Education Funding

Gareth Thomas Excerpts

Tuesday 13th November 2018 Commons Chamber

[Angela Rayner]

My hon. Friend makes an important point. Fantastic work is going on in our schools to educate our children, but I am sure hon. Members from across the House cannot go into a school in England today without being told that the cuts have had a detrimental effect on the work they are doing. They are doing tremendously good work, but they are facing real-terms cuts. It is important that the Secretary of State recognises the pressure his Department and the Treasury are placing on our schools.

[Gareth Thomas (Harrow West) (Lab/Co-op)]

My hon. Friend has quite rightly concentrated the bulk of her remarks thus far on the crisis in schools funding. Will she spare a word for the devastating situation facing many sixth-form colleges which, according to the IFS, have been hit by a 21% cut in real terms? That needs sorting out too, does it not?

[Angela Rayner]

My hon. Friend makes a very important point. I will come on to that, but he is absolutely right to say that adult education and further education have been the most cut and have faced the most severe difficulties since this Government came to power.

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[Gareth Thomas (Harrow West) (Lab/Co-op)]

I am grateful to you, Madam Deputy Speaker.

The Secretary of State’s first major test was to lead the education sector’s negotiations with the Treasury in the run-up to the Budget. On any basic evidence, he seems to have failed that test spectacularly. Not only did he fail to secure any meaningful increase in funding for our schools and sixth-form colleges, but the Chancellor of the Exchequer’s complacent language of “little extras” suggests that the Secretary of State was not even able to convince the Treasury of the scale of the funding needs of the school system in England, which is profoundly worrying when the comprehensive spending review negotiations are beginning.

I give credit to the Minister for School Standards and the Minister for Apprenticeships and Skills, who has responsibility for sixth-form colleges, for being willing to receive deputations of Harrow headteachers, including the principal of St Dominic’s Sixth Form College. I am grateful to both Ministers for the way in which they listened to the concerns of professionals in my constituency.

I have been given information that underlines the concerns of those headteachers, but first I will set out the broader London perspective, which reflects some of the concerns raised in interventions by London colleagues about the financial crisis facing many of our capital’s schools. London Councils’ analysis of the provisional school funding allocations for 2019-20, which were announced in July and appear to follow a similar structure to the 2018-19 formula announcements, shows that London schools will receive a lower proportion of funding across 2018-19 and 2019-20 than those in any other region of the country. Some 70% of schools in London will receive the minimum—a 1% increase per pupil—between 2017-18 and 2019-20, compared with just 39% of schools across the rest of England. Fifteen boroughs in the capital will see more than 90% of their schools receive the floor of a 1% rise per pupil across these two years. In comparison to the 2018-19 allocations, 21 out of London’s 32 boroughs are in the lower half of schools’ block increases, and two of the four local authorities in the country that are expected to see a funding decrease are London boroughs, including, crucially, my own London Borough of Harrow.

Headteachers in the borough report to me that they face significant financial pressures: non-teaching pay awards; rises in non-teaching pension costs; the impact of the apprenticeship levy; and concerns about whether the funding for teaching pay awards and incremental pay rises for teachers will be provided from central Government. These all point to an average annual cost increase in Harrow of more than £70,000 for primary schools and more than £200,000 for secondary schools. At the same time, funding, notably for the pupil premium grant, is reducing for the average school in Harrow, so schools in Harrow are estimated to be losing some £80,000 a year in income and are profoundly worried as a result. Given that, on average, a teacher costs approximately £50,000 per annum, Harrow Council’s analysis suggests that the funding pressures facing each primary school in Harrow amount, on average, to the equivalent cost of one to two primary school teachers. For secondary schools, it is the equivalent of four secondary teachers per annum.

That assumes that, on average, school budgets are cash-flat. In Harrow, some 25% of schools—14 out of the 54—are currently protected by the minimum funding guarantee, which means in practice that they will lose 1.5% of their per-pupil budget per annum. That could equate to a cash reduction of a further £20,000 to £30,000 per annum. The Secretary of State and other Government Members might like to hide behind the idea that there have been record funding increases, but on the ground in Harrow, headteachers and governing bodies report substantial financial pressures. Similarly, local authorities report profound concerns about the rising demand for high-end special needs funding, and it would be good to hear—

[Paul Farrelly]

My hon. Friend may have seen a piece in The Observer at the weekend about the crisis across the country in special needs education. My county council has just announced a review, and we fear the worst—it is already removing special needs allowances for mainstream schools. Does he agree that it is time that the Government launched a review of how special needs are met across the country in order to inform a coherent policy and provision?

