Colleges and Skills: Covid-19

Rachael Maskell Excerpts

Tuesday 20th October 2020 Westminster Hall

[Rachael Maskell (York Central) (Lab/Co-op)]

It is a pleasure to serve with you in the Chair, Mr Betts. I thank the hon. Member for Waveney (Peter Aldous) for bringing forward the debate and enabling us all to put on the record our huge appreciation for our local colleges, such as York College and Askham Bryan College in my city.

We have heard much about the green new deal—York is trying to make it a real deal through the BioYorkshire initiative. From the outset of my contribution, I ask the Minister to give serious consideration to bringing this project forward, because last year the unemployment rate in York was 2.8%, and next year it is predicted to be as high as 27%. We need a bridge now, and that is what our colleges can provide.

York is set to be part of the devolution deal for North Yorkshire, and BioYorkshire is hardwired into that. However, that will not happen until 2023. We need to bring forward the BioYorkshire initiative to commence this year or next. It would be a significant win, not least for my community, which is on the precipice of a tragic level of unemployment.

BioYorkshire will put York at the heart of biosciences not only in the UK, but possibly in the world, in the race against climate change. It has been put together by a consortium of our two colleges, York St John University, the University of York, Fera Science and many other partners. Through this partnership and innovation, the BioYorkshire proposal will seek to create skills and jobs, and to attract investment. The vision of BioYorkshire is to bring together biotechnology, the natural environment, farming and food production, and the circular economy for a platform here in York and North Yorkshire that will become the UK’s centre of innovation and the bioeconomy.

We will create the nation’s first carbon-negative region, and deliver profitable and sustainable technologies to transform the region and help kickstart the UK’s economy with high skills and high growth following covid-19. BioYorkshire has shown the power of FE and HE working together by creating a BioYorkshire innovation centre, BioYorkshire district hubs and a BioYorkshire accelerator.

We are looking to BioYorkshire for a skills-based recovery by training for change, resilience and enterprise; driving innovation; and upskilling local talent. This will result in new spin-offs and start-ups, and the mentoring of a new generation of entrepreneurs. The bioeconomy skills academy will run across the three core institutions that offer training and education, co-developed with business, from post-16 T-levels and apprenticeships, through to postgraduate courses and continuous professional development.

The impact will be astounding. Establishing this world-leading science centre will create high-value intellectual property. With the global bioeconomy institute and the circular economy data hub, it will support 800 start-ups and spin-offs, innovate with 1,200 businesses and create 4,000 jobs in York, Yorkshire and beyond. It will cut CO₂ emissions by 2,800 kilotons a year and reduce waste to landfill by 1,200 kilotons a year. In a decade, it will generate £5 billion in gross value added. We will attract £1.3 billion in capital investment and, through higher level skills training, we will train 25,000 individuals. We need to start this project now, and I trust that the Minister will back this proposal.

Support for Children and Families: Covid-19

Rachael Maskell Excerpts

Tuesday 20th October 2020 Westminster Hall

[Rachael Maskell (York Central) (Lab/Co-op)]

It is a pleasure to serve with you in the Chair, Sir Christopher. I thank the hon. Member for Devizes (Danny Kruger) for bringing forward today’s debate. There are significant challenges for families, not least with the economy bearing down on them now. The biggest solution that we could find would be a way to stop the mass unemployment that we are about to face. I urge the Minister to make representations in Government.

As the chair of the all-party parliamentary group on adoption and permanence, I want to focus on adoptive families. Adoption UK’s survey in April understood the impact of lockdown on families. Following that, the all-party group carried out two shorter inquiries: one was into the adoption process, and the other was into education and home schooling. The witnesses made incredibly powerful contributions, and I thank them.

The adoption process has been significantly disrupted during the recent period, not least when courts have not been sitting. That has had an impact on children, and I ask the Minister to make it a priority that normal proceedings should resume. The priority should be on child-focused court sittings. It has also been harder for panels to meet. We need to find solutions, so that there will be no further delays to that part of the process. Also, of course, it takes longer to build relationships when people are not physically in contact with the young people concerned, so, again, we need to continue to review the process to ensure that the right connections are made in the right places.

The Minister could really help with the issue of medical checks. They have moved from stage 1 of the adoption process to stage 2, but, again, delays are being brought into the system. If there could be an advance there, it could prevent further delay of adoption processes.

