Cost of School Uniforms
Nick Gibb Excerpts(5 years, 6 months ago)
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Siobhain McDonagh (in the Chair)
Order. I was going to call the shadow Minister, but I have been corrected by the Clerk. The Opposition spokesperson cannot make a speech in a half-hour debate.
The Minister for School Standards (Nick Gibb)
It is a pleasure to serve under your chairmanship, Ms McDonagh, and to hear the hon. Member for Wythenshawe and Sale East (Mike Kane) speaking from the Back Benches, which is where all the best people in the Labour party sit. It is also a real pleasure to hear the right hon. Member for Birkenhead (Frank Field) lead this important debate on the cost of school uniforms. I pay tribute to him for his work with the all-party parliamentary group on hunger, and for his local work with Feeding Birkenhead, which has benefited thousands of children with meals and activities during the school holidays, as well as school breakfasts during term time.
The Department strongly encourages schools to have a uniform as it can play an important role in contributing to the ethos of a school and setting an appropriate tone. It is common for a school to have a dress code, and the overwhelming majority of schools require pupils to wear a uniform. For pupils, uniforms can remove competition to keep up with the latest fashion trends. For teachers, uniform can support discipline and motivation among pupils as part of a wider behaviour policy. For parents, uniform means they do not need to worry about what their children are wearing or the costs associated with buying the latest fashions or brands. A school uniform can also help foster equality among pupils and support the development of a whole school ethos.
One of the primary purposes of a uniform is to remove differences between pupils. With a standard uniform in place, it is harder to discern a pupil’s background; instead, what is important is their character and personality. In these ways, uniforms can play an important part in helping pupils feel safe at school. While decisions about school uniform are made by headteachers and governors—it is right that they continue to make these decisions—we always encourage schools to have uniform policies for those reasons.
In 2015, the Department commissioned a survey on the cost of school uniform, which provides the most recent information the Department holds on the matter. It indicated that the average cost of most items, except the school bag, decreased between 2007 and 2015, once adjusted for inflation. Moreover, most parents were pleased with the overall cost and quality of their child’s uniform. Over two-thirds of parents were happy with the cost of uniform and PE kit.
As was expressed in the debate, it is important that we are not complacent. While school uniform can have a hugely positive impact on a school in terms of providing cohesion and community, it may present—as we have heard—a financial burden on some, particularly lower-income families. In the same survey on the cost of school uniform, nearly one-fifth of parents reported that they had suffered financial hardship as a result of purchasing their child’s school uniform. The cost of uniform should not act as a barrier to obtaining a good school place. We want all children to be able to attend a school of their parents’ choice wherever possible.
Nick Gibb
I will not because of the time; I am sorry.
No school uniform should be so expensive as to leave pupils or their families feeling unable to apply to or attend a school. One hon. Member raised the issue of the admissions code, which explicitly sets out that,
“Admission authorities must ensure that…policies around school uniform or school trips do not discourage parents from applying for a place for their child.”
It is for the governing body of a school to decide whether there should be a school uniform policy, and if so, what it should be. It is also for the governing body to decide how the uniform should be sourced. However, governing bodies should give cost considerations the highest priority when making decisions about their school’s uniform.
The Department publishes best practice guidance on school uniform, the latest version of which was published in September 2013. That guidance makes it clear that when schools set their policy on school uniform, they should
“consider the cost, the available supply sources and year round availability of the proposed uniform to ensure it is providing best value for money for parents”,
and on the important issue of games or PE kits, that schools should
“ensure that the PE uniform is practical, comfortable and appropriate to the activity involved, and that consideration is given to the cost of compulsory PE clothing”.
That is non-statutory guidance for schools.
The right hon. Member for Birkenhead is right to draw attention to the issue of school uniforms and VAT. EU law allows the UK to have a zero rate of VAT on clothing and footwear designed for young children which is not suitable for older people. Therefore, clothing designed for children under 14 years old has no VAT on it. Over time, as children grow, their clothing becomes indistinguishable from that of adults. HM Revenue and Customs needs to operate size limits for the VAT relief to comply with EU law. The limits are based on the average size of 13-year-old children, using data provided by the British Standards Institution. It is inevitable that some children within the intended age range—such as the child cited by the right hon. Gentleman—will require larger articles of clothing or footwear that do not qualify for the relief. The Government are unable, under EU law, to extend the relief to encompass children beyond the average size. That is one of the reasons that our guidance is so firm in saying that schools should ensure their school uniform is affordable. I know the right hon. Gentleman has strong views on the EU and he may well get his way on this issue in due course.
Our existing best practice guidance emphasises the need for uniforms to be affordable. In fact, we advise school governing bodies to give the highest priority to cost considerations when making decisions about their school uniform. Most schools already ensure that their uniforms are affordable. However, for the minority of schools that may not, the Government have announced their plan to legislate to put the school uniform guidance on a statutory footing to send a clear signal that we expect schools to ensure uniform costs are reasonable.
The hon. Member for Ogmore (Chris Elmore) raised the issue of financial help and school funding grants. In England, some local authorities provide discretionary grants to help with buying school uniforms. Local authorities that offer such grants set their own criteria for eligibility, and schools may offer clothing schemes, such as second-hand uniforms at reduced prices. Schools may also choose to use their pupil premium funding to offer subsidies or grants for school uniforms.
The hon. Member for York Central (Rachael Maskell) raised the issue of recycling, of games kits in particular. I remember that I wore a second-hand rugby kit in some of the years at my school, and that was significantly cheaper than buying the kit brand new—I was not a particularly good rugby player, so it would not have been money well spent.
To conclude, I am grateful to the right hon. Member for Birkenhead for raising this issue and to other right hon. and hon. Members for contributing to the debate. Important issues have been raised. I hope that he is content to some extent that the Government echo his concern and content about the steps that we have taken to underline the importance of the cost of school uniform in helping the most disadvantaged members of society to access to a good school place and a good education. We want to ensure that the cost of uniform does not act as a barrier to getting a good education and a good school place.
Siobhain McDonagh (in the Chair)
I apologise to Members for my mistakes in chairing the sitting. The faults were entirely mine.
Oral Answers to Questions
Nick Gibb Excerpts(5 years, 7 months ago)
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The Minister for Schools (Nick Gibb)
The latest published school capacity data, from May 2017, show that the number of unfilled, or surplus, primary school places in Westminster was 2,158, 17.8% of the total number available there.
Ms Buck
Given the shortage of primary school places in a number of local authority areas, particularly on the edges of London, and the fall in the number of primary school children in Westminster schools—driven by the Government’s welfare reform agenda—will the Minister explain why it was sensible to fund the Minerva Academy, a free school, which was only ever half full, moved twice, never ended up on its permanent site, and closed this summer owing to lack of demand?
Nick Gibb
Eighty-six per cent. of newly opened free schools are in areas where more places are needed, and that is the case throughout the country. The other 14% are in areas where people are unhappy with the quality of provision. I should add that it is prudent for local authorities to retain some spare capacity in the system to allow for parental choice and to enable local authorities to manage shifting demand for places, to look further ahead at forecast demand, and not to strip out existing places that will be needed in the long term. If Labour had taken that approach when it was in office, it would not have cut 100,000 primary school places from our school system.
Ruth Cadbury (Brentford and Isleworth) (Lab)
The Minister for School Standards (Nick Gibb)
We are fully funding the teachers’ pay award by providing a teachers’ pay grant worth £187 million in 2018-19 and £321 million in 2019-20. This funding will be over and above the core funding that schools receive through the national funding formula.
Ruth Cadbury
That is not the experience of heads and governors in Hounslow. The pay award is not fully funded. Schools are expected to pick up the tab for the first 1% of the cost of the pay award, so they are having to make further cuts to school provision and staffing. Also, schools have not been told how the pay award will be funded after 2020. Will the Minister come to meet heads and governors in Hounslow to explain how he thinks they will be able to achieve this?
Nick Gibb
The pay award is being funded over and above the 1% for which schools have already budgeted. Incidentally, the 3.5% pay award for teachers on the main pay scale takes the pay range to between £29,600 and £40,300. The 2% pay rise will be funded over and above the 1%, and the 1.5% pay rise for headteachers will also be funded over and above the 1% that schools have already awarded. Pay scales for headteachers, for example, now range up to £111,000 a year for some heads, and £118,000 for headteachers in inner London, although I accept that those figures are not as high as the pay of the general secretary of the National Association of Head Teachers, which is over £200,000.
Philip Davies (Shipley) (Con)
I have raised school budgets in my constituency, about which I am concerned, with the Minister on a number of occasions, and I thank him for spending the time to look into them. Although school budgets are increasing per pupil by a minuscule amount, it is clear that costs, of which teachers’ pay is only one, are going up much faster than the per pupil increase. What can he do to make sure that school budgets, particularly in my Shipley constituency, rise at a rate that ensures they can cover the increased costs they are expected to incur?
