Equality of Funding: Post-16 Education

Desmond Swayne Excerpts

Tuesday 25th February 2020 Westminster Hall

[Lloyd Russell-Moyle (Brighton, Kemptown) (Lab/Co-op)]

I beg to move,

That this House has considered equality of funding for post-16 education.

I am delighted to have secured this debate on the funding of post-16 education. I will focus on the critical phase of 16-to-18 education, which has been described by the Institute for Fiscal Studies as

“the big loser in the changes to education funding over the last 25 years.”

The IFS calculates that funding for 16 to 18-year-olds is now 6% lower than funding for students in secondary schools, having been 50% higher at the start of the 1990s.

[Sir Desmond Swayne (New Forest West) (Con)]

When I did my A-levels, I had a full timetable. I reckon that we now fund two and half days’ tuition. Is that enough? If we consider it to be enough, should we not acknowledge that A-levels are part time and expect people to go out to work? I do not think that is realistic.

[Lloyd Russell-Moyle]

I agree that it is not realistic to expect A-level students to go out and work when they should be studying, although a part-time job during A-levels is always positive. I had one myself, and it does grow the person. I will come on to the fact that we are now effectively funding part-time study rather than full-time study.

In this debate, I will focus on the pathways that the vast majority of 16 to 18-year-olds follow: academic pathways through A-levels and the general applied pathways, mainly through BTECs. Technical education has dominated the debate over the past few years. It is a very important area of development and is now the subject of a lot of necessary focus and reforms. What has lacked focus, reforms and money are the A-level pathways and, as I said, the BTEC pathways.

Academic and applied general qualifications are delivered in the main by three institutions: sixth forms in schools, sixth-form colleges that are separate from schools, and general further education colleges. Along with specialist colleges and training centres, they make up the vast majority of the FE sector. I therefore hope that the Minister will focus on those pathways and not on T-levels, which we have debated previously in this place.

Since 2010, the pressure on 16-to-18 education has increased significantly. The coalition Government made the right decision to protect the education budget, but that applies only to students up to 16 years of age. That means that 16-to-18 education has shouldered the burden of the cuts that had to be made in the Department for Education. The three deep cuts to funding, combined with significant increases in running costs, mean that the purchasing power of 16-to-18 funding has declined sharply over the past decade.

I will come on to the impacts that the disproportionate funding arrangements have had on students and institutions, but first I want to highlight two key issues that must be addressed if we are to ensure that the education of the 1.1 million 16 to 18-year-olds in England is properly resourced.

Education and Local Government

Desmond Swayne Excerpts

Tuesday 14th January 2020 Commons Chamber

[The Secretary of State for Education (Gavin Williamson)]

May I say how delighted I am to see so many new faces among us? They could not have arrived at a more exciting time. This Government have a historic mandate to push through an ambitious and challenging agenda, to make changes that will transform the lives and prospects of a generation. We are poised to shape a new Britain. We are primed for a new era. This Government are ready to ensure that Britain can seize the opportunities that lie ahead of us after we leave the European Union—a Britain where the young people of today are prepared for the world of tomorrow.

Education is a mirror to the kind of society that we want to see—an open, flexible, tolerant and supportive society where everyone, wherever they are from and whatever their talents, has the chance to achieve their dreams and ambitions. Since becoming Education Secretary, I have been committed to making those ambitions a reality. As Her Majesty the Queen set out in her Gracious Speech on 19 December, we are about to embark on a full programme to ensure that everyone feels the benefit of these changes.

[Sir Desmond Swayne (New Forest West) (Con)]

The Secretary of State has sent me a most welcome spreadsheet telling me what schools in my constituency can expect from the settlement he has reached. I am glad to say that all my secondary schools are set to receive more than £5,000 per pupil, but how will he ensure that they get it and that local authorities will not increase their slice or use their own formula to redistribute it?

[Gavin Williamson]

I thank my right hon. Friend for making such an important intervention, and for his compliment on the spreadsheet, which is a compliment I have not received before. He makes an important point about making sure that money that has been allocated to schools is going to be properly passported through. It will be the Government’s intention to move a statutory instrument to ensure that the minimum funding of £5,000 for every secondary school and £3,750 for every primary school is passported through to schools in the next financial year. For primary schools, that will obviously be increased to £4,000.

--- Later in debate ---

[Carol Monaghan (Glasgow North West) (SNP)]

I welcome you to your new position, Mr Deputy Speaker.

