Lifetime Skills Guarantee and Post-16 Education
Tanmanjeet Singh Dhesi Excerpts(3 years, 7 months ago)
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Gavin Williamson
My right hon. Friend lists a lot of people who I want to thank and congratulate, whether at the Bucks LEP or the skills hub that has been created. This shows that we should not see education in isolation from the rest of the economy or the rest of the community, because all those elements, by working together, provide so much more opportunity. That is a brilliant example of how people can inspire children to make them understand that what they are learning in the classroom has a real relevance to the world of work, giving them the enthusiasm to look at different careers and different opportunities that they might not have considered before.
Mr Tanmanjeet Singh Dhesi (Slough) (Lab)
Colleges such as Langley College in my constituency play a vital role in helping young people to realise their full potential, but they have been underfunded for too long. The Labour party has repeatedly called for the Government to integrate training into the job support scheme to help those on reduced hours to use the rest of the week to improve their skills. If the Secretary of State feels so passionately about retraining, why did the Government fail to do that?
Gavin Williamson
We always look at every idea, but just because the Labour party has come up with an idea has rarely meant that it is a good one. As for the idea that the hon. Gentleman highlights, we look across the board to try to ensure that we put in place the best possible opportunities for young people. That is what a series of policy announcements that we have made is about doing. It is why we will bring forward a further education White Paper later this year and why we will continue to look at every option to ensure that we deliver the best for every individual in this country.
Students’ Return to Universities
Tanmanjeet Singh Dhesi Excerpts(3 years, 7 months ago)
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Gavin Williamson
Quite rightly, both this Government and the previous Labour Government put a really high value on ensuring that students who started their studies were able to complete them. The ways in which universities ensure that that happens is something that we monitor closely. We have worked with the Office for Students to ensure that hardship funding is available. That is part of a quarter of a billion pound package that was made available to universities so that proper assessments could be made of students if they required that support. The Student Loans Company also offers a system whereby extra maintenance support can be made available through individual assessment if a student chooses to go down that route.
Mr Tanmanjeet Singh Dhesi (Slough) (Lab)
While people can pin the exam results fiasco on the Education Secretary, they certainly cannot blame him for the shambolic privatised test and trace system, which is being personally led by the Prime Minister, his chief adviser and the Health Secretary, and which has put the lives of our young people and their families at risk. Given that many of us fear an increased university drop-out rate among students, along with increased stress and mental health issues, can the Secretary of State promise that every student will have access to tests so that they can travel home safely, especially for Christmas?
Gavin Williamson
As we have made clear, we want to ensure that all students who wish to do so can return home safely for Christmas. We and the university sector are confident that the best way of keeping students and young people engaged in their studies is for them to be part of the university community; that is an important step towards ensuring that we do not see high drop-out rates. As I have said, both the hon. Gentleman’s party and my own have always put a great emphasis on the need to ensure that youngsters complete their studies, to ensure that they get something incredibly important from the investment that they make, because this will stand them in good stead to achieve the very best in life. We will continue to work with the sector to give young people the support that is required in these times that are much more challenging than any of us thought we would ever have to face.
Oral Answers to Questions
Tanmanjeet Singh Dhesi Excerpts(3 years, 8 months ago)
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Mr Tanmanjeet Singh Dhesi (Slough) (Lab)
Holly Mumby-Croft (Scunthorpe) (Con)
Michelle Donelan
Last week in fact, we announced a £10 million capital fund to cover capital as well as equipment. This is on top of our announcement for additional funding to support high-cost subjects and the announcements we made in May for the sustainability of the sector and is supported by the package of £280 million from the Department for Business, Energy and Industrial Strategy.
Mr Dhesi
In a recent National Union of Students survey, 55% of students reported that the income of their parents or those who provided financial support to them had been negatively impacted by the coronavirus pandemic, and 80% were worried about how they would cope financially, not to mention since part-time jobs will be in short supply. Given that the university hardship funds were not designed for such demand, what extra provision will the Government make to ensure that universities can properly support students facing hardship?
