The Secretary of State was asked—
Children in Care
At 31 March this year, there were just over 75,000 looked- after children in England, 4% up on the previous year following a small fall in the number entering care, but also a decrease in the number leaving.
I understand why my hon. Friend makes that point. It is important that authorities should have flexibility in managing their budgets in line with local priorities, but I also very much agree that early-help services have a really important role to play in promoting the welfare of children and supporting them in achieving better outcomes.
Will the Secretary of State review the amount of resources put per family to support the birth mother around raising their children? We have had so many cases in York where children have been taken into care or for adoption because of a lack of resources reported by the local authority.
We do believe that in most cases it is right for the child to be with their parents and that they should be taken into care only as a last resort. We are putting resources into local authorities to help with that, but money is tight—I totally recognise that—and that is why we are seeking always to improve processes, including by some of our partners in practical innovation programmes.
Of course, the safety of children must always be paramount, and we consider it to be the right approach, in the circumstances in Northamptonshire, to do that. These things do not all change overnight in terms of systems and processes, but we do expect to see good progress.
Seventy-three per cent. of children’s residential care providers are now run purely for profit. Alongside this, Ofsted has reported a rise in serious enforcement action against providers with regard to safeguarding concerns, poor use of physical restraint, children going missing, and children at high risk of sexual exploitation. How much longer will the right hon. Gentleman preside over the commodification of vulnerable children, and how many children’s residential homes has he visited in his time as Secretary of State?
I do not recognise the hon. Lady’s characterisation of what she called commoditisation. A variety of providers are operating in children’s residential placements, and we expect the very highest standards of care for those children. That is why the Ofsted inspections are as they are.
Social mobility is one of our top priorities, and we have seen the attainment gap for disadvantaged pupils narrow at all levels, from pre-school to university entrance.
My Mid Worcestershire constituency is one of many rural constituencies that received a disappointingly low ranking in the latest social mobility index. The fairer funding formula will help, but what else will the Department do to close the gap in social mobility between rural and urban areas?
My hon. Friend is right to identify the issue in rural areas. It is encouraging that the number of good or outstanding schools in his constituency is up from 37 to 41 since 2010, but he is correct that rural areas can face distinct barriers. Through the opportunity areas programme, among other things, we will see what else we can learn to assist social mobility in rural areas.
Recent Policy Exchange research shows that poor behaviour is holding back learning and driving teachers out of the profession. Does the Secretary of State agree that if we drive out that poor behaviour, we can give every child a chance to climb the ladder?
Yes, indeed. Classrooms must be safe, calm and stimulating places for both children and teachers. The Policy Exchange report highlights what the best-performing schools do. We recently pledged £10 million to help share best practice in behaviour management, which we know is so important to teachers.
I welcome the IFS report. We want a country with maximum opportunity for everybody, regardless of their background. The IFS report identifies how reforms since 2010 have increased funding in favour of pupils from poorer backgrounds. That is part of starting to redress the balance and ensure that there are no limits on any child’s potential.
As today’s shocking research from the National Education Union shows, one simple step that could help the most disadvantaged children is providing them with a healthy meal. It is more than two years since the Government committed to a healthy schools rating system. When will they act?
I am glad that the hon. Lady mentions the issue of providing meals for children at school. We have done a great deal on breakfast, and we have also extended eligibility for free school meals on three different occasions—in a way the Labour party never did when it was in government—through universal infant free school meals, free meals in further education colleges and, most recently, the roll-out of universal credit.
In 2015, I set up the Liverpool to Oxbridge collaborative, to encourage more students from schools in my constituency to apply to Oxford or Cambridge. Will the Secretary of State join me in congratulating the 19 students who have had interviews this month at either Oxford or Cambridge and have been part of that scheme? Will his Department work with me to encourage other areas of the country, particularly those with high levels of deprivation and poverty, to adopt similar schemes?
I am delighted to do so on both counts. I commend the hon. Gentleman for his work in this area. Encouraging young people to aim higher—whether that is to Oxford, Cambridge or other universities, or into professions—is very worthwhile, and I certainly join him in what he says.