Nick Gibb
We are spending record amounts on school funding—£42.4 billion this year—but we accept that schools are facing some cost pressures. We are helping schools with their resource management, and we are providing national buying schemes so that they can buy things such as energy and computers more cheaply.
We are also introducing a free teacher vacancy scheme, which is being rolled out later this year—it has already been piloted in Cambridgeshire and the north-east—and which will save schools £78 million a year.
Jonathan Edwards (Carmarthen East and Dinefwr) (PC)
Is the Minister aware that the Treasury has not funded the teachers’ pay increase for Welsh teachers, and therefore that, if there is to be a pay increase for teachers in Wales, it will mean redundancies, a reduction in provision for pupils with special educational needs and a reduction in school investment budgets?
Liz Twist (Blaydon) (Lab)
Mr Philip Dunne (Ludlow) (Con)
The Minister for School Standards (Nick Gibb)
To address the shortage of science, technology, engineering and maths skills, the Government are committed to encouraging more students into STEM education and training. We are investing an additional £406 million in skills, including in maths and digital, and this includes the advanced maths premium and an £84 million programme to improve the teaching of computing.
Mr Dunne
I welcome the investment to which the Minister referred. Does he agree that it is at primary school where children need to be encouraged to enjoy maths? Initiatives such as the green car challenge run by south Shropshire engineering ambassadors, where year 6 pupils in south Shropshire make a vehicle that can run on renewable energy, can excite young people and bring STEM subjects to life.
Nick Gibb
My hon. Friend is absolutely right. Excellent projects such as the green car challenge for year 6 pupils in schools in south Shropshire help to bring science to life and they help to motivate those pupils when they start secondary school where, since 2010, the proportion taking at least two science GCSEs has risen from 63% of 16-year-olds in 2010 to 91% now.
Dr David Drew (Stroud) (Lab/Co-op)
Does the Secretary of State and the rest of the Education Department recognise the importance of agricultural science to help address the need for more food production in this country on the back of the forthcoming Bill? Is it not about time that we included agricultural science in the STEM subjects?
Chris Davies (Brecon and Radnorshire) (Con)
Trudy Harrison (Copeland) (Con)
The Minister for School Standards (Nick Gibb)
I am grateful to my hon. Friend for those comments. As she hints, we have appointed a strong sponsor for Whitehaven Academy that is already driving forward improvements, backed by substantial funding to improve teaching, resources and the school estate at that school. The overwhelming majority of academies tell a positive story of driving up standards, and the latest published accounts show no regularity exceptions, as they are called, for more than 95% of trusts. The Education and Skills Funding Agency has learned from the experience of the Bright Tribe Trust and other cases, and has made improvements.
Stephanie Peacock (Barnsley East) (Lab)
Nick Gibb
We have record numbers of teachers—450,000, which is 10,000 more. The number actually fell this year, but there are 450,000 teachers in our school system—10,000 more than in 2010. The average class size in secondary schools has risen only slightly since 2010 despite the fact that there are 32,000 more secondary school places, and similarly in primary schools, despite the fact that there are over 500,000 more primary school pupils in our schools. We are working in areas around the country, including the north-east, to improve teacher recruitment and retention in those areas.
Vicky Ford (Chelmsford) (Con)
The students union at Anglia Ruskin University has recently undertaken a detailed study of mental health issues faced by students, and it strongly recommends the benefits of students registering with two GPs—one at home and one at university. Will my right hon. Friend work with our new Secretary of State for Health to see how this could be made possible in a 21st-century NHS?
Wera Hobhouse (Bath) (LD)
Nick Gibb
We take the fabric of school buildings very seriously. We undertook a survey of all school buildings in the country. We are spending £23 billion both on increasing the number of school places and improving the quality of school buildings. I am happy to meet the hon. Lady and her constituent to discuss that particular school.
Ben Bradley (Mansfield) (Con)
Identifying and supporting children in their early education can often help to ensure that they get on in school and remain in mainstream education. So many who are excluded have communication difficulties or other problems with basic skills. In Mansfield this year, one in four children start primary school without those basic skills. What can my right hon. Friend do to support schools such as Forest Town Primary, which offers a nurture group to help those pupils transition to school, and help other schools to provide that kind of facility?
John Grogan (Keighley) (Lab)
Nick Gibb
The hon. Gentleman should know that since 2010, we have created 825,000 school places and are on track to have 1 million new school places. As my right hon. Friend the Secretary of State said, that is the biggest school expansion programme for at least two generations. That is in sharp contrast with what happened between 2004 and 2010 under the last Labour Government, which cut 100,000 school places from our system.
Maggie Throup (Erewash) (Con)
Students and teachers at Wilsthorpe Community School in Long Eaton have begun the new academic year in a new £16 million school building, funded by the Department. Does my right hon. Friend agree that that demonstrates the Government’s commitment to improving school facilities for all, and will he join me on a visit to the school in the near future?
Schools
Nick Gibb Excerpts(5 years, 9 months ago)
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The Minister for School Standards (Nick Gibb)
Today I am announcing details of school revenue funding for 2019-20, through three of the four blocks of the dedicated schools grant: the schools block, the high needs block, and the central school services block. Funding allocations for the early years block will be published later in the year, as usual.
School funding is at a record high, and schools have already benefited from the introduction of the national funding formula in April 2018. This is an historic reform, which means that, for the first time, resources are being distributed based on the individual needs and characteristics of every school in the country. The formula allocates every local authority more money for every pupil, in every school, in both 2018-19 and 2019-20, compared to their 2017-18 baselines.
The additional investment of £1.3 billion for schools and high needs across 2018-19 and 2019-20 announced last year, on top of the schools budget set at spending review 2015, means that per-pupil funding is being maintained in real terms between 2017-18 and 2019-20. In 2020 per-pupil funding will be more than 50% higher than it was in 2000, in real terms.
I can confirm that we will deliver our planned updates to the formula in 2019-20. This includes:
increasing the minimum per-pupil funding level to £4,800 for secondary schools, and to £3,500 for primary schools;
increasing the funding floor so that all schools will attract at least a 1% per pupil gain against their 2017-18 baselines;
and enabling underfunded schools to gain a further 3% per pupil, on top of the 3% they gained in 2018-19—this means that next year, underfunded schools will be attracting up to 6% more, per pupil, compared to 2017-18.
I am also confirming some small, technical changes to the schools block formula, which are set out in the accompanying policy document. In particular, we have introduced a new approach for allocating funding to local authorities to support schools with significant in-year growth in pupil numbers. This means that local authorities will be funded according to actual levels of pupil number growth, rather than on the basis of historic spending.
In the high needs formula, the funding floor will also increase to 1% per head and the gains cap will allow increases of up to 6% per head compared to 2017-18, up from 3% in 2018-19. The accompanying policy document sets out some further small changes to the way high needs funding is allocated, including changes to the arrangements for funding places at special free schools.
The primary and secondary units of funding for local authorities that we are publishing today will be used to set schools’ final allocations on the basis of updated pupil numbers data in the autumn. As we did alongside the launch of the national funding formula last year, in the interests of transparency and to help authorities and schools plan ahead, we are also publishing the notional school-level allocations which have been used to calculate those units of funding. Details of these arrangements have been published on gov.uk.
We recognise that the introduction of the national funding formula has represented a significant change to the way schools are funded. To provide stability for authorities and schools through the transition, we have previously confirmed that in 2018-19 and 2019-20 each local authority will continue to set a local formula, in consultation with local schools. These local formulae determine individual schools’ budgets in their areas.
We recognise that some areas use this local flexibility to tailor their local formula, for instance because of local changes in characteristics, rapid growth in pupil numbers or to invest more in pupils with additional needs. This year, however, we have seen considerable movement in local formulae towards the national funding formula: 73 local authorities have moved every one of their factor values in their local formulae closer to the national funding formula, with 41 already—in the formula’s first year of introduction—mirroring it almost exactly, and 112 local authorities have brought in a minimum per-pupil funding factor, following its introduction in the national funding formula.
We are pleased to see this significant progress across the system in moving towards the national funding formula in its first year. In the light of this progress, and in order to continue to support a smooth transition, I am confirming that local authorities will continue to determine local formulae in 2020-21.
After too many years in which the funding system has placed our schools on an unfair playing field, this Government have finally made the historic move towards fair funding. Alongside the increased investment we are making in schools, this will underpin further improvements in standards and help create a world-class education system, and build a system that allows every child to achieve their potential, no matter their background.
Today the Secretary of State has also confirmed the 2018 teachers’ pay award. To ensure that this is fully affordable to schools, we will be providing a teachers’ pay grant of £187 million in 2018-19 and £321 million to all schools in England in 2019-20. This will cover, in full, the difference between this award and the cost of the 1% award that schools would have anticipated under the previous public sector pay cap. The grant will provide additional support to all maintained schools and academies, over and above the core funding that they receive through the national funding formula.
[HCWS911]
Schools: Response to a Resolution of the House 25 April 2018
Nick Gibb Excerpts(5 years, 9 months ago)
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The Minister for School Standards (Nick Gibb)
I would like to respond to the resolution of the House following the Opposition day debate on school funding on 25 April.