[Gareth Thomas]

My hon. Friend makes a good point. The key thing is that extra money needs to be found immediately for special needs provision, particularly high-end provision. Like Harrow Council, many local authorities—particularly in London, but clearly around the rest of the country—are profoundly worried about that. I suspect that the Secretary of State knows full well the scale of the pressures facing headteachers in this country. It would be good to hear from the Minister for School Standards in his winding-up speech what his Department will do about that in negotiations with the Treasury.

School Funding

Gareth Thomas Excerpts

Wednesday 24th October 2018 Westminster Hall

[Gareth Thomas (Harrow West) (Lab/Co-op)]

It is a pleasure to follow the hon. Member for St Albans (Mrs Main), who I congratulate on securing the debate. For the first 19 minutes of her speech she sounded as if she was reading a Labour party brief, and I was about to get out a membership form to pass across to her. It was just the last two minutes that spoiled it slightly, and I am afraid as a result I cannot pass the form across after all. I certainly recognise her analysis of some of the problems that affect our schools’ finances.

I am the only London Member present, so if Members will forgive me, I shall dwell predominantly, parochially, on my own borough and mention at least one issue that affects London schools in particular. The one thing missing from the analysis given by the hon. Member for St Albans—if I may gently chide her—was consideration of the impact of cuts in general local authority funding. As a result of those cuts, most of the support that used to be available from local authorities to help schools in difficult circumstances is no longer there. Schools have had to find their own solutions—some with considerable success and others with less. That is part of the backdrop that we need to consider.

I am privileged to represent schools that, according to independent analysis by the Education Policy Institute, are in the borough that provides the best education in the country—from starting school to leaving school. The increase in achievement is, apparently, best in Harrow, according to the institute. I give particular credit to the teachers, parents and leadership of my borough’s schools, and as a former teacher I recognise the huge contribution to the country that teachers and other professionals in schools make. I want to highlight the pressures that schools in my constituency face. I should acknowledge the generous offer of the Minister for School Standards, who is responding to the debate, to receive a delegation of headteachers from Harrow. We are in the process of organising that. I hope to persuade him not only to meet the delegation but to come to Harrow to see one or two schools in my constituency that face particularly challenging circumstances.

The average annual cost implication of the financial pressures on schools in my constituency—for the current 12 months, compared with the previous 12 months—is more than £203,000 for a secondary school and more than £70,000 of additional net costs for a primary school. That comes from the increase in non-teaching pay awards, non-teaching pensions, the apprenticeship levy, the estimated likely increase in teaching pay awards and other aspects of the incremental costs that come with teachers’ pay rises. It does not include any increase in the cost of pensions. There are pay pressures as the result of rises in utility costs and there is reduced income, in particular for primary schools, which are experiencing annual reductions, related to pupils in receipt of pupil premium grant, of on average £10,000. I have described average pressures, with an assumption that average school budgets are cash flat, but in Harrow some 25% of schools that are currently protected by the minimum funding guarantee expect to lose roughly 1.5% of their pupil budget per annum, as a result of the way that the minimum funding guarantee works. That could equate to a cash reduction of a further £20,000 to £30,000 per annum.

For a primary school, losing £70,000 a year equates on average to the cost of one to two teachers. For a secondary school, an average loss of £200,000 is the equivalent of four teachers. As the hon. Lady said, school headteachers and governors are trying to find ways to protect the experienced teachers who add the most value to a child’s education, but experienced teachers who go are often replaced by a newly qualified teacher. Many of those are, as the hon. Lady said she once was, bright young things. They are enthusiastic and skilled and have a huge contribution to make, but they do not have the same experience, and that is a significant problem. Alternatively, teaching assistants can be lost, as is happening in my constituency. That has a particular impact on those with special educational needs, and there is a knock-on effect on other young people in those classes.

The hon. Lady rightly dwelt on the funding crisis for special educational needs. There has been some helpful media coverage of that, of late. I understand that roughly half of London boroughs face significant shortfalls in funding. They are overspending on SEN budgets, such has been the growth in the pressures. That is partly caused by some helpful changes in connection with the conclusion of the SEN funding review, leading to an increase in the number of post-16 and post-19 SEN children deemed eligible for funding, as well as general demographic growth and the fact that the formula for SEN is currently based on historical data on children aged five to 15, and does not reflect the post-19 inclusion.

Another particularly helpful aspect of the hon. Lady’s speech was the reference to sixth form provision. There has been an 8% real-terms cut for every school, as concluded by the Institute for Fiscal Studies, but the 21% cut affecting sixth forms is a particular pressure for St Dominic’s Sixth Form College in my constituency. While I hope that there will be a general funding increase for education, I hope that Ministers will look particularly at sixth forms in that respect.