I am slightly concerned by the closing remarks of the right hon. Member for Epsom and Ewell (Chris Grayling) about not paying the blindest bit of attention to those on the Opposition Benches. The purpose of the Opposition is to scrutinise Government, and a Government that has a free rein to do what it wishes is a very dangerous tool, so we should all be aware that while we might not agree politically on different issues, we should be listening and paying attention to points raised, regardless of where they come from.

On education, the Queen’s Speech had a lot of small promises that are not going to deliver the punch required. In our considerations, we have to ask whether education is about personal gain or societal good. If it is about personal gain, why should we be that bothered? If it is about societal good, education must be from early years to employment and must be provided by Government, regardless of the path a young person takes. Every year round about the time of national exam results there is a great campaign called NoWrongPath. There is no wrong path—different young people will take different routes to achieve what they want—but we must be there to support them, financially and in other ways, because this is not just about getting young people to university; it is about positive destinations and employment. Some 93% of young people in Scotland achieve positive destinations, which is the highest in the UK, and that means employment, training and tertiary education. I talk about tertiary education, rather than higher and further education, because in Scotland the lines are blurred, and should be blurred regardless of where someone lives in the UK. It should not be about HE being the gold standard and FE being something different. We need to work in collaboration, and all types of tertiary institutions have their place.

The investment in FE in the Queen’s Speech will not have clout if FE is considered second best to HE. The £1.8 billion to upgrade the infrastructure does not come close to what is required for FE in England. Frankly, it is too little too late. A lot of that money will be used up dealing with a backlog of maintenance problems and ongoing issues. Given the huge number of locations delivering FE in England, what has been proposed is merely a small sticking plaster to cover a huge, gaping wound.



City of Glasgow College, in the constituency of my hon. Friend the Member for Glasgow Central (Alison Thewliss), is one of the institutions that have benefited from the £810 million invested by the Scottish Government since 2007. That is approximately 45% of the amount that the UK Government are proposing to invest in FE in England, which is far closer to the figure that is required. Scaled up, it would be £8 billion, not £1.8 billion.

City of Glasgow College benefited hugely from the Scottish Government’s investment, receiving £228 million to create a “supercampus” for 40,000 youngsters in Glasgow. The college sits between two higher education institutions, Strathclyde and Glasgow Caledonian Universities. For a long time, youngsters attending colleges felt second best because their institutions looked second best, but City of Glasgow College is the absolute jewel of Cathedral Street in the centre of Glasgow, and no young people studying at that college consider themselves to be second best.

Let me say something about schools. School funding is an ongoing issue. In England, according to the Institute for Fiscal Studies, school spending per pupil has fallen by 8% in real terms since 2010. That entirely contradicts the Prime Minister, who has said that school spending is at record levels.

[Sir Desmond Swayne]

The two are not mutually exclusive. School funding is at record levels, although pupil numbers grew faster during that period, putting pressure on and reducing the amount per pupil. Will the hon. Lady accept that, even given that reduction, we still spend more per pupil than any other rich nation in the world—more than Japan or Germany—with the exception of the USA?

[Carol Monaghan]

But you spend significantly less per pupil than we spend in Scotland. Even with the Government’s proposals—even with the increase in per-pupil funding—you are still not coming close to what we are spending per pupil.

[Sir Desmond Swayne]

And the results in Scotland are not as good as those in England. Not every problem is solved by throwing more money at it. Just look at the studies by the Programme for International Student Assessment which were released only recently.

[Carol Monaghan]

I am glad that the right hon. Gentleman has mentioned the PISA studies, because that gives me an opportunity to talk about them. Let us talk about PISA. What exactly is it? It is an extremely crude metric that looks at very particular things. What it does not look at are communication skills. It does not look at problem-solving skills, and it does not look at employability skills. Those are the very skills that employers have been asking for, which is why we transformed our curriculum in Scotland. Countries that do well in PISA, such as China and South Korea, also have extremely high levels of student suicide. I do not want that for my young people in Scotland, and not one of us should. China also selects the pupils whom it puts forward for PISA. So there are many things that are wrong with it.

These are the questions on which we should be judging our young people. Are they in employment? Yes. Are they having a positive experience? Yes. Are they developing the skills that employers and businesses are asking for? Absolutely.