School funding is at a record high and schools have benefited from the introduction of the national funding formula, which came into force in April. The new formula is supported by our investment of an additional £1.3 billion in the core schools budget, on top of what was announced at the last spending review.
Core schools funding will rise from almost £41 billion last year, to £42.4 billion this year and £43.5 billion in 2019-20. This means that real terms per pupil funding in 2020 will be more than 50% higher than it was in 2000.
The new national funding formula is an historic reform which means that, for the first time, resources are distributed according to a formula based on the individual needs and characteristics of every school in the country.
The formula recognises the challenges of the very lowest funded schools, by introducing a minimum per pupil funding level. Under the national funding formula, in 2019-20 all secondary schools will attract at least £4,800 per pupil, and all primary schools will attract at least £3,500 per pupil.
Moreover, the formula allocates every local authority more money for every pupil in every school in 2018-19 and 2019-20. Final decisions on local distribution will be taken by local authorities, but under the national funding formula every school is attracting at least 0.5% more per pupil in 2018-19, and 1% more in 2019-20, compared to 2017-18.
We recognise that the introduction of the national funding formula represents a significant change to the way schools are funded. To provide stability for authorities and schools through the transition, we have previously confirmed that in 2018-19 and 2019-20 each local authority will continue to set a local formula, in consultation with local schools.
Many local councils feel that the right thing to do is to replicate the national funding formula locally, and we support and encourage this. However, we recognise that some areas will want to use their local flexibility to introduce a more tailored local formula, for instance because of local changes in characteristics, rapid growth in pupil numbers or the need to invest more in pupils with SEN or disabilities.
After too many years in which the funding system has placed our schools on an unfair playing field, we are finally making the historic move towards fair funding. Alongside the increased investment we are making in schools, this will underpin further improvements in standards and help create a world-class education system, and build a system that allows every child to achieve their potential, no matter their background.
[HCWS876]
Swaminarayan School Closure
Nick Gibb Excerpts(5 years, 9 months ago)
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The Minister for School Standards (Nick Gibb)
It is a pleasure to serve under your chairmanship, Mr Howarth. I congratulate the hon. Member for Ealing, Southall (Mr Sharma) on securing this important debate and on his opening comments.
My hon. Friend the Member for Harrow East (Bob Blackman) is, of course, right that the Government’s academies and free schools programme has enabled a number of Hindu faith schools to be established in the state sector for the first time, as free schools set up by organisations such as the Avanti Schools Trust. He pointed to a new school opening this September under the free schools programme. There is also the Avanti House Primary School in Harrow and the Avanti House Secondary School, which were opened under the free school programme—the secondary was rated good by Ofsted in May 2018. There is the Krishna Avanti Primary School in Croydon and the Krishna Avanti Primary School in Leicester, again set up under the free school programme.
There are more than 2,300 independent schools in England, and between them they provide an enormous variety of educational experiences for our young people. Around 7% of children are educated in the independent sector, which is a significant contribution to our education system. Some schools in the independent sector will close and some will open. The independent sector also has a number of faith schools, which bring their own distinctive flavour. Schools with a religious character also play a strong and positive role in the state-funded sector, making up a third of all schools. They are some of our highest performing schools and are often popular with parents, giving them greater choice and the opportunity to pass on their ethos to their children.
Although the independent school sector as a whole is flourishing, with broadly constant numbers of schools and pupils over the past few years, it is inevitable that there will be changes. Every year, a number of independent schools close—usually about 70 or 80. Other schools open their doors in broadly the same numbers, but the profile of the sector tends to change over time in response to a number of factors, including market pressures. We should not forget that independent schools, whether run by charities or as businesses, operate in the marketplace. The decision to close an independent school is a matter for the owner or proprietor alone, except for the small number of cases when the Government seek to close a school because of a serious and extended failure to meet the independent school standards; that has not been the case for the Swaminarayan School.
Unlike state-funded schools, independent schools do not have to go through an approval process before they close. Although the owner or proprietor is asked as a matter of courtesy to inform the Department for Education that the school can be removed from the register of independent schools, there is no obligation to give the Department any details of the reason for closure. The Department passes what it knows to the relevant local authority, in case the closure results in demand for state-funded school places.
It is, of course, always a priority, whenever an independent or state school closes, to ensure that alternative schools are found for the pupils. My hon. Friend the Member for Harrow East is absolutely right to raise that important issue. It can be a very difficult time for families, and sometimes there are added time pressures. Families were told about the closure of the Swaminarayan School well in advance. That is not often the case, and it will assist parents who are currently sending their children to the school.
I turn to the closure. Although the school is not in the constituency of the hon. Member for Ealing, Southall, it is likely that many children from families in his constituency attend it. Naturally, those families will have found the announcement of the closure disappointing. It is a reasonably sized school: in January 2018, it had 420 pupils, although only 377 are expected to be there this September, and it caters for an age range of between two and 18 years. When it was inspected in 2014, the Independent Schools Inspectorate found that the provision was excellent. The October 2014 report says the school
“enables pupils to obtain excellent standards in their work and to develop outstanding qualities as young people”.
It also says:
“Both at GCSE and in the sixth form, pupils benefit from first class curricular arrangements, and from a wide-ranging programme of activities”.
That reflects what the hon. Gentleman said. As I said, there is no requirement to give the Department specific reasons for closure, but our understanding from statements supplied by the trustees is that the reasons are primarily financial, and that falling pupil numbers are the driver. The closure of all parts of the school is now planned to take place in 2020, to give parents the maximum amount of time to find alternative schools.
The school has a designation as a school of religious character and a declared religious ethos of Hinduism, although not all the pupils who attend are of that religion. It is right to acknowledge that the closure of a school with a specifically Hindu ethos is a matter of regret, simply because at present there are relatively few other schools of that nature in England. There are two primary academies, four free schools and an independent school. Most Hindu children attend schools in the state or independent sectors.
As I have suggested, there is nothing the Government can do to stop the closure now that the trustees have taken the decision. We do not fund independent schools, and nor do we come to arrangements that are designed to help them overcome financial difficulties. That is what being independent is about; it is not just about giving schools greater freedom to operate in the way they want.
I am sure the school will work closely with the local authority and parents to ensure that alternative schools can be found for the children who are still at the school in 2020. I will write to my hon. Friend the Member for Harrow East about the site. If it had been a state school, there are particular provisions to ensure that the first option is for it to open as a free school. As it is an independent school, I will write to my hon. Friend in technical terms about whether there are provisions in statute that can enable the site to continue to be used for educational purposes, or whether it is free for the owners to dispose of as they wish. I will write to him to confirm that position.
I have listened very carefully to what the hon. Member for Ealing, Southall said. The priority over the next two years must be to ensure that the pupils who would have been at the school in 2020, had it remained open, are found alternative places.
Bob Blackman
One of the questions I asked—I apologise to the Minister, because they were not necessarily expected—was: what assistance can the Department give to parents who wish to set up a free school, if they wish to pursue that route? There are 377 pupils in the school at the moment.
Nick Gibb
We give a lot of help to groups that wish to set up free schools. The New Schools Network is the starting point of that help; once a proposal is in play, we will allocate an official in the Department to help it come forth. A number of Hindu free schools have already been established through that process, and I am happy to work with my hon. Friend the Member for Harrow East and the hon. Members for Ealing, Southall and for Ealing North (Stephen Pound), if they want to meet to discuss particular proposals for a Hindu free school to replace the Swaminarayan School.
Question put and agreed to.
Construction Industry Training Board HQ
Nick Gibb Excerpts(5 years, 9 months ago)
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The Minister for School Standards (Nick Gibb)
It is a pleasure to serve under your chairmanship, Mr Betts. I congratulate my hon. Friend the Member for North West Norfolk (Sir Henry Bellingham) on securing this debate.
At the heart of our industrial strategy is having a skilled workforce that supports the continued development of our economy. The construction workforce is fundamental to that development—to building new homes, hospitals and schools and creating new jobs across the country. The workforce needs to be of a high quality, and the Construction Industry Training Board plays an important role in ensuring that the construction workforce grows and is trained to a very high standard.
I appreciate my hon. Friend’s concerns about CITB selling Bircham Newton as part of its wider reform plans, and I have listened carefully to what he has said. He made a compelling case for the CITB HQ to remain at Bircham Newton in his constituency. I can confirm that Ministers do not have a preference for where the HQ should be located. We support the reform programme and “Vision 2020”, which emerged from the industrial training boards review. I also appreciate that the local community is understandably apprehensive about the impact the reforms and this particular proposal will have on them.
CITB is an industry-led statutory body established under the Industrial Training Act 1964. It has a central role in training the construction workforce. It provides a range of services, including setting occupational standards, funding strategic industry initiatives and paying direct grants to employers who carry out training to approved standards. CITB is funded by a levy on British construction firms in England, Scotland and Wales. The levy is approved every three years by a consensus vote of industry federations. There is a serious risk that without that levy-funded training, there would not be enough skills training in construction and the sector could face a serious skills shortage. Construction has a weak track record of investment in skills and is characterised by high levels of self-employment and the use of subcontractors. Indeed, those are two fundamental reasons why we have a levy and why CITB was established.
