Free Schools

Melanie Onn Excerpts

Wednesday 19th June 2019 Westminster Hall

[Melanie Onn (Great Grimsby) (Lab)]

It is a pleasure to serve under your chairmanship, Ms Buck. I congratulate the hon. Member for Fareham (Suella Braverman) on securing this important debate, and I look forward to reading her report.

It is fair to say that I wholeheartedly disagree with just about everything the hon. Lady said. Her comments about the concept of people getting a financial return from investing in local education establishments make me fearful. Education should not be considered as a business. The money-making, business and enterprise element of even the academies programme has served only to put additional pressure on schools and families. Parents have to finance so many of their children’s additional activities in the education environment. That simply did not happen to the same degree prior to the academisation programme.

I am delighted that Kavit, whom the hon. Lady mentioned, has had such an enriching educational experience, but I deeply believe that Kavit’s experience should be everyone’s experience, and that the responsibility for education lies not with a few well-meaning local residents or capable parents but with the state. It is our responsibility. We in this place should take responsibility for ensuring the very highest standards in our state education system. For that and many other reasons, which I will come to, I cannot understand the enthusiasm for the free schools programme. Some £15,000 more per primary school pupil and nearly £20,000 more per secondary school pupil goes into free schools compared with those in the state system. That is a ridiculous amount of money.

The hon. Lady talked about “undeniable success”. Sir Peter Lampl, who founded the Sutton Trust, said:

“Free schools were supposed to bring new and innovative providers into the education sector, to drive up standards and improve school choice. But as our research shows, very few are fulfilling that original purpose.”

Carole Willis, chief executive of the National Foundation for Educational Research, said that the Sutton Trust report

“shows that the government’s free schools programme has not been very successful at bringing innovation to the education system and encouraging more parents and teachers to set up new schools. What it does highlight is that those new free schools that are opening are increasingly set up and led by multi-academy trusts and are used as a way to meet rising pupil numbers. So, if the government is still committed to the programme’s original purpose then it should review and clarify the mission of free schools.”

Can it really be an undeniable success that a trust set up by a Conservative peer and former so-called policy supremo of David Cameron’s was given £340,000 for two free school projects that never even got off the ground? Is that really the definition of success for the education of our children? I do not think it is. The Floreat Education Academies Trust, which was founded by the now Health Minister, Lord O’Shaughnessy—I do not know whether that is still accurate—received cash to set up new primary schools in London, but the plans were abandoned in March 2018. Those primaries were among 44 free school projects that were cancelled without teaching a single pupil between 2013 and 2017. What an utter disgrace of a waste of taxpayers’ money. That money should be going to our kids in the education system now, not on the fanciful ideas of people sitting in the other House who cannot even deliver.

There simply is not enough scrutiny in the application process for free schools. I had the same concern about the level of accountability and transparency in academies, but free schools, particularly under the umbrella of multi-academy trusts, are increasingly becoming completely unaccountable and untransparent fiefdoms at the heart of our communities. There is nothing that local people can do to challenge them when they are failing. And what happens when they do fail, having had all that money put into them? The state picks up the pieces.

[Suella Braverman]

Will the hon. Lady give way?

[Melanie Onn]

I will not, because the hon. Lady had a good 20 minutes to set out her case. I am sure she will cover these things extensively in her report or in summing up at the end of the debate.

Cancelled schemes were given £8.7 million of funding by the Department for Education. That money has now been written off. It could have been used to help struggling state schools, or even to reward schools in the state system that are succeeding and excelling and that deserve to expand, rather than being funnelled into these local community projects run by well-meaning individuals. The idea that improved financial self-management will in any way resolve those problems is for the birds.

In Great Grimsby, we have been fully academised at secondary school level for about five years. Even in that academised system, there are concerns about the level of exclusions, temporary and permanent. Some schools—if they are in the wrong area—feel they are a dumping ground for other schools that cannot cope with the diverse needs of their student body. We have also seen an increase in provision through pupil referral units.

