SEND Provision and Funding
Debate between Ben Bradley and Eleanor Laing(3 months, 2 weeks ago)
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Ben Bradley (Mansfield) (Con)
I am grateful for the opportunity to speak in this very important debate, and to my right hon. Friend the Member for Haltemprice and Howden (Sir David Davis) for securing it. I hope that I can contribute with some experience as the leader of a local authority and as someone who sat on the Education Committee’s SEND inquiry in 2019.
I want to describe the problem from a local authority perspective for colleagues in the House. The 2014 legislation was well intentioned, as we have heard, but it has not delivered on those intentions. In some ways it has created an impossible circumstance, where very high levels of demand and expectation now exist on a service that faces huge budget and capacity pressures. That is not sustainable.
Local authorities in many ways are caught between a rock and a hard place. They are expected to meet the demands of families but also have to balance a budget, and all the time with the knowledge that any steps taken to reduce costs may well end up being overturned in tribunal. Inadvertently, and understandably, seeking to give parents of SEND children some authority and control over what support they get is creating an adversarial system. There are funding issues to all that, but fundamentally the system does not work, so funding alone will not fix it. Because it is a partnership across health, schools, local authorities and others, there is a challenge both in meeting expectation and in accountability for the outcomes.
Fundamentally, at a policy level we have a system that says to families that they can have whatever support and services they want. That is a laudable aim, but in reality there are limited budgets and capacity in the system, which means that local authorities and delivery partners are constrained in what they can do. The system has not recognised that contradiction, so the local partnership is still judged against an unachievable target, which is why, in the latest inspections, nowhere nationally is any better than “inconsistent” in its SEND outcomes.
In Nottinghamshire, we fully recognise the need for improvement in the capacity for SEND support, in tackling waiting times for outcomes, and in the scrutiny and accountability of the system, among other things. We have introduced a new SEND improvement board—Dame Christine Lenehan of the Council for Disabled Children it its independent chair—with the intention of driving improvement in the system with proper scrutiny and oversight. We have already seen positive steps from it. We are fully committed to tackling those issues, to the extent that I have also created a specific cabinet role for SEND support.
In truth, though, we are constrained. The inspection regime is not really sure of what it is asking us for. Many authorities have huge deficits in the high needs block, so they are massively overspending, yet they have still received more positive inspection outcomes. We have balanced the budget and do not have a deficit, which clearly has an impact on services, but that does not seem to be a factor in inspection outcomes. Are we being asked to balance that budget or not? We have a legal duty to do so, but it is not recognised by Ofsted.
Nottinghamshire is among the most poorly funded authorities in this space, but we still balance our budget for additional needs. Other authorities have more money and still overspend massively but are rewarded with better inspection outcomes. Fundamentally, the system does not have a shared and coherent view of what it is asking us to deliver. That is a huge issue.
We are also told that the Government’s approach is to increase inclusion in mainstream schools where possible. It is absolutely right for children to receive appropriate support in mainstream setting wherever possible, and for us to work with schools and SENCOs to deliver it. Notts has taken that approach for many years and been held up as an exemplar of good practice in some Government circles, but at inspections we are marked down for it. Again, different parts of Government are telling us different things, so it is not always clear what we are being asked to do.
We take a graduated approach and step children up the pyramid depending on need, but the first response is to try to support children to remain in mainstream school, partly because that is very often the best outcome for the children, and partly because it is a requirement of a system with limited funding that we try low-cost options first. From an outcomes perspective, that is often the right thing to do, because although some children will require lifelong care, we want many of them to go on and live independent lives and be in employment—we should have high ambitions for our children. It is not often the best thing to become more reliant on more services than we need, because it can make that journey to being an independent adult more difficult.
Every child and every circumstance is different, but from what I am saying, Members can see where the tension and conflict arises at each stage. The opinion of health professionals and people tasked with achieving the goal of helping children to become independent adults often clashes with the totally understandable desire of parents to get the most and very best bespoke support for their child.
