Education

Neil O'Brien Excerpts

Wednesday 27th January 2021 Ministerial Corrections

The following is an extract from the oral statement on the Skills for Jobs White Paper on Thursday 21 January 2021.

[Neil O'Brien]

Level 4 apprentices go on to earn more than the average undergraduate. According to the Institute for Fiscal Studies, 30% of undergraduate degrees lead to negative returns overall. Does my right hon. Friend agree that rebalancing the system towards our neglected technical education sector is the right thing for young people and the right thing for the country?

Educational Settings: Reopening

Neil O'Brien Excerpts

Tuesday 26th January 2021 Commons Chamber

[Nick Gibb]

The hon. Member raises an important point. This is why we have kept alternative provision and special schools open, and it is why we keep schools open to vulnerable children to ensure that they are in a school where they can be protected. I share her view that the most important risk factor for young people, leaving aside the pandemic, is not being in school, so we need to do everything we can to help children remain in school in normal times. That is why we want to reopen schools for all pupils as soon as the science allows.

[Neil O’Brien (Harborough) (Con) [V]]

Will my right hon. Friend join me in paying tribute to the teachers across Harborough, Oadby and Wigston, who have done an incredible job in keeping schools open for key worker and vulnerable children during very difficult circumstances? Given the huge uncertainties about how fast infections will fall, the risks from new variants and the effects of the vaccine roll-out, does he agree that we have to make the decisions on schools reopening, which we are all desperate to see, based on scientific advice rather than on arbitrary deadlines?

Skills for Jobs White Paper

Neil O'Brien Excerpts

Thursday 21st January 2021 Commons Chamber

[Gavin Williamson]

We certainly hope that right across the country, and not just in Bristol, everyone sees colleges as a vital lever in delivering economic growth through delivering skills.

[Neil O'Brien (Harborough) (Con) [V]]

Level 4 apprentices go on to earn more than the average undergraduate. According to the Institute for Fiscal Studies, 30% of undergraduate degrees lead to negative returns overall. Does my right hon. Friend agree that rebalancing the system towards our neglected technical education sector is the right thing for young people and the right thing for the country?

[Gavin Williamson]

I absolutely agree. It is a real Achilles heel of this country. In this country, 10% of the 18 to 65 workforce has higher technical qualifications, as compared with 20% in Germany and 34% in Canada.[Official Report, 27 January 2021, Vol. 688, c. 4MC.] We have to address that skills deficit. This is where there is so much demand for the type of skills that people and businesses want. Of course, the outcomes for people who get those skills and that training are incredibly positive, not least that they usually outperform graduates in earnings.

Oral Answers to Questions

Neil O'Brien Excerpts

Monday 22nd June 2020 Commons Chamber

[Nick Gibb]

The organisation Now Teach, which was set up by Lucy Kellaway and which we support, has seen a huge surge of interest from people like the ones my hon. Friend suggests. It helps career changers to come into teaching. We have also seen a 12% increase in applications to teacher training in the last quarter, to the end of May.

[Neil O'Brien (Harborough) (Con)]

What steps he is taking in response to the findings of the Institute for Fiscal Studies’ report entitled, “The impact of undergraduate degrees on lifetime earnings”, published in February 2020.

[The Minister for Universities (Michelle Donelan)]

We are committed to enabling students to make the most informed decisions possible, tackling low-quality courses and ensuring that students and the taxpayer see a return on their investment. We want a high-quality, sustainable model that meets our skills needs and maintains our world-leading reputation.

[Neil O'Brien]

The Institute for Fiscal Studies found that for 30% of students, the economic return on their degree was negative both for them and for taxpayers. Surely with such clear economic evidence that so many young people would be better off if they took a different route, it is time to rebalance from just higher education to a stronger technical education system?

[Michelle Donelan]

It is important that students make as informed choices as possible from a range of high-quality courses, and university is not the only or the best route for certain careers. Some students may be better placed if they do higher technical qualifications or apprenticeships. That is why the Secretary of State is spearheading a revolution in further education in this country, including the introduction of T-levels.

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[The Parliamentary Under-Secretary of State for Education (Vicky Ford)]

Due to covid-19, we have made some temporary flexibilities for local authorities. They are temporary, not permanent, and they are to be used only where normal procedures cannot be followed. I am told that the number of missing children at this time has decreased.

[Neil O’Brien (Harborough) (Con)]

Across Harborough, Oadby and Wigston, teachers have done a wonderful job of looking after children during lockdown. What steps is my right hon. Friend taking to get our schools fully reopened in a way that is safe for both pupils and teachers?

