Further Education

Lord Jackson of Peterborough Excerpts

Wednesday 18th November 2015 Commons Chamber

[Lucy Powell (Manchester Central) (Lab/Co-op)]

I beg to move,

That this House believes that a 21st century economy cannot be built on falling investment in education; notes that the 16-19 education budget fell by 14 per cent in real terms over the last Parliament, and that many colleges are reporting severe financial difficulties, including no longer offering courses in subjects key to our country’s competitiveness; further notes that over 100 chairs of further education colleges have warned that further cuts to 16-19 funding will tip their colleges over the precipice, and risk the nation’s productivity; believes that, given that the participation age has now risen to 18 years old, it makes no sense for the post-16 education budget to be treated with less importance than the 5-16 schools budget; further believes there should be a joined-up approach to education across departments; and calls on the Government to protect the education budget in real terms, from the early years through to 19 years old.

Thank you, Madam Deputy Speaker.

“A good education shouldn’t be a luxury—the preserve of those living within a certain postcode or those who can afford it. It should be something everyone in this country can get…if we don’t educate the next generation properly, we will not secure Britain’s future.”

Those are not my words; they are the words of the Prime Minister just before the election, and I wholeheartedly agree with them. Indeed, I am sure that every parent and member of the public would agree that the route to success for a country lies in ensuring the best possible education for our children. Education is a down payment on the future success of our economy. I do not doubt that the Secretary of State for Education agrees with me, too. Yet as we approach the comprehensive spending review next week, I am concerned that she is losing the argument with her Treasury colleagues. That is why we have called this debate: to give her a bit of moral support in her battle to stop further, damaging wrong-headed cuts to the education budget.

In all honesty, I am perplexed that we are having to have this debate at all today. Conservative rhetoric at the election may have fooled many parents that the whole education budget was being protected, when we all know that the reality is far from that. If the principle exists that education is so important that we should shield schools’ budgets—and we absolutely should—why does the principle stop at GCSEs and not extend to A-levels and other post-16 qualifications? That is the central question, and I hope that we shall hear a real answer from the Secretary of State today. Why do the Government ascribe less value to the education of 16 to 19-year-olds?

[Mr Stewart Jackson (Peterborough) (Con)]

Why does the hon. Lady think that, during a period of economic growth, her party presided over rising numbers of people who were not in education, employment or training and rising levels of youth unemployment? By contrast, the number of NEETs under this Government, both in my constituency and throughout the country, is the lowest for 15 years.

[Lucy Powell]

Well, we are not seeing the biggest investment in post-16 education; and we shall see what happens to those budgets in the forthcoming comprehensive spending review.

Let us look at the context. Over the last Parliament, 16-to-19 funding fell by 14% in real terms, and many efficiencies have already been delivered. Moreover, children must now remain in education or training until they are 18. We want young people to go on to study A-levels or take up high-quality apprenticeships, we want to raise attainment in literacy and numeracy, and we want to deliver a new curriculum. In that context, how does the Secretary of State imagine that school sixth forms, sixth-form colleges and further education colleges will be able to make further cuts of between 25% and 40% over the current Parliament?

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[Caroline Nokes (Romsey and Southampton North) (Con)]

It is a pleasure to follow the hon. Member for Bristol South (Karin Smyth). I must first declare an interest as an advisory governor of Eastleigh college, a brilliant general FE college and one of the leading providers of apprenticeships in the area. I can say that with proper knowledge, as the business admin apprentice in my office attended the college one day a week. As the Secretary of State will appreciate, it is a leading champion in ensuring a good charge towards apprenticeships in the area.

As we have heard from the Chairman of the Education Committee, we and BIS are working together on productivity and it was great to hear from apprentices at the seminar held a few weeks ago how they were enjoying and benefiting from the training that they were getting on the job. It was worrying to hear from them, however, that they were not learning about apprenticeships in schools. In many cases, apprentices are themselves the best advocates for apprenticeships, but we need to find a way to get them into schools to talk about what they are doing and to give others the opportunity to follow in their footsteps.

[Mr Jackson]

Does my hon. Friend agree that the very best FE institutions not only discharge their responsibilities for apprenticeships and even sponsor university technical colleges, but work with bodies such as Jobcentre Plus to help youngsters with work-readiness, so that they are ready with their skills to start employment after they have concluded their studies?

[Caroline Nokes]

My hon. Friend is of course right. The best colleges are working with business and schools to make sure that when young people go into the world of work they are ready for it.

My constituency has no 16 to 19 provision in the state sector, which means that every single teenager is exported somewhere else to go to college. But that is great, because it gives me an opportunity to talk to college principals across the region. I may stray on to the territory of some of my neighbours today, but I have a broad perspective from many college leaders across the south of Hampshire. We are lucky: we have great sixth-form and FE colleges that have worked over the years to make sure that they are as efficient as possible. In many cases, they are as large as possible—they have worked hard to get more students through their doors—but big is not always best. What is crucial is that we have a range of colleges that provide different offers. The transition from school to college can be difficult for some young people, and we should not assume that just because a college is large, efficient and getting great results it will give the best outcomes for every student.

Peter Symonds college, which I was lucky enough to attend—a few years ago now—and Barton Peveril, two of the biggest colleges in the area, have brilliant academic records. They are some of the best in the country, but we also have Richard Taunton college in Southampton on the edge of my constituency, which is far smaller. It has only 1,250 students and it has specialised in attracting a broad and diverse range of students, many of whom have come from other institutions and found their home in a much smaller college, taking three years to complete their A-level education.

Trade Union Bill

Lord Jackson of Peterborough Excerpts

Tuesday 10th November 2015 Commons Chamber

[Kevin Brennan]

Well, I am quite shocked by that accusation from my hon. Friend. On a serious note, there are many colleagues on the Government Benches who are members of trade unions. It was not so long ago that my old union, the National Union of Teachers, used to sponsor Conservative Members of Parliament. I will give hon. Members some benefit of the doubt here. I will actually believe for a moment that the majority of Conservative Members do not want to destroy the trade union movement, because they are democrats and we live in a democratic society. What conclusion could somebody looking at this proposal draw, other than that it exists to inflict damage in an illiberal and absolutely inappropriate manner on voluntary trade union associations and employees’ voluntary agreements with their employers?

[Mr Stewart Jackson (Peterborough) (Con)]

I know that in a former life the hon. Gentleman was a teacher, and he is making a very didactic case for his point of view. He is obviously a born-again libertarian. Is not the corollary of his argument that it is for individuals with free information to decide whether they wish to make a contribution to a trade union? That is the spirit of the Bill, rather than an element of compulsion.