SEND transport is one of the biggest pressures on council budgets at the minute. Our budget has risen by 50% over five years because of rising demand, inflationary costs of fuel and contracts and wage rises, so we are again in a position of trying to save money. In some cases, that is the right thing to do because the expectation outstrips what is reasonable. However, it will inevitably lead us to further conflict as we have to go back to families and say, “I know you’ve had a one-to-one taxi service to school with a supportive member of staff every day for the past several years, but we now need you to share with somebody else,” or, “We now need you to take your child to school yourself, because you have a mobility vehicle for that purpose.” That might be the right thing to do—these might be rational decisions in order to offer the best services within a limited budget—but it will inevitably cause issues. That is coming down the track. If we end up with such decisions being overturned in tribunal, we are back to the question of what we are being asked to achieve within our limited budget.
On a brighter note, I want to mention some of the work that we are doing in Nottinghamshire. We are taking this incredibly seriously through our independent improvement board and cabinet-level focus, as I have mentioned. We are creating 494 SEND specialist places, including at the Newark Orchard SEND School, which opened last year, and at a new school that we are building in Mansfield this year—I am very proud of that. We are working with SENCOs in our schools to improve the graduated approach and the available support.
Money is not the ultimate answer here. We have well-meaning legislation that does not work. I ask Ministers to consider two proposals: first, the help with SEND transport costs—
Oral Answers to Questions
Debate between Ben Bradley and Eleanor Laing(4 months, 3 weeks ago)
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Madam Deputy Speaker (Dame Eleanor Laing)
We are not making terribly fast progress this afternoon. Could everyone who has their question written down cut out the bit at the beginning and just ask the question? This is not speech time; it is Question Time, so let us just have questions. If we get short questions, we can get short answers, too.
Ben Bradley (Mansfield) (Con)
Local government finance has been front and centre of our local news given the stark situation in Nottingham. The Minister will know about Nottingham’s unique circumstances following decades of poor decisions and mismanagement, but it will not be lost on him that the whole sector is under significant pressure. I know that he will make the case about finances to the Treasury, but the Government could help significantly by allowing more flexibility in the system. Will he work with colleagues around Government to help us to remove ringfences, particularly in areas, such as public health and transport, in which we could make better decisions if we had more freedom to do so?
Education: Return in January
Debate between Ben Bradley and Eleanor Laing(2 years, 3 months ago)
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Ben Bradley (Mansfield) (Con)
Thank you, Madam Deputy Speaker. It is a shame to find myself bottom of the class, but I guess I must try harder.
I welcome the Secretary of State’s statement and his commitment to keeping schools open, which will be really important to parents in my constituency. It is not without its challenges, but given what we know about the lower heath risk to children and the emerging evidence about perhaps the less severe impact of the omicron variant, arguably the biggest challenge is staffing, which is why some of the measures he took over Christmas are so important.
I have two questions. First, could the Secretary of State tell my residents whether his scheme to promote people coming back into classrooms is still open, and if so, how can I encourage my constituents to sign up or where can I encourage them to sign up? Secondly, along with teachers, support staff are clearly hugely important—at Mansfield council, we have found shortages of cleaners and all sorts of other very important roles in schools—so has his Department considered what support or advice he might offer schools about those roles?
International Men’s Day
Debate between Ben Bradley and Eleanor Laing(3 years, 5 months ago)
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Ben Bradley
My hon. Friend is absolutely right. Representing a constituency and community like mine, where these lads are really struggling, taught me about the need for face-to-face contact and support for the most disadvantaged children. That is hugely important, and I thank her for raising that.
What is the point of the Equality Act 2010 if its usage is based only on what seems popular or politically correct, rather than on reality in order to help those most in need? The reality and the figures tell us that boys need help getting into higher education, more so than girls, so are these interventions actually making this inequality worse? Possibly so. To be absolutely clear, that is not to say that we should not help girls, but simply that selecting who to help based on physical characteristics alone is the very definition of discrimination; that the need for this help should be evidenced if it is to comply with the law; and that boys need help too.