In the autumn Budget and the housing White Paper, the Government announced a target of building 300,000 new homes a year by the mid-2020s. That relies on having a skilled, highly trained workforce. The UK construction sector needs highly skilled people with the capacity to carry out that scale of work. CITB’s strategic oversight of construction skills training is critical in ensuring that.
A recent Government report on industry training boards concluded that industry training boards with levy-raising powers remain the right model to support the construction and engineering construction industries. It recommended that CITB reforms its operating model and re-focuses on addressing the market failure to train enough skilled staff. It saw the need for CITB to concentrate on driving improvements in skills and training outcomes in line with its statutory purpose.
The industry itself recognises the need for change. The 2017 levy consensus consultation saw equally clear calls from the industry for CITB to reform. In response, CITB announced a major reform programme on 15 November 2017. Its aim was to reposition and repurpose itself to deliver the skills required by the industry. The reform programme has three key elements: the divestment of CITB’s skills training sites; the outsourcing of back office facilities in line with public sector activity—including human resources and IT, among others; and the creation of a single, centrally located headquarters.
CITB will no longer directly train construction workers in its network of training centres located around the UK or run the industry-led construction skills certification scheme, as my hon. Friend referred to. At present, CITB has significant conflicts of interests as it is the provider of training and the body responsible for setting standards. Leaving the training market will allow CITB to focus on its core functions of market sustainability, quality and standards. Outsourcing back office functions will enable CITB to make substantial savings. It is standard practice. CITB will work with future providers to minimise any effects on staff.
CITB’s head offices functions are currently spread over seven sites. Unsurprisingly that results in duplication and inefficiencies, as well as creating an unwieldy decision-making process. Creating a single head office will streamline CITB’s decision making, as well as increasing business co-ordination and continuity. The location of the head office is important. CITB covers the whole of the UK. A central location therefore makes sense for practical and business reasons. As I mentioned earlier, as Ministers we have no view on where that central location should be.
On 27 March 2018, CITB opened a consultation on the creation of a single head office and its location. All parties that could be affected have been involved. CITB is consulting a total of 133 head office staff from the sites in London, Bircham Newton in Norfolk and Thurmaston in Leicestershire. The Norfolk site has the largest number of head office staff, as my hon. Friend said. There is local concern about the future of the site, and the consultation process is still open. On 4 July, CITB discussed its intention to proceed with the head office relocation with its affected staff. CITB remains open to any proposals that meet its long-term requirements.
I am grateful to my hon. Friend for highlighting the issue. There is a strong public interest in having a highly skilled and efficient construction industry. The country’s economic success and social progress rely on building more homes and delivering key infrastructure projects. We need a highly skilled construction workforce with the capacity to carry out the Government’s house building ambition and key infrastructure projects. CITB has a vital role to play in delivering that skilled workforce. It is crucial that CITB is able to deliver its reform programme to undertake that role and to retain the trust and support of the industry it serves.
Motion lapsed (Standing Order No. 10(6)).
Department for Education
Nick Gibb Excerpts(5 years, 10 months ago)
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Gill Furniss
I said that there would be differences. The nub of the matter is the differences between northern areas where there is an educational divide: resources should be given to make up those differences. They should not be taken away from us, as we are now seeing.
Some of our headteachers are even warning of mass redundancies as a last resort to balance their budgets by 2020. This is not a war-torn country in 1945: this is Sheffield in 2018, and it is simply not fair. The Government’s national funding formula is not working. The Department for Education claimed it would redistribute funding from local authority control, focusing on historically deprived and isolated areas, but schools in pockets of some of the greatest deprivation, which have fought against the odds to improve their funding situation, are suffering the most. Now, after a continual uphill struggle to secure sufficient funding, Sheffield school budgets are being decimated once more.
Some schools in Brightside and Hillsborough are being pushed to the limit. One is predicted to lose a staggering £190,000 by 2020, meaning a reduction in teachers, teaching assistants and other crucial resources. At a time when the Sheffield school-age population has increased by 7% across the decade, which has also led to a greater demand for specialist services and special educational needs, the Government ought to be putting more much-needed resources into the system. They have consistently failed to do so. Instead, they are pumping money into grammar schools—so much for helping the “just about managing”. We need an alternative.
The Minister for School Standards (Nick Gibb)
I have been listening patiently to the hon. Lady, but I must tell her that under the national funding formula, schools in Sheffield city will attract 6.6% more funding once the formula is fully implemented. By the way, that compares with a figure of 0.9% for Manchester.
Gill Furniss
Well, we have done our figures up north. I am telling the Minister the figures that we have got—and they do not match his.
We know that an alternative is possible. We, on this side of the House, have pledged to reverse the cuts and replace the national funding formula with a fairer funding system; to cap class sizes at 30; to give back control to local councils; to implement an effective accountability framework in schools; and to invest in comprehensive SEN training, ensuring that all staff are able to support the diverse needs of their students.
I am extremely proud of my city and its resilience. Teachers, parents, trade unions, councillors and even the local newspaper have come together to resist these changes; last week a petition was launched by The Star to demand that the Government deliver a fairer funding system for the city’s schools. I will support that and continue to campaign locally as well as nationally to make sure that the voices of my constituents are heard. It is time that the Government stopped imposing a postcode lottery on our children’s education and stopped taking the risk of destroying their chances of success.
Gareth Thomas (Harrow West) (Lab/Co-op)
It is a pleasure to follow the hon. Member for North Warwickshire (Craig Tracey). I join him in his praise for teachers not only in his constituency and mine, but across the country. I also join him in his praise for headteachers and the enormous contribution they make to the future of our country. Given that so many areas of our country are finding it difficult to recruit and retain teachers, and many schools are finding it difficult to get a headteacher on the first recruitment exercise, he may well want to reflect on whether his party’s policies are having quite the positive impact he claims.
If I may, I would like to go back to the opening remarks by the Chair of the Education Committee, the right hon. Member for Harlow (Robert Halfon). I praise his request for the message from this debate to be that we want investment in textbooks not tanks and a 10-year plan for education. It does feel that education is the public service that is not receiving sufficient attention around the Cabinet table in the negotiations with the Treasury. He was too polite to say so, but perhaps I can say that it is a pity the Secretary of State for Education is not here in person to hear the call for a 10-year plan for education. What I am sure he would not want to say at this stage is what my hon. Friend the Member for Sheffield, Brightside and Hillsborough (Gill Furniss) rightly said, which is that there needs to be more support, investment and pride in the contribution that comprehensive schools make, and more praise for the efforts of local councils to support high attainment and good standards in our schools. The idea that councils and local education authorities were ever a dead hand hindering high standards was always a nonsense and it is particularly a nonsense at the moment, given the huge cuts in funding to local authorities that LEAs have to deal with.
I want to make the rest of my remarks unashamedly parochial. I am fortunate to represent an area, the London Borough of Harrow, that has been deemed by the Education Policy Institute as offering the best education in terms of the increase in standards from when a child enters school to when they leave. While all the teachers and headteachers in Harrow are delighted with that accolade from the EPI, none would say they have sufficient resources.
My local schools work extremely closely together. The headteachers pride themselves on their co-operation and collaborative spirit. It is led in particular by the high schools. In my constituency, Whitmore High School, Nower Hill High, Harrow High and Rooks Heath work particularly closely together. All have very strong academic reputations. In particular, I want to single out the heads of Rooks Heath and Whitmore High School. The head of Rooks Heath was named not so long ago as the London headteacher of the year and the headteacher at Whitmore has a particularly good reputation, having led the school through a period of refurbishment and redevelopment.
Bentley Wood, Park, Canons Salvatorian and Sacred Heart are schools just outside my constituency—not quite as well politically represented as the four I have already named. All have strong reputations, all have effective leadership and all show good academic performance. However, all are crying out for more investment in funding. They have noted, as the heads of primary schools in my constituency have, that they are having to cope with an increase in employers’ contributions, an increase non-teaching pensions, teachers’ pay awards not being fully funded, non-teaching pay awards not being fully funded and the apprenticeship levy. Those pressures amount on average to an extra £54,000 in costs per primary school in Harrow and an extra £159,000 per secondary school. Similarly, schools in Harrow are having to cope with reductions in income from the way in which the minimum funding guarantee works and from reductions in their pupil premium grant. On average, primary schools are losing income. In 2017-18, £37,000 was lost per primary school and every secondary school lost £79,000. In terms of the additional school funding pressures facing every headteacher and governing body, the average overall in Harrow last year was almost £100,000 per primary school and £238,000 per secondary school, and that urgently needs to be addressed.
