Dedicated Schools Grant and Pupil Premium
Damian Hinds Excerpts(5 months, 4 weeks ago)
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The Minister for Schools (Damian Hinds)
Today the Department for Education has published local authorities’ dedicated schools grant (DSG) allocations for schools, high needs and early years revenue funding for 2024-25, as well as confirming schools’ pupil premium funding rates for 2024-25.
Core schools funding in England will increase by over £1.8 billion in 2024-25 compared to the previous financial year. This follows the 16% increase (over £7.9 billion) in funding from 2021-22 to 2023-24. School funding will be at its highest ever level in real terms per pupil by 2024-25, totalling over £59.6 billion.
Together, these publications confirm the funding increases that each local authority will see next financial year, reflecting the investment made in our education system in the 2021 spending review and the subsequent additional funding announced in last year’s autumn statement.
Mainstream school funding in the DSG will increase nationally by 2% per pupil in 2024-25, compared to 2023-24. Including the additional funding for teachers’ pay, overall mainstream schools funding will increase by 2.6%. This follows the 5.6% year-on-year per-pupil increase we delivered in 2023-24.
The extra funding we announced in July to support mainstream and special schools with the costs of the 2023 teachers’ pay award will continue to be provided alongside, and in addition to, the DSG in 2024-25.
High needs funding will increase to over £10.5 billion in 2024-25, a 4.3% increase compared to this year and an increase of over 60% over the past 5 years. Every local authority will receive an increase in funding of at least 3% per head of its population aged two to 18. This will help local authorities and schools with the costs of supporting children and young people with complex special educational needs and disabilities.
Pupil premium funding will rise to over £2.9 billion in 2024-25, an increase of £80 million from 2023-24. This represents a 10% increase in per-pupil rates from 2021-22 to 2024-25.
The indicative allocations for early years revenue funding in 2024-25 total £6.1 billion. These include funding for the expanded offers for eligible children aged two and under.
The dedicated schools grant allocations will be made available today at https://www.gov.uk/government/publications/dedicated-schools-grant-dsg-2024-to-2025.
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Oral Answers to Questions
Damian Hinds Excerpts(6 months, 1 week ago)
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Grahame Morris (Easington) (Lab)
The Minister for Schools (Damian Hinds)
Nationally, school funding will rise to over £59.6 billion next year, the highest ever in real terms per pupil. This year, the north-east had the largest percentage increase in per pupil funding in the whole of England.
Grahame Morris
I welcome the Minister to his place.
Every day is a school day, but I wonder whether the new Schools Minister is familiar with the School Cuts website, which indicates that 214 out of 240 schools in County Durham face spending cuts in 2024-25. The cumulative impact of cuts in County Durham amounts to £113 million, equating to a £175 cut per pupil. Does he believe that restricting school budgets will help or hinder the educational opportunities and life chances for children in my east Durham constituency?
Damian Hinds
I have seen the website that the hon. Member mentions. Its calculations are based on some very speculative assumptions, and the conclusions that it reaches should therefore be treated with great caution. Next year, County Durham will receive over £391 million based on current pupil numbers, which is an extra £7.8 million for schools.
Catherine McKinnell (Newcastle upon Tyne North) (Lab)
I, too, welcome the Minister to his place.
On Friday, I joined Labour’s candidate Alan Strickland on a visit to Ferryhill School in County Durham. The staff team and students are amazing, but staff are left teaching in portacabins, the dining room and the sports hall, the staff room is behind a curtain on a stage, and years 10 and 11 are in a different town. Last week, yet more schools were added to the list of those with reinforced autoclaved aerated concrete, and the Secretary of State could not confirm how many will need complete rebuilds. Given the urgency, can the Minister tell parents, children and staff when this chaos will end?
Damian Hinds
Mr Speaker, allow me to take this moment to pay tribute to all school staff, leaders, children and their families, who have shown great fortitude in dealing with the disruption caused by RAAC. We have moved quickly to make sure all schools with suspected RAAC are surveyed and to work with schools to put in place alternative arrangements. Of course none of that is perfect, but schools have shown great flexibility in working towards that, such that we now have 99% of affected schools back with full-time face-to-face education.
Cat Smith (Lancaster and Fleetwood) (Lab)
The Minister for Schools (Damian Hinds)
Support staff play a vital role in our schools. We have given schools the freedom to recruit the staff they require to meet their own needs; although we do not collect central data on vacancies as a result, I can tell the hon. Lady that the number of support staff working in schools has increased for the past three years.
Cat Smith
We have already heard in this Question Time about delays in getting the education, health and care plans in Lancashire. As a consequence, rural schools like Quernmore, which I had the privilege of visiting on Friday, are left with more children with special educational needs in mainstream but without the financial support package that should come with that. These small rural schools are therefore having to support children with additional needs and do not always have the right number of staff to be able to do so in the way they would like. Is support available to rural and small schools, especially in Lancashire, to meet the needs of all children?
