The Secretary of State was asked—
School Funding: Chelmsford
For Chelmsford, a shift to fairer funding would mean an overall increase in schools funding of 1.9%. We want schools and local areas to receive a consistent and fair share of the schools budget so that they can give every child the opportunity to reach their full potential. These are important reforms, and we must make sure we get them right. We want to hear a wide range of views through our consultation, which closes later this week.
Does my right hon. Friend accept that it is to be warmly welcomed that 31 out of 35 schools in Chelmsford will get increased funding as a result of the fairer funding programme? Of the four schools that will have modest decreases in funding, two are grammar schools, the funding of which will decrease owing to their relatively low number of pupils. Can anything be done to rectify that problem for two centres of academic excellence?
My right hon. Friend is right that Chelmsford schools overwhelmingly gain from the shift to fairer funding. Our approach essentially sees money follow the child, with extra money for those pupils with extra needs. In our “Schools that work for everyone” consultation we set out our desire to see grammars take more young people from disadvantaged and lower family income backgrounds. If they do so, selective schools will also be able to benefit financially from that approach.
The terms of the Secretary of State’s initial reply to the right hon. Member for Chelmsford (Sir Simon Burns), perfectly properly, went somewhat beyond Chelmsford. I make no criticism of that at all, but it simply widens the field to colleagues who do not represent Chelmsford.
Thanks to increased investment and the work of teachers, other teaching staff, supportive parents and the local community, standards in our schools in Southwark have massively increased, but our schools are not overfunded. Surely it cannot be right that, per pupil, we will see a cut of £1,000 per year as a result of this so-called fair funding formula. It is not fair. Whatever levelling up the Secretary of State needs to do in other parts of the country, she should please go ahead and do so, but do not cut schools funding for the poorest children.
Our approach will operate consistently for young people and children, wherever they are growing up. We cannot have an accountability system with similar expectations for all schools that ends up funding children differently. I simply reflect to the right hon. and learned Lady that, even after the changes we are making to introduce a fair and consistent funding formula for the first time, London’s schools, because of the many challenges and factors they face, will still receive 30% more than other schools on average.
I understand that the Secretary of State has an incredibly hard job to do and that money does not grow on trees. When she reviews the consultation findings, however, I urge her to look at the core funding a school needs even to be able to open its doors, because I fear that deprivation has been overweighted in the formula.
One thing we have seen as a result of launching the second phase consultation is the first properly informed debate on how we should be funding schools and what the relative balance of investment should be for different children with different challenges. The consultation finishes later this week, and I thank the House and colleagues for their engagement with it. We will respond to the points that people have made in due course.
Vera Lynn was a pupil at Brampton Primary School in my constituency and, along with every other school in my constituency, its budget is going to be cut under the Secretary of State’s proposals. Ministers often tell us that the schools budget as a whole is not being cut. Should not that guarantee apply to individual schools such as Brampton Primary School as well as to the system as a whole?
I pay tribute to Dame Vera Lynn, who has been an iconic and amazing figure. She is a fantastic female role model for many young girls and women growing up in our country.
We need to make sure that, for the first time, our country sees consistent funding for all children, wherever they are growing up. We have seen significant rises in the overall schools budget over the years. Indeed, this Government have not only protected the overall schools budget in line with inflation but have made sure that the cash amount per pupil is protected, too. That is important, but we now have to make sure that we fund children in our schools fairly, wherever they are.
Torbay’s schools have done a great job in teaching pupils despite being among some of the most historically underfunded. Although the figure for Torbay goes up by 2.3% overall, the proposed formula hits the grammar schools quite badly, so will the Secretary of State assure me that we are still seeking a solution for those schools?
My hon. Friend raises an important point. As I have said, it is important that we reflect the fact that our funding needs to follow children who have additional needs. In particular, we know there is an attainment gap for children from lower-income and more disadvantaged areas and families. We also know that many children will start both primary and secondary school already behind, so we need to give an uplift for those pupils to enable their teachers to help them to catch up. These are important parts of the formula but, as he set out, we need to look carefully at other aspects of it, and we will do so.
I have to say to the right hon. Member for Chelmsford (Sir Simon Burns) that he is not seeing the wood for the trees. The Minister for School Standards recently wrote to the Chelmsford Weekly News about the uplift of 1.9%, which the Secretary of State mentioned, but there is a denial of the wider picture that £66 million is being withdrawn from funding in Essex overall. Will she explain how Chelmsford County High School for Girls, which is estimated to lose £300,000, will make its cuts?
I think I have answered the question from my right hon. Friend the Member for Chelmsford (Sir Simon Burns), but the bottom line is that the only budget that would go up under Labour is debt interest, which would lead to fewer teachers and less investment in education, not more.