More than half of adoptive parents have said that their children have experienced increased emotional distress during lockdown. Essentially fear about the health and safety of family members is triggering feelings of loss and instability for many adopted children. Those issues, combined with the fundamentally restrictive nature of lockdown, have led to an escalation in the frequency and intensity of child-on-parent violence, which is already common in some adoptive families. Nearly a third have reported experiencing more violent and aggressive behaviour than usual.

Covid-19 has highlighted the fragility of many children in adoptive families, and that reminds us all of the importance of the adoption support fund in funding supportive and psychological services. As many children did not receive their established support from schools or health services during lockdown, more demand has been put on the services supporting their families. The additional £6 million provided to enable families to access helplines, virtual peer support and online therapeutic support was needed, but we must remember that this money was brought forward from future funding. I plead with the Minister to see this not as bringing money forward but as putting additional money put into the adoption support fund. I would also like to hear her plans for next year, as this period of uncertainty continues and pressures on families increase, particularly on those with vulnerable children. I ask that we meet that demand, to give those families the best chance of being successful.

Adopted children experience many trauma points in the course of their education, and we have certainly found that issues such as exclusion from school bring trauma not only to the child but into the home. We heard powerful testimony from the head of inclusion at Lincolnshire County Council, Mary Meredith—I recommend that the Minister meets her—who highlighted how exclusion approaches are deeply damaging, especially for a child with disordered attachment. I therefore ask that the Minister looks into the issue to ensure that we can keep children safe in school, not least as exclusions are 20 times more likely for children who have experienced care.

Finally, I want to highlight the fact that thousands of children are currently awaiting placement with a family. We need more families to come forward for adoption and fostering, to ensure that these children have a safe and healthy upbringing. I trust that the Minister will do all she can, working with the APPG and the incredible charities and organisations out there, to ensure that these children have safe families for their futures.

Exams: Covid-19

Rachael Maskell Excerpts

Monday 12th October 2020 Westminster Hall

[Rachael Maskell (York Central) (Lab/Co-op)]

It is a pleasure to serve with you in the Chair, Mr Stringer. I thank the 551 petitioners from my constituency who have signed the petitions.

Our young people have shown extraordinary resilience as they have battled the traumas of the past six months, not least when they were presented with a mutant algorithm that downgraded so many of their expectations after the extensive work that they and their teachers had done. As my hon. Friend the Member for Gower (Tonia Antoniazzi) rightly said, it is so important to listen not only to pupils, but to teachers. She is not just an excellent rugby player; given the way she tackled the debate, the Minister should surely step out of the way and listen to what she had to say.

Sadly, the upheaval continues for too many young people as infection rates soar. After securing a place at the university of their choice, they now find themselves locked down, isolated and not knowing what comes next. Young people really need a clear plan to see them through this year securely, and the Government need to come up with that plan now. One thing that this summer has done is to shine a spotlight on our whole education system. The inequality has been exposed. Pupils who took the BTEC line of assessment had such a delay in their results coming out—that was a real inequality for them. What happened this summer also demonstrated that reliance on a single form of assessment—the exam—at such a time has created significant risk. When the Minister knew about the inequality that was coming through, as my parliamentary question exposed, why did he still go ahead and publish those results, and not hold off and put the corrections in the system? That could have removed a lot of the trauma and stress that our young people had to experience this summer.

The catch-up support that the Government promised—the covid catch-up programme and the national tutoring programme—has not arrived, partly because they are trying to procure a national contract with some private organisations. We know how well that has gone with testing. Local authorities have the relationships and the means to deliver this, and they know the needs of local schools. I suggest to the Minister that he moves that support to local authorities, as York is requesting—the excellence of York’s education system is well known—so that they can deliver it to schools. That would be a first step forward. Today’s announcement that six months’ catch-up can be achieved by having a three-week extension to exams is just unreal.

Further episodes of isolation are continuing as we speak. This morning I was told that a constituent who is due to sit exams this week has had to self-isolate for the second time this term, resulting in three weeks of absence in this half-term alone. How can she be fairly assessed against her peers, who have perhaps been in school the whole time? The same applies to pupils who have been shielding at home because they are extremely clinically vulnerable.

Today in York, 50 more pupils from just one secondary school have been sent home to self-isolate. We know that this year will be a very disrupted one, but the scenario planning that we would expect to have had from the Government by now has not been forthcoming. The Government really need to recognise the reality of the situation. I trust that the Minister will let us know exactly when we will hear what the future holds for young people. We cannot get to the end of the year and have some young people self-isolating when exams are due. Young people who are already stressed today will be even more stressed by that point in the calendar, so we need to build flexibility into the system now.