Boys seem consistently left behind by this kind of politically correct agenda. So long as the Equality Act continues to be so wilfully and regularly misapplied across gender, race and every other characteristic, it can do more harm than good. We need to make clear in this place that we should help people based on their actual need, and that the Act applies equally to everybody. Would it not be nice to try to help those most in need —based not on their physical characteristics but on what they need? Or at least to recognise that we all have equal protection under this law? Whether gay, black and minority ethnic, female or a straight white man, those are all protected characteristics.
Men face countless challenges in our society. Three times as many men as women die by suicide, with men aged 40 to 49 having the highest rates. Men report lower levels of life satisfaction, according to the Government’s national wellbeing survey, but are less likely to access psychological therapies. Nearly three quarters of adults who go missing are men. Eighty-seven per cent. of rough sleepers are men. Men are three times as likely to become dependent on alcohol or drugs, are more likely to be sectioned under the Mental Health Act and are more likely to be a victim of violent crime. Of course, men also make up the vast majority of the prison population. These figures really put that male privilege in perspective.
In recent years, it seems like more and more phrases coming into use are designed to undermine the role and confidence of men in our society. I mentioned a few before—male privilege, toxic masculinity, mansplaining, manterrupting, the trend of spelling “woman” with an x to remove the undesirable “man” part. That is wonderfully empowering for some, I am sure, but as I said at the beginning of this speech, somebody seeking equality of fairness does not need to mean they drag down everyone around them. I am fairly sure that bad behaviour is not limited solely to the male of the species, nor is rudeness gender specific.
The outcome of this discourse and this language for many men is serious, particularly in the most disadvantaged communities. There is such a thing as working-class values—values that have lasted for many decades that might be considered old hat or even sexist by the modern establishment. They include holding the door open for a lady and expecting a man to stick around and provide for his family. The idea that a man being a worker and breadwinner is a positive role model for his children is still entrenched and well taught. That is not to the detriment of women or to limit their ambition, but about the promotion of family, of tradition, of strong male role models. These things are important.
Having been brought up with those values, a lot of men from those communities will feel lost if they are unable to find work due to our economic situation. They might feel helpless, or like failures. They are far from it, but they need our support. We might also find that young men looking ahead and seeking their purpose in life might struggle to find it when they are told that those things they thought were virtues—their good manners, wanting to provide for their family, wanting to be a man’s man, wanting to go down to the football at the weekend and have some banter with the lads—are in fact not virtuous but toxic and doing down the women around them; those manners and the way they were taught to respect the women in their life are now sexist; that banter is now bullying.
On family, rather than promoting strong male role models, we often encourage dads to be more like mums, trying to break down tradition, teaching them the opposite of what they were always told growing up and that they have been doing it wrong. We talk of “deadbeat” dads. We have a legal system in the family courts that seems to assume the guilt of many men in a relationship. We have men being alienated from their kids. We talk more and more about how desirable it is to have different kinds of families, with the implication that we do not need those strong male role models. Is it any wonder that so many are struggling to figure all this out?
It is right that people should live by their own choices, and be who they want to be, however they are comfortable. That is true whether someone is gay or straight, black or white, male or female, and it is equally true if what they want is to fulfil the traditional role of a strong father, provider and breadwinner—to be, for want of a better word, a bloke. I fear that we are building up huge problems for the future when we forget the traditional role of men—indeed, sometimes we do not just forget it; we try to eradicate it from our society.
With few of life’s advantages on their side in such an environment, and when society seems insistent on ripping the heart out of things that they experienced growing up and the things they were taught, it is no wonder that so many young men tragically cut their lives short. We cannot continue to talk down the role and purpose of young men when we should be building them up.
Let me move on a little from the gloom and doom and speak about some positive things and actions we can take. I particularly want to play tribute to dads, and to all those dads who are putting their families first and doing the right thing, I say this: thank you. That is often taken for granted, but it is so important. I know myself how difficult it is in this job to balance being a dad with work, and try to keep myself on a level and live up to expectations. It is not easy.