Gareth Thomas
I gently say to the right hon. Gentleman that he is very welcome to come to Harrow, and I would be very happy to organise a roundtable for him with headteachers of primary schools and secondary schools, because the experience that he describes is not the one that they have to face on a daily basis in managing their funding needs. He is sitting next to his colleague, the Minister for Apprenticeships and Skills, who I was glad to meet to discuss the funding needs of a sixth-form college that faces significant additional financial pressures.
More funding needs to be put into the school education system. Harrow needs it and every other school needs it—
James Frith (Bury North) (Lab)
I refer Members to my entry in the Register of Members’ Financial Interests.
Improving education chances for all young people in my constituency is one of my top priorities, as it will be for many across the House but, sadly, for too many the reality does not match the Government’s rhetoric. So I want to record the reality shared with me by the 67 head teachers from primary, secondary and special schools across the borough of Bury in their letter to The Bury Times in April this year, in which they said:
“Ministers repeatedly claim that education funding is protected and seem to be in denial about the realities of school funding and its impact on children. They talk about there being more money in education than ever before, when there are half a million more children in schools than in 2010. Tough decisions will have to be taken. Governors and Headteachers can no longer guarantee that such cuts will not impact on our children.”
Their letter goes on to warn of the consequences of this funding shortfall—larger class sizes, fewer teachers and senior staff, decrepit school buildings, loss of teaching assistants, fewer GCSE options on offer, difficulty in recruiting teachers and so on. One Bury head told me:
“It is quite simple—there is less money in schools. Government rhetoric says that schools’ funding has been maintained but does not mention the additional costs (NI payments, paying for services which were previously free, pay increases, pension increases etc.)”
Most alarmingly, this impacts on children with special educational needs and disability. I am pleased to have secured, with colleagues from the Education Committee in the Chamber today, the SEND inquiry, which has now started. More than half of the Bury heads responding to my survey told me that they had been forced to cut special educational needs provision. Three quarters say that the number of staff they have dedicated to SEN support has either stayed the same or fallen, despite increasing numbers of pupils needing access to it, while 52% expect to have to cut it further in the next two years. One primary head said, “I do not have the necessary funding to support some of our most vulnerable children in terms of SEND.” Schools need support if we are to create and sustain the dynamic mainstream education system that I would advocate.
It is unlikely to be a coincidence that the number of excluded pupils in alternative provision with SEND is on the rise. Some 77% of excluded pupils in 2016-17 had special educational needs and disabilities, with heads marking the reason for their exclusion from an extensive list of options as “other”. “Other” now represents nearly 20%, despite being a category intended for rare use on which the Department holds no data. In his recent letter to the Education Committee, the Minister for School Standards provided no data for 2017-18 SEND exclusions, which will have been submitted already but are not disclosed. Perhaps he might announce those figures in his closing remarks.
We need more scrutiny of schools’ use of “other” as a reason for excluding, as well as a more sympathetic system that supports and encourages schools to include and does not penalise them through the Ofsted framework. Pressures on our local authorities compound the problem. Some 250 children are being educated out of borough in Bury, at a cost of £6.5 million. I urge the Government to introduce a pupil premium-style funding allocation for children with SEND. Let us call it “SEND spend” and fund it properly. The high needs block funding must rise in line with costs, and the rise in SEND numbers needs to be better reflected explicitly in the system.
In Bury, I have challenged the local authority to commit to no out-of-borough care in five years. Let us not unsettle children who wish to remain, but enable a return to mainstream for children for whom a reasonable adjustment can be made. Alternative provision has a profound role to play—one that I celebrate and defend—but it must not become an alternative to a patient, sympathetic and inclusive mainstream system. This Government have presided over a highly pressurised, poorly funded system that leads schools to off-roll and to exclude, not include. Where now for Every Child Matters? We have a plan for some children, not all, and our most vulnerable are being left behind.
If we delve a little deeper into the Government’s auto-response that 1.9 million more children are in good or outstanding schools since 2010, we see that it is misleading. As I said to the Minister at last month’s Education Committee session, and as the Education Policy Institute confirmed in its report yesterday, a large part of that increase is due to a rise in the birth rate. About a quarter of the 1.9 million pupils—nearly 600,000—are the result of an increase in the population of pupils.
James Frith
With respect, the Minister will have a chance to address these points when he sums up.
I have heard of Government intervention, but I am unsure how this Government can take credit for an increase in the birth rate—and anyway, the birth rate increase happened on Labour’s watch. Another quarter of pupils are in schools rated good or outstanding that have not been rated by Ofsted for at least eight years, and 300,000 pupils are in schools not inspected since 2010 because they are in converter academies. I know there is much agreement across the House on these issues, so I say to Ministers: take note of the forensic attention that our heads and your colleagues are paying to performance and ensure that, come the Budget, that is reflected in the allocation.
I will conclude with a brief word on capital spending. In response to my recent request for Lord Agnew and the Secretary of State to consider rebuilding Tottington High in Bury in my constituency, I received a letter acknowledging that the cost of a new school is on average between £9 million and £12 million in current money. Lord Agnew referred us to the £2 million pot given to Bury to look after all its schools. Since the ambitious days of Building Schools for the Future, capital funding has all but disappeared. Tottington High has been overlooked. It was booted off the BSF when the new Government came into power in 2010 and then pushed off their list for new builds. School governors expect more contact from the HSE than the DFE. As I asked the Secretary of State last week, will he send officials from his Department to visit the school to see for themselves the case to rebuild? If he responds to me in this debate, I will update the school when I am proudly its prize-giving speaker on Thursday night.
Mike Kane (Wythenshawe and Sale East) (Lab)
I want to apologise to you straight away, Mr Deputy Speaker. I prepared diligently for this debate, but I had not realised the importance of estimates day debates to the House. I woke up today to headlines in all the newspapers talking about Kane for England, “Go Kane” and Kane for Harry, England and St George. It was not until the shadow Secretary of State turned up in her England top that the penny dropped. However, I am sure that the one thing that the Minister and I would agree on is that we wish our team all the best for tonight. Straight out of the gate, the Chair of the Education Committee, the right hon. Member for Harlow (Robert Halfon), got the tone right for the debate. He also came up with the best soundbite of the day when he talked about funding “textbooks, not tanks”. I shall carry on with the alliteration and say that textbooks, not Tories, are the best thing for our education system.
There is a great deal to discuss in the Department’s spending review, but as colleagues have had to be brief, I will follow suit. I will start with schools, where the Department does the majority of its spending. In particular, I would like to focus on a claim that the Minister made over the weekend that is particularly relevant to this debate. He took to Twitter to say that
“claims that schools would lose money next year are inaccurate. School funding is protected in real terms per pupil—contrary to some inaccurate and misleading claims”.
I for one am glad that the Minister has decided he has a problem with inaccurate and misleading claims. With that in mind, does he believe that every school is going to get more money in the coming financial year? After all, it was the Secretary of State who said that under the current spending plans,
“each school will see at least a small cash increase.”—[Official Report, 29 January 2018; Vol. 635, c. 536.]
Unfortunately for his Department, this has been queried by the independent Institute for Fiscal Studies and the UK Statistics Authority. So I ask the Minister to offer us some clarification and to state clearly whether schools will lose money or whether they will see a cash increase.
Mike Kane
I was so looking forward to that! The Prime Minister came to my constituency a few weeks ago to visit a school in Brooklands, in Trafford. That seat had never turned Labour in the history of municipal authority, but it did so that night and Labour took Trafford, because Trafford is losing £3.3 million in spending power for its schools.
Under the Department’s spending plans, schools will see cuts to their budgets for the third year in a row. I know that the Minister will be tempted to rehearse his prepared rebuttal and tell us how the Government have protected per-pupil spending in real terms, despite the fact that £2.7 billion in real terms has been cut since 2015. Those were the first schools cuts in a generation. Despite all the shallow talk of protecting budgets and extra funding, the future of our schools is not safe under the Tories.
While we are talking about the Department’s spending plans for next year, I know that there is one issue that teachers and school leavers across the country need an answer on, and that is pay. The Government’s own research has shown that their pay policy has left teachers nearly £4,000 worse off in real terms since they came into office. It is hardly a surprise that the Government are overseeing a crisis in the recruitment and retention of the teachers that our children and country need. Will the Minister admit that his pay policies have played a role in driving teachers out of the profession? If not, will he tell us why they are leaving the classroom in record numbers? For every teacher coming in, one is leaving the profession.
Teachers and other public sector staff have been repeatedly promised that the public sector pay cap has come to an end, but schools have been given no certainty about any pay rise or how it will be funded. So, will the Minister tell the House when the School Teachers’ Review Body will be publishing its annual report? Surely the Minister agrees that, without enough money to pay for higher wages, anything he utters from the Dispatch Box about an end to the pay cap is absolutely meaningless to the thousands of hard-working teachers who have not seen a real pay rise in years.