[Kevin Brennan]

The hon. Gentleman is talking my language. I absolutely agree with that proposition, but has he read the clause? Does he understand what it means? Has he read the amendment tabled by the hon. Member for Stafford? The Government are banning any opportunity for an individual to enter into an agreement with an employer, and banning the employer from entering into such an agreement with its workforce, even in exchange for ready money. That service is not being given away, but its provision will be banned even when employees are paying for it. I was a teacher, and I was not trying to be didactic; I was trying to tease out a reaction, and obviously I got one from him. He should have a closer look at what his Government are actually doing and what he is actually voting for. A majority may be the best repartee, as Disraeli said, but I do not think Disraeli would have thought that this fitted with the principles of a one nation Conservative party.

Oral Answers to Questions

Lord Jackson of Peterborough Excerpts

Monday 26th October 2015 Commons Chamber

[Mr Gibb]

My hon. Friend is right. Every child, regardless of background or the problems they face, deserves the opportunity to develop their knowledge, skills and values to prepare them for life in modern Britain. Alternative provision academies, such as Caradon, play a crucial role in ensuring that pupils who cannot currently be educated in a mainstream school continue to receive a good education. I would be delighted to visit the school with her and to congratulate the staff at the academy on their achievements and professionalism.

[Mr Stewart Jackson (Peterborough) (Con)]

Poor attendance, as well as extremely poor educational attainment, is a feature of the most recent Ofsted inspection at the Voyager academy in Walton, Peterborough, which is managed by the Comberton academy trust. May I encourage the Minister and the Secretary of State to use their powers to intervene on this first wave academy to replace Comberton with a much more suitable academy trust for the benefit of pupils in my constituency and beyond?

[Mr Gibb]

We take very seriously the performance of multi-academy trusts and the trustees’ oversight of academies, and the regional school commissioners will be looking at my hon. Friend’s case, as they do all issues of poor performance by academies within multi-academy trusts.

Trade Union Bill

Lord Jackson of Peterborough Excerpts

Monday 14th September 2015 Commons Chamber

[Andrew Bridgen]

I think it probably will be now that Labour has a new leader—it seems to be very politically aligned.

It should be noted that according to the Office for National Statistics, 3 million working days have been lost in the past five years due to labour disputes, more than 80% in the public sector. That is simply unfair on the hard-working taxpayer, so, on their behalf, I welcome clause 2.

[Mr Stewart Jackson (Peterborough) (Con)]

Does my hon. Friend agree that it is a bit of a cheek for the right hon. Member for Kingston upon Hull West and Hessle (Alan Johnson) to question the constitutional propriety of the Bill, which has an election mandate behind it from the election four months ago, whereas, under the previous Labour Government, the unions effectively bought policy through the Warwick I and Warwick II agreements in exchange for large amounts of funding for the Labour party?

[Andrew Bridgen]

My hon. Friend makes a point that has been made often. I think we also saw the influence of the union movement in the recent Labour leadership elections and the selection of Front Benchers.

Other sensible measures in the Bill are clauses 7 and 8, which set an expiry date on industrial action ballot mandates and extend the notice period that unions must give employers from seven to 14 days. The latter will give more time to reach settlements, which can only be a good thing for all parties concerned, while giving those adversely affected, such as commuters and parents, time to make other arrangements, whereas the former is a common-sense measure given the present situation of having effectively rolling mandates that can last for years and might be ongoing long after the members who originally voted for them have left employment.

Clause 9, on picketing, has engendered a number of comments and I understand that there are concerns about the level of police involvement. There is, however, an issue of intimidation in the trade union movement. One needs only to think back to the incident with Unite officials at the Grangemouth oil refinery in 2013, in which a mob was sent to protest outside a family home with banners, flags and a giant inflatable rat, which led to a country pub and even a charity fun run being disrupted.

English as an additional language (Pupil Support)

Lord Jackson of Peterborough Excerpts

Tuesday 23rd June 2015 Westminster Hall

[Mr Stewart Jackson (Peterborough) (Con)]

I beg to move,

That this House has considered Government policy on support for pupils with English as an additional language.

It is a pleasure to serve under your chairmanship, Mr Hollobone, and I welcome the Minister for Schools, whom I have known for many years, to his place in the new Government.

This is a timely debate, not for outlining a detailed policy proposal or indeed criticising what has gone before, but for inviting the Department for Education and its Ministers to explore options for how they can assist a small number of localities and local education authorities to deal with the consequences of very large-scale immigration and pupil mobility, and specifically the impact of these factors, particularly on primary school education, the provision of primary school places, teacher recruitment and retention, and—most critically—educational attainment.

As someone once said, “It’s déjà vu all over again,” because, Mr Hollobone, you were also in the Chair when I secured a similar debate with the same Minister on 15 February 2011, which was on the pupil premium. In that Adjournment debate, I raised similar but not identical matters to those I will raise today.

On that occasion—[Interruption.]

[Mr Philip Hollobone (in the Chair)]

Order. Mr Jackson may now carry on. Of course, he could simply refer us to the remarks he made in the debate that he just mentioned and sit down. However, I hope that he will not do so, and that he will add some additional material.

[Mr Jackson]

Thank you, Mr Hollobone. After that alarm, I trust that there will be no incendiary activity in the next 90 minutes.

On that occasion in 2011, I argued—evidently, it transpired, not that persuasively—that although the pupil premium was indeed an excellent idea and a useful tool to assist the most deserving pupils by the deployment of scarce resources, it was nevertheless a blunt instrument. That was because it only related to deprivation as measured by the sole indicator of access to free school meals. It was perfectly possible to nuance and finesse that criterion to drive up education standards in discrete circumstances.

That proved to be the case: in the last Parliament, the coalition Government extended the provision of the flat-rate pupil premium to looked-after children—it was called “pupil premium plus”—and later to the children of service personnel, quite rightly. The deprivation indicator and eligibility criteria were also broadened, as were the differential payment rates between deprived pupils in primary schools and secondary schools. Between 2011 and 2015, per capita funding rose from £430 to £935 for deprived pupils in secondary schools, to £1,100 for deprived pupils in primary schools and to £1,900 for looked-after children. It was £300 for service children.

I am proud to be associated with the Government that did that, and they did it for the right reason, because there is plenty of evidence that the pupil premium has had considerable impact cumulatively across a wide range of LEAs in supporting disadvantaged children and improving their educational attainment. The Department for Education report published in July 2013 under the auspices of TNS BMRB, Tecis, the Centre for Equity in Education, and the Universities of Manchester and Newcastle demonstrated such positive outcomes, as did Ofsted’s pupil premium update, which was published last July.

