Mental Health Education in Schools

Mike Kane Excerpts

Monday 6th November 2017 Westminster Hall

[Mike Kane (Wythenshawe and Sale East) (Lab)]

It is a pleasure to serve under your chairmanship, Mr Wilson. I acknowledge the good work done by the Shaw Mind Foundation in securing the debate. For Adam Shaw, the foundation’s chairman and founder, after struggling for 30 years with his own mental health, which led him to the brink of suicide, this is a personal issue. It is vital that we listen to the voices of those such as Adam who have experienced mental ill health in their childhood. They are telling us that understanding our own mental health is a life skill, which should be part of our childhood education as much as reading and writing. The response from the public to Adam’s petition shows that that view is shared by many people in the UK. This debate has left us in no doubt that action needs to be taken now to safeguard our children’s mental health.

My hon. Friend the Member for Newcastle upon Tyne North (Catherine McKinnell) made an exceptional speech. It was a real tour de force, highlighting national and local policy and bringing in individual cases from her constituency. The 103,000 people who signed the petition so that it could be debated in Parliament today can be extraordinarily proud of her contribution.

Other contributors to this debate include the Chair of the Select Committee on Education, the right hon. Member for Harlow (Robert Halfon). I could not agree more that mental health requires a whole-school approach rather than just being pushed into PSHE lessons. As a former PSHE co-ordinator for a primary school in the borough of Trafford, which I represent, I know that mental health cannot be taught in the time given to that subject. More must be done.

The hon. Member for Telford (Lucy Allan), who is also a member of the Select Committee, spoke extraordinarily powerfully about the stigma that needs to be shattered; this debate is part of doing so. I join the right hon. Member for Mid Sussex (Sir Nicholas Soames) in congratulating the Duke of Cambridge and Prince Harry, who have raised the issue. He also spoke powerfully about the need for teacher training to incorporate mental health education in colleges and universities up and down the land.

The hon. Member for Halesowen and Rowley Regis (James Morris) gave an extraordinarily powerful personal testimony about his own mental health during his childhood. MPs being brave in that way in public life are beginning to shatter the stigma. The right hon. and learned Member for North East Hertfordshire (Sir Oliver Heald) also spoke eloquently about the good practice that he has seen between NHS councils and schools in his constituency. We need exemplars of good practice across the land.

My hon. Friend the Member for Vale of Clwyd (Chris Ruane), citing the World Health Organisation, said that mental health would be the defining issue of the 21st century and that there is a tsunami coming. He is a passionate advocate for mindfulness day in, day out in this place. We have had an extraordinarily good debate. As a former teacher, I know that schools are struggling to deal with an upsurge in mental health needs among pupils.

The hon. Member for East Kilbride, Strathaven and Lesmahagow (Dr Cameron), in an excellent speech, brought her clinical prowess and expertise to this Chamber. As she pointed out, statistics show that one in 10 children have mental health issues. That is three children in every classroom of 30. One in five adolescents experience a mental health problem in any given year. A recent survey by the union NASUWT involving more than 2,000 teachers and school leaders further underlined the scale of the problem: 98% said that they had come into contact with pupils whom they believed were experiencing mental health problems, and 46% said that they had never received any training on children’s mental health or on recognising the signs of possible mental health problems in children.

We know that half of people with mental health problems as adults present symptoms by age 14, and 75% do so by age 18. Shockingly, suicide is the most common cause of death for boys between the ages of five and 19. Data from a recently published Government study showed that one in four girls are clinically depressed by the time they turn 14, and hospital admissions for self-harm are up by two-thirds; the number of girls hospitalised for cutting themselves has quadrupled over the past decade.

I also want to point to research on the LGBT community. Stonewall found that more than four in five young people who identify as trans have self-harmed; that is an incredible statistic. Three in five lesbian, gay and bi young people who are not trans have self-harmed. Shockingly, more than two in five trans young people have attempted to take their own life. For that community, mental illness rates are huge.

The number of young people aged under 18 attending accident and emergency for a psychiatric condition more than doubled between 2010 and 2015, yet just 8% of the mental health budget is spent on children, although children represent 20% of the population. Referrals to CAMHS, as has been mentioned, increased by 64% between 2012-13 and 2014-15, but more than a quarter of children and young people referred were not allocated a service. Perhaps most damningly, Public Health England estimates that only 25% of children and young people who need treatment for a mental health problem can access it.

Following the groundswell of evidence of mental ill health in our children and young people and the system’s abject failure to deal with it, the Prime Minister announced in January, to a fanfare, a package of measures aimed at transforming mental health support in schools, workplaces and communities. As my hon. Friend the Member for Worsley and Eccles South (Barbara Keeley) pointed out following the Prime Minister’s announcement, that will not deal properly with the burning injustice faced by children and young people with mental ill health.

I am afraid that this Government talk a good game on mental health, but in reality, they have continued to underfund services. The Government’s proposals do nothing to improve waiting times for treatment for children and young people, and they put pressure on schools to take on extra work on mental health, at a time when they are having to cut budgets. The Minister and I have been no strangers to discussing budget cuts in this Chamber over the past six months.