Michelle Donelan
If a student is not already accessing the maximum loan and the income of their parents or carers has changed, they should fill in a change of income form with the Student Loans Company. On the hardship funds, we have worked with the Office for Students so that they can show more flexibility, and this will amount to £256 million for the coming academic year.
The Minister for School Standards (Nick Gibb)
We have funded the National Association for Special Educational Needs on behalf of the Whole School SEND Consortium to work to recruit teachers to deliver high-quality teaching across all types of special educational needs, and that support is available to all schools. We also funded targeted support, focused on particular areas of concern flagged by Ofsted and the Care Quality Commission. We are putting £730 million into high needs next year, coming on top of £780 million of additional funding this year, which means that high needs funding has increased by 24% in just two years.
Mr Tanmanjeet Singh Dhesi (Slough) (Lab)
Nick Gibb
We do want all children to return to school, and to return to school safely, including children with special educational needs and disability. We have given guidance to schools, and the Under-Secretary of State for Education, my hon. Friend the Member for Chelmsford (Vicky Ford), has written an open letter to parents of children with special educational needs about returning. Where there are families who have particular concerns about the safety of returning, the advice we give is to talk to the headteacher, who hopefully will be able to provide them with reassurance.
Covid-19: School Reopening
Tanmanjeet Singh Dhesi Excerpts(3 years, 12 months ago)
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Gavin Williamson
This does present some additional challenges, especially with the consideration of the 11-plus in September. I know that it is a concern of my hon. Friend, and I have received representations from Conservative Members in Kent about their concerns. We will be looking at working with local authorities that have grammar school systems in their areas as to how best we can ensure that children from the most disadvantaged backgrounds are not disadvantaged as they look at taking the 11-plus in future.
Mr Tanmanjeet Singh Dhesi (Slough) (Lab) [V]
We all, including me and my constituents, want our schools to reopen and our children’s education to continue, but Government guidance around the reopening of schools raises more questions than it answers. As a parent of two young children, I can attest to the difficulty of explaining social distancing, let alone getting the kids to practise it, and that is why so many parents fear sending their children to school. Will the Secretary of State revisit the guidance and commit to working with education unions and others to create a working plan for reopening our schools when the science indicates that it is safe to do so, and when doing so has the confidence of all those affected?
Gavin Williamson
We will continue to work with the whole sector to ensure that any changes or modifications that are required, in working with children and teachers in schools, are rapidly adopted. We recognise the importance of creating a safe bubble for children and teachers to operate in, which is why we have put out extensive guidance on how this is done. We have very much worked with Public Health England and the scientific community as to how to approach, in the best possible way, the return of schools, because children benefit from being in schools and they are losing out as a result of not being in schools.
Educational Settings
Tanmanjeet Singh Dhesi Excerpts(4 years, 1 month ago)
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Gavin Williamson
I assure my hon. Friend that teachers and social workers will be included in the designation of key workers. I note that a number of Members have raised the issue of there being an element of flexibility, so that teachers and school leaders are able to show an element of discretion. We must not forget that the reason why we are taking this action is to limit the spread of the virus. The scientific and medical advice is that taking this action and reducing the number of children in education settings will have an impact in terms of reducing the spread of the virus. Nevertheless, I have heard what the House has said about looking into providing an element of flexibility, and I will certainly take that away.
Mr Tanmanjeet Singh Dhesi (Slough) (Lab)
As my hon. Friend the Member for Ashton-under-Lyne (Angela Rayner) pointed out, millions of children in our country live in poverty, which is why I particularly welcome the Secretary of State’s announcement about the voucher system. However, in his responses hitherto there has been a palpable lack of detail about the voucher system. How will they be redeemed? Where will they be redeemed? I fear that without attention to detail, the voucher system will become merely worthless pieces of paper.
Gavin Williamson
That certainly will not be the case. Members on the Government Benches recognise and completely understand the importance of ensuring that every child who is eligible for free school meals is able to receive them and able to get food. We recognise that we may be dealing with this situation not just for a few weeks but for quite a long and sustained period of time, and we would want to move to a more conventional system in order to be able to get money to families in the best possible way. Another aspect is that the reason why we came up with the process of free school meals is that we recognise that for a child to be able to go to a school and receive a meal is an incredibly powerful thing to be able to offer. We are going to look into whether there is a way to deliver that much more broadly in so many more schools, but that will be dependent on the number of schools we are able to have open and available.