It is essential that we support learners while they study if we are to grow the number of skilled workers that the economy needs. The Government will introduce maintenance loans for learners studying higher-level technical qualifications at level 4 at national colleges and the new institutes of technology from the 2019-20 academic year. Maintenance loans will be available for the first time for both full-time and part-time higher education distance learners in the same year, subject to satisfactory controls being in place.
Does the Minister agree with the Open University that the decision to delay maintenance loans for distance learners will adversely affect disabled students, for whom distance learning is the best option, and those from poorer backgrounds, who need maintenance loans to support them while they study?
I thank the hon. Gentleman for his question. I am very supportive of distance learners and the incredible work of the Open University. We want to offer these maintenance loans, but we want to get this right; we have a duty to ensure that we are providing the right value for money for the public and that the right controls are in place.
The Chancellor, in his Budget statement, declared a commitment to lifelong learning, yet maintenance loans have been capped as being for those of less than 60 years of age. Given this Government’s apparent determination to raise the retirement age and their appalling treatment of the WASPI—Women Against State Pension Inequality Campaign—women, does the Minister agree with me, and probably with Dame Vera Lynn, that life most definitely does not end at 60?
It is this Government who have introduced advanced learner loans; we are going to have maintenance loans for students going to institutes of technology or national colleges, and for future distance learners; and we have just announced an extra £500 million to support further education. This Government are actually backing skills and giving people the funding they need.
Britain’s record in engineering and technical training at the moment is deplorable, with our being 16th among OECD countries, so I very much welcome the Minister’s announcement earlier about maintenance grants. Does he agree that the private sector has a role to play? In particular, will he welcome Sir James Dyson’s recent announcement that he intends to open a new technical and engineering college at Hullavington in my constituency, with it being at least partly paid for by giving the students salaries?
I could not have put it better myself; my hon. Friend is exactly right, and I congratulate Dyson. What is happening with that company and elsewhere in the country, with the investment the Government are putting into skills—the £500 million extra announced last week, and the £40 million for pilots in lifelong learning and studying—show that we are investing. We are putting our money where our mouth is and building a skills and apprenticeship nation.
The Budget timetable, which saves the Treasury £400 million—we did not hear that from the Minister—is now a double whammy for learners. It delays until 2019 and jeopardises Lord Sainsbury’s technical skills agenda, and it hits disabled and disadvantaged and distance learners, as the Open University warned the Department for Education it would. With a 30% drop in part-time learning since 2011, why is the Department planning to cut support for distance learners even further, as the Office for Budget Responsibility revealed in section A.22 of its Budget document?
I am amazed by the hon. Gentleman’s question. I thought he would rise to celebrate the £500 million extra we are spending on further education, the £2.5 billion we will be spending on apprenticeships by 2020, or the £40 million on pilots for lifelong learning. By 2020, there will be more funding for adult education than at any time in England’s history. We have a record of which we can be proud; it is time the hon. Gentleman supported us.
Good mental health and wellbeing are a priority for the Department, which is why we have funded guidance and lesson plans to support schools in teaching pupils about emotional wellbeing. Our recent plans to make relationships education and relationships and sex education statutory supports that agenda. Pupils can also develop soft skills, including resilience, through activities such as the National Citizen Service and the cadet expansion programme.
Young people’s mental health is a growing concern. As with physical health, we must look at prevention as well as treatment. Will my hon. Friend the Minister meet me to discuss what more the Department for Education can do to encourage our schools to build resilience in children?
My hon. Friend is absolutely right that prevention is vital. We are currently inviting bids to run a trial to provide sound evidence about what works to promote good mental health in schools. Prevention will also be an important focus of the mental health Green Paper that we intend to publish later in the year. I will of course meet my hon. Friend to discuss her question, and I am sure that, once the Green Paper has been published, we’ll meet again.
Is the Minister aware of the crisis in child mental healthcare in Cumbria? Does he agree that greater investment to equip teachers to help with preventive measures in the classroom is essential if we are to make children’s lives better in the longer term and not store up huge problems for the future?
I agree with the hon. Gentleman that we need to link schools with mental health services better. One piece of work that is currently under way is on creating single points of contact in schools. We are working with child and adolescent mental health services so that not only can children be referred more quickly to the services they need, but teachers can be trained to spot the signs and deal with them effectively within the school environment. Nevertheless, there is, of course, a lot more work to do.
Parents who have children with autism have told me that they have great difficulty accessing curricular and extracurricular activities. What more can be done to link up CAMHS and schools to ensure that there is a crossover of information so that these conditions can be managed better?
As I said in the answer I just gave to the hon. Member for Barrow and Furness (John Woodcock), we are working with NHS England and CAMHS to make sure that they can better support and work alongside schools through a single point of contact, so that they can not only spread knowledge and good practice but make quicker referrals to the more specialist services when necessary. There is a strong commitment from the Government in this area, supported by the Prime Minister, and we intend to make good progress.