There are countless thousands of dads out there who have a much tougher task than me—dads who might be struggling financially or be battling things like trying to see their kids, or fighting in the family courts to do the right thing. They are trying to be a role model for their kids, although truthfully, we are all making it up as we go along. Some dads might be trying to overcome their own challenges with mental health, work or stress, and they might feel as if they have to hide that away for the sake of their families and children.
I want to say a big thank you to good dads, and to those who are trying their best to be good dads and good men. That can make all the difference for our kids, for families, and for our society. There are places and people that dads can go to if they need help. Those are places such as the Samaritans, Rethink, the Campaign Against Living Miserably—CALM—helpline, Safeline, or a friend or relative. It is good to talk, as they say, rather than sweep things under the carpet.
What more can we in this place do? For starters, we can change the discourse here. Can we look again at equalities legislation? If we are to hold Departments across Whitehall to account, with people dedicated to ensuring—quite rightly so—that women are considered, why not do the same for men? Why have a Minister for Women, but not one for men? Why single out one characteristic for a special mention? Can we ensure that equality means just that, rather than positive discrimination at the expense of certain groups, and ensure that the male is as equally protected as the female? We could do worse in this place to confirm how the Equality Act 2010 should be properly used.
Can we promote the role of fatherhood, and stop shying away from its importance? Yes, families come in all shapes and sizes. I do not wish to detract from anyone who wants to do things differently, but the positive role to be played by an active father cannot, and should not, be ignored. Modern families are all different, but you can guarantee that every one of them has involved a dad in one way or another. The vast majority of families still look like a mum, dad, and kids and we should not shy away from that.
Can we push forward an action plan to look at male suicide? We know the figures are awful, and we should have someone in Government accountable for delivering that plan, including better access to mental health support. Can we review our legal system, which is not always balanced, and our family courts, which too often seem to consider dads guilty until proven innocent? Parental alienation seems to be increasing, and more and more dads feel that they have been let down by the system. Can we reform the Child Maintenance Service—the bane of every MP’s life, by the way—so that it is fairer to all parties and works in the interests of families? Can we have a long-term plan to improve available alcohol addiction services, as those who need them are overwhelmingly male? Can we boost support for new fathers, as well as mothers, at a time when men can often feel totally helpless?
Although, as the name suggests, the Prime Minister’s Race Disparity Unit focuses particularly on race, I am pleased that it includes looking at education, attainment and support for white working-class boys. There are regional, cultural and gender-based inequalities, and the challenge faced by boys in education cannot be denied. The figures show a clear picture of increasing numbers of left-behind boys who grow into troubled young men seeking purpose. That is a huge challenge for our wider society, and I hope we can build on that work and consider it in more detail. I will end with that, Madam Deputy Speaker, so as to give colleagues as much time as I can. I thank the Minister for her consideration today, and I look forward to listening to the thoughts of colleagues across the House.
Madam Deputy Speaker (Dame Eleanor Laing)
We will have to rush into this with a time limit of three minutes for Back-Bench speeches, and there will not be much time for Front-Bench speeches either.
Ben Bradley
I thank the Minister for her response and for the work that she is doing to get the equalities agenda right, and particularly the hub that she mentioned, which includes socioeconomic and geographical factors for the first time—I raised this in Westminster Hall a few weeks ago, and I am very pleased about that. I welcome the shadow Minister, the hon. Member for Warrington North (Charlotte Nichols), to her place and I thank the hon. Member for Glasgow East (David Linden) for talking about reaching out to our loved ones at this very difficult time.
I say a huge thank you to my hon. Friend the Member for Shipley (Philip Davies). I am very sorry that he got only three minutes to speak, because he is as responsible as I am for securing this debate. It is a great shame. He gets half the credit at least that colleagues have paid to me in the Chamber. I thank all colleagues for their thoughtful contributions. I do not have time to go through them all but others have, and there were some very moving, heartfelt ones.
International Men’s Day is one day that we celebrate annually, but this is not a conversation just for one day. It is a chance to raise great role models and huge challenges—things that we can do every day in this House in the very privileged position that we hold. The public discourse—the negative attitudes—that I mentioned pervades every day. The support that men and boys need is needed every day and is available every day. We should all be helping men to reach out and seek help, and continuing to raise the issues that we have discussed today—many of which are around mental health, suicide and our services—at every opportunity in this House, not just on International Men’s Day, but when this day has long gone.
