Schools White Paper
Baroness Morgan of Cotes Excerpts(9 years, 10 months ago)
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The Secretary of State for Education (Nicky Morgan)
I beg to move an amendment, to leave out from “education;” to the end of the Question and add:
“welcomes the transformation in England’s schools since 2010 where 1.4 million more children are now taught in good or outstanding schools; notes that the academies programme has been at the heart of that transformation because it trusts school leaders to run schools and empowers them with the freedom to innovate and drive up standards; further notes that there remain too many areas of underperformance and that more needs to be done to ensure that standards in England match those of its best international competitors; and therefore welcomes the Government’s proposals in its White Paper to further improve teacher quality, ensure funding is fairly distributed, tackle areas of chronic educational failure and devolve more power to heads and school leaders to ensure both they and parents have more of a voice in the running of their schools; and welcomes the commitment to achieve educational excellence everywhere.”
Education is at the heart of this Government’s mission, because we all know that a good education transforms a child’s future. Our White Paper sets out our ambition to deliver real social justice by ensuring that every child gets an excellent education.
The Opposition motion is a deliberate misinterpretation of our proposals to transform England’s schools. As we have already heard, it contains at least two errors, including, as pointed out by my hon. Friend the Member for Winchester (Steve Brine), one about parent governors. I am afraid that contributions from the shadow Secretary of State are starting to follow an all too familiar pattern of scaremongering and ignoring the achievements of both the teaching profession and our education system. I note that since her appointment, she has yet to propose a single positive idea, and we heard no more today about how we can raise standards across England’s schools.
Ruth Cadbury (Brentford and Isleworth) (Lab)
I congratulate my hon. Friend the Member for Manchester Central (Lucy Powell) on initiating this debate. Will the Secretary of State address what for Brentford and Isleworth in the Borough of Hounslow are the three most pressing problems: first, the recruitment and retention of good quality teachers, particularly in EBacc subjects; secondly, the desperate need to build sufficient secondary school places in time for 2017—unfortunately the Education Funding Agency is the cause of that delay; and finally, the need to ensure that our children have the skills for the local employment market when they leave? Mr Deputy Speaker—
Nicky Morgan
I am delighted that the hon. Lady is engaging in issues that are of real concern to her constituents, and she is right to do so. I do not know whether she has had a chance to read all the White Paper, but it contains many of the answers, and I will come to on to talk about teacher recruitment and career development in a moment. This Government have so far spent £23 billion on building new accommodation for school places, and we have created 600,000 more school places since 2010.
Several hon. Members rose—
Nicky Morgan
Let me finish answering the hon. Lady’s point. I hope that she has engaged with the new enterprise adviser from the Careers and Enterprise Company in her area, which is doing exactly what she said—engaging many more young people in those careers.
Several hon. Members rose—
Nicky Morgan
Let me make some progress and then I will take more interventions. Given the drafting of the motion, I must ask how much of the White Paper the shadow Education Secretary has read. Only one of its eight chapters is concerned with every school becoming an academy. It is not a schools White Paper, as the motion states; it is an education White Paper, and there is a critical difference.
Several hon. Members rose—
Nicky Morgan
I will take an intervention in a moment.
I have not heard anything from the hon. Lady about the other seven chapters of the White Paper, including our vision to spread educational excellence everywhere, for the profession to take responsibility for teacher accreditation, and to set high expectations for every child with a world-leading curriculum.
Tim Loughton (East Worthing and Shoreham) (Con)
I am a supporter of the academies programme, and the experiences of my constituents have been largely—although not exclusively—positive. I am disappointed to see the Opposition go cold on one of their proudest innovations. As a Conservative, I also believe in choice, so will the Secretary of State outline the downside of allowing schools to migrate organically to academy status if they choose, rather than imposing a compulsory and arbitrary timeline on them?
Nicky Morgan
I will come on to that. My hon. Friend is right, and it is perfectly fair to ask that question. We are allowing six years for the change to be made. As a former Education Minister, he will recognise the benefits of allowing front-line professionals—heads, teachers and governors—to run their schools.
Richard Benyon (Newbury) (Con)
Like most Conservative Members, I am a great supporter of academies and they have been a great success in my constituency. Will the Secretary of State say something about the capacity of small primary schools, particularly in rural areas, to make that change?
Nicky Morgan
I will, and I recognise that there will be challenges for smaller schools in taking on the responsibilities of becoming stand-alone academy trusts, and we look forward to working with Members across the House on that.
Ian Mearns (Gateshead) (Lab)
Point 4.49 on page 65 of the White Paper states:
“The role of parents is crucial…Our approach puts parents and children first, not through symbolic representation on a governing board, but through engagement with schools.”
What conclusion are parents meant to come to when the experience of parent governors over three decades is wrapped up in the world “symbolic”?
Nicky Morgan
The conclusion they will draw, one which I will come on to, is that we want parents to be engaged not just via governing bodies but through parent councils, through the ability to make complaints and be involved in their child’s education, and through being aware of how their child is taught. There are many more ways, in addition to being parent governors, that they can be engaged.
Several hon. Members rose—
Nicky Morgan
I am going to make some progress.
The truth, as the Government amendment makes clear, is that there is no silver bullet to improve standards in education. Instead, concerted effort and innovation are required on every front. That is what we have done over the past six years. Since 2010, we have seen 1.4 million more pupils in good and outstanding schools as a result of our reforms, translated into reality by an outstanding teaching profession, to raise standards, restore rigour and free heads and teachers to run their schools in a way that works for their students. For all that we have unlocked excellence, we do not, as I have said many times before, yet have that excellence everywhere. For me, that “everywhere” is non-negotiable.
Ms Karen Buck (Westminster North) (Lab)
The Institute for Fiscal Studies estimates that schools will lose 8% of their funding in real terms over the next five years. What does the Secretary of State say to parents about the unfunded £1 billion cost of enforced academisation when schools are already facing that financial pressure?
Nicky Morgan
Opposition Members need to refresh their maths, because that calculation is completely wrong.
Our White Paper outlines exactly how we are going to ensure excellence everywhere. It makes it clear that while we have the most qualified teaching workforce in our country’s history, we can do more to ensure that every teacher has the support to do the job as well as they can.
Richard Graham (Gloucester) (Con)
Does my right hon. Friend think it is extraordinary that, despite the volume of noise from the Opposition Benches, not one Labour Member has had the courage to stand up and say there is something fundamentally and totally inaccurate in the Opposition motion? It claims that the Secretary of State and our Government are trying to ban the role of parents on school governing bodies. Every single secondary school in my constituency is an academy and they all have parents on governing bodies.
Nicky Morgan
Let me answer the point and then I will invite the shadow Education Secretary to clarify what the Opposition motion actually says. My hon. Friend is absolutely right. There are two errors in the motion. The first is that it says we are abolishing the role of parent governors. We absolutely are not. The second is that we will force all schools to join multi-academy trusts. That is also not the case.
Lucy Powell
This may be a semantic argument, but does it not say in the White Paper that the Secretary of State is removing the requirement for parent governors? Is the Secretary of State removing the requirement—yes or no?
Nicky Morgan
Let me just remind the hon. Lady what her motion says. [Interruption.] Opposition Members do not want to listen.
Mr Deputy Speaker (Mr Lindsay Hoyle)
If we are going to ask a question, let us hear the answer.
Nicky Morgan
I do not think they want to hear the answer, because they do not want to hear the clarification. [Interruption.]
Nicky Morgan
I am very grateful to you, Mr Deputy Speaker.
The shadow Education Secretary’s motion states:
“the Schools White Paper”—
it is not a schools White Paper—
“proposes the removal of parent governors from school governing bodies”.
It does not. [Interruption.] If the hon. Lady, in drafting her motion, cannot put all the words from the White Paper in the motion, then frankly she needs to go back and do her English lessons.
Several hon. Members rose—
Nicky Morgan
I am going to make some progress.
It is important that hon. Members hear what is in the White Paper. We are outlining reforms of how teachers are trained and accredited, which, alongside the establishment of a new college of teaching and a new framework for professional development, will help to put teaching where it belongs—on a par with other professions such as medicine and law. It outlines our commitment—[Interruption.] I am not going to give way, because I am going to set out what is in the White Paper for the benefit of hon. Members, some of whom on the Opposition Front Bench clearly have not read it. It outlines our commitment—[Interruption.] I have just said I am not going to give way. It outlines our commitment—[Interruption.] Honestly, Mr Deputy Speaker, I think they are deaf. The White Paper outlines our commitment to make sure that school funding is fairly distributed—[Interruption.]
Mr Deputy Speaker
I want to hear both sides. If we cannot hear it, what about the people who are listening out there? Let us try to keep it in order, because this is a very important debate that affects all our constituents, whichever side of the argument we are on.
Nicky Morgan
As I was saying, the White Paper outlines reforms of how teachers are trained and it outlines our commitment to make sure that school funding is fairly distributed across the counties, ending the gross inequities and distortions, so that heads and parents can have the confidence that the same child with the same characteristics and the same costs receives the same level of funding. It reaffirms our commitment to ensure that every single child reaches their potential, from stretching the most able to supporting those who, for whatever reason, have fallen out of mainstream education. It proposes a bold new strategy, which I think all Members should welcome, to tackle areas of chronic underperformance through new educational achievement areas that will target school-led improvement support from national leaders of education, teaching schools and the national teaching service in the most needed areas.
Mr George Howarth (Knowsley) (Lab)
As the Secretary of State is aware, the last sixth-form A-level provision in Knowsley in Garston and Halewood has now been withdrawn by the academy concerned, so she will appreciate that there is concern about that issue in Knowsley. Will she explain why she has refused to meet my hon. Friends the Members for Garston and Halewood (Maria Eagle) and for St Helens South and Whiston (Marie Rimmer) and me to discuss our concerns?
Nicky Morgan
Of course we will meet them, and the Schools Minister has agreed to do so.
The hon. Member for Manchester Central (Lucy Powell) has said previously that she was proud of Labour’s academy programme, which transformed a small number of failing schools. [Interruption.] I am sorry, I intended to give way to my hon. Friend.
Steve Brine
That is very kind of my right hon. Friend; she is being very generous. She knows that as an MP from Hampshire, where 85% of our schools are good or outstanding. I have many questions about this policy, but if I were to sum up the concerns expressed to me by local teachers, it would be with the word “confusion”. They are confused about why something that is so obviously not broken needs fixing. My concern, which I am sure my right hon. Friend can dispel, is that we must not allow the bad to become the enemy of the good. What would her advice be to Hampshire, where the numbers converting to academy status are relatively low because schools are getting a good service from the existing local education authority? Is there any reason why Hampshire should not create, for instance, a new independent organisation, through which services that our schools—including those that are already academies —so value can continue to be delivered?
Nicky Morgan
I thank my hon. Friend very much. He is absolutely right to say that there is a new role for local authorities, for talented individuals in local authorities to set up their own multi-academy trusts to provide services to schools and to build on the excellence that we already have. I shall set out why we think that schools run by front-line professionals is the best and most sustainable model for raising standards for all pupils.
Several hon. Members rose—
Nicky Morgan
I am going to make some progress. Many Members wish to speak, and because of the noise I have not been able to set out exactly what is in the White Paper.
Why not spread the transformation that we have seen via academies across the country to enable excellence for every child? One of the first things we did in the last Government was to turbo-charge Lord Adonis’s academy programme. We saw how autonomy gave strong sponsors the freedom and flexibility they needed to turn around failing schools, and we saw no reason why “good” and “outstanding” school leaders should not have that freedom as well. The White Paper proposes the next phase in our reforms to empower heads and teachers, to make sure that schools are run by those who know them best, to enable greater collaboration and co-operation, and to give parents and local communities more of a say in the running of their schools by moving over the next six years towards a system where every school is an academy.
Richard Drax (South Dorset) (Con)
There is no doubt that we all want the best for our children. In Dorset, we have both types of school: state-run schools and academies. May I suggest caution as we proceed because a “one cap fits all” approach always makes me nervous? A natural progression from one to another, as suggested by some of my colleagues, is probably the best way to go, rather than imposition.
Nicky Morgan
I entirely understand what my hon. Friend says, based on his experiences. I have had the benefit of visiting schools across the country, so I know that despite schools becoming academies, there are lots of different models, with different sizes of schools and different opportunities for heads, leaders and teachers. There are big schools, small schools, schools in collaboration, schools working formally together, special schools, and schools with alternative provision. We have an amazing education system. The collaboration that is going on should be welcomed and celebrated.
Jason McCartney (Colne Valley) (Con)
I want to join many Labour Members in talking positively about the transformative effects that academies have had in our constituencies. I am particularly proud of Colne Valley High School, Marsden Junior School and Moor End Academy. However, I am a Conservative because I believe in choice. Does the Secretary of State agree that we should put our trust in parents and governing bodies, and will she please look again at the word “forced”?
Nicky Morgan
I, too, trust parents and governing bodies. I note that there is an appetite across the country for parents, governing bodies, heads and teachers to take more responsibility for their schools, and, rather than being told what to do by local authorities, to make the real choices that are best for their schools, their pupils and their communities. I look forward to engaging in that debate with my hon. Friend.
Sir Edward Leigh
I think the Secretary of State will confirm that we are talking about a White Paper. I know that she will listen carefully to colleagues, but will she also work with Conservative-controlled county councils such as Lincolnshire, which have a wonderful record of keeping small primary schools open? The possibility of their closing is what we are fearful of. May we, at the end of this process, have a compromise whereby county councils will not necessarily be forced to give up control of their small primary schools? It is essential for them to be kept open in rural areas. I know that the Secretary of State wants to proceed in a spirit of compromise, and does not wish to force anything on anyone.
Nicky Morgan
My hon. Friend is absolutely right. In fact, I met some members of the Local Government Association and council leaders this morning to discuss exactly that issue. They welcomed the moves that we are making to clarify how the system will look in the future, and also the option of supporting schools which are providing excellent services, because there is nothing to stop the provision of those services from continuing. We will, of course, have more discussions as the programme proceeds.
Several hon. Members rose—
Nicky Morgan
I am going to make progress now, because a great many Members wish to speak in the debate.
As I have said, the academies programme reflects our core Conservative belief that public services should be run by front-line professionals. That means heads, teachers and governors running our schools. International evidence shows that autonomy of schools is linked to improved performance, and that an autonomous system must include strong school leadership and accountability. Academic studies show that, for instance,
“test scores are higher when schools manage their own budgets and recruit and select their own teachers”.
Schools do not have to follow a single way of doing things. Each school can develop a different approach that works for its pupils. Academies are better for teachers because they have greater freedom to innovate, and heads can reward them for their excellence. That freedom means that they can set pay, which enables them to attract and retain good teachers. Academies are better for pupils because it is easier for teachers to share best practice and take advantage of new opportunities, and for Governments to intervene if any evidence is found that schools are failing.
As we have said before, we want parents to be more involved in their children’s education, not less. As the Prime Minister said earlier, we are not suggesting, and have never suggested, that parents should no longer sit on governing bodies. We support the idea of parents being school governors. Many already play a valuable role in governance, and parents will always be encouraged to become governors or trustees.