The Minister may be aware of a recent report in The Lancet stating that as many as 35,000 children are born every year with pre-natal exposure to alcohol, which has a significant impact on schools. What are his plans to ensure that school staff have the necessary training to understand the behavioural and educational needs of those children?
I am well aware of the effects of foetal alcohol syndrome. I saw them for myself as I was growing up in some of the foster children whom we looked after. I know it is a cause that the hon. Gentleman has been strongly advocating. Changes to teacher training and to teachers’ standards has meant that much greater emphasis is placed on ensuring that teachers are skilled in special educational needs, of which foetal alcohol syndrome is part, but of course it is what happens on the ground that is important, and we will continue to do what we can to ensure that that practice improves.
Priority School Building Programme 2
The £4.4 billion priority school building programme is rebuilding and refurbishing those schools in the very worst condition. There are two phases covering 537 schools. Phase 2, which runs to 2021, sought bids from schools by the deadline of 21 July 2014, and is designed to improve the fabric of specific buildings in 277 schools.
The Marjorie McClure school in Chislehurst is a special school that deals with young people with some of the most profound and complex disabilities. It is a magnificent school, but every year it has to turn applicants away because it simply does not have the size to cope with the numbers, and neither do the other two special schools in the borough. The school was delighted to be successful in its application, which was announced in 2015, but the first visit from anyone from the Education Funding Agency to the school was only in February of this year. Will the Minister see what can be done to expedite this particularly special and unique set of circumstances?
I pay tribute to my hon. Friend for the way in which he has fought for improvements to the Marjorie McClure school, which was visited by my hon. Friend the Minister for Vulnerable Children and Families. It was successful in its bid, and it is already in the feasibility phase. The Education Funding Agency has started to identify the options available to address the condition of the building, so that we can say that we do know where and we do know when.
Headteacher Steve Campbell, who runs The Hollins, a fantastic state school with great results in my constituency, has had problems trying to provide better sports facilities. He was supposed to have Better Schools for the Future funding in 2010, but that was pulled. It now seems that there is no hope of the children in this outstanding school getting decent sports facilities. Why is that?
There is £420 million available under the healthy schools capital programme. That is all part of £23 billion that we are spending between now and 2020-21 to maintain, rebuild and replace buildings in the worst condition. None of that would be possible if we did not have the strong economy that we have today and that we did not have when the hon. Gentleman’s party was in power.
I thank the Government for the new fund that has been made available for capital projects on special schools, £2.5 million of which is coming to Nottinghamshire to help rebuild the Newark Orchard school in my constituency. Will the Government go to greater efforts to publicise that fund so that colleagues and constituents across the country who are worried about special schools in poor condition know that it is there for them?
I am grateful to my hon. Friend for his question. This is a £250 million package that was recently announced, and it is part of a capital spending commitment by this Government to ensure that we have the right fabric of schools in our system. Again, that was possible only by our having a strong economy.
Has the removal and treatment of asbestos been prioritised within that programme? Many buildings of the ‘60s and ‘70s are riddled with asbestos, and we do not know the exact extent yet.
The hon. Gentleman is right. In March 2015, we published a comprehensive review into how asbestos is managed in schools. In February, the Department for Education published revised guidance on how to manage asbestos in schools, and it is our aim, over time, to eliminate asbestos in schools as schools are replaced or refurbished. In the meantime, schools need to ensure that asbestos-containing materials are undamaged and not in locations where they are vulnerable to damage.
We have a wealth of advice and guidance for employers and small businesses through the “Employing an apprentice” and “Recruit an apprentice” pages of gov.uk. There is information for employers on all aspects of apprenticeship recruitment. This requires training organisations to post vacancies to be viewed by and applied for by candidates using the find an apprenticeship service.
Although they are keen to take on apprentices, I have small businesses in Cannock Chase that are finding it difficult to identify candidates. What are the Government doing to make it easier for small businesses to connect with local colleges and potential apprentices?
I thank my hon. Friend for her question and for her championship of apprenticeships in her constituency. We are doing a lot: we are spending millions to incentivise small businesses and providers to take on apprentices; we have a huge communication programme —43,000 small businesses have recently been contacted by the Skills Funding Agency’s “Get In. Go Far” programme—and we have a network of 500 apprenticeship ambassadors. We are doing all we can. It is worth noting that roughly 200,000 small businesses have apprentices.
The new register of apprenticeship training providers published last week excludes a significant number of successful training providers, including four in Birmingham, two in Coventry and one in Solihull. Is the Minister not aware that if he goes ahead with that decision, he will essentially be destroying technical education for 16-year-olds in the west midlands?
It is worth noting that 75.7% of those that applied to get on the register have been successful. One hundred and seventy further education colleges got on to the register, as did 178 providers of apprenticeship training in Birmingham. No existing apprentices in the colleges will be affected.
What message can I give small businesses in Kettering about the incentives given to apprenticeship training providers to link up with small businesses rather than larger ones?
