Mr Jim Cunningham (Coventry South) (Lab)]

Last year, I went round several Coventry schools. Some were particularly short of resources to employ what we might call specialist teachers, for kids who have special needs. We found the same thing in nursery provision in some of the most deprived areas in Coventry. I do not want to get too political, but does the hon. Gentleman agree that the Government should try to address that somewhere down the line?

[Ben Bradley]

I agree. There is certainly a case to be made for specialist training and for changes to the way we train teachers, which I know from discussions with Education Ministers that the Government have touched on.

That Forest Town centre is a separate building on the school site, allowing young people who find mainstream education challenging in those early years to be in a quieter, more personal and supportive environment, and to slowly build up to the full experience. Some have special educational needs or challenging situations at home, but all are able to grow at their own pace with extra support. It is a bit like alternative provision, but it is on site and is therefore more flexible, allowing the children to move in and out of that mainstream setting and to have a space to call their own within the school. Equally, they are not excluded from their social networks in the same way as if they were sent to off-site provision. The teachers at Forest Town do a fantastic job, and their hard work and supportive care makes a huge difference to those children’s lives.

[Emma Hardy]

The different curricula offered to children in nurture care are more bespoke and suitable for those children. Does the hon. Gentleman agree that the progress of those children should therefore not be judged by the same measures as their peers? They are getting a bespoke and individualised experience.

[Ben Bradley]

I agree; there has to be some leeway. We often talk in this place about people’s aspirations for the future. For some people, that means undertaking A-levels and going to university, but for others it just means being able to live a relatively normal life, to get on in school and get into employment; the simpler things. There should be an acceptance of that in the way that we judge schools more broadly.

[Robert Halfon (Harlow) (Con)]

I thank my hon. Friend for his work on the Education Committee. I note that several Committee members are here. On his point about on-site organisation within a school, he will know that the Committee’s alternative provision report suggested that, whether it is learning support units or other organisations within schools, it is important for teachers to be properly trained to deal with children who have difficulties. At the moment, there are often supply teachers or temporary teachers in those organisations, who do not necessarily have those skills, which can make a world of difference. As he describes, it is so much better for a child to stay within the main school and to move between the mainstream unit and the separate unit, depending on his or her difficulties.

[Ben Bradley]

I thank my right hon. Friend for that intervention and particularly thank him and the other members of the Select Committee for coming along today. I absolutely agree—I will touch on this later—that it is important that this is not exclusion from the classroom; it is a nurturing and supporting environment to help the children to succeed.

[Jim Shannon (Strangford) (DUP)]

I congratulate the hon. Gentleman on initiating the debate. The fact that so many hon. Members have intervened indicates our interest. Like the hon. Member for Mansfield (Ben Bradley), I believe that there is a real need for the short-term, focused intervention that is found in nurture groups for children with particular social, emotional and behavioural difficulties. Does he agree that we need to increase the availability of nurture groups, which will allow individual children to reach their potential, but also ensure that teachers are able to better spread their time and energy throughout classes in which children who are unable to learn in a typical classroom set-up are being taught in a dedicated way that benefits everyone?

[Ben Bradley]

I thank the hon. Gentleman for that intervention. Later I will touch on some statistics from Northern Ireland that I hope he will find interesting. I agree with him. The reason why the provision at Forest Town, in particular, works is that although it is in a separate building and environment, it is included within the school. That allows the teachers to engage with it and children to dip in and out, and allows the integrated and supported approach that the hon. Gentleman describes. It is incredibly beneficial.

The earlier we can get children and families engaged with nurture care, the better. Children learn best when they have strong self-esteem, a sense of belonging, and resilience. Nurture groups were first developed in London in 1969 by educational psychologist Marjorie Boxall. Large numbers of young children were entering primary school in inner London with severe emotional and behavioural difficulties, which led to high demand on special school places in particular. Marjorie Boxall understood that these children had not received early support and were not ready to meet the demands of primary school. As a response, nurture care was developed, and it has consistently proved to be an effective way of helping disadvantaged children.

Nurture groups tend to offer short-term, inclusive and focused intervention. The groups are classes of between six and 12 children, supported by the whole school—not just by specialist staff for that particular site, but by teachers from across the school and by parents, who are often included in the provision. Each group is run by a couple of members of staff. They assess learning, communication and emotional needs and try to break down the barriers to learning in the mainstream environment.