Lastly, I ask the Minister to come to Grange Farm or Norbury Primary Schools in my constituency. Their headteachers are remarkable individuals who are hugely passionate and determined to do what they can for their children. Nevertheless, given the housing crisis in London, the number of pupils who move on a regular basis, and the scale of the diversity challenge, financial pressures are adding to the general problems facing those schools, and I would be keen to host the Minister on a visit to Harrow to improve his education on the school funding crisis.

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[Nick Gibb]

We have made a significant investment in our schools by providing an additional £1.3 billion across this year and next, which is over and above the funding confirmed in the 2015 spending review. The additional money means that core funding for schools and high needs will rise from almost £41 billion in 2017-18 to £42.4 billion this year, and to £43.5 billion in 2019-20. As the independent Institute for Fiscal Studies has confirmed, funding for five to 16-year-olds will be maintained in real terms per pupil across this year and next year. The IFS has also pointed out that by 2020 real-terms per pupil funding will be some 70% higher than it was in 1990 and 50% higher than it was in 2000.

Of course we recognise that we are asking schools to do more and that schools are facing cost pressures. That is why the Department is providing extensive support to schools to reduce cost pressures. We have recently launched “Supporting excellent school resource management”, a document that provides schools with practical advice on savings that can be made on the £10 billion of non-staffing expenditure in schools. It summarises the support the Department is offering to help schools to get the best value from their resources, including things such as buying equipment more cheaply and the new teacher supply agency framework, which ensures that fees paid by schools to agencies are transparent and that people are aware of what they are signing up to.

Another issue that was raised was, of course, high needs. We are firmly committed to supporting children with special educational needs and disabilities to reach their full potential. That is why we have reformed the funding for these children by introducing a high-needs national funding formula. We have invested an extra £1 billion in funding for children with high needs since 2013 and next year we will provide local authorities in England with over £6 billion in high needs funding, which is up from just under £5 billion in 2013. We recognise the challenges that local authorities face with their high needs budgets, which is why we have provided them with support to deliver the best value from their high needs funding. We are also monitoring our national funding formula for high needs and keeping the overall level of funding under review.

The issue of teachers’ pay and pensions was also raised. We have responded to the recommendation made by the school teachers’ review body to confirm the 2018 pay award for teachers, which will see a substantial 3.5% uplift for the main pay range, a 2% uplift for the upper pay range and a 1.5% uplift for the leadership pay range. That will ensure that schools are supported to continue to attract high-quality staff members and retain them.

[Gareth Thomas]

Will the Minister give way?

[Nick Gibb]

I will not give way, because of time.

We are funding the teachers’ pay award above the 1% that schools will already have budgeted for, by providing a teachers’ pay grant worth £187 million in 2018-19 and £321 million in 2019-20. This funding will be over and above the funding that schools receive through the national funding formula.

I want to give time to my hon. Friend the Member for St Albans to respond briefly to the debate, so I will conclude by thanking all Members who have contributed to this important debate. It is a key priority for this Government to ensure that every child receives a world-class education, to enable them to reach their full potential. I believe that the significant extra investment that we are making in our schools—both revenue and capital, and distributed more fairly through the national funding formula—will help us to achieve that.

Department for Education

Gareth Thomas Excerpts

Tuesday 3rd July 2018 Commons Chamber

[Robert Halfon]

If the hon. Gentleman will allow me, I will come on to those points later, and if he does not feel that I have responded to them, I would be happy for him to intervene again.

In truth, the £1.3 billion should never have been necessary. While the introduction of a national funding formula is an entirely logical and necessary process of structural reform, for many schools the question is one of sufficiency just as much as of equity. The concept of fair funding may, I fear, be just too subjective to be delivered, so I want to see a change in the debate in this Chamber and elsewhere about school funding. The two supposedly competing accounts—one from the Conservative side of the House about record levels of overall investment going into schools, and the counter-argument that schools face real-terms reductions in per pupil funding—are both true, partly because there are simply more pupils in the system. We badly need to accept that reality, and move towards a practical solution not just for schools, but for further education, which has, without any sense or logic, been chronically underfunded for many years.

[Gareth Thomas (Harrow West) (Lab/Co-op)]

I strongly support the point that the right hon. Gentleman is making. Do not the Government figures released last week—an extra 137,000 pupils in England’s schools, but a loss of 5,400 teachers and almost 3,000 teaching assistants—further underline and support his point about the insufficiency of the total quantum going into schools budgets every year?

