Oral Answers to Questions

Peter Aldous Excerpts

Monday 9th September 2019 Commons Chamber

[Gavin Williamson]

This is something we are taking a lead on. We are already in the process of devolving many responsibilities to locally elected mayors. I will be having further discussions with my right hon. Friend the Secretary of State for Housing, Communities and Local Government on how we can make that work as efficiently and as well as possible to deliver the skills that are needed for our urban areas.

[Peter Aldous (Waveney) (Con)]

4. What steps his Department is taking to improve the quality of apprenticeships.

[The Secretary of State for Education (Gavin Williamson)]

We have fundamentally changed what apprenticeships involve. We have new high-quality standards developed by industry for industry. Apprentices are now getting more off-the-job training, while endpoint assessment ensures they are fully competent. Our new quality strategy will ensure that all apprenticeships are of the highest quality both in design and delivery.

[Peter Aldous]

I am grateful to the Secretary of State for that answer. Will he work with and support the New Anglia local enterprise partnership in setting up its levy pool, which will ensure that more SMEs in Suffolk and Norfolk obtain funding for training and apprenticeships?

[Gavin Williamson]

My hon. Friend raises an important point. We have already increased the amount of the levy being directed in that way from 10% to 25%. We will very much look at working closely across the whole region of East Anglia on how best we can support this important initiative that makes sure that young people who want the training and people who are retraining have the right skills to be competitive in the jobs market.

School Funding: East Anglia

Peter Aldous Excerpts

Tuesday 3rd September 2019 Westminster Hall

[Peter Aldous (Waveney) (Con)]

It is a pleasure to serve under your chairmanship, Mr Gapes. I congratulate the hon. Member for Norwich South (Clive Lewis) on securing this debate.

East Anglian schools have had a raw funding deal for many years. The Government’s announcement last week of an additional £14 billion for schools nationally provides an opportunity to put right that unfairness, which so wrongly penalises pupils in Suffolk, Norfolk and Cambridgeshire. It is important that that money is spent wisely, in a pinpointed and targeted way, and that priority is given to underfunded areas such as East Anglia. To be fair, the Government do recognise the latter need.

Time is short, so from a Waveney and Suffolk perspective I shall briefly highlight the four issues that I believe need to be addressed. First, the national funding formula needs to be made fairer, simpler and more transparent. Suffolk is a member of f40, a group of education authorities that receive the lowest per-pupil funding settlements. At present, the formula does not give enough basic entitlement to schools and allows too much for add-ons, resulting in big funding differences between different local authorities and schools across the country. This problem is exacerbated by the fact that, as local authorities have faced ever tighter budgets, schools have been asked to take on more and more work traditionally undertaken by others, including youth work and parental and mental health support, as we have heard.

Secondly, it is also necessary to ensure that pre-school early years funding gets through to those organisations and groups—often from the private and voluntary sectors—that do great work in deprived areas where there are gaps in the provision of primary schools. A good example is Little Buddies in Lowestoft, which has suffered significant funding cuts at the same time as incurring additional costs. We have heard about the pension scheme costs, and it is important to welcome the Government’s announcement that the £4.5 billion required for teachers’ pensions will be met from outside the Education budget. I urge the Government to work with local education authorities and, through them, with pre-schools such as Little Buddies, to ensure that they receive a fair share of the additional funding now being made available.

[Daniel Zeichner]

The hon. Gentleman makes an important point about early years funding—which is notoriously complex, it is fair to say. I am not sure about the pattern in Waveney, but certainly my area has some fantastic maintained local nursery schools, which incur additional costs and have been under considerable financial pressure. Does he agree that it would be helpful if the Minister could confirm that this additional funding will flow through to those excellent maintained nursery schools?

[Peter Aldous]

The hon. Gentleman’s point is well made. A lot of the problem is that, although the Government announced the additional funding for early years two or three years ago, the money is not getting through to several establishments, such as Little Buddies and the Rainbow Day Nursery in the Harbour ward in Lowestoft. We had meetings with the then Minister, my right hon. Friend the Member for Scarborough and Whitby (Mr Goodwill), and the county council, and we had a lot of difficulty working out where the problem arose and why the money was not getting through to those schools. The urge for simplicity and transparency in how this money is spent is very important.