Damian Hinds
We must meet the needs of all children; and at some level, every teacher is a teacher of special educational needs and disabilities. I recognise that there can be particular difficulties for smaller schools in rural areas, as the hon. Member mentions. We have the wider EHCP system, which is better than the previous system. On places available in special schools, where children are in mainstream schools, I recognise the central role played by teaching assistants. That is why we have set out in the SEND and alternative provision improvement plan how we will look to consolidate that position and give further advice on the best deployment of TAs.
Mrs Flick Drummond (Meon Valley) (Con)
The Minister for Schools (Damian Hinds)
Reducing unnecessary workload is a priority for the Department and for me. We have convened a workload reduction taskforce of experts, teaching unions and practitioners to make recommendations on how to minimise workload for teachers and school leaders.
Mrs Drummond
It is good to see you back, Mr Speaker, and looking so well.
The last-minute nature of Ofsted inspections is causing huge anxiety to my small rural schools in Meon Valley. That means that teachers and in particular headteachers are putting off activities, such as residential school trips, educational trips and professional development courses, in case they get that call from Ofsted. Will my right hon. Friend consider changing the notice period for inspections so that teachers can plan their workload better?
Damian Hinds
I value all those activities that my hon. Friend sets out that schools undertake for their children. Like her, I represent a rural constituency—indeed, we have next-door constituencies. I recognise what she says about small rural schools. Inspections have an important role to play, but Ofsted also has the flexibility in the framework to take account of the particular position of smaller schools.
Munira Wilson (Twickenham) (LD)
Teacher workloads are being exacerbated by teacher vacancies that schools are struggling to fill, and funding pressures are resulting in cuts to support staff, who often support the most vulnerable and needy children. That is leading to an exodus of teachers from our schools. Just last week, we saw the staggering figures from the Government that teacher training recruitment targets have been missed by a whopping 50% in our secondary schools, with the sharpest fall in maths, which is allegedly a priority for the Prime Minister. How bad does it have to get before the Government will produce and implement a proper workforce strategy?
Damian Hinds
I can confirm that there are 27,000 more teachers and 60,000 more teaching assistants in our schools compared with 2010. We have the most talented generation of teachers ever, and we continue to focus on a strong recruitment and retention strategy, so that we continue to get the best talent to teach our children.
Carol Monaghan (Glasgow North West) (SNP)
The workload and stress levels of teachers rise exponentially during an inspection. I am sure that the Minister will join me in offering condolences to the friends and family of Ruth Perry. In the light of the coroner’s verdict that the “rude and intimidating” nature of the Ofsted inspection contributed to Ruth Perry’s tragic suicide, how is the Minister ensuring the welfare of school leaders is prioritised during inspections?
Damian Hinds
I of course extend my condolences to the friends and family of Ruth Perry. It was the most awful tragedy. My right hon. Friend the Secretary of State will say a word on that tragedy and Ofsted in a moment. For now, let me just say that of course the inspection framework and process must both be fully informative to parents, and supportive to teachers and schools.
Mrs Sheryll Murray (South East Cornwall) (Con)
The Minister for Schools (Damian Hinds)
Free school meals support disadvantaged families to the value of £480 a year, ensuring that eligible pupils receive a healthy, nutritious meal. The Government have expanded free school meals more than any other in recent decades; now, more than a third of pupils in England receive them, compared with a sixth in 2010.
Mrs Murray
Recently, we have had high food inflation. While I welcome the fact that the Government have now halved inflation, one of my small schools has told me that it is unable to provide free meals within the money allocated, as it cannot benefit from the same economies of scale as larger schools. Will my right hon. Friend review the funds available for small schools?
Damian Hinds
I acknowledge my hon. Friend’s point. The national funding formula recognises that some schools are necessarily small and do not have the same opportunities to realise economies of scale. Every school receives a lump sum, irrespective of its size—£134,000 for next year—and the Government have reformed the sparsity factor, increasing funding for that from £42 million in 2021-22 to £98 million in 2024-25.
Dame Nia Griffith (Llanelli) (Lab)
Michael Shanks (Rutherglen and Hamilton West) (Lab)
The Minister for Schools (Damian Hinds)
Of course, no one should face violence in school. In England, we have taken decisive action to improve pupils’ behaviour through strengthening the behaviour in schools guidance and investing in giving support and propagating best practice through the behaviour hubs.
Michael Shanks
The latest PISA figures, which were released in the last few weeks, show a stark picture of violence in schools across the whole UK. Nowhere else in the OECD do rates of violence reach anywhere near the levels in the UK. Pupils are almost twice as likely as the OECD average to witness a fight in their school—39% in England and 36% in Scotland—and, as a teacher, I can say from experience that violence in schools disrupts every part of pupils’ learning. Exclusion clearly is not working, and the Scottish Government’s recently announced proposal in Scotland is to put all the responsibility on teachers. What more can the Government do to illustrate a way forward for schools to deal with this problem, so that young people’s learning is not hampered by violence in the classroom?