[Robert Halfon]

I think those are mixed figures, because if we look at this in the round, the number of teachers has gone up by a significant amount since 2010. Again, this is part of the argument I have been making.

Such arguments are why the Education Committee has launched an inquiry into school and college funding. We have no intention of unpicking the huge public consultation on the national funding formula or its sister consultation on high needs, but we must talk about the long-term sustainability of education. This is about delivering the outcomes we need as a nation and how we can move towards a longer-term vision, with a 10-year plan coupled with a future-proof five-year funding settlement.

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[Gareth Thomas (Harrow West) (Lab/Co-op)]

It is a pleasure to follow the hon. Member for North Warwickshire (Craig Tracey). I join him in his praise for teachers not only in his constituency and mine, but across the country. I also join him in his praise for headteachers and the enormous contribution they make to the future of our country. Given that so many areas of our country are finding it difficult to recruit and retain teachers, and many schools are finding it difficult to get a headteacher on the first recruitment exercise, he may well want to reflect on whether his party’s policies are having quite the positive impact he claims.

If I may, I would like to go back to the opening remarks by the Chair of the Education Committee, the right hon. Member for Harlow (Robert Halfon). I praise his request for the message from this debate to be that we want investment in textbooks not tanks and a 10-year plan for education. It does feel that education is the public service that is not receiving sufficient attention around the Cabinet table in the negotiations with the Treasury. He was too polite to say so, but perhaps I can say that it is a pity the Secretary of State for Education is not here in person to hear the call for a 10-year plan for education. What I am sure he would not want to say at this stage is what my hon. Friend the Member for Sheffield, Brightside and Hillsborough (Gill Furniss) rightly said, which is that there needs to be more support, investment and pride in the contribution that comprehensive schools make, and more praise for the efforts of local councils to support high attainment and good standards in our schools. The idea that councils and local education authorities were ever a dead hand hindering high standards was always a nonsense and it is particularly a nonsense at the moment, given the huge cuts in funding to local authorities that LEAs have to deal with.

I want to make the rest of my remarks unashamedly parochial. I am fortunate to represent an area, the London Borough of Harrow, that has been deemed by the Education Policy Institute as offering the best education in terms of the increase in standards from when a child enters school to when they leave. While all the teachers and headteachers in Harrow are delighted with that accolade from the EPI, none would say they have sufficient resources.

My local schools work extremely closely together. The headteachers pride themselves on their co-operation and collaborative spirit. It is led in particular by the high schools. In my constituency, Whitmore High School, Nower Hill High, Harrow High and Rooks Heath work particularly closely together. All have very strong academic reputations. In particular, I want to single out the heads of Rooks Heath and Whitmore High School. The head of Rooks Heath was named not so long ago as the London headteacher of the year and the headteacher at Whitmore has a particularly good reputation, having led the school through a period of refurbishment and redevelopment.

Bentley Wood, Park, Canons Salvatorian and Sacred Heart are schools just outside my constituency—not quite as well politically represented as the four I have already named. All have strong reputations, all have effective leadership and all show good academic performance. However, all are crying out for more investment in funding. They have noted, as the heads of primary schools in my constituency have, that they are having to cope with an increase in employers’ contributions, an increase non-teaching pensions, teachers’ pay awards not being fully funded, non-teaching pay awards not being fully funded and the apprenticeship levy. Those pressures amount on average to an extra £54,000 in costs per primary school in Harrow and an extra £159,000 per secondary school. Similarly, schools in Harrow are having to cope with reductions in income from the way in which the minimum funding guarantee works and from reductions in their pupil premium grant. On average, primary schools are losing income. In 2017-18, £37,000 was lost per primary school and every secondary school lost £79,000. In terms of the additional school funding pressures facing every headteacher and governing body, the average overall in Harrow last year was almost £100,000 per primary school and £238,000 per secondary school, and that urgently needs to be addressed.

[Nick Gibb]

I am listening very carefully to the points that the hon. Gentleman is making, but he should be aware that no school in his constituency will lose funding. In fact, they will gain funding under the national funding formula, once we reach the end point, of 2.4%.

[Gareth Thomas]

I gently say to the right hon. Gentleman that he is very welcome to come to Harrow, and I would be very happy to organise a roundtable for him with headteachers of primary schools and secondary schools, because the experience that he describes is not the one that they have to face on a daily basis in managing their funding needs. He is sitting next to his colleague, the Minister for Apprenticeships and Skills, who I was glad to meet to discuss the funding needs of a sixth-form college that faces significant additional financial pressures.

More funding needs to be put into the school education system. Harrow needs it and every other school needs it—

[David Morris (Morecambe and Lunesdale) (Con)]

Will the hon. Gentleman give way?