Apprenticeships: SMEs
Tanmanjeet Singh Dhesi Excerpts(4 years, 2 months ago)
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Mr Tanmanjeet Singh Dhesi (Slough) (Lab)
I beg to move,
That this House has considered apprenticeships in small and medium-sized enterprises.
It is a pleasure to serve under your chairmanship, Mr Davies.
Apprenticeships should be the perfect vehicle for meeting the challenges of social mobility, bridging the skills gap and raising productivity. With the most recent Office for National Statistics data showing that productivity is 30% higher in France and 35% higher in Germany, our widening productivity gap cannot be ignored if we are to compete successfully and obtain the supposedly easy post-Brexit trade deals promised by the Government. Having run my own small start-up construction business in Scotland, I know full well the importance of small and medium-sized enterprises investing in their people. Those that fail to do so stagnate and start to go backwards.
In previous years, employer spending on training in the UK had fallen and was low compared with other advanced economies, so there was a clear need to take action to move more employers towards investing more in the skills of their workforce. It was also vital to improve progression in apprenticeships. Only 4% of our 25-year-olds hold a level 4 or level 5 technical qualification as their highest qualification, compared with 20% in Germany, where apprenticeships are taken up by many more young people and are viewed as a high-status option for school leavers. Sadly, the Government’s rushed implementation of the apprenticeship levy resulted not in an increase in apprenticeships and opportunities for the most disadvantaged, as was hoped and very much needed, but in the exact opposite. That is devastating, especially considering the huge impact that apprenticeships can have on young people’s lives.
Just last week, I met brilliant apprentices working in my constituency. I know that their input is hugely appreciated by the many businesses in Slough. Slough is a huge business hub, with the largest singly owned trading estate in the whole of Europe and more corporate headquarters than Scotland, Wales and Northern Ireland put together, so we know a fair bit about businesses and the importance of apprenticeships. Unfortunately, far from turbo-charging our businesses and helping them further, the levy has left many of them hobbled and unable to fill vacancies, address their skills shortages or meet opportunities for expansion.
Since the introduction of the levy, apprenticeship starts in large employers—those with 250 or more employees —have fallen by 9%, but the impact on small and medium-sized enterprises has been disastrous. Apprenticeship starts have fallen by 34% in small businesses and 42% in medium-sized enterprises. Even in my constituency, despite the excellent Slough Academy, which supports growth in high-demand areas such as social care and planning in the council, overall apprenticeship starts have not reached the level they were at before 2017-18. That reflects the trend across the country. It is estimated that between 30,000 and 40,000 SME apprenticeship vacancies remain unfilled, and 75,000 apprenticeships in SMEs could be lost by the end of the year. That is 75,000 people who will be denied the opportunity to work, train and gain the confidence that comes with successfully completing qualifications.
The failure of the levy for SMEs is compounded by the fact that those “disappeared” apprenticeships were most likely to have been taken up by young people who were starting with much lower qualifications—the very group we might imagine that a revamped apprenticeship scheme should help the most. The latest Government data show that the proportion of apprenticeship starts at level 2 fell from 63% in 2011-12 to a mere 36% in 2018-19, and the proportion of people aged under 19 on an apprenticeship has fallen to a mere 25%. In the context of participation in the apprenticeship system being at its lowest level since 2010-11, with 72,400 fewer people participating in 2018-19 than in 2017-18, those figures further underline the inadequacies of the Government’s implementation of the levy. The largest reductions have been in the north-west and the north-east—areas that are in desperate need of job opportunities and economic growth.
What is behind the decline? Under the levy in England, employers are required to pay 0.5% of their payroll above £3 million per year into a so-called ring-fenced digital account to be spent on apprenticeships. That is topped up by a 10% public contribution. If levy funds are not used within two years, they expire. The system was based on the expectation that many employers would not spend all their levy funds. Those unspent funds were intended to cover most of the costs of apprenticeships for the SMEs that do not pay the levy. At the time, the Government estimated that around 50% would remain unspent and so available to non-levy payers.