The third point, as we have heard from a number of Members, is about special educational needs. This is a problem throughout the whole country, but I sense that it is a real problem in Suffolk. The county faces—I will not call it a perfect storm; that sounds awful—an imperfect storm of factors that create a real problem in SEN provision in Suffolk. The first is obviously rising demand: there is a yearly doubling of requests for education, health and care needs assessments. Secondly, complexity of need is rising, particularly for children with autism. Thirdly, the council receives historically low levels of funding for high-needs learners, compared with other local authorities.

A lot of the problem is caused by funding for specialist placements coming from the dedicated schools grant. As Suffolk is an f40 authority, its overall funding for schools is lower, and therefore its funding for higher-needs learners is also that much lower.

[Sandy Martin]

Will the hon. Gentleman accept a fourth point from me: the local authority’s lack of any ability to make coherent plans, because of the undermining of its ability to plan across the entire county?

[Peter Aldous]

The hon. Gentleman is right. I was coming on to my fourth point, which might broadly coincide with his. An historical issue in Suffolk, probably for the best part of 20 years, is the low number of special schools and special unit places in the county itself, meaning that Suffolk has to buy more places—both in the independent sector and out of area—at enormous cost. This problem needs to be put right. It has happened over a number of years and, I suspect, over a number of different administrations running Suffolk County Council. It will not be put right overnight. To be fair, the council recognises the problem, but I sense that it will be with us for a few years to come.

The fifth point, as touched on by my hon. Friend the Member for North West Norfolk (Sir Henry Bellingham), is about the need to ensure that sixth forms and further education colleges are properly funded. The 16-to-19 age group has been overlooked in recent years. In a town such as Lowestoft, it is important that funding for this group is put on a financially secure and long-term footing.

Colleges and sixth forms provide an important bridge from the classroom to universities and the workplace. In a coastal town such as Lowestoft, where there has been long-term economic decline, these schools, sixth forms and colleges are the cornerstone on which we can rebuild the local economy and give young people the opportunity to realise their full potential and, in doing so, to increase social mobility. The additional funding that the Government provided for sixth forms and colleges is a welcome step in the right direction, but at £200 per student, it falls short of the minimum £760 per student sought by the Sixth Form Colleges Association in its “Raise the Rate” campaign.

As we know, a lot is going on at present, but whatever the outcome of Brexit, nothing is more important than investment in the next generation. The Government have recognised this with the extra funding provided. They now need to work with schools, the regional education commissioner and the local education authorities to ensure that this money is spent prudently and properly on tackling the unfairness that has built up in East Anglia over many years.

Oral Answers to Questions

Peter Aldous Excerpts

Monday 24th June 2019 Commons Chamber

[Damian Hinds]

Education is, of course, a devolved matter, but it is also true that funding per pupil is slightly higher in England than it is in Wales.

[Peter Aldous (Waveney) (Con)]

On behalf of the deaf and hard of hearing, Daniel Jillings, from Lowestoft, and his mother Ann have been campaigning for a GCSE in British Sign Language. I am aware that the preparatory work has been done, but can the Minister assure Daniel and Ann that the Government are doing all that they can to get that exam into the curriculum as soon as possible?

[Nick Gibb]

I enjoyed meeting Daniel. As my hon. Friend knows, the exam board Signature has submitted content to our Department, and we are working with that. Ultimately, this is a matter for Ofqual. We have to maintain the standards of the GCSE, but we are working with both Ofqual and Signature.

Further Education Funding

Peter Aldous Excerpts

Tuesday 2nd April 2019 Westminster Hall

[Peter Aldous (Waveney) (Con)]

It is a pleasure to serve under your chairmanship, Sir Roger. I congratulate my hon. Friend the Member for Gloucester (Richard Graham) and the hon. Member for Scunthorpe (Nic Dakin) on their leadership and on securing the debate.

Putting the funding of further education on a sustainable, financially secure and long-term footing is vital for those young people who will reap the dividends, for those communities in which colleges are based and for the greater benefit of UK plc. Without that investment, social mobility will decline still further and the productivity gap will widen to a chasm.

In Waveney, East Coast College, which includes Lowestoft Sixth Form College, provides an important bridge from the classroom to university and the workplace. In a coastal town where there has been economic decline, they are the cornerstone on which we can rebuild the economy and give young people the opportunity to realise their full potential.