[Gareth Thomas]

Much as I would be delighted to invite the hon. Gentleman to join the Minister for School Standards in visiting Harrow, I hope that in the light of what Madam Deputy Speaker said, he will forgive me for not allowing him to intervene. Finally, there needs to be a 10-year funding plan and crucially, more investment next year in funding for schools across England and particularly, if the House will forgive me, in Harrow.

Oral Answers to Questions

Gareth Thomas Excerpts

Monday 14th May 2018 Commons Chamber

[The Minister for Universities, Science, Research and Innovation (Mr Sam Gyimah)]

As ever, my hon. Friend is spot on with her question. Institutions and students need information on the support students are entitled to. We will be making information available for the 2019-20 academic year as soon as possible.

[Gareth Thomas (Harrow West) (Lab/Co-op)]

Will the Minister for sixth-form colleges be willing to meet me to discuss some of the financial and capital needs facing Britain’s best sixth-form college, St Dominic’s in my constituency?

[The Minister for Apprenticeships and Skills (Anne Milton)]

I would be delighted to meet the hon. Gentleman.

School Funding

Gareth Thomas Excerpts

Wednesday 25th April 2018 Commons Chamber

[Michael Tomlinson (Mid Dorset and North Poole) (Con)]

It is a pleasure to be called to speak in this debate and to have the opportunity yet again to speak on the important subject of our schools.

On Monday evening, I asked the shadow Secretary of State whether her debate about students was playing politics with students. She did not directly answer me then, but she answered me today and made it absolutely and explicitly clear that her reason for calling this debate was directly linked to the upcoming elections, so she is playing politics not only with our students, but with our school children. It was very disappointing to hear that. There were one or two parts of her speech with which I agreed and I will come to them in a few moments, but there was much with which I disagreed.

The old system over which Labour presided had areas with similar characteristics receiving vastly different sums of money. That was not because of deprivation. Had it been because of areas of deprivation, I could have looked my constituents in the eye and said, “The reason you are receiving £2,000 per pupil less than students in another part of the country is that the area in which you live is not as deprived.” That was not the reason. It was because of historical anomalies and because successive Governments had failed to tackle the problem. This Government have tackled it. Dorset was in the bottom 11 for funding of local authorities and Poole was in the bottom two—the two local authorities that cover my constituency.

The hon. Member for Crewe and Nantwich (Laura Smith), who is no longer in her place, mentioned the f40 campaign. I pay tribute to my hon. Friend the Member for Cheltenham (Alex Chalk), who most recently led that campaign and made determined arguments to Government as to the historic unfairness of the old system. I know that he is itching to speak in this debate but, given his elevation and his new role in the Education Department, he is forbidden from doing so. None the less, I pay tribute to him for his role as chairman of the f40 campaign.

As a direct result of that campaign, the national funding formula has been introduced by this Government. As I have said, the issue was sadly ducked in the past. The Labour party had the opportunity to grasp it but it ducked it. As a direct result of the change, schools in Dorset will receive a 4.2% increase and, in Poole, a 3.8% increase in 2019-20 compared with 2015-16.

We should look at funding not just in this country, but internationally. I was delighted that the Secretary of State mentioned the international comparisons. For example, spending per pupil in England is higher than in Germany and Japan. I would like the Schools Minister to consider whether it is higher than in France. The international tables suggest that our spending per pupil is higher than in France as well as than in Germany and Japan. Can he confirm that in closing the debate?

Real-terms spending has also gone up. The motion mentions a “cash terms increase”, but this Government have gone further than that because there are real-terms school spending increases. Per pupil spending in 2019-20 will be more than 50% higher than it was under Labour in 2000-01. The hon. Member for Crewe and Nantwich did accept, perhaps slightly grudgingly, that more money is going in. Perhaps we need to have more clarity and more acceptance of that fact from the Labour party—[Interruption.] I have mentioned per pupil funding. I will repeat what I said, because I do not think that the shadow Secretary of State was listening. Per pupil funding in 2019-20 will be 50% higher than under Labour in 2000-01.

This is not just about spending; it is also about what is actually done with that money. Whether we make international comparisons, or compare our record with Labour’s record, we are spending more. However, that should not be the test. The test should be what is actually done with the money. That is where the shadow Secretary of State did say one thing that was right. She did say that it is not just about the money and she is absolutely right. My right hon. Friend the Member for Bexleyheath and Crayford (David Evennett) also dwelt on that point.