Damian Hinds
For completeness, we ought to note that the PISA study noted that the great majority of pupils in England reported feeling safe in school—very similar to the OECD average—and were less likely than the OECD average to see the most serious manifestations of such behaviour, such as seeing gangs at school or seeing somebody with a weapon.
It is absolutely true that schools must have the full range of measures at their disposal. There is no right level of exclusion, and it should not be used lightly, but it has to be there; it has to be available. Early in our time in government, we made it clear that teachers can use reasonable force. We also extended searching powers, removed the requirement to give parents 24 hours’ written notice for after-school detentions and simplified advice on how to prevent and tackle bullying, because a safe and ordered environment is essential for both children’s education and their general wellbeing.
Simon Jupp (East Devon) (Con)
The Minister for Schools (Damian Hinds)
My right hon. Friend and constituency neighbour has been a long-time champion on this matter, and I know his local work well. There are 701 free schools open, and a further 140-plus are in the pipeline. There is a current round of applications for consideration of special and alternative provision free schools, but further capital would be a matter for future spending reviews.
Andrew Bridgen (North West Leicestershire) (Reclaim)
Damian Hinds
As the hon. Gentleman knows, we are conducting a review of RSHE guidance. These are important and sensitive topics and it is important to get them right. He will not have long to wait to see the results.
Priti Patel (Witham) (Con)
Damian Hinds
It sounds like there are important details to get to grips with, so I am happy to meet the hon. Gentleman.
Sally-Ann Hart (Hastings and Rye) (Con)
Bell Ribeiro-Addy (Streatham) (Lab)
Corpus Christi junior school on Brixton Hill has been closed since July due to RAAC. We now have tenders approved for the significant works that the Department for Education said were necessary and that it would pay for, but they must begin in January to ensure that they are completed in time. Could the Secretary of State explain why, despite repeated requests, her Department has still not approved the necessary funding? Any further delay could mean that my young constituents are left with further disruption and no building to learn in for the next academic year.
Damian Hinds
We are, as the hon. Lady will know, committed to ensure that reasonable costs for temporary accommodation and so on are covered in the immediate term and beyond, to make sure that capital costs are covered for either refurbishment or, in some cases, rebuild. There will be further detail to come before long.
Theresa Villiers (Chipping Barnet) (Con)
Mike Amesbury (Weaver Vale) (Lab)
Despite my private Member’s Bill on statutory guidance to reduce the cost of school uniforms—the Education (Guidance about Costs of School Uniforms) Act 2021—far too many schools require a plethora of logos and branded items. When can we expect more robust intervention from Ministers to deal with this issue?
Damian Hinds
Schools should be reasonable in what they do and that is what our guidance sets out.
Mary Robinson (Cheadle) (Con)
Staff at Bramhall High School have worked extremely hard to maintain the education of students following the discovery of RAAC. I am grateful for the support given by the Department and Stockport Council to ensure that temporary classrooms will be in place in the new year. Will my right hon. Friend join me in thanking the headteacher and the staff for all their hard work? Given the existing condition of the school, will he join me in calling for it to be included in a new build programme?
Mr Speaker
Can you just help me to get through? Members have not got in yet and I really do want to help everybody.
Damian Hinds
I join my hon. Friend in thanking and paying tribute to all the staff, children and families at Bramhall High Street. She is a great advocate for them. Schools and colleges will be offered either capital grants to fund refurbishment or permanently remove RAAC, or rebuilding projects where they are needed.
Emma Hardy (Kingston upon Hull West and Hessle) (Lab)
Last week, the Government published an update of the list of schools with RAAC. Will the Minister confirm that the Department is seeking to cross-check its list of schools affected by RAAC with the BBC, because it remains the case that the BBC journalists have more of a grip on this crisis than the Government?
Damian Hinds
We have a lot of people working on this and rightly so, including making sure that all the surveys get done. We have also committed to being transparent, which is why we publish regular updates to the list. We continue to work at pace to try to resolve the problems as quickly as possible for the good of the children.
RAAC: St Leonard’s, Durham
Damian Hinds Excerpts(6 months, 3 weeks ago)
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The Minister for Schools (Damian Hinds)
It is a great pleasure to see you in the Chair, Mr Vickers, I think for the first time as I respond to a debate in Westminster Hall—
Damian Hinds
The second. I thank the hon. Member for City of Durham (Mary Kelly Foy) and congratulate her on securing a debate on this important subject.