The good news is that the taxpayer is spending millions of pounds to incentivise small businesses and providers to have apprenticeships. In addition, we have the huge communications programme that I highlighted earlier.
Employers have “high expectations”, the college has “good standards”, and young people are “ambassadors” for apprenticeships. That is the verdict of Ofsted on Birmingham Metropolitan College, yet it is one of four colleges in Birmingham— 13 in the west midlands—that have been denied access to the apprenticeship levy and will have to cease providing apprenticeships. Does the Minister begin to understand the outrage over this inexplicable decision? Will he meet Birmingham’s MPs, so that we can make further representations to him?
I am happy to meet MPs from Birmingham and any other area. The crucial aim behind the decision is to improve quality. Getting on the register is a competitive procurement process—everyone had to fulfil the same criteria. It is important to note that, from tomorrow, those that did not get on the register can reapply, so they may yet succeed.
Selective Secondary Education
Under our national funding proposals, more money will follow students, particularly to schools that are educating pupils who are disadvantaged and from lower-income families. On the roll of one of the schools my hon. Friend the Member for Salisbury (John Glen) has highlighted, 25% of the young people are on free school meals, whereas the proportion in the other school is less than 1%. That accounts for the majority of the difference.
May I draw my right hon. Friend’s attention to the grammar schools in my constituency, which face a cut of 3% in their funding under the proposed formula, despite a school up the road getting an increase of 11%? Will she examine how, within the absolutely necessary Treasury constraints, such inexplicable outcomes can be avoided? We must be sure that selective schools understand that the Government are fully on their side.
As my hon. Friend points out, I do not get to write my own cheques and I have to live within my departmental budget. We are looking carefully at how to get the fair funding approach right. I agree that we have to make sure that similar children facing similar challenges and with similar needs are consistently funded, wherever in the UK they live, and of course we want to support successful schools.
Colyton Grammar School in my constituency has a great headteacher, wonderful staff and pupils with huge levels of attainment. The school would very much like to expand. How can the Secretary of State help it to expand more than it can at the moment?
To build on my previous point, the consultation, “Schools that work for everyone”, also covered our proposals to allow expanding existing selective schools to be able to offer more choice to parents and our proposals to increase the number of school places at good and outstanding schools. We will make available dedicated funding of up to £50 million a year to support those schools to expand.
When will the Secretary of State publish her much briefed White Paper, given that purdah begins on Thursday? Will that White Paper contain requirements on existing grammar schools to increase the number of free school meal children? Will she clarify to the House why the words “selection” or “grammar” did not pass her lips in her 30-minute opening speech on education in the Budget debate?
The hon. Lady tries to get me to pre-empt my White Paper, which will come out in the coming weeks. I am pleased that Labour Front Benchers are finally engaging in the fact that there is a real chance to ensure that we have an approach to selection that works in the 21st century and for our education system as it is today.
Is the Secretary of State aware that today is International Happiness Day? If she wants to make a lot of people in this country happy, she will renounce this dedication to grammar schools and free schools, and invest in the education of all children up and down the country.
I am delighted that the hon. Gentleman has alerted me to the fact that it is International Happiness Day, but he is completely at odds with his Front Bench. We have no idea what Labour’s approach to selection is. We will be publishing our White Paper in response to our consultation, but I suspect that the Labour party will remain a policy-free zone.
In the Budget, £320 million was announced for new schools, some of which may be grammar schools. Will my right hon. Friend confirm that new schools are desperately needed and that, although some may be grammar schools, that does not affect the revenue funding that this House has discussed in many questions today?
Indeed, and my hon. Friend is absolutely right. We have to plan ahead. We know that we need to create more good school places for the children coming through our education system. Some school places will be in response to choices at a local level for selective schools, but others will be non-selective school places and places for meeting the needs of local communities.
Under the academies scheme, the teaching profession in England has experienced a sustained attack on its terms and conditions, including salary awards below nationally agreed pay scales. Can the Secretary of State guarantee unequivocally that no teachers in proposed new selective schools will be paid below nationally agreed rates?
We need to ensure that schools have more freedoms to be able to run themselves in a way that means they can deliver strong educational outcomes. I notice that the hon. Lady clearly does not want to talk about the fact that standards in Scotland are going backwards in science, maths and reading.
It is a pleasure to debate with the Secretary of State again, a few weeks after we both appeared on “Question Time”; but now it is answer time. The Prime Minister promised last week to expand selective education with 70,000 new free school places funded by £320 million in the Budget. Given that free school places cost more than £21,000 each to create, £320 million is not enough for 17,000 places, let alone 70,000. I set the Education Secretary a simple maths question last week, but she did not answer, so it is time for a resit. Just how many places will be created, and at what cost?