The evaluation of the mental health services and schools link pilots published in February underlined the lack of available resources to deliver the Government’s offer universally across all schools. Headteachers are telling us that real-terms cuts of £2.8 billion to school budgets threaten existing in-school care. On top of that, funding for child and adolescent mental health services fell by almost £50 million between 2009-10 and 2012-13. The Government also cut £600 million from mental health budgets between 2010 and 2015, and the number of mental health nurses in our country has decreased by 6,000 since 2010. Our Government continually expect our teachers, schools and health services to do more for less.

[Sir Nicholas Soames]

Will the hon. Gentleman give way?

[Mike Kane]

I would love to give way to the right hon. Gentleman, so I can regroup and have a glass of water.

[Sir Nicholas Soames]

I do not want to spoil the harmonious general cross-party agreement on this point, but the hon. Gentleman’s litany of despair occurs against the background of a substantial investment in mental health in this country. The problem—I see it in my constituency, and I am sure that everyone in this room sees the same thing—is the time from what, in the Army, they call flash to bang. Once the money is voted and put into the service, it takes a very long time to bring through properly qualified people to deal with the problems.

[Mike Kane]

The right hon. Gentleman spoke eloquently about the need for better mental health provision for teachers throughout our country, but I point out to him, as part of the litany of despair, that a third of teachers who have trained since 2011, on this Government’s watch, have already left the profession. We must deal with these issues if we are to have a future cadre of teachers who are adequately trained in mental health education.

On the upside, there are things that we can do. We could invest in CAMHS early interventions by increasing the proportion of mental health budgets spent on support for children and young people. In order to protect service, we could also ring-fence mental health budgets and ensure that funding reaches the frontlines. We know that school counselling is an effective early intervention; Labour have committed to ensuring that access to counselling services is available for all pupils in secondary schools.

Early intervention is much cheaper to deliver, as has been pointed out. The Department of Health estimates that a targeted therapeutic intervention delivered in school costs about £229, but derives an average lifetime benefit of £72,525. That is a cost-benefit ratio of 32:1. Of children and young people who had school counselling in Wales in 2014, 85% did not need any onward referral to children and adolescent mental health services.

The sad fact is that the Government’s plans for school budgets will result in further cuts to school counselling and wellbeing services. Labour has said that it will fund and ensure that every secondary school in England and Wales offers counselling. This Government’s sticking-plaster approach to our children’s mental health has not been, is not and will not be good enough. I urge the Minister to look closely at the recommendations of the first joint report of the Education and Health Committees, “Children and young people’s mental health—the role of education”.

Teachers are not mental health professionals, but they are the frontline professionals in daily contact with our children and young people, and are often the first to spot the signs of mental ill health. They are also overworked, underpaid and under-resourced, so adding an additional responsibility to their workload without the necessary training and investment will only deepen our teacher recruitment and retention crisis. Our schools need an honest approach from the Government that acknowledges the £2.8billion real-terms cuts in school budgets since 2015.

We must act now and give our children the knowledge and confidence to take charge of their own mental health. If we do not, we will never be able to relieve the huge strain on our NHS, CAMHS, social services and teachers. The Prime Minister must make good her pledge and act on children and young people’s mental health. If the Government believe in parity of mental and physical health, they will ensure not only that age- appropriate mental health education is available for children in our schools from primary school upwards, but that our schools are properly funded with the resources to deliver that.

Education Funding: Wirral

Mike Kane Excerpts

Tuesday 31st October 2017 Westminster Hall

[Mike Kane (Wythenshawe and Sale East) (Lab)]

It is a pleasure to serve under your chairmanship, Mr Evans. I congratulate my hon. Friend the Member for Wallasey (Ms Eagle) on securing this very timely debate on funding in the Wirral and on her excellent speech. It appears that both her and her sister, my hon. Friend the Member for Garston and Halewood (Maria Eagle), have impeccable timing when it comes to winning Westminster Hall debates.

My hon. Friend the Member for Wallasey rightly spoke about the Government’s sleight of hand in announcing further funding for education to appease their Back Benchers that never seems to materialise, and we have no idea where it comes from. As she said, it is not enough to alleviate current pressures, and the most vulnerable are the hardest hit. In the Wirral alone, the figures are stark: £5.1 million is being taken out of the system by 2020, which equates to 108 teachers.

Just last week, hundreds of teachers and school leaders descended on Westminster to do what is their democratic right: to lobby this place and the Government on school funding. Unfortunately, the Minister took a different view and took the opportunity to label those parents, teachers, school leaders and trade unionists as scaremongers. He has the opportunity today to apologise for using that language to ordinary working people who have come to this place to exercise their democratic right by protesting about school budgets being cut up and down the land.

Let us assess the facts. As my hon. Friend the Member for Wallasey said, £2.8 billion has been taken out of the schools budget. That means 88% of schools still face real-terms budget cuts per pupil. For the average primary school, there will be a loss of around £50,000 a year. For the average secondary school, it will be a loss of £178,000 a year. It gets worse. As Members have outlined, the primary schools with the neediest intake are set to lose £324 per pupil, per year, while the least needy primary schools will lose £116 per pupil, per year. For the secondary schools with the neediest intake, the figure is £343 per pupil, per year, while the least needy secondary schools lose £62 per pupil, per year. That certainly does not sound like scaremongering to me.