However, there are other ways in which parents can be involved. For instance, the Flying High Trust in Nottinghamshire has a local governing body for each of its academies, with three elected parent representatives who receive not only an induction, but ongoing development so they can be really clear about their role in ensuring that the schools continue to be linked to the communities that they serve. We will also introduce more regular surveys of parental satisfaction, and display the results alongside examination results.
One issue that has not been addressed so far is the lack of intervention by some local authorities in schools that are failing or coasting. There are 42 local authorities that have not appointed an interim executive board since 2006, and 45 that have not issued warning notices since 2009.
Andrew Percy
I am pleased that this is such a popular intervention.
My right hon. Friend has just referred to the role of local authorities. Some authorities have clearly frustrated the academy process, but that has not been the case in North Lincolnshire. May I commend to my right hon. Friend the model of educational standards boards that we have established there? Even post-academisation, the local authority accepts that these children are our children and we have an ongoing responsibility for them. The authority has concerns about a forced academisation programme, as indeed it should, but will my right hon. Friend look closely at a system that accepts that these children are our children whatever school they are at?
Nicky Morgan
I thank my hon. Friend for his intervention. I am still looking forward to visiting his constituency at some point to meet teachers in his area. I will of course look at these models. The achieving education excellence areas that we outlined in the White Papers may be a suitable model.
Several hon. Members rose—
Nicky Morgan
I will take more interventions in a moment.
We have already been shown to respond quickly in the minority of cases where academies underperform. To date we have issued 154 formal notices to under- performing academies and free schools and changed the leadership in 129 cases of particular concern. The powers introduced under the Education and Adoption Act 2016 will allow us to intervene swiftly from day one—much more quickly than happened under many local authorities.
Stephen Timms (East Ham) (Lab)
Will the Secretary of State not allow parents a say in whether their local school becomes an academy?
Nicky Morgan
We had that debate when the Education and Adoption Act was going through. We recognise that many new sponsors will involve parents, rightly, and we will encourage that in the academisation process.
Several hon. Members rose—
Nicky Morgan
The hon. Member for Manchester Central asked why we were doing this now. On current trajectories, three quarters of secondary and a third of primary schools will be academies by 2020, even if we did not do anything else. That will, as my hon. Friend the Member for North Dorset (Simon Hoare) said, make it increasingly difficult for local authorities to manage an expensive bureaucracy with fewer and fewer schools. As I have said, we will work with local authorities to ensure that they are able to enter partnerships and work with schools.
Several hon. Members rose—
Nicky Morgan
Something else that the Opposition have deliberately failed to understand is that this policy is fully funded. We have over £500 million available in this Parliament to build capacity, including recruiting—[Interruption.]
Mr Deputy Speaker (Mr Lindsay Hoyle)
Order. In fairness to the Secretary of State, she has given way a lot. If she wants to give way, that is fine, but do not keep clamouring and shouting because I want to get you all in and I will not achieve that.
Nicky Morgan
Thank you, Mr Deputy Speaker.
As I say, we have over £500 million available in this Parliament to build capacity, including recruiting excellent sponsors and encouraging the development of strong multi-academy trusts. As ever, however, the back-of-a-fag-packet calculation that the hon. Member for Manchester Central seems so fond of, and that was put out by the Labour party press office, uses grossly inaccurate costings—in one case, for example, erroneously calculating that the average cost of academisation will be £66,000. In fact, costs per academy have fallen from over £250,000 in 2010-11 to £32,000 today. The cost per academy will continue to fall significantly in the years ahead as we move towards full academisation.
Wes Streeting (Ilford North) (Lab)
The Secretary of State talks about the £500 million available in this Parliament. Will she give an undertaking to publish in great detail the Department’s costings to reassure us that this is indeed a fully funded policy and that all the costs have been fully taken into account? I am afraid to say that her figures seem a bit pie in the sky.
Nicky Morgan
I assure the hon. Gentleman that my figures are absolutely not pie in the sky. We publish a huge amount of information and if he wants to write to me about how much it will cost to academise all the schools in his constituency, I will be happy to respond.
Mr Deputy Speaker (Mr Lindsay Hoyle)
Order. Mr Berry, we are not being helpful to each other. You are withdrawing the comment about misrepresentation. I think you have got your question across. I am going to hear the Secretary of State. You have withdrawn the remark. That is great. Thank you.
Nicky Morgan
I thank my hon. Friend for his intervention. He is passionate about this programme and about raising standards in schools in his constituency. I join him in that.
Let me refute another falsehood in the Opposition’s motion—that we will force all schools to be part of multi-academy trusts. Schools will not be forced to join a trust with other schools. As it happens, many schools want to join a trust because they can see the benefits. Two thirds of current academies have chosen to be part of multi-academy trusts, and of course outstanding schools can set up their own MATs. But to be absolutely clear, we will never make any successful school, large or small, that is capable of operating alone, join a trust.
James Cartlidge (South Suffolk) (Con)
On the Conservative Benches, we are grateful for the fact we have finally made progress on the issue of fairer funding, which is incredibly important—particularly in rural constituencies. Will my right hon. Friend confirm that the progress on fairer funding does not depend in any way on enforced academisation?
Nicky Morgan
My hon. Friend is absolutely right to point out that those on the Opposition Benches had 13 years to sort out the inequities in our school funding system and that we heard absolutely nothing from them. On the trajectories for moving on to the new funding formula, we hope to start in the 2017-18 financial year, and on academisation we have six years for schools to become academies and to work out the best way for them to do so and the collaboration that that will involve.
Sir Henry Bellingham (North West Norfolk) (Con)
I thank the Secretary of State for giving way; she is being incredibly patient and long-suffering. We have many small schools in East Anglia. Can she confirm that, in the procedures for closure, the Secretary of State’s final decision will always remain in place?
Nicky Morgan
Absolutely, but what I do not envisage under this process is the closure of small schools. If they are serving the community well, if they are popular with parents and pupils and if they are providing excellent education, why would we want to close them?
We know that just becoming an academy does not improve results in itself, but it does set heads, teachers and governors free to do the things that increase standards. Our reforms and the hard work of teachers have led to remarkable success—[Interruption.] It is a great shame that the shadow Secretary of State never wants to recognise the success in England’s schools. We still have a long way to go to achieve excellent education everywhere, and we will work with schools and local councils to continue the transformation.
Our White Paper sets out our wider plans for the next five years, building on and extending our reforms to achieve educational excellence everywhere. Where great schools, great leaders and great teachers exist, we will let them do what they do best—help every child to achieve their full potential. Where they do not, we will step in to build capacity, raise standards and provide confidence for parents and children. We will put children and parents first. The Opposition’s motion has no ambition to achieve that. For that reason, I am going to ask the House to reject their motion, to support our amendment and to back our reforms to deliver educational excellence everywhere.
Mr Robinson
I will not give way, because time is limited and many Members on both sides of the House wish to speak.
If the Secretary of State will not take my word for it, she should listen to the words of wisdom being spoken by her fellow Conservative Members, who also wish to undo the policy. Nobody sees the case for compulsory academisation of all our schools.
The whole point about education should be choice. We agree with that. There is a role for academies—we started them and there is no doubt that they have a role to play. In many instances they have been successful and stimulating and have set an example, but we cannot make one size fit all, and nor should we try to do so. If that is going to be the Government’s national policy, it will be a failure. I fear that one of the consequences will be similar situations to that in Coventry, where one school is being forced to close and another academy is going to start up barely a mile down the road. It does not have places and there is no planning or demand. The main demand for the school down the road comes from the parents of children at the school that is going to close, who are looking for places that do not exist in the new academy. There is a lack of planning and forethought. That is what happens when someone believes they have found the holy grail or the secret key that can unlock the solution for all schools.
I beg the Secretary of State to think again, because the situation in Coventry is as follows: we are closing one school, which is a sports academy, and we are eliminating a boys-only school, a girls-only school and parental choice.
Mr Robinson
It is no good the Secretary of State shaking her head, because every single one of those statements is correct. We are eliminating and restricting parental choice and we do not even know what we are going to replace it with. The policy is bound to fail. If it is forced on the rest of the country, I fear that the situation in Coventry will be replicated throughout England and Wales, to the great detriment of those people whose interests the Secretary of State is trying to promote, and to the extinction of choice as we know it, which is fundamental to improvement in the education system. We accept and agree with what the Secretary of State preaches but in practice denies.
Budget Resolutions and Economic Situation
Baroness Morgan of Cotes Excerpts(9 years, 11 months ago)
Commons ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
The Secretary of State for Education (Nicky Morgan)
It is a pleasure to respond to the shadow Chancellor on behalf of the Government. Let me welcome him to his place on the Front Bench for his first Budget debate contribution in that role.
The shadow Chancellor recently unveiled Labour’s fiscal credibility rule, which we are told is part of its economic credibility strategy. Well, let me suggest that what Labour is missing is a political credibility rule, which would go something like this: the British people expect the same rule to apply to politicians as applies to them; they expect Governments to live within their means, and that is what my right hon. Friend the Chancellor has been doing for the past six years.
The shadow Chancellor proved today that he is incapable of answering any of the questions put to him by my colleagues on the Government Benches. However, he is able to tell us a few things. He has told us he wants to transform capitalism. He has told us his heroes are Lenin and Trotsky. He has told us that he wants to borrow more—in fact, had we carried on with the Labour party’s plans from when it was in government in 2010, we would have borrowed £930 billion more in the past six years.
Listening to the Labour party speak on economics is a bit like listening to the arsonist returning to the scene of his crime. It is a constant criticism from Labour Members that the firemen are not putting out the fire swiftly enough to correct the mistakes they made.
The Budget presented to the House yesterday by the Chancellor puts education at its core and invests in the future of young people right across Britain. I noticed that the shadow Chancellor got on to education only right at the end of his speech. This Budget will ensure that we give young people the best possible education, no matter where they are born, who their parents are, or what their background is.
Nicky Morgan
Let me make a bit more progress and then I will give way.
Having listened intently to the shadow Chancellor, I have to ask this: why has he found it impossible to welcome in its entirety a Budget that puts the next generation first? He talks about productivity, but I did not detect any mention at all of investment in skills and the future education of the young people of this country.
Michael Tomlinson (Mid Dorset and North Poole) (Con)
Did it strike my right hon. Friend, as it struck me, that the hon. Gentleman made no mention at all of the Government’s commitment to fairer funding for our schools, which will even help schools in Labour Members’ constituencies—in Doncaster and in Barnsley? This is not about party politics; it is about helping the next generation.
Nicky Morgan
I thank my hon. Friend for his intervention; he makes a very good point. We are tackling, as in so many other areas, the issues that Labour Members failed to tackle for 13 years when they were in government. In fact, the shadow Schools Minister, the hon. Member for Scunthorpe (Nic Dakin), has himself campaigned for fairer funding across the country for our schools.
Several hon. Members rose—
Alex Cunningham
The Chancellor announced a grand plan to academise all our remaining schools. The cost of doing that will be in excess of £700 million. He has allocated £140 million. How is the Secretary of State going to plug the gap?
Nicky Morgan
Let me nail this point once and for all. It shows that many Labour Members could also benefit from staying on to do more maths education. What Labour Members—including the shadow Education Secretary, the hon. Member for Manchester Central (Lucy Powell), who I note is not here today—have missed is the money allocated by the Chancellor in the spending review in November to make sure that we can academise all schools: those that are failing or coasting, and those that are good and outstanding.
Based on the shadow Chancellor’s previous exchange at the Dispatch Box with the Chancellor, I had assumed that he would be an advocate of our “great leap forward” in education reform. I thought that he would welcome the Chancellor’s £1.6 billion of new spending to make our education system fit for the 21st century.
Pauline Latham (Mid Derbyshire) (Con)
Before I came to this place, when I was the chairman of FASNA—Freedom and Autonomy for Schools National Association—which led the self-governing schools, I discussed with Labour Members on many occasions the unfair funding system that they had, and they agreed that it was unfair, but did nothing about it. Will my right hon. Friend finish the job and deliver a fair and transparent funding formula by 2020, given the money that she has been given by the Chancellor?
Nicky Morgan
I completely agree with my hon. Friend. As in so many areas of Government policy, we will of course finish the job that was not even started by the previous Labour Government.
Julian Knight (Solihull) (Con)
I congratulate the Secretary of State on the bold steps on academisation. I will relate to her my own personal experience in Solihull, where the majority of secondary schools are academies and we have some of the finest schools in the country. We have found the academisation process to be transformative, and I now want to see it spreading out across the United Kingdom.
Nicky Morgan
I thank my hon. Friend for his comments. Not long ago, I had the pleasure of visiting a school in Solihull with him and my right hon. Friend the Member for Meriden (Mrs Spelman). He is absolutely right to talk about transformative education, which is what Conservative Members want to see. It is a basic right for every young person in this country to have an excellent education. We now have 1.4 million more children in schools rated “good” or “outstanding”.
Bill Esterson (Sefton Central) (Lab)
Does the Secretary of State realise that many people outside this Chamber will think it extremely odd that, a week after the head of Ofsted described very serious weaknesses in the main academy chains, her answer to that criticism is to force every single school in this country to become an academy?
Nicky Morgan
No. I think that what people in the country will want, particularly parents, who often are not spoken about nearly enough in this debate—
Nicky Morgan
Absolutely. I suggest that the hon. Gentleman read the White Paper and then he will see exactly how parents are going to be involved in this. What parents want is for their children to be in a good school.
Nicky Morgan
Let me just answer the intervention by the hon. Member for Sefton Central (Bill Esterson). The head of Ofsted, who did the right thing in identifying weaknesses that we have said we will tackle, said in his report:
“I also want to be clear that there are some excellent”
multi-academy trusts
“that have made remarkable progress in some of the toughest areas of the country.”
Nicky Morgan
I am going to make some progress.
What the next generation really needs is better schools, the skills they need to succeed in life, affordable housing, and secure pensions. The Budget that the Chancellor outlined yesterday is designed to give them all those things. It is designed to achieve that while making sure that we are managing the economy properly, protecting the next generation from the burden of debt and affording them the bright future that they deserve. It is a Budget in which we have chosen to act now so that the next generation does not pay later.
I know that the shadow Chancellor will understand me when I say that in 2010 we had to embark on a “long march” to reform our schools because we inherited an education system that was more concerned with league tables than with times tables, where an “all must have prizes” culture prevented the pursuit of excellence, and where the centralised structure and bureaucratic control of schooling stifled the sort of leadership and classroom innovation necessary to drive improvement.
Mr Angus Brendan MacNeil (Na h-Eileanan an Iar) (SNP)
On a point of order, Mr Deputy Speaker.
Nicky Morgan
We owed it to our young people to tackle the soft bigotry of low expectations and to give them the education they deserve: an education that will help them to fulfil every ounce of their potential; an education with knowledge at its core, even if that does include the shadow Chancellor’s greatest influences—self-confessed—of Lenin and Trotsky. This Budget will provide the resources to translate into reality the vision for the future of our education system in the schools White Paper that I will outline later today.
Stephen Timms
The Secretary of State will know that the Sutton Trust, in its comment on the Government’s proposals on academies, said that it is
“the quality of teaching that has the most substantial impact on pupil outcomes, especially for the disadvantaged, regardless of school type or setting”.