I would have hoped that the hon. Lady welcomed the fact that we announced £500 million extra for school capital, and that is not just for ensuring that we have more places for children who need them. Part of that is £200 million to improve the existing school estate. She asks about the numbers. She seems to have misunderstood that the numbers relate to the amount that is being spent during this Parliament. Of course, there will be further investment in the next Parliament, which I would hope that she welcomed.
Pupils from Disadvantaged Backgrounds
As I told the House last month, increasing educational opportunity for disadvantaged pupils underpins our commitment to make sure we have a country that works for everyone. Through the pupil premium, worth £2.5 billion this year, we are narrowing the gap between disadvantaged pupils and their peers. In 2016-17, £4.2 million of this funding was allocated to schools in Boston and Skegness.
I recently hosted Boston and Skegness’s first constituency schools conference, bringing together governors and teachers, and I thank the Secretary of State for her personal involvement in helping with that. However, what I heard at that conference was that, while teachers and governors welcome the extra £4.6 million that is proposed to come to Lincolnshire, they believe we could hear after the consultation closes that the money will be better distributed, so that secondary schools, in particular, will see Lincolnshire’s unique needs addressed. Can the Minister confirm that the consultation will address that?
I am sure that the Secretary of State has heard my hon. Friend’s plea, and I am sure that he heard what she said in relation to that matter. However, another change the Government have brought in that will help disadvantaged children, and which should not be forgotten, is around progression measures and making sure the progress of every child counts towards a school’s measured performance. I am sure that will help all pupils in my hon. Friend’s area, as well as across the country.
I fought the hon. Lady’s constituency, but, unfortunately for me, and probably beneficially for her, the constituency fought back.
We of course welcome initiatives, such as the one the hon. Lady has described, to widen participation in higher education. In 2017-18, universities intend to spend more than £833 million on measures to improve access and student success through their access agreements for students from disadvantaged backgrounds—up significantly from £404 million in 2009.
My hon. Friend will know that part of the consultation is looking at that aspect of our school geography, and the sparsity factor seeks to address it. However, we also have the new opportunity areas, which are looking at parts of the country, including coastal towns, where schools face particular challenges, and we can try to home in on those and spread good practice.
How on earth does cutting the funding to 35 schools in my constituency, followed by the news that the business rate revaluation will cost them thousands of pounds more, do anything to help educational opportunity? How does the Minister sleep at night knowing the detrimental effect the Government’s policies will have on the education of children across Birmingham?
With an eight-week-old baby, I am not sleeping particularly well at the moment. However, business rates are funded, and a consultation is taking place to try to ensure that the funding we have available for schools, which is at record levels, is distributed as fairly as possible.
As part of the consultation, we propose a number of conditions that would make new selective schools more accessible to children from low-income backgrounds. We are analysing all the responses we have had to the consultation, which I am sure include responses from my hon. Friend’s constituency, and we plan to publish a formal response in the spring.
May I, through the Minister, thank the Secretary of State for her reply to me regarding the application for a university technical college in Doncaster, which will increase educational opportunities for pupils from disadvantaged backgrounds? However, will he make sure that other Ministers keep me and other MPs informed about the progress of further discussions? I know we have to get on with this quickly, but will he undertake to do that and perhaps to meet us to discuss the best way forward?
I am happy to give that undertaking. We have a new UTC in Crewe that is performing extremely well for pupils wanting to get into engineering. I am sure that pupils in the right hon. Lady’s constituency want to have similar opportunities available to them. Of course we remain open to any further conversations as this progresses.
School Funding Formula
My national funding formula proposals will mean that we will have a clear, relatively simple and transparent funding system that matches funding to children’s needs and to the schools they attend to ensure that all pupils reach their full potential regardless of where they live. We recognise that schools are facing cost pressures, which is why we will continue to provide support to help them use their funding in cost-effective ways without affecting educational outcomes.
The National Audit Office and the Education Policy Institute have both highlighted the risk of standards falling because of an 8% real-terms cut. In London, 70% of schools face cuts, yet we have the highest child poverty in the country. This is dangerous and divisive, and a cap on aspiration. Is it not time we had another U-turn this week?
The EPI has said that the national funding formula is broadly welcome. David Laws, its executive chairman, said that
“the department is right to pursue a formula which targets a significant proportion of funding to disadvantaged pupils”.
The hon. Lady will know that inner London remains the highest-funded part of the country; it is 30% better funded on a per-pupil basis than the national average.
It might be International Happiness Day, but I can tell my right hon. Friend that parents in Staffordshire are pretty unhappy, actually, because they are in a county that is in the bottom 15 of funding throughout the UK. Fairer funding must not just be open; it needs to be fair, too, and Staffordshire schools are losing out. That is unacceptable.
I am sure that my hon. Friend will be making representations through the consultation process. The consultation closes on Wednesday, and we will listen to and read very carefully all the contributions. Funding in his constituency rises by about 1.2%, equal to about £600,000, and 65% of his schools will see an increase.