Naturally, I am delighted not only that the pupil premium worked but that the new Conservative Government remain committed to maintaining it. For the current financial year, it will be £2.545 billion in total. Indeed, one in six children in the Peterborough LEA were in receipt of free school meals in 2013-14.

I accept the central premise that Ministers have prayed in aid of the pupil premium, namely that the link between free school meal eligibility and underachievement is strong. That is undoubtedly the case, but must we accept that the pupil premium cannot be a more flexible vehicle in resource allocation? Let us be clear about what the pupil premium has not addressed historically, and still does not address. There is now no de facto targeted funding for those LEAs that, by dint of their economic profile or geographical circumstances, have to accommodate and deliver the best educational outcomes on an equal statutory footing with all other LEAs to students whose principal language is not English.

The pupil premium has been reconfigured, rebooted, nuanced, reset and expanded, but regrettably it still fails to take account of the real impact of large numbers of English as an additional language pupils. With the demise of the ethnic minority achievement grant, dedicated funding has effectively been removed for EAL pupils. Such funding was rolled up into the dedicated schools grant in 2011-12 and effectively subsumed into mainstream schools funding.

Current LEA funding formulae allow for support for LEA pupils only for a maximum of three years, and the bulk of LEAs elect to fund pupils for less time than that, either 12 or 24 months. That is despite the fact that research indicates that it will take between five and seven years for EAL pupils to match the performance of peers whose first language is English.

There are national initiatives, such as the British Council’s EU-funded Nexus programme. That is good as far as it goes, but it is a national programme that cannot provide bespoke local solutions that reflect the knowledge, skills and experience of teachers, governors, parents and LEAs to deliver the most appropriate local education service.

Each LEA and each school has its own priorities. For instance, if a school was seeking to get the best outcomes for a Somali or west African child in Southwark, that would be a completely different challenge from the challenge of dealing with a Slovak or Lithuanian child in Peterborough, Boston, Wisbech or other parts of eastern England.

It is disappointing that the strong advocacy and campaigning by Westminster City Council for a cash passport system for new entrant EAL pupils has yet to result in any Government action or even, as I understand it, a commitment to investigate the efficacy of such a system in a pilot scheme. I am at a loss to understand why EAL has not featured more prominently in the analysis of the impact on results of the pupil premium by both the DFE and Ofsted since 2011.

This is not a generalist complaint about schools funding, as I am well aware that the Government are committed to rebalancing historical anomalies and unfair funding allocations by providing an extra £390 million for the least well funded education authorities in the current year, 2015-16. Also, in the interests of transparency and lest I be accused by the Minister of being churlish or ungrateful, I concede that he himself committed to Peterborough LEA an exceptional circumstances grant of £1.5 million in 2010-11 to deal with the EAL-related pressures, for which we were extremely grateful. However, that does not negate my case for a strategic and systematic appraisal of such challenges over the medium and long term, and for a focus on those LEAs that are most seriously affected by these unprecedented population pressures. The fact remains that there is effectively no provision for EAL support in pupil premium funding. EAL is only one of a number of pupil-led factors used by local authorities to top up their basic allocation per pupil within the schools block grant funding. In practical terms, such considerations are effectively crowded out by other factors, such as deprivation and prior attainment.

For a small group of LEAs, the pupil premium therefore goes only part of the way in dealing with the huge societal and demographic changes and, indeed, massive challenges they face, centred on EAL issues. Peterborough is encumbered by a vast array of such challenges. It has been described as being like a ‘London Borough without the funding largesse’. Although the number of EAL pupils in England has risen by 21% since 2011, to 1.19 million, in Peterborough it has risen by 46%, from 7,100 pupils to 10,395 pupils—the equivalent of eight new two-form entry primary schools. The largest rise in Peterborough is in primary schools in years 1, 2 and 3, where over 40% of pupils are EAL. The number has risen by 34% across the city. Nearly 70% of pupils are EAL in the primary schools in my constituency.

Two Peterborough schools, Gladstone Primary and Beeches Primary, both in the Central ward, have more than 90% of EAL pupils. In one Peterborough school, 192 pupils speak a language that is called “other than English.” The biggest increase is among Lithuanian speakers, with 410 extra pupils: a 63% increase since 2012. Change is rapid. At one secondary school in Peterborough, two years ago, 40% of year 7 pupils were EAL; the figure is now 70%.

[Kevin Brennan (Cardiff West) (Lab)]

I congratulate the hon. Gentleman on securing this debate. Given that it was based on the numbers of pupils involved, is he making a case for the reinstatement of the ethnic minority achievement grant as a way of solving the problem that he outlines?

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[Mr Jackson]

I will elaborate on my reasoning, but it is a matter of public record that I cited the effective abolition of the grant, in so far as it was rolled up into the mainstream generalist dedicated schools grant in 2011. The hon. Gentleman knows that there was some specialist opposition to that decision. There was a feeling that a deprivation-linked indicator alone was not sufficient to take account of the large changes in school rolls. One of those changes is churn, which I will talk about shortly.

There has been huge organic population growth in Peterborough, driven by new house building and inward migration, rising by 17% from 156,000 to 184,000 in the 10 years to the 2011 census. It also has a younger age profile than the east of England and the UK as a whole. Since 2007, the city council has spent £110 million on a capital programme to create 8,282 new school places. Even so, Peterborough was identified by the DFE and the Local Government Association in 2013 as the fifth most over-capacity LEA in England, with its being predicted as having a 24% deficit in primary school places by 2017.

The city also has the second highest rate of in-year school admissions in England. Such churn is enormously disruptive and resource intensive, and has a major impact on educational attainment. The 2013 Royal Society of Arts report, “Between the Cracks”, estimated the effect of each change of school on a pupil as equivalent to the loss of one term’s worth of progress. Of the 1,263 headcount increase between October 2013 and October 2014, 958 of those pupils have English as an additional language: 76% of the increase.

It is not just eastern European children who present big challenges for schools. Peterborough’s long-standing Pakistani community, and the growing preponderance of Panjabi and Urdu speakers—even fourth generation—for cultural reasons, results in many young Pakistani-heritage pupils struggling with English reading and writing. In 2003, the DFE commissioned a piece of research from Leeds University, entitled “Writing in English as an Additional Language at Key Stage 2”, which examined this phenomenon.

Non-standard entry, challenging work conditions, a higher preponderance of deprivation and poor parenting and inadequate league table results at key stage 2, all make effective and suitable recruitment and retention of good and talented teachers an even bigger challenge than that faced by more traditional LEAs.