Is not the Sutton Trust absolutely right about that?
Nicky Morgan
The Sutton Trust also recognised that the quality of teaching in academies is extremely good. If the right hon. Gentleman reads the education White Paper, he will see how we are going to invest even further in what is already a great profession.
We want an education system that is regarded as the gold standard internationally—one that is based on high expectations and an intolerance of failure, treats teachers as the professionals they are, and unlocks real social justice in allowing every young person to reach their potential. Those who are saying that we are not addressing the critical issues could not be further off the mark, because our White Paper published today is a vision for raising standards in teaching, and raising them higher than any Government have before. Teachers will be better qualified and accredited, they will have access to the best development opportunities, and they will command more respect than any generation of teachers before them, taking their rightful place among the great professions.
Rebecca Pow
Did we not go through years and years under Labour when our standards fell so low that we did our children absolutely no favours? I applaud this White Paper. I would like to tell the Secretary of State that a school in my constituency, Court Fields, which was turned into an academy, has seen its maths GCSE results improve by 20% in the past year.
Nicky Morgan
My hon. Friend sets out very well the transformative effect that academies and great teaching have on the lives of young people. It is really quite extraordinary that Labour Members, who started the academies programme, have now moved so far away from their original intent.
Mr Gareth Thomas
On the point about the forced academisation of all remaining schools, may I ask the Secretary of State specifically about the 800 Co-operative schools? A few of those are run by the Co-operative Academies Trust, but the vast majority are Co-operative trust schools. Will she comment on the implications for those schools? Is she willing to commit either herself or her Schools Minister to meet representatives of those schools to discuss the implications for them?
Nicky Morgan
I thank the hon. Gentleman for that very sensible, measured question. The Schools Minister or I would be delighted to meet him and those representatives. When I go around the country, schools say to me that they understand that the direction of travel is for academisation. We want to work with schools. I suggest that the relevant schools speak to their regional schools commissioner, but also of course to the Department, to make sure that we are able to help them to academise in a way that continues with excellent education and continues to transform the lives of young people, because that is what we all want to see.
Let me turn to the longer school day. We know the difference that positive character traits can make to the life chances of young people, including the resilience to bounce back from life’s setbacks, the determination to apply themselves to challenges, and confidence in their own ability to improve themselves. Such traits also include persistence and grit—the sorts of characteristics that some Labour Back Benchers might need to demonstrate as they face years in the wilderness under their current leadership. With those traits, we know that young people are more likely to achieve their potential and make a positive contribution to British society.
Frank Field (Birkenhead) (Lab)
I thank the Education Secretary for giving way and rewarding character and grit. Although most of us agree that the extension of the school day is welcome, there are schoolchildren who are hungry and therefore find it most difficult to benefit from any reforms. One welcomes the Chancellor’s sugar tax, which will give more children the ability to start school with food in their bellies, but will the Education Secretary break convention and lead a cross-party group to meet the Chancellor, who is sitting next to her, so that we can lobby for some of that sugar tax to feed the poorest children during the school holiday?
Nicky Morgan
I and the Chancellor would be very happy to meet the right hon. Gentleman to discuss that. One of yesterday’s announcements that has not received attention—I will come on to it—is the significant additional funding for breakfast clubs. Of course, the Government have also committed to continuing the pupil premium, which is another way in which schools are able to support those most disadvantaged children. I agree with the right hon. Gentleman about the need for holiday funding and feeding, and I am certainly prepared to look at that.
Kevin Foster (Torbay) (Con)
A recent Public Accounts Committee report looked at the pupil premium and highlighted that, due to the vagaries of the existing funding system, funding per pupil in depravation can vary massively. Does the Education Secretary agree that fairer funding will help to tackle that and mean that schools such as those in Torbay will not have to explain why a child there is worth hundreds of pounds less than a child elsewhere?
Nicky Morgan
My hon. Friend makes an excellent point. One of the reasons we are having a two-stage consultation is to make sure that we get the factors in the new formula right. One of those factors will be to reflect those children who are disadvantaged and in need. One of the figures we uncovered during the course of preparing the consultation was that a child with characteristics of need could receive about £2,000 in Birmingham and £36 in Darlington. That cannot be right if we want to have a proper national funding formula across the country.
The new investment in education means that £559 million is going towards a longer school day to support more schools in offering vital enrichment activities. I welcome the support of the right hon. Member for Birkenhead (Frank Field) and others. There is evidence, including from the Sutton Trust, that a longer school day is likely to be particularly beneficial for pupils from disadvantaged backgrounds. Participation in physical activity and sport in particular is associated with better cognitive functioning, better mental health and improved concentration and behaviour in the classroom.
It is an investment that will particularly raise the life chances of the most disadvantaged young people, who may otherwise struggle to access enriching activities. The new funding will allow 25% of secondary schools to extend their school day by up to five hours per week per child. There are added benefits, as we continue to lighten the burden of childcare costs to parents who can work longer, knowing that their children are engaged in worthwhile extracurricular activities such as sport, debate and music, and are receiving additional support for their academic studies. We are doing that because we are determined to spread opportunities. As a one nation Government, we want to make sure that as many young people as possible have access to those opportunities.
The £413 million promised for education in yesterday’s Budget will double the primary sports premium, because we know that getting young people engaged in sport and fitness early is vital to tackling the growing levels of obesity in children. This significant investment in school sport will have a game-changing impact on the health of young people.
Stephen Timms
The Education Secretary will know that there were very impressive school sports trusts in place up to 2010, with a big focus on secondary and feeder primary schools working together. Unfortunately, they were lost in earlier budget cuts. Will the funding that has now been announced be used for that purpose again?
Nicky Morgan
The funding that has been announced will be used even more effectively, because we are not going to tell schools how to spend it, apart from the fact that we want them to be doing more sport and more physical exercise. The belief that runs right through my party’s education policies is that the people who are best placed to make decisions in schools are the heads, the teachers and the governors—those who know the needs of their pupils best.
What is more, that will be paid for by the new levy on producers of excessively sugary drinks. I thank the Labour party for putting on record its support for that policy. I hope that in the longer term the levy will serve as an incentive for the industry to offer products that are lower in sugar and therefore healthier for young people.
Nicky Morgan
The academies policy was started under the Labour party. We have adopted it and taken it forward, and it is providing a transformative education for young people in this country.
On breakfast clubs, £26 million will go towards developing and running breakfast clubs in up to 1,600 schools over three years, so that children can receive a healthy breakfast and start school ready to learn. The money promised for the longer school day, sport and breakfast clubs underlines this Government’s commitment to happy, healthy students who will be well placed to become the active citizens of tomorrow, contributing more to our economy and relying less on the welfare system.
We want to be absolutely certain that the investment in education promised by the Chancellor yesterday is felt up and down the country. Our new “achieving excellence areas”, supporting, among other regions, the northern powerhouse, will do exactly that. The Budget has given £70 million of new funding for the education powerhouse to add to the Department’s existing commitment to prioritise its programmes in the areas that most need support, and to deliver a comprehensive package to target an initial series of education cold spots where educational performance is chronically poor, including in coastal and rural areas. The investment will help to transform educational outcomes and boost aspiration in areas that have lagged behind for too long.
Paula Sherriff (Dewsbury) (Lab)
On the northern powerhouse, a recent written answer to my hon. Friend the Member for Sheffield, Heeley (Louise Haigh) shows that 100% of the Treasury’s senior civil servants are based in Whitehall and that 60% of them are men. Apparently, the Chancellor really does think that the man on Whitehall knows best—he had a lot of men on Whitehall making decisions for this Budget. Is that why they have failed to come up with a solution to the tampon tax?
Nicky Morgan
I had the pleasure of working in the Treasury with my right hon. Friend the Chancellor in the last Parliament, and hon. Members could not find anybody who is more supportive of promoting women and of women’s causes. On the tampon tax, we hope very much that we will make progress with the EU on the VAT rate. I know that the hon. Lady is new to Parliament—she joined last year—but the last Labour Government, including female Ministers at the Treasury, had 13 years to tackle the issue. My right hon. Friend the Chancellor has put aside money and there is a fantastic list in the back of the Red Book of the charities and organisations that will benefit from it. We can all agree that it would be better not to have VAT levied on sanitary products, but we support those organisations.
I have talked about support for the northern powerhouse. The review of northern schools will be carried out by Sir Nick Weller, executive principal of the eight Dixons Academies in Bradford.
Nicky Morgan
I invite the hon. Gentleman, who is a Bradford Member, to make an intervention.
Imran Hussain
I thank the Secretary of State for giving way. To be fair, we welcome the £20 million for the northern powerhouse school strategy. Nevertheless, does she not think that that would operate a lot better without the forced academisation agenda?
Nicky Morgan
No, I do not. Nick Weller is the executive principal of the eight Dixons Academies in Bradford and they are transforming young people’s life chances. Academies are bringing in strong sponsors and strong multi-academy trusts. I cannot think of anyone better to conduct the review. I hope that the hon. Gentleman and other Bradford Members will work with him to make sure that we identify exactly how we can continue to transform education in Bradford and elsewhere.
We have already discussed the national funding formula in interventions, but I just want to put on the record that we believe that the same child with the same characteristics deserves to attract the same amount of money, wherever they live in the country. A national funding formula will mean that areas with the highest need attract the most funding, so pupils from disadvantaged backgrounds will continue to receive significant additional support to overcome the entrenched barriers to their success. We are going beyond our manifesto pledge to protect per pupil funding for the core schools budget by investing an extra £500 million in the schools budget. That means that, as part of our consultation on these reforms, we can aim to deliver a fair funding formula allocation to 90% of schools that should be gaining by 2020. That further demonstrates that we deliver on our promises.
Jeff Smith
The Chancellor yesterday announced a plan to teach maths until age 18. That may be a laudable aim, but how can it possibly be delivered when there is a chronic shortage of maths teachers—a teacher shortage that she is presiding over and failing to tackle?
Nicky Morgan
We are looking at that for precisely this reason. One of the reasons why recruitment is difficult is the recovering economy. I welcome that, in many ways, but as Education Secretary I recognise that it means that there are more opportunities for graduates to go into careers other than teaching. The number of students taking A-level maths, which enabled them to study it further and perhaps to become teachers, fell under the last Labour Government. There are fewer such people around, so we are having to look very hard, but that is the purpose of the review. As I have said, the review also needs to look at the shadow Chancellor’s calculations about how we can afford the full academisation policy. The numbers set out are from the spending review.
Helen Whately
Quality of teaching is the most important factor in education. I welcome the focus on quality of teaching, teacher training and recruitment in the White Paper that has been published today. May I welcome the Government’s grip on that factor in education? That is such a contrast to the previous Labour Government, who spent so much money on buildings rather than on teachers.
Nicky Morgan
I thank my hon. Friend, who makes an excellent point. I thank her for looking at the White Paper, and I hope that other hon. Members from all parts of the House will do likewise. The Government absolutely agree that the quality of teachers is the single most important factor in great education for our young people. If we were to follow the example of the Opposition, we would constantly be saying, “We cannot teach that, because of issues around finding the right teachers.” It is a totally defeatist way of looking at the matter. We have identified the important subjects that we want our young people to study, and we will make sure that teaching is a rewarding and exciting profession that the best people want to go into.
I have already talked about full academisation. We firmly believe that the policy continues to put power into the hands of school leaders and teachers so that they can decide how best to teach and nurture young people, as the great leaders in our best academies already are. We want schools to have the freedom to innovate and demonstrate what really works, but they will be able to do so within the scaffolding of support needed to realise the full benefits of autonomy. Crucially, this funding will support the reform and growth of multi-academy trusts with the people and the systems they need to enable them to drive real, sustainable improvement in schools’ performance.
For Opposition Members who say that the structure of the school system is not important, let me quote a Labour leader who knew how to win elections:
“We had come to power saying it was standards not structures that mattered…This was fine as a piece of rhetoric…it was bunkum as a piece of policy. The whole point is that structures beget standards. How a service is configured affects outcomes.”
What an acknowledgement from the former Prime Minister who started the academies programme of the fact that this policy has the power to transform our school system. That is another demonstration of the current Labour party’s lack of ambition for England’s schools, and of the way in which it has retreated into the fringes and kowtowed to unions rather than putting the interests of children and parents first.
There now 1.4 million more children in good or outstanding schools than there were in 2010.
Nicky Morgan
I am going to make some progress, because I know that the Budget debate is oversubscribed. I have been very generous with interventions, and I will try to take a few more towards the end if I can.
We stand by our record of getting young people into study and training. We have the lowest number of people not in education, employment or training on record, but we are not going to rest on our laurels, because we believe that any young person who is NEET is wasting their potential. The Prime Minister has announced a mentoring scheme, and my right hon. Friend the Chancellor announced yesterday that a further £14 million would go towards mentoring, so that we can recruit a new generation of mentors from the world of business and beyond, who can help to engage young people who are at risk of underachieving. By 2020, we want those new high-calibre mentors, businesspeople and professionals to reach 25,000 young people who are just about to start their GCSEs.
We have talked about reviewing our maths curriculum. If we are successful in keeping all young people in education for as long as we can, we have to be sure that we are offering them the education that they need to get a job and to get on in life. Among OECD countries, we have among the lowest level of uptake of maths among young people post 16. That is of great concern, but, more importantly, it is of concern to universities and employers, who need young people with sound maths skills. The review will be led by Professor Adrian Smith, vice-chancellor of the University of London. He will review how to improve the study of maths from 16 to 18 to ensure that the next generation are confident and comfortable using maths. That will include looking at the case for, and the feasibility of, more or all students continuing to study maths until the age of 18.
It is national apprenticeships week, so let me bang the drum for apprenticeships for a moment. The Government have championed apprenticeships consistently since taking office. We have delivered more than double the number of apprenticeships delivered by Labour in their last term of office, and we have committed to 3 million more by 2020.
Liz McInnes
Will the Secretary of State tell me how she envisages the future of the national curriculum, given that academies do not have to follow it? The forced academisation of schools will create a free-for-all when it comes to what schools teach our children.
Nicky Morgan
The hon. Lady’s question demonstrates an absolute lack of trust and belief in the professionals who run our schools. The national curriculum will be a benchmark. If the hon. Lady goes and talks to those who are running our schools, she will find that many academies are teaching above and beyond the national curriculum.
Nicky Morgan
I have already given way to the right hon. Gentleman several times, and I really need to finish now.
The Budget has been all about setting the next generation up for the future. The shadow Chancellor, unlike the Leader of the Opposition yesterday, finally got around to recognising and congratulating the Government on the enormous progress that has been made on the employment figures. The creation of jobs is a true success. The female employment rate is at a record high, with 1 million more women in work since 2010. The OBR is forecasting 1 million more jobs across the economy throughout this Parliament.
It is essential that we have a well-rounded, well-educated and highly skilled generation of tomorrow, and they need the security that only the Conservative party can deliver. The next generation also need the ability to secure their own future, with incentives to save, both to buy their own home and to make provision for their retirement. In the past, people have had to make a choice between the two, but the measures announced yesterday leave them in no doubt that we are on their side. The ISA allowance has been increased to £20,000, and in the new lifetime ISA the Government will give people £1 for every £4 they save.