I support the call from the trade unions and others to have a broader choice of questions in exam papers so that young people have options as to which ones they answer, because we will not get all the content into this year. I would be interested in the Minister’s views on that. We should also have a broader assessment process that is properly moderated and planned for—not like it was last year—to ensure it can accommodate people.

If we are honest, we will acknowledge that exams are a crude assessment tool. I am glad to hear about the experiences of the hon. Member for Stoke-on-Trent North (Jonathan Gullis), for whom exams were the solution that allowed him to show his academic prowess. However, we know that that is certainly not the case for other people. How can we really assess an individual’s whole learning journey in a few hours? Different people respond in different ways to assessment, and I believe that we need to see how young people can thrive through the assessment process and show off their capabilities, not least because exams are currently the only tool on which their future depends.

The acquisition of knowledge is so important. Understanding how to navigate ourselves through this complex world with the necessary skills to chart our course and to accomplish our goal is the value of education. However, if we never get to enjoy the journey, mature as a person, and gain confidence and the application of the tools required, what has been achieved through our education?

A hybrid assessment tool of moderated assessment, project work, problem-solving challenges, assignment and exams would stretch pupils further and assess their broad range of skills, without benefiting only those who succeed at exams. At the moment, recovery curricula are being put in place in some schools, but that is not universal. Will the Minister say whether more attention will be paid to that? I welcome how some schools—I believe even Eton is doing this—are putting things like farming and art into the curriculum, yet so many of our state schools do not have that opportunity. If that benefits some kids, it should benefit all kids. That is what we should look at.

While mastering data management and league tables might be important to Government, our young people’s mental health is suffering more stress than ever before. We have heard that throughout this debate. If we are serious about developing confident and well-rounded young people, building an economy fit for the future, improving productivity and being world leaders again, we should equip our young people with a curriculum that helps all of them to soar and not to stumble.

Knowledge is one thing, but skills to know how to research and critically appraise information are of far greater value. We should therefore redress the assessment system, because before an exam paper, some people thrive and some people dive. Education must therefore be about stretching and challenging young minds and providing young people with the opportunity to show off their gifts and talents to shape our future.

Let us not crush this opportunity with an exam, particularly when there are so many unknowns in the equation. Let us reward our young people with the right assessment tool so that they can have confidence in their learning now, and in the assessment to come at the end of the year.

Awarding of Qualifications: Role of Ministers

Rachael Maskell Excerpts

Wednesday 9th September 2020 Commons Chamber

[Gavin Williamson]

There was a challenge there. As my hon. Friend points out, the National Education Union advised its members not to participate in remote teaching, which was a shame, but I am pleased to report that hundreds of thousands of teachers ignored the advice and made sure it happened and that children could benefit from it.

[Rachael Maskell (York Central) (Lab/Co-op)]

I think the Secretary of State has just contradicted himself. He said that exams were the best form of assessment and then said that in a disrupted education system exams clearly cannot deliver. Why, then, will he not consider a broader based assessment that draws on the talents of all children and tests their skills in many different ways, as educational experts recommend?

[Gavin Williamson]

We have always believed that exams are the best form of assessment, but it was not possible to run exams in May or June, so we had to come up with alternatives.

--- Later in debate ---

[Rachael Maskell (York Central) (Lab/Co-op)]

This summer, pupils have been tested in more ways than any exam could manage. First, classes and exams were cancelled. That was followed by a rollercoaster of emotions as the Government took a chaotic path with their education, failing teachers and young people. As the Secretary of State spun himself into a series of U-turns, rather than him taking responsibility, we saw the heads roll of leaders across the education sector. Our education system, which once was the best, crashed. Meanwhile, the Prime Minister joked that this was some kind of mutant algorithm—no laughing matter, when the mutant system has been carefully designed to manipulate grades to uphold entrenched inequalities.

Faced with such evidence, one would expect contrition, learning and urgent action. That is why the motion is so important. We have to look to the past to make sure we get it right for the future. It will therefore be important to work with educational experts, academics, teachers and trade unions to build from this point.

There are four things I want to raise. First, we need proper recovery proposals to be brought forward. Secondly, ignoring the calls for a recovery curriculum will not put children in the best place for their future. Thirdly, the obsession with exams does not accommodate the realities of life and does not test young people in the best ways. Fourthly, we need to look at young people’s wellbeing and the impact that this situation is having on them.