I went recently to Phoenix House pupil referral unit in my constituency. I saw young people who would have struggled in mainstream education—whether a free school, an academy trust or the comprehensive system—but who are now in an environment that works well for them. Where they might previously not have gone on to sit their GCSEs, they are now sitting them and engaging with their school community. They are forming friendships and respecting their local community. That school is going round begging for and borrowing facilities. It has a fantastic workshop where the kids can work on a car chassis, build it up from scratch and take it apart again. The school has to go to local scrapyards and car dealers to beg for things for that facility, yet we are wasting hundreds of thousands of pounds on free schools that often do not deliver for their pupils.

There are all kinds of statistics on the representation of young people in free schools who are eligible for free school meals, compared with those in academies, and that goes to the heart of the matter. If the Government really want to improve education, they should not turn the system even more into a marketplace. Education is not a marketplace; education is about the future of our young people and our country. We should give headteachers who are already in the system the flexibility offered to those in free schools to deliver well for their students, pupils and wider community, and we should properly fund them, rather than diverting cash to vanity projects that do not work for the local community. I therefore do not support the idea that we should introduce free schools all around the country.

Further Education Funding

Melanie Onn Excerpts

Tuesday 2nd April 2019 Westminster Hall

[John Howell (Henley) (Con)]

rose—

[Melanie Onn (Great Grimsby) (Lab)]

rose—

[Mr Adrian Bailey (West Bromwich West) (Lab/Co-op)]

rose—

--- Later in debate ---

[Richard Graham]

My hon. Friend is always a great champion of these things, and he is absolutely right. Colleges can certainly help themselves by attracting great employers to offer apprenticeships, and we can help them by introducing some of the employers if need be.

[Melanie Onn]

Does the hon. Gentleman agree that the restrictions on FE funding have directly damaged the ability of colleges to recruit very specialist skills at the highest level, such as in engineering, meaning that vacancies exist for long periods and that colleges are often cutting short those types of course?

[Richard Graham]

The hon. Lady has brilliantly anticipated a line in my speech, and I agree with her.

Special Educational Needs

Melanie Onn Excerpts

Wednesday 20th March 2019 Westminster Hall

[Julian Sturdy (York Outer) (Con)]

I beg to move,

That this House has considered SEN support in schools.

It is a pleasure to serve under your chairmanship, Mr Davies, I think for the first time. Before discussing the policy that I wish to address, I will take a moment to emphasise why special educational needs support in schools is such an important topic. I secured the debate because of a number of constituency cases that have come through my surgery. Constituents raised the issue with me and brought me to the point at which I felt the need to discuss it in Westminster Hall. I will not talk specifically about constituency cases, because I want to speak to the wider issue, which affects not just cities such as York but the whole country. That is reflected in the number of Members attending the debate this morning.

I will touch on the importance of SEN and why it is worth taking the time to ensure that the system of support works for all children with SEN. Our starting point should therefore be to see SEN as something that informs mainstream education policy, rather than a specialist area relating to a minority of pupils. More than 1.2 million pupils in England—that is 14.6%—have an identified special educational need, of whom 250,000, or one in five, have either a statement of SEN or an education, health and care plan in place. We should also be conscious of the fact that the SEN of many more students are likely to remain unidentified. For me, that is the wider issue of real concern.

New research by Professor Lucinda Platt at the London School of Economics and Dr Sam Parsons of University College London has helped to inform us about the short, medium and long-term effects on people’s lives of being identified with SEN at school. While the findings are alarming, they serve to underline the obligation on us all to ensure that the next generation of children do not experience their special educational needs as something that impacts negatively on their prospects at school and future life chances.

[Melanie Onn (Great Grimsby) (Lab)]

I congratulate the hon. Gentleman on securing this incredibly important debate. SEN support has an impact on children throughout my constituency. I am outraged on their behalf and that of their parents when I hear that some students who have an EHCP are left without any education, some for up to a year, or just having it for an hour a week. He mentioned the long-term impact of an SEN diagnosis and schools that cannot cope with the needs of those children, and that is incredibly important. I look forward to hearing him expand a little on that.

[Julian Sturdy]

The hon. Lady makes a good point. Members will mention different examples of constituency cases in the debate, which shows that this is a wide issue. However, I completely accept the point that it is about not just diagnosis but the next steps. I will come on to that, and I will put a few questions to the Minister. I hope that she will be able to respond to them accordingly.