This is a Budget in which the Government have had to take the difficult decisions that will continue to deliver the economic security that has been the hallmark of this Government’s time in office. The decisions have been made because we want to balance the books fairly across all generations. Let me point out that while we have been making the right decisions, gender inequality in the labour market is down in our society. We have the smallest gender pay gap ever, but we are not complacent, which is why we are taking action to make sure that it is reduced even further.
We know from Labour’s great recession that those who suffer most when the Government run unsustainable deficits are people who are already at a disadvantage. When Government spend recklessly, the next generation are burdened with debt. At a time of public sector spending restraint, education has not been spared difficult decisions, but the Government have chosen to invest in the next generation. The choices that we have made represent a huge boost to funding for children and young people. As I have outlined, we have put in place plans to use it effectively and ensure that it is targeted where it is needed most. Later today, I will set out more about our vision for the entire school system and how we truly deliver educational excellence everywhere.
Nicky Morgan
No, I am going to draw to a close. Labour’s plans to spend, borrow and tax more are exactly what got us into a mess before, and they led to a rise of almost 45% in youth unemployment. We cannot risk the kind of youth unemployment seen today in places such as Spain and Greece.
Bill Esterson (Sefton Central) (Lab)
On a point of order, Mr Deputy Speaker. I wonder whether you can give me some guidance. I understood that when a Minister had a major announcement to make on policy, as I think the Secretary of State just said she had about education policy, they are supposed to come to the Chamber and make it first before it is reported elsewhere. Why has she not done that as part of her speech?
Mr Deputy Speaker (Mr Lindsay Hoyle)
Of course, all statements of policy come through this Chamber.
Nicky Morgan
Let me just remind the hon. Gentleman that I am standing here and giving the House information about the White Paper. It is kind of him to allow me the opportunity to talk again about the White Paper that we are publishing today, setting out our vision of the school system. He can also read the written statement that I have laid before the House.
Stephen Timms
I am extremely grateful to the Secretary of State for giving way. She has talked about the policy of converting all schools into academies. Will she assure us that that will not be done by expanding underperforming multi-academy trusts?
Nicky Morgan
We have been very clear that we want good and outstanding schools to expand and we do not want to hold them back. As the right hon. Gentleman has asked that question, I hope he will offer support to new free schools that are set up in his constituency and elsewhere to challenge the expansion of places in schools that require improvement or are in special measures.
As I was saying, we cannot risk the kind of youth unemployment seen today in places such as Spain and Greece. We should not forget that the shadow Chancellor has recently asked for and taken on board the advice of Yanis Varoufakis, that successful Greek economy Minister. In Spain and Greece, there have been thousands of school closures and there have been cuts to teachers’ pay, because they have failed to balance the books. We know that the previous Labour Government left 287,000 more young people unemployed than when they came into office. That cannot be allowed to happen again.
As we promised in our manifesto last year, this is a Government with a plan for every stage of life. From the start of a young person’s life, their schooling and the decisions they make about their career to the choices they make on housing and pensions, which will determine their future happiness, this Budget will deliver the most confident and secure generation ever.
This is a Government who deliver on their promises. From fair funding to further support for families and giving every child the best start in life, we have shown the British people that this Government are on their side. It is clear that Labour Members have not learned from their mistakes. They spent and borrowed too much last time they were in power, and the shadow Chancellor’s speech last week revealed that they are happy to do so again. It should have been entitled a speech on fiscal implausibility, because the Labour party has no credibility when it comes to the economy. They would repeat the same mistakes again and expect a different result—the very definition of madness.
Nicky Morgan
No, of course I will not give way.
The truth is that not only would Labour Members fail to deliver, but their economic policies would risk our nation’s security, our economy’s security and the security of families up and down Britain. The Conservatives will continue to deliver fairness, stability, security and opportunity for everyone. We, the Conservative Government, will continue to put the next generation first.
Educational Excellence Everywhere
Baroness Morgan of Cotes Excerpts(9 years, 11 months ago)
Written StatementsRead Full debate Read Hansard Text Read Debate Ministerial Extracts
The Secretary of State for Education (Nicky Morgan)
Nothing better demonstrates this one nation Government’s commitment to social justice than our plans to transform the education our children receive. Since 2010, our education reforms, underpinned by the hard work of teachers and school leaders, have tackled the failures of the past and made a remarkable difference to education in this country. Record numbers of children, for example, are now taught in good or outstanding schools—1.4 million more pupils than in 2010 [i]. A record 18% of new teachers who started training in 2015 have a first class degree [ii] and 81 % of teachers and senior leaders say behaviour in their schools is good or very good [iii].
However, the education we offer our children does not yet consistently compare well with education in other leading countries in the world. The excellence our reforms has unlocked in some parts of our schools system has not yet spread across the whole country. For example, 11 of the 16 English local authorities that have fewer than 60% of children attending good/outstanding schools, lower than national levels of GCSE attainment and where pupils make less than national levels of expected progress are in the north of England. Of the 173 failing secondary schools in the country, 130 are in the north and midlands and 43 are in the south [iv].
We need to extend and embed the last Parliament’s reforms so that all pupils and families can benefit, wherever they live and whatever their circumstances.
Today I am publishing a White Paper which sets out our vision to achieve educational excellence everywhere, by providing a world class education to all children, regardless of where they live, or what their background is. The key elements of our approach are:
an education system that ensures teachers get the respect they deserve and that we have consistently excellent teaching in our classrooms;
support for existing leaders and help to develop the outstanding leaders of the future; an approach that allows great leaders to run more schools by removing the perverse incentives that prevent teachers from doing so;
a dynamic school-led system where every school is an academy and where pupils, parents and communities are empowered to have a more significant voice in schools, and more schools working together in multi-academy trusts (MATs);
preventing underperformance through support and autonomy, including transferring responsibility for school improvement from local authorities to those who know how to do this best: school leaders. There will also be a new focus on achieving excellence in areas where too few children have access to a good school and there are not yet enough high-quality teachers, school and system leaders, governors and sponsors to turn them around;
high expectations and a world-leading curriculum for all, so that all children receive an education that equips them with the knowledge and character traits necessary to succeed in 21st century Britain;
fair, stretching accountability that focuses on tackling underperformance; rewarding schools on the basis of the progress their pupils make; and incentivising strong leaders to take over underperforming schools; and
the right resources in the right hands: investing every penny where it can do the most good—through new, fair, national funding formulae for schools, improved effectiveness of the pupil premium and making the best possible use of resources.
We believe that the fastest and most sustainable way for schools to improve is for Government to trust this country’s most effective education leaders on the frontline, holding them to account for unapologetically high standards for every child, but letting them determine how to reach them. This system will respond to performance, extending the reach of the most successful leaders and acting promptly by intervening where performance is not good enough. It will also ensure they have the necessary tools to seize the opportunities provided by greater autonomy.
Our approach will take our self-improving school-led system to the next level; building capacity and setting up schools to use their freedoms effectively, rather than just intervening in cases of failure. We are providing not just autonomy, but supported autonomy, as the best approach to improve education everywhere.
The approach outlined in this ambitious White Paper represents our best chance of achieving the educational excellence that every child and young person deserves. The White Paper has been placed in the Libraries of both Houses.
[i] Ofsted Annual Report 2014/15: Educations and Skills:
https://www.gov.uk/government/publications/ofsted-annual-report-201415-education-and-skills
[ii] ITT census 2015/16:
https://www.gov.uk/government/statistics/initial-teacher-training-trainee-number-census-2015-to-2016
[iii] Teacher Voice Omnibus June 2015:
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/483275/DFE-RR493_Teacher_voice_omnibus_questions_for_DfE_-_June_2015.pdf
[iv] Ofsted Annual Report 2014/15: Educations and Skills:
https://www.gov.uk/government/publications/ofsted-annual-report-201415-education-and-skills.
[HCWS625]
Oral Answers to Questions
Baroness Morgan of Cotes Excerpts(9 years, 11 months ago)
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Gavin Newlands (Paisley and Renfrewshire North) (SNP)
1. What steps she is taking to provide additional educational support to young Syrian refugees resettled in the UK.
The Secretary of State for Education (Nicky Morgan)
It is part of our moral responsibility to ensure that Syrian refugees who are resettled in the United Kingdom receive appropriate support, especially those young children who take refuge here. The International Organisation for Migration assesses the needs of each Syrian refugee to be resettled in the UK, including any educational support required by children. Those assessments help to ensure that the necessary arrangements are in place, and that the needs of these young Syrians are met.
Gavin Newlands
The Scottish Government currently fund a guardianship service that is unique to Scotland that offers specific support with welfare, education and the immigration process to local authorities and unaccompanied children. Will the UK Government follow in the Scottish Government’s footsteps and increase support for young refugees in the UK?
Nicky Morgan
I think we all agree that those who are seeking refuge from war-torn areas and conflict zones where they have been in situations of immense stress and disruption need all the support they can get. We have a system of appointing caseworkers who work with each family or individual who comes here to seek refuge, to identify their needs. In particular, they ensure that children with special educational needs or mental health needs get support, as well as those who have additional educational issues such as needing extra language support.
Mr David Burrowes (Enfield, Southgate) (Con)
Following the Government’s welcome decision on 28 January to provide additional refuge for unaccompanied minors coming from conflict zones such as Syria, but also from Europe, what discussions have been held in the Department about providing additional support for those who reach these shores, and to provide them with the effective support they need?
Nicky Morgan
My hon. Friend recently visited the camp in Calais, and he will know that a cross-Government taskforce has been set up to ensure that all those who claim asylum or come to live in the United Kingdom under the resettlement programme get that support. In my previous answer I outlined the particular areas that my Department takes an interest in, and we must ensure that support is delivered for those with special educational needs, mental health needs, and those who require additional educational support such as language support.
Keith Vaz (Leicester East) (Lab)
I welcome the steps taken so far. What we have learned from previous arrivals of refugees—for example the Ugandan Asians who came to Leicester many years ago—is that the involvement of the diaspora community is extremely important to make people feel at home. What steps have been taken to ensure that the Syrian diaspora is involved in this process?
Nicky Morgan
The Government are extremely sensitive to working right the way across the United Kingdom, particularly with local authorities, and to consider the backgrounds of those coming here and their particular needs. Some will, of course, want to be near to those from their communities and the diaspora; for others there may be reasons why perhaps that is not right, given their particular needs. Great care is taken. People’s needs are assessed and then they are given a guarantee that housing, education and other provision will be ready and waiting when they arrive here.
Andrew Gwynne (Denton and Reddish) (Lab)
Given that so far the resettlement and asylum dispersal programmes have been pretty unevenly matched across the country, what extra support can be given to local authorities that are taking in a large number of people? That is often matched with challenging situations in schools, in terms of both school places and school standards, and those areas need extra support.
Nicky Morgan
We work right across the Government, and we have included powers in the Immigration Act 2014 to ensure that help is available to local authorities, particularly those that take in unaccompanied asylum-seeking children. Kent has taken many of those children, but they have also gone right across the country. Financial help is available through the budget of the Department for International Development, and we have committed £129 million to assist with local authority costs over years two to five of the resettlement scheme. There is additional help for children with special educational needs, and additional funding—including through the pupil premium—for those who have English as an additional language. It is, of course, right to highlight the problems, but the question from the right hon. Member for Leicester East (Keith Vaz), and my knowledge of the local area, show that those who come to this country can have huge success and make an enormous contribution to it. We must never forget that.
Karen Lumley (Redditch) (Con)
2. What progress the Government have made on implementing provision of 30 hours of free childcare for working parents.
The Secretary of State for Education (Nicky Morgan)
I hope that hon. Members will be glad to hear that today we have published proposals for consultation to start the process of introducing a national funding formula for schools from 2017-18. These plans will ensure that every school and local area, no matter where it is in the country, is funded fairly. It will ensure that pupils with similar needs attract the same level of funding and give headteachers far more certainty over future budgets. Areas with the highest need will attract the most funding, so pupils from disadvantaged backgrounds will continue to receive significant additional support. That is a key part of our core mission to have educational excellence everywhere.
Mr Shuker
Luton Girls’ Academy was given £100,000 by the Secretary of State’s Department but never opened. I have repeatedly asked the Department for Education to tell me whether that money has been paid back, yet neither written parliamentary questions nor freedom of information requests have garnered an answer. When will she tell me how much money was wasted on this free school project?
Nicky Morgan
The hon. Gentleman received a letter from the Under-Secretary of State, Lord Nash, on 29 January 2015 telling him why the project could not go ahead and that it had fallen short of the rigorous criteria we have set. Total pre-opening revenue costs for Luton Girls’ Academy will be published by the end of March. In line with our transparency agenda, our policy is to publish expenditure data clearly, and that means that we publish the full pre-opening revenue cost of cancelled or withdrawn free school projects, once the amount of expenditure has been finalised and taking into account any repayments.
Michael Fabricant (Lichfield) (Con)
T2. When I was sitting over there on the Opposition Benches I asked Prime Minister Tony Blair what he was going to do about Staffordshire, which was always in the bottom 20 for funding compared with other local education authorities. He agreed with me and said it was very unfair, and then he did nothing. May I commend the Secretary of State for getting on with this wonderful consultation? What recommendation would she give to my constituents, teachers and parents, to ensure that we get fairer funding for schools in Staffordshire?
Nicky Morgan
I thank my hon. Friend very much, and I am delighted that we are making progress on this important issue. Is it not typical that it takes a majority Conservative Government to do that? I urge my hon. Friend to encourage his constituents and schools in his constituency, such as John Taylor High School, which I recently had the pleasure of visiting, to ensure that they take part in this important consultation.
Lucy Powell (Manchester Central) (Lab/Co-op)
As the MP for the home of British cycling, may I take this opportunity to pay tribute to the amazing success of the British cycling team in the track world championships last week? On the day before International Women’s Day, the incredible Laura Trott should be singled out for her medal haul. Let us hope she is paid as much as her male colleagues, if not more—something that the Secretary of State does not seem very good at achieving for women in her own Department.
There will be 156 new GCSE and A-level specifications taught from September. With just 17 teaching weeks left of this school year, how many of those are ready?
Nicky Morgan
I thank the hon. Lady. Is it not typical that she identifies an issue—the gender pay gap—which her party did nothing to address when it was in power? It is this party that is publishing the regulations to make sure that public sector and private sector organisations will disclose that. The gap is not widening; it is narrowing. I join her in congratulating the cycling team, including Laura Trott, on their tremendous achievements. Ofqual is working with the exam boards to make sure that all the specifications are ready. I understand that more than 65 are now ready, but there is further information on that to be made public by Ofqual.
Lucy Powell
That is right: just 65 or 66 of the 156 specifications are ready—less than half. Core EBacc subjects, such as sciences and modern foreign languages, are still to be approved. The Government’s own workload challenge promised teachers a lead-in time of one year for significant changes to qualifications, but as matters stand teachers will have just weeks or no time at all to prepare for these huge changes. Is not the truth that the Government’s fixation with micromanaging every part of the curriculum—including, we hear this week, the use of exclamation marks—is causing the delay, and that they are way behind with these new exams? It is no wonder we have a teacher shortage.