I am pleased to be able to confirm to the hon. Gentleman that we have record levels of employment, which have helped to contribute to record levels of household income. We have brought in the national living wage and brought in tax cuts for millions of people—all to help to support working families’ household budgets.
Given that many apprentices are from disadvantaged backgrounds, will my right hon. Friend make sure that the apprenticeship levy is fit for purpose? A lot of employers are rebadging and retraining senior employees, and denying new apprentices the chance to do apprenticeships. Will he confirm that there is a £500 million overspend on the apprenticeship levy budget?
I can confirm to my right hon. Friend that it is of course very important that we continue to monitor the way in which the apprenticeship levy works. We have committed to having a review, and we will work with businesses on how it works after 2020 to make sure that young people, but also older people or people who are further into their careers, can benefit from this programme.
According to UCAS figures, the number of young Scots from deprived backgrounds gaining a place at university is at an all-time high—firm proof that the Scottish Government’s policy of free tuition is working. Rather than become involved in creative accounting with student loans, will the Secretary of State now follow Scotland’s lead in improving social mobility, and scrap tuition fees?
The picture that the hon. Lady paints of the higher education sector in Scotland—it of course features many very high quality higher education institutions—is not the same one on admissions, I have to say, that I hear from everybody. I am pleased to be able to confirm that in England we have a record number and proportion of young people going on to university.
The Social Mobility Commission’s recent survey revealed a deep unease at the gap between the rich and poor, with the public believing that the Government, employers and schools are not doing enough. The Secretary of State’s response to this urgent problem is to make £2 million available for more research, but there is still no concrete plan of action. Can he tell us exactly how much of the £2 million will be spent on the most important time for social mobility—the early years—and will it investigate the impact on the poorest children being locked out of 30 hours of free childcare?
The concern that the hon. Lady mentions is a concern shared by me—I want to go further and faster on social mobility—but I am not quite sure where she gets the idea that the social mobility strategy consists of the research budget of the Social Mobility Commission. Social mobility is at the heart of everything that we do, and we see it in the narrowing of the attainment gap in nursery school, in primary school, in secondary school, in the attainment of level 2 maths and English by age 19 and in university admissions.
SEND Services: Lancashire
Lancashire produced a written statement of action, which Ofsted has assessed as fit for purpose. Advisers from the Department and NHS England are now monitoring and supporting the implementation of the written statement of action. Ofsted and the Care Quality Commission will revisit the area in early 2020 to assess progress.
Will the Minister indicate what funding is being made available to Lancashire County Council, for example through the high needs block of the dedicated schools grant, to enable it to fix the failings outlined in the Ofsted report, given that Lancashire County Council is already £10 million overspent and it is estimated that there is an overspend in this area of half a billion nationally?
Yesterday, we announced that local authorities will receive an additional £250 million of high needs funding over two years, plus £100 million of capital funding to make more places available. That will take our total spend per annum on high needs funding to over £6 billion.
That answer shows that the Minister has his head in the sand. In addition to what is happening in Lancashire, new research for the Local Government Association shows that by 2020-21 there will be a potential £1.6 billion gap in funding for special educational needs and disabilities nationally. Given that there is no new money, according to what the Secretary of State said on the television at the weekend, when will the Government ensure that children with SEND are able to access the education they deserve?
This is new money—£250 million plus £100 million for capital spending—from the underspend in the Department. The additional funding will help local authorities and schools with the increasing costs of provision for some of our most vulnerable children and young people. I think it is a shame that the Opposition are scaremongering in this way with the most vulnerable families in our society.
Secondary School Standards
The dedication of teachers along with our reforms has seen the proportion of good or outstanding secondary schools increase from 64% to 75%, in terms of the pupils in them, between 2010 and 2018.
Unlike the vast majority of senior schools, most of my constituency still operates a middle and upper school system. Does my right hon. Friend agree that the all-through education model is better for raising standards and preferable to pupils having to move school only five terms before they take their GCSE exams? Will he do everything in his power to assist schools in North West Leicestershire that want to transition to the 11-to-16 model?
These decisions are best made at a local level in the light of the local circumstances, but to support schools that decide to change their age range, we publish online guidance for maintained schools and academies on the process involved. I am pleased that my hon. Friend is in touch with my right hon. Friend the Minister for School Standards.