[The Minister for School Standards (Nick Gibb)]

The Government want all schools to be fully reopened in September. We have produced guidance on protective measures that schools will take, and all staff, children and families will have access to testing if they display symptoms. We are working with local authorities and regional schools commissioners to address any particular local issues, but it is in the interests of all children to be in school with their friends and their teachers.

Education and Training (Welfare of Children) Bill

Neil O'Brien Excerpts

Friday 13th March 2020 Commons Chamber

[Neil O’Brien (Harborough) (Con)]

I congratulate the hon. Member for City of Durham (Mary Kelly Foy) on proposing to close an important loophole that she has identified. I enjoyed her speech and her warm words about an important institution in her constituency; Durham is an important city of learning at all kinds of different levels.

I also welcome the new Minister to her place. There is a nice irony here, because the Minister is living proof of the importance of technical and vocational routes. She is proof that people can get to the highest jobs in the country without having been to university at the age of 18; she has done it through work. She is the perfect person to take through this legislation, which I believe is her first Bill. On a day in which we have discussed levelling up, it is nice to see the Minister for levelling up on the Front Bench—just to wind up Opposition Members even more.

The hon. Member for City of Durham has identified an important anomaly, which we will hopefully end today by extending the duty to make safeguarding provisions to all providers of publicly funded post-16 education. The Bill brings 16-to-19 academies, specialist post-16 institutions and independent learning providers into the scope of the statutory guidance. Currently, 16-to-19 academies are not legally classified as schools or colleges, and are therefore falling down a gap and not being captured by the statutory safeguarding duties in section 175 of the Education Act 2002. About 20 sixth-form colleges have already converted to become academies, and that number is likely to rise. Members will recall that one reason this is happening is as a solution to the problem that sixth-form colleges face VAT while, of course, schools do not.

There are all kinds of reasons why we should want more 16-19 academies. It is important that we improve the legal framework in which they operate, because we want more of them. Sixth-form colleges are our most efficient type of school. They achieve the highest results for their age group, even though they do not benefit from the £1 billion cross-subsidy that school sixth forms get. It is clear why they are so effective: having 30 pupils in an A-level class is clearly more efficient than having only two or three.

Colleges and sixth-form colleges currently pay VAT, so in a sense they are being discriminated against. The Sixth Form Colleges Association estimates that the average sixth-form college pays around £300,000 a year in VAT. It is therefore very good for them to become academies, which in turn encourages them to work more closely in federation with local schools. However, we cannot allow the growing number of 16-19 academies to fall outside the crucial safeguarding framework for young people.

Although the Bill will close one anomaly, it is not the only one that has grown up around 16-19 academies. Last year, the hon. Member for Harrow West (Gareth Thomas) led a Westminster Hall debate on religious protections for Catholic sixth-form colleges that want to academise. The director of the Catholic Education Service, Paul Barber, has said that

“because academisation legislation for Sixth Form Colleges was developed separately from schools, the same safeguards given to schools were omitted for Catholic Sixth Form Colleges”.

I hope that the Minister will move to close that similar lacuna.

Catholic sixth-form colleges say that they are currently prevented from converting to academies because their religious character, which is protected under the Further and Higher Education Act 1992, would not be maintained under current Government rules. They suggest that they would lose protections in areas of the curriculum, acts of worship and governance. I hope that anomaly will also be closed.

I must declare an interest, because I benefited hugely from attending a sixth-form college, Greenhead College, which I suspect is already thinking about converting to a 16-19 academy. I can say with certainty that I would not be standing in the House today were it not for that wonderful, life-changing institution. It sounds like New College Durham in that it is offering similarly transformational opportunities to young people in Huddersfield, a town that is very close to the national average but has this wonderful institution that is giving young people opportunities to achieve all kinds of wonderful things in life.

Sixth-form colleges are hugely important institutions that are achieving brilliant results, despite being less well funded than other parts of the education sector. Today we are normalising them further by extending to them the important safeguarding provisions set out in legislation, closing a lacuna that nobody intended to be there in the first place. I benefited from wonderful pastoral care during my time at sixth-form college. Many of these institutions are naturally doing the right thing, but it is essential that we have certainty about the law and about the guidance. I congratulate the hon. Member for City of Durham again on bringing forward a Bill that I hope will proceed in short order today.

Education (Guidance about Costs of School Uniforms) Bill

Neil O'Brien Excerpts

2nd reading & 2nd reading: House of Commons
Friday 13th March 2020 Commons Chamber

[Robert Courts]

I am very grateful to my hon. Friend for that excellent point. He is absolutely right. I spoke a moment ago about the pressure on young people of having to look their best and having to comply with fashion in the absence of school uniform. Of course, that pressure does not just impact on them; it also impacts on the parents who would have to bear the cost. If there is pressure—which one of us does not want to do the best for our children; everybody has that feeling—there will be a cost on parents in providing the latest pair of shoes or any other item in the absence of school uniform. He is absolutely right to make the point that in the absence of school uniform the costs on parents could, in fact, be worse.