Nicky Morgan
The exam boards have already published the specifications and assessment materials in draft. They are working their way through to make sure that the specifications are ready to be published. We want to give teachers as much notice as possible—[Interruption.] Is it not typical that the Opposition need to learn the lesson that the Vote Leave campaign needs to learn as well—that if they talk about the negatives all the time, they will find that those are self-fulfilling? If they want to set out an alternative, they need to do that with some policies. What we on the Government Benches are doing is raising the standards of our qualifications. I met Ofqual last week to talk about specifications. It is making progress. [Interruption.] Either the hon. Lady wants to raise standards in our education system or she does not. By the nature of her question, she clearly does not.
Mr Alan Mak (Havant) (Con)
T4. Archie Hayward, a 15-year-old student from Warblington school in Havant, is the first British teenager to secure work experience at the CERN science laboratory in Switzerland. Will the Minister join me in congratulating Archie and confirm that the Government will continue to support careers in science and technology?
Paul Blomfield (Sheffield Central) (Lab)
T5. This morning I spoke to the headteacher of one of Sheffield’s best-performing secondary schools, which is in my constituency. The Secretary of State talks about the need for certainty in the funding formula, but that headteacher is deeply concerned by the uncertainty created by the lack of detail in this morning’s statement. Like all good heads, he plans in advance, and he is now recruiting for 2017, but he is unsure what his funding will be in that year. When can I tell him that he will know whether he is a winner or a loser as a result of the consultation?
Nicky Morgan
It is important that we understand the basic principles behind why we are having a consultation on the funding formula—that the same pupils, with the same characteristics, across the country need to attract the same amounts of money. There will obviously be another consultation on the details, but it is important that we know about the weightings behind the factors and that there is certainty and transparency for all schools going forward. We have said there will be a phased transition, and that we will be very mindful of those schools where there is potential for there to be less funding, to make sure they are not destabilised. However, it is absolutely right that it is this Government who have grasped this nettle after many years of previous Governments absolutely flunking that test.
Michelle Donelan (Chippenham) (Con)
T9. Will my hon. Friend please join me in recognising the vastly improved design and technology GCSE, which comes into play next year and which will help to inspire the next generation of technical and engineering professionals?
Andrew Rosindell (Romford) (Con)
The Minister will be aware of the huge pressure on school places in the London borough of Havering and in all outer London boroughs at the moment, particularly with the new bulge classes being imposed on primary schools, such as Gidea Park primary school in my constituency. What extra funding and support will the Government give to schools that face such pressures at this time?
Nicky Morgan
Havering local authority received £23 million of basic need funding for places between 2011 and 2015, which helped to create nearly 3,000 new places. It has also been allocated a further £47 million to create the places needed by 2018. I should also say that we are pleased that a new free school is scheduled to open in Romford this September. Concordia Academy will provide 630 additional primary places in the area, and I hope my hon. Friend will work with other providers to encourage more free schools to be built in the local area.
Ann Coffey (Stockport) (Lab)
T8. The recent, and latest, children’s home data-pack shows that there has been little change in the numbers of children placed at some distance from their home areas since 2012, despite the introduction of welcome new regulations. The underlying problem continues to be the unequal distribution of children’s homes across the country. What more can be done to support local authorities to work together and use their commissioning powers to ensure more local provision of children’s homes?
Ian Lavery (Wansbeck) (Lab)
T10. Free school meals are a lifeline for many vulnerable families in my constituency, yet there are still too few families getting the benefit. Does the Minister agree that local authorities that have the data required to identify these kids should have an automatic, perhaps a statutory, obligation to do so?
Nicky Morgan
I thank the hon. Gentleman. I know that his colleague, the hon. Member for, I think—[Interruption.] His colleague, Frank Field, is proposing a private Member’s Bill on this issue. I agree that all families who are entitled to free school meals should be able to obtain them. There are issues to do with the collection of data and the sharing of information between different benefits, but I am keen, as I say, to make progress on this very important matter.
Mr Speaker
I think Birkenhead was the place the Secretary of State had in mind.
School Funding
Baroness Morgan of Cotes Excerpts(9 years, 11 months ago)
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The Secretary of State for Education (Nicky Morgan)
The Government are today launching the first stage of their consultation on national funding formulae for schools and high needs.
As part of our commitment to governing as one nation and to educational excellence everywhere, we must fund pupils with the same characteristics and the same costs at the same rate, no matter where they live. Funding should be fair for all parts of the country: rural and urban, shire and metropolitan, north and south. The current funding system fails to do this, and is arbitrary and unfair: a school in one part of the country can receive over 50% more than an identical school with exactly the same children, simply because of an accident of geography. We will tackle this unfairness and end the education funding postcode lottery by introducing new national funding formulae from 2017-18, based transparently on the needs of children, pupils and schools.
Across all of our proposals we have three priorities: 1) allocating funding fairly and straight to the frontline, 2) matching funding to need so that the higher the need, the greater the funding and 3) ensuring the transition to a reformed system is manageable.
We should allocate funding fairly and straight to the frontline.
Following a transition period, we are proposing a single national formula for schools, removing the role of local authorities in determining school funding so that pupils with similar needs will attract the same level of funding to their school no matter where they live. In a system where increasing numbers of schools operate as academies, independent of their local authority, and more and more are in multi-academy trusts which cross local boundaries, there is limited reason for local authorities to determine the funding of schools. For pupils with high needs, the local authority remains the right level at which to distribute funding, as there are still important local decisions to be made both about the pattern of provision, and about the special provision required for individual children and young people.
Funding should be matched to need.
The distribution of need across the country has changed in the last 10 years, but the funding system has not kept up. Eligibility for free school meals has declined markedly in some areas, and risen elsewhere. But the distribution of core schools funding has remained constant, unable to adapt. With the introduction of the national funding formula, funding will genuinely match need, ensuring that pupils from disadvantaged backgrounds receive significant additional funding to help them overcome entrenched barriers to their success. We are consulting on the objective, evidence-based factors that actively drive cost—we would use these in the schools and high needs systems to match funding to need each and every year. For schools, they cover: basic funding for every pupil, funding for additional needs, funding for school costs and funding for area costs. We want to enable head teachers and local leaders to ensure that all children and pupils are given the opportunity to achieve to the best of their ability at every stage of their education.
The transition should be manageable.
Proposals to remove the role of the local authority from school funding represent a significant change to the system. We are therefore proposing to phase in this change so that there is a smooth transition period, before bringing it in fully in 2019-20.
Authorities will continue to determine the funding for schools in their area in 2017-18 and 2018-19. We will use this transitional phase to look closely at how local formulae have responded to the introduction of the national funding formula. We will also make sure that the pace of change in funding is manageable. For schools, this means continuing the minimum funding guarantee. For high needs, we also propose that a significant element of the formula should, at this time, be based on the current pattern of expenditure, to protect provision for children and young people already settled in schools and colleges. Finally, from 2016-17 we will make available additional funding for schools to invest in ways to save money in future, helping them to manage the transition to a national funding formula. We are also providing information, tools, training and guidance to help schools improve their financial management and efficiency.
What we are proposing will be the biggest step forward in making funding fair in over a decade. These are important and significant reforms to get right and so we will consult in two stages. In our first consultation we are outlining our clear vision for the funding system; the principles by which we will set our formulae; and the factors we propose to use. It will be an opportunity to thoroughly debate the principles and the building blocks of the formulae. Once we have done so, we will then be able to set out proposals for the detailed design of the formulae and show how the new formulae will impact on the funding of schools and local authorities, in a second consultation. A consultation on our plans for early years funding will also follow later in the year.
This Government have already protected the schools budget in real terms and protected the pupil premium to target funding at the most disadvantaged pupils—at levels higher than any Government before. Now we are making the system for distributing this funding fair, so that no pupil or school is disadvantaged by where they are.
[HCWS584]
Oral Answers to Questions
Baroness Morgan of Cotes Excerpts(10 years ago)
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Ben Howlett (Bath) (Con)
8. What steps the Government are taking in schools to support young people with their mental health.
The Secretary of State for Education (Nicky Morgan)
First, may I take this opportunity to welcome the new shadow Ministers for childcare, the hon. Member for Darlington (Jenny Chapman), and for mental health, the hon. Member for Liverpool, Wavertree (Luciana Berger), to their places on the Opposition Front Bench?
This Government are committed to helping all young people fulfil their potential. Mental health is a personal priority for me as Secretary of State and we are committed to helping schools provide the necessary support. This includes a pilot to improve access to specialist services where needed, and guidance on counselling, behaviour and teaching about mental health. The Government are also investing an additional £1.4 billion in children and young people’s mental health services, which will deliver a step-change in the way these services are commissioned and delivered.
Liz McInnes
The number of children going to A&E with mental health issues has more than doubled since 2010, and schools are having to manage a growing crisis. Decreased access to support from child and adolescent mental health services is making this much harder. I appreciate the Secretary of State’s warm words, but what guarantee can she give pupils, parents and teachers that this Government are serious about acting on these issues?
Nicky Morgan
Importantly, there is interest in this matter in all parts of the House, and I recognise and welcome that. That is the first step to tackling the stigma associated with mental health and getting people to talk about it, but the hon. Lady is absolutely right that we have to go further. That is why my right hon. Friend the Prime Minister announced £1.4 billion for young people’s mental health services, and a portion of the funding for that was announced recently. Also, the Department is contributing £1.5 million to joint training pilots to look at having single points of contact in schools and CAMHS. Teachers are not mental health workers, but they do have the opportunity to spot problems. They must know, and be able to work with, those in their local health services.
Ben Howlett
It is clear that this Government are committed to ensuring that young people have good access to mental health support. Does the Secretary of State agree that the Department for Education’s mental health service and “schools link” pilot, bringing in a single point of contact in 255 schools, will mean there is a more joined-up approach between schools and health services, which will positively impact on the mental health of our young people across the UK, and the south-west in particular?
Nicky Morgan
I am pleased to be able to say that the first round of training workshops has been successfully delivered to 255 schools and the second round is now under way. Schools and clinical commissioning groups are taking part in an evaluation of the programme to help us understand whether, and how, having the named lead roles has improved the working between schools and CAMHS and to look at any wider changes across participating schools.
Andrew Gwynne (Denton and Reddish) (Lab)
Access to these services for all children and young people is absolutely crucial. With pressures increasing on school budgets, what guarantees can the Secretary of State give that all children and young people who need access to good quality mental health and counselling services are able to get them?
Nicky Morgan
I have already mentioned the joint training pilots. As a Department we have also provided £4.9 million this year to support 17 voluntary sector projects, and this is the first time that mental health services have been a part of that. The teacher voice omnibus survey carried out last summer found that 54% of teachers reported feeling that they knew how to help pupils with mental health issues access appropriate support and 62% reported that their school provided counselling services for pupils needing extra support, but I would be the first to admit we have further to go on this.
Dr Sarah Wollaston (Totnes) (Con)
In the last Parliament, the Health Committee heard compelling evidence of the need to focus on prevention and early intervention. Much of that, as the Secretary of State will know, is being funded from public health budgets. Will the Secretary of State set out what discussions she will have, and reassure the House that as those budgets come under pressure the very valuable services being put in place will not be affected?
Nicky Morgan
I read with interest the Health Committee report in the last Parliament, and I and the Under-Secretary, my hon. Friend the Member for East Surrey (Mr Gyimah), have regular conversations with our colleagues in the Department of Health and across Government on this issue. Early insights from the local transformation plans, which my hon. Friend the Member for Totnes (Dr Wollaston) will know about, indicate that some areas are already running their own activities to decrease stigma and discrimination, or are planning to do so. Sadly, there remains discrimination against the prioritisation of mental health services even within some parts of the NHS. We have to change that.
Carol Monaghan (Glasgow North West) (SNP)
I am feeling rather abandoned on the Scottish National party Benches today, and I am wondering whether my colleagues are off celebrating an early Burns Night. I wish any Members who will be taking part in such events a very enjoyable time.
The link between mental health problems and poverty is well documented, with young people from the poorest 20% of households three times more likely to suffer from poor mental health than those from the most affluent 20%. What plans does the Secretary of State have to study the impact of removing the education maintenance allowance on the mental health of the most disadvantaged young people in society?
Nicky Morgan
I agree with the first part of the hon. Lady’s question, although I am afraid that I could not agree with the second part because I could not quite see where she was heading with it. The overall issue is that the mental health of young people from all backgrounds needs to be addressed, in the sense of tackling early intervention and prevention and of ensuring that we produce strong, resilient young people. That is why I have been talking a lot about character education, which is something that I want to prioritise in the schools system in England.
Damian Green (Ashford) (Con)
I am delighted by the announcements that the Prime Minister and the Secretary of State have made on this issue, not least because many families in my constituency and in other parts of east Kent have great difficulty in accessing mental health services, particularly for adolescents. Can the Secretary of State reassure the House that her Department’s involvement in these matters will mean that people throughout the education system will be much more alert to the early signs of mental health problems and have quicker access to the medical mental health services?
Nicky Morgan
I agree with my right hon. Friend. That is precisely why the Department has made this a priority. We understand that, although teachers are not mental health workers, they work with young people day in and day out, week in and week out, and they will be able to spot the issues. However, they need to know that when the cases get referred, they will be dealt with speedily by the medical service, which is why we are working closely with the NHS as well. I also want to ensure that teachers are fully equipped to tackle mental health problems and mental health stigma in classrooms, and that is why we have funded the Personal, Social, Health and Economic Education Association to produce guidance and lesson plans to support age-appropriate teaching on mental health issues which can be used in this academic year.
Luciana Berger (Liverpool, Wavertree) (Lab/Co-op)
I should like to thank the Speaker for kindly giving me permission to join this departmental question session and others in order to raise these important issues on mental health. At least half the adults who have mental health problems are diagnosed in childhood, so it is vital that we intervene early to promote good mental health in children. I listened carefully to what the Secretary of State said, but it is on her Government’s watch that they will underspend by £77 million on the child and adolescent mental health budget. Concerns have been raised by no fewer than four Select Committee Chairs about this Government’s dire record on PSHE, and we have seen a dramatic increase in the number of children turning up at A&E with mental health problems because the thresholds to access services are increasing. When will the Secretary of State stop the warm words and give us proper action to support the child and adolescent mental health services that this country desperately needs?
Nicky Morgan
I welcome the hon. Lady’s appointment. She will know of my personal interest in this matter, and that I am the first Secretary of State to task one of the Ministers in my Department with specific responsibility for mental health education. It is a shame that she did not have a chance to amend her question—or perhaps her statement—before she stood up. If she had done so, she could have reflected the fact that I have already talked about the joint training pilots, about the £1.25 billion my right hon. Friend the Prime Minister has already announced, about the PSHE Association, about training for schools and about the provision of counselling. I look forward to working with her on this very important issue.
Mr Ranil Jayawardena (North East Hampshire) (Con)
2. What progress the Government have made on implementing their policy to provide 30 hours of free childcare for working parents.
Graham Stuart (Beverley and Holderness) (Con)
6. If she will make it her policy to require all schools to work towards a quality award for careers education, information, advice and guidance recognised by the quality in careers standard.