Some levy payers found ways—some might say predictably—to increase their spending. Indeed, the Sutton Trust warned in November 2017 that an estimated two thirds of businesses’ apprenticeship schemes merely converted existing employees and certified existing skills, and that the levy may encourage more of that so-called conversion and rebadging as a way for large employers to reclaim their money. That looks to be what has happened.
A recent Ofsted report on employees on an Institute of Leadership and Management course stated:
“Most apprentices and their line managers do not know that they are on an apprenticeship. Too many apprentices do not develop the…knowledge, skills and behaviours needed to progress in their careers…Most apprentices do not develop substantial new knowledge and skills or build on what they already know…They just complete their management qualification.”
That is a testament to what has gone wrong. That case and others led Ofsted chief inspector Amanda Spielman to declare:
“We have seen examples where existing graduate schemes are in essence being rebadged as apprenticeships. This might meet the rules of the levy policy, but it falls well short of its spirit.”
That is why, last year, the National Audit Office expressed its concern that the use of the levy for new high-level apprenticeships was really
“public money…being used to pay for training that already existed in other forms.”
Even where higher-level qualifications are appropriate and well designed, they are expensive, so the money the Government expected to be available for SMEs to fund apprenticeships simply is not there—to the tune of around £1 billion, according to best estimates.
With the introduction of the levy came the development of new apprenticeship standards to replace existing frameworks. Those standards were designed by employer groups and are intended to establish more robustly the skills and competencies that an apprentice is expected to achieve. Again, however, the Government underestimated the cost of implementation, which has simply added to the financial pressures SMEs face in funding their apprenticeships. That has prompted calls for a proper review of what is and what is not an apprenticeship, and how the different kinds of in-work training are best targeted and delivered.
Given the reports by Ofsted, the National Audit Office and others, such a review is certainly required. Many stakeholders make the case for a more flexible approach, such as a skills levy that allows employers to invest in other forms of high-quality training. Such an approach would need extra funding from widening the levy to cover more employers, from raising contribution rates or from Government. However, the burning issue is that there is a crisis in apprenticeships for SMEs that is depriving those who most need either a solid start to their working life or a helping hand to get up and out.
As I said, disadvantaged people of all ages are disproportionately clustered at the lower levels of apprenticeships and are significantly more likely to be studying for level 2 or level 3 than for higher or degree-level apprenticeships. The levy has led not only to a dramatic fall in level 2 and level 3 apprenticeship provision, but to people from deprived communities being squeezed out of higher-level apprenticeships. In 2015-16, before the introduction of the levy, the most deprived 20% of the population accounted for 21.9% of apprenticeship starts at level 4 or higher, but by 2018-19 the figure had dropped to a mere 16.4%. That is why the Social Mobility Commission warned that
“a two-tier system…based on apprentices’ backgrounds”
may be emerging.
Almost one in five young people does not achieve five GCSEs at grades 4 to 9—A* to C in old money—or the equivalent in alternative qualifications. They will naturally face greater challenges moving from level 1 to level 2, but maths and English provision in apprenticeships—functional skills—is funded at only half the rate that would apply to any other learner. Employers want to be able to deliver and provide young people with the opportunity to succeed, but the current funding arrangements make that extremely difficult. The Minister must respond to that funding deficit, and it must be met. The Government need to acknowledge the extra challenges that those young people face, and the extra provision that they need from their employers and training providers, by increasing financial support for level 1 and 2 apprenticeships.
If we truly wish to close the skills gap and raise the floor of our nation’s skills, we must go further. There have been calls from all sides to increase the flexibility of the levy to stimulate more high-quality and accessible apprenticeships. One such change would be to allow employers to spend a portion of their levy funds on pre-apprenticeship programmes and other initiatives such as outreach programmes, with the aim of widening access to apprenticeships in under-represented groups. Further, the entitlement to attain skills at level 3 should be as accessible through the apprenticeship system as it is for young people taking college courses. The Trades Union Congress has suggested introducing a new right to progress for apprentices who have completed a level 2 apprenticeship, which would entitle them to study for a level 3 apprenticeship and trigger the necessary funding.