During the recent Education Committee inquiry, we heard from many businesses and experts about how the current UK curriculum is taking us in the wrong direction. They said that it is about regurgitating knowledge rather than equipping young people with skills—communication skills, and the ability to do projects, science practicals and so on. Does the Secretary of State agree or disagree with those people?
If parents, employers and others heard us suggesting that there was some sort of conflict between knowledge and skills, they would despair. People need both when they come out of school. The development of skills is in many ways about knowing how to deploy knowledge. We believe that a knowledge-rich curriculum is incredibly important and helps to develop the skills that young people need for the world of work—and, indeed, for life.
Ofsted has proved to be one of the most effective regulators in the country, but with cuts of almost 50%, inspections are too short and inspection teams are too small, and many schools simply do not get the inspections they need—some should require improvement or be in special measures and are not; and some good schools should be outstanding but are not. Will the Secretary of State commit to putting more resource into Ofsted so that parents can have faith that their schools are delivering for their students?
I have faith in the Ofsted system, which is an incredibly important part of our system alongside performance measures and so on. It is a vital part of what parents use to select their school. The new Ofsted framework, which is due to come in next year, is a further opportunity to develop that, but we want a proportionate system.
The Government’s industrial strategy specifically targets STEM shortage skills. Between 2012 and 2018, entries to A-level maths rose by 25%. It is now the most popular A-level. Exam entries for GCSE computer science have increased from 2013, when it was first examined, from just over 4,000 to more than 70,000 in 2018. That is in part down to the £7.2 million funding that is going into maths hubs. A number of programmes have given STEM a real drive in schools and further education.1
I recently co-hosted a STEM workshop in Crieff High School in my constituency with the support of the Royal Navy. Will my right hon. Friend meet me to talk about what education opportunities we can provide across the United Kingdom working with educational institutions, the Ministry of Defence, the Department for International Development and the National Citizen Service?
When I visit STEM businesses in my constituency, I often ask how many of their apprentices are women. They say that there are not enough coming through the pipeline, the same excuse for why they do not have female directors. What is the Minister doing to increase the take-up by women and girls of STEM subjects?
My hon. Friend is right that, without doubt, gender stereotypes affect what young girls do. Those stereotypes are changing because we are making sure that we change them. For instance, since 2010 we have seen 26% more women entering STEM A-levels. However, we recognise that the take-up for physics is notably low and we have put money into the Stimulating Physics Network. I praise hon. Members who have taken part in the Year of Engineering. We know that at primary school girls and boys have similar levels of interest in STEM subjects, but that that tails off quite substantially at secondary school. We are doing research to understand that better.[Official Report, 20 December 2018, Vol. 651, c. 5MC.]
Students from Coleg Gwent had great success recently at the WorldSkills UK competition, including a gold in forensic science, which is a great advert for taking up STEM subjects. Will the Minister join me in congratulating all Welsh students and colleges who did fantastically well across the board in that UK-wide competition?
Yes, I am very happy to join the hon. Lady in congratulating them. Right hon. and hon. Members who do not know anything about WorldSkills should take a look—it is fantastic. I am disappointed that the Scottish Government have chosen not to put in any money, despite its success. WorldSkills is a way of showcasing exactly what young people can achieve.
I was about to thank the Minister for her positive comments about STEM, however I should point out that the Scottish Government properly fund further education. STEM careers are still not attracting enough young people and we have a continuing need to tap into Europe’s talent streams. Does the Minister share my concern that limited uptake of STEM subjects, now coupled with potential restrictions on EU nationals based on salary, is a serious issue? What discussions has she had with the Home Secretary on keeping the EU talent pipeline open?
It is extremely important that we use talent from wherever it comes. I reiterate that I am disappointed at the Scottish Government for refusing my invitation to put some money into WorldSkills. This is an opportunity to boost engineering careers and choices, particularly for women. I am disappointed in the Scottish Government’s attitude.
School Places: England
There are 1.9 million more pupils in good or outstanding schools compared with 2010 and we are on track to create 1 million places this decade. That compares with a loss of 100,000 places in the six years up to 2010.