Before I end my speech, I want to discuss our student finance system. The Department’s estimates show that spending on the payment of student loans will be over £21 billion this year. They also show that the Department will be considering over £3 billion of interest payments on student debt as revenue. My hon. Friend the Member for Bootle (Peter Dowd), the shadow Chief Secretary to the Treasury, has already shown that the Government’s use of an unreliable inflation measure for these debts costs students around £16,000, and they will now discover that that is being done to line the Treasury’s coffers. Will the Minister tell us how that £3.2 billion is going to be spent? Will he tell us whether the fact that his Department has a vested financial interest in keeping interest rates high means that it will not be acting to address the fact that students are paying more than 6% in interest before they are even able to repay their debts?
It is traditional for the Opposition spokesman to thank Opposition Members for their speeches, but not today. I want to thank all the Government Members for their speeches—[Hon. Members: “Ahh.”] Isn’t that nice of me? The hon. Member for North Warwickshire (Craig Tracey) made a fine speech, but he failed to mention that North Warwickshire Borough Council is losing £12.5 million from its schools budget. We had the most supportive unsupportive speech that I have ever heard in this House from the hon. Member for Hazel Grove (Mr Wragg). He is right to say that Manchester teachers are the some of the best in the world—I was one of them—but Stockport Metropolitan Borough Council is losing £5.9 million over the funding period. What a fine speech it was from the hon. Member for Horsham (Jeremy Quin). I believe that Horsham is in West Sussex, where primary schools are losing £8.9 million over this Parliament. I have already had it out with the hon. Member for Erewash (Maggie Throup) about Derbyshire, which is facing an £11.5 million cut. Who else do we have? The hon. Member for Stoke-on-Trent South (Jack Brereton)—
The Minister for School Standards (Nick Gibb)
I start by congratulating my right hon. Friend the Member for Harlow (Robert Halfon) and the hon. Members for Colne Valley (Thelma Walker) and for Manchester Central (Lucy Powell) on securing the subject of this estimates debate.
The Government are determined to create an education system that offers opportunities to everyone, at every stage of life, and an effective funding system is a cornerstone of such an education system.
Education funding has been a key priority for this Government, which is why we have been able to maintain core school funding in real terms since 2010, at a time when we have been tackling the historically high budget deficit we inherited from the Labour party. It is only through such a balanced approach to fiscal policy that we have been able to secure a strong economy that provides opportunities for young people, with the highest level of employment and the lowest level of unemployment since the 1970s.
Sir Edward Leigh (Gainsborough) (Con)
As the Minister knows, the Government had a manifesto commitment to remove the cap for faith schools, which they decided not to implement. However, they have promised to fund voluntary-aided faith schools 100%. Can he confirm that that pledge stands? What steps is he taking to ensure that money is forthcoming for new voluntary-aided faith schools?
Nick Gibb
My right hon. Friend the Secretary of State for Education has said that that is the approach we are taking to assist Catholic schools in particular. We are spending £23 billion on capital funding because of our balanced approach to managing the public finances.
We have made historic reforms to the way we fund our schools, supported by an additional £1.3 billion investment, and we have announced ambitious plans for a new world-class technical education system, backed by £500 million a year of additional funding.
As is clear from this debate, our work as a Department, and our investment in young people, extend far beyond schools and colleges. Members have raised issues relating to priorities across the Department’s remit—from early years to further and higher education—and I aim to address some of those important questions.
Lucy Powell
I thank the Minister for giving way; he did intervene on a number of colleagues during the debate. He champions numeracy, but does he accept that spending power is reduced when costs go up and income remains the same? The number of teachers who can be employed, the amount of training that can be put on and the support that schools can provide has reduced, and budgets have therefore fallen.
Nick Gibb
Of course I acknowledge that, but the hon. Lady also has to acknowledge that school funding is at a record level—£42.4 billion this year, rising to £43.5 billion next year. Of course I acknowledge there are costs that schools have absorbed, and I will come to the measures we have taken to help schools to deal with those rising costs, which include employers’ national insurance contributions. Those costs have been absorbed by the private sector, and they have been incurred across the public sector—public sector pensions have also been an increased cost across Whitehall. We are helping schools to address those issues.
By prioritising frontline spending within the Department’s budget, we have ensured that core funding for schools and high needs has risen over and above the allocations set out at the last spending review. The total core schools and high needs budget will rise from almost £41 billion in 2017-18 to £43.5 billion by 2019-20.
The hon. Member for Bury North (James Frith) mentioned Ofsted, and he pointed out that pupil numbers have increased. Of course he is right, which is why we have created 825,000 new school places since 2010, in contrast with the cut of 100,000 school places under the last Labour Government, despite the increased birth rate being very clear even then.
Sixty-eight per cent. of schools were judged good or outstanding by Ofsted in 2010, compared with 89% today. Although outstanding schools are exempt from routine inspection, Ofsted will trigger an inspection if academic results begin to slide in an outstanding school. The schools in the constituency of the hon. Member for Bury North will see a 6.9% per pupil increase in funding once the national funding formula is fully implemented.
The shadow Minister thanked Conservative Members, and I would like to thank Labour Members for their contributions to this debate because it gives me the opportunity to point out to the hon. Member for Burnley (Julie Cooper) that schools in her constituency will see a 3.2% increase in funding as a result of the introduction of the national funding formula. The right hon. Member for Wolverhampton South East (Mr McFadden) will see a 3.5% per pupil increase at the end point of the introduction of the national funding formula. The hon. Member for Gateshead (Ian Mearns) will see an increase of 3.4% per pupil under the NFF. The hon. Member for Kingston upon Hull West and Hessle (Emma Hardy) will see a 4.2% increase in per pupil funding as a consequence of the introduction of the NFF. She also talked about teaching assistants, and I should point out to her that in January 2010 there were 194,000 full-time equivalent TAs in our schools, whereas today there are 263,000 TAs. Finally, I should point out to the hon. Member for Reading East (Matt Rodda) that schools in his constituency face a 3.9% increase in pupil funding.
James Frith
I appreciate such sharpened focus and attention in the Minister’s remarks. He feels strongly supported by that information. Would he care to respond to my request for additional SEND funding to be maintained in line with the increase in the number of SEND pupils? Does he believe it acceptable that 77% of excluded pupils have special educational needs and disabilities?
Nick Gibb
I should point out that special educational needs funding is rising from £5 billion in 2013 to £6 billion this year. The statistics that the hon. Gentleman referred to in his speech—the exclusion figures—will be published on 19 July in the usual way, as we do every year.
I wish to point out—
Nick Gibb
I will not take any interventions for the moment, if my hon. Friend will forgive me.
In addition to the funding distributed through the NFF, eligible pupils will also attract the pupil premium, which has a specific focus on raising the attainment of pupils from disadvantaged backgrounds—we are talking about £2.4 billion this year. As a result, the attainment gap between disadvantaged pupils and their peers has closed by 10%, and standards are rising in our schools.
Our focus on phonics has transformed the way reading is taught in our primary schools. When we introduced the phonics screening check in 2012, just 58% of the six-year-olds taking the test reached the expected standard. Last year, that 58% had risen to 81%. However, we need to go further to ensure that every primary school is using the best approach to teaching reading. That is why we have funded phonics roadshows and why we are rolling out English hubs across the country to promote, and train schools in, the use of systematic synthetic phonics in the teaching of reading. We want every child in every primary school to be a fluent reader.
Nick Gibb
I will not give way, if my hon. Friend will forgive me.
In 2014, we introduced a more demanding primary curriculum. In the first standard assessment tests, taken in 2016, which reflected that new curriculum, 70% of pupils reached the expected standard in the more demanding maths and arithmetic SATs. A year later, that had risen to 75%. But we want it to go higher still, which is why we are spending £75 million funding 35 maths hubs across the country, promoting the highly effective south-east Asian maths mastery approach to teaching maths. Our ambition is for half of all primary schools to be trained to use that approach by 2020, and for 11,000 primary and secondary schools to be in that position by 2023.
Next year, we are rolling out a computer-based multiplication tables check for all nine-year-olds, ensuring that every child knows their times tables by heart. What a contrast to the days when teachers were told they must not teach times tables. We are promoting the use of high-quality textbooks in primary schools, undoing the damage from the 1970s, when textbooks in primary schools were consigned to the store cupboard. High-quality, knowledge-rich, carefully sequenced textbooks promote understanding and reduce teacher workload.
In a global trading nation, we need to reverse the decline in the study of foreign languages that began under Labour in 2004. Since 2010, the proportion of 16-year-olds taking a GCSE in a foreign language has increased from 40% to 47%, but our ambition is for 75% to be studying for a GCSE in a foreign language by 2022 and for 90% to be doing so by 2025.
Let me respond to the typically thoughtful speech of my right hon. Friend the Member for Harlow, in which he paid tribute to the Secretary of State for Health and Social Care for securing a five-year funding settlement. He is right that longer-term visibility is helpful in every sector, and we are committed to securing the right deal for education in the spending review. I am grateful to my right hon. Friend for raising this important issue. Our track record gives us much to be proud of, but we will of course continue to listen carefully and take into account the issues raised today and the findings of the Education Committee inquiry. Investing in our young people’s future is one of the most important investments that we can make as a country. As a Government, we are committed to getting it right.