--- Later in debate ---

[Julian Sturdy]

The hon. Gentleman makes a very good point, which I accept, and it is certainly what I have seen in the evidence before me. I will develop this further, but the wider point is about schools and local authorities actually identifying all children with SEN—if they identified them all, there might be a financial impact on those specific schools. For me, that is the wider concern in the process.

The study by LSE and UCL found that children with SEN at school are three times more likely than their peers to lack a close friend and to experience bullying most days. Sadly, problems experienced at school have long-term consequences, and the study found that by the time those children are young adults, those with SEN are nearly twice as likely to see friends only once or twice a year and to feel that they have no one to listen to their problems. There is also an impact on relationships and family life in middle age. Adults who had SEN at school are four times as likely to be single and twice as likely not to have children.

The report also suggests that the pressure that children with SEN face at school to perform socially and academically is having a detrimental impact on their long-term mental health and wellbeing. They are twice as likely as their non-SEN peers to feel that life’s problems are too much. There is also a significant concern that a disproportionate number of those caught up in the criminal justice system have a special educational need—the relevant studies find that they represent between 25% and 50% of offenders. All that is extremely alarming.

Addressing the disparity in outcomes for SEN children has been a priority of successive Governments of all political persuasions and colours. There is evidence that policy changes have made a positive impact on the lives of a new generation of SEN children. The reforms brought in by the Children and Families Act 2014, and the introduction of education, health and care plans—touched on already by hon. Members—were welcomed as positive step towards providing more reliable and individually tailored support for those with the greatest needs.

Last week the Government talked about creating 37 new SEN schools. Although I welcome the 3,400 extra high-quality school places that could be created, I am not convinced that will address the need for early intervention in mainstream schools, as other hon. Members have mentioned. It is possible that will further contribute to the social marginalisation of SEN children.

[Melanie Onn]

What does the hon. Gentleman think about the role of teaching assistants in schools? For children with SEN or EHCPs, one of the fundamental support mechanisms in school is teaching assistants, but their numbers have been drastically reduced; they are often the first to lose their jobs when there is restructuring and school budget cuts.

[Julian Sturdy]

The hon. Lady makes an important intervention. Teaching assistants and teachers have a huge role to play—I will touch on that later in my speech—because it is about spotting SEN at an early age. If we can tackle it at the beginning, it will be easier to tailor support for those children. The first port of call has to be teachers and teaching assistants at school.

The Government’s announcement last year that they would invest an additional £365 million from 2018 to 2021 is to be welcomed. However, I am not convinced that funding alone can address the disparities that children with SEN face. Far-reaching policy changes are required. The first of those that I want to touch on is exams. By far the largest query that I receive from constituents in relation to SEN is about assessment concessions—extra time in exams. Although I understand that the recent move towards an exam-based system in schools, from the perspective of academic rigour, is probably the right way to go, I am concerned that has had the undesirable side effect of limiting the potential of SEN students.

Constituents tell me time and again that their children’s two biggest problems in exams are the anxiety that they inevitably generate and the unfair concentration on one small aspect of that child’s ability: namely, the ability to memorise facts. The GCSE religious studies exam includes a requirement to learn 64 quotations. I do not think I could do that; perhaps a number of Members could, but it would be beyond my ability. The GCSE physics exam requires the ability to memorise 24 formulae—I might find that slightly easier.

The default response to the disadvantages that SEN students face in exams is to offer extra time, but no amount of extra time will address the fact that exams as a means of assessment are intrinsically unsuitable for some types of students and learners. The solution has to be to revisit the place of coursework, which once made up 40% to 50% of GCSE assessment. Coursework does not discriminate against SEN children with high cognitive ability but for whom memorising facts does not come that easily. Coursework has the additional benefit of alleviating the anxiety of one assessment and spreading the pressure throughout the year, rather than concentrating on the examination period.

Education

Melanie Onn Excerpts

Wednesday 20th March 2019 Commons Chamber

[Melanie Onn (Great Grimsby) (Lab)]

I rise to speak as the ambassador for youth drug charity Mentor UK. One of the most important steps we have not talked about so far today is the regulations that will make drugs education mandatory in all primary and secondary schools.