Crucially, the children who attend nurture groups remain an active part of their main class and their school. They are not excluded; they are not taken off site into alternative provision. They are able to engage in the classroom with their peers wherever that is possible and wherever they are comfortable. I will touch on this again later, but I strongly support programmes that allow children to remain in mainstream schooling to engage with their peers. That is better for the child and for the taxpayer wherever it is possible.

The relationship between staff and pupils in nurture groups provides a consistent and supportive example that children can base their own behaviour on. For so many children, role models are simply vital, and this caring approach can be hugely successful. It engages children with education, giving them a positive and enjoyable learning experience, and it can help where children do not get the same support at home.

Nurture groups have been working successfully for more than 40 years right across the UK. That statement is supported by a number of studies. Last year, in my constituency, I was pleased to meet nurtureuk, which is the national charity supporting this whole-school intervention. Its figures show that this provision works. One school in Kent running a nurture programme saw exclusions drop by 84%, which I am sure that hon. Members will agree is a remarkable figure.

A 2016 Queen’s University Belfast study also supports the effectiveness of nurture groups. It evaluated the impact of 30 such groups in Northern Ireland and found them to be cost-effective. In addition, although 77% of children who entered nurture groups exhibited difficult behaviour, that had reduced to just 20% at the end of the programme.

[Emma Hardy]

I thank the hon. Gentleman for giving way again. Does he share my concern in this respect? Nurture groups sound absolutely fantastic and definitely suitable for the children. I wonder whether we would find nurture groups and the approach of looking at the causes of that behaviour in schools that have zero-tolerance behaviour policies.

[Ben Bradley]

I thank the hon. Lady for that intervention. The point that she raises may not be one for discussion now, but it is certainly interesting. There absolutely does have to be a balance. I am a firm believer—having been to a variety of schools, with different atmospheres—in discipline and teaching children the value of that, but equally in respecting the needs particularly of vulnerable children in cases such as these. I do not think that nurture care has to be a formal thing, but I do think that there has to be that flexibility of approach to give a more bespoke experience to children who need it.

[Jim Shannon]

The hon. Gentleman is very kind; he has been most gracious to us all in taking our interventions. He mentioned Queen’s University. I made a contribution in a debate last year and used the statistics to which he referred. When it comes to summing up and integrating all the information from across the United Kingdom of Great Britain and Northern Ireland, there are many examples of good practice—the hon. Gentleman has used one from Belfast—and perhaps the Minister could take them on board.

[Ben Bradley]

I am sure that my right hon. Friend the Minister will do that. It is important to weigh up all this evidence when we are deciding where to put our time and energy in education. I certainly think that primary school and the early years environment should be a key priority.

Over the last three years, school exclusions have risen by more than 40%. If there is ever a time to invest in early intervention and nurture care, it is now. This early support, if properly managed, can set children up for their whole lives at school. Some will continue to need help, and it is especially important that those children who have needed this low-level, ongoing support throughout their time at primary school do not then lose all this help when they go to secondary school; that transition is vital. We can be more inclusive, support children to stay in school, and reduce exclusions, but we have to invest in that both financially and with the time and training for teachers.

The links between school exclusion and social exclusion are well known. Children who are excluded from school are far more likely than their peers to have grown up in the care of the state or in poverty, and they go on to have much higher rates of mental illness and are more likely to end up in prison. That cycle needs to be broken somewhere. These children are the most vulnerable in our society and need greater support. We need to do more to provide a supportive environment and to ensure that our education system provides a positive, safe and reliable space for the most vulnerable children.

Nurture care can turn around a child’s life and help secure a stable future in adulthood. This is not a debate about financial efficiency, but I would like to highlight a 2017 Institute for Public Policy Research report, which argued that every cohort of permanently excluded pupils will go on to cost the state an extra £2.1 billion. The Government should support nurture programmes because that is the right thing to do, but I also argue that spending on nurture care is one of the best-value options for education expenditure. It is proactive, preventive support. Just as we are looking at prevention in the NHS long-term plan, so we should be looking at it in education.

[Emma Hardy]

The hon. Gentleman is making an absolutely excellent speech. It is quite surprising for me to find myself agreeing so wholeheartedly with a Government Member, but the point that I would like to make is that there is not just a financial consideration, but an accountability consideration. Even if schools have the money that is needed to provide nurture care and even if, as the hon. Gentleman rightly suggests, they would have the money that would be used for exclusions to provide this early intervention and care, schools still might not want to do it unless the accountability system is changed to recognise this as good, worthwhile work.