The Secretary of State for Education (Nicky Morgan)
We want to spread excellent practice in schools in respect of careers and employment engagement activity to help prepare young people for successful working lives. That is why I launched the Careers & Enterprise Company, which is connecting employees from firms of all sizes with schools through a network of enterprise advisers drawn from business volunteers. I know that my hon. Friend has met the chairman and chief executive of the company. Its role is to harness exceptional schemes such as the Humber careers gold standard, which my hon. Friend has championed and which encourages the delivery of inspiring careers advice.
Graham Stuart
It was great to hear at the weekend that the Secretary of State was going to act to give further education colleges and apprenticeship providers access to our schools, but the central challenge in the careers space is the lack of incentives for schools to play with when they have so many high incentives in relation to exams. Will the Secretary of State change Government guidance to introduce a requirement to work towards an award that fits the quality in careers standard?
Nicky Morgan
I thank my hon. Friend for welcoming the announcements that were made at the weekend. He is right: the quality of careers advice is paramount. That is why we have published more robust statutory guidance, and why Ofsted already has to inspect and pass judgment on the ways in which schools prepare young people for their careers.
We are considering how to create the right incentives. We will consult a range of organisations, including the Gatsby Charitable Foundation and the Quality in Careers Consortium Board, and will publish a new careers strategy in the spring.
Yvonne Fovargue (Makerfield) (Lab)
15. It is bad enough that the Government do not value face-to-face careers advice, but, according to Ofsted, only 8% of young people have even heard of the national careers telephone helpline. What plans has the Secretary of State to raise its profile and prepare our young people properly for the world of work?
Nicky Morgan
I have already mentioned the Careers & Enterprise Company, which will be working with schools and local enterprise partnerships all over the country to create a network of enterprise advisers and co-ordinators with the aim of ensuring that young people can engage in a range of activities. This is not just about calling a telephone helpline; it is about a mixture of work experience, inviting speakers to schools, understanding why young people are studying certain subjects, and enabling them to get out and experience mini-apprenticeships.
Danny Kinahan (South Antrim) (UUP)
I lost my voice at the weekend, and I am afraid that that makes it a bit harder for me to speak.
The all-party parliamentary group for education will shortly launch an inquiry into how well our education system is preparing children for the world of work. Will the Secretary of State ensure that schools have enough resources to teach “soft” skills, such as IT skills, so that young people are well prepared for their careers?
Mr Speaker
The hon. Gentleman’s mellifluous tones can still be heard. I am pleased to inform both him and the House of that.
Nicky Morgan
I very much enjoyed listening to the hon. Gentleman’s question, and I welcome the work of the all-party parliamentary group. We are, of course, already teaching computing throughout all the key stages of the national curriculum, having introduced coding last year. The hon. Gentleman is right to draw attention to the important role of our education system in preparing young people for the world of work and for 21st-century Britain, and I look forward to hearing more from the all-party parliamentary group.
Mr Gordon Marsden (Blackpool South) (Lab)
Four years after scrapping work experience at key stage 4, shredding Connexions and local careers service funding, and giving schools careers advice responsibilities but no resources, the best that the Secretary of State could do yesterday was blame schools for outdated snobbery over apprenticeships. Is it not a fact that she has been stung into action by the continued barrage of concern—the director general of the British Chambers of Commerce spoke of a “national embarrassment”—and that the Minister for Skills needs some sticking plaster for his appearance before the Select Committee this afternoon as part of its urgent inquiry on careers advice?
Will the Secretary of State ensure that careers advice and apprenticeship take-up are included in Ofsted’s assessment? Does she think that volunteer enterprise advisers—however hard-working—and a mere £20 million for her enterprise company will undo the damage that we see in the Government’s previous record?
Nicky Morgan
If the hon. Gentleman wants to talk about previous records, he should think about the previous record of his own party in government, when it completely failed to prepare young people for the world of work. In fact, it perpetuated fraud on them by allowing them to do technical and professional qualifications that did not lead either to satisfying the requirements of employers or to university. He clearly failed to listen to my earlier answer in which I said that Ofsted already inspects on careers advice and almost £70 million is being spent during this Parliament in relation to careers.
Tom Brake (Carshalton and Wallington) (LD)
7. What steps she is taking to implement the recommendations of the Social Mobility and Child Poverty Commission’s report, “State of the Nation 2015: Social Mobility and Child Poverty in Great Britain”, published in December 2015.
Cat Smith (Lancaster and Fleetwood) (Lab)
T1. If she will make a statement on her departmental responsibilities.
The Secretary of State for Education (Nicky Morgan)
First, let me congratulate the 107 people who were recognised for their services to education and children’s services in the latest new year’s honours list. They include headteachers, classroom teachers, school governors, foster carers, children’s social workers and people working in adoption and early years settings. I am sure the whole House will want to congratulate them and thank them for the work they do.
May I also extend my support to all the pupils, teachers and communities affected by the recent floods in the north of England? I saw for myself the impact on schools in Carlisle recently, and the Minister for Schools has visited Yorkshire and Lancashire to see the impact for himself.
Cat Smith
The Minister will be aware of the case of Poppi Worthington, a constituent of my hon. Friend the Member for Barrow and Furness (John Woodcock), and her tragic death. Does she support the calls from both sides of the House for an independent investigation into the circumstances and failings before and after Poppi’s death?
Nicky Morgan
Poppi’s death was clearly an absolute tragedy. It is vital that we understand what has happened and have the opportunity to learn any lessons. The serious case review into her death will be published shortly, and I welcome the announcement by the Crown Prosecution Service that it will review the case. We do have concerns about Cumbria children’s services. They were inspected in May last year and found to be inadequate. There have been some improvements, but not enough. We will review progress in the workings of the children’s services in March and take a further decision. It is right to wait for the serious case review and the CPS review, but of course we will keep this matter actively under review, including the demands for an independent inquiry.
Graham Evans (Weaver Vale) (Con)
T3. As we approach Holocaust Memorial Day this Wednesday, will the Secretary of State and my hon. Friend the Minister for Schools reaffirm her Department’s commitment to continue funding the Holocaust Educational Trust’s “Lessons from Auschwitz” project, which has enabled 28,000 students and teachers to visit Auschwitz-Birkenau?
Lucy Powell (Manchester Central) (Lab/Co-op)
As somebody who went on a “Lessons from Auschwitz” visit with schoolchildren from Manchester in the last few weeks, may I echo earlier comments about how moving and important it is?
In their manifesto of 2010—notably dropped in 2015—the Conservatives pledged to
“close the attainment gap between the richest and poorest”.
Revised GCSE results published last week showed that, despite Lib Dem policies such as the pupil premium, the GCSE attainment gap between pupils on free school meals and their peers has actually widened since 2010. With the Conservatives now governing alone, can the Secretary of State tell the House whether closing the attainment gap is still an objective and, if so, why she is allowing it to widen on her watch?
Nicky Morgan
I welcome the hon. Lady’s comments about the “Lessons from Auschwitz” project. Like her, I have visited Auschwitz with schools in my constituency. It was an incredibly moving experience, and I recommend that all Members of the House take the opportunity to do so.
Of course closing the attainment gap remains absolutely a goal—and not just a goal, but something we are moving and working towards in Government, which is why we continue to fund the pupil premium. [Interruption.] The difficulty with the hon. Lady’s statements on this and other matters is that she needs to understand and interrogate the figures that are published, because the changes we have made to the accountability of the examination system make it impossible to compare GCSE threshold measures across the years. If she had interrogated them, she would know that the attainment gap between disadvantaged pupils and their peers has narrowed by 7.1% at key stage 2 and 6.6% at key stage 4 since 2011.
Lucy Powell
The Minister is moving the goalposts, as ever. All the evidence tells us that the most important factor in determining how well children do is the quality of teaching, especially for the most disadvantaged, yet at the start of this academic year half of all schools were struggling to cope with unfilled teaching positions, relying on supply teachers, non-specialists and unqualified staff. Teacher shortages are particularly acute in maths, science and English. Talk to any head anywhere in the country and they will say that such challenges are the biggest challenge they face. Given that the situation is getting worse, will the right hon. Lady, first, admit to this House that there is a problem—indeed, a crisis; secondly, agree that she should urgently look again at her Government’s chaotic and confusing approach to recruitment; and, finally, come forward with a proper strategy for retaining excellent teachers by looking at workload issues and the constant chopping and changing being inflicted on schools by her Department?
Nicky Morgan
What the hon. Lady calls moving the goalposts, I call restoring rigour to the exam system, making sure that our young people are getting qualifications that will set them up for life and for the world of work. Yet again, I am afraid to say that she has missed the point, because we have already talked about teacher recruitment and we have already announced plans for the National Teaching Service to help schools to recruit. Again, if the hon. Lady interrogated the figures properly rather than jumping for the quickest soundbite, she would know that not only have we increased the number of teachers we are seeking to recruit in subjects such as English and maths, but we have exceeded our recruitment targets for precious years—in fact, we have recruited more postgraduates in both English and maths, and we recruited 116% of the teachers that we needed at primary schools. It is extraordinary that she should seek to give lessons to this House, as she was the lady who not only commissioned the “Ed stone”—the carving of the promises—but then managed to lose the receipt.
Nigel Huddleston (Mid Worcestershire) (Con)
T6. Will the Secretary of State join me in encouraging schools in my constituency and right across the country to participate in Clean for the Queen from 4 to 6 March this year and help to tidy up their local communities ahead of Her Majesty’s 90th birthday?
Paula Sherriff (Dewsbury) (Lab)
T2. St John’s infant school in my constituency is struggling to obtain support for its breakfast club because eligibility is now linked to pupil premium funding. With free school dinner already provided for all pupils, there is no incentive for parents to apply for the premium, despite the vast majority of pupils coming from some of the most deprived areas in the country. Will the Minister take action to ensure that children from deprived backgrounds do not lose out on breakfast because they have lunch?
Nicky Morgan
We do not want any pupils to lose out, which is why we have continued with the pupil premium in this Parliament, having spent more than £6.5 billion on the pupil premium in the previous Parliament. It is also why we introduced the universal infant free school meals. There are some fantastic breakfast club schemes. If the hon. Lady wants to write to me, I or one of the Ministers will happily have a further conversation with her about this.
Tulip Siddiq (Hampstead and Kilburn) (Lab)
T5. Swiss Cottage School in my constituency is an outstanding school that looks after children with special, complex and emotional needs. Regrettably, it is having to turn away pupils because of limited capacity. Does the Secretary of State believe that her Department is doing enough to look after children with special, complex and emotional needs, and does she believe that there is adequate provision for such vulnerable children across the country?
Nicky Morgan
I actually visited the school in the course of the past year and found it to be truly exceptional. It is staffed by a wonderfully talented headteacher and members of staff. We have invested in all schools, both those catering for special educational needs and those in the mainstream, but there is more we can do to prepare teachers for teaching children with special educational needs. We have a dedicated capital funding stream for schools catering for children with special educational needs. I strongly encourage her school to apply.
Nigel Mills (Amber Valley) (Con)
T10. Many headteachers in Amber Valley report that they have real problems supporting pupils who are keen to learn but who suffer from chaotic home lives. What more can the Government do to help headteachers in that situation so that they do not end up being a co-ordinator of a social services operation?
James Berry (Kingston and Surbiton) (Con)
According to analysis in The Daily Telegraph, Kingston was the best local educational authority in the country for GCSE results. Will my right hon. Friend the Secretary of State join me in paying tribute to teachers and pupils in Kingston? Will she explain to the House how learning from the best schools will be rolled out across the country to help those schools that still have some way to go?
Nicky Morgan
As somebody who was educated in Kingston, I pay tribute to all the schools and teachers who operate there—they are much better than they were in my day. I pay tribute to the fact that my hon. Friend is talking about excellence and positivity, and about learning from other schools, which is much better than the constant negativity we hear from the Opposition.
John Woodcock (Barrow and Furness) (Lab/Co-op)
Is the Secretary of State as alarmed as I am that Poppi Worthington was not previously known to social services despite the fact that her mother had previously had a child taken into care, and her father had been investigated on two separate occasions due to child sexual abuse?
Nicky Morgan
I pay tribute to the work the hon. Gentleman has done as the local Member of Parliament in speaking up on this case. Yes, I am alarmed. As I said in my earlier answer, Cumbria is in formal intervention from my Department and is being supported by an interventions adviser. In the most recent inspection, the services were found still to be inadequate. As I have said, we will review progress in March this year as part of the broader package of reforms we know we need to introduce to tackle failing children’s social services departments, which only let down the most vulnerable.
Nusrat Ghani (Wealden) (Con)
East Sussex County Council offers award-winning children’s services, but there is always more to learn. What plans do the Government have to reform child and family social work?
Nicky Morgan
I thank my hon. Friend for raising an important point, which my hon. Friend the Minister for Children and Families has already touched on. We are looking at raising the qualifications of social workers, attracting the brightest and the best into the profession, and making sure there is strong leadership for them to benefit from. We are also looking at setting up a new body to regulate the training of children’s social workers, who form a hugely vital, but often under-appreciated service, and we want to make sure that it gets the same attention as our teachers and schools rightly do.
Sammy Wilson (East Antrim) (DUP)
Thank you, Mr Speaker.
Many churches, youth groups and youth organisations are concerned that they may be subject to Ofsted regulation as a result of the nationwide registration scheme. The Prime Minister has said that they will be exempt: the head of Ofsted has said that they will not. Will the Minister tell us who is right?
Nicky Morgan
It is right that we are asking the question about registration of out-of-school settings and therefore inspection, but the Prime Minister and I are clear that that is not to apply to organisations such as Sunday schools. Indeed, I am a Sunday school and Bible camp teacher myself. The hon. Gentleman should also look at the statement issued by the head of Ofsted after his recent appearance, in which he clarified that he was not correct and that we are right to say that Sunday schools and others will be exempt.
Childcare Bill [Lords]
Baroness Morgan of Cotes Excerpts(10 years ago)
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The Secretary of State for Education (Nicky Morgan)
I beg to move, That the Bill be now read the Third time.
The Bill clearly demonstrates the Government’s commitment to supporting working families. We recognise the barriers that the cost of childcare can pose to parents who want to work, and the Bill seeks to tackle them. By offering working parents an unprecedented 30 hours of free childcare, the Bill will give mothers and fathers across the country real choice about how they balance raising their children with their working life. For too long, childcare costs often outweighed the gains of returning to work or working more hours. Policy Exchange’s “Time to Care” report, published today, argues that the Bill could be transformational in the lives of working families.
I thank the Opposition for their engagement on the Bill and for supporting the Government to implement our manifesto commitment. I and the Under-Secretary of State for Education, my hon. Friend the hon. Member for East Surrey (Mr Gyimah), who has responsibility for childcare, found the debate on Report both helpful and interesting. I understand the intention behind the amendments discussed this afternoon, and although I share the sentiments, I hope hon. Members were reassured that my Department and others will be managing these issues through other legislation such as the Equality Act 2010 and the Children and Families Act 2014, as well as through other practice and policy.