The question is, what to do with that money? What do we as parents want? What does any of us want? We want our children to be happy, to go to a good school, to achieve their potential and to get the best results that they possibly can. Now that we have shown, and now that some on the Labour Benches have accepted, that we are spending more money than ever before, we need to turn the conversation to look not just at money, but at standards—what we are actually doing with that money—and to congratulate our teachers who are doing such a good job.

[Gareth Thomas (Harrow West) (Lab/Co-op)]

An independent study by the Education Policy Institute said that Labour-run Harrow was the most improved education authority in the country and that the progress that pupils make in Harrow is greater than anywhere else in the UK when they start at secondary school. Therefore, I wonder whether the hon. Gentleman would follow the example of other Conservatives who have blessed us with their presence for campaigning purposes in Harrow and perhaps bring with him the Schools Minister to see what works so well in Harrow. If he does, I warn him that he will hear stories from headteachers, parents and governors starved of resources at Harrow schools and worried about whether they will be able to maintain the high standards that they have achieved because of real-terms cuts in funding.

[Michael Tomlinson]

I would be delighted to accept the hon. Gentleman’s invitation. In fact, I am campaigning elsewhere tomorrow. Had I not been, I would certainly have taken him up on his offer and come to Harrow. When I do so, I will ensure that I let him know. He is right is this respect: he is right to look at standards. He is right to look at the output and to congratulate our teachers when they do that excellent work, as I do now. I take the opportunity to pay tribute to all those teachers in Mid Dorset and North Poole. I have said in this place before that I am somebody who has run away from teaching. I come from a family of teachers and I admire them. Some of the best things that I do in this Chamber and in this House involve my work with schools—both welcoming schools and pupils here and also when I visit schools back home in Dorset.

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[Maria Caulfield]

Absolutely. Ministers are listening to this, and it is an ongoing debate and process. The figures published late last year are an indication of the progress that we are making. The facts have been checked by independent sources such as Full Fact, which has said that it is “correct” to say that school spending is at record levels. The shadow Secretary of State quoted the IFS. I will repeat what the IFS said, which is that the extra £1.3 billion for schools means that school spending will not fall but will stay the same per pupil. And that is the key point. There are not actually school cuts; there are pressures and costs, but the funding is increasing.

I have some questions for the Minister from primary schools in Lewes. First, will the Minister confirm that the pupil premium will be ongoing for the long term? Schools have found that extremely helpful. The second question is a request for a long-term funding settlement, not a year-on-year one, as it would make long-term planning easier for schools. Thirdly, schools would like us to use the census data starting from January, not October, because they are sometimes carrying pupils for the length of the school year, but are not actually being paid for them. Those are three requests from primary schools in Lewes, in a serious debate about school funding.

[Gareth Thomas]

Will the hon. Lady give way?

[Maria Caulfield]

I will not for the moment.

How have the unions reacted to this debate? Do they welcome this school funding? Do they welcome the Government redressing the balance between urban and rural areas? No. The National Union of Teachers has been quite open about making this a political campaign. In fact, it spent £326,000 campaigning on this issue during the general election last year—more than the Green party and UKIP. The union uses this issue as a political football for election purposes. That is a shocking state of affairs.

The NUT sent letters to parents, frightening them about school funding cuts that were not actually coming, and put banners in schools telling parents how much their children would be losing, when that was not true at all. It spread lies and fear. It is under investigation by the Electoral Commission for submitting incomplete spending returns. Given the funding announcements after the election, hon. Members might think that there would be a consensus to support the Government and welcome the funding increase. But no—the joint general secretary urged members at a recent conference in Brighton to ramp up their efforts ahead of the local elections as school funding is a top concern for voters. This is the true reason that we are having this debate. The NUT said about the issue of school funding that

“if voters changed their mind because of that—then we are pleased…We make no apology. We will do it again.”

That is the whole purpose of today’s debate. It is about next Thursday; it is not about schools funding or the future of our children.

Just look at the example of Labour authorities up and down the country, including Brighton and Hove, right next door to me, where some of my constituents send their children to school. The council there has been having issues taking in more children. Brighton’s The Argus newspaper investigated this case in an exposé by their lead reporter, Joel Adams. The council told parents that it had no money and could not accommodate children, and that this was all down to Government cuts. The Argus found, however, that the Government had actually given Brighton and Hove City Council £15 million to deal with the problem and build new classrooms, and that the Labour council had refused to spend it. It preferred to send out letters scaremongering parents and to put up banners on railings than to spend the £15 million that it was given by this Conservative Government. That is the truth.