[Ben Bradley]

I absolutely agree. We mentioned briefly the changes in Ofsted’s approach that I think are positive. We could do more to highlight some of the good practice nationally and to incentivise schools to do this. We talk a lot in the Select Committee about special educational needs and disability provision. I think that schools would love to have more independence in relation to how they provide this kind of support. I think that, if it came with the right accountability and the right financial support, teachers would embrace it.

At this point, I would like to mention the Select Committee’s recent report entitled “Tackling disadvantage in the early years”, which notes that there is currently not enough of a clear strategic direction in early years education. The report argues that the Government have to remove barriers to progression for early years teachers to encourage the recruitment and retention of a skilled early years workforce. We need experienced teachers who can provide effective nurture care and help with the transition from nursery to primary school. I welcome the recent announcements on recruitment and retention from Government, which have also been welcomed by the schools that I have visited since. Similar incentives and support in relation to early years could be equally helpful.

The report praises maintained nursery schools for ensuring excellent outcomes for disadvantaged children and argues that we need to fully fund maintained nursery schools by the end of the financial year. This is a debate about primary education, but the earlier we can start support programmes for vulnerable children, the more effective that intervention will be. As one of my constituents working in the nursery sector recently said to me:

“The early years of life are the most important of life, the building blocks for their future, miss these bricks and it all comes tumbling down.”

I thought that that was quite a poetic way of describing it.

The report discusses the importance of a strong home learning environment and of reviewing the evidence in relation to interventions that support parents and families in creating a positive home learning environment. It is important that we continue to review best practice and share information about the forms of nurture care that are the most effective, and that they engage with parents to help to provide that.

Let me turn to alternative provision more broadly. It is often seen as somewhere only the worst behaved pupils should go, but alternative provision is much more than that and, done properly, can provide excellent education. It is important to remember that alternative provision also covers education for pupils who cannot attend mainstream education for a variety of reasons, including health reasons, and is not only for those who have been excluded from school. It includes pupil referral units, alternative provision academies, free schools and other settings, and there are some excellent examples of settings that provide tailored education to the pupils who have struggled the most in mainstream education. The alternative school in Accrington, for example, offers a holistic and flexible full-time school experience, designed to respond to the needs of young people who are unable to remain in mainstream school. It caters for up to 90 pupils a year spread across three campuses in the north-west. It specialises in a curriculum designed specifically for people aged eight to 18 who require that smaller, more personalised and individual approach to their education. I think that is a positive path and example to follow.

Alternative provision, when done right, works well, but too often it is seen as a dumping ground for difficult children—a way to get them out of a school. We need that narrative to change. As I noted earlier, I believe that schools should try to keep children in a mainstream setting where possible. The correlation between exclusions and problems in later life is significant. I have raised concerns previously with the Secretary of State in the Education Committee about interventions such as isolation.

[Emma Hardy]

rose—

[Ben Bradley]

I know the hon. Lady feels strongly about that. I will come to her in a second. When done right, such interventions can be helpful, but too many reports suggest that children are taken out of a classroom not to be supported, but to be kept out of the way.

[Emma Hardy]

I was going to intervene just before the hon. Gentleman mentioned isolation rooms. One of the points in our Education Committee report was about buddying a mainstream school with an alternative provision school, so that teachers can share knowledge and expertise. I know that some initiatives are now happening, whereby mainstream teachers can teach in special schools for a while, and vice versa, so that they have that shared knowledge.

The hon. Gentleman is absolutely right about isolation rooms. There is a world of difference between nurture and an isolation room, where children get no education whatsoever, but are made to sit there with a sheet to occupy them, not educate them, yet we wonder why the children have not made any progress at the end of that period.

[Ben Bradley]

I agree with the hon. Lady, and the Government have promoted partnership working between schools in some ways. We see that work between schools in the independent sector and comprehensives. I welcome that and I think teachers would welcome the opportunity to get a broader experience, and the training and development that comes with that.

Providing proper support to children, by not isolating but helping them, would be more effective and cheaper in the long-run than exclusion, but schools need investment to be able to do that. I would like to see alternative provision run more along the lines of a nurture care programme, where possible. Obviously, I acknowledge that separate settings can be the most appropriate option for some pupils. However, where possible, it would be good to do more to include, rather than exclude, pupils who are struggling in mainstream education. I would also like to see a focus on reintegration. Just as nurture groups tend to work as a short-term approach to alternative provision, rather than being a final, permanent destination for pupils, there should be a way of tailoring support with a view to bringing that child into mainstream education, at least for part of the time, further down the line.