Question put and agreed to.
Resolved,
That this House has considered International Men’s Day.
Madam Deputy Speaker (Dame Eleanor Laing)
What an excellent debate—and accomplished in less than one hour.
Department for Education
Debate between Ben Bradley and Eleanor Laing(4 years, 10 months ago)
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Ben Bradley (Mansfield) (Con)
I will do my best to take that advice, Madam Deputy Speaker—I do like to hear the sound of my own voice, though, as many of us in this Chamber do.
It is a pleasure to speak in this debate on education as a member of the Education Committee, and I hope to be able to contribute something of use. With an ongoing leadership election and a forthcoming spending review, there is a great opportunity to make progress not only to continue some of the great work that is happening, but to change things. Education is a broad and varied subject, so forgive me if I hop about a bit.
The most prominent education issue, as we have discussed across the House in this debate, is school funding. To put it bluntly, there is not enough of it. I absolutely welcome the Government’s steps to increase support through the national funding formula, ensuring that every school gets a rise and gets above a set minimum level of funding. That benefits schools in constituencies such as Mansfield, which have been historically underfunded. It is a positive step, but the truth is that we are also making it harder in some areas. It is positive that the Government have protected the state sector from pension contribution rises next year, for example, but at some point that will hit schools in the wallet. At the same time, the apprenticeship levy inadvertently affects schools’ core budgets—for example, we have not protected the independent school sector from the pension contributions in the same way. Some people will say, “Why should we?”, but if it impacts the independent sector to the extent that some suggest, we could see closures in that sector, and if that happened, state schools would have to pick up the pieces, which is not in our interests either.
There are significant challenges with special educational needs provision. The Select Committee, which is to report on this later in the year, has received reams of evidence from across the sector. SEND provision, too, impacts on schools’ core budgets, as was mentioned earlier by an Opposition Member, as schools are expected to find the first £6,000 for pupils with SEND, which stacks up, particularly if a school has a reputation for delivering excellent and inclusive education for those pupils. A good reputation attracts more children with SEND to that school, and this success creates budgetary problems as more and more of its funding is spent on SEND. Without extra support, that is not sustainable. We should reward good practice. These issues, whether school places or school funding, are increasingly visible in my constituency surgeries, and I hear the same from colleagues across the House.
I am a Tory MP—I am a conservative with a big C and a small c—and I believe in people taking personal responsibility for their lives. I believe a person’s success is down to them, their hard work and their talents, and that government exists to ensure that everyone has the basic things they need to take the opportunities out there, including a basic education that gives people the skills they need to get on in life. How far they get beyond that is up to them. I am not one for excessive government intervention in near enough anything else, and even in education we should be clear that parents are responsible for raising their children, but many children need us from early years all the way through the system if they are to have a chance in life. Put bluntly, if we want people to take personal responsibility for their lives and to ask as adults what they can do for themselves, rather than what government can do for them, we have to equip them properly when they are children through education.
The education system is the best chance the state has to fulfil its duty to ensure that everybody can succeed on their own merits, regardless of background, upbringing and barriers in early life. It is also an opportunity to deal with issues early on and so save the taxpayer money later. We have to ensure that parents take their responsibilities seriously and that we support them when they need it, but we should also do more to give children in the most deprived communities and from the most challenging backgrounds the basic tools they need for life. Visiting schools in Mansfield, a former coalfields constituency with significant social challenges, I have come to realise that schools are the only place some kids have that are warm, safe and welcoming and where they can find people they trust—I would make the same case for youth clubs and other youth and children’s services. If we are asking schools to properly support those children, they will need significantly more money.