Some of the schools in my constituency that sent letters to parents have now had an 8% increase in funding. When I challenged them on this, they said that there is pressure from the unions to get the message out. It is absolutely disgraceful. Opposition Members should be ashamed of themselves for raising this fear and scaremongering. But the truth is out today, because we heard it from the shadow Secretary of State; we all know that this is about the elections next Thursday.

I will close my speech with another irony. The whole point of this debate was to challenge parties about what they put in their manifesto and how they will find the money. Well, what did the Labour party put in its manifesto? Abolishing tuition fees. But once the election was over, that was suddenly just an aspiration and the abacus was put into storage for the next general election.

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[Gareth Thomas (Harrow West) (Lab/Co-op)]

I am grateful for the opportunity to make a brief speech in this debate. I had attempted to intervene on the hon. Member for Lewes (Maria Caulfield), who it is a pleasure to follow.

I will take this opportunity to praise the work of all the teachers across the country, particularly—if the House will forgive me—those at Harrow schools. I commend the governors of Harrow schools for their leadership, but some credit is also due to local authorities, particularly to a local authority that has been recognised by the independent analysis of the Education Policy Institute as offering the best education in the country. It is a Labour council facing huge cutbacks as a result of the Government’s austerity policies. More than £100 million has been lost, yet it still provides as good a service as it is able to for our schools.

I gently say to Conservative Members that there is certainly a case for schools in rural areas to receive more funding. I do not dispute that. But there is also a strong argument that schools in urban areas, such as my own, should also be receiving additional funding. I gently chide the Conservative Members who I have had the chance to listen to this afternoon for not acknowledging the challenges that headteachers and teachers in urban areas such as mine face in managing budgets that are shrinking in real terms. For example, most primary schools in my constituency have lost teaching assistants in the last 12 months.

I gently suggest to any Conservative MPs wanting to campaign in local elections in Harrow that they are extremely welcome; I would happily facilitate meetings with headteachers in my constituency, so that they can hear from the horse’s mouth—from those at the coalface of education in Harrow—about the challenges that they face in managing shrinking budgets. There is second issue around capital, which I will come to in a minute.

[Daniel Kawczynski]

The hon. Gentleman asks us to sympathise with his schools, but how can we do that when our schools receive a fraction of the funding per head that his schools get?

[Gareth Thomas]

I will take back to my constituents the fact that a Conservative MP is saying that schools in Harrow should be cut to fund schools in his area. Had he asked whether I would join him in calling for more funding to be invested in education, I would have been happy to consider that. I repeat to him the offer that I made to his Conservative colleagues: if he wants to come and campaign in my constituency and help to achieve an even bigger Labour majority on Harrow Council, he would be very welcome to do so. I would happily facilitate for him a meeting with the headteachers of a couple of the primary schools who had to axe teaching assistant positions just in the past 12 months alone.

[Daniel Kawczynski]

rose—

[Gareth Thomas]

I am not going to allow the hon. Gentleman to intervene again, if he will forgive me, because I want to—

[Madam Deputy Speaker (Mrs Eleanor Laing)]

Order. I do not think that either hon. Member was here at the very beginning of this debate, and the hon. Member for Harrow West (Gareth Thomas) had not indicated that he wished to speak. Of course he has every right to speak, but I hope that he will pay respect to the amount of time that he is taking out of other people’s speeches.

[Gareth Thomas]

It is for exactly that reason that I was resisting the very agreeable temptation, in other circumstances, to allow the hon. Member for Shrewsbury and Atcham (Daniel Kawczynski) to intervene a second time.

My last point is about capital funding. It would be good to hear from the Schools Minister that he might be sympathetic to further requests from Harrow schools for the additional capital they need to tackle asbestos hazards and which are not fit for purpose as a result, or from schools that need further investment as a result of an increase in population in Harrow. We have been starved, as other areas have, of the capital that is needed to invest in our schools. I hope that that issue will be addressed, if not now, then at a future Budget.

Oral Answers to Questions

Gareth Thomas Excerpts

Monday 29th January 2018 Commons Chamber

[Nick Gibb]

We have made it clear that attendance at school is vital. We changed the definition of “persistent absence” from 15% to 10%, and we have increased the fines that would be applied to parents who do not send their children to school regularly.

[Gareth Thomas (Harrow West) (Lab/Co-op)]

The Minister will have seen independent research by the Education Policy Institute showing that Harrow is the best place to send children to school, so perhaps he will come to my borough to see what is working in terms of literacy and numeracy. If he does, he will meet headteachers who are very concerned about cuts to their budgets as a result of a lack of sufficient funding from the Government. What is he going to do about that?