Mr Speaker
For the right hon. Member for Harlow (Robert Halfon) to be denied at least a minute would seem to be an act of cruelty, and that is unwarranted, so he can certainly have at least a minute.
Oral Answers to Questions
Nick Gibb Excerpts(5 years, 10 months ago)
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Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)
The Minister for School Standards (Nick Gibb)
In the new national curriculum, which we introduced in 2014, maintained primary schools are required to teach swimming and water safety. Pupils are required to be taught how to swim competently, confidently and proficiently over a distance of at least 25 metres, covering a range of strokes. It also requires pupils to be taught to perform self-rescue in different water-based situations.
Mr Dhesi
No doubt the Minister agrees with the Prime Minister, who told the House last week, when I raised with her the case of Michael Scaife, who tragically drowned in Slough, that she recognises there is more to do on water safety education. The curriculum swimming and water safety recommendations were made nearly a year ago. On this, the last day of the Royal Life Saving Society’s annual Drowning Prevention Week, will the Minister agree to prioritise the implementation of those recommendations?
Nick Gibb
We were all very sorry to hear about the tragic death of Michael Scaife, who drowned while trying to save a friend. The Government take swimming and water safety very seriously, which is why we improved the national curriculum and why we support the National Water Safety Forum’s national drowning prevention strategy. The group the hon. Gentleman refers to published its report in July 2016. We then established an implementation group and the Government are currently reviewing the recommendations that came out of that report.
Mrs Hodgson
The children’s Minister—the Under-Secretary of State for Education, the hon. Member for Stratford-on-Avon (Nadhim Zahawi)—was the founder and the first chair of the all-party group on water safety and drowning prevention. Like me, he had constituents who tragically lost their lives, which was why the group was set up. Ross Irwin in my constituency drowned in Christmas 2016 and two schoolgirls drowned a couple of years previously in the same river, the River Wear. So I know this is an issue very close to the Minister’s heart and a number of colleagues from across the House have had constituents dying in such circumstances. Given that almost a third of all pupils leaving primary school are unable to swim and do not have basic water safety skills, will the Minister make it his personal ambition to ensure that every child leaves school knowing the dangers of open water and cold water shock, as well as knowing how to swim?
Nick Gibb
I pay tribute to the hon. Lady for the work that she has been doing over several years to ensure that children are better informed about the dangers of water and how to be safe in and around it. I thank her for her campaigns and that of the father of Ross Irwin, to whom I also pay tribute. Thanks to the Royal Life Saving Society and Sunderland City Council, there are now improved water safety measures in place at the Fatfield riverside on the River Wear. We take these issues very seriously, which is why we improved the curriculum and why this Government asked an independent group of experts from across the swimming sector to submit an independent report, setting out how we can improve swimming and the swimming curriculum in our schools.
Mr Marcus Fysh (Yeovil) (Con)
Rushanara Ali (Bethnal Green and Bow) (Lab)
The Minister for School Standards (Nick Gibb)
Through the national funding formula, we are giving every local authority more money for every pupil in every school in 2018-19 and 2019-20. However, we have always made it clear that local authorities remain responsible for determining schools’ final budget allocations in these transition years, in consultation with their schools.
Rushanara Ali
I thank the Minister for his answer, but I am horrified by what it contains, because the reality is that in my constituency, in the Borough of Tower Hamlets, there will be £28 million of cuts by 2020 in an area with the highest child poverty in the country. Where is the fairness in that, and will the Minister and the Secretary of State show some guts and stand up to the Prime Minister, perhaps like the Defence Secretary, and call an end to the billions of pounds of cuts in national funding of education?
Nick Gibb
Under the national funding formula we prioritise children from disadvantaged backgrounds; that is a key element of the way we allocate funding in a fairer way. In the hon. Lady’s constituency, the average per pupil funding for primary schools under the national funding formula when it is fully implemented will be £6,140, compared with the national average of £4,193 per primary school pupil. For secondary, the hon. Lady’s schools will be funded at £7,965 per pupil compared with the national average of £5,380.
Philip Davies (Shipley) (Con)
The Minister knows that I have written to him and met him to discuss some of the budgets of schools in my constituency, which seem to be going down, at variance to the impression the Government would give; and those schools where the budget is going up seem to have their costs increasing at a faster rate than the increase in funding they are getting. Will the Minister look again at the schools budget in the Shipley constituency? Will he perhaps write to me with his understanding of what each school is getting this year and in the next financial year compared with the last financial year, and will he commit to making sure they get adequate funding? And if he is looking for a pot of money, perhaps the overseas aid budget would be a good place to start.
Nick Gibb
Of course I will write to my hon. Friend as he asks, but I have to say that we are spending record amounts of money on schools, some £42.4 billion this year. There has never been a sum as high spent on schools in our history, and it will rise again next year to £43.5 billion, and we announced an increase in school funding last July to the tune of £1.3 billion. That was the result of successful negotiations with the Treasury.
Frank Field (Birkenhead) (Lab)
Nick Gibb
The right hon. Gentleman makes some interesting points and I will take advice on his suggestions, but I must say that we have guaranteed the pupil premium to the end of this Parliament: it is over £1,300 for every pupil eligible for free school meals attending a primary school, and nearly £1,000 for every disadvantaged child attending a secondary school.
Nigel Huddleston (Mid Worcestershire) (Con)
Does the Minister agree that there is nothing morally superior about maintaining a blatantly unfair existing system, and is it not fair and reasonable therefore to target increases in school funding on schools, such as those in Worcestershire, that have been relatively underfunded for decades?
Angela Rayner (Ashton-under-Lyne) (Lab)
The Chancellor gave a guarantee that not a single school would lose a single penny—no ifs, no buts, no small print, but an ironclad, copper-bottomed guarantee. Now he is trying to wriggle out of it like a second-hand car salesman. If Private Pike is prepared to go to war to get funding for defence, why is the Education Secretary waving the white flag rather than meeting his guarantee on schools?
Nick Gibb
The national fairer funding system is giving every local authority in the country more money for every pupil in every school in 2018-19 and 2019-20, and the Institute for Fiscal Studies says that school funding will be maintained in real terms per pupil in those two years. But we have always been clear that for these two years we will allow some discretion to local authorities as to how they allocate that funding to each of their local schools, and that is why the points the hon. Lady made arise: because we have given discretion to local authorities.
Justin Madders (Ellesmere Port and Neston) (Lab)
The Minister for School Standards (Nick Gibb)
As the Secretary of State outlined in his speech to the National Association of Head Teachers, we will support and hold to account trusts with poor educational, financial or governance performance. We will continue to act swiftly and robustly to turn around academies that Ofsted has judged inadequate, bringing about leadership change if that is necessary.
Justin Madders
I thank the Department and the Secretary of State for agreeing to meet me and colleagues last week to discuss our concerns about the performance of the University of Chester Academies Trust. Now that they have heard our concerns, can the Minister assure us that they will deal with these matters as swiftly as possible?
Nick Gibb
Yes, we will. The University Church of England Academy was judged to be inadequate by Ofsted in April last year. There was then a question of whether the multi-academy trust could provide the support that that school needed. Following a recent Ofsted monitoring visit to the academy, the Department took the view that insufficient progress was being made and that the leadership of the trust was not taking sufficient action. That is why my right hon. Friend the Secretary of State wrote to the hon. Gentleman confirming that the academy was going to be brokered to a higher-performing multi-academy trust, and we will do that as swiftly as possible.
Mr Paul Sweeney (Glasgow North East) (Lab/Co-op)
Mr Ranil Jayawardena (North East Hampshire) (Con)
The Minister for School Standards (Nick Gibb)
Based on last year’s GCSE results, converter academies and free schools had higher Attainment 8 and Progress 8 scores than the average for state-funded schools overall. In fact, eight of the top 10 schools for progress made by pupils were either academies or free schools. That is evidence that free schools and academies are delivering high standards for their pupils, and that particularly includes disadvantaged pupils.
Mr Jayawardena
The Department for Education has identified target local authority areas for raising standards. Further to my right hon. Friend’s answer, does he agree that free schools that are accessible to anyone, wherever they might live in that area or beyond, will increase parental choice and improve standards?
Nick Gibb
My hon. Friend is right. Since 2010, the creation of the free schools programme has been a huge success. Those schools, which often serve disproportionately disadvantaged communities, have unleashed innovation and driven up academic standards. To give just one example, 92% of disadvantaged pupils at Reach Academy Feltham achieved grade 4 or above in English and maths last year.
Daniel Zeichner (Cambridge) (Lab)
The Minister for School Standards (Nick Gibb)
We calculate the area cost adjustment using data on teacher pay and data from the Ministry of Housing, Communities and Local Government on general labour market costs. For teacher pay we use the regional teacher pay bands as zones, but we will keep it under review to ensure that funding always matches need as closely as possible.