We must move from the chaos before us into a recovery programme. Obviously we welcome more money being put into the system for catch-up, but the fact that it will not be delivered until later in the autumn term is already adding to the chaos. Local experts in York, which is well known for its educational prowess and success, tell me that they could deliver a programme much quicker because they have the relationships on the ground, they know the needs of the local schools and children, and they have the people in place to deliver it.

The urgent request from my local authority and local leaders is, instead of running a national programme, to make it local. That kind of U-turn would be most welcome, because we would be able to build an education system run by local experts, delivering local results. That is what we want to see in the recovery curriculum; not children working on Saturdays and after school, as the Secretary of State is suggesting, which our local leader of education said would just stress out traumatised brains.

Schools and Colleges: Qualification Results and Full Opening

Rachael Maskell Excerpts

Tuesday 1st September 2020 Commons Chamber

[Gavin Williamson]

My hon. Friend, who represents West Bromwich East, highlights exactly why we had to have the covid catch-up fund. It was because in so many constituencies such as hers youngsters from really deprived areas really need that extra support. That is why we have targeted that support in the way that is best going to assist them to do that catch-up. That is not just for years 10, 11, 12 and 13, but for youngsters right through the education system, in order to make sure they are in the best place to be able to succeed and to make sure that our agenda and our commitment to level up right across the country, on which we got elected back in December 2019, is something we deliver on.

[Rachael Maskell (York Central) (Lab/Co-op) [V]]

Coming from the constituency that had the highest attainment gap, it is deeply troubling for me that research published today highlights the fact that the gap has increased by 46% in an education system in which disadvantaged young people already experience significant detriment. Does that not indicate that for this academic year and the next, a recovery curriculum should be put in place and end-of-year assessments adjusted away from exam-only assessment, so that inequalities are not entrenched and no young person is further disadvantaged?

[Gavin Williamson]

That is why we have introduced the covid catch-up fund: we recognise that there are challenges for youngsters who have missed out on learning and we need to make sure that we give schools and those youngsters the maximum amount of support so that they are able to catch up. One thing that is clear is that the best form of assessment is always examination. Any other route is certainly less good than an exam route.

School Uniform Costs

Rachael Maskell Excerpts

Tuesday 5th November 2019 Westminster Hall

[Emma Hardy (Kingston upon Hull West and Hessle) (Lab)]

I beg to move,

That this House has considered school uniform costs.

It is a pleasure to take part in this debate, although it feels a little like we are in the graveyard shift at the end of a very long Parliament. As I said to the Minister just before the debate, it is a genuine pleasure to talk to him about education once more. I started this parliamentary Session talking about education, so to finish it this way feels complete. I want to focus on the cost of school uniforms, and I will make recommendations that I hope schools and the Minister will follow.

After nine years of cuts, benefit cuts and stagnating wages, an increasing number of parents are unable to meet the basic cost of living, and the knock-on effect of that reality is a rise in child poverty. Currently, 8.3 million working-age adults and 4.6 million children are living in poverty. The numbers continue to rise, and forecasts predict that they are set to exceed the record levels of the early 1990s, which should concern us all deeply.

Recent research has brought to light many of the negative effects that growing up in poverty has on children. Some are stark and brutal. In the most deprived areas of our country, girls can expect to live 20 fewer years of their lives in good health, compared with those in the least-deprived areas. For boys, it is 19 fewer years. Both genders are four times more likely to develop mental health problems by the age of 11.

The indignities and suffering brought about by poverty are often less obvious. Every September, we see children on their way to start the new school year looking very smart in their uniforms, and our thoughts might turn to our own, or perhaps our children’s, first day. I was a teacher, and I remember the pleasure of having my classroom windows overlook the children starting school and lining up with their brand-new book bags, which were nearly as big as them, as they stood outside, waiting to meet their new teacher.

I now see children in uniforms through a different set of eyes. I was deeply affected by the testimony of a group of mothers at an evidence session of the Select Committee on Education. They told us of the demands placed on them by the increasing cost of school uniforms. Uniform dress codes now rarely consist of a simple badged sweatshirt and dark trousers or a skirt; they now include shirts, ties, blazers, and PE kits, indoor and out, all branded and often available through only a single supplier. I was devasted by the parents’ description of skipping meals to try to meet the ever-increasing costs.

Tragically, those accounts do not represent rare and isolated circumstances. Research from the Children’s Society shows that nearly one in six families said that school uniforms were to blame for their having to cut back on food and other basic essentials. Its report, “The Wrong Blazer 2018: Time for action on school uniform costs”, revealed that families have to find an average of £340 per year for each child at secondary school—an increase of 7% since 2015. Parents of primary school children spent an average of £255—an increase of 2%.