[Carol Monaghan]

When I look at the tiny differences between students in England and students in Scotland—and there are tiny differences—and at the holistic education that has been developed in Scotland, no, I do not share that concern. Scottish students are developing a broad range of skills. Unlike youngsters in England whose curriculum is being squeezed and narrowed, they still have a broad range from which to choose. No: I absolutely defend our Scottish education system. In the last 10 years, our attainment gap has narrowed, while we are still battling with the effects of austerity. The hon. Gentleman is a teacher. I am a teacher too. I have been there, trying to teach children who have had no breakfast. How can we deal with an attainment gap when the kids who we are teaching are so hungry that they cannot concentrate? That is what we should be looking at.

I mentioned teachers’ pay earlier. It is a bold statement that, by September 2022, the Government will increase teachers’ starting salary to £30,000. Great; fantastic; but Scotland is already there. From this year, after their initial probation year, Scottish teachers will be earning £32,994. That is happening now, but unfortunately this Government are miles behind. If we are talking about teaching as a profession—if we are talking about valuing the very people who make the difference to our young people—we need to pay them properly.

The Secretary of State did not answer my question about the guaranteeing of teaching salaries in academies. For too long, academies have been able to set their own pay scales, and to work outside the scales that are negotiated with teachers’ unions and the profession. Academies pay what they want, and that means, once again, that they are able to pay salaries that are below the nationally agreed levels. Yes, in some cases they may pay above, but they often pay below, and that is certainly not the way to encourage others to join the profession. In Scotland we have more teachers per pupil, and that too must be looked at: while the Government are sorting out the salary, they might deal with that as well.

Let me now say something about tertiary education. We in Scotland are often attacked about the number of youngsters achieving entry to university. As I have said, I do not make the distinction, but for the benefit of those who do, I will say some things about universities. The largest-ever number of Scottish students are at universities, and record numbers of our poorest students are going to them: 15.6% of full-time first-degree entrants are from the most deprived areas of Scotland. That is tackling inequality in a real way.

In January last year, the Commissioner for Fair Access, Sir Peter Scott, said that “significant, and welcome progress” had been made on access, and that

“Scotland is now the pace-setter among UK nations in fair access to higher education”.

He went on to say that Scotland’s improving widening access figures vindicated our free tuition policy. He said:

“The latest figures vindicate Scotland’s policy of free higher education, which of course has other aims apart from making universities more socially inclusive—not least the commitment that higher education should be seen as a public good from which society as a whole benefits and not just as a private investment producing higher earnings for individuals.”

[Sir Desmond Swayne]

I thank the hon. Lady for giving way again. She is most generous.

How can it be a vindication for a Scottish university such as St Andrews—a Scottish university—to limit its intake of Scottish students to 20% of the university population?

[Carol Monaghan]

Despite that, more Scottish students are achieving a university education than ever before. I am happy with that.

There has again been a nod to the Augar review, which was mentioned by the shadow Secretary of State. “Considering thoughtfully the recommendations made in the Augar review”: what does that mean? What does it mean for the higher education institutions that are thinking about their funding for August and September this year? Will it be £7,500, or will it be £9,250? What will the fees be?

Of course we would welcome any reduction in fees for students in England. That would be of benefit, but it will not be of benefit to have student loans with no time limit. At the moment, we write them off after a period of time, but to allow those student loans ad infinitum, as is being suggested, is extremely worrying. We would be burdening young people not with 30 years of debt but with a lifetime of debt.

Scotland’s universities are internationally successful but we know that Brexit threatens that, and we have not had the assurances we need at this stage to put our minds at ease.

Relationship Education in Schools

Desmond Swayne Excerpts

Tuesday 16th July 2019 Commons Chamber

[Nick Gibb]

I am grateful to the hon. Lady for her support for what is a landmark piece of legislation and statutory guidance. We should not allow this debate to overshadow the importance of what has been achieved. Thousands of schools do wish to adopt this policy early—in September—and we are producing an implementation guide for those early adopters on how to plan and develop the curriculum and to engage parents. We are also producing a guide on parental engagement planned for the early autumn about what the consultation means, what good practice is and where schools can get more support when they encounter the kind of problems we have seen in Birmingham.

The hon. Lady is right: we need to tackle misinformation. That is why we have produced these myth busters, which have been widely disseminated and are having an impact. On training, we are spending £6 million a year to develop online portals and material that we can spread to teachers who require that training. There should be a consensus in the House about the importance of updated guidance. It is 20 years since the last set of guidance on how to teach sex and relationships education in our schools, and she will know how much her party has helped achieve equality for LGBT people in this country in those 20 years and how the Conservative party, under the last Prime Minister, introduced the right of gay people to marry—a right that I am personally extremely grateful for. We have had to ensure that our guidance reflects modern society. I am convinced that when this guidance and the curriculum are rolled out nationally we will be helping people better to prepare for life in modern Britain.

