Core School Budget Allocations

Debate between Julian Lewis and Nick Gibb

Tuesday 17th October 2023 Commons Chamber

[Nick Gibb]

The figures published in July were indicative figures. They are used by local authorities. Once the October census comes out with the pupil numbers, they then apply their local formula to those figures. That is the allocation that schools use for their budgeting, and that happens around December.

Over the period between 2021-22 and 2024-25, school funding has increased by 20%, so there has been a very significant increase. I agree with the hon. Member about the importance of cultural activities in schools, which is why we have a cultural education plan that is being worked on at the moment.

[Sir Julian Lewis (New Forest East) (Con)]

One reason why this Minister has been in his post so long is that successive Prime Ministers have judged him to be rather good at his job. For the benefit of the House, can he confirm that the civil servants who discovered the mistake made it known to Ministers at the first possible opportunity, and that Ministers made it known to the public at the first possible opportunity? Does that not reflect credit on our parliamentary democratic system?

[Nick Gibb]

I am grateful to my right hon. Friend for his kind comments. He is absolutely right: as soon as we knew about the error, I wanted to make sure that we were doing everything we could to rectify it and find a solution to the problem that officials and the Department had caused. That was my approach, and that is why we recalculated the whole of the national funding formula notional allocations as soon as we could and published that detail on 6 October.

Oral Answers to Questions

Debate between Julian Lewis and Nick Gibb

Monday 12th June 2023 Commons Chamber

[Sir Julian Lewis (New Forest East) (Con)]

If and when parents get sight of what their children are being taught about relationships and sex education, will they have the right to withdraw their children from such lessons if they deem the materials to be inappropriate?

[Nick Gibb]

My right hon. Friend raises an important point about the appropriateness of materials being used in schools to teach relationships, health and sex education. We have been concerned about reports on that, which is why my right hon. Friend the Secretary of State wrote to all schools to remind them of their duty to share teaching materials with parents, and why we brought forward the review of the RHSE guidance. There is no right to withdraw children from relationships education, but there is a right for parents to withdraw their children from sex education in the RHSE curriculum.

Oral Answers to Questions

Debate between Julian Lewis and Nick Gibb

Monday 27th February 2023 Commons Chamber

[Nick Gibb]

We have been conducting some of the biggest surveys of the fabric of school buildings in this country, which is why we are able to identify risks in our schools. Whenever we are informed about a risk to a school, we take immediate action, which can mean that certain buildings in a school are no longer used. We then send in surveyors, specialists and experts, and remedial action is put in place. We take these issues extremely seriously.

[Sir Julian Lewis (New Forest East) (Con)]

Is there a danger that the Government’s proposed legislation on freedom of speech in universities could be weakened or undermined by a requirement first to exhaust internal processes of appeal, which can be protracted?

Oral Answers to Questions

Debate between Julian Lewis and Nick Gibb

Monday 6th September 2021 Commons Chamber

[The Minister for School Standards (Nick Gibb)]

We are committed to arts education. The proportion of those who are taking at least one GCSE in an arts subject has remained broadly stable over the past 10 years. We are also committed to very significant funding for arts and music projects, with £620 million over the past three years, including £79 million for the 119 music education hubs and £148 million for the music and dance scheme. We are very committed to the arts and to drama in our schools.[Official Report, 7 September 2021, Vol. 700, c. 2MC.]

[Dr Julian Lewis (New Forest East) (Con)]

Will the Secretary of State kindly speak to the Secretary of State for the Home Department about getting visas for the 12 at-risk Afghan scholars—some still in hiding, some in Pakistan—who have been awarded sponsored places by high-quality British universities and who need the visas to take them up?