Parentkind’s latest annual survey of parents confirms that upward pressure: 76% of parents reported that the cost of sending children to school is increasing, and more than half are worried about meeting that cost. The high cost of uniforms is in some cases maintained by school policies that insist that parents buy clothing from specialist shops, rather than giving them the choice of buying items at cheaper stores, such as supermarkets or high street chains. When parents had to buy two or more school uniform items from a specific supplier, spending was found to be an average of £71 per year higher for secondary school children and £77 higher per year for primary school children. Some schools demand that seemingly generic items, such as a pair of black trousers, a PE top or shorts, must carry the school badge or logo, which also locks parents into specific retailers.

[Rachael Maskell (York Central) (Lab/Co-op)]

My hon. Friend is making a very important speech. This matter was brought to my attention by my constituents when a school changed its uniform policy to have badged trousers, skirts, blazers and other items of clothing. Does she agree that schools can take matters into their own hands not only by having generic main items of clothing, but by using uniform exchanges, which not only help families that cannot afford school uniforms, but are good for the environment?

[Emma Hardy]

I completely agree. I will go on to talk about uniform exchanges and the impact on the environment. The House of Commons did some social media outreach in advance of this debate. Someone from Birmingham said: “My niece is from a disadvantaged school background and had to completely replace her school uniform within six months of starting a new secondary school.” Someone else wrote: “My dad needs to buy me a PE kit, which is around £80 for everything I need. I can’t do PE, and get detention every time I go to PE. I feel embarrassed going to PE knowing everyone will make fun of me not being able to afford the extreme costs.” There are many other examples.

Education Funding

Rachael Maskell Excerpts

Tuesday 4th June 2019 Westminster Hall

[Rachael Maskell (York Central) (Lab/Co-op)]

The spring statement came and went, and I am still here making the plea for the worst-funded schools in the country, which are in York. We cannot go on like this; we have had many debates about funding for schools in this Chamber, but the situation does not improve. Schools are struggling more and more every week, which I experience as I talk to schools across York.

There are particular things that need urgent attention, such as the capital funding of many of our schools. Some schools are crumbling, such as Tang Hall Primary, where the children are so cold as they study, or Carr Junior School, which desperately needs building upgrades but is unable to access the funding it needs. All Saints Roman Catholic School, a secondary school, is on a split site and needs a new location in which to educate its children.

I want to focus on disadvantage. In my constituency, Tang Hall Primary, which as I mentioned needs infrastructure upgrades, saw a spending drop of £559 per pupil, whereas in more affluent areas of the city, the drop was smaller. The Government funding formula is therefore punishing disadvantage and the children who most need resources to advance their education. That is driving inequality into the system for the long term.

In York, we already have real issues, with an attainment gap of 31 points—the largest attainment gap in the country—as well as the worst funding. I say again to the Minister that the two are correlated. I still wait for a response and for recognition of that fact. The cuts across the city are resulting in some of the largest increases in class sizes in the country and the biggest reduction in staff numbers. Those facts cannot be denied.

It is the wider impact that that is having on children’s opportunities and on their health and wellbeing that causes me the most concern. A secondary school in my constituency wants to employ more mental health staff to support the children. I recognise that schools might not have had to deal with those challenges a decade ago, but they do have to deal with them now. It is therefore incumbent on the Minister to ensure that schools are properly resourced to ensure the holistic wellbeing of the children. Only when that is in place will children be able to learn as best they can.

I will turn to my secondary schools. Archbishop Holgate’s School, for instance, will not have the capacity to teach children next year, because of the expansion of class sizes and the demands on space. South Bank Academy is also struggling for space, yet the Government have just refused to build a new school in York.

We are struggling and it is time that the Minister recognised the challenges faced by different places in the country, instead of hiding behind figures and saying, “More money is going into schools.” We recognise that they can talk about headline figures, but the money is not going to the right places. Per pupil funding is falling, which is evidenced by the statistics that we continue to churn out, and the money is not going towards building the school system that we desperately need for our children in the future.

--- Later in debate ---

[The Minister for School Standards (Nick Gibb)]

It is a real pleasure to serve under your chairmanship, Mr Hollobone. I congratulate my hon. Friend the Member for Sittingbourne and Sheppey (Gordon Henderson) on securing this debate and on his excellent opening speech.

The Government are determined to create a world-class education system that offers opportunities to everyone, no matter their circumstances or where they live. That is why we are investing in our education system, to ensure that schools have the resources that they need to make that happen. The point of our investment is to help children to achieve, and I will first emphasise the significant progress we are already making towards creating a world-class education system.