The case for better funding of further education is strong. It will improve social mobility, particularly in those parts of the country where people have often been left behind. It is a vital stepping stone from the classroom to the workplace.

[Derek Thomas (St Ives) (Con)]

Will my hon. Friend give way on that point?

[Peter Aldous]

I will carry on, if that is okay.

We are on the cusp of technological change and the advent of the fourth industrial revolution, and we are transitioning to a low-carbon economy. FE has a vital role to play in that by providing the skilled workforce that the UK needs to be a global leader. In Lowestoft, the energy skills centre is being built at East Coast College. It will provide students with the skills required for exciting, well-paid jobs in the fast-emerging offshore wind sector.

FE also better prepares students for university. The University of Suffolk has come a long way in a short time. It works closely with FE colleges across the county. A properly funded FE sector is vital if the early success is to continue to be built on.

The T-level initiative is welcome, but to be a success it needs to be properly funded. In towns such as Lowestoft, the college is an important component part of the local community and civic society.

I have got to the end without mentioning the “B” word, but I will do so now. Whatever happens with Brexit, there is no getting away from the fact that the British economy is competing in a global market. Our people are the engine of our success. At present, due to a poorly funded FE sector, we are stuttering along in third gear. It is time to fill the tank—or, should I say, charge the battery—so that we are running in top gear.

College Funding

Peter Aldous Excerpts

Monday 21st January 2019 Westminster Hall

[Daniel Zeichner]

I am grateful to my hon. Friend for raising that. I was not aware of that, but I must say that recruitment is a continual problem in high-cost areas such as mine. Given the levels of pay, that is hardly surprising.

Returning to the Augar review, I fear that we will probably have much the same story. I suspect that there will be warm words about further education. However, certainly in terms of the coverage, I expect, yet again, the world’s focus to be on higher education and universities. Important though those things are, I fear that there are unlikely to be real solutions for colleges, but we live in hope—we shall see.

[Peter Aldous (Waveney) (Con)]

The hon. Gentleman just made an interesting point, but in coastal communities such as the one that I represent, which includes Lowestoft Sixth Form College and East Coast College, colleges are vital for the link from education to the workplace and in improving social mobility. We probably need a change in mind-set in this country with regard to how we fund post-16 education.

[Daniel Zeichner]

The hon. Gentleman is absolutely right. Only a few days ago we were discussing that in the east of England all-party parliamentary group. Would it not be wonderful if we could have cross-party consensus on this kind of change?

Even the Further Education Commissioner told the Education Committee that further education funding is “unfair” and “sparse”. I have seen this at Cambridge Regional College, an FE college in my constituency, which I visit regularly. I see the excellent work that staff do with students and apprentices from right across the east of England, but the college remains under-resourced and overstretched.

The principal of Cambridge Regional College, Mark Robertson, told me that

“colleges train 2.2 million people annually, and … further education students aged over 19 generate an additional £70 billion for the economy over their lifetime. However, colleges and schools are facing increased pension costs and colleges have not yet had assurance that this increased cost—of around 2% of all income—will be funded.”

That makes no economic sense to me. With colleges adding such huge value to the economy, why are we hitting them so hard?

A similar situation can be found at the fantastic sixth-form colleges in Cambridge, Hills Road Sixth Form College and Long Road Sixth Form College, and in the sixth-form provision at Parkside Community College and Netherhall School. All the teachers at those colleges and schools tell me the same thing; indeed, I see it for myself week after week when I visit them. There are brilliant, hard-working, energetic young people, but increasingly they feel that the system is stacked against them.

Hills Road Sixth Form College is often cited as one of the best state sixth-form colleges in the country, but staff there have told me about the impact of cuts on their provision. Today, the college has £100,000 less to spend on additional learning support for students who need it than it did in 2010. It has been forced to offer fewer subjects and many students take fewer subjects. The average class size has grown by two students, while per capita student funding has dropped by over £1,000.

Deaf Children’s Services

Peter Aldous Excerpts

Thursday 13th September 2018 Westminster Hall

[Peter Aldous (Waveney) (Con)]

It is a pleasure to serve under your chairmanship, Mr Stringer. I congratulate the hon. Member for Poplar and Limehouse (Jim Fitzpatrick) on securing the debate and on the unstinting work he does on behalf of the deaf and hard-of-hearing community. I also welcome the Minister to his place.