The Government are committed to ensuring that every child in the country gets a first-class education and every opportunity to make the very best of their abilities. I understand that parents, schools and this House are concerned about reinforced autoclaved aerated concrete, and we are moving decisively to address it while minimising the disruption to education. Before I come to St Leonard’s Catholic School, I want to set out why we are taking this cautious approach to RAAC and how the Government are supporting schools and colleges across England.
Professional advice from technical experts on RAAC has evolved over time, and the managing its risks across all sectors has spanned successive Governments since 1994. Although local authorities, academy trusts and other bodies are directly responsible for school buildings, and we fund them as such, we have taken a direct and proactive approach to RAAC.
We have been talking to schools about the potential risks of RAAC since 2018, when we first published a warning note with the Local Government Association, which asked all responsible bodies to identify any properties constructed using RAAC and to ensure that RAAC properties are regularly inspected by a structural engineer. In February 2021, we issued a guide on identifying it. Concerned that not all responsible bodies were acting quickly enough, in 2022 we decided to take a more direct approach. Last year, we issued a questionnaire to responsible bodies to ask them to identify whether they had or suspected that they had RAAC, and started a significant programme of technical surveys. We have been sending professional surveyors to schools and colleges in England to assess whether RAAC is present. We have eight survey firms contracted to deliver technical surveys to all schools and colleges that have advised us that they suspect they might have RAAC, so that we can rapidly confirm whether it is indeed present.
Although building maintenance is the duty of councils, academy trusts and voluntary-aided school bodies, RAAC cases over the summer reduced the Department for Education’s confidence that school and college buildings with confirmed RAAC should remain in use without mitigations being put in place. Following careful analysis of those cases, we made a precautionary and proactive change. On 31 August, we updated our guidance to schools and colleges so that areas previously deemed to contain non-critical RAAC are now taken out of use until mitigations are put in place. Professional guidance makes it clear that wherever RAAC is found, it needs to be monitored closely. The technical guidance does not say that mitigations need to be put in place in all buildings that contain RAAC.
As of 16 October, responsible bodies had submitted responses to our questionnaire for 99.9% of schools and colleges with blocks built in the target era, and DFE has since resolved the remaining 17. Any required surveys of potential RAAC cases are carried out by one of eight professional survey firms, and the vast majority of schools surveyed to date have been found to have no RAAC. As of 16 October, 214 education settings had confirmed RAAC in some of their buildings. Thanks to the hard work of school and college leaders, 202 settings—94%—are providing full-time face-to-face education for all pupils, while 12 have hybrid arrangements that may involve some remote learning on some days. We are supporting these education settings to put in place mitigation plans, and the majority have now returned to full-time face-to-face education or will do so very shortly.
We will do everything in our power to support schools and colleges in responding to RAAC in their buildings. Every school or college with confirmed RAAC is assigned dedicated support from one of 80 caseworkers. Project delivery teams are onsite to support schools and colleges to implement mitigation plans. They will work with them to put in place a bespoke plan that supports face-to-face education for all pupils as soon as possible, based on their circumstances. There is not a one-size-fits-all mitigation plan, and what is right for a school or college will depend on a number of individual local factors. Mitigation plans include using other spaces on the school site, in nearby schools or elsewhere in the local area until structural works are carried out or temporary buildings are installed.
The Government are funding the emergency work needed to mitigate the presence of RAAC, including installing alternative classroom space where necessary. All reasonable requests for additional help with revenue costs, such as transport to other locations or temporarily renting local premises, are being approved. The Government are funding longer-term refurbishment or rebuilding projects to address the presence of RAAC in schools. Schools and colleges will be offered either capital grants to fund refurbishment work to permanently remove RAAC, or rebuilding projects where these are needed, including through the school rebuilding programme. The requirements for each school or college will vary depending on the extent of RAAC and the nature and design of the buildings, and we are working closely with responsible bodies to assess what the right solution is in each case.
I recognise the challenges being faced by the staff and pupils at schools that have had to vacate space due to the presence of RAAC, including St Leonard’s Catholic School in the hon. Lady’s constituency. As she will know, a particular challenge for St Leonard’s is the prevalence of RAAC in the school’s buildings, which has resulted in a significant proportion of them being taken out of use while mitigations are put in place. I thank the headteacher and all the staff at St Leonard’s for their hard work in supporting their pupils through this time. I recognise the pressure staff have been under, and I am committed to continuing to work with the school on how we can support it to respond to RAAC and minimise any disruption to education. The Department has been working closely with the school to implement mitigation plans in order to ensure that face-to-face education can continue for all pupils. This has involved structural works to some of the buildings in addition to arranging alternative, offsite accommodation. We have supported the trust in bringing pupils back into face-to-face learning as quickly as possible to lessen the impact on education. All pupils at St Leonard’s, as the hon. Lady said, have been in full-time face-to-face education since October.
Temporary classrooms are being installed on the school’s playing fields. RAAC has impacted on many of the specialist facilities, as she rightly said, including science labs, IT rooms and D&T areas. We continue to explore options for the delivery of those specialist places as soon as possible.