Thanks in part to our reforms, the proportion of pupils in good or outstanding schools has increased from 66% in 2010 to 85% in 2018. My hon. Friend cited the figures in his local area as well. In primary schools, our more rigorous curriculum—now on a par with the highest-performing ones in the world—has been taught since September 2014. Since it was first tested in 2016, the proportion of primary school pupils reaching the expected standard in the maths test has risen from 70% to 76% in 2018; and in reading, which is dear to my hon. Friend’s heart, from 66% to 75% in 2018.

In secondary schools, the more rigorous academic curriculum and qualifications support social mobility by ensuring that disadvantaged children have the same opportunities for a knowledge-rich curriculum, and the same career and life opportunities as their peers. In primary schools, the attainment gap between the most disadvantaged pupils and their peers, measured by the disadvantage gap index, has narrowed by 13.2% since 2011.

To support such improvements, the Government prioritised education funding while having to take some difficult decisions in other areas of public spending. We have been able to do that because of our balanced approach to the public finances and our stewardship of the economy, which has reduced the annual deficit from an unsustainable 10% of GDP, or some £150 billion a year, to 2% by 2018. The economic stability that that has provided has resulted in employment rising to record levels and unemployment being at its lowest level since the 1970s, halving youth unemployment and giving young people leaving school more opportunities to have jobs and start their careers.

It is that balanced approach that allows us to invest in public services and education. Core funding for schools and high needs has risen from almost £41 billion in 2017-18 to £43.5 billion this year. That includes the extra £1.3 billion for schools and high needs announced in 2017, which we invested across 2018-19 and 2019-20, over and above plans set out in 2015. That means that, while we do recognise the budgeting challenges that schools have faced, funding remains high by historical standards. Figures from the Institute for Fiscal Studies show that real-terms per-pupil funding for five to 16-year-olds in 2020 will be more than 50% higher than it was in 2000. However, that does not mean that we do not understand the pressures that schools face.

We are committed to direct school funding where it is needed most. This is why, since April last year, we have started to distribute funding to schools through the national funding formula. The formula is a fairer way to distribute school funding because each area’s allocation takes into account the individual needs and characteristics of its schools and pupils. That means that, as indicated by my hon. Friend, Kent’s allocation will not be the same as that of an area where pupils have a greater amount of additional needs. It is right that schools with a higher proportion of pupils with additional needs, such as those indicated by deprivation or low prior attainment, should get extra funding.

My hon. Friend cited the overall average funding per pupil in Kent compared with Greenwich. Those figures are averages and reflect overall numbers of children with additional needs in those two local authority areas. In each authority, Greenwich and Kent, a child with particular additional needs will be funded on the same basis. The only difference between the funding that the pupils will attract will be the area cost adjustment, reflecting salary costs in the two areas. That represents about £831 million in overall funding out of the £34 billion school funding total. Areas will not receive the same amount, but they receive per pupil on the same basis.

I refer my hon. Friend and other hon. Members to the schedules that show how the national funding formula is made up. Local authorities will attract the same figure for every primary school pupil in 2019-20, regardless of where they are in the country, and the same figure for secondary and key stage 4. That represents about 73% of the total funding per pupil. The remaining 27% is made up of additional needs. For example, a pupil who has qualified for free school meals in the last six years will attract £540 in primary and £785 in secondary. If that secondary school pupil is in band D of the income deprivation affecting children index, they will attract another £515. If that secondary school pupil has low prior attainment based on primary school results, they will attract an additional £1,550. If that secondary school child has English as an additional language, they will attract an additional £1,385. That applies whether that pupil lives in Sheppey, Greenwich or York. The only difference will be that those figures are multiplied by the percentage area cost adjustment.[Official Report, 15 July 2019, Vol. 663, c. 6MC.]

Schools are already benefiting from the gains delivered by the national funding formula. Since 2017, we have given every local authority more money for every pupil in every school, while allocating the biggest increases to the schools that the previous system left most underfunded. This year, all schools have attracted an increase of at least 1% per pupil compared with their 2017-18 baselines and the most underfunded schools have attracted up to 6% more per pupil compared with 2017-18. A caveat to that is the point raised by my hon. Friend the Member for Henley (John Howell): the local authorities will receive that on the basis of the national funding formula, but we are still using the local formula to allocate that funding to schools. That is why there is a discrepancy between the national funding formula allocations and the actual amounts allocated to the schools. At the moment, we are allowing some discretion and flexibility in the system, so that local authorities can decide how that money is allocated to local authority areas.