I start by raising some of the challenges faced by deaf children in Suffolk, where there is dissatisfaction with services in the north of the county. The National Deaf Children’s Society points out that the county has lost four teachers of the deaf since 2011. Suffolk County Council has also discontinued running an integrated specialist service for deaf children, which brought education and care together. The service was praised and singled out by Ofsted in a thematic review carried out in 2012 as being a good example of good practice, and no assessment appears to have been carried out of the impact on deaf children of removing the service. More widely, its removal goes against the emphasis on joint working and commissioning in the special educational needs and disability reforms.

There is a concern that local authorities across England are being put under pressure to reduce services as a result of short-term budgeting constraints at the cost of the long-term future of deaf children. I have raised those concerns with Suffolk County Council, which is aware of the problem. It highlights that all services for children with disabilities and special educational needs are significantly under-resourced nationally across both the education and health sectors and point to a projected 18% to 20% increase in SEN demand. The lack of funding impacts on resources for deaf children, alongside all others with SEN.

With the new national funding formula for SEND, Suffolk receives less funding than similar areas. Although the county has been awarded some additional funding, it has been capped at a rate that means that it receives only half of the extra that it should be receiving each year—a shortfall of £1.5 million per annum.

In terms of NHS speech and language services, which support deaf and hearing impaired children, there has been a 21% rise in demand in the last three years, but no significant change in the level of offer for community health services. That will only get worse, as a further 10% increase in demand is projected by 2020. That has a negative knock-on impact on the county council; where the NHS is unable to provide the necessary resources, the county council, as the local education authority, becomes the funder of last resort, thereby putting further pressure on its already under-resourced education budget.

Suffolk is looking to put resource bases into mainstream schools to address the needs of deaf children, which would enable a child with a specialist need to access a mainstream offer. Generally, I believe that is the right approach.

[Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)]

I am grateful to the hon. Gentleman for giving way, and to my hon. Friend the Member for Poplar and Limehouse (Jim Fitzpatrick) for securing the debate. In my constituency, Knotty Ash Primary School provides such a deaf resource base for 14 profoundly deaf children. It is a huge boon for those children, but also for the hearing children in the mainstream school, all of whom learn British Sign Language.

[Peter Aldous]

I thank the hon. Gentleman for that intervention. The resource bases in Suffolk, both in primary and secondary schools, are very popular and go down very well—the feedback from pupils who are not deaf is that they welcome the provision. They are incredibly proud of the young people in those units. The problem in Suffolk is that there are three resource bases at primary level—in Ipswich, Bury and Lowestoft—but at secondary level there is a resource base only in Bury St Edmunds. They need to be put out across the whole county, particularly in the north.

The hon. Member for Poplar and Limehouse is a champion for the deaf and the hard-of-hearing community, but it is important to highlight the sterling work of another such champion, Ann Jillings from Lowestoft, who has been working tirelessly with passion and determination to secure the best possible education for her son Daniel. In doing so, she is campaigning for other parents of deaf children in north Suffolk. Ann chairs the Waveney Deaf Children’s Society and, along with Daniel, has been campaigning for the introduction of a GCSE in British Sign Language as soon as possible. They made their case firmly and passionately but politely to the Minister for School Standards, my right hon. Friend the Member for Bognor Regis and Littlehampton (Nick Gibb), at a meeting in March. I hope that the Department for Education will continue to do as much as it can to support the development of the new GCSE, and I would welcome the Minister’s reassurance on that point.

Daniel was born deaf. Following a diagnosis through the newborn hearing screening programme, Ann receives support from a person she describes as a “fantastic” teacher of the deaf, who acted as an advocate for the family as Daniel grew up. Daniel has been able to make excellent progress throughout his education. Ann is very clear that that is because of the support he received from specialist teachers of the deaf and communication support workers. That confirms that, provided that deaf children receive the right support from the start, there is no reason why they cannot thrive and break through any glass ceilings that get in their way.