Pupils due to sit exams next year are currently using specialist facilities at other providers in the local area, with transport provided for pupils. We are working closely with the school to identify how all pupils can have access to specialist facilities. We have provided assistance and facilitated sector support to ensure that children at St Leonard’s have not been disadvantaged, prioritising pupils in examination years. Crucially, we are working with the school on extra education support for pupils. That includes sourcing extra teaching capacity at St Leonard’s with an educational support programme that may include tutoring available for pupils this term.
Qualification-awarding organisations have been working and continue to work with schools including St Leonard’s, although they may have specific difficulties in delivering assessments due to specialist classrooms being unavailable for a time. Awarding organisations have discretion to grant extensions to deadlines for non-examination assessment or coursework, based on a school’s specific circumstances, and will offer as much flexibility as they can when considering such steps. I know that St Leonard’s is meeting one of the awarding organisations with which it works tomorrow, and another is hoping to meet St Leonard’s later this week.
As I set out earlier, the Government are funding the emergency work needed to mitigate the presence of RAAC, and all reasonable requests for additional help with revenue costs are being approved. I note what the hon. Lady said about the timeliness of so doing. I will follow up on that, and we will have a chance to discuss it when we meet.
We are supporting St Leonard’s specifically on the funding of temporary classrooms on the school site, we are funding the use of specialist facilities at other providers in the local area, and we will continue to work with St Leonard’s on what further support may be needed.
Mr Kevan Jones
I am grateful to the Minister for giving way. Does he not also realise that the trust has a problem because, at the feeder school that I mentioned in my constituency, St Benet’s, pupils are already leaving and next year’s roll is going to go down, so St Leonard’s will have difficulty recruiting students next year? Will any compensation be given to the trust and the individual schools because their rolls have gone down through no fault of their own?
Damian Hinds
I will follow up separately with the right hon. Gentleman about St Benet’s specifically, and we can discuss it further. On overall funding, he will know that there is an established system whereby funding follows the pupil. In the case of St Leonard’s—I was going to come on to this exact point—there is also the prospect of the rebuilding to come, which is a great positive for the school. St Leonard’s is set to be rebuilt as part of our 10-year school rebuilding programme, which, overall, will transform hundreds of schools across England. In the meantime, we will continue to support the school in mitigating the impact of confirmed RAAC.
I am grateful for all the extensive time that the hon. Member for City of Durham has given to this matter, including to this debate. I look forward to meeting her—I believe we will do so next week—to discuss the support for St Leonard’s in more detail. I reassure pupils, parents and staff that the Government are doing whatever it takes to support our schools and colleges in responding to RAAC and minimising the disruption to education. I specifically want to thank the team and staff at St Leonard’s for their hard work in responding to RAAC. The Government have been working and will continue to work closely with affected schools and colleges, including St Leonard’s, to support them, to mitigate affected spaces and to minimise disruption to children’s learning.
Question put and agreed to.
Oral Answers to Questions
Damian Hinds Excerpts(1 year, 7 months ago)
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The Parliamentary Under-Secretary of State for Education (Jonathan Gullis)
The hon. Lady knows that I am a huge admirer and fan of hers, which she may not put on any election leaflets. I can tell her that the PE and sport premium is very important to me, especially after the fantastic victory by the Lionesses. They really set the tone with the great work of making sure that sport, particularly football, is more accessible no matter people’s gender, race or anything else, so it is so important that we get this right. I am fully committed to working with the Department of Health and Social Care and the Department for Digital, Culture, Media and Sport to get that premium, and I am more than happy to meet the hon. Lady to discuss it further.
Damian Hinds (East Hampshire) (Con)
At the end of the first full T-levels cycle, can I commend colleges, including Alton College in my constituency, for their work with employers? What more can be done by Ministers across Government to encourage more employers to come forward and offer industry placements to invest in the talent pipeline, both for their own good and for the good of our entire economy and society?
The Parliamentary Under-Secretary of State for Education (Andrea Jenkyns)
I thank my right hon. Friend for his question, and I also thank his college. Colleges and sixth forms have been doing amazing work in rolling out T-levels. It is amazing, and I will just give an example before I go on to his question—
Covid-19: Education Settings
Damian Hinds Excerpts(2 years, 11 months ago)
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Gavin Williamson
I can absolutely assure the hon. Gentleman that we talk continually to school leaders, teachers and many in the education sector on these issues. I can assure him that, as I have mentioned a couple of times in answer to questions today, we will be sharing further information on assessment in the next academic year.
Damian Hinds (East Hampshire) (Con)
I strongly welcome my right hon. Friend’s statement and the return to normality and stability with the contingencies and safeguards he set out. Does he agree that although people sometimes talk about a balance between education and health objectives, actually overwhelmingly they go together because being in school is so important for children’s mental and physical health? Indeed, for some children there is also a safety protective factor.