Under the national formula, schools in the constituency of my hon. Friend the Member for Sittingbourne and Sheppey will attract an extra 4.8% per pupil in 2019-20 compared with 2017-18. That is what Kent will receive for schools in his constituency. In the constituency of the hon. Member for Stretford and Urmston (Kate Green), schools will attract 2.6% more per pupil in 2019-20 compared with 2017-18. In York Central, schools will attract 5.4% more per pupil in 2019-20 compared with the baseline of 2017-18. The hon. Member for York Central (Rachael Maskell) mentioned Tang Hall Primary School. I add my congratulations to that school, where last year 77% of pupils achieved the expected standard in reading, writing and maths, compared with 64% nationally. They are above average in reading and well above average in writing.

[Rachael Maskell]

I appreciate that the Minister praises the hard work of the teachers in supporting children’s learning in that school; however, it is the 23% that I am most concerned about. That we have the largest attainment gap in the country while our funding is the lowest is of great concern.

[Nick Gibb]

I am concerned about that too. I want that 64% nationally to be significantly higher. That is the drive of this Government. Since 2010, standards have been rising. I am particularly proud of what we have achieved in reading in primary schools. Our nine-year-olds have achieved their highest ever score in the progress in international reading literacy study test—we rose from joint 10th to joint eighth between 2011 and 2016. I hope that, in the long term, that will address the real concerns expressed by my hon. Friend the Member for Sittingbourne and Sheppey.

My hon. Friend raised the issue of capital funding. Government funding for school places is based on local authorities’ own data; we fund the places that they report are needed. Local authorities can use that grant funding to provide places in new schools or through expansions of existing schools, and can work with any school in their local area in doing so. Kent has been allocated £328 million to provide new school places between 2011 and 2021. It is for Kent County Council to decide how to allocate that capital. Nationally, the Government have already committed £7 billion to create new school places between 2015 and 2021, which is on top of investment in the free schools programme. We are on track to create 1 million more school places this decade—the largest increase in school capacity in at least two generations.

As important as the funding that schools receive is how they spend those resources. It is essential that we do all that we can to help schools to make the most of every pound. That is why we have set out a strategy to support schools to make savings on the more than £10 billion they spend each year on non-staffing costs. That strategy provides schools with practical advice on how to identify potential savings, including deals to buy energy, computers and so on.

Oral Answers to Questions

Rachael Maskell Excerpts

Monday 29th April 2019 Commons Chamber

[Damian Hinds]

My hon. Friend is right to highlight the strong performance of schools in her area and the improvement in Ofsted judgments. It is also true, of course, that over the two years Somerset schools have benefited from a 5.9% increase in per-pupil funding, but I will of course be more than happy to meet her again to talk about the high-needs pressures and others that she mentioned.

[Rachael Maskell (York Central) (Lab/Co-op)]

20. When it comes to neurodiversity, some children in York are waiting two years for their diagnosis. The special educational needs and disabilities budget is overspent by £1.3 million and school cuts have been exacerbated, leaving parents and teachers seriously under-resourced to support their child, psychologically, socially and educationally, so how will the Secretary of State use the comprehensive spending review to ensure that all schools are fully funded to meet the needs of those children?

[Damian Hinds]

The hon. Lady is absolutely right to highlight this exceptionally important issue, and it is vital that we have the right education and the right support for every child, whatever their unique personal make-up. As I say, there have been pressures on the high-needs budget, which I totally recognise. There have been multiple reasons for that, as schools up and down the country identify. I will be happy to meet her to discuss the specific issues that she mentioned and how best we can address them.

Further Education Funding

Rachael Maskell Excerpts

Tuesday 2nd April 2019 Westminster Hall

[Anne Milton]

Very much so. This is absolutely about those second, third and fourth chances.

My hon. Friends the Members for Winchester (Steve Brine) and for Truro and Falmouth (Sarah Newton), both former superb Ministers, are now putting their weight behind the campaign to raise the profile of FE and highlight just how important it is for the prospects of young and—never let us forget—older people.

I am pleased to hear that my hon. Friend the Member for North Devon (Peter Heaton-Jones) met the Chief Secretary to the Treasury—keep on meeting her. We also heard from my right hon. Friend the Member for Ludlow (Mr Dunne) and my hon. Friends the Members for Cheltenham (Alex Chalk), for York Outer (Julian Sturdy), for Taunton Deane (Rebecca Pow), for Cleethorpes (Martin Vickers), for Stafford (Jeremy Lefroy), for Waveney (Peter Aldous) and for Northampton South (Andrew Lewer), among many others. They all made excellent contributions.