Oral Answers to Questions

Gareth Thomas Excerpts

Monday 6th November 2017 Commons Chamber

[Justine Greening]

The hon. Lady will probably be aware that we have created 735,000 new school places since 2010, and we will make announcements on the faith cap in due course, but again I have to contrast our record with the reduction of 100,000 school places in the last six years of the last Labour Government.

[Gareth Thomas (Harrow West) (Lab/Co-op)]

I have no doubt that, in any assessment of the performance of UK, German and Japanese schools, schools in Harrow West would perform particularly well. Headteachers there are telling me, however, that we need more investment in our schools, so that they do not have to cut the number of teaching assistants or replace experienced teachers with newly qualified teachers. What assurances can the Secretary of State offer the House that the Chancellor has got that point as well?

[Justine Greening]

Under the new national funding formula, all schools will get a cash rise in their budgets. As much as anything, the challenge now is finally to address the regional disparities that still exist in our education system.

School Funding

Gareth Thomas Excerpts

Thursday 21st July 2016 Commons Chamber

[Justine Greening]

I recognise the pressures that my hon. Friend has just set out. This now gives us time to look at how we can deal effectively with those issues. We should also recognise that, while some schools are disadvantaged by the current formula, there will also be changes for schools under the new formula, and this gives us a chance to work effectively with them to ensure that there is a sensible and measured transition from the historical approach to the fairer, sensible approach that we are introducing.

[Mr Gareth Thomas (Harrow West) (Lab/Co-op)]

Prior to the Secretary of State’s appointment, the noises coming out of the Department for Education suggested that London schools, in particular, would be seriously hit by the changes to the funding formula. Schools in Harrow have been advised that they will face a real-terms budget cut of between 3% and 8% as a result of the changes that her Department is considering. Can she offer any reassurance to the headteachers and parents in my constituency that that will not be the case?

[Justine Greening]

I have set out the details in my statement today of how we are going to proceed. As the hon. Gentleman says, some schools will see a change in the funding they receive as a result of our evening up the system and making it fairer, and these are important changes. It is therefore right that we should give ourselves the time to ensure that we can be effective in helping schools to deal with the changes well through a steady transition.

Schools White Paper

Gareth Thomas Excerpts

Wednesday 13th April 2016 Commons Chamber

[Neil Carmichael]

Lord Blunkett was correct when he was expressing concern about schools in Yorkshire and wondering why there was not a commission on schools there to deal with the problems that he has identified—that came up in the all-party group on Yorkshire and Northern Lincolnshire—so I think the hon. Gentleman makes a good point well.

We need to think about the current position in our education system. The “long tail of underachievement” report published by Ofsted back in 2012-13 makes it clear what the problem is: there are too many failing schools or coasting schools, particularly in the primary sector. They are the ones letting down young people and causing a problem. When children leave primary school without the ability to read or write, as too many children did back in 2010, they struggle and they continue to struggle in secondary school. The evidence is frightening. Analysis of the data on children who had a bad start shows that they never recover.

We need to think of an alternative way, and the academies programme has delivered success. More than 80% of academies are good or outstanding. That is why it is important to have more academies. However, the framework for academies needs to be carefully explored. It is important for us to understand what a good multi-academy trust looks like, and the Education Committee will be looking into that. That does not mean that all academies should become members of MATs, but it does mean that a good MAT will attract a lot of good schools because of the range of opportunities it provides, the emphasis on partnership, the strength of leadership and so on.

My hon. Friend the Member for Newbury (Richard Benyon) spoke about primary schools, and that is exactly the right subject for us to talk about. We must make sure that primary schools get together, work together and form partnerships. That is why I was pleased to be present when the Association of School and College Leaders and the National Governors Association launched their report entitled “Forming or Joining a Group of Schools: staying in control of your school’s destiny”. That is about bringing schools together, hopefully through a structure that will benefit their transition from maintained to academy status if that is a direction of travel that they need to take.

[Mr Gareth Thomas (Harrow West) (Lab/Co-op)]

Will the hon. Gentleman comment on the issue of choice? Whitmore High School in my constituency was rated outstanding by Ofsted last year and is on the Department’s list of 100 best schools for value added. Why should it be forced to choose to become an academy?

Budget Resolutions and Economic Situation

Gareth Thomas Excerpts

Thursday 17th March 2016 Commons Chamber

[Stephen Timms (East Ham) (Lab)]

rose—

[Mr Gareth Thomas (Harrow West) (Lab/Co-op)]

rose—

[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.”

[Stephen Timms]

rose—

[Mr Thomas]

rose—

[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.

[Stephen Timms]

rose—

[Mr Thomas]

rose—

[Nicky Morgan]

I am going to make some progress and then I will give way again.

--- Later in debate ---

[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.