[Neil O'Brien (Harborough) (Con)]

Does my hon. Friend accept that it is not just that the cost in total is higher? There is also more social stigma on poorer pupils in a non-uniform environment. When we had a non-uniform day at school, I distinctly remember that, instead of us all being the same, there was suddenly great competition—and very expensive competition at that.

[Robert Courts]

Absolutely. That is another excellent point. Younger people have an absence of social tact when it comes to pointing out such differences. Schools can be quite brutal places in the sense that the filter that is there in later adult life is absent. Pupils can feel very much that they are the odd ones out if they come from a family who cannot afford the latest fashion.

--- Later in debate ---

[Robert Courts]

That is also an excellent point. My hon. Friend touches on the philosophical point that I will come to in just a moment, if I may. I will make a little progress first though.

We all want to avoid the feeling where someone wants to go to an excellent school in their area but cannot because of cost; or perhaps that is the only school, but it comes with a cost burden they do not want. I think the hon. Member for Putney alluded to that point. That is clearly something we would all want to avoid. How we do that is the philosophical point. I generally take the view that the man in Whitehall does not know better than local areas, that over-centralisation generally comes up with the wrong result and that the individual knows better what is right for them and their family than a centralised machine. Therefore, it is quite uncomfortable, on first principles, that the Government should propose to involve themselves in this level of regulation.

[Neil O'Brien]

My concern is not so much the gentleman in Whitehall as the gentleman in the courts, because what we are discussing is the creation of statutory guidance, with the prospect of disputes over school uniform policies being referred to the courts. Does my hon. Friend agree that, while we want to reduce costs, we must draw up this guidance in such a way that minimises the use of this new statutory guidance as a political weapon to cause trouble for academy schools, for example?

[Robert Courts]

I could not agree more—my hon. Friend is absolutely right—but that point does not so much go to the principle of the Bill as to what goes into the guidance when it is drafted. That is a matter for the consultation, which we should all want to look at in great detail. A lot of the concerns raised about the Bill allude to what is to be in that guidance and the consultation process, which I understand will happen in due course.

Philosophically, I would prefer national government not to involve itself in this level of detail. That is fairly standard Conservative thought; I suspect that most of my hon. Friends would agree. So what are we trying to do with this Bill? Ultimately, Conservatism is about pragmatism and seeking the result we would all wish to achieve, rather than being obsessed with or trammelled by dogma. In some circumstances, therefore, I think it appropriate that the Government step in and Parliament legislate, and that is what the Government are ultimately trying to do here.

The Department has already produced the guidance; the only question here is what someone can do if that guidance is not followed. As I understand it, the Bill seeks to provide that, in extremis—where a school is not listening—there is an appeal to the Secretary of State, who could then intervene to work with the school to address those concerns. The Government are not proposing to impose a certain school uniform type, or to abolish it, or to be the recourse in the first instance for any complaint. As I understand it, in all circumstances, that would remain with the school and the school governors.

This brings me to the intervention from my hon. Friend the Member for Northampton South (Andrew Lewer)—I apologise to him for not having addressed his point earlier. I am interested in freedom, personal choice and localisation and localised decision making, and it seems to me that the Bill does not contravene those fundamental principles. If schools locally decide they do not want a generic uniform, they could make that decision. Equally, if they decide that across a particular town or region it would be in the interests of their pupils to do that, they could adopt that principle and make that choice. I am happy with that in these circumstances.

[Neil O'Brien]

Does my hon. Friend agree that, as we move from non-statutory guidance to statutory guidance, actually, there is a strong argument for somewhat looser guidance and more carve-outs? For example, achieving non-single supplier status is much more difficult in remote rural areas than in the middle of London. In some sense, the guidance, if it is to be statutory guidance, needs to be looser, if we are to avoid lots of appeals to the Secretary of State and excessive clampdowns on our hard-won school freedoms.

[Robert Courts]

Yes. That is another superb point. I hope this is a useful debate for the Minister in thrashing out in advance some of the points we will need to consider in the consultation. One of the great successes of this Government and their predecessor Governments over the last 10 years has been the creation of freedom and choice for schools, which has led to the outstanding educational results we have had, and I would not want any of that to be reversed. I am very aware of that.

