Primary Schools: Nurture and Alternative Provision

Nick Gibb Excerpts

Wednesday 13th February 2019 Westminster Hall

[The Minister for School Standards (Nick Gibb)]

It is a pleasure, Sir Christopher, to serve under your chairmanship—again, I think. I congratulate my hon. Friend the Member for Mansfield (Ben Bradley), on not only securing the debate but opening it so effectively and with such an interesting speech.

All schools, including primary schools, should be safe environments, with good behaviour, where pupils are respectful of one another and able to fulfil their potential. An effective whole-school culture should set high expectations and standards for all pupils, while providing support for the most vulnerable children, including those with mental health issues, those in care and those with special educational needs and disabilities.

As the Secretary of State set out in his speech to the Resolution Foundation last July, one of our Department’s top priorities is to create a system that helps the most disadvantaged children to reach their full potential. So the question is: how do we ensure that we give children the best start in life?

I acknowledge my hon. Friend’s argument that too many children still fall behind with their communication and language skills early on. We also know that it is hard to close the gaps that emerge. Some 28% of children finish their reception year still without the early communication, language and literacy skills that they need to succeed. The Secretary of State has therefore set out his ambition to halve that figure by 2028. To support that ambition, we are investing more than £100 million in our social mobility programme, which includes £20 million for high-quality, evidence-based training and professional development for pre-reception early years staff in disadvantaged areas; £26 million for a network of English hubs, to promote effective early language and effective reading; and £10 million to understand what works, which will be deployed in partnership with the Education Endowment Foundation.

[Emma Hardy]

Unfortunately, the Minister has failed to address the other point that the hon. Member for Mansfield (Ben Bradley) made, which was about children with social and emotional problems. The Minister briefly mentioned children with SEND and children starting from a delayed academic standpoint, but what support will this Government give to children with social and emotional problems? Is it using initiatives, pilots or anything?

[Nick Gibb]

I will come to that point in a moment; if the hon. Lady will be a little patient, I will address that and the issue of mental health, in particular.

Of course, what happens in early years settings is only part of the story; what happens in the home is central to children’s outcomes. We can do more to ensure that all parents have access to the best advice, tools and resources to support their children in the earliest years. That is why we are inviting a broad range of organisations to come together as part of a coalition to explore innovative ways to boost early language development and reading in the home. Following the successful home learning environment summit in November, we are developing a campaign that will be launched later this year.

It is clear that early education—from the age of two—has long-lasting benefits for children, as my hon. Friend the Member for Mansfield intimated in his speech. It helps to promote a child’s physical, emotional, cognitive and social development. However, as he suggested, evidence shows that, on average, disadvantaged families are less likely to make use of formal childcare provision than more advantaged families.

That is why, in September 2013, the Government introduced 15 hours of funded early education for the most disadvantaged two-year-olds. Eligibility was expanded in September 2014 to include children from low-income working families, children with a disability or special educational need, and children who have left care. This early education programme for two-year-olds is popular with parents. In January 2018, local authorities reported that 72% of eligible parents nationally had taken up their entitlement to a place, which was up by 1% from January 2017, and take-up of the free entitlement for two-year-olds in Nottinghamshire is in line with the national average.

However, there is still more work to do, which is why we have commissioned our national delivery contractor, Childcare Works, to support local authorities to increase take-up of the offer for two-year-olds among disadvantaged parents, in particular. We have also commissioned Coram Family and Childcare to support the take-up of the free entitlements through their Parent Champions programme.

Of course, nursery schools also have an important part to play in ensuring excellent outcomes for disadvantaged children. I realise that there is uncertainty over the future of funding for maintained nursery schools. The current arrangements that protect maintained nursery schools’ funding provide nearly £60 million of additional funding a year, but they are due to end in March 2020, which is of course the end of the spending review period. This supplementary funding was a temporary arrangement, to ensure that maintained nursery schools did not miss out when we introduced the early years national funding formula, and we need to decide what should happen when that supplementary funding ends. As preparation for the forthcoming spending review, we are considering how best to handle transitional arrangements for a number of areas, including maintained nursery schools.

My hon. Friend the Member for Mansfield talked about supporting children with special educational needs. The SEND reforms introduced by the Children and Families Act 2014, which came into effect in September 2014, brought in a new approach to supporting children and young people with SEND from birth to the age of 25 across education, health and social care. Our vision for children with SEND is the same as that for all children and young people: that they achieve well in their early years, at school and in college, that they find employment, that they lead happy and fulfilled lives, and that they exercise choice and control in their lives.

Those reforms represented the biggest change to SEND provision in a generation, and they are intended to improve the support available to children and young people with SEND by more effectively joining up services for children from birth to the age of 25 across education, health and social care, and by focusing on positive outcomes for education, employment, housing, health and community participation.

[Mrs Lewell-Buck]

On the point about SEND reforms, could the Minister shed some light on why children with SEND remain stubbornly over-represented in exclusion figures, and are six times more likely than their peers to be excluded? The system just is not working.

--- Later in debate ---

[Nick Gibb]

That is precisely why we asked Ed Timpson to look at why certain groups in society are more likely to be excluded than others, and he will publish his report soon.

[Ben Bradley]

I thank the Minister for his comments so far. I think I mentioned in my speech the positive intentions of the 2014 Act, which has been broadly well received—including in the evidence that the Education Committee received—in terms of the reasons behind it and its aspirations. When he talks about working together across different sectors and bringing different services together, does he recognise the element that is often raised as the problem, which is the challenge that local authorities face in getting the health sector genuinely to engage and to fulfil its commitments in education, health and care plans and in relation to the 2014 Act? How can we work to get those health bodies involved and more actively engaged in supporting children within SEND provision?

[Nick Gibb]

My hon. Friend makes an important point. Those are the challenges that local authorities face, and we are continually working with them to improve the quality of the provision in their areas. As for SEND budgets, which I will come on to, we are concerned about the high needs budget for schools. That is why the Secretary of State recently announced an extra £250 million of funding—£125 million in this financial year and £125 million in the next financial year—to help local authorities with their high needs budget. I think that has been welcomed by local authorities.

[Emma Hardy]

I agree with hon. Members that the 2014 Act raised aspirations, but there were a few issues with it. First, it raised the entitlement to the age of 25, without any additional funding between the ages of 18 and 25 to meet that aspiration. It also hugely raised parents’ aspirations about what they are entitled to, without the ability to provide that entitlement. That is why parents are now taking local authorities to court, with huge, burgeoning costs in tribunal and lawyer fees. When we see the tip of the iceberg—those parents who have the social capital and knowledge to fight this—we know that there are thousands of parents underneath whose children’s needs are just not being met. I say to the Minister that this is more than just a small issue: a huge, fundamental rethink is needed in SEND.

[Nick Gibb]

Those issues, of course, are not new. They have existed for as long as I have taken a specialist interest in education; they were certainly key issues during the last Labour Government. One reason why we introduced the 2014 Act was to try to address the disputes that were taking place in tribunals, and to ensure much more co-ordination between the different services. We have increased funding for high needs education from £5 billion in 2013 to £6 billion this year, with the additional £250 million bringing the total up to £6.3 billion by next year.

We understand the pressures on high needs budgets, and the hon. Member for Kingston upon Hull West and Hessle (Emma Hardy) is absolutely right that one of the reasons for those pressures is the extension of the entitlement to the age of 25 for children with special educational needs and disabilities. However, we do not apologise for that, because those young people need that support. [Interruption.]

[Sir Christopher Chope (in the Chair)]

Order. The hon. Member for Kingston upon Hull West and Hessle has made many interventions. The Minister is trying to respond to her points, and all she is doing is chuntering.

[Nick Gibb]

I understand the hon. Lady’s passion about these issues, but she should not underestimate the passion that also exists on the Government Benches, or the action that we have taken since being in office to address those difficult issues and provide the funding to deal with them.

We understand that at the moment, local authorities feel under pressure in their high needs budget; the extra payment of £250 million aims to address that pressure, but we accept that it will not deal with the issue fully. We are trying to provide more capital for local authorities, to enable them to restructure their special educational needs provision. For example, as well as the age extension, which has been a pressure on local authorities’ budgets, there is the issue of the costs for some children with very severe educational needs. Independent school provision can be very expensive, and it is sometimes more cost-effective for local authorities to provide special educational needs schools or units of maintained schools in their own borough. We have allocated significant capital to enable that to happen.

As my hon. Friend the Member for Mansfield said, much of the support work for pupils will take place within the school setting. For instance, when a school identifies a pupil who has special educational needs, they should take action to remove the barriers that stand in the way of that child’s education, and put effective special educational provision in place. That SEN support will often take the form of a cycle through which decisions and actions are revisited, refined and revised with a growing understanding of the pupil’s needs and of what supports the pupil in making good progress. That is known as a graduated approach.

One of the types of intervention that some schools choose in order to support pupils with social, emotional or behavioural needs, which my hon. Friend the Member for Mansfield has talked about in detail—I said to the hon. Member for Kingston upon Hull West and Hessle that I would come to this issue—is the use of nurture groups. As my hon. Friend has said, nurture groups offer an in-school, short-term, focused intervention strategy that is aimed at addressing barriers to education arising from behavioural, social or emotional difficulties, and doing so in a supportive manner. It is for individual schools to decide which interventions to offer, and the best and most cost-effective potential for providing support for an individual pupil’s needs.

As my hon. Friend the Member for Mansfield mentioned, the Forest Town Primary School in his constituency is rated “good” by Ofsted. It is an example of a school that uses nurture groups to support its pupils. In its March 2017 inspection report, Ofsted praised that school’s positive culture and its determination that all its pupils succeed. Ofsted also highlighted Forest Town’s work to promote high levels of attendance, its timely adoption of interventions for different pupils, and its support for vulnerable pupils with complex needs. I take the opportunity to pay tribute to the teachers at Forest Town and elsewhere for the important work that they do for those children.

All children have the right to a school environment that is safe, and conducive to effective teaching. Sometimes that will mean headteachers taking the difficult decision to exclude a pupil, and I fully support headteachers using exclusion where that is warranted. However, exclusion from school must not mean exclusion from education: when a child is excluded, suitable full-time education must be arranged from the sixth school day of exclusion. The Timpson review is considering how schools use exclusion and how that impacts on all pupils, but in particular why some groups of children, such as those with special needs, are more likely to be excluded from school.

Alternative provision is the system that is in place to educate those pupils who are unable to attend mainstream school. It is vital that those pupils who enter alternative provision following exclusion have access to a high-quality education, to help every child to achieve their potential. Local authorities or schools as commissioners must have regard to our statutory guidance, which states:

“Good alternative provision is that which appropriately meets the needs of pupils”

who require its use,

“and enables them to achieve good educational attainment on par with their mainstream peers.”

That guidance also sets out that the personal and social needs of pupils should be properly identified and met in order to help them overcome any barriers to attainment, and that AP should aim to improve pupil motivation, self-confidence, attendance, and engagement with education.

There are some excellent examples of AP settings that not only have high standards for behaviour, progress and attainment, but have strong therapeutic interventions in place to support pupils of primary school age. Ofsted’s report on the Hawkswood Primary pupil referral unit noted:

“Pupils understand the need to manage their own behaviour, and they are able to reflect on the choices they make. This is because boundaries are consistently applied and expectations are very high.”

One parent was moved to tell inspectors that the school had “made my son respectable.”

Another example is the Family School, an AP free school that opened in September 2014. Its ethos is built around supporting pupils to cultivate a productive lifestyle, personal resilience, and the values required to become responsible members of society. An innovative aspect of that programme is that it requires a parent or significant adult family member to participate in the classroom with their child. The focus is on families helping themselves and each other to create the conditions and changes necessary, so that children can resolve their problems and be better equipped to return to school, which I know is something that my hon. Friend the Member for Mansfield is concerned about.