Not long ago, a well-respected primary school head told me that in the previous week a Czech Roma family of six children with no English, who were poorly socialised and parented, had been enrolled in her school. Although that is not typical, it is not untypical for Peterborough. Not every head, school or LEA has the skills, confidence or expertise to cope with that, but Peterborough has had to cope—and over many years, too.

Of course, the news is not all bad. It is appropriate to give credit to the work being undertaken in Peterborough to tackle what seems to be a series of insurmountable barriers and pay tribute to the heroic efforts of classroom teachers, teaching assistants and headteachers, and to those in the LEA, and others, who despite everything have succeeded in developing an innovative EAL strategy.

In an era when many LEAs have disbanded their in-house EAL specialist teams, Peterborough has grown its own talent and utilised the expertise from the team that developed the EAL element of the successful London Challenge programme. Thirty-eight schools have received on-site training and/or consultancy, with a focus on school-based training. West Town Primary Academy, Fulbridge Academy, Gladstone Primary, Longthorpe Primary, the Beeches Primary, Thorpe Primary, Highlees Primary Academy, and Ken Stimpson Community School in Werrington, have all led the way as hub pathfinders and exemplar institutions. An EAL reference group has been monitoring their performance and developing new ideas through school-to-school contact and online training, and data-sharing, with high-quality written materials and networking, all progressed against a detailed implementation plan.

Inevitably, this bespoke strategy comes at some cost to mainstream school budgets received through the direct schools grant. The cost to the LEA in the previous financial year was almost £750,000, a not-trivial sum for a medium-sized unitary authority. It is a mark of the strategy’s success that the LEA has been able to defray a proportion of its revenue costs, to an extent, through selling on its skills and expertise to other education professionals. It is appropriate to recognise those who have worked so hard to develop this important specialist work in the LEA and beyond. I thank Jonathan Lewis, among others, Gary Perkins and Graham Smith, who is in the Public Gallery, and the new leader of the city council, Councillor John Holdich.

In 2014, EAL attainment at key stage 2 rose by a modest seven percentage points, but that rise halved Peterborough’s EAL attainment gap. Despite this, 12 out of the city’s 54 primary schools missed the benchmark for the key stage 2 standard assessment tests in reading, writing and maths, and it was disappointing that the city languished at 148th out of 152 local authority areas for the performance of youngsters at key stage 2.

In many respects, the issues I raised in February 2011 are much the same, if not more acute and pressing. So I beg your indulgence, Mr Hollobone, because they bear repeating, and you invited me to do so. I said at the time:

“I will not go into minute detail about how resource-intensive those children are in terms of lesson planning, teacher training, and interfacing with pupils’ parents, many of whom do not speak English. Culturally, those parents do not need to speak English—many are in low-wage, low-skill occupations where the need to speak English is not apparent. For example, even if Polish children, who are extremely good at science and mathematics and are generally very gifted, are up to speed in English and mathematics, when they go home there is no cultural pre-disposition to speak English. It is very difficult for them. Other children, whose parents are less skilled, from, say, Lithuania or the Czech Republic, are in a situation where their parents’ contract for packaging fruit or picking vegetables in the fields of south Lincolnshire, Cambridgeshire or Northamptonshire finishes after six months. They then leave their rented accommodation and withdraw the children from school, or they may go to another part of the UK. It is debilitating and resource-intensive to train teachers and to have the capacity to deliver real improvements and added value for those particular families.”—[Official Report, 15 February 2011; Vol. 523, c. 244WH.]

The Minister and his colleagues are committed to consulting on bringing in a national schools funding formula, and EAL will inevitably play a part in such calculations. Given that the Government remain strongly committed to maintaining relatively generous ring-fenced allocations for pupil premium, is it too much to ask that they consider developing a discrete and dedicated EAL challenge fund? That fund could be aimed at a small minority of LEAs with a demonstrable record of success in creating, inter alia, EAL hubs, centres of excellence, skills and knowledge bases, human resources, leadership, and strategies that can be audited and that are outcomes-linked. The fund should be related to a small number of key performance indicators linked directly to education outcomes.

The Minister would benefit from seeing the work being undertaken in my constituency. After our debate in 2011 he came to meet the excellent team at Fulbridge Academy headed by principal Iain Erskine. The academy has gone from strength to strength, given that more than 100 languages are spoken there and it is one of the largest schools in England. It was rated as outstanding by Ofsted in the last inspection. If the Minister accepts my cordial invitation to visit my constituency, he will see for himself the exceptional difficulties faced by teachers and the city council.

I ask the Minister to honour the undertakings made to me in 2011, in good faith, to look at the issue seriously, weigh up the evidence and talk to the professionals who helped to deliver the London Challenge, as well as to do a proper, rigorous and robust cost-benefit analysis and to consider the longer-term savings that could be achieved by a modest, well-targeted and ring-fenced budget. I fear that teachers in Peterborough cannot bear the burdens placed upon them without extra help for much longer. There is a strong case to be made, but I hope merely to have provoked a much needed debate this morning.

The Minister made a superb speech last night—the hon. Member for Cardiff West (Kevin Brennan) might not concur—on Second Reading of the Education and Adoption Bill, speaking with great passion about the moral imperative of education, the concept of one nation and driving up standards. His words were resonant:

“The Bill is about social justice. It is another important step to ensuring that all our state schools are delivering the quality of education currently found in only the best and that our adoption system is swift and efficient, so children can escape the unhappiness of a life of neglect or the uncertainty of life in care as swiftly as possible.”

Later he said:

“We want those standards for everyone, regardless of social or economic background. That is what we mean by social justice. It involves taking on the vested interests, which is why in this Bill we are asking for the powers to say no to those who frustrate or delay improvement—enemies of aspiration and rigour. If hon. Members across the House believe in social justice…I urge them to support this Bill.”—[Official Report, 22 June 2015; Vol. 597, c. 722-723.]

Those fine words are true to the commitment to help all the children in my constituency. Whatever their background, race, creed or colour, they just happen to be in Peterborough. Irrespective of all such factors, every child in my constituency and in those of other Members deserves the best possible education. With some thought, a proper plan and a little political willpower, that is what they can get.

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[Carol Monaghan]

I thank the hon. Gentleman; I will add Welsh to that list.

Over the past 20 years, we have seen an influx of people with different languages and cultures. EAL pupils have had a huge, positive impact on our schools in Glasgow. I taught in an inner-city comprehensive in Glasgow where asylum seekers and refugees were housed in the late ’90s. We had a huge number of EAL pupils, and attainment levels increased almost instantly—not only were those pupils delighted to be in school, but they had a positive effect on the native Glaswegian pupils. Throughout the school, we saw a huge benefit from EAL pupils.