Getting support for Daniel has been a challenge. Ann comments that she has fought tooth and nail for it, which has put the whole family under incredible stress. She highlights that it took 50 weeks to complete the transfer from a statement to an education, health and care plan—more than twice the statutory deadline. She points out that initially the local education authority did not agree with the advice that Daniel would need to continue to have support from a teacher of the deaf in his school. Only when she stated that she would take up her right of appeal was it accepted that a full-time teacher of the deaf was needed. She says:

“Getting the support for your deaf child is a battle which parents should not have to fight, and I do wonder what happens to the children whose parents cannot persevere in the same way as we have.”

I have got a lot to say, Mr Stringer, but I sense I am preventing others from speaking.

[Graham Stringer (in the Chair)]

To help the hon. Gentleman, there were roughly five and a half minutes for everybody if they self-allocated. He has now been speaking for six and a half minutes.

[Peter Aldous]

Thank you for guiding me, Mr Stringer. I will cut to the chase and conclude with what I said at the end of the debate on deafness and hearing loss in this Chamber last November. Many barriers have been placed in Ann Jillings’s way in her pursuit of better education for Daniel. It is our duty and the duty of Government and local authorities to remove those barriers as soon as possible. Thank you for bearing with me, Mr Stringer.

[Graham Stringer (in the Chair)]

It is probably easier if I impose a five-minute time limit on speeches.

British Sign Language: National Curriculum

Peter Aldous Excerpts

Monday 5th March 2018 Westminster Hall

[Peter Aldous (Waveney) (Con)]

It is a pleasure to serve under your chairmanship, Mr Austin. I congratulate the hon. Member for Blaydon (Liz Twist) on her work in facilitating this debate.

It is either coincidental or a subliminal message from another place that this debate is taking place on the same day that “The Silent Child” won an Oscar. I have not seen the film, but I understand that sign language is the means by which a whole new world is opened up for Libby, the four-year-old star of the story. Similarly, if BSL is part of the national curriculum and there is a GCSE in sign language, a whole new world will be opened up for thousands of deaf and hard-of-hearing young children and adults around the UK.

Later this month, I shall be accompanying Daniel Jillings from Lowestoft and his mother, Ann, to meet the Minister, at his very kind invitation, so they can explain why a GCSE in sign language is so important to them. Ann highlighted to me that BSL is deaf children’s first language. She said it is discriminatory that they do not have the opportunity to achieve the most widely recognised qualification in their first language, and that it is given a lower status than other languages. It is accepted that there are other accredited qualifications in BSL, but they are not widely available to children in schools and are less likely to be recognised by employers.

Daniel achieved his BSL level 1 three years ago. It was not funded, and Ann tutored him and paid for all the assessments herself. That is not right. There is a compelling case for a GCSE in BSL. First, we must ensure equality. Many other languages are rightly taught at GCSE, including Arabic, Biblical Hebrew, Persian and Urdu. In an outward-looking, pluralistic country, it is right that they are taught, but the deaf and the hard of hearing must be placed on the same level playing field.

Secondly, the continuing absence of a GCSE in BSL is a denial of choice. A survey by the National Deaf Children’s Society’s youth advisory board found that 92% of young people who are deaf or hard of hearing think schools should offer a BSL GCSE.

Finally, the continuing non-availability of a GCSE in BSL puts up a barrier for many young people initially to further and higher education and thereafter to entry into the workplace. A barrier was taken down in Hollywood last night, as Rachel Shenton used BSL in her Oscar acceptance speech. I look forward to meeting the Minister with Daniel and Ann later this month so we can begin work on taking down a barrier in Westminster.

Oral Answers to Questions

Peter Aldous Excerpts

Monday 29th January 2018 Commons Chamber

[Mr Speaker]

The hon. Lady is thinking of a matter of great importance, but its relationship to the question under consideration is not clear. We are grateful to her, and she may be able to unburden herself further at a later stage if she is lucky.

[Peter Aldous (Waveney) (Con)]

4. What steps his Department is taking to improve the quality of further education provision.

[The Minister for Apprenticeships and Skills (Anne Milton)]

We have done a number of things in this area. The area reviews have been an opportunity for every college to reorganise and merge, and we have approved £300 million of restructuring money. Plus six grants have been made from the new £15 million strategic college improvement fund. We have appointed seven national leaders of further education, and the work of the FE commissioner, a vital role, has also been extended.