There may be more money going into education than ever before, as the Minister will point out—that is the Government’s mantra—but that is because of the simple mathematics: there are more children in schools than ever before. Both my hon. Friend the Member for Wallasey and my hon. Friend the Member for Wirral West (Margaret Greenwood) made the point that the Minister will come back to us by talking about increases in cash terms, but that does not take into account inflation, the apprenticeship levy, changes to national insurance and all the other pressures currently placed on schools.

As my hon. Friend the Member for Wallasey pointed out, there are more and more cases of multi-academy trusts siphoning money out of the education system—another issue that the Secretary of State and the Minister are failing to acknowledge. My hon. Friend mentioned the disaster that happened in the Wirral with the Northern Schools Trust. We saw a few weeks ago a multi-academy trust collapsing in Wakefield, affecting a whole city and 21 schools, on this Minister’s watch. It does terrible reputational damage to Government when that type of thing happens. As The Guardian pointed out, there is now an investigation into that trust, with hundreds of thousands of pounds allegedly siphoned off before it collapsed and walked away from the children of Wakefield.

The fact is that the £1.3 billion of additional funding announced by the Secretary of State is nowhere near enough to reverse the £2.8 billion in cuts that schools have suffered since 2015. We also know that none of the money announced so far is actually new money for education. I take this opportunity to ask the Minister again—I have asked in writing and in this place before, and I will do it again—whether he will confirm, in the interests of transparency and accountability, where the cuts to funding in the Department for Education budget will fall in order to fill the black hole that the Secretary of State has created.

As has been eloquently outlined, the overall level of education funding is totally inadequate and is resulting in devastating cuts to our schools, sixth forms and colleges as we speak. When will the Minister wake up to the fact that the Government need to invest more so that our children’s education is not sacrificed? The impact of these real-terms cuts in school funding are there for all to see. It means that schools are having to cut subjects and children are being taught in supersize classes, as my hon. Friend the Member for Wirral West pointed out.

Schools are cutting staffing, and we have a crisis in teacher recruitment and retention. Since 2011, a third of teachers who have trained have left the profession. We have 24,000 unqualified teachers working in our state schools and reductions in support for vulnerable children. Schools are once more beginning to crumble, and teachers are even having to pay out of their own pocket for supplies, let alone what is happening to our special educational needs system, where children’s needs are not being met. We have a crisis in our schools that the Minister is simply not willing to acknowledge.

Our key education unions—“the scaremongers”, as the Minister likes to refer to them, or the “truth-sayers”, as I prefer to call them—have set out five tests of what is required of a new fair funding settlement for schools to ensure that the education of our children and young people does not continue to suffer. The fact is that the Minister has failed on every one of them. School cuts have not been reversed; 88% of schools still face real-terms budget cuts per pupil. There is no new money in the education budget, and we are yet to discover where cuts will be made to fill the funding shortfall. High needs, early years and post-16 education will not, as promised, be fairly funded under the proposed new formula.

The Minister has made no long-term funding commitments, so schools are still in limbo. What happens beyond 2020? When can our schools expect the information they need about longer-term funding so that they can plan their budgets effectively? Yet again, historic underfunding of schools is not being addressed. We have teachers leaving the profession in record numbers, more than half a million students now crammed in supersized classes and there are more than 24,000 unqualified teachers, as I just pointed out. If I were still a teacher, I would not be able to say that the Minister has managed a passing grade.

While I of course support the principle that all schools should receive fair funding, the answer is not to take money away from existing schools and redistribute it when budgets all across the country are being cut. A fair approach would be to apply the lessons from schools in the best-performing areas in the country everywhere. It would look objectively at the level of funding required to deliver in the best-performing schools, particularly in areas of high deprivation, and use that as the basis for a formula to be applied across the whole country.

Goodness knows, we have had enough Westminster Hall debates over the last few months where Members from every area of the country have expressed concerns about school funding cuts in their area. When will the Secretary of State and the Minister remove their heads from the sand and begin to truly hear the voices of schools, teachers and parents across the country? If they do not do that soon, it is our children’s education in the Wirral and right across the country that will continue to lose out.

--- Later in debate ---

[Nick Gibb]

I am sorry. I am talking about St Mary’s Catholic College in the constituency of the hon. Member for Wallasey. That school’s funding per pupil will rise from £5,625 to £5,680.

We also introduced a de minimis figure of £3,500 per pupil for the very lowest funded primary schools. Kingsway Primary School receives £5,376 per pupil, and that figure will rise to £5,422. On top of that, the school will receive £1,320 per pupil for every pupil who has ever qualified in the past six years for free school meals. The hon. Lady referred to 53% of pupils as qualifying at some point for free school meals—all those pupils will bring the school an additional £1,320 on top of the £5,376.

[Mike Kane]

Kingsway Primary School will face a cut of £39,400 by 2020. That is £233 per pupil. It has already lost one teacher.