In both the schools that I have cited, a high proportion of pupils are successfully reintegrated into mainstream schools. We are determined to ensure that every AP setting is as good as the good examples that I have cited, and that their best practice is shared. As I set out in the AP vision document that we published last March, we want to make sure that the right children are placed in the right AP, and that they receive a high-quality education and achieve meaningful outcomes after leaving alternative provision. That is supported by a £4 million innovation fund, which includes projects that have a focus on reintegration.

In closing, I assure my hon. Friend the Member for Mansfield and other hon. Members who have participated in today’s debate that this Government are determined to do all that we can to support young people in achieving their potential, whether by providing continued support for early years services, supporting mental health services, reforming the special educational needs system or providing highly effective alternative provision where necessary.

Education Funding: Cheshire

Nick Gibb Excerpts

Wednesday 13th February 2019 Westminster Hall

[The Minister for School Standards (Nick Gibb)]

It is a pleasure to serve under your chairmanship, Mr Hosie, I think for the first time.

I congratulate my right hon. Friend the Member for Tatton (Ms McVey) on securing the debate. I pay tribute to her and to my hon. Friends the Members for Congleton (Fiona Bruce) and for Eddisbury (Antoinette Sandbach) for the way in which they have, over the past few years, brought the issue of school funding in their area to the Department, to me personally and to the Secretary of State. If I may say so, they have had a significant influence on the way in which the national funding formula has been implemented—

[Christian Matheson (City of Chester) (Lab)]

And the rest!

[Laura Smith]

Will the Minister give way?

[Nick Gibb]

I will not give way, because of time, but I was about to say that Opposition Members have also brought the issues to the Department’s attention. I pay tribute to them, too, and to other hon. Friends who are not present at the debate.

This Government are determined to create a world-class education system that allows every child to achieve their potential, regardless of who they are or where they live. As well as improving standards and supporting teachers, we are investing money in our schools and helping them to make the most out of every pound they receive. We are also delivering on our promise to make funding fairer. The introduction of the national funding formula, the biggest reform of the school funding system for a decade, means that we are now directing money where it is most needed, based on schools’ and pupils’ needs and characteristics.

I want to start by emphasising the significant progress we are already making towards creating a world-class education system, thanks in part to our reforms: the attainment gap between rich and poor is shrinking; the proportion of pupils in good or outstanding schools has increased from 66% in 2010 to 84% now; and our primary school children have achieved their highest ever score on international reading tests. We have also launched 12 opportunity areas to drive improvement in parts of the country that we know can do better.

[Antoinette Sandbach]

The Minister mentioned the improvement in standards. One example is the Sound and District Primary School, which improved the proportion of pupils achieving at key stage 2 from 70% in 2017 to 83% in 2018. Will the Minster deal with the suggestions about the index-linked approach and the age-weighted pupil unit funding that is the core of funding for every school, regardless of its particular characteristics, which my hon. Friend the Member for Congleton raised?

[Nick Gibb]

I will come to that point. I am sure other hon. Members would like to raise that as well.

To support the improvements in standards, and because children get only one chance of a great education, the Government have prioritised school spending, even while having to make difficult decisions on public spending in other areas. We have invested an extra £1.3 billion across 2018-19 and 2019-20, as referred to by my right hon. Friend the Member for Tatton, over and above existing plans set out in the previous spending review, so core funding for schools and high needs will rise from almost £41 billion in 2017 to £43.5 billion in 2019-20. Figures from the Institute for Fiscal Studies show that real terms per pupil funding for five to 16-year-olds in 2020 will be more than 50% higher than it was in 2000.

We can compare ourselves favourably with other countries. The UK spends as much per pupil on primary and secondary state education as any major economy in the world, apart from the United States of America. Although there is more money going into our schools than ever before, we absolutely recognise the budgeting challenges that schools face, and we acknowledge that we are asking schools to do more. That makes it all the more important that we do everything to ensure that we get the best out of every pound that we provide. One aspect of that is ensuring that that money is directed where it is most needed.

For the first time last April, funding was distributed to local authorities based on the individual needs and characteristics of every school in the country, not accidents of geography or history, as had been the case in the previous system, when schools with similar characteristics received very different levels of funding with little or no justification. Those disparities had persisted and grown for nearly a decade and left some schools and areas unable to get the resources they needed. That is why our commitment to reform the unfair, opaque and outdated schools and high needs funding systems was so important. I am very pleased to say that our introduction of the national funding formula delivers on that commitment.

Schools are already benefiting from the gains delivered by the national funding formula. Since 2017, we have given every local authority more money for every pupil in every school, while allocating the biggest increases to the schools that have been most underfunded. By 2019-20, all schools will attract an increase of at least 1% per pupil compared with their 2017-18 baselines, and the most underfunded schools will attract up to 6% more per pupil by 2019-20, compared with 2017-18. On average, schools in Cheshire East, including in the constituency of my right hon. Friend the Member for Tatton, will receive gains of 2.4% per pupil by next year, compared with 2017-18. That will mean an extra £10.4 million in total when rising pupil numbers are also factored in. On high needs, last December we announced that we will provide £250 million of additional funding across England over this financial year and the next. In Cheshire East, it means the local authority will receive an additional £1.6 million across this year and next, on top of the increases that were already promised.

We recognise, as I have said, the challenges faced by the lowest funded schools. We heard throughout the consultation, particularly from stakeholders in Cheshire East—I remember meeting headteachers that Members brought to the office—that we could do more to support schools that attract the lowest pupil funding. We listened carefully and have included minimum per pupil funding levels in the formula to guarantee that every school attracts a minimum amount of funding for every pupil, regardless of whether they have children with additional needs.

I am pleased that the council representing Cheshire East has chosen to use the transitional minimum of £3,300 for primary and £4,600 for secondary schools in its local formula in 2018-19. In 2019-20, the formula will provide for at least £4,800 per pupil in every secondary school and £3,500 for every primary. In Cheshire East, secondary schools in particular benefit from this measure with around half of secondary schools attracting extra funding as a result. We have not limited gains for schools benefiting from those minimum funding levels.

My right hon. Friend the Member for Tatton also raised the issue of rural schools. The national funding formula includes support for small schools, especially those in rural areas. It provides a lump sum of £110,000 for every school as a contribution to the costs that do not vary with pupil numbers, and that gives schools certainty that they will attract a fixed amount each year. The sparsity factor in the formula allocates additional funding of £25 million specifically to schools that are both small and remote. This year, seven schools in my right hon. Friend’s constituency attracted a combined total of £133,000 in sparsity funding.[Official Report, 19 February 2019, Vol. 654, c. 13MC.]

As for schools in Cheshire East that do not attract such funding either because they are not among the smallest schools nationally or they are not far enough apart to meet the distance threshold—something my hon. Friend the Member for Eddisbury raised—we have been clear that we want all schools to operate as efficiently as possible, and there is scope for rural schools in close proximity to work together to get the best value from their resources. None the less—this will please my hon. Friend—we keep the formula design under consideration and will consider feedback on specific factors when developing the formula. In particular, we appreciate that the straight-line distances used to determine eligibility for sparsity funding might not always be appropriate, given local geography, and we are considering how to refine the methodology for calculating sparsity eligibility in future. In the meantime, local authorities can submit a request to vary how distance is measured for sparsity funding allocations.

My hon. Friend the Member for Congleton also raised sixth-form funding. We recognise the pressure that post-16 funding has been under and we have protected the base rate of funding for all 16 to 19-year-old students until 2020. Our commitment to the 16 to 19 sector has contributed to the current record high proportions of 16 to 17-year-olds who are participating in education or apprenticeships. We are also providing additional funding to support institutions to grow participation in level 3 maths. Institutions will receive an extra £600 for every additional student from next year.

I also recognise that protecting the base rate in cash terms means that funding per student has not kept pace with inflation, and we will look carefully at 16 to 19 funding in preparation for the next spending review. I hope that gives some assurance to my hon. Friends.

[Fiona Bruce]

I appreciate what the Minister is saying, but the issue is not only about pupils coming to the end of their time at school. Primary school heads have told me that the base figure of £3,500, which they do not receive, will simply not cover their costs. They say the base cost to run a primary school and serve their pupils is £4,060, so they make the point that the base figure is now insufficient.

[Nick Gibb]

I understand the representation that my hon. Friend makes. She is, as always, assiduous, as are my other hon. Friends and Opposition Members. We have to make difficult decisions. We introduced that minimum amount to tackle particular problems highlighted by headteachers from Cheshire, and we keep the issues under review.

We understand that the national funding formula represents a big change to the funding system and that schools need stability. To ensure that there is a smooth transition, we have confirmed that, for the next two years, local authorities will continue to be responsible for setting school budgets at a local level, in consultation with their schools. This flexibility will help to ensure that the transition to the formula takes place in a way that best meets the needs of local schools and pupils. Many local authorities are moving closer and closer to the national funding formula, and 112 authorities, including authorities in Cheshire, have introduced a minimum per pupil funding level factor in their local formula. I am very pleased that so many authorities across the country are showing such strong support for the national funding formula.

I thank all Members in this debating Chamber today for their contributions to this very important debate.

Motion lapsed (Standing Order No. 10(6)).

Secondary School Opening Hours

Nick Gibb Excerpts

Monday 11th February 2019 Westminster Hall

[The Minister for School Standards (Nick Gibb)]

It is a pleasure to serve under your chairmanship, Mrs Main. I congratulate the hon. Member for Cambridge (Daniel Zeichner) on the way he introduced the debate. We can all agree that every child’s experience at school should be a happy one. The Government want them to do well at school and be alert and receptive to what is taught. Clearly, ensuring that teenagers are refreshed and ready to work when they arrive at school is hugely important.

The e-petition states, bluntly, as the hon. Gentleman said:

“School should start at 10am as teenagers are too tired”.

I share the views of my hon. Friend the Member for Henley (John Howell) and the hon. Member for Linlithgow and East Falkirk (Martyn Day) that there is insufficient evidence at present to suggest that allowing teenagers to start school at 10 am across the board would necessarily be beneficial. A timely start to the school day in secondary school helps prepare pupils to enter the world of work after they leave school. Workplaces expect their employees to start and finish work at a set time and to demonstrate the value of hard work and application.

As the hon. Member for Cambridge acknowledged, delaying the start of the school day for teenagers might also cause difficulties for working parents, for example those with younger children at primary school, if start times were different from those for siblings at secondary school and finishing times were correspondingly different. That would present problems for working families, particularly those where both spouses are working.

The Government have high ambitions for all pupils, and we want to encourage and support greater social mobility. We want to ensure that pupils have excellent opportunities to thrive and to excel. There is broad, though not universal, agreement that teenagers generally need more sleep than they currently get, and while some results have shown a benefit from a later start to school, particularly in the United States, where schools typically start significantly earlier than in the United Kingdom, the effects of delaying school start times are as yet unproven here.

The hon. Member for Linlithgow and East Falkirk cited research conducted by the University of Surrey and Harvard Medical School in 2017, which found that delaying school start times is unlikely to reduce sleep deprivation in teenagers. The research predicts that turning down the lights in the evening would be much more effective at tackling sleep deprivation. The research went on to say:

“The mathematical model showed that delaying school start times in the UK would not help reduce sleep deprivation. Just as when clocks go back in the autumn, most teenagers’ body clocks would drift even later in response to the later start time, and in a matter of weeks they would find it just as hard to get out of bed. The results did, however, lend some support to delaying school start in the US, where many schools start as early as 7am.”