[Peter Aldous]

I am grateful to the Minister for her answer. Colleges such as East Coast College are doing great work that will improve social mobility and productivity, but they need to be properly funded. Will my hon. Friend outline the steps that have been taken to ensure that that is the case, so that colleges can deliver a high-quality, rounded curriculum?

[Anne Milton]

Funding is important, which is why I mentioned those figures. The strategic college improvement fund will be very important. My hon. Friend is absolutely right: Lowestoft and Great Yarmouth merged to form East Coast College, which is a much more financially independent institution. We are also putting £500 million a year into technical education to increase the hours of learning for more than 50% of those on technical routes; providing £20 million to help teachers prepare for those routes; and continuing to protect £4,000 a year for 16 and 17-year-olds. I am very aware, however, that this is a complex sector delivering a wide range of courses in quite difficult financial circumstances.

16-to-19 Education Funding

Peter Aldous Excerpts

Thursday 7th September 2017 Westminster Hall

[Peter Aldous (Waveney) (Con)]

It is a pleasure to serve under your chairmanship, Mr Hanson. I congratulate the hon. Member for Scunthorpe (Nic Dakin) on securing the debate. He is the right person to lead it, because of his distinguished career before he entered this place as the principal of a further education college.

The years from 16 to 19 are of critical importance in everyone’s life; they are the transition years between school and the workplace. If we get things right in this place, young people go on to have successful and fulfilling lives from which they and their families benefit directly—as well as society and the economy. If we do not put down the right framework, lives can be unfulfilled, society can become fractured, and the economic productivity gap widens. Proper, stable funding is the cornerstone of a good, enduring 16-to-19 education system. In Waveney, 16-to-19 education is provided at Bungay High School, Sir John Leman High School in Lowestoft, East Coast College—the former Lowestoft College, which recently merged with Great Yarmouth College—and Lowestoft Sixth Form College. Students in the area also go to East Norfolk Sixth Form College in Gorleston, in the constituency of my right hon. Friend the Member for Great Yarmouth (Brandon Lewis). All those colleges and schools produce good results, often in challenging circumstances, and staff all go the extra mile in support of their students.

I will concentrate my comments on Lowestoft Sixth Form College and East Coast College. Lowestoft Sixth Form College opened in 2011. In a short time it has been an outstanding success, owing to the great work of the principal, Yolanda Botham, and her staff. This year, maths and physics A-level outcomes have been in the top 1% nationally. East Coast College was formed earlier this year, following an area review and, under the new principal, Stuart Rimmer, some exciting plans are emerging. Those include a new energy skills centre, for which the Government have provided £10 million capital funding through the New Anglia local enterprise partnership. There are some outstanding successes. Some good initiatives are taking place and some exciting projects are planned. That said, for them to be sustainable and successful in the long term, a secure and adequate revenue-funding framework must be put in place.

As the hon. Member for Scunthorpe has shown, 16-to-19 funding is at present seriously under-resourced. When a student reaches 16, their funding drops by 20%. At current funding levels, students in England receive, on average, 15 hours of teaching and support a week. That compares with 26 hours in Canada, 27 in Singapore and 30 in Shanghai. The House of Commons Library has identified seven challenges that 16 to 19-year-olds face. They are, in effect, being squeezed on all sides. The VAT iniquity means that an average sixth-form college loses £385,000 per annum of vital income. The ability to become an academy helps to address that problem, to a degree, but it is not practical for all sixth-form colleges.

STEM subjects are vital at Lowestoft Sixth Form College, but, worryingly, research shows that 15% of sixth-form colleges across the country have dropped STEM subjects. At the present time, when the nation should be producing more engineers and scientists, that trend must be reversed. The Government’s T-education proposals are welcome, but are likely to cover only 25% of those in education. The solution to the problem, as the hon. Member for Scunthorpe said, is to adopt the four recommendations of the Association of Colleges, the Sixth Form Colleges Association, and the Association of School and College Leaders. I shall not go through them in detail, as he has already set them out.

Colleges are a great British success story. They deliver great results and are an important—vital—lever for social mobility, which is relevant in Lowestoft in my constituency, where there are significant pockets of deprivation. However, colleges cannot continue to perform their role if they are not properly funded. In Lowestoft there are exciting regeneration plans, with the two colleges playing lead roles. If the full potential of the plans is to be realised, 16-to-19 education funding must be put on a sustainable long-term footing.