[Nick Gibb]

No, it is not receiving any cuts in funding at all. Its funding will increase from £5,376 per pupil to £5,422 per pupil. That is an increase of 0.8%. It is an increase in funding, not a cut. I acknowledge there are cost pressures facing schools, but to go around saying that schools have had their funding cut is simply not true. If I can refer to Eastway Primary School—

--- Later in debate ---

[Mike Kane]

Will the Minister give way on Eastway Primary School?

[Nick Gibb]

I will not give way again because we are running out of time. The hon. Gentleman seeks to cite the National Education Union’s schools cuts campaigning website, which says that schools are facing a cut in funding. Schools are not facing a cut in funding. Every single school across this country will get an increase in funding.

[Mike Kane]

Will the Minister give way?

[Nick Gibb]

No, I will not give way. I have only four minutes left. Every school in this country will see an increase in funding to it.

[Mike Kane]

A £101,000 cut—

[Nick Gibb]

The hon. Gentleman cannot cite a website that claims there are cuts in funding when every school in this country will receive an increase in funding. There are costs that schools face, whether those be national insurance in 2015-16 or pension contributions, and there will be salary increases to pay in the future, but those are cost pressures that are being incurred right across the system.

I have put the record straight on these matters so that we can have an honest debate about the issues. Opposition Members would acknowledge that every school, including those in the constituencies of the hon. Member for Wallasey and the hon. Member for Wirral West (Margaret Greenwood), who cited Fender Primary School, will, like that school, see its funding increase. There is no cut in funding to Fender Primary School. The funding will rise from £4,649 per pupil to £4,690 per pupil.

[Mike Kane]

Will the Minister give way on Fender Primary School?

[Nick Gibb]

I will not give way. [Interruption.]

Education Funding (South Liverpool)

Mike Kane Excerpts

Tuesday 10th October 2017 Westminster Hall

[Mike Kane (Wythenshawe and Sale East) (Lab)]

It is a pleasure to serve under your chairmanship, Sir Edward. I congratulate my hon. Friend the Member for Garston and Halewood (Maria Eagle) on securing this timely debate and standing up for schools in Liverpool. If the Minister feels uncomfortable about the number of Labour MPs facing him, he should remember that I am a Mancunian and so just as uncomfortable.

My hon. Friend spoke eloquently about the problems facing not just south Liverpool but all schools. I also want to congratulate my hon. Friend the Member for Liverpool, West Derby (Stephen Twigg) on his excellent speech. Sir Michael Wilshaw, the former chief inspector, talked about politicians standing up for schools in their area and raising standards, and my hon. Friend has admirably led the “Liverpool challenge” over the past couple of years by chairing that.

My hon. Friend the Member for Liverpool, Riverside (Mrs Ellman) spoke passionately about education being children’s best chance in life. Those of us who represent working-class constituencies like we do know that it is the only silver bullet for advancement there is. If we deny children that, we are all worse off for it. My hon. Friend the Member for Liverpool, Wavertree (Luciana Berger) talked about testimony after testimony from school after school and the impact that cuts are having. She has led in the House admirably on issues around mental health; nobody has done more on that.

There was an intervention from my right hon. Friend the Member for Knowsley (Mr Howarth), who stood up for schools in Knowsley and its A-level provision, which is a long-running sore that was also mentioned by my hon. Friend the Member for Garston and Halewood. We want to see that addressed. There was also an intervention from the Member for Anfield—sorry, my hon. Friend the Member for Liverpool, Walton (Dan Carden). I will be keeping half an eye on the game on Saturday, even though I come from the blue half of Manchester. I welcome him to his place and also welcome his intervention.

There has been a huge, high-profile campaign by parents, trade unions, teachers and support staff to ensure that our schools are properly funded, yet the Secretary of State has made another concession on the Government’s school funding policy and found £1.3 billion over the next two years from other parts of the Department’s education budget, because unfortunately she lost her fight with the Chancellor. However, schools, teachers, parents and pupils have yet to crack open the champagne. With the Secretary of State having sneaked out her backtrack the day before recess, we have now had the opportunity to examine the detail of her announcement. The £1.3 billion that she announced is nowhere near enough to reverse the £2.8 billion of cuts that schools have suffered since 2015, and the cuts that they are having to implement now because the Government keep pushing back the funding formula and the announcement on the new budget. We also know that none of the money announced so far is actually new money for education. Will the Minister therefore confirm today, in the interests of transparency and accountability, where he plans to cut funding from other areas to fill the black hole that the Secretary of State created just before the recess?

The overall level of education funding is totally inadequate, as has been marvellously and articulately explained by Opposition Members. The devastating cuts to our schools, sixth forms and colleges just carry on and on, and the impact of the real-terms cuts to funding are there for all to see. Schools are having to cut subjects. Children are being taught in super-sized classes. Schools are cutting staff at a time when they are facing a teacher recruitment crisis, with more than 24,000 unqualified teachers working in our state sector since the right hon. Member for Surrey Heath (Michael Gove), the former Education Secretary, stopped the rule that school teachers must be qualified. We now require qualified teachers only across the local education authority system, not in free schools and the multi-academy trusts. Schools also have to support vulnerable children, as pointed out by my hon. Friend the Member for Liverpool, Wavertree, and there is not enough special educational needs provision. The strain is there to see.