It continued:

“The mathematical model shows that the problem for adolescents is that their light consumption behaviour interferes with the natural interaction with the environmental clock—getting up late in the morning results in adolescents keeping the lights on until later at night. Having the lights on late delays the biological clock, making it even harder to get up in the morning. The mathematics also suggests that the biological clocks of adolescents are particularly sensitive to the effects of light consumption.”

Finally, it said:

“The model suggests that an alternative remedy to moving school start times in the UK is exposure to bright light during the day, turning the lights down in the evening and off at night.”

A further study, the Teensleep Project, looks at adolescent sleeping patterns and the impact of sleep education on teenage students. Professor Foster from the project says:

“Our pilot study showed that about 25% of teenagers had clinically poor sleep—can we justify late starts when it might only benefit 25% of students? Instead, we must introduce sleep education with parents, teachers and students. We are not ruling out a later school start, but we need a good set of data to show this is having a huge impact on adolescents. Unless later starts are combined with sleep education, it may actually worsen the issue”.

That conclusion tallies very much with what my hon. Friend the Member for Henley and the hon. Member for Linlithgow and East Falkirk said.

The Government welcome the chief medical officer’s report into screen time, which was published on 7 February and includes advice on managing screen time and social media use in a sensible and effective way. The report is clear that scientific research is currently insufficiently conclusive to support the chief medical officer’s evidence-based guidelines on optimal amounts of screen use or online activities, such as social media use. However, the report provides advice for parents and carers based on child development research. It includes leaving phones outside the bedroom at night time or taking screen-free meal times, which I am sure that the shadow Minister also does.

We recently consulted on the draft regulations and guidance for relationships education, relationships and sex education and health education. The guidance sets out the content for the subjects, including health and prevention. It says that pupils should know the importance of sufficient, good-quality sleep in promoting good health, and that a lack of sleep can affect their weight, mood and ability to learn. It also sets out that teachers should make sure that pupils are aware of the benefits of physical activity and time spent outdoors, which should be linked to information on the benefits of sufficient sleep and good nutrition.

Good mental health is a priority for the Department and for the Government. It can have a profound impact on the whole of a child’s life, not just their attainment. Schools and colleges have an important role to play in supporting the mental health and wellbeing of children and young people by putting in place whole-school approaches tailored to the particular needs of their pupils and students.

The decision on when to start the school day lies with individual schools, as was pointed out by the hon. Member for Cambridge. All schools have the flexibility to decide when their school day should start and finish. Most schools start their days at 9 am or earlier. That is not to say that a later start time can never work, and some schools have decided to begin their school day later. Monkseaton High School in North Tyneside trialled a 10 am start, but has since reverted to 8.55 am.

In 2011, we revoked the regulations prescribing the procedure for changing school opening times. Since then, maintained schools and academies have had the autonomy to change their own school opening times. The Education (School Day and School Year) (England) Regulations 1999 require all maintained schools to be open to educate their pupils for at least 380 sessions—190 days—in each school year, with every school day consisting of two sessions separated by a break in the middle of the day. Academies and free schools are not bound by these regulations, but their funding agreements state that the duration of the school day is the responsibility of the trust.

There are no specific legal requirements for how long the school day should be. Governing bodies of maintained schools are responsible for deciding when sessions should begin and end on each school day, the length of each lesson and the timings for the morning sessions, the midday break and afternoon sessions. The governing body has the power to revise the length of the school day as it sees fit. Schools are also responsible for setting the timetable for their school day, and so could, for example, schedule more intellectually challenging subjects later in the day if they decide that that is when their students are more receptive to being taught.

Schools also have the autonomy to extend the length of the school day or offer provision after the end of the school day if they believe that it would be beneficial to their students. Extending the school day, or offering extra education activities around the school day, can help children—particularly from the most disadvantaged backgrounds—to improve attainment and social skills, raise aspiration and help parents with childcare.

We expect schools changing the length of their school day to act reasonably when making those decisions, including by consulting parents, giving parents notice and considering the impact on pupils and teachers, and on parents’ work commitments and childcare options. They should also consider the impact of reducing students’ time in school. Our evidence shows that every extra day of school missed can affect a pupil’s chances of achieving good GCSEs, which has a lasting effect.

I am grateful to the hon. Member for Cambridge for highlighting this issue. The Government cannot, and should not, insist that schools delay the start time of the day. Schools already have the power to do so themselves, if they feel that it would be in the best interests of their pupils. That is a key point: schools know what is in the best interests of their pupils. They are best placed to make a decision on whether to change the content, structure and duration of their school day to get the best outcomes for their pupils, and they know the individual circumstances of their pupils and of the local area.

We would not want to take away the freedom of any school by requiring them to start the school day at a set time, especially when evidence on delaying school start times in the United Kingdom is, at best, inconclusive.

[Vicky Foxcroft]

I have listened intently to the Minister’s speech, and he is absolutely right about the lack of evidence on delaying start and finish times. However, I mentioned the BMJ research on young people and their likelihood of being stabbed or facing violence, and the lack of evidence around that. Will the Minister commit to getting more research on delaying start and finishing times, to make sure that our kids are kept safe?

[Nick Gibb]

I am interested in the staggered end times of schools, as mentioned in the BMJ research that the hon. Lady cited. That feeds into schools’ autonomy to decide when to start and finish. We trust headteachers to make those decisions, which will be based very much on local circumstances, including when other schools in the area finish for the day and so on. We are always open to more research being conducted on these issues. We certainly want to make sure that children are safe when they leave school and walk home in the evenings.

The focus should be on ensuring that children and young people understand the importance of sleep and how best to get sufficient sleep at night, to enable them to achieve their best.

Oral Answers to Questions

Nick Gibb Excerpts

Monday 4th February 2019 Commons Chamber

[Mr Philip Dunne (Ludlow) (Con)]

12. What assessment he has made of the effectiveness of school efficiency advisers in helping schools manage resources.

[The Minister for School Standards (Nick Gibb)]

Through a pilot project in 72 schools and trusts, our new team of school resource management advisers have so far identified more than £35 million of potential savings and revenue generation opportunities. We are continuing to work with these schools to help them realise these savings.

[Mr Dunne]

I am grateful to my right hon. Friend for that answer. Do any of these pilot areas include rural parts of the country, such as south Shropshire, where my constituency is? We are suffering from declining school rolls as a result of the birth rate, and the school efficiency advisers could be very helpful in aiding schools to cope with that problem.

[Nick Gibb]

Of course we recognise the importance of rural schools, the role they play in their communities and the challenges they face. That is why the national funding formula includes £25 million specifically to provide support to small schools in sparse areas. Early evidence from the pilot projects shows that school resource management advisers can help schools to review their longer-term budget and curriculum planning approach to help them adjust their costs over the long term if income falls due to declining pupil numbers.

[Thangam Debbonaire (Bristol West) (Lab)]

Schools in my constituency say there are simply no more efficiencies to be made—there are no more savings to be made, and there are no more teachers they can sack or make redundant without affecting children’s education and care. So what does the Minister have to say to schools in my constituency about the efficiencies they are supposed to make to keep functioning?

[Nick Gibb]

Since 2017, we have given every local authority more money for every pupil in every school. We are spending record amounts of money on our school system—the figure will be £43.5 billion next year, which is a record for those schools—but we do understand the cost pressures that schools are under, which is why we have this cadre of school resource management advisers, who can help those schools. We also have a series of national buying schemes, whereby we can buy things such as insurance, energy and computers far more efficiently to make savings in the non-staff expenditure that schools have to incur.

[Priti Patel (Witham) (Con)]

14. What steps he is taking to increase funding for education in Essex.

[The Minister for School Standards (Nick Gibb)]

By 2019-20, schools in Essex will receive 3.3% more funding per pupil compared with the level in 2017-18—this is an additional £141 per pupil or £48.7 million in total. In 2019-20, therefore, Essex will receive £855.8 million in school funding—a record amount.

[Priti Patel]

Notwithstanding the Minister’s response on the funding that Essex will receive, the county council is seeking to transfer funds from the schools block to the high-needs block, as there is not enough money for children with special educational needs. My right hon. Friend the Minister knows that any transfer of funds will have a knock-on impact on educational funding throughout Essex, so will he work with me and the county council to address this issue?

[Nick Gibb]

I am very happy to do so. I know that my right hon. Friend takes a particular interest in special-needs education in her constituency. High-needs funds for Essex were increased to £139.1 million this year, and will rise to £141 million next year, but she is right to point to the increase in pressures on the high-needs budget, which is why my right hon. Friend the Secretary of State announced in December an extra £250 million over two years. We will work closely with the Treasury as we prepare for the next spending review to ensure that we secure the best funding settlement possible to address this and other school funding issues.

[Mr Speaker]

I am very glad to hear it. I should add, in parenthesis, that the county is of course also home to the life-transforming University of Essex, of which I am very fortunate to be chancellor.

[Vicky Ford (Chelmsford) (Con)]

And it is also home to the Anglia Ruskin University in Chelmsford.

Schools in my constituency in Essex were delighted to see in the NHS long-term plan that the NHS intends to help schools with funding for mental health support. How do my local schools access these funds?

[Nick Gibb]

My hon. Friend raises an important point. We take young people’s mental health very seriously, which is why we recently published the Green Paper on mental health for children and young people. We will fund and place in every school a designated mental health lead, supported by mental health support units, which we are rolling out to trailblazer areas as we speak. That is how my hon. Friend’s local schools will be able to access those funds.

[Dr Rupa Huq (Ealing Central and Acton) (Lab)]

15. What assessment he has made of the effect of the Government’s policy on funded childcare on the financial viability of childcare settings.

--- Later in debate ---

[Daniel Zeichner (Cambridge) (Lab)]

16. What assessment he has made of the effectiveness of the governance of multi-academy trusts.

[The Minister for School Standards (Nick Gibb)]

Our expectations of effective governance in multi-academy trusts are set out in the governance handbook, and they include the skills, knowledge and behaviour that boards need to demonstrate to be effective. We are supporting trustee effectiveness by allocating a higher level of funding to train multi-academy trust boards and by having regular governance conversations with multi-academy trusts.

[Daniel Zeichner]

In Cambridgeshire, as elsewhere, the world of multi-academy trusts is opaque and wholly unaccountable with schools looking over their shoulder to see whether they are the next to be picked off. These trusts receive large sums of public money, but are effectively self-perpetuating oligarchies. When will the Secretary of State do the right thing and pass back control to the people who pay for them—the local citizens?

[Nick Gibb]

These multi-academy trusts are driving up academic standards. In primary schools, disadvantaged pupils in MATs make significantly more progress in writing and maths than the average for disadvantaged students, and the gap in progress between disadvantaged and non-disadvantaged primary school pupils is smaller in MATs than the national average. I could go on with more examples of how MATs are raising standards in our country. I refer the hon. Gentleman to the MAT performance table and he will see which MATs are the highest performers.

[Mr Speaker]

I hope the House now keenly anticipates Mr George Freeman.

--- Later in debate ---

[Mr Marcus Jones (Nuneaton) (Con)]

T5. My constituency is seeing a significant and sustained improvement in key stage 2 results. Will the Minister join me in thanking the hard-working teaching staff who are responsible for this, and will he say what more we can do to ensure that all the schools in my constituency are performing well above the national average?

[The Minister for School Standards (Nick Gibb)]

I am delighted to warmly congratulate the teachers in my hon. Friend’s constituency of Nuneaton on the significant improvement in key stage 2 results. Of course, we need to do more to raise standards further, which is why we are investing £76 million to raise the standard of maths education through the 35 maths hubs referred to earlier by my hon. Friend the Minister for Universities, Science, Research and Innovation. We are also spending £26 million on developing 32 schools across England into English hubs, which will take a leading role in supporting schools to improve their teaching of early language and reading.