The figures show that more than 77% of pupils in AP settings have special educational needs, so it is important to look at special educational needs and disability provision, and how it can effectively help pupils at risk of dropping out of mainstream education.

[Robert Halfon]

My hon. Friend mentioned children with special educational needs. Does he agree that there is a significant problem when something like 4,000 children with special educational needs are excluded each school week? Unfortunately, they often go into a postcode lottery of poor alternative provision, if they get any at all.

[Ben Bradley]

I absolutely recognise that challenge. Our existing inquiry on SEND in the Education Committee highlights the postcode lottery element and the confrontational experience that many parents face in trying to get the support that they need. While it seems that a lot of those involved have recognised the will of the legislation and the ideas behind it to be right, there is a practical barrier, which causes problems so that it does not always offer the support that it should.

The Government’s vision for alternative provision, outlined last spring, was largely positive, with a commitment to ensuring that it becomes an integral part of the education system, with high-quality outcomes for pupils. It is positive that the Government increased funding for higher needs and alternative provision in Nottinghamshire. The budget has risen from just shy of £60 million in 2017 to £64 million this year. That is welcome and it will have a positive impact on pupils in my constituency. However, there is still far more to do. The SEND challenge is probably the biggest problem we face in our education system. It is not simple to solve, and it affects mainstream schooling and budgets across the board.

[Kerry McCarthy (Bristol East) (Lab)]

I visited a school in my constituency, St Anne’s Infants School, which won the Marjorie Boxall Quality Mark Award for its nurture group in 2016. I appreciate the really good work it does. Yesterday, I was in a Westminster Hall debate on special educational needs. There are real concerns around the country about the lack of funding for that. The hon. Gentleman just mentioned integrating this into the education service. It should not just be excellent groups that are getting excellent provision in some schools. We need to ensure that children—whether they have emotional or physical needs, or just need a decent education—get support in a joined-up way.

[Ben Bradley]

Absolutely. I welcome some of the things that the Government have done in recent pilots for mental health support in schools, and some of the positive things that are happening there, but the hon. Lady is absolutely right that that needs to happen across the board. Every child who has that need should be able to access the support, rather than its being a postcode lottery, as has been described.

The quality of alternative provision is too variable across the country. While some settings have brilliant teachers trying to turn around lives, others do not have that focus, and the most vulnerable pupils often do not get the education that others do. Both in SEND and behaviour management, one size does not fit all, so schools need to find and offer the right intervention.

In conclusion, I ask the Minister to look at ways in which the Government can do more to support nurture provision in primary schools, with a view to offering early support, particularly in deprived areas that are most in need, helping more children to stay on in mainstream education and cutting the number of exclusions, thereby giving children in my constituency better life chances, as well as saving the taxpayer money in the long-term. I would like to see more of that supportive focus within alternative provision, too: support for schools to have more in-school alternatives to exclusion or outside provision. I believe that that approach is one of the most effective ways to support vulnerable pupils.

--- Later in debate ---

[Nick Gibb]

That is precisely why we asked Ed Timpson to look at why certain groups in society are more likely to be excluded than others, and he will publish his report soon.

[Ben Bradley]

I thank the Minister for his comments so far. I think I mentioned in my speech the positive intentions of the 2014 Act, which has been broadly well received—including in the evidence that the Education Committee received—in terms of the reasons behind it and its aspirations. When he talks about working together across different sectors and bringing different services together, does he recognise the element that is often raised as the problem, which is the challenge that local authorities face in getting the health sector genuinely to engage and to fulfil its commitments in education, health and care plans and in relation to the 2014 Act? How can we work to get those health bodies involved and more actively engaged in supporting children within SEND provision?

[Nick Gibb]

My hon. Friend makes an important point. Those are the challenges that local authorities face, and we are continually working with them to improve the quality of the provision in their areas. As for SEND budgets, which I will come on to, we are concerned about the high needs budget for schools. That is why the Secretary of State recently announced an extra £250 million of funding—£125 million in this financial year and £125 million in the next financial year—to help local authorities with their high needs budget. I think that has been welcomed by local authorities.

--- Later in debate ---

[Ben Bradley]

I am grateful to hon. Members who have contributed to the debate, particularly those from the Education Committee. They show a clear passion for the subject and for supporting young people. That is particularly so in the case of the hon. Member for Kingston upon Hull West and Hessle (Emma Hardy), who spoke with her usual passion for supporting the most vulnerable people in our society.