There are two issues I will push on: the teacher recruitment and retention crisis, and the impact of the cuts on class sizes. It is widely accepted that falling pay levels and increased workload pressures for teachers have been causing problems in teacher recruitment and retention, and school cuts are making matters worse. The National Audit Office, for instance, has found that teacher recruitment is not keeping up. Teacher shortages are reaching crisis point, and the subjects that are vital to our country’s future, such as science and computing, are hardest hit.

What is interesting about the statistics—I will speak more about this on behalf of the shadow education team over the autumn—is that the Government have taken 10,000 to 15,000 teaching posts out of the system since 2010, yet we are still failing to recruit enough teachers. What does that say for the management of the system? As a former teacher, I know that there is no greater investment that Government can make in education than investment in the quality of the teaching. Up to 14,000 classrooms could be without a permanent teacher in this academic year, affecting around 300,000 pupils nationally. Let me get the statistics right: vacant teaching posts have increased by 24% over the past two years, with 9% more teaching vacancies this September than in the same month in 2016. Two thirds of teachers are looking to leave their current role within the next three years. Since 2011—on this Government’s watch—one quarter to one third of all teachers have left the profession since training.

Behind every good teacher is a network of teaching assistants, support staff, assistants, lunchtime organisers and more. They make the school run smoothly, giving teachers space and time for their pupils and lessons. However, the cuts that are ravaging education budgets have seen vital school support posts axed. The Minister might not value these jobs, but we know that parents and teachers do. How can schools provide a safe and secure environment for their children, prevent truancy and deal with pupil behaviour challenges with reduced staff numbers?

We have also seen the impact on class sizes. The first real-terms cuts to school budgets in a generation and reductions in teaching staff mean that pupils are being taught in super-sized classes. Analysis of overcrowding in English primary schools has revealed that more than half a million pupils are being taught in super-sized classes. The mounting pressure on school places is now starting to hit secondary schools, with figures showing an increase in the number of pupils in very large classes in the last year. The Local Government Association has shown that half of councils in England are at risk of being unable to meet the increasing demand for secondary school places within the next five years, and the Government are doing precious little about it.

The south-east and the north-west are two of the worst-hit areas, with the latest figures showing more than 90,000 primary school pupils in classes of more than 30. The number of infant schoolchildren between five and seven years of age in classes of more than 30 has almost trebled since 2010. This situation is unsustainable. If the Minister really wants to give every child the education they deserve, he needs to ensure that children are not being crammed into super-sized classes.

Our key education unions have done a magnificent job in highlighting the cuts to every school up and down the country—that has been credited with causing 750,000 people to switch their votes at the last general election. They have set out five tests for what is required for a fair funding settlement. The fact is that the Minister has failed on every one of them. School cuts have not been reversed; some 88% of schools still face real-terms budget cuts. There is no new money in the education budget, and we are yet to discover where the shortfalls will occur within the Department. High needs, early years and post-16 education will not, as promised, be fairly funded under the new proposals. The Minister has made no long-term funding commitments, so schools are still in limbo. What happens beyond 2020? When can our schools expect the information they need about longer-term funding, so that they can plan their budgets effectively? Yet again, historic underfunding for our schools is not being addressed.

Attainment has been pointed out already. If we draw a line from the Humber estuary to the Mersey estuary, the number of kids living above it on free schools meal achieving five good GCSEs is 34%. If we look at where Labour invested—right here in the capital city, with the London Challenge—50% of kids on free school meals achieve five good GCSEs. The budget cuts are damning everybody with the same outcomes. There are more than half a million children crammed in super-sized classes and more than 24,000 unqualified teachers in schools, up 52% from 2012. While I of course support the principle that schools should receive fair funding, the answer is not to take money away from existing schools and redistribute it when budgets in other areas are being cut. There should be fairness in the funding formula, but there is nothing fair about a proposal under which funding will be cut from high-performing schools in deprived areas. The solution is to invest in education, to help every child receive an excellent education.

Oral Answers to Questions

Mike Kane Excerpts

Monday 11th September 2017 Commons Chamber

[Justine Greening]

Sparsity was part of the consultation on the funding formula. It is important that we make sure that rural schools, which often face unique challenges, are protected through the formula, and that is what I am seeking to do.

[Mike Kane (Wythenshawe and Sale East) (Lab)]

The Secretary of State should be coming to the Dispatch Box first and foremost today to apologise for the collapse of the multi-academy trust in the city of Wakefield. Part of the problem is that schools are waking up to the fact that they have lost £2.8 billion since 2015. Despite another funding consultation, will she confirm or deny the figures from the National Audit Office and, while she is on her feet, apologise to the people of Wakefield?

16-to-19 Education Funding

Mike Kane Excerpts

Thursday 7th September 2017 Westminster Hall

[Mike Kane (Wythenshawe and Sale East) (Lab)]

It is a pleasure to serve under your chairmanship, Mr Hanson.