Wes Streeting (Ilford North) (Lab)
Mr Jim Cunningham (Coventry South) (Lab)
Nick Gibb
If the hon. Gentleman looks at the national figures, he will find that, at primary, something like 97% of families received an offer of a place in one of their top-three schools, with 91% offered their first choice. At secondary, 94% of families received an offer of a place at their first-choice school. We have created 825,000 school places since 2010, following on from a Labour Government who actually cut 100,000 school places from the system.
Robert Courts (Witney) (Con)
Nick Gibb
Our national funding formula is a much fairer way of allocating funding, and it also supports small rural schools, particularly in areas such as West Oxfordshire, by providing a lump sum of £110,000 for every school and by targeting funding to small and remote schools through the sparsity factor. That provides up to an additional £65,000 for small rural secondary schools and £25,000 for primaries.
Alan Brown (Kilmarnock and Loudoun) (SNP)
Dr Paul Williams (Stockton South) (Lab)
I have recently learned that “consequence booths”, where children spend up to seven hours in a small booth without contact with peers, are being used by academies in my constituency. Will the Minister meet me to discuss how we can protect children in Stockton South from this threat to their mental health?
Eddie Hughes (Walsall North) (Con)
Will the Minister join me in encouraging young people in Walsall to attend the open evening at Walsall College, rated as outstanding by Ofsted, on Wednesday afternoon from 4 till 7, in advance of it delivering T-levels from September?
Luciana Berger (Liverpool, Wavertree) (Lab/Co-op)
Yesterday, a survey of teachers by the charity stem4 revealed that students are facing a mental health epidemic and are not receiving the support they need. What assessment has the Secretary of State made of the number of counsellors, educational psychologists, peer mentors and pastoral care staff that have been lost from our schools in recent years? What assurances will he give that the proposals in the “Transforming Children and Young People’s Mental Health Provision” Green Paper will bring about a genuine addition to the mental health workforce in our schools and not just replace what has already been lost?
Nick Gibb
This Government take mental health very seriously. Some 84% of secondary schools have a counsellor to help children deal with mental health issues and stress, and we have unveiled our Green Paper, whereby we intend to improve mental health support for young people in our schools, including by having a designated senior mental health lead in every school in the country.
Huw Merriman (Bexhill and Battle) (Con)
The teachers I meet in my constituency want to use more of their judgment and to reduce their assessment workload. Will the new goals for four to five-year-olds achieve on both fronts?
Stephanie Peacock (Barnsley East) (Lab)
Northern College has recently started teaching a pioneering 10-week course to help survivors of modern slavery. Will the Secretary of State join me in paying tribute to the work of Northern College? Will he also meet me to discuss its difficulty in using public funds to fund these vital courses because of current immigration regulations?
Justin Tomlinson (North Swindon) (Con)
Following the announcement on the obesity strategy, what consideration is being given to opening up school sports facilities for free after school and during the holidays to parents and sports clubs that provide constructive opportunities for young people?
Wera Hobhouse (Bath) (LD)
In last month’s Westminster Hall debate on school funding, the Minister said that per-pupil funding at Twerton Infant School in Bath would rise, but the headteacher maintains that it will not. If the Minister is so confident about his figures, will he please publish them next month?
Nick Gibb
The figures have already been published. We are providing increases in school funding for every school and every pupil—we are providing funding to local authorities on that basis. It is up to local authorities, in discussion with their schools, to decide how to allocate that funding to individual schools. I suggest that the hon. Lady takes up the matter with her local authority.
Vicky Ford (Chelmsford) (Con)
This morning, I attended the schools’ engineering and technology competition in Chelmsford, where Essex students had designed a wheelchair that climbs stairs. Does the Minister agree that such projects are key to inspiring the engineers of the future? Will he congratulate the Chelmsford Science and Engineering Society and all who were involved?
Nick Gibb
Yes; we take these issues very seriously. We take swift action when free schools such as that one fail. It was sponsored by the Newcastle colleges, with Newcastle University’s involvement, but it was not delivering the required results so we took swift action and closed it. All the pupils will be placed in other, better schools.
Tom Pursglove (Corby) (Con)
What steps is the Minister taking to ensure that daily mile initiatives are included as part of the childhood obesity strategy?
Education
Nick Gibb Excerpts(5 years, 10 months ago)
Ministerial CorrectionsRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Mrs Lewell-Buck
The Minister is talking about fairness and equity in the system, but what does he say to a school in the north-east that, according to the National Education Union, is set to lose £8,000 per pupil? How is that fair?
Nick Gibb
What the NEU is doing with its school cuts campaign is misleading. It is taking the cost pressures that we have acknowledged and telling the public that those are funding cuts. I have been clear that no school has had a funding cut. School funding went up in real terms per pupil in the last Parliament, and that increase has been maintained in real terms.
[Official Report, 22 May 2018, Vol. 641, c. 326WH.]
Letter of correction from Nick Gibb:
An error has been identified in the response given to the hon. Member for South Shields (Mrs Lewell-Buck) in the Westminster Hall debate.
Nick Gibb
What the NEU is doing with its school cuts campaign is misleading. It is taking the cost pressures that we have acknowledged and telling the public that those are funding cuts. I have been clear that no school has had a funding cut. School funding went up in real terms per pupil between 2010 and 2015. Since then, funding has been maintained in real terms.
The following is an extract from the Westminster Hall debate on the National Funding Formula: Social Mobility on 22 May 2018.
Layla Moran
Does the Minister understand the frustration not just of the teaching profession but of parents? I am a governor at one of the schools in Oxfordshire that he mentioned. Perhaps he is suggesting that the board of governors and I are not managing our money or resources properly. I assure him that we are doing everything we can for this issue not to affect frontline services, but it does. My question is simple: does the Minister accept that although he can spout numbers—it is true; these are facts—the reality on the ground in schools such as Botley Primary School in my constituency is that teachers are at breaking point, and parents are beginning to see the real effects of the cost pressures that are played off against the increases in funding that the Minister lists?
Nick Gibb
We have to live within our budget, and the Treasury has to work with the tax receipts it receives and deal with the historic budget deficit it inherited. Somebody has to lend the state that money, and they would not lend us £150 billion every year if we showed no sign of reducing that figure to something more manageable and did not plan ultimately to eliminate it altogether. That is what is happening. That is why we have a strong economy and the lowest level of unemployment for 40 years, why there are opportunities for young people to have a job once they leave our school system, and why fewer children are living in workless households. That is all part of how to manage the public sector in a serious way, which is what the Government have been doing since 2010. That is why we have been able to maintain school funding in real terms over that period, spend £23 billion on capital funding for schools, and fund an increase of 825,000 school places to deal with the increasing pupil population.
[Official Report, 22 May 2018, Vol. 641, c. 328WH.]
Letter of correction from Nick Gibb:
An error has been identified in the response given to the hon. Member for Oxford West and Abingdon (Layla Moran) in the Westminster Hall debate.
Nick Gibb
We have to live within our budget, and the Treasury has to work with the tax receipts it receives and deal with the historic budget deficit it inherited. Somebody has to lend the state that money, and they would not lend us £150 billion every year if we showed no sign of reducing that figure to something more manageable and did not plan ultimately to eliminate it altogether. That is what is happening. That is why we have a strong economy and the lowest level of unemployment for 40 years, why there are opportunities for young people to have a job once they leave our school system, and why fewer children are living in workless households. That is all part of how to manage the public sector in a serious way, which is what the Government have been doing since 2010. That is why we have been able to maintain school funding in real terms over that period, invest £23 billion on capital funding for schools between 2016-17 and 2020-21, and fund an increase of 825,000 school places to deal with the increasing pupil population.
Education
Nick Gibb Excerpts(5 years, 11 months ago)
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Siobhain McDonagh
The Minister is aware that I am a supporter of Labour’s academisation scheme, whereby failing schools that cannot be fixed by the council became academies. The problem for my constituency and many others is that the number of good or adequate sponsors is now running out and schools are being forced to become academies, which is not always in the best interests of pupils.
Nick Gibb
I share the hon. Lady’s support for Labour’s academisation programme, which is why we expanded it from 200 academies to over 6,000. She is fortunate to have in her constituency the Harris Federation, which is one of the most successful multi-academy trusts and school sponsors in the country. She should also want to acknowledge that funding for schools in Mitcham and Morden will rise by 7.3% under the national funding formula, and that Merton will receive an extra £6.3 million by 2019-20—a 5.4% increase in funding.
[Official Report, 25 April 2018, Vol. 639, c. 929.]
Letter of correction from Mr Gibb:
An error has been identified in the answer given to the hon. Member for Mitcham and Morden (Siobhain McDonagh) on 25 April 2018.
The correct response should have been:
Nick Gibb
I share the hon. Lady’s support for Labour’s academisation programme, which is why we expanded it from 200 academies to over 6,000. She is fortunate to have in her constituency the Harris Federation, which is one of the most successful multi-academy trusts and school sponsors in the country. She should also want to acknowledge that funding for schools in Mitcham and Morden will rise by 7.3% under the national funding formula, and that Merton will receive an extra £6.3 million when the national funding formula is implemented in full—a 5.4% increase in funding.