The lack of proper funding for some apprenticeships is, as I said, having a disastrous effect on entire sectors of our economy, such as the care sector. Many care homes are SMEs. The sector is typically low margin and low wage, and it relies on apprenticeships for the development of new and existing staff. The funding for adult care worker level 2 and level 3 apprenticeships is simply not enough to provide a quality apprenticeship programme and is leading to an over-reliance on untrained staff. It is forcing some providers out of business altogether.
I am led to believe that a monthly online apprenticeship reserve funding system is being trialled for SMEs. It has been likened to someone trying to buy a ticket for a concert, sitting at a computer, hitting refresh and hoping that this time they will get lucky. That is no way to run a programme. On top of that, the name of the apprentice is required before funding is reserved, so if an employer wants to hire an apprentice, they must do so, or at least make an offer, before funding has even been secured. That makes it easier to grant apprenticeships to existing employees instead of hiring in, as we should be looking to do. It is another barrier to those who are seeking a fresh start.
The unanimous view of SMEs is that the levy, as currently constituted, is failing—and that is to put it mildly. It is failing them, and it is failing their current and future employees. It is failing tens of thousands of the people who most need help and, by extension, the communities in which they live. The Government must listen to the broad coalition of voices—including Labour, businesses and training providers—calling for a guarantee of Government funding for SME apprenticeships, independent of the levy, through the provision of a funded pot for SMEs. I very much look forward to hearing the shadow Minister, my hon. Friend the Member for Kingston upon Hull West and Hessle (Emma Hardy), further explain the excellent work that she and her team have undertaken in that respect. We need the Government to step up to the plate. The level of funding needs to be guaranteed to give certainty to SMEs and training providers alike, so that both parties can provide the apprenticeships that are needed and plan effectively for the future.
Education can provide equality of opportunity for everyone, at every stage of life, if there is an accessible progression pathway for everyone. It is vital that the opportunity presented by the reform of apprenticeships is used to create such a pathway. The current system prevents young people from starting their career journey, because the system fails to provide the support they need. Such a lack of support is denying SMEs opportunities to recruit the apprentices they require to help to address the productivity gap.
National Apprenticeship Week has just ended. I hope the Minister used it to listen carefully to those in the sector who have been lobbying the likes of my hon. Friend and me, and I hope that the Minister will take that advice on board to improve the system that the Government created. In this post-Brexit world, our country cannot afford to get this wrong.
Mr Dhesi
It has been a pleasure to serve under your chairmanship, Mr Davies, and to engage in this important debate. I am particularly thankful to my hon. Friend the Member for Birmingham, Perry Barr (Mr Mahmood). My experience running an SME pales into insignificance compared with his considerable experience, not only as an apprentice, but in the engineering industry. Therefore, the Minister and the Department should listen to his points, which he made with great passion, to inform effective changes accordingly.
I also thank the Scottish National party spokesman. He passionately explained the long-term future for apprentices and highlighted the problem of a competitive gap appearing, not only between us and our European and global partners, but between England and Scotland, because of the different routes we have taken.
I thank the shadow Minister. I know she is passionate about this subject and has been since long before she came to this place, given her background in education. She spoke about the need to ring-fence the sizeable £1.5 billion budget and the request to host the WorldSkills championship. The Minister did not respond to that last point, but I hope we can give the shadow Minister some good news soon.
I thank the Minister for her kind words and compliments about not only my Slough constituency, but the work of Resource Productions and my good friend Dominique Unsworth, whom I know is an excellent ambassador. The Minister also highlighted the plethora of apprentices in Slough. As I explained earlier, the explanation is that Slough is a huge business hub. It is the most productive town or city per capita in the entire country. I could wax lyrical about my constituency all day, but I can see you are yawning, Mr Davies, so I shall move swiftly on. I look forward to joining the Minister on 31 March. I thank her for her interest. I also look forward to meeting her, as she kindly suggested, and I hope the shadow Minister will accompany me to that meeting, so that we may look further into improving the current digital offer for apprentices and SMEs.