Order. I am keen to get through some more questions, but we do need shorter questions and shorter answers.
No; 54% of schools in this country will gain funding under the national funding formula. The hon. Lady will be aware that her local authority, Hounslow, will see overall funding for schools rise from £170.7 million to £171.2 million as a result of the national funding formula.
My right hon. Friend will know that I am the only Member of Parliament in England and Wales who can say that every school in their constituency will either hold steady or see a rise. May I thank him for looking at a funding formula that has for too many years disadvantaged some schools? This goes to show how extraordinarily hard it has been for some of our schools to deliver quality education.
I am grateful to my hon. Friend for her support for the national funding formula. It is a fair funding formula that gives priority to disadvantage and to low prior attainment. For too long, too many parts of the country have been underfunded, and this will remedy that.
Yes, I am happy to meet the hon. Gentleman. Ninety-six per cent. of schools in temporary accommodation have a permanent site, and in the vast majority of cases they are on temporary sites for just one year. These are exceptional circumstances where it is more than four years.
A group of parents I met on Friday asked whether the funds that were saved as a result of the Government’s change of heart on forced academisation could be used to support schools currently facing funding pressures.
My right hon. Friend knows how dealings with the Treasury work; one has to justify every penny. We managed to secure a very good deal with the Treasury, and we have the highest level of school funding— £40 billion, rising to £42 billion by 2019-20, as pupil numbers rise—at a time when we seek to continue to tackle the public sector deficit that we inherited from the Labour party.
We will have two questions from the hon. Member for Ashton-under-Lyne (Angela Rayner). They need to be extremely brief, otherwise we will just have to move on.
Earlier, I set the Secretary of State a simple maths question on free schools, but I do not think we had a clear answer. So let me set her one on verbal reasoning. If David promised to protect school spending per pupil and Justine’s new funding formula cuts spending per pupil in more than 9,000 schools, what does that make Theresa?
In our manifesto, we said that we would protect school funding in real terms. We have protected school funding in real terms. It is at £40 billion—the highest level on record—and it will rise to £42 billion by 2019-20, as school pupil numbers rise. Given the way in which the Labour party managed our economy in the past and the way in which it intends to do so in future, I do not believe that if the party ever got into power, it would be able to match that level of funding.
I do not think I heard an answer about the promise that the Conservative party made. At this rate, the Conservative manifesto will turn out to be the greatest work of fiction since Paul Nuttall last did his CV. We are in favour of fairer funding, but this is not fair and it is not funded, either. Will the Secretary of State finally tell us whether the Conservatives are going to keep the promise made by the last Prime Minister that not one pupil would lose one penny in school funding throughout this Parliament?
We made it clear that we would maintain the funding of schools, in real terms, and that is precisely what we are doing. At a time of fiscal constraint, when we have to tackle a £150 billion public sector budget deficit inherited from the Labour party, we have still protected school funding in real terms. At the same time, we are introducing a fairer funding system—something that the Labour party failed to do in all the years that it was in office.
Social Mobility: School/University Students
I put social mobility at the heart of everything my Department does. Through our plans to create more good school places and transform teaching, combined with new legislation to support greater access to university and investment in technical education, we aim to ensure that where a student comes from does not determine where they get to in life.
At the all-party group on universities the other day, we had an excellent presentation from Sunderland University on all aspects of helping to improve social mobility. Can we ensure that that stretches down to all types of schools—academies, grammars and secondary—and that we learn from each other, particularly in the devolved institutions?
Indeed; I fully agree. The Higher Education and Research Bill will enable us to do more to widen access and increase the participation of these sorts of students. Of course, the “Schools that work for everyone” consultation document is all about making sure that universities, alongside grammars, faith schools and independent schools, can play a stronger role in lifting attainment for all.
Freedom of Speech: Student Campuses
A broad range of higher education institutions are covered by an existing legal duty under the Education (No. 2) Act 1986 to take “reasonably practicable” steps to secure freedom of speech; and the Higher Education and Research Bill, which is currently in the other place, proposes to extend that to all registered providers. The hon. Gentleman will be interested to know that I have today written to the sector highlighting the importance of this duty, reminding institutions of their responsibilities in this respect and emphasising the importance of action when freedom of speech issues arise.
Notwithstanding the obligations under section 43 of the 1986 Act, does the Minister believe that action is needed to safeguard universities as places of free speech and challenging ideas?
Indeed. Policies and codes of practice should not simply be allowed to gather dust; they are crucial to demonstrating to students that free speech should be at the heart of our university system. They need to be meaningful documents that students and staff understand and, crucially, respect.
There are, of course, duties to ensure that children who are excluded from school have education in place. Although there are some excellent examples of alternative provision across the country, overall outcomes for children who remain in AP are not good enough. That is why our ambition to make schools responsible for commissioning AP and to ensure that they remain accountable for the outcomes of those pupils, including in circumstances in which a pupil has been permanently excluded, is so important.
