Financial Support (Students)

Tessa Munt Excerpts

Wednesday 15th December 2010 Westminster Hall

[Lisa Nandy]

I thank my hon. Friend for his intervention. I agree with him. One of the worst things that we saw under the previous Conservative Government was that a range of young people throughout the country were left with no sense of hope for the future. Seeing people without hope for the future is devastating, but seeing young people without hope for the future is even worse. We must not return to that situation.

I have three final points. First, colleges urgently need to know what will replace the EMA. The details of the discretionary learner support fund are sketchy. Colleges need to know whether, in reality, this will be a £500 million cut. Yesterday, the Secretary of State, appearing before the Select Committee on Education, could not confirm the position to hon. Members.

We need to know urgently whether travel costs will be taken into account and what else the discretionary hardship fund will be able to cover. In my constituency, like many other constituencies, travel is one of the prohibitive factors to attending college. Despite a number of people living in the town centre, Wigan is essentially a rural seat, and students would not be able to travel to college without the EMA.

[Tessa Munt (Wells) (LD)]

The travel situation in Somerset is exactly the same, but there are aspects to rural education that are even more critical. Towns such as Shepton Mallet and Glastonbury do not have sixth forms attached to their schools. Therefore there is no option for students but to travel. There are schools that do have sixth forms, but they do not cover the full range of subjects, so people such as my daughter, who wanted to study environmental science and politics, had to travel to Bridgwater college, which is some distance away. Cutting the EMA will place serious restrictions on the courses that young people can study.

[Lisa Nandy]

The hon. Lady is passionate about this issue and has raised it many times. I would like to echo her comments.

There is compelling evidence that the EMA pumps millions of pounds into local economies throughout the country. In my Wigan constituency, where people are losing jobs and homes, and particularly in former coalfield areas, where, despite significant investment, the legacy of those times remains, the EMA could not be more important. The policy is short-sighted from that perspective.

I draw hon. Members’ attention to the IFS study published yesterday. It points out that savings in the short term simply do not make sense, because if we invested in our young people in the short term, we would more than recoup that in the long term.

Schools White Paper

Tessa Munt Excerpts

Wednesday 24th November 2010 Commons Chamber

[Michael Gove]

I am a great fan of the right hon. Lady, and I know how passionately she fights for her constituents in Lewisham. I also know that she is deeply concerned about differential attainment from poorer children. One thing we are doing with the education maintenance allowance is ensuring that it is effectively targeted on the very poorest. That is the thrust behind our whole review of education spending in order to make sure that more money—£2.5 billion—is spent through the pupil premium on the poorest, while also ensuring that an additional £150 million is spent on children from poor homes as they make a transition from school to university. We are also providing more money for pre-school learning for impoverished two-year-olds.

[Tessa Munt (Wells) (LD)]

From my experience of working with adults with learning disabilities, I know that it is quite common to encounter people who can read, but who do not always have the right level of comprehension. I note that the White Paper refers to a reading check at the age of six. I would like to know a little more about that and to be assured that this means a test of comprehension as well as a reading test.

[Michael Gove]

The test designed for six-year-olds is there simply as a screening test to make sure that people are decoding fluently. Once children are decoding fluently, it is vital that they are well taught in order to encourage comprehension. Subsequent assessment throughout the primary school years can ensure just that.

Education Funding

Tessa Munt Excerpts

Monday 5th July 2010 Commons Chamber

[Michael Gove]

I am sure the hon. Gentleman will be aware that his local authority in Barnsley has reached financial close, and for that reason the schools will go forward unaffected. I will write personally to every Member to make it clear to them exactly what is happening in their own constituency. I shall also, of course, be writing to every local authority. I appreciate how seriously Members take this issue, so I presume that most Members will know whether their local authorities were in financial close or at close of dialogue.

[Tessa Munt (Wells) (LD)]

Will my right hon. Friend please tell me how many primary schools will gain a Teach First teacher? Also, how many such teachers will go to middle schools, of which there are two in my constituency?

[Michael Gove]

More than 300 Teach First teachers will be going into primary schools, and Teach First will be expanding for the first time into every part of the United Kingdom. Hitherto, it has not operated in the south-west of England, but now it will. The Teach First model has concentrated mainly on major cities, but we are consulting Teach First on precisely how it can expand into areas such as the south-west.