Schools funded to be flexible and inclusive of all but the most challenging students benefit the community and in the long run the taxpayer. I have been genuinely delighted to hear so many positive pledges for school funding throughout the leadership contest, and I look forward to them being taken forward as soon as possible. We should also look at the opportunities that technology brings to reduce teacher workload, to manage data, to enable personalised lessons and assessment and generally to take the strain off teachers and allow them to focus on supporting their students. We have 25% of the world’s edtech businesses here in the United Kingdom, but no clear route, as far as I can see, by which to roll out and test that technology in our schools. I have a great proposal for a pilot project that I am recommending to the Minister—I can recommend a good constituency for him to try it in as well—but perhaps we could also take it forward in the Select Committee. I have raised it there too.
Despite the many challenges, there are some excellent schools delivering incredible education and opportunities to young people. Very few weeks go by in the academic year when I do not visit a school or college in Mansfield. Just last week, I visited Brunts Academy to see what it was up to for school sports week, which is an excellent initiative that needs more promotion. I met Miss Lockwood and pupils to hear about the extra-curricular opportunities and the great work they do to go above and beyond for their pupils. Such work is always fantastic to see and a great credit to the many schools and teachers who do a great job. As a way to boost facilities and capital spending, I have suggested that we build new school buildings and relocate existing schools to these great new facilities and that we cover some of the cost by developing the old sites. I would love to chat about that with Ministers. As my hon. Friend the Member for East Worthing and Shoreham (Tim Loughton) said of his constituency, this has become the biggest issue in my constituency and in my inbox. It needs a resolution.
Another challenge in this sector, and an appropriate one for an estimates debate—I could go through the whole system and come up with a ream of different ideas and suggestions, but I will stick to Government spending—is further education funding. Those who look at the detail will see that FE is the part of the sector that gets the least support, which is incredibly frustrating. Colleges are in a constant state of reform, realignment and merger, which makes it incredibly difficult for them to focus on what they are there for. My local college, which has long been a beacon of aspiration in our community, has its own problems. Some were created by the previous local leadership, which has now moved on, and the college is having to rebuild, restructure and refocus on the local provision that matters. It is doing a grand job actually and is getting back on track, which is fantastic.
I know that Education Ministers are staunch advocates of college funding. We must make colleges places that are getting young people ready for work. We are rolling out T-levels, which are a step in the right direction in balancing the equation between academic and technical education. We should value technical skills and qualifications as much as other routes. I hope the Government can make a success of that. We are often guilty of talking about aspiration and social mobility in terms of how many people go to university, but university is not the right choice for everybody. I would be so bold as to say that too many people go to university, chasing promised outcomes that do not exist, when they would be better off taking alternative routes.
For many people, college is the direct route into work at 18. Often vocational and technical courses are more expensive to run and need specialist equipment, while the additional pressure of unfunded requirements for pupils with SEN—up to 25 now—is another challenge. For these pupils, the support they get at college can determine whether they are ever likely to get into work. Not only does extensive, rounded support help them with their additional needs, but it helps us all as taxpayers, because if they can find meaningful work and support themselves, it saves us all money later on.
The recurring theme in schools and further education—and in, for instance, early years, children’s and youth provision services—is that these are not costs but investments, and that evidence shows that they lead to great savings further down the line. Early spending in the education system reduces the number of exclusions, behavioural problems, social care needs, the cost of adult support services, and the number of young people who end up in prison, and saves the state money in countless other ways. The Government’s own figures show that: the 2018 health profile for England states that educational attainment is “strongly linked” with lower instances of long-term disease and mental health conditions.
Investing money at an early stage in health visitors, early years and primary schools means saving it in our NHS later. Similarly, investment in schools and colleges, helping young people into work, and helping adults to retrain and change careers or achieve basic skills will save money in the welfare system, boost productivity, and produce a happier and healthier population. FE funding needs to increase, and again, I welcome the pledges that have been made throughout the leadership contest.