I would like more competition in the provision of school uniforms. Generally—again, this is fairly uncontroversial Conservative thought—I believe that more competition will generally lead to a better product and lower prices, and I would like that to be the case here. That said, I am aware of my hon. Friend’s point that that might be hard to achieve in rural areas, and I certainly would not wish schools to be penalised for transgressing a rule that it has no choice but to contravene.

As a general principle, I would like the Government to stay out of people’s professional affairs and lives wherever possible. I would like outstanding teachers to do the job of teaching and to concentrate on their passionate desire to make people’s lives better, without worrying about being taken to court or excessive regulation coming from Whitehall. I am, therefore, very aware that there is an important balance to be struck here, but that is a question for the consultation and the statutory guidance that will come after that.

My final point is about quality as opposed to sheer cost. Some excellent points have been made about quality items that could be handed down through the generations. We have heard great examples of that on both sides of the House. Sheer unit cost ought not to be the overriding point, if quality is being lost in the process.

Overall, however, while at first glance some aspects of the Bill seem counterintuitive for this Government, it is a judicious use of small-scale intervention to do our best for something that matters to us all—the welfare of families in our constituencies and the children and students who go to our schools—and therefore I support it.

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[The Minister for School Standards (Nick Gibb)]

I congratulate the hon. Member for Weaver Vale (Mike Amesbury) on his success in the private Member’s Bill ballot and thank him for choosing the cost of school uniform as the subject of his Bill. School uniform has so many positive benefits for pupils and schools alike, and I, along with many of the House today, greatly value its contribution to school life. I am pleased that the Government are able to support his Bill and, indeed, to be working with him, so that families are financially reassured, not burdened, at back-to-school time.

As the hon. Gentleman stated, this Bill is not anti-school uniform—“far from it,” he said—because he remembers his time at a school without a school uniform in that fashion golden age of the late 1970s and early 1980s. He pointed out that a lack of school uniform highlights the difference between

“the haves and the have-nots”.

My hon. Friend the Member for Aylesbury (Rob Butler) cited pupils from William Harding School and St Edward’s Catholic Junior School in his constituency, who said that school uniforms stop children being judged on what they wear. He also went to a school that did not have a school uniform at the time and where the result was close to a “catwalk competition” that he claimed he never won, which frankly surprises me—[Laughter.] My hon. Friend the Member for Bolton West (Chris Green) raised the cost implications of dress-up day, which was an issue of particular concern at his old school: Hogwarts—[Laughter.]

We debated this issue just a few months ago in a Westminster Hall debate secured by the hon. Member for Kingston upon Hull West and Hessle (Emma Hardy). Then, as now, our position is that school uniforms should be affordable and good value for families. I am particularly grateful to the hon. Member for Weaver Vale for choosing this topic, as it is a subject that crosses party lines and the Bill will positively improve the lives of families across this country. I support the way that the hon. Member constructed the Bill as a straightforward mechanism to put the non-statutory guidance on school uniform costs on to a statutory footing. I hope that that approach means it will progress quickly through the House.

[Neil O’Brien]

As we move from non-statutory to statutory guidance, is the Minister conscious that some of the issues touched upon in the current non-statutory guidance, such as religious freedom, cultural differences, parent voice and the governor’s responsibility to take into account reasonable requests for change, could become very politically contentious? They could drive a large number of cases on to his and his fellow Ministers’ desks. Is he sympathetic to my thought that we should be clear in new statutory guidance about the kinds of things that will still be the subject of local school freedom and local choice and not the decision of the man in Whitehall?

[Nick Gibb]

My hon. Friend raises an important point. Those issues are important and are all covered in the non-statutory guidance. The Bill does not seek to put those items on to a statutory basis; they will remain in the non-statutory guidance. The Bill seeks to put the cost elements—just the items relating to the costs of school uniform—into statutory guidance.

A school uniform is important. It helps to create a school’s identity. It fosters belonging and, with that, a sense of community. It can make background and family income less transparent, working instead to highlight commonality among pupils. It is a “social leveller”, in the words of my hon. Friend the Member for Northampton South (Andrew Lewer). For many pupils, wearing their uniform gives a sense of pride. As the hon. Member for Vauxhall (Florence Eshalomi) emphasised, that is a key objective of a school uniform. When pupils represent their school at events or competitions, their uniform plays an important part in creating a team spirit.

The Government encourage schools to have a school uniform because of how it can contribute to the ethos of a school and help them set an appropriate tone, supporting good behaviour and discipline. My hon. Friend the Member for Blackpool South (Scott Benton) cited a school in his constituency that saw a marked improvement in academic standards following the introduction of a zero-tolerance policy on school uniform. That is why affordable uniforms are so important. School uniforms are also important in teaching children how to dress professionally, as pointed out in the tour de force of my hon. Friend the Member for Witney (Robert Courts). For many schools, a school uniform can be a reflection of the school’s history or the history of the local area, and it is right that schools are able to continue to honour tradition in that way and preserve their long-standing identity.