Overall, I am disappointed that, despite the disastrous figures we face, the Government are not looking to make a sea change in their approach to apprenticeships. I hope the Minister, with due consultation with others, will remove those restrictions infringing upon SMEs’ operations and introduce the necessary flexibility and funding. If we do not do that, we shall fail to address not only social mobility, but the huge productivity gap, and we shall let down that broad coalition of voices from industry, business, apprentices and political parties. It is important for the Minister to consider that; not to do so would be to let down not only those businesses but, more importantly, those young people, and thereby our country.
I thank you, again, Mr Davies, for chairing this debate, and I thank all hon. Members for their incredible contributions.
Question put and agreed to.
Resolved,
That this House has considered apprenticeships in small and medium-sized enterprises.
Oral Answers to Questions
Tanmanjeet Singh Dhesi Excerpts(4 years, 3 months ago)
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Mr Tanmanjeet Singh Dhesi (Slough) (Lab)
The Secretary of State for Education (Gavin Williamson)
Childminders provide a quarter of a million childcare places, and 95% are rated either good or outstanding by Ofsted. As such, they make a huge contribution to our society and play a valuable role for many parents. We have worked to make it easier for childminders to set up their businesses and offer Government-funded early education entitlement places.
Mr Dhesi
The Early Years Alliance has stated that the Government’s £66 million of extra funding for early years offers will have a “negligible” effect for providers, who are facing substantial increases in operational costs every year. Will the Secretary of State therefore commit to a large and sufficient increase in core funding for early years providers, including childminders, in the upcoming Budget?
Gavin Williamson
The Chancellor outlined our commitment to put more money into early years, and the hon. Member highlights the extra £66 million that has been put into it. We have seen an expansion of the Government’s support for early years, raising the number of free hours from 12.5 to 15 to 30 and supporting children from the most disadvantaged communities. We will continue to look at this and have discussions with the Treasury.
Maintained Nursery Schools
Tanmanjeet Singh Dhesi Excerpts(5 years, 3 months ago)
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Lucy Powell
I thank my hon. Friend for that intervention. He is right. This is the key issue. It is about by when we need this funding commitment. I hope that the Minister will get a strong signal from the House that he can take back to the Treasury and get the commitment that we need.
Mr Tanmanjeet Singh Dhesi (Slough) (Lab)
I congratulate my hon. Friend on having secured this important debate about the sustainability of maintained nursery schools. More than 1,500 very concerned Slough constituents have signed petitions on this very issue from Slough Centre, Cippenham, Chalvey, Baylis Court and Lea nurseries. Does my hon. Friend agree that if we are to ensure the brightest possible future for our young children, we need to invest properly in their education from an early years nursery stage?
Lucy Powell
My hon. Friend has made a very good point. We will be handing in a number of petitions in the House next week. We know that the single biggest indicator of how well children will do in their GCSEs is their developmental level at the age of five. That is why the critical early years are so important.
Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)
It is a pleasure to follow the hon. Member for Chichester (Gillian Keegan). She and my hon. Friend the Member for Manchester Central (Lucy Powell) demonstrate the powerful cross-party support for the motion.
I congratulate my hon. Friend on securing this important debate and her tireless work in giving a voice to the nursery school sector in this country. I also pay tribute to the fantastic work of the all-party group on nursery schools, nursery and reception classes in promoting high-quality early childhood education.
I am proud to have two maintained nursery schools in my constituency: East Prescot Road and Ellergreen. Like most nursery schools, both are rated as outstanding by Ofsted. Children receive an outstanding education at both schools, and I want to quote from their respective Ofsted reports. Of East Prescot Road, Ofsted said:
“Children blossom in this outstanding school. Irrespective of their starting points, children thrive and make exceptional progress in their early learning. The achievement of the most able children and those with special educational needs is outstanding because of high-quality support and challenge.”
Of Ellergreen, it said:
“It is an excellent and improving school. It is a wonderful place to send your child, to look for support or to work. The outstanding quality of teaching helps children to make great strides forward in their learning. The school motto ‘broadening horizons, brightening futures' shapes much of what the school does each day.”