[Jo Platt (Leigh) (Lab/Co-op)]

T2. During a Westminster Hall debate on social mobility last month, the Under-Secretary of State for Education, the hon. Member for Stratford-on-Avon (Nadhim Zahawi), boasted of the Government’s early-years pilots. He even visited the local pilot in Wigan. However, Leigh—part of the Wigan borough—has recently been ranked 533rd out of 533 for early-years provision in the country. When will the Minister and this Government wake up? Their sticking-plaster schemes are not working. If we want to improve social mobility, we first have to address child poverty.

--- Later in debate ---

[Nick Gibb]

I would of course be delighted to join my hon. Friend in congratulating the teachers and pupils at Eythorne Elvington Community Primary School on their exceptional performance in last summer’s standard assessment tests. Ensuring that 100% of its pupils are reaching expected standards in reading, writing and maths will help those pupils to be ready for the demands of secondary school. In addition, 56% of pupils at Eythorne Elvington qualified for free school meals at some point in the past six years, showing that high expectations and great teaching can deliver high standards for all pupils, regardless of background.

[John Mc Nally (Falkirk) (SNP)]

T4.   The Construction Industry Training Board has revealed its intention to sell off sections of Scotland’s national construction colleges. Will the Secretary of State outline what impact this decision will have on apprenticeships?

--- Later in debate ---

[Luke Hall (Thornbury and Yate) (Con)]

Will the Secretary of State join me in congratulating Yate Academy on its outstanding progress on its Progress 8 scores, which are now at 0.69—its best ever result? Will he meet me and a delegation of headteachers from south Gloucestershire to talk about how we can continue to drive up educational standards across our area?

[Nick Gibb]

I certainly want to congratulate Yate Academy on the improvements it has made in the progress of pupils at both primary and secondary phases, and particularly its significant improvement in the proportion of pupils taking the EBacc combination of core academic subjects. We are committed to ensuring that support is available for schools that require it, and teaching schools are strong schools that work with others to provide high-quality training and development for teachers.

[Jim Shannon (Strangford) (DUP)]

Taking into account the immense pressure that staff are under, torn between a desire to enhance their children’s education through after-school clubs and their obligation to the unions, will the Minister outline what steps the Department is taking to strengthen the teaching profession?

[Nick Gibb]

On 28 January, we launched the teacher recruitment and retention strategy, which was designed collaboratively with the education sector. Its centrepiece is the early career framework, which will underpin a fully funded two-year package of structured support for all teachers in the first two years of their career. We are also building a career structure for teachers who have more experience. It is a very good package, designed to increase retention and help with recruitment.

[Ms Esther McVey (Tatton) (Con)]

Will the Secretary of State look again at school funding in rural areas, particularly Cheshire, and push for further funding at the spending review? Will he commit to come to Tatton, to meet some of my headteachers?

School Funding: Gloucestershire

Nick Gibb Excerpts

Wednesday 30th January 2019 Westminster Hall

[The Minister for School Standards (Nick Gibb)]

It is a pleasure to serve under your chairmanship, Mr Davies; I look forward to the 10 or 15 minutes ahead of us. I congratulate the hon. Member for Stroud (Dr Drew) on securing this important debate and on his introduction of it. I also thank my hon. Friends the Members for The Cotswolds (Sir Geoffrey Clifton-Brown), for Tewkesbury (Mr Robertson), for Gloucester (Richard Graham) and for Cheltenham (Alex Chalk) for their important contributions. All of them continue to make strong representations to the Government about school funding in their area.

The Government are determined to create an education system that offers opportunity to everyone, no matter their circumstances or where they live. Schools must have the resources they need to make that happen. That is why we are investing more money in our schools, helping them to make the most out of every pound they receive, and delivering on our promise to make funding fairer through the introduction of the national funding formula. In 2017-18, funding was for the first time distributed to local areas based on the individual needs and characteristics of every school in the country. That will also happen in 2018-19, for the second year running. This historic reform is the biggest improvement to how we allocate school funding for a decade and directs resources where they are needed most.

We all want to ensure that all children, regardless of where they live, receive a world-class education. We have made significant progress on that, thanks in part to our reforms. The attainment gap between rich and poor children is shrinking, the proportion of pupils in good or outstanding schools has increased from 66% in 2010 to 84%, and primary school children have achieved their highest ever score on international reading tests.

While more money is going into schools than ever before, we recognise the budgeting challenges that schools face and that we are asking them to do more. Because of that, and because children only get one chance to have a great education, the Government have prioritised school spending, even while having to take difficult public spending decisions in other areas.

In total, across the country, core funding for schools and high needs will rise from almost £41 billion in 2017-18 to £43.5 billion in 2019-20. Figures from the Institute for Fiscal Studies show that real-terms per-pupil funding for five to 16-year-olds in 2020 will be more than 50% higher than it was in 2000. We can compare ourselves favourably to other countries. The UK spends as much per pupil on primary and secondary state education as any major G7 economy in the world, apart from the United States of America.

As well as providing additional funding for schools, we have made funding fairer by introducing the national funding formula. Under the previous system, schools with similar pupil characteristics received significantly different levels of funding for no good reason, meaning that some schools were not getting the resources that they needed. That is why it is so important that we have delivered on our promise to reform the unfair school and high-needs funding systems and introduce a national funding formula. Government Members have been particularly active over the years, through the f40 group, in ensuring that we have a fairer funding system.

Schools are already benefiting from the gains delivered by the national funding formula. Since 2017, we have given every local authority more money for every pupil in every school, while allocating the biggest increases to the schools that have been most underfunded. The underfunded schools will attract up to 6% more per pupil by 2019-20, compared with 2017-18. My hon. Friend the Member for Gloucester is absolutely right to insist on care in how we use language. He will be aware that the School Cuts website has been criticised by the UK Statistics Authority for some of the things stated on that website.

Gloucestershire schools will receive gains of 3.1% per pupil by next year, compared with 2017-18. That will mean an extra £19 million in total when rising pupil numbers are also factored in. On high needs, we have recently announced that we will provide £250 million of extra funding across England over this financial year and the next. In Gloucestershire, that means that the local authority will receive an additional £2.7 million across this year and the next, on top of the increases that were already promised.

It is important to keep it in mind that the purpose of the national funding formula is not to give every school the same level of per-pupil funding. Although that would be simple, it would not be fair. It is right that schools that have pupils with additional needs, such as those indicated by measures of deprivation or low prior attainment, should get extra funding to help those pupils. In addition, schools in more expensive areas, such as London, require higher funding per pupil to reflect the higher costs that they face. That extra funding is vital to support children who face greater barriers in education, be that because they come from a disadvantaged background, have low prior attainment or speak English as an additional language. Every child deserves to get the help that they need to reach their full potential, and that is why the national funding formula has protected the £5.9 billion of funding for additional needs across the system.

We do recognise the challenges faced by the lowest funded schools. In the national funding formula, we have included minimum per-pupil funding levels to guarantee that every school will attract a minimum amount of funding for every pupil. In 2019-20, the formula will provide at least £4,800 per pupil for every secondary school and £3,500 for every primary school. In Gloucestershire, secondary schools in particular benefit from that measure, with about half of secondary schools attracting extra funding as a result. We have not limited gains for schools benefiting from the minimum amounts, so the very lowest funded schools will see their funding increase fastest, and some schools will attract gains of 10% or more by 2019-20.

[Alex Chalk]

Does my right hon. Friend the Minister agree that it is very important that we look into the causes of why high needs provision, in particular, is coming under the pressure that it now is? We have the Milestone School, the Ridge Academy, Belmont School and Bettridge School—so many excellent special schools—but the reality is that they face such huge demands now and we have not really got to the bottom of the reason for that. Is it issues in childbirth? Whatever it is, we need to get to the bottom of it.

[Nick Gibb]

My hon. Friend raises a very important point. That is something that the Department is looking at very carefully. There are reasons for it, and we know what they are. They are to do with medical advances, the use of private schools—private special schools—and so on. We are providing capital funding to help particular local authorities that have much higher high needs expenditure to address those issues. There is a capital pot and also a development fund, to help them to make those important decisions.

We acknowledge that the national funding formula represents a big change to the funding system. We understand the importance of stability to schools and we want to ensure that there is a smooth transition. We have therefore confirmed that for the next two years, local authorities will continue to be responsible for setting school budgets at local level. I may have got my years wrong at the beginning of this contribution: 2018-19 is of course the first year of the funding formula and 2019-20 is the second year. We have also confirmed that, in 2020-21, we will allow local authorities to use their local funding formula to allocate the funds. But we will allocate the funds to local authorities on the basis of the national funding formula.

We are pleased to see significant progress across the system in moving towards the national funding formula in its first year. Many local authorities have chosen to move towards the national funding formula locally, with 73 local authorities moving all their factor values towards the NFF, and 41 matching the NFF factor values almost exactly. It is the case that 112 authorities, including Gloucestershire, have introduced a minimum per-pupil funding level factor in their local formula. I am very pleased that so many authorities across the country are showing such strong support for our national formula.

Alongside the local flexibility, we recognise that there needs to be a degree of discretion locally to change the balance between schools and high needs funding. Although we want schools to benefit from all the gains and protections afforded by the national funding formula, it will take time for spending to be aligned to the allocations calculated at national level. The ongoing flexibility will help to ensure that the transition to the formula takes place in a way that best meets the needs of local schools and pupils.

We are committed to supporting children with special educational needs and disabilities to reach their full potential, and we expect all schools to play their part. That is why we have reformed the funding system to take particular account of children and young people with additional needs, and introduced a new formula allocation to make the funding for those with high needs fairer. As mentioned previously, we have recently announced that we will provide £250 million of additional funding for high needs throughout England over this financial year and the next. We recognise that, as my hon. Friend the Member for Cheltenham has said, the high needs budget faces significant pressures, and that additional investment will help local authorities to manage them.

Of course, the response to pressures on high needs budgets cannot just be additional funding. That is why we have also set out plans to support local authorities in their role of providing strategic leadership and oversight of the provision for children and young people with SEND. We have announced other measures to support local authorities: a £100 million top-up to the special provision capital fund for local authorities in 2019-20 for new places and improved facilities; the removal of the cap on the number of special and alternative provision free school bids that we approve in the current wave; reviewing current SEND content in initial teacher training provision; and ensuring a sufficient supply of educational psychologists to carry out the statutory functions in relation to the EHCP process, and to support teachers and families. We will continue to engage with local authorities, health providers, families, schools and colleges to work together to manage the cost pressures on high needs budgets and ensure that children with special educational needs and disabilities get the support that they need and deserve.

We recognise that schools have faced cost pressures in recent years. That is why we have announced a strategy setting out the support that we will provide—current and planned—to help schools to make savings on the more than £10 billion of non-staff expenditure across England.

[Richard Graham]

Does the Minister agree that the key thing is not that funding has been cut but that costs have increased and therefore the issue is how we can share best practice among schools in order to make savings that will help to reduce any deficit that they might have?

[Nick Gibb]

My hon. Friend is right. We do want to spread best practice. We have a cadre of school resource managers to help schools that are particularly struggling with their budgets to find savings. Other measures are national buying schemes for things such as printers and photocopiers and the roll-out of a free teacher vacancy listing website to help schools to find teachers and drive down recruitment costs, which are a big burden on schools at the moment. We have created a benchmarking website for schools that allows them to compare their costs with those of other schools.

I again thank hon. Members for their contributions to the debate. I reiterate our commitment to providing every child with the opportunity to reach their potential. The extra investment that we are making in our schools, the fairer distribution of school funding, and support to use those resources to best effect, will help us to make that a reality.

Question put and agreed to.