The hon. Member for Peterborough (Mr Jackson) talked about the impact on primary schools of large-scale immigration, in terms of teacher recruitment and attainment. I fundamentally disagree with him about attainment and I will talk more about why attainment levels benefit when there are pupils with different languages, but I agree that there is an issue with teacher recruitment. We need to be training and recruiting more teachers to support pupils with additional needs.

The Scottish Government are following the European Union with the “one plus two” languages learning policy. The “one” refers to pupils’ native tongue and the “two” to the additional languages, which could be English, French or Spanish. More and more we are seeing a rise in Gaelic-medium education; for some of those pupils, English is not their first language, so they are also getting English support. In Scotland, a lot of parents now want to send their children to Gaelic schools, and attainment levels are increasing hugely. Such pupils do not learn English until the age of seven, and by eight they have overtaken their peers in English-speaking schools.

There are huge benefits to learning two languages, and the Polish children that the hon. Member for Peterborough mentioned will have those benefits. My children attend Gaelic-medium education. Unfortunately, I have no more than pidgin Gaelic, so I cannot support them with their Gaelic education, and they speak only their native language at home, as the Polish children do. However, they are fluent in Gaelic and in English. I suggest to the hon. Gentleman that Polish pupils who go home and speak only Polish will be getting two languages, so they are being further challenged and will develop far more skills.

[Mr Jackson]

The hon. Lady is making an interesting point, but she is missing the kernel of my argument. As far as I know, there is no district, region or parliamentary constituency in Scotland where more than about 5% of people speak Scottish Gaelic, and a small city in Scotland will certainly never have experienced a 17% population rise in 10 years, with the vast bulk of the new residents speaking Gaelic. We cannot, therefore, necessarily compare the two situations, and the hon. Lady is perhaps rather obscuring my central premise.

[Carol Monaghan]

In areas such as the Western Isles, Gaelic is still the native tongue for many people—the figure is far more than 5%, so my hon. Friend the Member for Na h-Eileanan an Iar (Mr MacNeil) would probably disagree with the hon. Gentleman.

On the number of pupils coming in with English as an additional language, I am not sure that any area in Scotland has a figure of 70%, but we do have figures of up to 20%. However, I am trying to explain the benefits. Certainly, in the school I was in, which had a huge number of EAL pupils—up to 50%—attainment rose greatly.

The hon. Gentleman spoke about the additional funding under the pupil premium, which is for disadvantaged pupils. He spoke about using some of that money for EAL pupils, but there is an argument for looking at dedicated funding. These pupils have a positive impact, and we need to see how we can support them. Unfortunately, in Glasgow, the Labour administration recently cut 15 EAL teachers, despite the best efforts of the opposition in the city council. That was a major blow.

We need to look at the benefits that these pupils bring. It is important to remember that we have had a £20 billion net benefit from having EU immigrants in our country and our communities, but we need to look at how we fully include them in schools and training.

The all-party group on modern languages stated:

“speaking only English is as much of a disadvantage as speaking no English.”

In terms of intellectual development and pupil attainment, having multilingual pupils is a benefit and makes great educational sense.

I agree with the hon. Gentleman that, unless we support teachers, schools and LEAs so that they can provide a proper environment in which these pupils can learn, we will have issues.

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[Kevin Brennan]

That is my experience, but I am quoting the academic research to get us into the habit of using evidence to make education policy, which is something that has disappeared in recent years. The Education Endowment Foundation report backs up the research I quoted earlier from the University of Oxford. It says:

“the percentage of EAL students in the school had minimal association with student attainment or progress when controls for student background were included.”

EAL students obviously bring richness and cultural diversity, and they do so without affecting attainment.

As a result of its research, the Education Endowment Foundation makes certain recommendations. The Minister will be intimately aware of the details of the research, being briefed so well by his excellent civil servants and, as he is likely to have a bit of time, I hope that he will respond to those recommendations. The first recommendation is that schools should be accountable for showing attainment impact. It says:

“Schools should be held accountable for how their EAL funding contributes to improving pupil attainment”.

Schools are held accountable for the pupil premium in the same way, as the hon. Member for Peterborough said earlier. If schools are to be held accountable for how they spend the pupil premium, surely there should be a way to hold them accountable for how they use public money provided for the specific purpose of helping pupils with English as an additional language. Even if schools are not told exactly how many pennies they have to spend in their particular location, surely there should be some way in which they can be held accountable for whether they are doing what that public money is intended for. The recommendation continues:

“Although the report finds that where EAL pupils have attended English schools for the whole of a key stage they make greater progress than non-EAL pupils, and indeed that by age 16 they have caught up…this reflects a long history of considerable additional funding being directed to address language learning needs.”

Considerable under-attainment by specific groups might be masked by that general finding, so the Government need to listen to that recommendation.

The report’s second recommendation clearly follows from the first. It is that:

“EAL funding should be targeted at those most at risk of under-attainment.”

Again, the problem is that the current definition of EAL does not reflect a student’s proficiency in the English language or their exposure to it at home. Schools need to hone how they identify the language and learning needs of children within the EAL category to ensure that funds are targeted at those who most need them, and the Government should do the same because they are able to identify those parts of the country where that is a particular problem. The Minister should reflect on that and consider what action should be taken.

Obviously, the three-year cap on the availability of additional support might be more than some pupils need because of the factors associated with how proficient they are likely to become in the English language, including their home life and background, whereas other pupils are likely to need considerably more than three years. The research evidence clearly shows that it will take longer than the three years of allocated funding for some pupils, which is why I do not understand the Government’s rigidity about the three-year rule when, philosophically, they seem to be in favour of being more flexible about funding. There is a strong case for additional funding to be made available to schools with such EAL pupils to ensure that they are able to achieve their full potential. Professor Strand’s report states:

“Fluency in English is…the biggest factor influencing the degree of support an individual student will require, and schools need to be able to assess this need accurately using their own procedures and expertise.”

The third major finding of the Education Endowment Foundation report is that:

“More research is needed into the best strategies to improve outcomes for EAL pupils… there is a lack of robust research evidence on effective approaches and interventions to raise the attainment of EAL pupils. There were no…randomised controlled trials or studies where the effectiveness of the intervention was evaluated by an independent review team.”

More research certainly needs to be done, and I hope that the Minister will tell us his view on that. Is the Department helping to facilitate, undertake or fund research to ensure that such public resources as are being allocated to this are getting to the right pupils and are having the correct impact?

