School Funding

Debate between Laura Smith and Michael Tomlinson

Wednesday 25th April 2018 Commons Chamber

[Laura Smith (Crewe and Nantwich) (Lab)]

At the start of 2017, before becoming a Member of Parliament, I attended a meeting at a local high school, which was being held to raise awareness of the national funding formula and how it would impact on that school, and indeed others in the area. The headteacher was very honest about the challenges the school would face with the additional real-terms cuts to budgets; historically, ours was one of the worst areas in the country on this already. Parents listened to the facts and rightly raised their concerns about the impact this would have on their children: teaching assistants and teachers faced uncertainty as to whether they would still have jobs; the curriculum would be squeezed of subjects not seen as essential; opportunities for extra-curricular experiences would be jeopardised; and buildings and IT would not be updated unless critical. The mood was one of absolute disbelief. People were encouraged to engage in the consultation, but it was so unbelievably complicated that it had school governors and headteachers scratching their heads.

As a teacher myself, I left that meeting knowing that I had to do something; local parents needed to be informed and my colleagues deserved to be heard. I took to social media to explain what this funding formula would mean for our schools, and it is amazing what happens when people are informed about facts. I organised a campaign consisting of a packed public meeting, a 1,000-strong march and lots of people engaging with the consultation. It raised the profile of the issue locally, we had national coverage and it gave concerned parents and teachers a voice.

What we are actually facing long term in education is a complete crisis. Research shows that 94% of teachers are buying equipment and resources for basic teaching. My experience of teaching is that staff have always been willing to spend some of their own money for the odd item, such as prizes for children, but the funding cuts are digging deep. That is making it hard for schools to manage without being subsidised by staff and parents; the National Education Union reports that one in five said their schools were asking parents for financial contributions as a result of budget pressures, while two thirds said funding for special needs provision had been cut. It is wrong to rely on the good will of teachers and parents to meet the shortfall when pay has fallen over the past 10 years. The Government need to fund schools adequately, so that children can enjoy a full curriculum, in properly resourced institutions.

Many of my friends are still teachers, and staff morale is the lowest I have ever known it. Teachers are being stretched in so many different directions. Any time teachers might have once had for prep at school and to complete the ever-increasing amount of admin is being taken away to cover for staff who are not being replaced. Funding cuts are resulting in bigger class sizes, and cuts to support staff mean we are seeing more and more children with complex needs not getting the necessary support. The cuts to frontline teaching posts are happening at a time when pupil to classroom teacher ratios are rising, which means bigger classes and less individual attention for children. The funding situation also continues to have a growing impact on teachers’ pay and working conditions. The NEU believes that the damaging cuts to teachers’ pay must be reversed. Pay should be restored at least to the levels in place before the Government misguidedly imposed their pay freezes and pay limits. With schools already struggling with the funding crisis, it is vital that the Government allocate additional funding to support the pay levels needed to address the recruitment and retention crisis.

Another impact of the real-terms funding cuts is on the opportunities for children to participate in extra-curricular activities and school trips. Today, my son is going on his first residential trip, at six years old—one night, sleeping over, at the cost of £60. Like his school friends, he is bursting with excitement. I know that he is about to do something that he will always remember. How awful then to hear from other schools in my constituency that they will be unable to do school trips. Why? It is because they cannot afford to subsidise the trips for the poorer students. So, once again, the poorest are starved of opportunities that children from wealthier families can access. How desperately unfair our education system has become.

My constituency is part of the f40. Forty-one of the group’s 42 member authorities responded to its survey and unanimously agreed that the formula being introduced in April 2018 did not yet fully meet f40’s aspirations. f40, like myself, welcomed the Government’s commitment to an additional £1.3billion for school funding, but the survey demonstrates that concerns remain and there is still more work to do to tackle the remaining locked-in inequalities. Although the Government have added more cash to the system, a gap between the better funded and worst funded remains. Specifically, maintaining protections to the best-funded areas has meant that the historical inequalities will take longer to iron out. Like the f40, I believe that a needs-led funding formula that reflects the true cost of running a school and an adjustment to the balance between funding blocks, with an enhancement of core funding and reduction to additional needs, are required changes.

[Michael Tomlinson]

I have been listening carefully to what the hon. Lady is saying. Like hers, my constituency was part of the f40 campaign. Will she therefore recognise the steps this Government took, which the last Labour Government failed to take, to address those inequalities? While I am standing, let me say that it is welcome at least to hear her acknowledgement of additional money going in.

[Laura Smith]

I believe I acknowledged that extra money going into the system and mentioned it in my speech.

The right to a decent, diverse and inspirational education is something every child deserves, no matter their background, no matter their ability. School is about so much more than just results and attainment. It should be a place of safety, support and development, and children deserve access to teachers who feel valued and inspired themselves. I became a teacher because I love to see the spark in a child’s eyes when they find that thing that makes them tick. Every child I ever worked with had something to offer, and as a teacher it was my job to tune into it and give them the confidence and self-belief to learn. Teachers are working harder than ever, with fewer resources and more challenges, and their wellbeing is being affected massively. Who, ultimately, misses out as a result of the crisis that schools face? It is every person in our society, as the kids of today are the future of tomorrow. They did not cause the global economic crisis and they should not be punished for others’ failings.