Political Neutrality in Schools

Debate between Julian Lewis and Nick Gibb

Tuesday 10th March 2020 Westminster Hall

[The Minister for School Standards (Nick Gibb)]

It is a pleasure to debate yet again under your careful and, if I may say so, unbiased stewardship, Mr Gray. I pay tribute to my hon. Friend the Member for Yeovil (Mr Fysh) for raising this important issue and the excellent way in which he opened the debate. He is right to warn about the coarsening of political debate in the country, which concerns many of us in this House. He is also right that young people should be encouraged to be passionate but not coercive in political debate and how they engage in it.

One of the most important principles that we want to uphold in education is political neutrality, in relation to both the knowledge taught through the school curriculum and the professional conduct of teachers in how they support pupils in and out of the classroom. Political education is an important part of a broad and balanced education that prepares young people for adult life, and we want young people to be informed and engaged citizens. To ensure that they receive such an education in an unbiased way, all state-funded schools must meet duties regarding impartiality and balanced treatment of political issues in the classroom.

As my right hon. Friend the Member for New Forest East (Dr Lewis) correctly said, that is provided for in legislation. Section 406 of the Education Act 1996 requires teachers to provide a balanced political view in relation to the direct teaching of pupils by forbidding

“the promotion of partisan political views in the teaching of any subject”.

Teachers may express their personal views, which can sometimes be useful in prompting debate and discussion within the classroom, but in doing so they must have regard to the teacher standards governing professional competence and conduct to ensure that they show tolerance of and respect for the rights and views of others.

[Dr Julian Lewis]

I am grateful to the Minister for confirming that the 1986 amendment was carried forward in subsequent legislation. Does he agree that, as the hon. Member for Brentford and Isleworth (Ruth Cadbury) said, it is perfectly normal for politicians to go and talk about politics in their local schools? However, when I put forward a view—I speak for myself and I hope for her and most other hon. Members—I always emphasise that there are other politicians who would put forward a contrary view. That is perfectly allowed, is it not, by the legislation?

[Nick Gibb]

My right hon. Friend is right, and I try to do the same thing. One piece of advice in the legislation is that, when teachers teach about political issues, they do not express their views in a way that would exploit pupils’ vulnerability or undermine fundamental British values. When I speak to young people, I always bear that in mind and point out that although I am a passionate supporter of the free market, which I think creates and helps spread wealth in the most effective way across society, there are others who believe that a planned economy and more regulation is a fairer and better way of running an economy. I try to make those points before saying that my personal view is the former. I am delighted to hear that he takes a similar approach.

Section 407 of the 1996 Act requires that where political issues are brought to the attention of pupils, they are offered

“a balanced presentation of opposing views.”

Balanced in that context means fair and dispassionate. The law does not require teaching staff to adopt a position of neutrality between views that accord with the great majority of scientific opinion and those that do not. Therefore, if a particular theory represents mainstream opinion, there is nothing to prevent a school indicating a strong preference for that theory while making minimal but dispassionate reference to the minority view. However, many of the issues to which my right hon. Friend and my hon. Friend refer are not in that category but those where large sections of society take opposing views.

My hon. Friend raised the reporting of Stormzy’s visit to a primary school. Schools remain responsible for what is taught and we expect them to have in place robust safeguarding policies that should set out clear protocols ensuring that visiting speakers are suitably supervised. The school should have a clear understanding of why the speaker was chosen and make guests aware of the school’s expectations, such as: abiding by its equality commitments; there must be no statements that might cause offence to others or otherwise undermine tolerance of other faiths or beliefs; and there must be no extremist material.

I agree with my hon. Friend that we need to do more to equip children to question and evaluate the information they are presented with, whether that is in newspapers, on television or online. Apart from how teachers present political or any sensitive or controversial subject, the content of the curriculum they teach is vital. Schools have a role to play in teaching children to be savvy consumers of media and information. The best way to do that is by providing them with the fundamental knowledge they need to be able to make informed decisions and critical judgments. That is why we reformed the curriculum to provide the core knowledge that children need to understand the world.