[Mr Jackson]

I have no wish to be disobliging towards the hon. Gentleman, but he says that there is not enough research into the impact of EAL on educational attainment, yet earlier he blithely agreed with the hon. Member for Glasgow North West (Carol Monaghan) that EAL pupils, of themselves, are a good thing vis-à-vis the educational attainment of non-EAL children. He cannot have it both ways. Either there is robust, empirical evidence to support the former or he is right on the latter. It cannot be both.

[Kevin Brennan]

The hon. Gentleman is never disobliging. I will examine the record very carefully. I think what I have said throughout this debate has been internally consistent, but I will check my earlier comments in case I have contradicted myself. If I have done so, I will give myself a good talking to later on, but I think I have been consistent in saying that such research as there is indicates that EAL pupils do not have a negative impact on others in the classroom. The third conclusion, which he attributed to me but is actually the conclusion of the Education Endowment Foundation—a body funded by the Government to provide us with such research—is that more research is needed into the best strategies to improve outcomes for pupils with EAL.

What assessment have the Government made of the disparities in EAL pupil achievement, and what are they doing to help such at-risk children? What are the Government doing to address the facts that EAL pupils entering school in years 5 and 6 do not achieve as well as EAL pupils entering school in years 3 and 4, and that children entering school from abroad during a key stage are, on average, 12 months behind their non-EAL peers? What are the Government doing to encourage and support better research into these issues, which affect more than 1 million children? Will the Government consider more generally the impact of bilingual education? The hon. Member for Glasgow North West mentioned the experience from across the United Kingdom. There is obviously experience in Scotland and Wales, and there are the beginnings of such education in Northern Ireland, too. Given the Minister’s support for free schools and so on, is he still rigidly opposed to bilingualism in schools? That has been the Government’s position until now, but I understand that that opposition may be decreasing, provided that it is one of their favoured free schools advocating bilingual education. What is the Government’s current position on bilingual education, and has it changed?

--- Later in debate ---

[Mr Jackson]

We have had a wide-ranging debate; I have been privileged to sit in on this Labour and Scottish National party seminar on structures in modern British education. Unfortunately, the subject is a bit of an obsession, particularly for the official Opposition, even though it is eloquently and charmingly articulated by the hon. Member for Cardiff West (Kevin Brennan).

The substantive point has been touched on by my hon. Friend the Minister, but I want to leave him with this thought. As I made clear in my remarks, there has been an evolution in how the pupil premium has been used to drive up attainment. Could there be a competitive system—a bidding process for LEAs that have developed bespoke solutions, such as in Peterborough, that are successful and have achieved good results under their own financial steam? They could bid for ring-fenced money, although the Minister does not like ring-fenced funding, and there could be a competitive element so that the Government rewarded best practice and tackled the long-standing endemic issues to achieve what the Minister laudably aims to do: improve social justice in educational outcomes. I leave him with those thoughts.

Finally, the Minister is welcome to come to Peterborough. I look forward to a visit from him and/or the Secretary of State some time in the next few years.

Question put and agreed to.

Resolved,

That this House has considered Government policy on support for pupils with English as an additional language.

Oral Answers to Questions

Lord Jackson of Peterborough Excerpts

Monday 15th June 2015 Commons Chamber

[Nicky Morgan]

I welcome the hon. Gentleman to the House. I am not entirely in agreement with him that school standards are the responsibility of Ofsted. School inspection is carried out by Ofsted—school standards are the responsibility of Ministers and the Department, and of schools, local authorities and sponsors. I agree with him about the inconsistencies and that concerns have been expressed by school heads. The head of Ofsted—the chief inspector—is bringing inspectors back in-house, and therefore they will be much more under the control of Ofsted. That will mean many more consistent inspections, but I am always open to receiving reports when schools are concerned about what has happened in an inspection. We will always take those up with Ofsted.

[Mr Stewart Jackson (Peterborough) (Con)]

One common area of concern related to failing schools in my constituency is the level of churn and English-as-an-additional-language pupils—63% of primary school pupils in my constituency have English as an additional language. What concrete steps is my right hon. Friend taking to address that pressing and challenging problem in Peterborough and across the country?

[Nicky Morgan]

My hon. Friend is right that that is an issue, but schools up and down the country respond magnificently to the language demands placed on them by pupils. We see over the course of an education that having English as a second language does not hold pupils back, but I agree there is pressure on primary school children and the Department is looking at it. There are schemes, and measures such as pupil premium funding can make a difference.

Electoral Registration

Lord Jackson of Peterborough Excerpts

Wednesday 4th February 2015 Commons Chamber

[Mr Graham Allen (Nottingham North) (Lab)]

I begin with a happy announcement. If colleagues wish to go outside from about 6 pm, national voter registration day, which is tomorrow, is being celebrated this evening by a projection on to the Elizabeth Tower of an exciting animation showing ballot papers going into a ballot box. I thank the Speaker for facilitating my request to involve Parliament in national voter registration day. I am sure colleagues will avail themselves of the opportunity for a wonderful “selfie” from Westminster bridge.

More seriously, the elephant in the room is not the technicalities of voting and registration, but why people are disengaged from politics. We must facilitate people’s engagement with politics. The real reason people are not engaged with registration and voting is that they are disengaged from our democracy. They suffer a daily drip feed of corrosive cynicism, often very strongly politically biased, from the media. Our parties have atrophied. We have concentrated more and more on 50 to 100 marginal seats and not looked after our parties. There is immense ignorance, which none of us does much to dispel, around the idea that Parliament and Government have the same, rather than conflicting, interests. There is a failure, even in this place, to set out what a plural, devolved democracy of independent institutions might look and feel like. Add to that the chronic sclerosis of Whitehall and an over-centralisation that kills local creativity and responsibility, and we have a recipe of poor capability on electoral registration and bureaucracy around voting that can produce a poisonous mixture for the future of our democracy.

I am delighted we are seeking to address at least some of those difficulties today. The Political and Constitutional Reform Committee has reported seven times on this specific issue since 2011—seven separate reports by a Select Committee of this place to flag up what might go wrong with individual electoral registration. I have gone back through the reports today looking over the same difficulties. To the Government’s credit, they have addressed some of them, in particular on finance and on certain technical matters, and I am grateful for that. Fundamentally, however, many of the difficulties the Committee has outlined over five years are coming to pass, as my right hon. Friend the Member for Tooting (Sadiq Khan) said from the Opposition Front Bench, with just 92 days to go before an election and 38 days to go before Dissolution. In our complacency, we have let these problems grow and we are finding immense difficulties in each of our constituencies.