[Rachael Maskell (York Central) (Lab/Co-op)]

I hoped to speak in this debate on behalf of Askham Bryan College and York College, two outstanding colleges in York. I urge the Minister to ensure that further education colleges have a fully professional mental health service, because the levels of self-harm, eating disorders and even attempted suicide are way above the national average. Will she respond to that point?

[Anne Milton]

The hon. Lady is absolutely right. There are younger people, and indeed older people, for whom the school education system has not worked for whatever reason, who probably have a history of failing external examinations and who are often quite vulnerable or have special needs and all the associated problems that go with it.

We are listening to a wide range of feedback from many sources, including hon. Members present, and we are looking at the efficiency and resilience of the FE sector. The post-18 review will take a systematic view of provision and funding across post-18 education. We are also looking at levels 4 and 5, where we know that we need a much wider programme. If I had time, I would love to talk about the national retraining scheme, a partnership between the Government, the TUC and the CBI that we hope to roll out later in the year.

I must say to the shadow Minister that comparing apprenticeships today with apprenticeships before the 2017 reforms is like comparing apples and pears. I know that the apprenticeship system is not perfect, but believe me, in National Apprenticeship Week, I saw the extraordinary progress that has been made in the past year.

I am very aware that there are non-levy employers who are not yet on the apprenticeship service, and I want them to be on it as soon as possible. We are currently at the mercy of procurements and training providers. With procurements it never feels as if we are getting the right answer, but I assure hon. Members that all the levy money is recycled into the apprenticeships system.

I have been to south Devon, Bradford, Uxbridge, Harlow, Gloucester and many other places. Some colleges are thriving and some are struggling, but it is clear to me that they all have a motivation that is rarely seen in any other sector. We have put in £470 million to help colleges to restructure, but until we collectively recognise the added value that FE colleges give us, we will not see the changes in funding that are needed. That is how we give people a chance to turn their lives around and ensure that whatever their background, wherever they come from, whatever their family do and whoever they know, they too can get a great job and a career.

I congratulate my hon. Friend the Member for Gloucester and the hon. Member for Scunthorpe once again on their campaign, and I know that they will now be joined by many others. For me, they are pushing at an open door. Amid the cries for schools funding and the concerns for universities, FE can get lost. However, if we accept not only the personal gain for individuals but the potential productivity gains for the country, the case to the Chancellor is surely clear. With tin hats on, we continue into battle to make the case for further education.

Special Educational Needs

Rachael Maskell Excerpts

Wednesday 20th March 2019 Westminster Hall

[Rachael Maskell (York Central) (Lab/Co-op)]

It is a pleasure to serve under your chairmanship, Mr Davies.

It is no coincidence that I also speak on behalf of the city of York. The council’s estimated spend on the high needs budget is £1.15 million, yet the Government’s high needs funding is just £393,000, leaving a shortfall of £760,000. However, we know the need is much greater, as many children do not get diagnosed early enough and often wait years for diagnosis, and many children do not reach the levels for which funding is awarded.

Those shortfalls are experienced throughout the education system, from nursery school—nurseries now have to subsidise childcare costs—to primary and secondary school. I know, from a visit I made to a secondary school in York, that children are sometimes placed in isolation. That causes some of them emotional harm, but the school does not have the capacity to support them. Often, the stigma stays with them all their lives.

Some children are moved to other schools, but that does not address their special educational needs. I am sure if research was undertaken on off-rolling children, it would show that a high proportion have neurodiversity-related needs. Those children become more vulnerable, more at risk of exploitation and more likely to end up in the criminal justice system. Those children are failed.

If I may say it again in this debate, York schools are the worst funded in the country. We have the worst attainment gap in the country. We have the highest rise in class sizes. SEND is seriously underfunded. Children with SEND in York experience among the longest waiting times for diagnosis, and our SEND budget deficit is three quarters of a million pounds. I ask the Minister to pause for a moment to make the correlation between those statistics.

Next year, the overspend on the budget will be £1.3 million, and the following year it will be £1.9 million. Although the education, health and care plans have been extended to the age of 25, no additional funding has been put into the budget and there are no additional resources to support the 51% increase in demand. I ask the Minister to review the budget and ensure that schools are adequately supported to provide vital support for those young people right through their schooling and also in early years, through children’s centres and Sure Start schemes.