School Exclusions and Youth Violence

Nick Gibb Excerpts

Monday 28th January 2019 Commons Chamber

[The Minister for School Standards (Nick Gibb)]

I congratulate the hon. Member for Lewisham, Deptford (Vicky Foxcroft) on securing this debate and on her speech, and I pay tribute to her for her work as chair of the Youth Violence Commission.

Over the past year, too many young people have lost their lives as a result of violence, including 14-year-old Jaden Moodie just a few weeks ago. Tackling this issue is a priority, and we know the impact of these tragic incidents is devastating for both the families and friends of those concerned. This is not a matter that can be tackled in isolation, which is why the Serious Violence Taskforce was established by the Government in April 2018. Chaired by the Home Secretary, it brings together cross-party MPs, police leaders, local government and the voluntary sector with the aim of ensuring that sustained and decisive action is taken against violent crime.

The Government’s serious violence strategy, published in April 2018, signals a step change in the Government’s approach. It is focused not solely on law enforcement, important as that is, but on a multi-agency approach across a number of sectors, such as education, health and social services. Early intervention and prevention are at the core of the strategy, which is why the Home Office has established the early intervention youth fund. Through the fund, 29 local projects in England and Wales have been awarded a total of £17.7 million over two years to divert children and young people away from violent crime.

Schools play an important role in the safeguarding of pupils. Schools and colleges, including alternative provision, to which the hon. Lady referred, have a statutory obligation to safeguard and promote the welfare of their pupils. The Department has clear guidance in “Keeping children safe in education” and “Working together to safeguard children”. They set out what schools and colleges should and must do to implement their obligations, and how agencies should work together to ensure the welfare of children. The Department has worked with the Home Office, the police, Ofsted and the Health and Safety Executive to produce new school security guidance, which makes explicit reference to the serious issue of knife crime. We have also created a resource for teachers, so they can raise awareness about the dangers of knife crime among young people. This complements the national knife crime media campaign that has been launched, #knifefree, to raise awareness of the consequences of knife crime.

Equally crucial in safeguarding children and young people is the role of social care. Evidence from joint targeted area inspections of local authorities, health and police has shown that children who have grown up neglected are vulnerable to exploitation as adolescents. That is why the Department is improving the quality of children’s social care services, including through an £84 million investment in strengthening families and protecting children, as well as establishing a new national response unit to help local authorities to support vulnerable children at risk of criminal and sexual exploitation, including through county lines and other forms of gang involvement and sexual exploitation.

[James Cleverly (Braintree) (Con)]

I congratulate the hon. Member for Lewisham, Deptford (Vicky Foxcroft) on securing this Adjournment debate and on the tireless work that she has put into driving forward the work of the youth violence commission. Does my hon. Friend agree that education, local government and health all have a part to play in diverting young people away from serious violence, and that although the Ministry of Justice makes the savings when we divert young people from prison and criminality, we should look into some way to recycle the savings back into those areas of Government upstream of the problem, so that we can keep young people safe and out of trouble?

[Nick Gibb]

My hon. Friend makes an important point. That is why the taskforce was established in the first place: to make sure that we were not operating in silos and that those sorts of funding issues did not prevent the action that we know needs to be taken.

Children who need help and protection from social care—those with a social worker—not only lack safety and stability but often have very poor educational outcomes, including being more likely to be excluded than other pupils. The children in need review aims to understand what works to help those vulnerable children to reach their potential.

Let me move on to the important issue of pupil behaviour and the related matter of school exclusions. The Government are committed to ensuring that all teachers are equipped with the skills to tackle the serious behavioural issues that compromise the safety and wellbeing of pupils and school staff, as well as the low-level disruption that too often gets in the way of effective teaching. It is vital that all schools are safe and disciplined environments. There is more to be done, though, which is why the Government are investing £10 million to create behaviour hubs to facilitate the sharing of best practice in classroom and behaviour management. We have also strengthened teachers’ powers to discipline pupils. Teachers can now take action on poor behaviour that takes place outside of school. We have also clarified teachers’ powers to use reasonable force, they have stronger powers to search pupils for items that could be used to cause harm or break the law, and they can now issue same-day detentions.

Parents also have a fundamental role to play and are often well placed to support schools with the early identification of any problems that may be influencing a child’s behaviour. The special educational needs and disability code of practice, for example, sets out that schools should work with parents to identify any underlying problems that might be related to behavioural issues. Any form of violence in schools is unacceptable. Schools’ behaviour policies should set out how poor behaviour, including incidents of violence, are dealt with. Should the incident constitute a criminal offence, the school should of course report it to the police.

All children have the right to a school environment that is safe and conducive to education, and the Government and I fully support headteachers in the use of exclusion where it is warranted. Exclusion on any grounds other than behaviour is unlawful, but it is for the headteacher to take the decision based on the evidence available and the need to balance the interests of the excluded pupil against those of the whole school community. There has been in recent media coverage some misinformed conflation of fixed-term exclusions with permanent exclusions. The statutory guidance on exclusions makes it clear that, in all cases, a decision to permanently exclude a pupil should be taken only in response to a serious breach or persistent breaches of a school’s behaviour policy, and if allowing the pupil to remain in school would seriously harm the education or welfare of others in the school. But exclusion from school must not mean exclusion from education. When a child is excluded, suitable full-time education has to be arranged from the sixth school day of exclusion.

There are differences in exclusion rates between schools, between different local authority areas of the country, and between pupils with different characteristics, despite all state-funded schools in England operating under the same exclusions framework. That is why last spring the Government launched an externally led review of exclusions practice, led by our former colleague Edward Timpson, which is due to be published shortly. This will examine the factors that drive those differences, and also explore and evaluate best practice for those where the disparities are less significant.

Regarding the potential links between exclusions and crime, which the hon. Lady mentioned in her opening remarks, it is correct that children who have been excluded from school are disproportionately represented in the criminal justice system. A recent study found that 23% of young offenders sentenced in 2014 to less than 12 months in custody had been permanently excluded from school prior to their sentence date. However, while there is some correlation between exclusion and crime, we do not have evidence to suggest a causal link. What we do know is that there are children who face difficult circumstances, where complex and multiple vulnerabilities can damage their outcomes, falling behind others from the early years onwards. Of pupils in 2016-17, approximately one in 10 needed a social worker over the previous six years. Of these, 35% also had special educational needs, 42% also claimed free school meals, and 17% faced all three disadvantages. The compounding impact of these children’s vulnerability on their educational outcomes can be entrenched by poor experiences in education, including exclusion.

The Ministry of Justice did publish some analysis last June that looked at the educational background of young offenders who had committed a knife offence, and it was not possible to identify whether there is an association between exclusions and knife possession offending. Although a higher proportion of offenders had been persistently absent or excluded from school, only a very small proportion committed the knife possession offence shortly after being excluded from school. Around 74% of offenders committed the offence more than one year after being permanently excluded.

As I have said, exclusion from school must not mean exclusion from education. Alternative provision is the system that is in place to educate those pupils who are unable to attend mainstream school. This could be for a variety of reasons, be they behavioural or following on from exclusion. There are some excellent examples of alternative provision that not only have high standards for behaviour, progress and attainment, but have strong interventions in place to support their pupils at risk of involvement in crime. For example, London East AP —LEAP—has an ethos of high expectations on pupils’ results, outcomes and behaviour. It does not accept an excuse culture among staff and pupils. That type of alternative provision is not necessarily widespread across the country, and we are determined to make sure that every alternative provision setting is as good as the best in the country and that the best practice is shared. That is why we are taking forward an ambitious programme of reform of the AP system over the coming months and years, which we believe will deliver sustained improvement.

As we set out in our vision document published last March, our objective is to make sure that the right children are placed in the right alternative provision, that they receive a high-quality education and that they achieve meaningful outcomes after leaving alternative provision.

In conclusion, I want to assure the hon. Member for Lewisham, Deptford that this Government are determined to do everything they can to break the deadly cycle of violence that devastates the lives of individuals, families and communities. In doing this, it is vital to develop a truly effective, multi-agency approach to tackle the root causes of violence. We must continue to work together, so that every young person is safe and free to fulfil their potential, away from violence.

Question put and agreed to.

Teacher Recruitment and Retention Strategy

Nick Gibb Excerpts

Monday 28th January 2019 Commons Chamber

[Angela Rayner (Ashton-under-Lyne) (Lab)]

(Urgent Question): To ask the Secretary of State for Education if he will make a statement on the teacher recruitment and retention strategy.

[The Minister for School Standards (Nick Gibb)]

Last year, we recruited more than 34,500 trainee teachers into the profession—more than 2,000 more than the year before—but the growing number of pupils means that we need even more teachers at a time when we have the most competitive labour market on record. Today, the Government launched the teacher recruitment and retention strategy, outlining our priorities ahead of the spending review. First, we are creating the right climate so headteachers can establish the right culture in their schools. Secondly, we are transforming the support for early career teachers. Thirdly, we are building a career structure that remains attractive as teachers’ lives and careers progress. Fourthly, we are making it easier for great people to become teachers.

At the heart of the strategy is the early career framework. Developed with teachers, headteachers, academics and experts, and endorsed by the Education Endowment Foundation, it underpins what all new teachers will be entitled to be trained in at the start of their career, in line with the best available evidence. The early career framework will underpin the fully funded two-year package of structured support for all early career teachers, including additional time off-timetable for teachers in their second year and fully funded mental health training.

By the time the new system is fully in place, we anticipate investing at least an additional £130 million every year to support the delivery in full of the early career framework. This will be a substantial investment, befitting the most significant change to the teaching profession since it became a graduate-only profession. In addition, the recruitment and retention strategy outlines how the Government will create the right climate for headteachers to establish supportive cultures in their schools in which unnecessary workload is driven down. This includes consulting on replacing the floor and coasting standards, with Ofsted’s “requires improvement” as the sole trigger for an offer of support.

The recruitment and retention strategy, including the early career framework, has been developed closely with the sector. Its publication marks a crucial milestone for the profession, as well as the start of a conversation between the Government and the profession about how best to deliver on the promise of this strategy.

[Angela Rayner]

The publication of this strategy is a credit to the school leaders, teachers and trade unions who have campaigned for years on this issue. Any serious attempt to tackle the workforce crisis, however overdue, is welcome, but today’s words must be matched by actions. Perhaps the Minister could start by acknowledging the scale of the problem. He has missed his targets six years running, and teacher numbers are declining as pupil numbers are increasing. Can he confirm that between 2016 and 2017 the number of full-time equivalent teachers in our classrooms fell by over 5,000?

The Minister mentioned the £180 million of funding, but at least £42 million of it was announced back in December 2017. How much is new money? The framework talks about

“at least an additional £130 million pounds a year”.

Is that new funding from the Treasury, or is it being taken from other education spending, and if so, where from? Has the Treasury committed to this funding in the upcoming spending review, and does the “at least” mean that more money will be available if needed?

The concept of the new framework is welcome and long overdue, but can the Minister guarantee that every new teacher will be able to benefit from it? Specifically, will academies also be required to offer the additional time off-timetable for newly qualified teachers in their second year? For many schools, timetabling makes part-time work challenging. Where will they find the additional staff needed to make job shares work? Has he made any assessment of the number of teachers this could keep in or bring back into the profession?

On initial teacher training, how will the Minister ensure that smaller teacher training providers, such as school-centred providers, will not lose places? He pledged a review of teaching schools. What issues will this address and how will it be carried out? The strategy suggests that their functions will be taken on by multi-academy trusts. Will other schools be excluded? Will the strategy offer something for more experienced teachers? His most recent pay deal means that 250,000 teachers—the majority, in fact—are facing another real-terms pay cut. Can he confirm that today’s strategy does nothing to stop continued real-terms pay cuts in our schools? Surely he can acknowledge that teachers need more than the offer of part-time work.