On postal voting, about half a million people have been kicked off the electoral register because they failed to reregister. That is a misfortune for them. Many of us will have been on the doorstep and said, “Hello, I am your Member of Parliament. I can see that you might need a postal vote. Can we give you that postal vote? Can we get that registration for a postal vote for you?” The Member of Parliament has been there and almost given a guarantee that the constituent will have a postal vote, but some of those people will be the very people who will not now be eligible to vote—some may not be in the first flush of youth—because of all the technicalities. We need to make sure we get these messages over and get them over quickly.

[Mr Stewart Jackson (Peterborough) (Con)]

The hon. Gentleman will know that the universal postal voting regime was introduced to boost turnout. Why does he suppose that since 2001 turnout has been 59%, 61% and 65%, whereas in previous elections it was 75%, 73% and 78%?

[Mr Allen]

We live in a democracy and it is the sacred duty of every Member of this House of every party to ensure that as many people register to vote and as many people can vote as is humanly possible. To throw out this red herring of fraud when there has only been a handful of cases—[Interruption.] As my right hon. Friend the Member for Holborn and St Pancras (Frank Dobson) reminds me, only one case has ended in a successful prosecution. Denying millions of people the right to vote is the biggest fraud we are perpetrating in our democracy and we should not be collaborating on that.

--- Later in debate ---

[Mr Stewart Jackson (Peterborough) (Con)]

It is always a pleasure to follow the hon. Member for North Durham (Mr Jones), who is an agreeable chap. I can only assume that his conspiracy theory arises from his upbringing in the murky world of Labour and trade union politics in the north-east. Like his friend the hon. Member for Vale of Clwyd (Chris Ruane), he sees a conspiracy round every corner.

I have been in politics for 30 years, but for Labour Members it is always about politics, not about what is in the national interest or what is right. Even when they start off by doing what is right, proper and decent to address an issue, they turn around a few years later and say, “We don’t agree with it any more, because it does not suit our narrow partisan interests.” How do they have the gall?

The hon. Member for Vale of Clwyd trooped through the Lobby to vote against fair and equal boundaries. Along the coast from his constituency, Arfon has an electorate of 49,000, while my next-door constituency of Cambridgeshire North West has almost 100,000 electors. He considers that to be democratic, but it is not.

[Chris Ruane]

When making seats equal was being railroaded through, 7.5 million people were missing from the register, which would be the equivalent of 100 extra parliamentary seats.

[Mr Jackson]

I am not wholly convinced that the Labour party has ever taken electoral integrity as seriously as it should have done. The hon. Gentleman talks about the criminal cases over the past few years. My hon. Friend the Member for Hendon (Dr Offord) alluded to the fact that we simply do not know how much electoral registration stuffing there has been, because EROs and local authorities have not had the capacity to check that across the country. Under the Labour party, we saw electoral malpractice and criminal activity in Pendle, Derby, Birmingham, Bradford, Slough and Peterborough, to give just a few examples.

Let us be honest: this debate is a wasted opportunity for the Labour party. It is inviting us to conclude that an impact assessment of its Political Parties and Elections Act 2009, in which individual electoral registration was originally contained, would have shown no reduction in the number of people registering. Of course that is not the case. I was in the House at the time and we all knew that there would be a reduction after the first major change for many years.

The Labour party now comes back and says that this is an evil, wicked Tory plot to drive poor people off the register. The crocodile tears were not flowing when it blocked servicemen and women—people who were fighting and dying for our country—from coming back, casting their ballots and using the universal franchise. Labour Members were not worried then. Now they are full of crocodile tears and faux outrage over the patronising notion that their voters are not on the register.

The hon. Member for Mitcham and Morden (Siobhain McDonagh) bemoans the situation with older people and postal votes. Does she think that people who are older are so stupid that they cannot fill out forms? Before the 2001 changes, older people and pensioners were able to fill out forms in cases of ill health, if they were working away or if they were in other circumstances. More to the point, the turnout was much higher.

[Siobhain McDonagh]

Will the hon. Gentleman give way?

[Mr Jackson]

I will not give way to the hon. Lady.

[Jenny Chapman (Darlington) (Lab)]

You named her.

[Mr Jackson]

I named her, but I have named a lot of people in this debate.

The Labour party’s problem is simple: it is useless Labour councils. Those useless Labour councils are being given a lot of taxpayers’ money to do the job properly. They should be canvassing, registering people, ensuring that the right people are on the register and ensuring that there is electoral integrity in the register. If Labour Members have problems in Bristol, County Durham and the London borough of Merton, all of which are controlled by the Labour party, they should take them up with local people.

[Chris Ruane]

Will the hon. Gentleman give way on that point?

[Mr Jackson]

I cannot give way, I am afraid, because I have little time.

If this were a plot, we would not be putting so many public resources into the process. There has been £500,000 to boost confidence in the electoral system, £2.5 million has been spent on students and overseas voters, £6.8 million has been given to local authorities by the Department for Communities and Local Government for physical canvassing for registration, and there has been work on universities and housing associations as part of the Cabinet Office’s £9.8 million funding.

We accept that some people will be missed in the DWP data-matching. In the central ward in my constituency, about 40% of people were missed. We understand that, but it is ultimately the responsibility of local authorities to find the missing voters by physical door-to-door canvassing. In that way, we will have a full register with integrity.

For most of the time, the previous Labour Government were content to see the potential for electoral register stuffing.

[Mr Kevan Jones]

Will the hon. Gentleman give way?

[Mr Jackson]

No, I will not give way to the hon. Gentleman.

I have two more brief points to make. In considering this issue, the Minister should look again at bespoke funding to investigate improprieties and criminal activities in respect of election fraud, because it is difficult for a small constabulary to cope with such matters. We must look again at the Representation of the People Act 1983 in respect of ID at polling stations and the ability to challenge voters in cases of impersonation. That is an important issue.

Finally, the Government have done an excellent job—largely, I admit, with cross-party support—on postal vote integrity, which is still an important issue. For example, Peterborough city council threw out one in five applicants for postal votes in Central ward in May 2014. Fraud is still a problem and we must be vigilant and protect the electoral integrity of our political system. We should ensure that the right people are on the electoral register and have the opportunity to vote. That is above party politics, and it is a shame that the Labour party cannot rise above partisan point scoring in the national interest.

Infant Class Sizes

Lord Jackson of Peterborough Excerpts

Wednesday 3rd September 2014 Commons Chamber

[Tristram Hunt (Stoke-on-Trent Central) (Lab)]

I beg to move,

That this House notes that the number of infants taught in classes of over 30 has risen by 200 per cent since 2010, to over 93,000 children; also notes that the Government relaxed the rules on infant class sizes; further notes that the Conservative Party manifesto in 2010 pledged to create small schools with smaller class sizes; believes that the Government’s decision to prioritise capital spending in areas without shortages of places through the free school programme has led to chronic pressures on primary school places and has created classes of more than 70 pupils; and believes that capital spending for school places should be prioritised to areas with the greatest pressures on places.