Lady Hermon (North Down) (Ind)
I appreciate the Secretary of State’s allowing me to intervene on her. I am curious. The consent motion has just been passed to say that this is an exclusively English measure, but I would like the Secretary of State to take a moment to explain what is in the Government’s mind in clause 1(8), which states:
“The Secretary of State may by regulations make provision about the circumstances in which a child is, or is not, in England for the purposes of this section.”
If the child were in Northern Ireland and this Bill applies to them, surely it is not exclusively English.
Nicky Morgan
I thank the hon. Lady very much indeed. I think that that is a matter for the authorities. I will happily write to her, but Mr Speaker has certified that the Bill applies to England. My understanding is that it is not a devolved matter, but I am very happy to write to her to provide any clarity she might require.
After Opposition Lords’ attempts to delay the Bill—
Nicky Morgan
I will give way briefly but I want to make progress on the substance of the Bill.
Lady Hermon
With the greatest respect, this is a matter of substance in this Bill. I emphasise that I do not wish in any way to challenge the certification by Mr Speaker. He certified clauses 3 and 5 of the Bill as exclusively English. This is a question about clause 1 and a child being in England.
Nicky Morgan
My understanding is that clauses 1 to 5 relate to England only. I am happy to write to the hon. Lady and clarify the point, but this is a matter that Mr Speaker has certified as applying to England.
After attempts to delay the Bill, I am glad that the Labour party has recognised the demands of parents who want to see it become law and to have the opportunity to access the 30 hours entitlement without delay. I am pleased that amendments to clause 1 which could have set back the implementation of the free entitlement by months have now been removed.
The hon. Member for Manchester Central (Lucy Powell) is on the record as saying that she wants to see our childcare policies become a reality. I hope that she is pleased to see the progress made with the Bill and its speedy implementation, which is due to benefit 390,000 three and four-year-olds.
The importance and impact of quality early education and childcare are beyond dispute, which is why my party has put it at the heart of our agenda for government over the past five years. In that time we have introduced the two-year-old offer, supporting more than 157,000 two-year-olds from disadvantaged backgrounds to access 15 hours a week of quality early education. We have extended the universal three and four-year-old entitlement from 12 hours to 15 hours, with 96% of three and four-year-olds now taking up a place. We have introduced the early years pupil premium to target additional resources at children from disadvantaged backgrounds. We have legislated for tax-free childcare, under which up to 2 million working families can benefit by up to £2,000 per child, per year. We have also increased the direct support for childcare costs under universal credit from 70% to 85% from April this year.
Now we are going even further by doubling the 15 hours entitlement for working parents, which represents a substantial commitment to childcare by the Government. That commitment is backed up by the investment and funding it requires. As the Chancellor announced in the autumn statement, and, as I confirmed straight afterwards on Second Reading, by 2019-20 we will be investing over £1 billion more per year to fund the free entitlements. That includes £300 million for a significant increase in the hourly rate paid to providers, delivering on the commitment the Prime Minister made during the general election campaign.
Those funding levels were directly informed by the review of the costs of providing childcare published on 25 November last year. I am sure that the House will agree that this is a significant piece of research and a sound evidence base on which to ensure that the childcare market is properly funded.
It is worth reiterating to the House that we have been able to make this extra investment only because of the difficult decisions we have taken elsewhere in government as part of our long-term economic plan, a further reminder that we can only have strong public services if we have the strong economy to support them—[Interruption.] I shall say it again, shall I? Perhaps it will get a bigger cheer this time. I thank the Opposition Front Bench for inviting me to make the point about our long-term economic plan again—[Hon. Members: “Hear, hear.”]
The next stage of our funding reforms will be to ensure that funding is being allocated fairly across the country and that as much as possible is reaching childcare providers on the frontline.
Graham Stuart (Beverley and Holderness) (Con)
Does my right hon. Friend agree that one of the greatest achievements of the last five years has been the reduction in the number of workless households? Research shows the scarring, long-term negative effect that that has on children. This is another step to build on the already strong foundations we have put in place to make sure that fewer children are brought up in workless households, with all the negative results that follow.
Nicky Morgan
I thank my hon. Friend, who is a former Chairman of the Education Committee, and he is absolutely right. At least 300,000 fewer children are living in workless households this year than in 2010. I had a conversation in my constituency on Friday with the local co-ordinator for those at risk of being excluded from school, and he said how much of an impact seeing a parent or parents getting up and going out to work has on children, their work ethic and their ability to think about their work and career choices in the future.
We will consult on the proposals on the early years funding formula in due course. We are lucky to have in this country a thriving childcare market that is well placed to begin delivering the 30 hours entitlement. The market showed with the introduction of the two-year-old offer that it can respond quickly and effectively to deliver increased places and meet parental demand. That is why we have felt able to bring forward by a year the introduction of the extended entitlement for early testing in a series of areas. However we are not complacent about ensuring that sufficient places are available and are taking further steps to build capacity. That includes creating nursery provision as part of new free schools, and an additional £50 million of capital funding to support the creation of early years places for the free entitlement. We are confident that the capital investment, combined with an attractive, increased rate to providers, will also enable them to seek further investment to expand their offer.
We are committed to ensuring that the free entitlements are flexible and can be accessed in a way that fits with parents’ working patterns. The early implementation areas will look at ways to encourage different and diverse types of providers to enter the market and will incentivise innovative approaches to providing flexibility in terms of the type and timing of childcare on offer. Alongside that, we are consulting on a new right to request for parents. That right will allow parents to request that their children’s school makes their premises available for providers to offer childcare. That will not only ensure that parents who already have children of school age do not have to move their children between different places, but will also lead to an increase in the number of childcare places on offer.
Throughout the passage of the Bill through the House and the other place, there have rightly been lengthy discussions about the issues that matter most to parents—flexibility, quality and access for children with special educational needs and disabilities. I am clear that the Bill and the subsequent roll-out of the extended entitlement will be better because of that scrutiny. Parliament’s scrutiny will not end with the Bill: as agreed in Committee, regulations made to support the 30 hours free entitlement will be debated and approved by both Houses on their first use, ahead of early implementation later this year. Ahead of bringing the regulations back to Parliament, my Department will run a full consultation on the regulations and statutory guidance for local authorities. I look forward to engaging with providers, local authorities and parents over this period so that we can be certain we are getting it right and ensure that parents get what they need from this offer.
Before I conclude, let me thank all hon. Members who served on the Bill Committee and all those who provided written evidence. I would also like to take this opportunity to thank the Under-Secretary of State for Education, my hon. Friend the Member for East Surrey (Mr Gyimah), for steering the Bill through the House and his work on the childcare task force to prepare for implementation. I also thank officials in my Department and here in the House for their support.
As I said earlier, the Bill starts with one goal—to help working families with the cost of childcare. I hope that the Bill will now make further progress quickly so that early implementation of 30 hours free childcare can begin and parents across the country can start realising the benefits that this significant offer provides.
Children's Social Care Reform
Baroness Morgan of Cotes Excerpts(10 years, 1 month ago)
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The Secretary of State for Education (Nicky Morgan)
I am today announcing a series of changes that will radically transform the children’s social care system.
Social workers change lives. They have the ability not just to improve the circumstances of vulnerable children but to change them, and therefore their futures, entirely. That is why supporting social workers, and giving them the tools they need, is a priority for this Government. We must give every child the best start in life and make sure that every child can fulfil their potential—regardless of the circumstances they were born into. And we must make sure our support for the most vulnerable is at the heart of that commitment.
I am, therefore, announcing that:
With the support of my colleague the Secretary of State for Health, it is our intention to establish a new regulatory body for social work to drive up standards with a relentless focus on raising the quality of social work, education, training and practice in both children’s and adult’s social work. It will also set standards for training and oversee the rollout of a new assessment and accreditation system for children and family social workers. Over time, it will become the new regulatory body for social work, in place of the Health and Care Professions Council. It is our intention to bring forward any necessary legislation when parliamentary business allows.
We want to raise the quality of social work and overhaul social worker education and practice to improve the recruitment, retention and development of social workers. We are doing this by providing definitive statements on the knowledge and skills that social workers should have and display at three important levels, approved child and family practitioner; practice supervisor and practice leader and we are rolling out a national, practice-focused, career pathway through the development of an assessment and accreditation system based on the highest levels of skill and knowledge. Schemes like Teach First have helped transform teaching into one of the most prestigious and high status professions in the country, and we must now do the same for social work. And that is why we will be investing a further £100 million into Frontline, and into our specialist course, Step-up.
I am also granting three further councils—Cambridgeshire, Lincolnshire and Islington—freedoms to innovate, to improve frontline children’s social work and to develop new systems of delivering social care and trialling new ways of working with families. These new councils will join the six areas that are already part of the programme, as announced by the Prime Minister in December last year—North Yorkshire, the tri-borough authorities (Westminster, Hammersmith & Fulham, and Kensington & Chelsea), Leeds, Durham and Richmond and Kingston.
In addition, Government funding of up to £20 million will be made available for a new “What Works Centre”, with the aim of making sure social workers and others across the country are able to learn from the very best examples of frontline social work. The new centre will run from later in the year.
Supporting social workers, and giving them the tools they need, is a priority for this Government and a personal priority for me as Secretary of State. These reforms are about getting it right for social workers, so that social workers can get it right for our most vulnerable children and families.
Copies of my speech and the paper “Children’s social care reform—A vision for change” will be placed in the Libraries of both Houses.
[HCWS469]
Education and Adoption Bill
Baroness Morgan of Cotes Excerpts(10 years, 2 months ago)
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The Secretary of State for Education (Nicky Morgan)
We have today announced that we will table a substantive Government amendment to the Education and Adoption Bill.
The Bill fulfils the Government’s manifesto commitment to raise standards across the country by speeding up the process by which failing maintained schools become sponsored academies, as well as introducing new measures to allow us properly to tackle coasting schools for the first time. The Bill seeks to improve the life chances of every child and ensure that all children have the same opportunities to fulfil their potential, wherever they live. These principles are at the heart of the Government’s education agenda.
As currently drafted, the Bill focuses on ensuring Regional Schools Commissioners (RSCs)—acting on my behalf—have the powers they need to tackle failing and coasting maintained schools. The Bill does not apply to academies and free schools as they are governed by a different legal framework—they are held to account through a legally binding contract known as a funding agreement.
The vast majority of academies are performing well and the academy programme is central to our commitment to extending opportunity through delivering educational excellence in every part of the country. I am clear, however, that underperformance is unacceptable wherever it occurs—whether that is in a maintained school or an academy. We have already shown that we are tough on underperforming academies and that RSCs take robust action where needed—we have issued 122 formal notices to underperforming academies and free schools and moved to change the sponsor in 118 cases of particular concern. Our formal powers in relation to underperforming academies can, however, vary depending on the terms of an academy’s funding agreement. In a minority of cases, this can hinder our ability to intervene as swiftly as we would like. This is unacceptable and at the heart of this Bill lies our belief that a single day spent by a child in an underperforming schools is a day too many. We have also taken the views of some of our leading sponsors, who tell us they are frustrated that not being able to act swiftly in a few cases of high-profile failure creates a misleading picture of the work that is being done by academies across England to raise standards and transform young lives.
I am responding with an amendment to the Bill designed to ensure that RSCs always have the power to act whenever or wherever they encounter underperformance in our schools. I propose to amend the Bill so that when an academy or free school’s performance meets one of two triggers in legislation—an inadequate Ofsted judgement or performance that falls within the coasting definition—then their funding agreement will be read as having the latest provisions around failing and coasting schools. The amendment will not impinge on academy freedoms; on the contrary, it reinforces the central principle of the academy programme—trusting heads to run their schools through freedom and autonomy, but at the same time holding them to account for the results their pupils achieve. This amendment will not lead to any interference from central Government in the academies and free schools that are performing well.
In practice, the amendment will ensure that we can move any failing academy swiftly to a new sponsor. The amendment will also subject academies to the same coasting definition as maintained schools and where a coasting academy does not have a credible plan, further action will be taken by RSCs. This could ultimately include terminating the funding agreement and bringing in a new sponsor if necessary.
The amendment will create a more consistent framework for tackling underperformance across all types of schools and stands as another example of our determination to create a world class education system. The amendment will be tabled this week and first debated when the Bill returns to the House of Lords for Report Stage (currently scheduled to take place on 16 December 2015).
[HCWS362]
Oral Answers to Questions
Baroness Morgan of Cotes Excerpts(10 years, 2 months ago)
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Andrew Bridgen (North West Leicestershire) (Con)
17. What plans the Government have to deliver fairer funding for schools.
The Secretary of State for Education (Nicky Morgan)
The Government are firmly committed to implementing our manifesto pledge to make school funding fairer. In the spending review last week, my right hon. Friend the Chancellor of the Exchequer announced our intention to introduce a national funding formula for schools, high needs and early years in 2017. This will mean that, for the first time ever, funding is transparently and fairly matched to pupils’ and schools’ needs, and we will set out our detailed plans in the new year.
Mr Robertson
I am grateful to the Secretary of State for that response; it is welcome that this is finally going to happen. May I urge her to introduce a full national funding formula for all schools as soon as possible? The longer we leave it, the worse the problem is going to get and the more difficult it will be to put it right. We need to ensure that children in Gloucestershire no longer lose out in the way they have been doing for far too long.
Nicky Morgan
My hon. Friend is right; we need to move as quickly as possible to ensure that low-funded areas such as his constituency of Tewkesbury are funded fairly and transparently. We have taken the first step by increasing Gloucestershire’s schools budget by £12 million and protecting that amount, and we will now go further by introducing a national funding formula while ensuring that the pace of change provides security for schools and local authorities.
Peter Aldous
As Suffolk’s schools have suffered from underfunding for many years, last week’s announcement was extremely welcome. Time is of the essence in addressing this iniquity. The Secretary of State has said she will start work straight after Christmas, but I would be grateful if she went into a little more detail about the first steps she will be taking.
Nicky Morgan
I wish to thank my hon. Friend, who made a very valuable contribution to the recent petition to the Prime Minister calling for urgent action on fairer funding. I intend to consult in the new year, but I assure my hon. Friend that much work has been going on already, led by the Under-Secretary of State for Education, my hon. Friend the Member for East Surrey (Mr Gyimah), to unpick the funding formula so that all schools are funded fairly and all pupils have access to a good education.
Andrew Bingham
Schools in my constituency have suffered greatly under the current formula. For example, funding in Glossop is almost £300 per pupil less than in neighbouring Tameside, so for the sake of just a few miles the funding is about 6% less than it is elsewhere. Will the Secretary of State therefore ensure that the new funding formula she is going to work on—I am pleased to hear that she has started so quickly—will at last remedy this anomaly, which has been going on for far too long?
Nicky Morgan
My hon. Friend puts into words just one of the differentials between areas. It shows exactly why we need to tackle this unfairness in the funding formula—it is a matter of social justice that drives our determination to solve it—and why the Government are committed to introducing a funding formula to ensure that funding is transparently matched to need.
Nicky Morgan
I, of course, take great pleasure in congratulating all the staff and pupils at Purbrook Park school, Havant academy and Crookhorn college on their hard work and their excellent Ofsted rating—I know how much hard work goes into getting that. As I said, we will consult in the new year and set out the schools benefiting in the detailed plans for a national funding formula.