Part of the college and FE system includes apprenticeships. Apprenticeship spending has gone through the roof, and I welcome that, although the levy is still a work in progress. I echo what has been said about the Minister for School Standards, my right hon. Friend the Member for Bognor Regis and Littlehampton (Nick Gibb), who takes his job incredibly seriously and seems to enjoy it along the way. However, I should like to see increased flexibility to ensure that the money is used. I have suggested that part of the levy pot should be used to plan training and development, that there should be a plan for how the rest of the levy should be spent, and that employers should have an opportunity to realise the potential benefits. That might help to ensure that more businesses make use of the cash that is available. There should also be more flexibility when it comes to how the cash can be used. For instance, recruitment firms could be allowed to spend their levy pots on upskilling jobseekers and helping people to prepare for work, which would, in turn, boost overall productivity. I should be happy to discuss those ideas further.
The Augar review provides an opportunity for big changes to be made throughout further and higher education to meet some of the challenges. Although not all its ideas are good, it certainly shows some positive ways in which reform could benefit the whole sector.
I am flying through this now, Madam Deputy Speaker, so I am close to the time that you specified. I am nearly there. However, you have got me on my favourite subject, so I am going to get it all out! Let me end my speech by raising some fairly disparate points about other areas of education.
I massively welcome the children’s social care innovation programme. The Government have invested £200 million in up to 98 projects for local authorities to develop, test and scale new approaches to supporting vulnerable children in our care system. However, we need to find answers to a great many questions about children’s services, not least the question of how we can take a more proactive and preventive approach that will mean taking fewer children into care. Learning in that regard is hugely important—as is the extra 1 billion quid in the next year’s budget, which is very positive. I have spoken about the amount that front-loaded education spending will save in the long run; the same is true of spending on children’s services, and perhaps even more true of spending on young people who are often very vulnerable.
I also welcome the additional funds to support maintained nurseries in the period preceding the spending review, which were greatly needed. We should consider how we can best utilise early years funding to support those who need it most. As I have said before in the Select Committee, while I am personally very excited about my youngest turning three next month and about how much that will save me in childcare, I am not convinced that my family is among those most in need of that financial help. It is brilliant to be able to reduce people’s childcare costs and help people to take on more hours or go to work, but perhaps we could revisit the thresholds. Perhaps we could put some of that money to more effective use, or look again at the funding for nurseries for the delivery of those free hours to ensure that it is sustainable. Better career paths, training and staff development in nurseries would help to reduce staff turnover and offer better support for children, just as such opportunities for teachers would do in schools.
Needless to say, I am a passionate advocate of delivering for our young people. I think that if there is any sector in which Government money should be spent, it is education and children’s services, which should be a key priority. The statistics on ever-improving school standards and attainment are massively welcome—more children are meeting basic standards in literacy and numeracy, there are more good and outstanding schools, and there has been some excellent progress of which we should be proud—but there is much more to do, particularly for the most vulnerable. I hope that that will be the No. 1 domestic priority for the next Prime Minister later this summer.
Madam Deputy Speaker (Dame Eleanor Laing)
I thank the hon. Gentleman for his efforts. I am sure it is not his rhetoric that is lacking; it may be merely his arithmetic. Let us now look on this as a test in primary school arithmetic: let us try adding eight and then stopping. Otherwise, I will impose a time limit.
Higher Education
Debate between Ben Bradley and Eleanor Laing(6 years ago)
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Ben Bradley
I am going to crack on and finish because I am nearly done.
Moving on from fees, without this agreement there is a risk that universities will not receive crucial grant funding. These transitional regulations enable the OfS to allocate £1.3 billion of teaching grants. Without this legislation, there would be no means to give out those grants and no provision to offer access agreements to support disadvantaged students in the next academic year.
I understand that the Opposition have reservations about how the OfS board has been set up and about appointments to it, but this is not the place to raise such issues. Those decisions have already been made, and their actions risk—[Interruption.]
Madam Deputy Speaker (Mrs Eleanor Laing)
Order. The hon. Gentleman must be heard. It is no use everybody shouting at him, because we cannot hear what he is saying.
Ben Bradley
I have one line left, so I am nearly there.
The Opposition’s actions risk creating a regulatory gap in the higher education sector and uncertainty for both students and universities. Ultimately, it is that uncertainty that we are trying to avoid, which is why I am supporting the Government today.