Drug usage permeates society, and it can have a devastating effect on our communities and young people. Children can be exposed to parents’ drug usage, be exploited by criminal gangs through county lines and, ultimately, end up developing life-ruining habits. It is critical that young people know the effects of drugs so that they can rationalise and understand abnormal behaviours related to drug usage and be aware of all the risks, such as addiction and long-term health effects, before they end up taking drugs themselves. Unfortunately, the effect of cuts has been to limit our schools’ ability to train teachers to deliver comprehensive drugs education, and to drive them away from these added-value lessons in favour of core performance-targeted subjects, so there has been a lack of the frequent, high-quality, early drugs education that is sorely needed.

According to charities such as VolteFace, there are a few steps the Government could take to improve the guidance further and make drugs education better across the whole country. Schools should start to build and develop drug programmes—with pupils, parents and local partners such as the police, substance misuse services and youth community hubs—that take local and personal vulnerabilities into account. These sessions should not be one-offs, but the guidance does not stipulate how often these lessons should be delivered, which means that schools could still provide basic lessons as long as they tick the boxes relating to what children should be taught by the end of primary and secondary school. This should be clarified in the guidance to mandate for yearly comprehensive drugs education, with an expansion of what is expected of this education. For example, the current guidance does not stipulate the need to teach awareness of child criminal exploitation, which could be vital in preventing children from falling into extremely dangerous situations.

Oral Answers to Questions

Melanie Onn Excerpts

Monday 11th March 2019 Commons Chamber

[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.

[Melanie Onn (Great Grimsby) (Lab)]

T1. If he will make a statement on his departmental responsibilities.

[The Secretary of State for Education (Damian Hinds)]

I am pleased to confirm that we are providing £24 million of supplementary funding to local authorities to enable them fully to fund maintained nursery schools for 2019-20. Last week marked National Apprenticeship Week, celebrating apprenticeships and their positive impact on people, businesses and the economy. We have recently confirmed plans for reforms to the relationships and sex education and the health education curricula, to be implemented in schools from September 2020, so that children can be taught about mental and physical wellbeing, as well as about online safety, subject of course to parliamentary approval.

[Melanie Onn]

For how many more years can my Great Grimsby constituents expect Great Coates and Scartho state-maintained nursery schools to remain open?

[Damian Hinds]

As I said earlier, we recognise the particular place that maintained nurseries have in our system. They often provide additional, high-quality services, which we value. Work is ongoing to assess that value and of course we will make announcements about future spending as part of the spending review.

Relationships and Sex Education

Melanie Onn Excerpts

Monday 25th February 2019 Commons Chamber

[Damian Hinds]

I am always pleased to meet my hon. Friend and to get her particularly expert view. There is a long list of things that we could include in this guidance, and we have already included a lot. We have tried to make sure that the guidance is quite comprehensive, but we have to set some limits.

[Melanie Onn (Great Grimsby) (Lab)]

Nearly 750 children across my borough of north-east Lincolnshire have been exposed to domestic violence in the past year, and it is essential that all children understand what constitutes a healthy relationship and recognise unduly coercive and violent behaviour so that they do not go on to repeat it. Will the Secretary of State join me in congratulating North East Lincolnshire Council, Women's Aid and the NSPCC on the work they do, day in and day out, in my constituency and across my borough in schools and family hubs to protect, inform and support Grimsby’s children and families?

[Damian Hinds]

I absolutely join the hon. Lady in commending those organisations. As she will recall, I had the opportunity some time ago to visit her constituency and to meet some of those involved in safeguarding children to hear about some of their strong and innovative work.

College Funding

Melanie Onn Excerpts

Monday 21st January 2019 Westminster Hall

[Nic Dakin (Scunthorpe) (Lab)]

It is a pleasure to serve under your chairmanship, Mr Bone. I thank my hon. Friend the Member for Cambridge (Daniel Zeichner) for getting the debate off to such a good start, and I congratulate the students from Brockenhurst College on their work to ensure that the debate took place.

We need not only to love our colleges, but to treasure and invest in them, because they are at the heart of our communities. They have connections to industry and commerce, help to power our communities, and are also engines of social mobility. All the evidence shows that colleges—more than any other institution—transform social mobility. For those reasons alone, we should do everything that we can to support them.