Under the leadership of Jane Rogers and Colette Bentley, both schools do wonderful work in areas of my constituency with high social and economic need, and help to transform the life chances of children and families. Both headteachers place great emphasis, in particular, on ensuring that children who start with lower-than-average development are ready when they go to school, and I am grateful to the Minister for agreeing to meet them and me in two weeks. Both schools have outstanding reputations with their feeder schools for how school-ready their children are, and I think that is testament to the hard work of the staff of the two schools in providing the groundwork for a smooth transition to reception classes.
In Liverpool, we have five maintained nursery schools—three outstanding and two good. I am delighted that my hon. Friend and constituency neighbour the Member for Liverpool, Walton (Dan Carden), who is in the shadow Cabinet and therefore unable to participate today, is in the Chamber, because I know he has worked very closely, since his election two years ago, with the outstanding Everton Nursery School, which serves one of the areas of greatest social and economic deprivation in our city. Everton’s head, Lesley Curtis, is a very powerful voice for nursery schools in Liverpool and also in the national debate.
Nursery schools are the very best of quality early years education. Not only do they directly benefit the children and families who attend the schools, but they have a much wider benefit across the early years sector, with the expertise of maintained nursery schools acting as a catalyst to raise standards and supporting early years settings to work together to improve their quality.
Mr Dhesi
Does my hon. Friend agree that maintained nursery schools have a unique pool of expertise in supporting children with special educational needs, which is particularly pertinent and important for places such as my Slough constituency? Without such expertise, they simply would not be able to cater effectively for so many children with special educational needs.
Stephen Twigg
My hon. Friend makes an important and powerful point on behalf of his constituents, and he anticipates the next part of my speech.
In Liverpool—this is happening in other parts of the country—there has been a significant increase in the number of children going into primary schools with very complex needs. The expertise of the qualified teachers who work in nursery schools has become even more important for identifying and addressing those needs at the earliest stage. As my hon. Friend the Member for Manchester Central said, we know from all of the evidence, from here and internationally, that the earlier we intervene, the more likely we are to make a real difference in the life chances and educational opportunities of our children.
As my hon. Friend said, two thirds of maintained nursery schools are in the third of England that is the most deprived, and because of the quality of education they offer, they are often at the forefront of tackling inequality and poverty, driving social mobility and closing the attainment gap. Indeed, the Government’s own social mobility strategy declared in 2011:
“Children’s life chances are most heavily influenced by their development in the first five years of life. By the time children start at school there are already wide variations in ability between children from different backgrounds”.
I think that that is the case in general, but it is especially the case in cities such as Liverpool that have been hit hardest by austerity and have some of the highest levels of child and family poverty in the country.
In addition to providing high-quality education, the outstanding nursery schools in Liverpool work tirelessly to engage with parents and carers. From before the child has even started at nursery school, staff will work collaboratively with families to seek to provide the best outcomes for their children. For example, at East Prescot Road, parents are welcomed to the school and very much encouraged to feel part of the learning environment. It runs “Stay and Read” sessions, as well as practical workshops to help parents to support their children in early reading and mathematics, and to enable parents to have the confidence to support their children’s learning at home, as well as at school. The current data for East Prescot Road shows that its emphasis on supporting children with speech, language and communication needs is having a significant impact on reducing the gap between children with special needs and their peers.
At Ellergreen Nursery School, the staff go above and beyond. For example, last Christmas, as universal credit was rolled out in Liverpool, the staff donated presents and hampers to vulnerable families. Support is also provided to help families with problems such as housing and debt. Each morning, the nursery school provides all the children with breakfast, and it ensures that they take home a piece of fruit at the end of the school day.
If we are to tackle the multiple challenges of poverty, inequality and social mobility that we face in this country, we need to ensure that the best possible support is in place for children and families right from the very beginning. Early years education is at the heart of that, which is why it is so concerning that there is any question mark over the sustainability of our nursery schools.
As has already been said, maintained nursery schools meet higher standards than other providers—they employ a headteacher and they employ qualified teachers—so it is welcome that the Government recognise that the early years national funding formula did not adequately provide for nursery schools. As my hon. Friend set out, the Government have rightly committed to providing supplementary funding until April next year. However, we have no guarantee beyond then and, for the reasons that colleagues have set out, that poses serious challenges for nursery schools as they plan for the year ahead.