Does the Minister share my horror at the dramatic increase in the number of permanent exclusions in Norfolk—296 in the last academic year, with 100 students, at the last count, waiting for a place at the short stay school? Given the awful results outcomes for children who are permanently excluded, what message will he send to Norfolk about sorting out this unacceptable situation?
Exclusions should always be a last resort, and we need to make sure there are no inappropriate exclusions in Norfolk or anywhere in the country. I am meeting the right hon. Gentleman on another matter, so perhaps we can discuss this at that meeting.
We are building an apprenticeship and skills nation, and crafting a ladder of opportunity to create widespread provision to meet our skills needs and to help those with social disadvantage. We are spending £80 million on national colleges and £170 million on institute of technology colleges, with extra money for further education.
I welcome the progress that Ministers are making in helping to raise the profile of and standards in technical education. What steps are being taken to help to improve the job prospects of the young people who will benefit from the £500 million investment announced in the Budget?
From 2019, students will have a choice of two routes: an academic route, or a state-of-the-art technical route with 15 different routes within it. We are investing in that, as I have said, and we are investing an extra £500 million on top of the existing funds. We are building the skills and apprenticeship nation that our country needs, and we are creating the skills that people and employers need.
My hon. Friend is exactly right, and I congratulate him on the work that he does in this area. T-levels, our technical education reforms, our apprenticeship reforms and our strong backing of further education are exactly what we need to do to create the skills to make sure that people have the jobs and the skills that they need for their futures.
Apprenticeships are jobs, and availability is determined by employers offering such opportunities. Our ambition is to reach 3 million apprenticeship starts by 2020, and to support the growth of apprenticeships across different sectors and regions.
Will my right hon. Friend join me in congratulating the Central Training Group’s Central Hairdressing Academy in Southend on its support of apprenticeships and its excellent results, and will he reflect on the view that trainers feel that a lot of pressure is put on children to stay on in the sixth form who might benefit from taking an apprenticeship?
My hon. Friend is exactly right. I congratulate the hairdressing academy on its support of apprenticeships. We now have 900,000 apprentices—the record highest number ever—and we have 784,000 starts. We are building the apprenticeship nation, and giving those young people a ladder of opportunity.
The Budget announced a £500 million investment in technical education—it was hailed by the CBI as a “breakthrough Budget for skills”—and on top of that it also provided an additional £500 million for new school places and school refurbishment. That is in addition to our announcements over the past month of £450 million for school sports facilities and of a £250 million fund to help schools to support students with disabilities properly.
I am delighted to say that we are taking forward amendments to the Children and Social Work Bill, enabling us to put age-appropriate relationship and sex education in secondary schools and relationship education in primary schools on a statutory footing. I want to thank the House for its support in enabling us to do that.
A simple yes or no will suffice: does the Education Secretary agree with the International Trade Secretary who said when he was in front of the Lords International Relations Committee, and with the Chancellor and the Foreign Secretary, that students should not be included in official immigration statistics?
I think the important thing is actually that we remain an open country for international students, because that is one of the best ways in which we can ensure that our university sector stays world class.
I have been advised—as I could have seen with my own eyes, but I must admit that I had not—that the hon. Member for Romford (Andrew Rosindell) is not in the Chamber. Fortunately, the hon. Member for Gillingham and Rainham (Rehman Chishti) is here, so we will hear him.
I am happy to join my hon. Friend in commending schools that teach subjects well, such as Rainham School for Girls. Good-quality teaching is vital to encouraging more students to study STEM subjects. We are spending up to £67 million over this Parliament to recruit and train more maths and physics teachers, and we are funding programmes, such as the Stimulating Physics Network, which seek to improve the engagement of girls.
I have no doubt that the Secretary of State is well aware of the importance of EU nationals to the higher education community, but we now have an urgent situation whereby some world-class researchers are leaving the UK and others are failing to take up positions in the first place. Will she act now by giving clear unilateral guarantees to those EU nationals that they can remain here post-Brexit, and in doing so reduce the damage currently being caused by Brexit?
The Government have been clear on many occasions that they value greatly the contribution that EU nationals make to our higher education institutions and our research establishments. We want to be able to settle their position as soon as we practically can, subject to similar reciprocal steps being put in place for UK nationals overseas.
The 0 to 25 years special educational needs and disability code of practice sets out that SEN support should follow a cycle referred to as “assess plan do review” to enable schools systematically to assess individual needs, plan support, put support in place and review progress. The code of practice is on a statutory footing and all schools have to take account of it.
Can the Secretary of State explain her U-turn in signing Labour’s amendments to scrap her own innovation clauses in the Children and Social Work Bill? Since her Minister and chief social worker were the key protagonists of those strongly opposed and dangerous clauses, will she explain how she can possibly remain confident in their ability to protect our most vulnerable children?