I was pleased to hear the Minister’s response, which made it clear that supporting disadvantaged people and a commitment to social mobility are key priorities for Government. He highlighted investment in many different areas, which is welcome. I would like to see that investment going directly to schools, and for schools to be given the ability to make independent decisions more often about personalised interventions for our children. I recognise the positive aspirations of the SEND reforms that the Minister talked about and the 2014 Act, and I look forward to the outcomes of the Timpson review.

I also thank the Minister for his kind words about Forest Town Primary School, which I am sure will make those there very happy. It is an excellent provision and there are a number of such schools across my constituency. I hope we can meet the Minister’s expectations with positive alternative provision examples. They should be encouraged, matched and talked about across the rest of the country.

I recognise the work that the Minister does behind the scenes making the case for education with the Treasury in terms of the forthcoming spending review. That is difficult in the current climate, and I hope he continues to make that case. If I can help him in any way with making the case for education’s being a huge priority for the rest of this Parliament, I certainly will. It would be very welcome. I thank everyone for their contributions. In particular, I thank the Minister for his time and you, Sir Christopher. It has been a pleasure.

Question put and agreed to.

Resolved,

That this House has considered nurture and alternative provision in primary schools.

Oral Answers to Questions

Ben Bradley Excerpts

Monday 4th February 2019 Commons Chamber

[Damian Hinds]

I am taking a lot of meetings today, but I will take one more, because if the hon. Lady has some good ideas, I am happy to hear them. She is right to identify the issues around school readiness, and this is at a time when there is more early-years nursery provision than ever before. We need to work harder on this, and I would be delighted to hear from her.

[Ben Bradley (Mansfield) (Con)]

I know the Minister for Apprenticeships and Skills is aware of concerns in Mansfield about the future of West Nottinghamshire College. Despite its strong record historically, it now finds it has overreached financially and made capital investments that were not sustainable. Will she assure my constituents that we have seen good changes in the management and new governance there, that the core purpose of the college in delivering local provision is secure and that we will see accountability for the problems that have happened?

[Anne Milton]

I know that my hon. Friend has campaigned very hard for West Notts College, and the Skills Funding Agency and the Further Education Commissioner’s office are working very closely with it. What matters now is that West Notts College has the opportunity to do well what it should do, which is offer excellent further education to local people.

Oral Answers to Questions

Ben Bradley Excerpts

Monday 17th December 2018 Commons Chamber

[Nick Gibb]

Of course, we have guaranteed the amount per pupil for post 16, but we understand the constraints of post-16 funding. There is £500 million extra a year coming into the FE sector with the introduction of T-levels.

[Ben Bradley (Mansfield) (Con)]

The Education Committee is conducting an inquiry into special educational needs and disability funding and provision. Does my right hon. Friend recognise that improving SEND support would go a long way to helping give schools financial breathing space, given the extent that it impinges on schools’ core budgets?

[Nick Gibb]

My hon. Friend is absolutely right. High needs funding for children and young people with more complex SEN has risen by more than £1 billion since 2013. It is now £6 billion. As my right hon. Friend the Secretary of State announced yesterday, there will be another £125 million this year and another £125 million next year for high needs.

Oral Answers to Questions

Ben Bradley Excerpts

Monday 10th September 2018 Commons Chamber

[Nick Gibb]

We take the fabric of school buildings very seriously. We undertook a survey of all school buildings in the country. We are spending £23 billion both on increasing the number of school places and improving the quality of school buildings. I am happy to meet the hon. Lady and her constituent to discuss that particular school.

[Ben Bradley (Mansfield) (Con)]

Identifying and supporting children in their early education can often help to ensure that they get on in school and remain in mainstream education. So many who are excluded have communication difficulties or other problems with basic skills. In Mansfield this year, one in four children start primary school without those basic skills. What can my right hon. Friend do to support schools such as Forest Town Primary, which offers a nurture group to help those pupils transition to school, and help other schools to provide that kind of facility?

[Damian Hinds]

My hon. Friend is right to identify that area. One element of the early years foundation stage profile is the personal, social and emotional development of children, which is vital. There is a whole range of things we need to think about in this area. One of them is the announcement I made a short while ago about ensuring there is adequate provision of high-quality school-based nurseries, particularly in deprived areas, but we also have to think about what happens at home and in other settings.