[Sir Desmond Swayne (New Forest West) (Con)]

If the Minister’s instructions had been more prescriptive, as some hon. Members appear to be demanding, would it have been easier for teachers to implement?

[Nick Gibb]

We were keen to obtain as wide support as possible from all the major faith groups, including the Association of Muslim Schools, the Board of Deputies, the Catholic Education Service and the Church of England. We wanted a widespread consensus for the statutory guidance, and we wanted it to apply to private schools as well as schools in the state sector. To do that and to land it successfully, I believe we have the wording absolutely right in that important paragraph 37.

Murders in Northamptonshire: Serious Case Reviews

Desmond Swayne Excerpts

Monday 10th June 2019 Commons Chamber

[Nadhim Zahawi]

The hon. Gentleman raises an important point overall about funding and the challenge of funding for children’s services. In this case, it is also important for us to understand the detail. Sally Hodges, the director of children’s services, told the Local Government Chronicle:

“It was because of the failure of a number of people through the whole system in respect of risk to those children. I don’t think financial matters had a direct impact.”

The hon. Gentleman raises an important point overall, but in this tragic case, it is not about simply saying that the money was not there.

[Sir Desmond Swayne (New Forest West) (Con)]

Northamptonshire had the most expensive children’s services in the country, so funding wasn’t the issue, was it?

[Nadhim Zahawi]

I am grateful for that powerful intervention by my right hon. Friend. As he rightly says, it is not simply about funding; the issue is much more fundamental in Northamptonshire, which is why we have made the right decision in taking it into trust.

Post-18 Education and Funding

Desmond Swayne Excerpts

Tuesday 4th June 2019 Commons Chamber

[Damian Hinds]

The hon. Gentleman was right about more than one thing—let us say several. He spoke of the local importance of universities not only to the cultural life of our towns and cities but to, for instance, local economies, business development, innovation, and research and development. He was absolutely right about that, but he was also right to speak of the importance of securing a degree of consensus about these matters. The last two major reports, the Browne and Dearing reports, straddled a change of Government. I hope that that will not happen on this occasion, but I think it right for us to have an opportunity, between now and the conclusion of the spending review, to engage in a good discussion with, among others, representatives of the sector and politicians on both sides of the House and elsewhere, because I think that such discussions help policy making to evolve.

[Sir Desmond Swayne (New Forest West) (Con)]

Reduced fees mean reduced university income—that is why the University of St Andrews caps its Scottish students’ fees at 20%, isn’t it?

[Damian Hinds]

I think the economists say “ceteris paribus”. Universities have a number of income streams, of which fee income is one. As I said earlier, a teaching grant already exists for two in five courses, and the report recommends a rebalancing between fees and teaching grants.

Oral Answers to Questions

Desmond Swayne Excerpts

Monday 29th April 2019 Commons Chamber

[Damian Hinds]

Funding has been allocated on a per-pupil basis for a large number of years now, including through the period 1997 to 2010, so a decrease in pupil numbers has an effect on funding, but through the national funding formula over two years we are allocating at least a 1% increase in respect of every child in the country, and for historically underfunded areas, up to 6%.

[Sir Desmond Swayne (New Forest West) (Con)]

Amounts per pupil are being top-sliced to meet a deficit in the high-needs block, so the amount actually going into the school accounts per pupil is not nearly as impressive, is it?

School Funding

Desmond Swayne Excerpts

Thursday 25th April 2019 Commons Chamber

[Sir Desmond Swayne (New Forest West) (Con)]

Madam Deputy Speaker, you may recall that I once, shamefully, fell asleep in this Chamber, but I assure you that I have never been so exhausted as when, for seven years, I was a schoolmaster. I go away every summer to teach in Africa to remind myself of just what a demanding occupation it is. When I visit schools in my constituency and see the product they are turning out, in the face of extraordinary difficulties, I realise what an easy ride I had as a “beak”—I gave up teaching 30 years ago.

I have raised this issue with the Minister before. I accept that expenditure is at an all-time record and that although there has been some pressure on per-pupil funding, we spend more per pupil than any other wealthy country in the world bar the United States. But I want the Minister to focus on whether we are actually comparing like with like, and to consider what we are expecting our schools to do. Good schools in my constituency— 96% of the pupils in my constituency attend good or outstanding schools—not only concentrate on subject teaching, as they do in so many other comparator nations, but turn out the whole person ready for life. It is exactly that strength of the British educational system that has made it such an envy of the rest of the world, providing quality and character for the whole person.