Pauline Latham
I am glad the Chancellor announced that we would fulfil our manifesto commitment of creating a fairer funding system for schools during the spending review last week. Will the Secretary of State confirm when we will have a formula that is fair for all schools across the country? There are winners and losers now, as there have always been. Will it be any different in the future?
Nicky Morgan
My hon. Friend is right to say that there is patent unfairness in the system now. Some £16 million extra was allocated to schools in Derbyshire in 2015-16, and we will work with her and other stakeholders to make sure that the funding is based on the characteristics of pupils, rather than on unfair historical calculations.
Andrew Bridgen
As my right hon. Friend will be well aware, Leicestershire is second from bottom of the current funding formula league. Despite my constituency having some of the most deprived areas in the county, its children receive almost £500 per pupil less than those in the city of Leicester and a staggering £1,000 per year per pupil less than those in Birmingham, which is only 22 miles away. Will she assure the House that the new funding formula will correct this for our county of Leicestershire?
Nicky Morgan
I thank my hon. Friend very much for that. He will not be surprised to know that I am very well aware of the position of Leicestershire, having talked to parents, school governors and of course local councillors. In 2015-16, we made an additional £20 million available to Leicestershire and the county will continue to receive that funding in 2016-17, but he is absolutely right to say that we will be introducing a national funding formula to end the grossly unfair variations he highlighted in his question.
Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)
The principle of fair funding is clearly right, but the devil will be in the detail. Will the right hon. Lady reassure the House that in areas of high poverty such as my constituency in Liverpool this will not result in significant cuts in spending on schools?
Nicky Morgan
I am pleased that we have got to questions from other Members of the House, and the hon. Gentleman rightly says that the principle is of course right. We will be looking in detail at the needs of the disadvantaged pupils. I should point out that we have also introduced the pupil premium—we did so after the funding formula was first introduced—at a cost of more than £2.5 billion a year. We want to make sure that there will be full consultation, and all Members and others will have an opportunity to have their say.
Ian Austin (Dudley North) (Lab)
White working-class boys are three times less likely to go on to university than their counterparts from wealthier families, so should this review not be about closing that gap and addressing the social mobility crisis that exists in our country, instead of being about some sort of crude, one-size-fits-all, national standard, which is what the Members behind the Secretary of State are clearly urging her to introduce?
Nicky Morgan
As I have said, there will be a full consultation, but I think that the hon. Gentleman has got the wrong end of the stick. The funding formula to be consulted on will absolutely take into account the needs of disadvantaged pupils. If he wants to talk about working-class boys, let me say that it cannot be right that there are schools in Knowsley that are receiving hundreds of pounds less than schools in Wandsworth, and that is just one such example. We must end that inequity, and this Government have taken the difficult decision to do that.
Daniel Zeichner (Cambridge) (Lab)
I echo the concerns raised by the hon. Member for Waveney (Peter Aldous). Cambridgeshire schools, like Suffolk schools, have suffered historical underfunding. As 2017 is some way away, will the Secretary of State tell us what happens between now and then?
Nicky Morgan
I thank the hon. Gentleman for his question. He will not be surprised to hear that I have also been lobbied by Cambridgeshire MPs, as well as by many other MPs from across the country. The £390 million extra that was announced for 2015-16 will continue to 2016-17. That amount of money will continue into the baseline for the rest of this Parliament. We must strike a balance between ensuring that we make swift progress on something that is demanded by MPs from across the House and getting it right, so that we do not end up having to untangle things again in a decade’s time.
Nigel Adams (Selby and Ainsty) (Con)
What assurances can the Secretary of State give the parents of pupils at Tadcaster grammar school, who were alarmed and surprised to receive a letter from the school recently consulting on potential financial contributions from them?
Nicky Morgan
Schools are able to ask for voluntary contributions, but they must make it clear to parents that the contributions are voluntary and that there is absolutely no obligation for them to pay. I understand that the Tadcaster grammar school consultation has been published on the website and that it does clearly state that children of parents who do not contribute will not be treated differently and that there is no obligation on parents to contribute. I am happy to clarify that message for my hon. Friend.
Nic Dakin (Scunthorpe) (Lab)
We support moves towards fairer funding. Can the Secretary of State reassure head teachers who are worried about how the changed funding formula will impact on their schools that transition from the old to the new formula will be achieved in a way that ensures that no school will lose out in cash terms if their pupil numbers remain the same?
Nicky Morgan
I thank the hon. Gentleman for his question. I know that, in the past, he has been an influential member of the f40 group of local authorities. We will have a full consultation. We absolutely realise that we will not solve the problem by making schools’ lives more difficult. Last week, my right hon. Friend the Chancellor confirmed that core schools funding is protected in real terms per pupil until the end of this Parliament.
Dr Lisa Cameron (East Kilbride, Strathaven and Lesmahagow) (SNP)
4. What the effect of the spending review was on the amount her Department plans to spend on policies and services which in Scotland are devolved to the Scottish Government.
The Secretary of State for Education (Nicky Morgan)
First, I wish the hon. Lady and all Members a happy St Andrew’s day. As she will know, education is fully devolved in Scotland, so the Scottish Government will benefit from the Barnett consequentials of the cash terms increase to my Department’s budget that was announced last week. That includes real-terms protection for core schools funding, investing a record extra £1 billion a year by 2020 in free childcare and protecting core 16-to-19 funding, so that all young people gain the skills they need.
Dr Cameron
I wish all hon. Members a happy St Andrew’s day. Gaelic medium education is available to children in 14 out of 32 Scottish local authorities. The benefits of that bilingual education are well documented. Does the Minister agree that cutting BBC Alba’s funding as detailed in the spending review could impact on children learning in Gaelic? Will the Secretary of State join me in calling for that decision to be reversed?
Nicky Morgan
I am very happy to look further into the decision, which has not been raised with me before. I think we all agree—those of us who, presumably, are in this Chamber today because we care about education and the standards in our schools—that the most important thing in children learning is the quality of the teaching. As I have said, education is a devolved matter, and the Scottish Government will make decisions about how they are spending on languages.
Michael Fabricant (Lichfield) (Con)
My right hon. Friend has said that an additional £1 billion will be spent in Scotland. Notwithstanding devolution, which is all very good, cannot she be a little bit inventive and find some way of ring-fencing the money so that children can be taught that we are better off together?
Nicky Morgan
I admire my hon. Friend’s bid to help the Scottish Government to write the curriculum, and I can see that SNP Members are ready to take him up on that offer. I should clarify that I was talking about the extra £1 billion a year for free childcare, but he is absolutely right to say that we are spending more on education in this Parliament.
Carol Monaghan (Glasgow North West) (SNP)
I join my colleague, my hon. Friend the Member for East Kilbride, Strathaven and Lesmahagow (Dr Cameron), in wishing the House staff and all Members latha Naomh Anndra sona dhuibh, or happy St Andrew’s day.
I am glad that the Secretary of State has recognised the importance of BBC Alba, but of course it is more than just a TV channel in Scotland: it plays a crucial role in supporting parents of children in Gaelic medium education. Will she outline what she can do to support those parents as a result of this savage UK Government cut?
Nicky Morgan
The hon. Lady will be pleased to hear that I am not going to compete with her Gaelic.
Education funding, as I have already said, is devolved to Scotland and although BBC Alba might provide a valuable service I am sure that there is much more that the Scottish Government can do to support both parents and teachers in schools with the funding that they receive. I note that the attainment gap between the advantaged and disadvantaged in education in Scotland has not narrowed at all.
Bob Blackman (Harrow East) (Con)
5. What discussions she has had with the Chancellor of the Exchequer on the VAT treatment of sixth form colleges.
John Pugh (Southport) (LD)
T1. If she will make a statement on her departmental responsibilities.
The Secretary of State for Education (Nicky Morgan)
Last week my Department published a call for evidence to help broaden our understanding of out-of-school education settings and the potential scope of the system of oversight announced by my right hon. Friend the Prime Minister last month. We are committed to safeguarding all children and protecting them from the risk of harm and extremism, including in out-of-school settings, many of which provide valuable learning opportunities. I would ask all interested parties to make a contribution before 11 January.
Nicky Morgan
It is very nice to hear the hon. Gentleman, who I believe is his party’s education spokesman, although we have not heard much from him on education since he took up that position. He will be aware that these matters were explored fully by the Education Committee in the previous Parliament. We want Ofsted to inspect individual schools and the support they get. It is able to question multi-academy trusts and chains as part of those inspections.
Mr Speaker
We have heard from the hon. Gentleman twice today, and it is worth pointing out that he is a philosopher. That we know: it is on the record on his CV.
Lucy Powell (Manchester Central) (Lab/Co-op)
Thank you, Mr Speaker, for allowing me to arrive a few moments late, as I had to attend a very high-profile meeting elsewhere on the estate. Members can read all about it in the papers later.
Does the Secretary of State now accept that there is a growing teacher shortage in our schools?
Nicky Morgan
I hope the hon. Lady might be able to tell us whether she is going to continue to be a member of the shadow Cabinet after this very exciting vote, but let us talk about the issue at hand. We have always been very clear that there is a challenge in teacher recruitment. Although the overall vacancy headline rates are low, we are aware that there are issues in certain subjects and in certain parts of the country, which is why I announced the creation of the national teaching service earlier this month.
Lucy Powell
I thank the Secretary of State for that reply. It is good to hear that she now accepts that there is a growing problem of teacher shortage. That stands in contrast to some of the earlier answers given by the Minister for Schools. Last week an important report showed that half of all schools had unfilled vacancies at the start of this academic year. To try to plug those gaps, one in four schools are increasingly using supply teachers; one in six are using non-specialist teachers to cover vacancies; and more than one in 10 schools are resorting to using unqualified staff to teach lessons. Does the Secretary of State think that that is good for raising standards in schools, or does she think that that is not happening?
Nicky Morgan
What is needed is for all Members on both sides of the House to recognise the enormous contribution that teachers make. Those who try to talk down teaching at every opportunity by talking about the problems do not help our schools and education service at all. One of the subjects where recruitment is hardest is modern foreign languages, so the hon. Lady might like to reflect on the fact that in 13 years of her party being in power, the number of those teaching, studying and taking exams in modern foreign languages plummeted. That means it is now much harder to find students to teach modern foreign languages.
Pauline Latham (Mid Derbyshire) (Con)
T4. What steps have been taken to encourage more schools outside London to work with charities such as Free the Children?
Clive Lewis (Norwich South) (Lab)
T3. A number of parents whose children attend the Hewett academy in my constituency have made complaints about the implementation of a new uniform policy. At short notice, parents are being told that they must buy a new, full and costly uniform. Children who do not do so have been forced to attend the learning support unit—what is, in effect, an exclusion room. With limited academy accountability, what can Ministers do better to protect parents who cannot afford such upfront costs from their children being punished?
Nicky Morgan
I am very happy to look into the individual case, but I am afraid to say that this is about the hon. Gentleman and others yet again putting more barriers in the way of that school dramatically improving. Since 2005—for more than 10 years—the school has been below the national average for five A* to C English and maths GCSEs. It is now an academy and it is sponsored by a trust, which the hon. Gentleman knows has done extremely well for another school, Norwich primary academy, in his constituency. I am happy to look at the individual case, but the hon. Gentleman would do better as the local MP to work with the school to raise the educational attainment of all children.
Jake Berry (Rossendale and Darwen) (Con)
T5. The Government’s ambition to make sure that every child, regardless of background and circumstances, receives a high-quality education extends to children with special educational needs, including those at the fantastic Tor View school in my constituency. One year on from the special educational needs and disability reforms, will the Minister update the House on what progress is being made?
Dr Lisa Cameron (East Kilbride, Strathaven and Lesmahagow) (SNP)
T6. Following the Paris attacks, there is a real concern that intolerance towards ethnic minority pupils could intensify. How will the Secretary of State ensure that ethnic minority pupils continue to participate fully at school, and what plans does she have to prevent religious intolerance?
Nicky Morgan
The hon. Lady asks a very important question. Sadly, it is ever more becoming something that we are all having to think about. Religious intolerance in schools is unacceptable. All schools are required to promote the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. Schools should be places where we promote community cohesion—for example, through the national curriculum programme for citizenship, and the National Citizen Service—and, of course, such curriculum subjects teach about the importance of respecting others. I am pleased that many schools already do that in very diverse areas, but we will continue to focus on this important matter.
Sir Simon Burns (Chelmsford) (Con)
T7. When considering the review of schools funding, will my hon. Friend ensure that it addresses the problem that has arisen in recent years with the underfunding of the two grammar schools in Chelmsford and other grammar schools in Essex? It seems particularly unfair that they should suffer in the way they have from the current funding formula.
Patrick Grady (Glasgow North) (SNP)
On Friday, I had a meeting with the Glasgow English for Speakers of Other Languages Forum, whose funding is under pressure at a time when demand is increasing. Will the Secretary of State tell us whether any funds from the refugee resettlement programme will be made available for ESOL? Generally, what steps is she taking to promote ESOL as a means of cultural understanding?
Nicky Morgan
The hon. Gentleman makes an important point. The speaking of English is hugely important for integration. For anyone who comes to this country in need, we can support them if they want to become full members of our society, so English is very important. I am very happy to take this matter away and to talk to my right hon. Friend the Secretary of State for International Development. There are strict rules about what overseas development aid money can be spent on, but I am happy to take that away and to write to the hon. Gentleman.
Dr Tania Mathias (Twickenham) (Con)
T8. Constituencies such as mine have an increasing need for school places and for new schools, but a lack of suitable sites for new schools. Will the Minister visit Twickenham with me to see what more the Government can do to help local authorities find suitable sites for schools in places such as mine?
Jess Phillips (Birmingham, Yardley) (Lab)
Following last week’s devastating report from the Children’s Commissioner about 450,000 children being sexually abused in the past two years, does the Secretary of State still disagree with me and, now, with the Children’s Commissioner that healthy relationships education should be compulsory in all of our schools?
Nicky Morgan
I do not disagree with the hon. Lady that such education should be compulsory, but I think it should be age-appropriate. Just because something is in statute, which is what I think she is referring to, does not mean that it is always taught well. On these issues, I would rather see that there is a good curriculum, and that it is taught well by confident teachers or people coming in from outside who will inspire young people.
Neil Carmichael (Stroud) (Con)
T9. Will the Secretary of State join me in saluting the work of STEM ambassadors and tell the House what further steps have been taken to ensure that more children do STEM subjects in schools?
Steven Paterson (Stirling) (SNP)
In June, the Scottish Government launched the new children, young people and families early intervention fund, which is focused on reducing educational inequality and allowing young people to achieve their potential. Given that today is St Andrew’s day, are the Government prepared to say that they will look at that fine example in Scotland and implement something similar down here in England?
Nicky Morgan
We have already had a lot of jokes today about being better off together and I am always happy to look at what is happening in Scotland. The hon. Gentleman and the Scottish Government might want to look at what we have done in England to narrow the attainment gap between the advantaged and disadvantaged. They might find that they can learn something from us.
David T. C. Davies (Monmouth) (Con)
How many schools require pupils to wear a burqa or jilbab as part of their uniform?