Daniel Willingham, the American academic, author of “Why Don’t Students Like School?”—I highly recommend that book to anyone interested in the education debate—and proponent of the use of scientific knowledge in the classroom, says that processes of thinking are intertwined with the content of thought—that is, domain or subject knowledge. Therefore, if a student is reminded to look at an issue from multiple perspectives often enough, he or she will learn that they ought to do so, but if they do not know much about an issue, they cannot think about it from multiple perspectives. We can teach students maxims about how they ought to think, but without background knowledge and practice they will probably not be able to implement the advice they have been asked to memorise. Therefore, just as it makes no sense to try to teach students factual content without giving them opportunities to practise using it, it also makes no sense to try to teach critical thinking devoid of factual content.

The national curriculum we inherited in 2010 had been stripped of too much knowledge, with a heavier focus on the skills of learning. The Government therefore embarked on significant reforms to the national curriculum with the aim of restoring the importance of subject knowledge in all its complexity and fascination. In 2014 the new, more ambitious and knowledge-rich national curriculum came into force in England, and from 2015 we introduced more rigorous GCSEs. That is the most efficacious approach to helping young people to be more discerning and challenging of the views expressed online and in wider society.

The reformed national curriculum sets out a core body of knowledge that should form part of a school’s curriculum, giving schools the autonomy to decide how to teach it to maximise pupil understanding and address their misconceptions. The 12 national curriculum programmes of study not only avoid political bias by focusing on core subject knowledge, but enable teachers to consider how pupils can better evaluate and challenge fake news or misleading information, which can often be presented to them in social media as facts.

My right hon. Friend and my hon. Friend referred to guidance. We issued amended guidance in summer 2018 to remind schools of their responsibilities. The online staffing and employment advice for all schools was updated to say:

“All staff have a responsibility to ensure that they act appropriately in terms of their behaviour, the views they express (in particular political views) and the use of school resources at all times, and should not use school resources for party political purposes.”

I hope that provides my hon. Friend with some reassurance that we take these issues extremely seriously.

[Dr Julian Lewis]

The circumstances of 1986, which led to the legislation, were that some people were advocating the introduction of anti-imperialist studies in schools, and peace studies—anti-nuclear propaganda—was also being spread. It was those paradigm cases that led Parliament to legislate, and I am grateful to the Minister for his clear utterance that such legislation still holds good today.

[Nick Gibb]

My right hon. Friend is absolutely right. That legislation is still in force. Being from the same era as him, I too recall the debates that took place at that time.

The Government have actively supported teachers in developing their school curriculums beyond the national curriculum. Most relevant to this debate is the Government’s educate against hate website, which hosts resources for schools to support the promotion of democracy, including those on media literacy. Between September and November 2019, the website was visited over 80,000 times.

Schools do many other things across the curriculum to ensure that pupils are equipped to question and challenge what they read, watch and listen to. An online piece written by the headteacher of Passmores Academy in Harlow on the topic of fake news comments on how vital it is to teach young people to check their own facts. The head of English at that school organised activities including students learning the truth behind the scaling of maps in geography, how propaganda has been used throughout history, diet myths, the manipulation of statistics, and the role of computer-generated imagery in the creation of fake news. Additionally, media bias was debated, leading to extended pieces of writing being produced on the subject.

Online safety is an important component of the new relationships, sex and health education. From September 2020 it will be mandatory for schools to teach those subjects. They are about empowering pupils with the knowledge that will support their current and future relationships and health, enabling them to become active and positive members of society. Pupils will be taught about online relationships, the implications of sharing private or personal data online, harmful content and contact, cyber-bullying and where to get help and support.

In Ofsted’s new inspection framework, the personal development judgment focuses on the development of pupils’ character, their confidence, resilience, independence and knowledge. It includes matters such as pupils’ ability to recognise and respond to online and offline risks to their wellbeing.

I am grateful to my hon. Friend the Member for Yeovil for securing this debate. He has raised important concerns, shared by other hon. Members, as we have heard. I hope that he is reassured that there is legislation and support for schools in place, to mitigate the threat of political bias in our school system and to help young people be resilient to the concept of fake news.