Finally, the teaching workforce crisis cannot be separated from the years of cuts to pay and education budgets. Our teachers do invaluable work every day raising our next generation, and I thank them all. I hope that the Government will start valuing them with more than just warm words.

[Nick Gibb]

I do not really know how to react to the hon. Lady’s tone. This is a very effective recruitment and retention strategy, which has the support of the sector, and I should have thought that she would want to support it as well. The concept and structure of the strategy were driven by my right hon. Friend the Secretary of State, and the details were developed by officials and by me in close consultation with the profession, the teachers’ unions and academics. I do not regard that as a matter for criticism.

The hon. Lady asks whether the £130 million is new money. It reflects what we think schools will need to support a 5% timetable reduction for early-years career teachers, for mental health training and time and for the training programme. The Government are clear that they are committed to that funding, and it is new funding. It does not include the £42 million teacher development premium.

The hon. Lady asks about more experienced teachers. As she will see when she has a chance to read the strategy, it includes support for non-leadership career pathways for teachers who want to remain in the classroom. There will be a teacher development national professional qualification to enable them to enhance their careers without necessarily taking on leadership positions. We shall be announcing a procurement tender for initial teacher training providers and others.

The principal challenge that we face in teacher recruitment is the fact that we have a strong economy, with record numbers of jobs and the lowest unemployment since the 1970s. We are competing with other professions, such as commerce and industry, for the best graduates in our economy. A strong economy is not a challenge likely to face any Labour Government. Whenever Labour is in office, it damages the public finances, damages the economy and destroys jobs, whereas the Conservatives repair our economy, take a balanced approach to the public finances and create jobs—millions of jobs.

[Robert Halfon (Harlow) (Con)]

I strongly welcome this announcement—particularly amid the Brexit fog—and I welcome the work that my right hon. Friend and the Secretary of State are doing. Has either of them considered the idea of establishing local teacher training colleges in areas of strong deprivation, possibly linked to further education colleges, to encourage people in those areas to take up teaching?

[Nick Gibb]

The purpose of the phased bursaries that we have piloted with maths in particular is to stagger the payments of those bursaries after three years. For those training to teach maths, there is a £20,000 bursary, followed by a £5,000 payment after three years and a further £5,000 after five years. In areas where there is a record of recruitment challenges, or areas of deprivation, the £5,000 figure becomes £7,500. There is a range of other measures intended to incentivise people to train in the areas to which my right hon. Friend has referred.

[Lucy Powell (Manchester Central) (Lab/Co-op)]

I, too, welcome the new strategy, but it is long overdue. We have been raising these issues in the House for a number of years, and the Minister, and other Ministers, seems to have been in denial about what is causing them. That has been echoed in some of the Minister’s comments today. Tackling teacher recruitment and retention is not about a growing economy; it is about pay, workload and job satisfaction, so will the Minister now address those three key issues in a more strategic and substantive way than we have seen them addressed thus far?

[Nick Gibb]

We have been addressing those issues. For instance, we started to deal with workload in 2014. The workload challenge produced 44,000 responses identifying the top three issues: excessive marking work, data collection and lesson preparation. We addressed those with some workload review groups, and accepted their recommendations. This strategy, however, includes more measures to deal with workload. For example, the new Ofsted framework will include tackling teacher workload as an element of the leadership and management judgment that schools will face.

We are also doing more to ensure that the culture of schools is right. We are changing the accountability regime. There will not be a “football manager” approach. We are consulting today on replacing floor and coasting as triggers for support for schools with the simple “requires improvement” judgment of Ofsted. We have been engaged in a range of measures since 2010, and we are taking a strategic approach to these issues as well. I think that if the hon. Lady reads the strategy, she will find that it addresses all her concerns.

[Sir David Evennett (Bexleyheath and Crayford) (Con)]

I welcome my right hon. Friend’s statement. Does he share my hope that this new strategy marks the end of excessive marking and data entry, so that our teachers can spend more time doing what they came into the profession to do, which is teach, and not be overburdened by administration?

[Nick Gibb]

My right hon. Friend is absolutely right. The Department and my right hon. Friend the Secretary of State take very seriously the issue of tackling excessive workload. Teachers in this country work eight hours a week above the OECD average but work the same number of teaching hours as the OECD average. Those extra eight hours are spent, as my right hon. Friend said, on things such as excessive data collection and excessive marking. We have been addressing those issues, and this strategy continues to address them including through a new approach by Ofsted.

[Thelma Walker (Colne Valley) (Lab)]

I appreciate that the strategy announced today is urgently needed to address the growing crisis in our schools, but should the Government not be taking time to recognise why there is such a dire need for a recruitment and retention strategy, and is it not a fact that stripping schools of resources and inflicting years of pay cuts have left teachers demoralised by the current regime in our schools?

[Nick Gibb]

The hon. Lady will know that we are spending a record amount of money on our schools: £43.5 billion by next year. Every local authority is seeing an increase in funding for every pupil in every school in the country. The School Teachers Review Body recommended a 3.5% pay rise for teachers on the main pay scale, and we have accepted a 2% pay rise for teachers on the upper pay scale and have agreed a 1.5% pay rise for headteachers on the leadership pay scale. We are funding that through a teacher pay grant over and above the 1% already budgeted.

[Antoinette Sandbach (Eddisbury) (Con)]

I welcome the fact that this plan has been co-signed by all the teaching unions. What measures will the Minister put in place to support rural teachers, particularly in underfunded areas such as mine in Cheshire, where they often face additional hurdles around accommodation and transport?

[Nick Gibb]

As I have said, we are taking a number of measures to tackle areas that have suffered particular historical challenges in recruiting teachers, including rural and coastal areas and areas of deprivation. The evidence suggests that within those areas different schools face different challenges, so it is often a school-level challenge, but we do have measures in place to direct funding particularly to areas of challenge, and we are rolling out this strategy to areas, including the north-east, Manchester and Bristol, that we know face particular social mobility challenges.

[Laura Smith (Crewe and Nantwich) (Lab)]

Is it not the case that to reduce workload in any significant way we simply need more teachers and more support staff in schools, so does the Minister agree that until the Treasury commits to a long-term plan that includes a significant real-terms increase in the education budget, the most he can hope for is to make marginal improvements?

[Nick Gibb]

Teaching remains an attractive profession. There are 450,000 teachers in the profession. Last year, we recruited 34,500 teachers, which is over 2,000 more than the year before, and that year we recruited more teachers than the year before that. We accepted the recommendation of the STRB of a 3.5% pay rise for teachers on the main pay scale. We added an extra £1.3 billion of school funding, which we announced in the summer of 2017. The Chancellor announced an extra £400 million in his Budget for small capital projects. We have announced an extra £250 million recently for special needs funding. And we have issued a pay grant to fund the pay increases over and above the 1% that schools will already have budgeted.

[Rachel Maclean (Redditch) (Con)]

May I put on the record my thanks to all the teachers in Redditch, who give all our young people such a great start in life? I, too, welcome this strategy, and note in particular the comments from the body that brings people from other professions into teaching as well as the support for the early career framework. Will my right hon. Friend confirm that he will continue to use best practice to attract the best people into the teaching profession?

[Nick Gibb]

My hon. Friend is absolutely right. The early career framework is built on best evidence of the approach to teaching. It is a welcome framework and focuses on those issues that teachers need to be trained in to be effective as teachers. I was struck by how different it is to enter into the teaching profession compared with other professions, such as chartered accountancy. There is a lot of support in the first few years of training to be an accountant, once one is in work. In the teaching profession, there is a steep learning curve in those early years, and we have been concerned about the high drop-out rate in the first few years of people’s careers.

The strategy seeks to give more support to teachers in those early years, because it is not just a recruitment strategy; it is also about increasing retention of those highly able people so that they stay in the profession—a profession they almost certainly love when they come into it, and which they can be driven out of by excessive workload and a lack of support.

[Layla Moran (Oxford West and Abingdon) (LD)]

Having done both that job and this one, I can absolutely agree that starting out as a teacher is harder than starting out as an MP. Although I welcome this strategy, which is long overdue, it does nothing to stem the real reasons why teachers are leaving: the toxic culture created in large part by this Government, the reduction of children to data points, and cuts to school budgets that have spread teachers’ good will as thin as it can get. The strategy will not fix that. We need to tackle the core issues, for example by abolishing Ofsted and putting in place something that teachers absolutely trust and by increasing massively the amount of high-quality professional development. What are the Minister’s plans to tackle the real reasons why teachers are leaving in the first place?

--- Later in debate ---

[Nick Gibb]

I agree with some of what the hon. Lady says. Data collection has been a burden and there has been an over-obsession with data and its collection. Ofsted has made it very clear in the new framework that it will not be seeking that data; it will not want to see any internal assessment data on the progress that pupils make. It will be looking at the wider curriculum and more substantive issues when schools are inspected.

The hon. Lady is right about workload, and both I and the Secretary of State take that very seriously. That is why we had the workload challenge in 2014 and why we have taken a series of measures to reduce both workload and data collection. We have a data collection toolkit and we have a leading academic from the Institute of Education looking into the question of data collection to try to get rid of some of the unnecessary data collection points that she mentions. Ofsted has just published its new framework for consultation, and that has landed well with the sector. When the hon. Lady has a chance to see it, she will see that it focuses on those things that really matter to a child’s education.

On CPD, one aim of the recruitment and retention strategy is to create a more diverse range of options for career progression, including a new teacher development national professional qualification—[Interruption.] I think I have said enough, Mr Speaker.

[Mr Speaker]

I have known the right hon. Gentleman for 33 years and I must say that he has a mildly eccentric approach to these matters. Nobody could accuse the Minister of State of excluding from his answer any matter that might at any stage to any degree be judged to be material—[Interruption.] The hon. Member for Worthing West (Sir Peter Bottomley) has not stood, but I have just been advised that he has been twitching. Let’s hear the fellow.

[Sir Peter Bottomley (Worthing West) (Con)]

As I said in October 1990 when I raised the question of leadership with the then Prime Minister, Margaret Thatcher—especially mentioning Peter Dawson, who had run Eltham Green before becoming general secretary of the Professional Association of Teachers—the culture that good heads can set, followed by other senior teachers, can bring people in not just to teach first but to teach second, bringing the experience of their own careers to expand our schools and academies. They can do a great deal of good for children across the country.

[Nick Gibb]

My hon. Friend is absolutely right. Headteachers play an important part in creating the right culture in schools, and the Government have a role to play in helping headteachers to create that culture. We want schools to acknowledge that we live in a strong economy with low levels of unemployment and a competitive jobs market so schools, like other employers, will need to be more flexible in their recruitment approach to allow more professionals to come into the profession on a part-time or flexible basis. We had a flexible working summit last year, because we want to encourage people to teach more flexibly.

[Steve McCabe (Birmingham, Selly Oak) (Lab)]

It is good that the Government finally accept that there is a recruitment and retention problem, but when does the Minister hope to wake up to the budget problems that are causing neglected repairs, reduced swimming and music lessons, curtailed extra-curricular activities and insufficient teaching assistants, particularly for special needs children?

[Nick Gibb]

We acknowledge the cost pressures on schools. As I said before, we are spending record amounts on schools, but there are of course increased pressures. We are asking schools to do more. Standards are rising, more children are reading more effectively earlier, we have better maths teaching, and more young people are taking at least two science GCSEs today than several years ago. That is why we are helping schools to tackle budget pressures, including through buying schemes for energy, insurance, computers and so on. We are also helping schools to balance their budgets when it comes to deploying staff. Tackling workload will be an important part of easing the cost pressures on schools.