Gavin Williamson
My right hon. Friend is exactly right. The greatest single act to support children’s mental health was welcoming them back into schools on 8 March. That was the single biggest act that anyone could have done to help every single child. [Interruption.] Opposition Members are shaking their heads. They would probably like a situation where schools remained empty and children just remained at home. We on the Government Benches recognise that the beneficial effects of education and children’s welfare are delivered by children being in school.
Education Recovery
Damian Hinds Excerpts(2 years, 11 months ago)
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Damian Hinds (East Hampshire) (Con)
I commend and congratulate my right hon. Friend the Member for Harlow (Robert Halfon) on securing this debate and on all the work that he and his Committee do. He set out very effectively the extent of the differential impact on children over this past year and a little. Like him and other colleagues across the House, I pay tribute to school leaders, teachers and staff, in East Hampshire and throughout the country.
I am speaking in support of the main estimate and the subsequent announcements from the DFE, which we anticipate will be reflected in the supplementary estimate. I also note that the Government have said that we have not heard the last word on support for education catch-up or acceleration, and of course that is not only about money. We cannot, for example, will into existence many more tutors who are suitably qualified and of the quality we would expect.
There is clearly a role for extra time but that, too, requires careful application and needs to recognise that there is no common starting point. Different schools in different places currently have very different school days. There is, by the way, room in extra time for academic catch-up. In spite of his extensive intervention on my right hon Friend, the hon. Member for Hove (Peter Kyle), who speaks for the Opposition, still managed—rather skilfully—to avoid taking a position on that question. Extra time is clearly not only about academic catch-up, because so much of what has been missed is about enrichment—about character building, personal development, and the sheer joy of growing up and being with other children.
To address those challenges we need a broad approach. I have talked about a whole-of-society response, but there are obviously multiple strands required from Government as well. That needs to include an acceleration of the measures in the children and young people’s mental health Green Paper for example, a refreshed school sports and activity plan, and much more. This is about children at all stages and all phases. I welcome the additional resourcing in the estimate for early years, and also the funding for the extra learning time for T-levels, as part of the upgrade of our technical and vocational education.
My right hon. Friend has long campaigned for a long-term plan for education. We talk a lot about building back better, and I think this should be the moment when we put that long-term plan in place, particularly on funding. School funding in this country by international standards is relatively high, and every year the OECD publishes tables that show that. There are many different measures, and although whichever one we pick, people will say, “You’ve picked the wrong one,” they all show that this country’s spend on state education at primary and secondary level is relatively high. However, there have been three issues with the way that we fund schools.
First, the Department for Education has been dealing for some years now with historical disparities between different parts of the country. In some ways that is a painful process to go through, but it does result in a fairer outcome.
The second issue is strains in the high-needs block. The reforms introduced by my hon. Friend the Member for Eddisbury (Edward Timpson) in the Children and Families Act 2014 extended rights to extra support, but the strains on high-needs funding go wider and are longer term. Steps have been taken, but we need to do more. That includes, in capital terms, state special school places, but it also includes early intervention support within mainstream settings, including in early years, and a complete reappraisal of the way that financial transfers and some of the potential disincentives work within the system. There is also a case for looking again at how assistants who specifically look after and assist children with special educational needs are employed, so that it is easier for them to move between schools, and so on, as children themselves move on.
The third problem has been that the formula itself sometimes makes long-term planning harder for schools and is therefore less efficient. It does not reflect fully year-to-year swings in pupil numbers and the fact that although some costs are fully variable with the number of pupils in school, some are fixed at different levels—at the level of individual classes or of the school. The approach is not sufficiently long-term to enable schools, which are relatively small financial units in the public sector, to plan properly. It would be good to have rolling three-year or five-year budgets. Obviously, I know that the Treasury dislikes that and that, historically, whoever has been in government, we have operated through spending review periods, but there is a good case for re-examining that.
As we come out of this pandemic, children must of course be at the very top of our list of priorities, but it is also an opportunity to put many things that we do and the way that we do them on a surer, longer-term footing.
Investing in Children and Young People
Damian Hinds Excerpts(3 years ago)
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Damian Hinds (East Hampshire) (Con)
Is the hon. Lady suggesting that that figure she has just given for the US relates solely to catch-up funding and therefore is comparable? Does she need to add up a number of figures from the British Government for English schools? Is she suggesting that that is what that figure refers to?
Kate Green
It is certainly not 30 times out in its accuracy. The right hon. Gentleman is right, of course, to ask about the make-up of the different figures, but even on my most generous interpretation of the amount the Government have put in over the past year to support children’s catch-up, which I calculate would amount to £310 per pupil, we are still well short of what other countries are spending.
