Education, Skills and Training

Debate between Rushanara Ali and Jo Churchill

Wednesday 25th May 2016 Commons Chamber

[Rushanara Ali]

Any improvement in attainment is welcome, but I am making a point about London, where huge amounts of work has been done to improve schools. When I was at school in the east end of London in the 1980s and 1990s, most schools achieved a rate of less than 20% for GCSEs. It took over a decade to transform schools, and that was not just in Tower Hamlets. In Tower Hamlets, we have only four academies, which shows that there are different models of improvement.

I call on the Secretary of State to look at how such improvements have been achieved through different approaches, including collaboration, investment in teacher quality and standards, and training and leadership. She knows very well that the model used in Tower Hamlets and across London is recognised around the world, and I hope that the new funding formula will not put that at risk.

[Jo Churchill]

I just want to point out that London schools have had a 26% uplift, whereas rural schools have had only a 9% uplift, so it is only fair, right and proper to address the basis of the funding.

[Rushanara Ali]

My point is not that schools in need of support in rural areas—there is poverty in rural areas as well—should not get support, but that we should not set schools and areas against each other or create divisions. The Government should look at where we need to target resources to improve schools, but should not turn regions or schools against each other. That is one of the major risks, as has already been reflected in this debate. We need to consider how to improve standards across the country without damaging the achievements of schools in London. We still need to raise the attainment of 40% of school kids.

I want to move on to the universities Bill. The Sutton Trust recently unearthed the fact that our young people leave university with the highest levels of debt in the English-speaking world. The Chancellor wrote to one of his constituents in 2003 that fees are “a tax on learning” and “very unfair”. Yet he has since tripled university fees to £9,000 and scrapped the student maintenance allowance. He now wants to lift the fees cap even higher, which will reverse some of the achievements of the past and saddle poorer students with huge amounts of debt. We all know that people from asset-rich families are more likely to take risks and more likely to be secure when they enter the labour market, and that the outcomes for graduates in the labour market differ according to social class and ethnic background. Saddling poorer students with debt therefore has real consequences for what they will go on to do.

Will the Minister for Universities and Science therefore look carefully at such outcomes? The data he is collecting will be useful only if he matches them with action to tackle the fact that inequalities are built in by students being left in debt. The Government have ignored the evidence published by the Institute for Fiscal Studies in 2014 showing that a £1,000 increase in maintenance grants led to a 4% increase in participation. The Minister says that participation is increasing, and when that happens, it is welcome, but I ask him to look at this area to see how to increase participation further.

I welcome the aim of increasing the number of apprenticeships to the target of 3 million, but there is a question, which has been raised by several of my hon. Friends, about the quality of those apprenticeships. I appeal to the Minister to look carefully at how we can make sure the system works well by focusing on quality. A sizeable number of young people are still on courses at level 2 and level 3, for which they have parallel qualifications. We need to make sure that they genuinely progress and that apprenticeships are a genuine alternative.