[Bim Afolami (Hitchin and Harpenden) (Con)]

I welcome this strategy. Two primary schools in the villages of Breachwood Green and Redbourn in my constituency have talked to me about the specific challenges they face because they are small rural schools. Will the Minister explain how the strategy will help to deal with such problems? Will he also meet with me to discuss the specific issues in those particular primary schools?

[Nick Gibb]

I am happy to discuss funding issues relating to particular schools with my hon. Friend. Small schools receive a fixed sum that helps to deal with some of the fixed costs appropriate to such schools, and there is also the sparsity funding element of the national funding formula. The formula is geared towards helping small or rural schools, but I appreciate that they will face cost pressures, and we are helping schools to tackle them with a range of measures.

[Karin Smyth (Bristol South) (Lab)]

After talking to school leaders in Bristol South, I challenge the Minister on whether the money is sufficient to support them in delivering on the commitment. Given the existing large burdens on headteachers, what will he do to support the middle tier of teachers into becoming headteachers and future leaders?

[Nick Gibb]

We are investing in new and existing leadership qualifications and will do so disproportionately in more challenging areas of the country. As I said before, we are also developing our new national teacher development professional qualification for teachers who want to rise but do not necessarily want to go into leadership positions.

[Matt Rodda (Reading East) (Lab)]

I welcome the intention behind the strategy, but I would like it to contain more than warm words. What measures will the Minister put in place in high-cost areas that do not receive outer-London weighting and where there is severe pressure on schools?

[Nick Gibb]

The national funding formula contains an area cost adjustment that takes into account the cost pressures of employing both teachers and non-teachers in such areas. This strategy involves £130 million of new funding, because we strongly believe that we want teachers in the second year of their careers to have time off- timetable so that they can develop their teaching skills with support from a mentor and teacher training programmes.

[Lilian Greenwood (Nottingham South) (Lab)]

It is welcome that the strategy finally acknowledges the need to tackle excessive workloads for teachers if we are to bring the recruitment and retention crisis to an end. Given that secondary school pupil numbers are set to rise by 15% in the next decade, can the Minister guarantee that the funding that our schools need to implement the strategy will be provided quickly and effectively?

[Nick Gibb]

The funding will be provided when the strategy is fully rolled out in September 2021. We are rolling it out earlier, in September 2020, to Bradford, Doncaster, Greater Manchester and the north-east—I think I said Bristol earlier, but I actually meant Bradford. The strategy will be fully funded, and £130 million has been agreed with the Treasury despite the fact that it goes into the next spending review period.

[Nic Dakin (Scunthorpe) (Lab)]

I very much welcome this long overdue strategy. There is some evidence of burnout for teachers in mid and later career. Is the Minister looking to see which academy chains and local authorities perform well in teacher retention and which perform less well, and is he learning appropriate lessons from that?

[Nick Gibb]

As I mentioned earlier, the new Ofsted framework will be looking at things like teacher workload, as part and parcel of the leadership and management judgments made about a school. The Government take teacher workload extremely seriously, which is why we set up the three review groups to look at data management, excessive marking and lesson preparation. We have accepted all the recommendations of those three review groups.

[Dr David Drew (Stroud) (Lab/Co-op)]

By definition, the most experienced teachers are the most expensive. One of the reasons for poor retention is that schools, particularly smaller primary schools, have to lay off those teachers because they cannot afford them within their budget. Will the Government look at how we can keep those teachers teaching, as they are the best because of that experience?

[Nick Gibb]

The hon. Gentleman makes an important point. The national funding formula is distributing funding across our schools system in a far fairer way than in the past, and this recruitment and retention strategy should ease the cost pressures on schools. We have also introduced a teaching vacancy website, which is a free resource to enable schools to recruit free of charge, as the profession has been calling for a long time.

[Mike Amesbury (Weaver Vale) (Lab)]

Now that the Minister has acknowledged the scale of the recruitment and retention crisis, will he commit to funding the 3.5% pay offer in full? No ifs, no buts: in full.

[Nick Gibb]

We have already said that we are funding the pay rise to which we have agreed. The 3.5% is being funded, over and above the 1% that schools have already budgeted. That is what the pay grant is all about, and we are distributing over £500 million this year and next year to fund that pay rise.

Europa School

Nick Gibb Excerpts

Thursday 10th January 2019 Commons Chamber

[The Minister for School Standards (Nick Gibb)]

I congratulate my hon. Friend the Member for Henley (John Howell) on securing this important debate. I pay tribute to him for his assiduousness in championing the Europa School not just today but over many years. He has acted to secure the best interests of parents, pupils and teachers at the school, particularly in his dealings with Ministers and with the Department for Education.

As I said in response to my hon. Friend’s question in the House on 17 December, I share his admiration for the Europa School and its very high academic standards. As continued accreditation as a European school depends on decisions by the European Schools board of governors, I recognise that the school and its community of pupils, parents and staff are facing a period of considerable change and uncertainty as the UK prepares to leave the EU. I assure the school and my hon. Friend of my ongoing support during this period, and I will work closely with him in making sure that the school receives that support.

The Europa School, as my hon. Friend said, opened as a free school in 2012. Its creation was driven by a group of parents who wished to continue to offer a European Schools-style multilingual education following the decision to close the European school in Culham in 2007. That decision was taken by the then Education Secretary in the last Labour Government as there were no longer sufficient numbers of pupils who were the children of EU officials employed at the Culham centre for fusion energy to justify its continuation as a European school.

As my hon. Friend said, the Europa School is the only accredited European school in the UK, and it teaches the European baccalaureate, which comprises the last two years of secondary education in a European school or at a school accredited by the European Schools board of governors. Pupils follow a combination of language, humanities and scientific subjects, with subjects taught through more than one language.

The Europa School has a thriving community, and it is held in high regard by parents, pupils and the local community. As of 1 January, there are 442 open free schools across the country, and the schools will provide around 250,000 places when at capacity. As my hon. Friend the Member for Witney (Robert Courts) said in his intervention, free schools like the Europa School are creating thousands of high-quality school places, as well as bringing innovation to the wider education system and diversity to local provision.

Ofsted’s latest information shows that 85% of all free schools with inspection reports published by the end of November 2018 are rated good or outstanding, and secondary free schools are among some of the highest performing state-funded schools in the country. I congratulate the Europa School on being one of eight European schools to have achieved a 100% pass rate for students who completed the European baccalaureate in 2018, which is a particularly impressive achievement given that 2018 was the first year of pupils at the free school taking the qualification.

Within the primary phase, I am pleased to note that the school has achieved an improvement in its key stage 2 results, with the proportion of pupils achieving the expected standard in reading, writing and maths increasing from 68% in 2017 to 69% in 2018. That places the school above the national average of 64%.

I note that the school had two inspections last term, with an inspection from the European Schools system in early September followed by Ofsted in December. The Ofsted report will be published shortly. The European Schools inspection will inform the European Schools board of governors decision to grant accreditation from 2019 to August 2021.

The defining feature of the European Schools curriculum is, of course, its focus on foreign languages, which this Government strongly support. I very much welcome the Europa School’s success, and boosting language teaching is central to this Government’s ambition. Having a command of foreign languages is more important than ever as we leave the European Union and forge a new relationship with our European friends and global partners. Languages provide an insight into other cultures and can open the door to travel and employment opportunities. Languages can also broaden a pupil’s horizons, helping them to navigate and succeed in new environments.

The Europa School is an accredited European school. Accreditation to deliver the European baccalaureate is available only to schools located in an EU member state, which means that, in addition to the exemption it receives from the Department for Education to deliver this qualification, the school must also receive accreditation from the European Schools board of governors, consisting of all member states of the EU and the European Commission.

The withdrawal agreement with the EU contains a provision that the UK will remain covered by the European schools convention during the implementation period after we leave the EU, but that would not have been enough to allow Europa to retain its accreditation during this period. That is why the UK negotiators sought, and were successful in securing in the withdrawal agreement, the inclusion of the regulations on accredited European schools. That allows for the continued accreditation for Europa to offer the European baccalaureate until the summer of 2021. I am very pleased that we were able to secure that transition period for Europa as part of the separation provisions in the withdrawal agreement. It will allow the school sufficient time to transition to a new curriculum.

The accreditation to 2021 is subject to renewal of accreditation by the European Schools board of governors, which will take place in April 2019, and we expect that to be granted, given the clear intention of the withdrawal agreement and the strong performance of the school. I would like to assure my hon. Friend the Member for Henley that officials in the Department have been working closely with the Europa School to prepare for its future after we leave the EU and it is clearly for Europa and its board of trustees to determine the right curriculum to enable the school to continue after the implementation period ends. The implementation period will allow time for the school to complete this transition.

I am pleased to hear that the school has recently been successful in its candidacy application to be able to teach the international baccalaureate diploma from September 2020. That will allow the school to continue its focus on language teaching, and to operate with an international focus and ethos. All international baccalaureate students learn to express themselves confidently in more than one language, and this qualification will allow the school to retain its advanced language teaching and a unique offer of education to pupils. Once the accreditation process is complete, the Europa School will join 138 other international baccalaureate world schools operating in the UK.

This Government have been clear that we do not want or expect a no-deal scenario. The UK and the EU have agreed the terms of the UK’s smooth and orderly exit from the EU in the form of the withdrawal agreement and a detailed political declaration on the terms of our future relationship. Nevertheless, the Government will continue to do the responsible thing and prepare for all eventualities. I welcome the fact that the Europa School is also taking a responsible approach and preparing for the UK exiting the EU without a deal.

I am pleased to say that, with the Department for Education’s support, the European Schools board of governors agreed at its December meeting to maintain Europa’s accreditation until the end of this academic year, even in the event of a no-deal exit. That will enable the 32 pupils currently in year 13—S7, as it is referred to at the Europa School—to complete their sixth-form studies and take their exams. In addition, the school and DFE officials are working with the European Schools system to secure arrangements for the 47 year 12 pupils, who are due to sit their European baccalaureate exams in summer 2020.

The European Schools system has been clear that its rules require accredited schools to be in an EU member state, and therefore accreditation would not be available beyond 2019, but I am pleased that it is working with Europa and DFE to consider alternatives for the pupils due to sit their baccalaureate in 2020. It has been proposed that Europa could operate in partnership with another European school to deliver the baccalaureate in 2020. I thank the principal of Europa and the director of the European School in Bergen for their work to put the arrangements in place.

While we are optimistic that we will secure the necessary support for this arrangement, it is dependent on further legal consideration by the European Schools system and a vote in the board of governors’ meeting in April. The Department will, of course, continue to make a very strong case for this agreement to be adopted for 2020. I do need to make it clear, though, that the European Schools system views this partnership arrangement as a “one-off’ arrangement for the current year 12 pupils only. It is not considering a similar arrangement for 2021 in a no-deal scenario. Our current understanding is that it will not apply to those pupils currently in year 11. I recognise the difficult position in which that leaves the school and its pupils.

I very much welcome the fact that Lynn Wood, the principal of Europa School UK, and Professor Andrew Parker, the chair of the board of governors, have taken a responsible approach in being open and honest with affected pupils and their families. I understand that Ms Wood and Professor Parker have written to the parents of the 54 pupils currently in year 11 so that they can make appropriate choices about their sixth-form education and ensure that arrangements are in place in the unlikely event that we leave without a deal. I also understand that Europa is investigating whether the school could be exceptionally authorised by the International Baccalaureate Organization to start teaching the international baccalaureate as early as September, as an emergency measure, should the need arise.

I assure the Europa School UK community that the Department is committed to supporting the school and its pupils and will work closely with the school as the future position becomes clear. I will work closely with my hon. Friend, who will monitor the situation very closely himself.