Damian Hinds (East Hampshire) (Con)
The hon. Member for Stretford and Urmston (Kate Green), who speaks for the Opposition, was quite right when she said that children are our most precious assets, and, as parents, we share with our brilliant teachers; we rely on them for the education and preparation for adult life of our children, and I want to join with colleagues across the House in paying tribute to them and thanking them for all they do.
This is a moral imperative: we all know that there is a whole-cohort effect from this pandemic and a risk of lasting effects on this generation of children and young people, and we cannot let this generation be put at a disadvantage because of covid. We also know that the effect has been felt very unevenly: some children have progressed entirely as they would have done in a regular year, but many have not, and we know that the attainment gaps that had been closing since 2010 will have started to widen again. We also know that this is not just about academic attainment; far from it, it is about the whole of children’s development—their extra-curricular activities, their socialising and their development as people.
This calls for a whole-of-society response including expanding mentoring programmes, having more volunteer readers, firms working more closely with schools, and having more STEM—science, technology, engineering and maths—ambassadors, accelerated careers programmes and work experience. We need established broadcasters and new media to step up on early literacy programmes, and sports clubs and governing bodies have a key role to play, as do cultural organisations and the voluntary sector. In fact, everybody has a part to play in supporting this generation. For the Government of course it is about many things, too: it is about a bolstered school sports and activity plan, the holiday activities programme, the mental health services support reforms, working with local authority children’s services, innovations in early language and literacy, and the major upgrade to technical and vocational education which has at its heart T-levels.
And of course it is about money. A higher proportion of national income—Government money—is spent on British state schools than in many other countries, but clearly additional resourcing has been needed during the pandemic to support schools, and clearly it is needed now to support schools and children in its wake. Some of the figures bandied around about what other countries are doing are entirely misleading; they are not comparing, as it were, apples with apples or apples with pears, but comparing apples with pomegranates. I am a little surprised that the hon. Member for Stretford and Urmston speaking for the Opposition just repeated them without doing some basic fact checking, and I could say the same for her boss, the Leader of the Opposition. However, it is the case, of course, that many countries around the world are looking at the extra support that is now needed, and here we have just recently had the £14.4 billion uplift over three years and since the pandemic £3 billion in three different funding packages over the past 12 months. The last tranche of that will cover 6 million 15-hour tutoring courses in an unprecedented and unparalleled programme of individual and small group tuition. It is right that my right hon. Friend the Schools Minister and his colleagues in the DFE have focused on the programmes with the best evidence, and we know that there is very strong evidence for one-to-one and small group tutoring.
It is also true that we cannot just dial these things up infinitely. People who have spoken to schools recently—I guess that is most colleagues here in the Chamber today—will know that the No. 1 thing that people are talking about is often not a lack of money for tutors but a lack of tutors, because obviously there were not 100,000 tutors hanging around who were not already busy when this thing hit, and that is a difficult thing to scale up for. It is right that schools should have the flexibility to source tutors locally—I was pleased to see that in the package—because it is they who will know their schools’ situation best.
I also welcome the involvement of Teach First in the programme, but I would ask the DFE to redouble its efforts in its search for where talented professionals can be found to support this effort. Of course, teachers themselves are a big part of the effort. For example, every year teachers volunteer to be exam markers, and many teachers will want to be involved in this programme, but we also need to think about recent retirees and PGCE returners. As my right hon Friend the Minister knows, many thousands of people in this country have a postgraduate certificate in education but are not currently teaching. It would be wonderful to get some of them to come back to the profession, either full time or part time—[Laughter.] I am not trying to shame anyone here. We also need to redouble our efforts on teacher workload to free up their time to be able to do these incredibly important things.
Like my right hon. Friend the Member for Harlow (Robert Halfon), I would like to see us move to a rational, long-term, predictable system of funding that works both for when pupil numbers are shrinking as well as for when they are expanding, and perhaps this is the moment when that might be possible. It is important that we look at extra time to make up for lost time, and the tutor programme is of course part of that, as is moving back public exams a bit, but it is right to look at the question of a longer school day. Not everybody is excited about that prospect, but there is clearly a role for some of these important, enriching and broadening activities. It is right that the Government are taking an evidence-led approach, and I was delighted to hear what my right hon. Friend the Minister said. We look forward to hearing more in due course and at the spending review.
Madam Deputy Speaker (Dame Rosie Winterton)
In order to ensure that we get everybody in, I am going to have to reduce the time limit to five minutes.
Oral Answers to Questions
Damian Hinds Excerpts(3 years, 3 months ago)
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Vicky Ford
No, the Government take brain injury and the devastating impact that it can have on a child’s life especially seriously, but the important thing is to make sure that each child gets the support that they need for their particular circumstances. That is why the SEND system is specifically designed to get the right support to each individual child, and that is what we are working on through the SEND review. I am very happy to discuss with the hon. Member exactly how we are working on making sure that each child gets the support that they need for how the brain injury manifests for that child.