I thank my hon. Friend the Member for Scunthorpe (Nic Dakin) for securing this debate. He has a long track record—it began long before he came to this place —in governing and managing further education institutions. And just look at the turnout that he has got today. It shows the respect in which he is held, particularly on this subject.

I pay tribute to my local college leaders: Lesley Davies at Trafford College and John Thornhill at Manchester College. They run absolutely fantastic colleges, but they face the same pressures as all college leaders up and down the country.

In July, the Local Government Association published a report warning the Government about the failure to address the lack of skills in the UK, which is the fundamental point of this debate. That lack of skills could cost our economy £90 billion a year. The LGA estimates that by 2024 there will be a lack of more than four million highly skilled people to meet the demand for high-skilled jobs. We will have to change.

In Greater Manchester, we are trying to plug the skills gap; I look forward to the discussions that the Department for Education will have about the section 28 designation of the college in the area. Hopefully, the Minister will approve the exciting new plans in the weeks and months ahead.

Those plans need to be approved. With Brexit looming, and frankly a remarkable lack of clarity from the Government on the reciprocal rights of EU workers, there is an urgent need to face up to the skills gap. I normally cover the schools brief. In this country, we have 16,000 school teachers who are EU nationals. We already have a crisis in teacher recruitment and retention, which will only be exacerbated in the future, yet although there is an urgent need to upskill our workforce, since 2010 there has been an overall reduction of £1 billion in the funding for 16 to 18-year-olds. As was highlighted in the debate, the funding for a young person drops by 25% when they reach the age of 16.

According to the Institute for Fiscal Studies, education for 16 to 18-year-olds has been the big loser from education spending changes over the last 25 years. I disagree with my hon. Friend the Member for Scunthorpe: the Government did announce £1.3 billion before the rise of the House, but they have not told us how that money will be spent, and it will not even touch the sides of what is required, given the funding cuts hitting schools. For many years after 1990-91, spending per student was nearly 50% higher in further education than in secondary schools, but by 2015-16 it was 10% lower.

According to the IFS,

“spending per student in 16-18 education is set to fall further”.

This funding gap becomes even starker when we consider the impact on teaching hours and make a comparison with other countries, as the hon. Member for Waveney (Peter Aldous) quite rightly pointed out. The former Secretary of State for Education, the right hon. Member for Surrey Heath (Michael Gove), wanted to compare our education system with that of other countries, as set out in the programme for international student assessment. However, as the hon. Member for Waveney said, pupils in Shanghai receive twice as much teaching and face time as pupils in England. That has to change. How can we expect our children to reach the skills level of Shanghai children when we give such limited time to our young people in college?

Despite the Chancellor’s announcement in the Budget of plans to invest £500 million in technical education, that money will cover only around 25% of those in education and it will not be fully in place until 2021. It does nothing to impact on the cuts that have already been implemented.

Colleges also face confusion over the apprenticeship levy. The levy puts employers in the driving seat when it comes to funding, and we do not know whether moneys will be passed on to colleges in the future.

[Mr Bailey]

An issue that has been brought to my notice is that colleges have to make two applications: one for levy work and one for non-levy work. The tendering process is incredibly complex and very difficult for colleges to plan for, and there is also the fear that small and medium-sized enterprises will be put off by it. Does my hon. Friend have any comments to make on that?

[Mike Kane]

I have, and I am grateful to my hon. Friend for that intervention. There is a huge reconfiguration of training going on, and it has not been properly thought out. That puts additional burdens on colleges. He is right to highlight the point.

There is also confusion about students between 16 and 18 who do not hold a GCSE grade A* to C—or 9 to 4 with the changes that have come in this year—in maths or English. In future allocations, these students have to study maths and English as a condition of funding. Therefore, on top of other funding pressures, there is a risk that colleges will fall off a precipice. That is where we are at, and that is why there are so many Members here today. In May 2015, the Skills Funding Agency suggested that there were around 70 financially unstable colleges.

In the few minutes that I have left, I was going to talk about area-based reviews, but the former Minister, the right hon. Member for North Norfolk (Norman Lamb), spoke very eloquently about the issues we have had with them up and down the country. In Greater Manchester, the process was ably led by the Conservative leader of Trafford Council, Sean Anstee, but these area-based reviews really had no teeth, because colleges have gone away and done their own deals with the Department for Education, even though we have gone through a huge area-based review system up and down the country. The Minister really needs to get a grip on this issue and take a good look at it, as well as taking advice about it from fine council leaders and councillors up and down the land who have struggled to do the right thing but found that the review process just did not work out.

In conclusion, post-16 education faces a perfect storm: low levels of funding per pupil; no acknowledgement of inflationary or cost increases by the DFE, as was ably pointed out by my hon. Friend the Member for Scunthorpe; the unknown impact of the apprenticeship levy; the maths and English funding condition; and a costly and potentially failed review of post-16 education. If we truly want to meet the challenges of Brexit and address the problems it will create for our economy, we must face up to the country’s skills shortage. We cannot do that by undermining our post-16 sector.