With the rise of the participation age, it is absolutely nonsensical that a youngster at the age of 16 to 18 should be funded 23% less than a youngster at the age of 15. That makes no sense at all, and the debate draws attention to that. I am really pleased to see the strength of opinion from across the House and that hon. Members know and understand the importance of the colleges in their communities. Today, that message has come through loud and clear to all of us.

The Minister really cares about colleges and is a passionate advocate for them, which we welcome, but she needs to deliver. In her response, she must tell us where the underfunding of colleges sits in the Department for Education’s priorities with the Treasury—is it first, second, third, or 27th? We need to be honest about that. I think people in this Chamber would agree that it would be the No. 1 priority if the Department really cared about social mobility and delivering the skill agenda that we need as we leave the European Union.

Skills are central. One of people’s main concerns during the referendum was the issue of migrant labour. If we are to tackle that problem, we need to invest in skills. Who better to invest in those skills than our colleges? They make the difference. For my pains, I ran a college for a number of years, which was probably a more challenging job than being a Member of Parliament. The challenges that principals face today are much greater than those that I confronted in 2010.

Principals can only balance certain things and manage certain variables. One of those variables is the curriculum. Hon. Members have talked about how the curriculum is shrinking, and that includes student support and enrichment, as well as the breadth of curriculum and the disappearance of STEM subjects, languages and so on. Another variable that we have talked about is the workload of teachers, who have to teach more periods, and therefore have larger classes. Class size is another variable. Only a certain number of variables can be played around with: class size, teacher workload and the curriculum. Principals handle and manage all those things. We are reaching breaking point.

Although we welcome the action on T-levels and additional support for maths, T-levels will not come through until 2022 and will not affect young people now, and the other changes are small beer. We need to ensure that the rate is raised for those doing the central work.

[Melanie Onn (Great Grimsby) (Lab)]

I echo my hon. Friend’s comments. I say on behalf of my colleges—Franklin College and Grimsby Institute—that his points are exactly right. The additional cost burdens of things such as general data protection regulation, which have not been factored in, all add to the costs pressures on colleges.

[Nic Dakin]

I thank my hon. Friend for her intervention. One the great colleges in my constituency, John Leggott College, which I was proud to lead, contacted me this week and said that the staff pay increases would be a real challenge for colleges. If the pension increases remain unfunded, that will represent the equivalent of six teacher posts. North Lindsey College also raised the issue of support for apprenticeships. It has had a massive 30% increase in apprenticeships this year to deliver on the Government’s priority of apprenticeships. It is concerned, however, about the potential cap to the funding of apprenticeships, which would really damage the investment that has been made in them.

I hope the Minister will give us reassurances that the strength and development of apprenticeships will not be badly affected by those changes. We need to raise the rate, treasure and invest in our colleges, and recognise that they are a key part of our future.

Education Funding

Melanie Onn Excerpts

Tuesday 13th November 2018 Commons Chamber

[Melanie Onn (Great Grimsby) (Lab)]

I am pleased to contribute to this well timed and important debate. There are so many issues that we could be discussing today.

I could talk about some of the challenges that schools have raised with me, including the fact that they are facing more children with additional needs, particularly mental health issues, behaviour disorders, Asperger’s and autism. I could mention the fact that schools have had to make cuts, which have pretty much landed on teaching assistants. I could also talk about the high and increasing number of children experiencing neglect, and the schools that are being expected to pick up the pieces of hungry and unwashed kids—going far beyond the core purpose of schools and what they are expected to provide.

I could mention the challenges faced by my local sixth-form college, Franklin College, which has not had an increase in funding and is not afforded the same financial advantages as academy schools. I could also mention the sixth form that so feared loss of funding that it was unable to make provision for a student who was experiencing significant anxiety issues; it could not make reasonable adjustments to accommodate that student. The Government should look at that matter.

While the Secretary of State was lauding the state of education in this country, my hon. Friend the Member for Birmingham, Yardley (Jess Phillips) tells me that her son’s school is shutting at 12 o’clock every Friday to save money, and it is not the only school in her constituency doing so. Things really are not as rosy in the Secretary of State’s garden as he would have us believe.