The Government also believe that it is right for the responsibility for setting school uniform policy to rest with the governing body of a school, or the academy trust in the case of academies. It is for schools to decide whether there should be a school uniform and, if so, what it should be and how it should be sourced. The Bill upholds and protects schools’ decision making in those areas. It upholds all the freedoms that are so important to the Government and to my hon. Friends the Members for Witney and for Harborough (Neil O’Brien).

In an increasingly autonomous school system, it is right for schools to make those decisions, but in doing so, it is essential that they consider value for money for parents. Issuing statutory guidance will enable schools to take decisions within a sensible framework that prioritises the issue of costs for families.

--- Later in debate ---

[Nick Gibb]

I bow to my hon. Friend’s experience of fashion as to whether they look good or not. He is right that just requiring a certain colour of sock, or indeed a hairband, does not necessarily add to the costs for the parents, but it does send a clear message that the school has very high standards of dress and appearance, and that can have an impact on academic standards and the work ethic of a school.

A number of hon. Members have raised issues that relate to the contents of the statutory guidance, and the starting point for that guidance will, as I have said, be the existing non-statutory guidance on school uniforms, but there are two particular issues that I wish to address. The first is branded items. Of course, it is understandable that schools will often want to have branded items of uniform that are specific to their schools, such as a branded blazer or a particular tie, and, at present, the Department’s guidance advises schools to keep such branded items of uniform to a minimum, because multiple branded items can significantly increase costs. Although the Government believe that that is the right approach, we do not want to ban branded items altogether. Branded items such as a blazer of a particular colour or style may well be part and parcel of a school’s history or ethos and may not be available, for example, from a supermarket.

The second issue is single suppliers. The Department’s guidance already recommends that schools avoid exclusive single-supply contracts unless a regular competitive tendering process is run to secure best value for parents. Again, the Government believe that this approach provides the right balance to secure open and transparent arrangements and good value for money. Competition is key to keeping costs down, as pointed out in the speech of my hon. Friend the Member for Thirsk and Malton.

[Neil O'Brien]

I am grateful to the Minister for giving so much of his time. Does he agree that statute often casts a long shadow as people overreact to things? For example, I struggled greatly to sign up to my village newsletter because of people totally overinterpreting the general data protection regulation. Is the Minister sympathetic to my plea for a non-exhaustive list of things that definitely are allowed? Many schools will think, “Oh, gosh, what does this guidance mean? We had better not do this and not do that, because the guidance might say this.” People can be very panicky. Will he please lengthen the non-exhaustive list of things that are definitely allowed?

[Nick Gibb]

I take on board my hon. Friend’s important point.

For the supply of certain bespoke items, which form part of a school’s uniform, single-supplier contracts can have value. It ensures year-round supply; it allows the supplier to provide a full range of sizes, not just the popular sizes; and it secures economies of scale, so I do not believe that we should ban those arrangements. None the less, we want them to be transparent and competitive.

My hon. Friends the Members for Cities of London and Westminster (Nickie Aiken) and for Northampton South, as well as the hon. Member for Feltham and Heston (Seema Malhotra), raised the issue of the quality and availability of school uniform, which is something that a single supplier from a specialist school uniform retailer will be able to deliver.

We trust headteachers to take the right decisions on these issues, and once the statutory guidance is issued, to abide by it. Where that does not happen and parents have a legitimate grievance, however, there must be an enforcement mechanism. As now, if parents have concerns that their school’s uniform is too expensive, they should raise that with the school and, where issues cannot be resolved locally at the school level, parents may raise it with the Department for Education. Were a school to be considered to be acting unreasonably on the cost of its school uniform, the Bill would enable the Department to act. In extreme cases, the Secretary of State could issue a direction to a maintained school under sections 496 and 497 of the Education Act 1996 to comply with the guidance.

In the case of academies, a provision in the funding agreement states that an

“Academy Trust must comply with…any legislation or legal requirement that applies to academies”.

That means that the duty to have regard to statutory guidance can be enforced using the Department’s enforcement powers under the funding agreement.

School uniforms play a vital role in school communities and are deeply valued by parents and pupils alike. We want uniforms to continue to be held in positive esteem by families, so that the benefits outweigh the costs for families. The Bill ensures that families will not have to worry about an excessively priced school blazer or forgo sending their child to a school for fear of an expensive PE kit. Fundamentally, we want to secure the best value for families and to do so by introducing statutory guidance. The Government support the Bill, and I urge Members of the House to support its Second Reading.