I pay tribute to every Member who has contributed today. I am afraid that I have not got round to mentioning them all, but all of them—from all parties in this House—have ably stood up for their colleges; well done to them for that.

[David Hanson (in the Chair)]

Before I call the Minister to respond to the debate, I remind her to leave, if possible, one minute at the end for the hon. Member for Scunthorpe (Nic Dakin) to sum up.

Social Mobility

Mike Kane Excerpts

Tuesday 11th July 2017 Westminster Hall

[Mike Kane (Wythenshawe and Sale East) (Lab)]

It is a pleasure to serve under your chairmanship, Mr Pritchard. I, too, congratulate my hon. Friend the Member for Manchester Central (Lucy Powell) on securing this debate. It follows a debate in the main Chamber that she, the right hon. Member for Loughborough (Nicky Morgan) and the then Member for Sheffield, Hallam secured from the Backbench Business Committee in the previous Parliament.

The Government’s Social Mobility Commission report, “State of the Nation”, told us the scale of the challenge we face to improve social mobility in Britain. The report told us in no uncertain terms:

“Britain has a deep social mobility problem…We identify four fundamental barriers that are holding back a whole tranche of low and middle income families and communities in England: an unfair education system, a two-tier labour market, an imbalanced economy, and an unaffordable housing market.”

That was also referred to by my hon. Friend the Member for Mitcham and Morden (Siobhain McDonagh).

The report presented the Government with a number of proposals on parenting and early years, schools, post-16 education, jobs and housing, yet there is no evidence that they have yet listened fully to those proposals, let alone made them policy. Will the Minister tell us which of the recommendations his Department will take forward as policy? For example, on early years, the report calls for the Government to:

“Set a clear objective for early years services that by 2025 every child is school-ready at five and the child development gap has been closed, with a new strategy to increase the availability of high-quality childcare to low-income families.”

I welcome the contribution of the hon. Member for East Renfrewshire (Paul Masterton), who talked in particular about early years.

The Minister’s Department has made no indication that it will adopt such plans. In fact, its policies will do quite the opposite. Will the Minister tell us why, instead of directing resources towards those who need it most, his Department will spend around £1 billion a year on a policy of so-called tax-free childcare, which will be of greatest benefit to those who have £10,000 to spend on childcare? Will the Minister tell us which low-income families he knows who have £10,000 to spend, or will this be another ditched policy?

Will the Minister tell us why the eligibility criteria for the 30 hours of free childcare will actually mean that tens of thousands of low-income families are not eligible for the extra childcare? I am sure he is growing tired of being reminded of promises in the 2015 manifesto that are being broken, but the manifesto pledge was clear, promising that his party would

“give working parents of 3 and 4-year-olds 30 hours of free childcare a week.”

[Mr Goodwill]

On manifesto pledges, will the hon. Gentleman clarify the situation on student debt? On Sunday, we seemed to get a different message from the shadow Secretary of State, the hon. Member for Ashton-under-Lyne (Angela Rayner), from the one we heard during the general election?

[Mike Kane]

First and foremost, that was not in our manifesto. In this country, we have about £80 billion of student debt stored up, and the Department has already estimated that we will not get a third of that back. We already have the most indebted students on the planet, and at some stage the Government will have to tackle that scenario.

The Opposition know the immense importance of intervention in the early years to improve the life chances of children in Britain. That is why Labour opened more than 3,000 Sure Start centres, and increased education spending every year that we were in government. In this week’s spirit of new-found bipartisanship, will the Minister follow our example and support the most disadvantaged children, as we did in the previous Labour Government?

I will briefly address a number of recommendations. First and foremost, I remind the Minister that his own Social Mobility Commission took a clear view on his party’s flagship grammar schools policy going into the election. The commission said that grammar schools would not work. Eventually, however, the electorate sunk the policy, and that was sneaked out in a written statement while the Secretary of State and the Front-Bench team were on the Floor of the House of Commons.

Before the election, we heard a great deal about a White Paper. Will the Minister confirm whether we will be getting an education White Paper in this Parliament? Will he also confirm whether the £500,000 of funding pledged for new grammar schools will now start being put back into the general schools budget, which is under severe pressure, as we all know?

We have reached a point at which school budgets are facing real-terms cuts for the first time in 20 years. The National Audit Office has told us that there will be an 8% cut in per pupil education spending over the course of this Parliament. That will not help social mobility and is flagrantly breaking another clear 2015 manifesto commitment that the funding following a child into schools will be protected. I can see that from the Minister’s own education authority of North Yorkshire, including his fine constituency of Scarborough and Whitby. He pointed out to my hon. Friend the Member for Manchester Central how many children were in better schools, but £28.5 million is being taken out of schools in North Yorkshire between now and 2021.

Will the Minister therefore do what the Prime Minister failed to do when asked about that and explain why the Government are breaking another manifesto pledge? Cuts to school budgets will make it impossible to deliver on many of the Social Mobility Commission’s recommendations, shift resources towards areas that most need them, close the attainment gap and support teachers. Teachers continue to leave the profession in record numbers. My hon. Friend the Member for Manchester Central cited statistics that show that a quarter of trained teachers have gone since 2011. I am a former teacher myself—brilliant colleagues in Trafford, where I worked for many years, are leaving the profession because of the real-terms pay cuts over the years, the increasing pressures on school budgets, and class sizes, which are increasing more and more.