I should like to open the debate with a quote from a great work of fiction—not “North and South”, which I will come to later, but the Conservative party’s 2010 election manifesto:

“A Conservative government will give many more children access to the kind of education that is currently only available to the well-off…smaller schools with smaller class sizes with teachers who know the children’s names”—

a point underlined by the Prime Minister himself, who said that

“the more we can get class sizes down the better”.

That, we were told, was a task absolutely crucial to raising school standards. As the once, twice, three times a Tory schools spokesman, the hon. Member for Bognor Regis and Littlehampton (Mr Gibb), the boiled cabbage himself, said back in 2009:

“The other thing”—

on standards—

“is getting class sizes down. Particularly at primary school level. It is really dramatic how big our classes still are compared with other countries”.

More than that, he said that smaller schools were important too

“so that no child can wander around corridors of a school anonymously”.

I know that this Government do not take their manifesto commitments particularly seriously—trebling tuition fees, cutting Sure Start, cutting the education maintenance allowance, top-down reorganisation of the NHS. However, make no mistake: the abject failure of the Conservative party when it comes to infant class sizes is right up there with the most brazen of its broken promises.

[Mr Stewart Jackson (Peterborough) (Con)]

rose—

[Tristram Hunt]

I am delighted to give way.

[Mr Jackson]

I thank the hon. Gentleman. I am not sure the Lord Snooty act is working that well. Would he like to take the opportunity to apologise for the 200,000 primary school places that the Government of the party he represented took out of the capacity in the middle of the largest baby boom since the second world war? It inflicted grave difficulties on local education authorities, including my own in Peterborough.

[Tristram Hunt]

For the record, between 1997 and 2007 the Labour party built more than 1,100 new schools, the vast majority being primary schools, and there are now nearly 200 fewer primary schools than in 2010. The record speaks for itself, and the people of Peterborough will hold the hon. Gentleman to account for his votes.

The figures are truly shocking. The number of primary schools with more than 800 pupils has rocketed by 381%, so we can forget about the smaller schools with no anonymous pupils and we can forget about knowing every child’s name. More and more so-called titan primary schools are struggling to educate their pupils, with assemblies in shift patterns, multiple lunch hours and expanding class sizes. Head teachers and teachers are doing their best in the most difficult circumstances. The number of infants taught in classes bigger than 30 has soared to 93,655, a staggering 200% rise since 2010.

--- Later in debate ---

[Nicky Morgan]

I thank my hon. Friend for his point and I shall certainly try to get the truth from the Labour party. Would the shadow Secretary of State like to intervene to tell the House what he thinks about free schools today, and whether he will provide clarity? Parents and children attending schools need clarification and to know whether he would keep them open were he—heaven forbid—in government.

[Mr Stewart Jackson]

I do not want to detract from my right hon. Friend’s litany of disastrous Labour failures in the 13 years to 2010, but I will add my penny’s worth to it. The Education Committee recently found that under the Labour Government the performance of white working class children in receipt of free school meals plummeted and was among the worst in the western world. That is a badge of shame for the Labour party.

[Nicky Morgan]

I thank my hon. Friend for his intervention and I know he is passionate about this issue. The fact of the matter is that by 2010, one in three primary school age children were leaving school unable to read and write properly. Anyone who is a parent, godparent or who has a relationship with young children and visits schools will know that if someone cannot read and write they cannot play a full part in modern Britain. It is deeply unfair on any education system to leave its children poorly educated.

Let me turn to class sizes as they are mentioned in the Order Paper today. The motion claims that

“the number of infants taught in classes of over 30 has risen by 200 per cent”,

but as we shall see, the shadow Secretary of State based his entire case on one snapshot of the school year, which he has used—whether knowingly or not—in an opportunistic way. I know hon. Members will find that hard to believe, but let me set the hon. Gentleman right. The truth is that despite everything we inherited, the proportion of infant pupils in classes of more than 30 has gone up by just three percentage points, while the number of pupils requiring a place has risen by 11%.

Oral Answers to Questions

Lord Jackson of Peterborough Excerpts

Monday 21st July 2014 Commons Chamber

[Mr Laws]

There are no plans to go down the route that the hon. Gentleman has suggested. We, as a Government, believe passionately that the final years of education for young people should be years in which they focus not just on examinations, but on learning. The problem during the most recent period of Labour government was that, in the last four years of education, too much time was spent taking exams rather than learning new facts.

[Mr Stewart Jackson (Peterborough) (Con)]

2. What steps she is taking to reform the support available for children with special educational needs in (a) Peterborough and (b) England; and if she will make a statement.

[The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson)]

Our SEN and disability reforms are the largest for 30 years. They place children and families at the heart of a single, more integrated birth-to-25 system which focuses on improving outcomes for children and young people.

Last month we announced further substantial funding for local areas to deliver the reforms from this September: £45.2 million, on top of the £70 million that has already been provided this year. Peterborough’s total share is more than £500,000.

[Mr Jackson]

I pay tribute to John and Louise Ravenscroft of the charity Family Voice for their wonderful work in Peterborough. What assurance can the Minister give that parent carer forums will receive core funding from the Department for 2015-16 and beyond, so that they can continue their work in facilitating parent participation? Will he mandate local authorities to provide top-up funding beyond 2016?

[Mr Timpson]

We recognise the important role played by parent carer forums. We have therefore increased the funding for each forum from £10,000 to £15,000, which amounts to a total of more than £2 million for 2014-15. As my hon. Friend will appreciate, we have not yet made any decisions about funding beyond that time frame, but, in his customary manner, he has made a strong case for support for their continued work by citing the work of his constituents.

Birmingham Schools

Lord Jackson of Peterborough Excerpts

Monday 9th June 2014 Commons Chamber

[Mr Speaker]

Order. The hon. Gentleman’s chuntering in the background is of no interest or relevance whatsoever.

[Mr Stewart Jackson (Peterborough) (Con)]

Is not a key issue that might give rise to extremism and the rejection of British values a cultural one: namely, the unwillingness or inability among some communities to speak English? Is not it important, therefore, to give appropriate financial support in those areas where we need to tackle potential exclusion, and even ghettoisation, for the teaching of English at the earliest stage?

[Michael Gove]

My hon. Friend is, as ever, absolutely right. A key element of the Prime Minister’s 2011 Munich speech was an insistence that we do everything possible to ensure that everyone who grows up in this country can speak English fluently, and that is one of the principal aims of our education programme.