Oral Answers to Questions

Neil O'Brien Excerpts

Monday 9th September 2019 Commons Chamber

[Nick Gibb]

Yes. The awarding organisations have protocols in place for such issues, but I am very happy to meet the hon. Lady to discuss the case that she is concerned about.

[Neil O’Brien (Harborough) (Con)]

I really welcome the extra money for special educational needs. Will my right hon. Friend look closely at improving school transport for 16 to 19-year-olds with special needs so that we can further improve conditions for the most needy children?

[Nick Gibb]

My hon. Friend makes a very important point. It is important that we allow opportunities to be widely available to children and to young people, regardless of their special needs. Bursaries are available for particular children, and that funding can be used for transport. I would be very happy to meet him so that we can take this issue forward together.

Education Funding

Neil O'Brien Excerpts

Tuesday 3rd September 2019 Commons Chamber

[Gavin Williamson]

I can assure the hon. Lady that provision has been made for local authorities to deliver more money for every school in England.

[Neil O'Brien (Harborough) (Con)]

I warmly welcome this huge investment and the decisive action to undo the historically unfair underfunding of areas such as Leicestershire, but if we are to have a hard formula will my right hon. Friend look closely at the position of small schools, on which I led a debate before the summer? Will he look at the lump sum so we that can have not just more funding for our schools but support for small schools, too?

[Gavin Williamson]

Having had the great opportunity to visit Beauchamp college and Saint George’s primary school in my hon. Friend’s constituency, I know that they have been delivering the very best education for the children in Leicestershire, but it is also important to recognise the challenge that small schools face, and we keep that constantly under review.

Small and Village School Funding

Neil O'Brien Excerpts

Wednesday 17th July 2019 Westminster Hall

[Sir David Amess (in the Chair)]

Just before we start the next debate, there are a lot of colleagues here, and it would be very helpful if, through a note, those who have not already written expressing a wish to speak could let me or the Clerk know, so that I can make sure that no colleagues are disappointed.

[Neil O'Brien (Harborough) (Con)]

I beg to move,

That this House has considered funding for small schools and village schools.

It is a pleasure to serve under your chairmanship, Sir David. This debate is about two things that overlap but are not the same: small schools and village schools. My focus will be firmly on primary schools. About a fifth of schools are in villages, and on average they have just over 100 pupils, compared with an average of about 400 for schools in large cities. These village schools are good schools; only about 8% are not “good” or “outstanding”, compared with 11% nationally and about 15% in towns and small cities. They are also much-loved institutions, at the heart of their community, and they are where the community gathers for special occasions. Just the other day I was at the Church Langton Primary School fête watching the children do some intense Japanese drumming. I could equally have been at the Foxton family fun day or any number of other wonderful occasions in my constituency.

Village schools are also where people meet each other and the community organises. For example, the campaign for a road crossing in Lubenham in my constituency is being spearheaded by the children of Lubenham Primary School, and I am being bombarded by their very neatly handwritten letters. It is no wonder that people feel that a village loses its heart if it loses its school.

[Sarah Newton (Truro and Falmouth) (Con)]

I congratulate my hon. Friend on securing the debate. Like his constituency, Cornwall has many village schools. They make sure that our villages survive, because by having the school there, a younger generation of people come into the village, renewing its life. Without those schools, there is a real risk that those villages could become dormitory towns for second homes or for people who have retired.

[Neil O'Brien]

My hon. Friend is completely correct. However, rural schools, partly because they are small schools, have been much more likely to close in recent years. I thank the Department for Education for the historical data it provided to me on this, and Pippa Allen-Kinross at Schools Week for helping me to analyse it. Since 2010, 61% of schools that have closed and not reopened in another form have been rural schools, meaning that rural schools have been twice as likely to shut as urban ones. Since 2000, 150 rural primaries have closed.

[Jim Shannon (Strangford) (DUP)]

I thank the hon. Gentleman for bringing the debate. What he outlines in his constituency and other parts of the United Kingdom mainland is replicated in Northern Ireland. I know that the Minister does not have responsibility for this, but for the record, is the hon. Gentleman aware that since September 2010, 98 of the 230 schools that closed in Northern Ireland—42%—were rural, according to Schools Week analysis? Does he recognise the difficulties that creates for rural dwellers and socially isolated children?

[Neil O'Brien]

The hon. Gentleman is completely correct. This challenge affects all of the United Kingdom. For rural schools that closed, the average walk to the next nearest school is 52 minutes, which in practice means driving or getting a bus. There is a cost to the taxpayer for this transport, and a cost to parents and children for driving a long way, so there are all kinds of reasons why we should want to preserve our village schools.