Damian Hinds (East Hampshire) (Con)
The Secretary of State for Education (Gavin Williamson)
The Government are committed to international study opportunities. We have demonstrated that through our introduction of the Turing scheme and our recent update to the international education strategy. The new Turing scheme is backed by £110 million and provides funding for around 35,000 students in universities, colleges and schools to go on placements and exchanges around the world, starting in September this year.
Damian Hinds [V]
I am grateful to the Secretary of State for that response. Like him, I very much welcome the widening of partnerships and cultural discovery that will be possible under the Turing scheme, but will he say how he will ensure that the scheme also widens access, including for young people from the most disadvantaged backgrounds?
Gavin Williamson
We are putting in place additional support for students from the most disadvantaged backgrounds to help cover the cost of travel to those destinations. It is vital that, as we construct the Turing scheme and we invite new partners into it, we do so such that it is a brilliant way of creating opportunities for children of every single background to study abroad and understand the benefits of working collaboratively on the international stage.
Education Route Map: Covid-19
Damian Hinds Excerpts(3 years, 3 months ago)
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Damian Hinds (East Hampshire) (Con) [V]
The full return of schools on 8 March is much more than a waypoint on a road map. I very much welcome it and the safety measures in place. Can I congratulate my hon. Friend and constituency neighbour the Member for Winchester (Steve Brine) on how he, at no notice, opened this debate? I join him in noting the can-do attitude of local school leaders and in thanking teachers in East Hampshire, as elsewhere, for all they continue to do.
This is not just about a cohort of children; it is about our children and about the future of our country. As we rebuild for those children, obviously schools and teachers will be in the lead, but we cannot put all the responsibility on them. It is a shared national endeavour in which everyone is responsible. Of course, it is about schools, but it is not only about schools. We need to think of a plan with children. In Government terms, that takes in the Department of Health and Social Care, the Department for Digital, Culture, Media and Sport and others, but it also goes far wider. I welcome the money announced by my right hon. Friend the Secretary of State yesterday, but it is also not all about money. Partly, it is about time, but we cannot just cram our way through this. There are limits on how much we can lengthen days. Attention spans themselves have limits, and holidays are important, too. However, there is a role for those, and there are plenty of things that can be done outside the normal school day that are an equally important part of development and growing up.
My right hon. Friend is quite right to leave the discretion to individual schools, but there are things Government can facilitate to get everyone talking about how everyone is involved. I would like to propose a few areas. First, there will need to be more people to help on things such as the tutoring programme. It has been hard recently finding supply teachers, let alone those for additional tutoring. There are lots of people in this country who have a postgraduate certificate in education already but are not currently teaching, and I hope the Department can work out a simplified route for those who want to to be able to come back to the profession, including some refresher training.
Secondly, alongside the professionals, we need a volunteer army. A lot of course happens in schools already with volunteer readers, STEM—science, technology, engineering and maths—ambassadors, mentoring programmes and so on. We do not need to replace those things, but we need to see how we can grow them and be yet more ambitious. I would like every organisation and company in this country to have a board meeting item to discuss how they can support this great endeavour for our children. It might be giving staff time for mentoring or careers advice, but it could also, as with the Hungry Little Minds campaign, be where companies work out how they can, in their business activity, help support early literacy development.
This is about much more than classwork; it is about mental health, as my hon. Friend the Member for Winchester said. It is about activities to make children active again, working with national governing bodies and local clubs. It is not just to catch up on schoolwork, but to get children back on track to rebuild opportunity, broaden horizons and get back to enjoying childhood at the same time. It is a big task and a big ask, and one we all have a role in.
Skills for Jobs White Paper
Damian Hinds Excerpts(3 years, 4 months ago)
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Gavin Williamson
The hon. Gentleman obviously could not be bothered to actually read the White Paper, so I will send him a copy. He will notice that there have been lots of new announcements.
Damian Hinds (East Hampshire) (Con) [V]
I welcome what my right hon. Friend set out, including the essential role of industry and the extension of employer-led standards. Will he say more about how local skills improvement plans will work, with the right emphasis on the sectors and job roles of the future that he is talking about today, and versatile transferable skills to maximise opportunities and social mobility?
Gavin Williamson
I will take this opportunity to thank my right hon. Friend for his work in enabling us to proceed with this skills for jobs White Paper. Without his commitment and dedication, including the odd skirmish with the Treasury, we would not have made the progress we have made with the institutes of technology, which are already starting to transform young people’s lives, and of course with T-levels.
On where we want to go, we really want business organisations to work with colleges, putting this on a statutory footing, very much like what we see in Germany, Switzerland and the Netherlands, where they can co-design the qualifications they need and match the job needs of the local community. That will bring those businesses and the business sector into the heart of those colleges, ensuring that we drive employment and the right set of skills.