The Government have failed to give even a basic response to the recommendations of their own Social Mobility Commission. I wish that they would do so. I praise my hon. Friends the Members for Ellesmere Port and Neston (Justin Madders), for Mitcham and Morden and for Gedling (Vernon Coaker), and the hon. Members for Edinburgh North and Leith (Deidre Brock) and for Airdrie and Shotts (Neil Gray), for their contributions. The University of Oxford recently published a report about food bank use, in which the Bishop of Durham, the Right Rev. Paul Butler, wrote:

“This report highlights the need for all of us to refocus our efforts on ensuring that every child is able to reach their full potential regardless of their background.”

All Members should make that their motto when talking about this issue.

[The Minister of State, Department for Education (Mr Robert Goodwill)]

I certainly agree with the very last thing that the hon. Member for Wythenshawe and Sale East (Mike Kane) said; it seems to me that the entire House could be united around that comment by the Bishop of Durham. I thank the hon. Member for Manchester Central (Lucy Powell) for securing the debate; I am pleased to have an early opportunity to discuss this issue. I will leave a couple of minutes for her to sum up at the end, if she would like to.

Education is fundamental to breaking the link between a person’s background and where they get to in life. It is our primary tool for opening up opportunity and giving people a chance to go as far as their talents and ambitions will take them. The Prime Minister has talked about areas in which we can work together, and I hope that this is one of those. The hon. Member for Gedling (Vernon Coaker) was possibly a little churlish; I was really only trying to correct one or two facts that might have helped the hon. Lady to develop her arguments.

I am grateful to the Social Mobility Commission for setting out its views in its recent “Time for change” report, and I add my personal thanks to Alan Milburn. We welcome the report and recognise its conclusion that life chances are too often determined not by someone’s efforts and talents but by where they come from, who their parents are and what school they attend.

At the start of this year, the Secretary of State set out three priorities for social mobility. They were tackling geographic disadvantage; investing in long-term capacity in the education system, and ensuring that that system really prepares young people and adults for career success. Before I explain how we are delivering against those priorities, I should emphasise that we are driving opportunity through everything we do. For instance, there are now 1.8 million more pupils in good or outstanding schools than there were in 2010, including—dare I say it—11,043 more in Conservative-controlled North Yorkshire, where 73,096 children are in good or outstanding schools.

[Mike Kane]

Will the Minister give way?

[Mr Goodwill]

I will regret it, but I give way.

[Mike Kane]

The Minister mentioned—it was a Minister’s “microphone moment”—1.8 million pupils. May I point out that those exact pupils were identified in 2010 by a Labour Government as being in coasting schools? The resources were put in, and this Government picked the low-hanging fruit. The Government say that more pupils are taught in good schools, but if that is so, why are our programme for international student assessment scores going down in international comparison?

[Mr Goodwill]

I disagree. As some of the primary school results that recently came out show, we are making real progress, certainly in key subjects such as maths and English. I am sure that we all welcome the tremendous impact that that will have on young people’s life chances.

School Funding Formula (London)

Mike Kane Excerpts

Wednesday 28th June 2017 Commons Chamber

[Nick Gibb]

The right hon. Gentleman has anticipated my comments, as he did his right hon. Friend’s. I will come to those issues. On the apprenticeship levy, schools can use apprenticeship levy funds not only for training support staff, but for training teachers. We are developing a teacher apprenticeship and the Government have asked Sir Andrew Carter to help develop a high-quality teaching apprenticeship to enable schools to draw down funding available through the apprenticeship levy.

We will publish our response to that consultation in due course. We will build on the strong support for the basic objective of reforming the current system as well as addressing the detailed issues and concerns raised throughout the consultation. We remain committed to working with Parliament and bringing forward proposals that will command consensus.

The right hon. Member for Twickenham raised the issue of introducing a national funding formula at this moment. We felt that at a time of constraints on budgets it was even more important to introduce such a formula to ensure that the unfairnesses are ironed out—more important than when budgets are rising.

Not only do we want the system for distribution to be fair; we also want to ensure that every school has the resources it needs to deliver a world-class education for every child. We have protected the core schools budget in real terms since 2010. We have given record levels of funding for our schools, and we set out plans to increase funding further in our manifesto, as well as continuing to protect the pupil premium to support the most disadvantaged pupils in our schools.

[Mike Kane (Wythenshawe and Sale East) (Lab)]

Will the Minister give way?

[Nick Gibb]

I will not.

We recognise that schools are facing cost pressures and we will reflect on the message that people sent at the election about the funding of our schools. We also know that how schools use their money is important in delivering the best outcomes for pupils. We will continue to provide support to help schools to use their funding in cost-effective ways. The Government have produced tools, information and guidance to support improved financial health and efficiency in schools. Those tools are available in one area of the gov.uk website.