I will turn to small schools more generally, including those in urban areas. I am grateful to the House of Commons Library for digitising older data for me that revealed a dramatic transformation in the scale of our schools over recent decades, and a decline in the number of small schools. The number of pupils at state primary schools in England is roughly the same as in 1980, but the schools that they attend are completely different. In 1980 there were 11,464 small primary schools with fewer than 200 pupils, but in 2018 there were just 5,406. The number of such schools has halved over the decades.

In contrast, in 1980 there were 949 large primary schools with more than 400 pupils, but in 2018 there were more than 4,000, so the number of large schools has quadrupled. The number of really big primaries with more than 600 pupils increased from 49 to 780, while there are now more than 100 what I call “super jumbo” primary schools with more than 800 pupils, which often have playtimes in shifts and hundreds of staff. This is a huge change in the nature of our primary schools, and it is visible in Scotland, Wales and Northern Ireland too. In fact, since 2002 Wales has seen the most dramatic decline in the number of small schools, followed by the north-west and Yorkshire.

This huge change in our primary schools has come about without any real discussion or political choice. It seems to me a move away from the natural small scale for small children, and there is no obvious policy rationale for it. Small schools are not bad schools. Schools with 200 pupils or fewer are just as likely to be “good” or “outstanding” as other schools. In fact, schools with fewer than 100 pupils, which account for about one in eight schools, are more likely than average to be “good” or “outstanding”, so this is not about academic standards.

I think two different things are driving it. The first is planning, which is outside the DFE’s remit. We do not build new small schools, and we do not make developers pay enough for the infrastructure needed for new housing. Instead, our bitty, piecemeal development allows developers to get out of paying for new schools, and we cram more pupils into existing schools, building classrooms on playing fields. Secondly, wider catchment areas mean more car journeys to those schools, and because builders often put schools in residential areas, there are a lot of cars driving into streets that were never intended for them, leading to a lot of congestion. People tell me that makes their village no longer feel so much like a village.

However, the DFE could do some things about the declining number of small schools. We should increase the lump sum element of the national funding formula. Do not get me wrong: the national funding formula is extremely good and has meant that the funding rate per pupil in my constituency has gone up twice as fast as the national average. It helps underfunded areas such as mine to catch up with the national average, although there is still a long way to go. It would be very helpful to increase the lump sum—the part of the national funding formula intended to help small schools.

[George Eustice (Camborne and Redruth) (Con)]

Is another problem with the national funding formula that the system of gains, caps and floors—in place for transitional reasons, which we all understand—compounds historical unfairness? While 3% of a very small budget is still quite limited, 1% of a very large budget is still quite a lot for those schools to enjoy.

[Neil O'Brien]

I think my hon. Friend is correct, and I think we both want to see a faster transition to a fairer overall settlement. However, I want to focus on the point about the lump sum.

Leicestershire County Council was historically a strong supporter of small schools and had a lump sum of £150,000 per primary school. In the national funding formula, that is only £110,000. When consulting on the national funding formula, the DFE acknowledged that that number was lower than the average for most local authorities. As local authorities converge on the national funding formula, as they should, the pressure on small schools may intensify. The proportion of the core schools budget going through the lump sum declined in the last year, and the gap between income and expenditure is much smaller for small schools, indicating a financial pressure. In fact, larger schools have about twice as much headroom per pupil. Small schools are definitely feeling the pinch.

I hope and expect that, under the next Prime Minister, we will see a big increase in school funding. A good way of delivering that would be to increase the lump sum within the national funding formula. About a fifth of primary schools get more than 20% of their income from the lump sum, and for them an increase could make the difference between staying afloat and closing. There has been some discussion about increasing sparsity funding as an alternative, but I am a bit sceptical. Fewer than 6% of primaries get sparsity funding, and only 1% get the full amount; a number of small schools in my constituency that are under pressure would not be eligible. That is one reason why only a third of local authorities have included a sparsity element in their local formulas. Increasing the lump sum, if I could beg the Minister to do that, would be simpler and better. For a little more than £800 million, we could take the lump sum back up to £150,000 and get my village schools back to where they were.

[Andrew Percy (Brigg and Goole) (Con)]

I congratulate my hon. Friend on securing the debate. I support his last point. One of my local authorities, North Lincolnshire Council, made a policy decision not to close any small schools, so the schools in my constituency with 45 or 50 children will remain open. However, the key issue that my local authority has asked me to raise with the Minister is the core funding costs. Admin costs, in particular, for a small school of 46 or 50 children are not dissimilar to those for a school of 100 to 150 children, because the same admin function is still needed. I therefore think that the point my hon. Friend the Member for Harborough (Neil O’Brien) is making is really important, and I want to offer him my full support and say that it is exactly the same point that my local authority is concerned about.