My hon. Friend raised the question of the future position of the Europa School as an accredited European school beyond the provisions set out in the withdrawal agreement. I recognise that the wish of the Europa School is to continue to deliver the European curriculum and baccalaureate once the UK has left the European Union. The Government are not in a position to allow or not allow the school to offer the European baccalaureate to its students as an equivalent A-level after 2021; that is a matter solely for the board of the European Schools system.

Although the system also allows for accredited European schools operating in national education systems, the European schools regulation on accredited schools is clear: only schools in EU member states can be accredited as European schools. It does not provide for accreditation in non-EU countries. That is why it was important that we secured a transitional period for Europa through the withdrawal agreement. The school must therefore continue to prepare to transition to a new curriculum, and I am pleased that it is making good progress on that.

I am grateful for my hon. Friend’s support for this issue and appreciate the difficult position that the school finds itself in. I thank the pupils, staff and wider school community for supporting the school through these uncertain times. I am sure that the school will continue to be highly successful in offering a strong, quality education through the delivery of a broad curriculum with a focus on language teaching. Europa pupils will continue to be well placed to succeed in a global economy, and the Department for Education will continue to support the school to prepare for its future.

Question put and agreed to.

Oral Answers to Questions

Nick Gibb Excerpts

Monday 17th December 2018 Commons Chamber

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

7. What plans he has to ensure that all schools monitor air quality at their sites.

[The Minister for School Standards (Nick Gibb)]

Local authorities are responsible for air quality and must ensure that it meets the standards set in local air quality action plans. If there was concern about the air quality in a school building, it would fall to the body responsible for the school to check that and establish what measures needed to be taken to improve air quality.

[Mr Sheerman]

Will the Minister and the Government take air pollution in our country and the effect that it has on children’s brains far more seriously? A target of doing something about air pollution in our country by 2040 is not good enough. The research evidence shows that children’s brains are being affected now and more so in homes where incomes are lower and in ethnic minority homes.

[Nick Gibb]

The Government take the safety of pupils extremely seriously. We recently published technical guidance on air quality in schools. This takes into account the latest developments in air quality management and monitoring to support the design of new schools, and it promotes best practice and covers air quality as a matter of controlling both external and internal pollutants and setting maximum standards for levels of pollutants in classrooms.

[Tim Loughton (East Worthing and Shoreham) (Con)]

The Minister will know that a controversial housing development on the A27, one of the busiest roads in the south-east, includes plans for a new school. Local air pollution monitoring equipment does not even work. Does he not think that it is crazy to put a new school right next to such a busy road and should that not be a planning consideration when locating schools in future?

[Nick Gibb]

My hon. Friend raises an important point; we take air quality very seriously. It is a matter for West Sussex County Council to ensure that every school that is built in that county has high-quality air for the pupils in those schools.

[Peter Heaton-Jones (North Devon) (Con)]

8. What recent comparative assessment he has made of the level of education funding in England and other countries.

[The Minister for School Standards (Nick Gibb)]

OECD data shows that the UK spends as much per pupil on state school education as any major economy in the world, apart from the United States. However we cut the data, the UK is among the highest spenders, and that is also true when we look at expenditure as a share of GDP.

[Peter Heaton-Jones]

I thank the Minister for that answer, and I welcome the work that he is doing to ensure that we compare well internationally, but will he continue to work with me to ensure that that funding is equitably distributed within England? I am thinking particularly of a fairer share for places such as Devon.

[Nick Gibb]

My hon. Friend fights hard for the interests of the schools in his constituency, as I know at first hand from the schools that he has invited me to visit and the headteachers to whom he has introduced me at round-table discussions that he has organised on school funding. He will know, therefore, that under the fairer national funding formula, Devon will gain £13.6 million for its schools by 2019-20, rising from £382 million to £396 million in 2019.

[Liz Twist (Blaydon) (Lab)]

20. Turning to further education, funding for students aged 16 to 19 has fallen by 8% since 2010 according to the Institute for Fiscal Studies—the biggest squeeze of any part of the education budget—and the Government announced last week that the base funding rate for 16 to 19-year-olds would be frozen for the seventh year running. Does the Minister agree with the chief inspector of Ofsted, Amanda Spielman, who says that the “sustainability and quality” of further education and skills provision have been hit by the cuts to their funding?

[Nick Gibb]

Of course, we have guaranteed the amount per pupil for post 16, but we understand the constraints of post-16 funding. There is £500 million extra a year coming into the FE sector with the introduction of T-levels.

[Ben Bradley (Mansfield) (Con)]

The Education Committee is conducting an inquiry into special educational needs and disability funding and provision. Does my right hon. Friend recognise that improving SEND support would go a long way to helping give schools financial breathing space, given the extent that it impinges on schools’ core budgets?

[Nick Gibb]

My hon. Friend is absolutely right. High needs funding for children and young people with more complex SEN has risen by more than £1 billion since 2013. It is now £6 billion. As my right hon. Friend the Secretary of State announced yesterday, there will be another £125 million this year and another £125 million next year for high needs.

[Mr Speaker]

I gently exhort the Minister of State to face the House so that we can all benefit from his mellifluous tones.

[Sir Vince Cable (Twickenham) (LD)]

The level of educational funding will be radically affected by the new treatment of public sector pensions. Can the Minister confirm that it is the Government’s policy to cover the majority of costs for schools and colleges, but not for universities, and explain the different treatment?

[Nick Gibb]

Yes, I can confirm that.

[Jamie Stone (Caithness, Sutherland and Easter Ross) (LD)]

10. What steps he is taking to support the take-up of foreign languages in schools.

[The Minister for School Standards (Nick Gibb)]

The Government’s ambition is that 90% of pupils will study the EBacc combination of GCSEs, including a foreign language, by 2025. We offer generous financial incentives to recruit more language teachers, and we have introduced the Mandarin excellence programme and modern foreign languages—MFL—teaching hubs to increase languages take-up and to support schools to improve the quality of foreign languages teaching.

[Jamie Stone]

I thank the Minister for his answer. One way to stimulate learning foreign languages in our schools is by using foreign exchange students. Indeed, in my school days, a charming French lady greatly stimulated my knowledge of the language. I am not a member of the governing party in Scotland. I therefore ask whether Her Majesty’s Government will do everything they can to continue using exchange students and to build on that in future.

[Mr Speaker]

I think the whole House would digest the hon. Gentleman’s personal memoir. We are indebted to him for it.

[Nick Gibb]

The hon. Gentleman makes an important point and I can absolutely confirm that.

[John Howell (Henley) (Con)]

The Europa School in my constituency teaches languages by teaching other subjects in foreign languages. Does my right hon. Friend accept that that is proving popular with parents of all types, including from the UK, and that it is a good model to follow?

[Nick Gibb]

I share my hon. Friend’s admiration for the Europa School. It teaches the European baccalaureate, which is of a very high standard. The continuation of that qualification will depend on discussions with the European Schools system after the UK leaves the European Union.

[Nic Dakin (Scunthorpe) (Lab)]

There has been a significant contraction in the post-16 modern languages curriculum as a result of the significant funding cut. Funding has been frozen since 2013-14. Is it not time to raise the rate so that that curriculum can get back to where it should be?

[Nick Gibb]

To make A-level foreign languages classes viable, we need more sixth formers to opt for the subjects. To raise the uptake of A-level, we first need to increase the number of pupils who take a GCSE in a foreign language, reversing the damage caused by the last Labour Government in 2004, when they downgraded the importance of languages.

[Michael Fabricant (Lichfield) (Con)]

My right hon. Friend may recall that schools used to teach Latin to give a better understanding of English grammar. Does he agree that German, Spanish and Italian give a better understanding of grammar than French? When will we get some teachers of those languages?

[Nick Gibb]

Of course, we need all those European languages, as well as Mandarin and other languages, to be taught in our secondary schools. Since 2010, there has been an increase from 40% of the cohort taking a GCSE in a foreign language to 46% this year. However, we need to go further, which is why we have the target of 90% studying the EBacc combination of GCSEs by 2025.

[Angela Rayner (Ashton-under-Lyne) (Lab)]

Non, nee and nein are among the European words the Prime Minister has learned this week, but a generation of children is being denied the same opportunity, with nearly 20,000 fewer hours of modern languages taught in secondary schools now compared with 2010. The decline is particularly stark in German and French. Will the Minister commit today to reversing that trend, or is it only the Prime Minister who is being taught a lesson?

[Nick Gibb]

I must say, it is rich for Opposition Members to criticise the reduction in modern foreign language teaching. It was their Government—the Labour Government, in 2004—who downgraded the importance of foreign languages, and we are trying to reverse that. We have increased the proportion of young people studying a foreign language from 40% in 2010 to 46% this year, and we want to go further.

[Mr Robert Goodwill (Scarborough and Whitby) (Con)]

11. What progress his Department has made on strengthening the social work profession.

--- Later in debate ---

[Kevin Foster (Torbay) (Con)]

The Schools Minister will be aware of the concerns in Torbay schools around the consultation on the high needs funding formula, so we welcome the additional funding announced yesterday. Will he confirm whether the indicative amounts per council will be published?

[The Minister for School Standards (Nick Gibb)]

Yes, I can confirm that the allocations to local authorities from the £125 million that the Secretary of State announced yesterday will be published imminently.

[Drew Hendry (Inverness, Nairn, Badenoch and Strathspey) (SNP)]

T4. A report from the Science and Technology Committee in the other place points out that the UK’s influential position will be diminished if we are cut off from EU funding, shared research facilities and the to and fro of talented researchers as a result of Brexit. Does the Secretary of State think that that is an acceptable outcome, stemming from his party’s internal civil war over Europe?

--- Later in debate ---

[Ms Karen Buck (Westminster North) (Lab)]

T6. New figures show that primary schools in my borough of Westminster are now operating with one in five places unfilled, meaning that some schools will be threatened with closure. Will the Minister tell us when conversations were last had with the Department for Work and Pensions and the Ministry of Housing, Communities and Local Government to establish why we are exporting families from an area with a surplus of school places to boroughs with a shortage?

[Nick Gibb]

We have created 825,000 new school places in our system since 2010. We want parents to have a choice of school, which contrasts sharply with the previous Labour Government, who cut 200,000 primary school places.

--- Later in debate ---

[Lilian Greenwood (Nottingham South) (Lab)]

T7. My constituent, Keith Tilson, a senior maths teacher in Nottingham, asks:“Given the real-terms funding cuts to schools, growing class sizes, year-on-year decline in properly qualified teacher numbers, and given also the fact that the Government has missed its teacher recruitment targets for the last 6 years, how does he intend to reduce the hours worked by UK teachers, which are the longest in Europe by 20% and the third longest in the world?”

[Nick Gibb]

We are spending record amounts on school funding—£43.5 billion by next year—we recruited 2,600 more people into teaching last year, which is an 8% rise on the prior year, and record numbers of pupils are taking A-level maths.

[Eddie Hughes (Walsall North) (Con)]

Two grammar schools in Walsall have benefited from the selective schools expansion fund, but does the Minister endorse the work that they are doing to improve access for disadvantaged children?

Education

Nick Gibb Excerpts

Wednesday 12th December 2018 Ministerial Corrections

The following is an extract from a speech on Improving Education Standards on 29 November 2018.

[The Minister for School Standards (Nick Gibb)]

At Downhills Primary School in Haringey in 2011, just 63% of pupils were achieving the expected standard in the old SATs in reading, writing and maths combined, compared with the national average at the time of 79%.

[Official Report, 29 November 2018, Vol. 650, c. 442.]

Letter of correction from Nick Gibb.

An error has been identified in my opening speech.

The correct wording should have been:

[Nick Gibb]

At Downhills Primary School in Haringey in 2011, just 63% of pupils were achieving the expected standard in the old SATs in reading, writing and maths combined, compared with the national average at the time of 67%.