However, I want to focus my comments on the two state-maintained nurseries in my constituency: Scartho Nursery School and Great Coates Village Nursery School, which are both under threat. They currently provide outstanding early years provision, yet have funding certainty only until 2019-20. There is enormous stress and pressure for the headteachers coping with this uncertainty, trying to reassure parents and keep their staff. In fact, they are more than headteachers as we know them, acting as teaching assistant, playground supervisor, secretary, dinner lady and cleaner to their nursery schools, unable to afford cover staff and told that they must plan to fundraise for the additional £100,000 a year that they will need to keep their doors open.

When I have raised this issue with Ministers previously, they have simply tried to pass the buck and told me that I should go to my local authority to get the additional funding to support the schools. But areas such as my constituency are in significant need. Around 30% of our children are deemed to be in poverty and we have had £80 million cut from our local authority budgets over the past few years. These authorities are so stretched in having to prioritise those who are most in need. When schools are centrally funded, why should state-maintained nurseries be expected to compete in the crowded local authority arena with adult social care, public health and enforcement, given that other schools are not required to do so?

The Secretary of State has referred to a number of outstanding providers, and I have absolutely no doubt that he will have used my nurseries’ outstanding status to reinforce his statistics. So why does he do no more than cherry-pick the benefits rather than giving them the long-term certainty that they deserve? To keep providing this outstanding level of education, they would happily forgo the kind words in exchange for the cold, hard cash. The Government say that they are concerned to give good-quality education to all children regardless of their background, ability or disability. This is precisely what my nurseries do. Children with Down’s syndrome play and learn alongside multilingual children and children with autism—genuinely children of all abilities, with different skills, not segregated but part of a community. My nurseries are the very definition of equality, providing the seeds of social mobility. They deserve far greater consideration than they currently get from this Government.

I know that parents in my constituency value and respect these settings and the excellent start they give their children. They do not want to see quality suffer as attention is lost to fundraising activity. In the social mobility index compiled by the House of Commons Library, on almost every ranking—the school life, youth life and adult life stages—Great Grimsby falls into the bottom 20% in the country. Overall, Great Grimsby is 459th out of 533. On every measure, on every expectation, in every stage of our lives, my constituents are being failed by the Government—except in early years, and that is due in no small part to those state-maintained nurseries.

Oral Answers to Questions

Melanie Onn Excerpts

Monday 14th May 2018 Commons Chamber

[Nick Gibb]

I very much hope that those organisations will respond to the call for evidence; we are keen to hear from organisations with expertise in this area. We are consulting on the content of relationships education, and we will respond to the consultation shortly.

[Melanie Onn (Great Grimsby) (Lab)]

11. What support the Government provide for kinship carers.

[The Parliamentary Under-Secretary of State for Education (Nadhim Zahawi)]

The Government recognise the important role that family and friends play in caring for children who are unable to live with their parents. We have set clear duties on local authorities to support children living with family or friend carers, regardless of their legal status.

[Melanie Onn]

I find that answer particularly interesting because that tells me that the Government are doing absolutely nothing. Three quarters of kinship care families experience severe financial hardship. Does the Minister agree with me that kinship carers should get the same rights and allowances as foster carers, and will he take a first step by agreeing to discount tax credits from the benefit cap for kinship carers?

[Nadhim Zahawi]

Kinship carers actually have access to benefit entitlements in the same way as birth parents.

Oral Answers to Questions

Melanie Onn Excerpts

Monday 19th March 2018 Commons Chamber

[Nadhim Zahawi]

Local authorities have been increasing their investment in children’s services. I visited Hackney, Wigan and Doncaster, and my impression is that the real differentiator is leadership, which is why we are investing £2 million in the Local Government Association to look at leadership and the partners in practice programme.

[Melanie Onn (Great Grimsby) (Lab)]

Early intervention is critical to preventing children from ending up as in need, so why have the Government cut funding that supported the excellent Sure Start and Home-Start projects, which did so much excellent work with new parents in Great Grimsby?

[Nadhim Zahawi]

Different local authorities do things differently. I visited Stafford, and Stafford and Newcastle have improved the outcomes for children in need by reaching out to those families, rather than by investing in bricks and mortar. There are different ways to deal with this, and local authorities do it best.