Of course, all sorts of savings might be had. We could narrow the curriculum. We could stop teaching some of the more expensive subjects, such as design and technology, which is taught in my constituency—not all schools do that—but I say to the Minister what a terrible tragedy it would be, in the modern world, to deny students that opportunity. We could reduce the level of pastoral support that schools are putting in. It is expensive, but it does ensure that so many pupils facing all sorts of issues are able to be in the classroom, benefiting from being taught. We could get rid of the classroom assistants or reduce their number, and some schools in my constituency are having to do that. After all, we did not have classroom assistants when I was at school. Clearly, however, we all understand that there are any number of vulnerable pupils who would simply not be able to take advantage of the curriculum were it not for the exemplary work undertaken by those classroom assistants. Schools might get rid of their school student counsellors—we did not have those when I was at school—but these schools are facing any number of problems, anxieties and mental health issues among students that we never encountered in my day. Furthermore, the counsellors’ time could be filled threefold, even at this current level. The infrastructure to deal with those problems outside schools simply does not exist—perhaps it ought to, but the reality is that it does not.

Any number of extra-curricular activities are dispensed and simply are not provided in some of the comparator nations where per-school expenditure is measured. So we could stop all those expensive dramatic productions. We could get rid of the fixture lists, and all the training and matches that take place. We could close down the Duke of Edinburgh awards. There is even a school in my constituency that runs a walled garden and keeps pigs. None of that was necessary in my day, but what a tragedy it would be to lose it.

In Hampshire, we are spending £3,811 per pupil in primary and £4,935 per pupil in secondary. The Secretary of State is getting a bargain; there are parents who are spending tens of thousands of pounds a year on their children to get a similar product. Will he bear that in mind, as well as the strength and importance of that product, as he takes forward his planning for the next financial review?

Oral Answers to Questions

Desmond Swayne Excerpts

Monday 11th March 2019 Commons Chamber

[Damian Hinds]

Of course we recognise the additional cost in high-cost areas, in particular in London. It is true that there are 200 more teachers in the Ealing local authority area than there were in 2010. However, it remains a very competitive recruitment market, particularly for graduate recruitment, partly because of the historically very low unemployment we have, and that makes our recruitment and retention strategy all the more important.

[Sir Desmond Swayne (New Forest West) (Con)]

rose—

[Mr Speaker]

It is time for the right hon. Gentleman to issue his brevity textbook. Let us have an extract.

[Sir Desmond Swayne]

We are spending more per pupil than any other G7 nation, but headteachers are complaining that they are cleaning the loos themselves. Something is going wrong. What is it?

[Damian Hinds]

On the first point, we are spending more than any other G7 nation bar the United States in per capita funding for state primary and secondary education, but there are particular cost pressures in the system. We were discussing high needs earlier, and we do need to address that particular set of pressures. There are others as well, such as the way we go about purchasing and so on, and some of the costs that are particularly rising. I want to reassure my right hon. Friend that we are looking at all of those factors.

Oral Answers to Questions

Desmond Swayne Excerpts

Monday 12th November 2018 Commons Chamber

[Mr Gyimah]

The example of the Scottish Government is not one that is worth copying. We know that in Scotland, because tuition is free, resource per student is lower, and therefore disadvantaged students in Scotland have to wait for English students ahead of them in clearing because they pay more money. That is not an example we will be copying.

[Sir Desmond Swayne (New Forest West) (Con)]

At St Andrews University, Scottish students go free, and as a consequence their numbers are capped at 20% of the university’s population. Cut tuition fees, and we cut opportunities for students. It is that simple, isn’t it?

Oral Answers to Questions

Desmond Swayne Excerpts

Monday 14th May 2018 Commons Chamber

[Anne Milton]

The hon. Lady raises her eyes to the heavens, but this does make a difference. I have seen some extraordinary examples of adult education providers working with local primary schools to make sure that people who need English language skills get the support they need.

[Sir Desmond Swayne (New Forest West) (Con)]

Why did the Minister not proceed with the grants for year 7 catch-up projects?

[Anne Milton]

I will have to write to my right hon. Friend about that. It is an area that falls between my portfolio and that of the School Standards Minister.