[Neil O’Brien]

I thank my hon. Friend. He is right and has brilliantly teed up something that I intended to say: the future for small schools and rural schools can be very bright. There are two reasons for that. One is that more and more people want to live in villages, and technology allows people to do that and work from home, rather than having to live in a major city. The other reason is the growth of multi-academy trusts—rather an ugly phrase for families of schools. The growth of those families of schools is enabling small schools in effect to combine the advantages of being a small school—the human scale and the connection to the community—with the advantages of being part of something bigger, which are being able to share resources, people and back-office functions and to learn from one another. Therefore, if we get behind them, village schools can have a really bright future.

I was in one such school just the other day in South Kilworth in my constituency. In many ways, it was a very traditional scene. I was watching the new school hall being built, thanks to school condition improvement funding, and the children were practising their maypole dancing. The fields were ripening around us and the sun was shining. It was a beautiful scene. We could have been time travelling, but that school is a modern school. It is part of a family of schools, which are helping one another to improve. It is a really good school and exactly the sort of thing that we want to keep in our communities. There are these very exciting opportunities opening up for small schools, but we need the Minister’s help to relieve the financial pressure on them if we are to fully achieve the potential of small and village schools.

[Several hon. Members rose—]

--- Later in debate ---

[Neil O'Brien]

I thank all Members who have taken part in today’s debate. I know that many Members are not in the building this afternoon, so I am particularly grateful for the eloquent and thoughtful speeches we have heard. I join my hon. Friend the Member for Bexhill and Battle (Huw Merriman) in strongly praising our brilliant Schools Minister, who is a relentless and hard-working champion for higher educational standards. If the next Prime Minister has any sense, he will be promoted; if he has very good sense, the Minister will be kept in place, because he is doing a good job.

I thank the hon. Member for Wythenshawe and Sale East (Mike Kane) for his praise for my previous speech in the Chamber. I thought his own speech would have been stronger if he had acknowledged that there has been a real-terms increase in spending per pupil since 2010—an amazing achievement given that we inherited the biggest budget deficit since the second world war. Perhaps if he finds himself in a position of power in future, he can avoid dropping one of those again.

I thank all the Members who have taken part. We heard important points about capital and buildings from my hon. Friend the Member for St Ives (Derek Thomas), and important ideas about smoothing out budgets from my hon. Friend the Member for Witney (Robert Courts). My hon. Friend the Member for Bexhill and Battle spoke about the importance of not relying on a bus, because children miss out on after-school activities. We heard from my hon. Friend the Member for Chichester (Gillian Keegan) about some of the things small schools are doing to cope in an authority where there has been an even bigger drop in the lump sum.

Small schools and village schools are an important part of the fabric that makes up this country. I do not want to wax too lyrical, but I genuinely think that if we continue to lose those schools at the rate we have seen in recent decades, in my lifetime, we will be losing an important part of this country.

Question put and agreed to.

Resolved,

That this House has considered funding for small schools and village schools.

Oral Answers to Questions

Neil O'Brien Excerpts

Monday 24th June 2019 Commons Chamber

[Chris Skidmore]

Certainly. Unlike the Labour party, I am proud of the fact that the HE system has put an additional £6 billion of resource into universities since 2012 as a result of the fee level rise. On ensuring quality in our system, we want to look at the recommendations. One of the panel members was Edward Peck, vice-chancellor of Nottingham Trent University, of which I think my hon. Friend is an alumnus. It is right that we now work with all vice-chancellors. As Universities Minister, I will be hosting a series of roundtables to consult the sector to ensure that its voice is clearly heard.

[Neil O’Brien (Harborough) (Con)]

15. What recent assessment he has made of the effect of the national funding formula on (a) small primary schools and (b) schools in rural areas.

[The Minister for School Standards (Nick Gibb)]

The national funding formula provides additional support for small primary schools and rural schools. For example, the sparsity factor allocates £25 million specifically to schools that are both small and remote. Coupled with the lump sum, a small rural primary school could attract up to £135,000 through those factors alone.

[Neil O’Brien]

Village schools are incredibly important institutions in rural life, but their numbers absolutely collapsed over the past 40 years. Will my right hon. Friend look very closely, in the run-up to the spending review, at increasing further that lump sum and the sparsity premium, so that we can protect these institutions?

[Nick Gibb]

We will keep the formula design under consideration and we will consider feedback on specific factors when developing the formula in the future. For this coming financial year, the formula is already fixed. However, as I said earlier we are in discussion and preparing for the spending review. We want the best possible settlement for small rural schools and the education sector as a whole.