I am very pleased to see the hon. Lady back in her place. I know she has not been able to be here for some time. It is very simple: we were unable to build the consensus required to take forward the power to innovate. I remain absolutely committed to innovation and would welcome local authorities’ plans for how they can improve outcomes for children by redesigning their services and improving their outcomes in the process.
I can confirm that the Trauma Recovery Centre has so far received adoption support funding to support 16 children in 11 families. I pay tribute to their important work. They are among 17,000 families who have benefited from the new adoption support fund created by the Government. I will look at the other issue raised by my hon. Friend and perhaps talk to him about it outside the House.
By 2020, we will be spending £2.5 billion on apprenticeships, much of that raised through the levy. It will be spent wherever our apprentices are needed.
It is good news that those schools have recognised the potential of forming a multi-academy trust to drive school improvement. Schools are really seeing the power of collaboration in driving up standards. The regional schools commissioner is now supporting the Pennine Trust to harness the potential of those schools. I wish the project well.
The Prime Minister was clear in her Lancaster House speech that European research collaboration remains an extremely important objective for our Brexit negotiations. We have said on a number of occasions that we value the contribution that EU nationals make to our scientific and research endeavour.
On Friday, I visited Oundle school in my constituency, which makes a huge contribution to the wider community. What role does my right hon. Friend see leading independent schools playing in helping to enhance educational opportunities in their localities?
We believe that they can play a significant role. As part of the “Schools that work for everyone” consultation, we have had excellent discussions with the independent schools sector, and we look forward to bringing those to a conclusion.
The right hon. Gentleman is right to highlight this issue. In fact, it was the additional factor that we put into the working formula on which we are now consulting that was not in the original phase 1 consultation. There is £23 million against that, but I have no doubt that the right hon. Gentleman will have put in his own consultation response, for which we would be grateful.
As the Minister for School Standards, my right hon. Friend the Member for Bognor Regis and Littlehampton (Mr Gibb), will know, because he has visited the area a number of times, Peterborough is not only one of the fastest growing local educational authorities for student numbers, but seven in 10 of my constituents’ children in the primary sector have English as an additional language. On that basis, will the Secretary of State bear in mind in looking at future funding formulae that EAL is an incredibly important issue?
I agree. That is part of our fair funding formula on which we are finishing consultation this week; it sits alongside additional funding for children with low prior attainment. We have to make sure that we enable all our children to catch up if that is what they need to do.
I eventually get to say something! The home learning environment is fundamental to early years development. This Government are investing over £6 billion a year in early years by 2020—more than any Government have ever spent before—and we will look very closely at how to improve the home learning environment.
I draw the Secretary of State’s attention to recent research by the business-led Cambridge Ahead into teacher shortages in Cambridge. Given the structural problems identified, will the Secretary of State meet Cambridge Ahead and Cambridgeshire MPs to discuss this?
I would be happy to meet the hon. Gentleman and the headteachers he has in mind.
It is deeply shocking that in the 21st century, some girls, including in Leeds, are not going to school because they cannot afford sanitary products. Will the Secretary of State eliminate the problem by introducing free sanitary products for all girls receiving free school meals?
The hon. Gentleman raises an important issue. I shall look at it carefully and write to him about it.
In Dewsbury, 50 out of 50 schools will lose funding and not one will gain—the second highest number of schools facing cuts in any constituency. Thornhill academy, which many will remember from “Educating Yorkshire”, is set to lose more than half a million pounds, which equates to nearly £700 per pupil. What can the Minister say to local parents who believed her promise that funding would be protected?
We have protected the core schools budget, which will have risen by 2019-20 from £40 billion a year to £42 billion a year. All schools will benefit from that. The point of the fair funding is that we can no longer accept a country in which different children have different amounts of funding going into their education just because of where they are growing up.
The problem with the way in which the Secretary of State and the Minister of State describe the so-called fair funding formula is that they imply that they it provides an amount of money per pupil. In places such as Peterborough and Slough, however, where pupil numbers are increasing fast, we have to educate children for free, because no money arrives for those pupils until a year and a half later. What is the right hon. Lady doing to make sure that in places where the population is growing, schools actually get funding per pupil?
Two elements of the proposed fair funding formula can help in this regard. One relates to mobility, about which a question was asked earlier, and will involve children moving in-year. The second relates to demographic growth, to which the right hon. Lady referred, and will ensure that we can respond faster to enable local authorities and schools to cope.
In Knowsley metropolitan borough, part of which is in my constituency, there will be no academic A-level provision later this year. What is the Secretary of State doing to ensure that many of the young people who live in Halewood can aspire, and afford, to take A-levels? At present they have to travel so far, and they have no money to do so.
As the hon. Lady will know, because we have had meetings to discuss this very issue fairly recently, we are working with the regional schools commissioner to ensure that there will be provision in Knowsley for those who want to study for A-levels without having to leave the borough.