Liverpool’s annual supplement equates to £1.5 million. Without the protection of that funding, Liverpool’s maintained nursery schools, based on current staffing and expenditure, might not be financially sustainable. As Ellergreen Nursery School put it to me:
“What will happen to these vulnerable children and their families if the nursery schools are closed? All our years of developing high quality early years provision and our expertise will just be lost”.
That is clearly a very serious concern across Liverpool and across the country. Without a sustainable funding solution, we risk reversing the real progress that has been achieved in developing nursery schools as a beacon of early years education. I urge the Minister to listen to those concerns and, when he responds to the debate, to reassure our nursery schools that they have the opportunity for sustainable funding in the long term. They need to know that they can offer places in good faith, confident that their funding will not be cut next April. If that happens, it will make a real difference to the communities that I and other Members represent.
We need to work together on a cross-party basis to say to the Department for Education and to the Treasury, as my hon. Friend rightly said, that we do need a sustainable funding settlement that acknowledges that nursery schools have a special status in early years because they are schools, meaning that they have higher costs and play a distinct role in the early years sector. Most importantly, they are drivers of social mobility, and key players in tackling poverty and inequality. That is why there is such strong cross-party support for the motion and for the principle that nursery schools must be sustained for the long term.
Department for Education
Tanmanjeet Singh Dhesi Excerpts(5 years, 10 months ago)
Commons ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Robert Halfon
As I said, I am not against grammar schools, but the problem is whether they are providing opportunities for the most disadvantaged pupils. Only 3% of pupils in grammar schools get free school meals, and I would rather the Government increase that proportion of pupils before giving grammar schools extra funding. That extra £200 million of funding will benefit only a few thousand pupils, but I have shown how it could benefit a lot more. I have huge respect for my right hon. Friend. He often campaigns for more funding in his constituency, but it is because such funding has been spent in this way that schools in his area and others do not get as much money as they need.
Mr Tanmanjeet Singh Dhesi (Slough) (Lab)
The Institute for Fiscal Studies has found that in the last two years, funding per pupil fell by just over 4%, at a time when other costs have increased. The recent reallocation to school funding from other budgets still leaves schools in my constituency worse off by more than £300 per pupil, something about which a great many parents and teachers have written to me in recent weeks. Does the right hon. Gentleman agree that we need to see new funding, so that our schools can improve standards and our pupils can reach their full potential?
Robert Halfon
While I accept that funding is much higher than it was in 2010—no doubt the Minister for School Standards will set that out—I also agree that there are increasing cost pressures, but I will make that argument in a moment.
I am full of admiration for my right hon. Friend the Health Secretary, who has successfully made the case for a longer-term vision for health and social care. I am convinced that his longevity has been a significant contributing factor and can only regret the fact that we have had a higher turnover in Education Secretaries in recent years. However, I am sure that my right hon. Friend the Member for East Hampshire (Damian Hinds) will, given the opportunity, prove to be an advocate for the public services that his Department oversees and funds.
Without wanting to stretch the scope of the debate too far, I would like to talk a little about the financial health of the school system, of nurseries and of further education and skills. While all the evidence tells us that over the long term, in comparison with relevant international comparators, schools in England are relatively well funded, it is unarguably the case that rising cost pressures have not been matched by the sort of investment that would allow them to be met without impacting upon the quality and delivery of education in our schools. My right hon. Friend the Member for Putney (Justine Greening) was absolutely right last autumn to redirect £1.3 billion of public funds from her own Department’s budget to the frontline and raise the so-called floor in the national funding formula.
Oral Answers to Questions
Tanmanjeet Singh Dhesi Excerpts(5 years, 10 months ago)
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Nadhim Zahawi
The hon. Lady rightly speaks about the important research by the NDNA. Our own research demonstrates that 80% of providers are willing and able to offer places, and one third have actually increased their places.
Mr Tanmanjeet Singh Dhesi (Slough) (Lab)
Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)
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.