A badly planned new housing development is putting enormous strain on school places in my constituency, particularly primary places. We have a new school that will open in 2019, but the funding process through the Education and Skills Funding Agency has been very elongated and bureaucratic. I would be grateful if my right hon. Friend could say how the process can be simplified, so that in future we can ensure that the supply of good new school places matches the demand in areas where there is new development.
I thank my hon. Friend for his support on the Lower Farm primary academy. The Department is always looking for ways to improve our processes, driving efficiency and value. That now includes the establishment of a specialist property company and the use of modern construction methods to help to build schools faster. I am very grateful to him for his helpful feedback.
I am deeply concerned that schools are using isolation rooms as a form of unregistered exclusion for pupils for extended periods of time, thereby severely harming their education. What assessment has the Secretary of State made of how good the education is that is received by the children forced into using them?
Does my right hon. Friend welcome the rising percentage of good and outstanding places in special schools, meaning that no matter what challenges someone faces, real opportunities are on offer for all?
Good school places include good school music teaching, but headteachers tell me that they cannot afford to provide high-quality music education, which flows into a lack of access to tertiary places. We have more international students studying at tertiary level than we do our domestic students in some cases. Will the Government urgently review the provision of high-quality music education, so that every child, regardless of their region, background, skin colour or religion, can study music at our wonderful universities?
I agree with the hon. Lady about the essential importance of music. That is one reason why music is the second most financially supported subject in our school system, after PE. We have invested £300 million in funding for music hubs and other music programmes between 2016 and 2020.
Air Quality: School Sites
Local authorities are responsible for air quality and must ensure that it meets the standards set in local air quality action plans. If there was concern about the air quality in a school building, it would fall to the body responsible for the school to check that and establish what measures needed to be taken to improve air quality.
Will the Minister and the Government take air pollution in our country and the effect that it has on children’s brains far more seriously? A target of doing something about air pollution in our country by 2040 is not good enough. The research evidence shows that children’s brains are being affected now and more so in homes where incomes are lower and in ethnic minority homes.
The Government take the safety of pupils extremely seriously. We recently published technical guidance on air quality in schools. This takes into account the latest developments in air quality management and monitoring to support the design of new schools, and it promotes best practice and covers air quality as a matter of controlling both external and internal pollutants and setting maximum standards for levels of pollutants in classrooms.
The Minister will know that a controversial housing development on the A27, one of the busiest roads in the south-east, includes plans for a new school. Local air pollution monitoring equipment does not even work. Does he not think that it is crazy to put a new school right next to such a busy road and should that not be a planning consideration when locating schools in future?
OECD data shows that the UK spends as much per pupil on state school education as any major economy in the world, apart from the United States. However we cut the data, the UK is among the highest spenders, and that is also true when we look at expenditure as a share of GDP.
I thank the Minister for that answer, and I welcome the work that he is doing to ensure that we compare well internationally, but will he continue to work with me to ensure that that funding is equitably distributed within England? I am thinking particularly of a fairer share for places such as Devon.
My hon. Friend fights hard for the interests of the schools in his constituency, as I know at first hand from the schools that he has invited me to visit and the headteachers to whom he has introduced me at round-table discussions that he has organised on school funding. He will know, therefore, that under the fairer national funding formula, Devon will gain £13.6 million for its schools by 2019-20, rising from £382 million to £396 million in 2019.
The Education Committee is conducting an inquiry into special educational needs and disability funding and provision. Does my right hon. Friend recognise that improving SEND support would go a long way to helping give schools financial breathing space, given the extent that it impinges on schools’ core budgets?
My hon. Friend is absolutely right. High needs funding for children and young people with more complex SEN has risen by more than £1 billion since 2013. It is now £6 billion. As my right hon. Friend the Secretary of State announced yesterday, there will be another £125 million this year and another £125 million next year for high needs.
The level of educational funding will be radically affected by the new treatment of public sector pensions. Can the Minister confirm that it is the Government’s policy to cover the majority of costs for schools and colleges, but not for universities, and explain the different treatment?
Foreign Languages in Schools
The Government’s ambition is that 90% of pupils will study the EBacc combination of GCSEs, including a foreign language, by 2025. We offer generous financial incentives to recruit more language teachers, and we have introduced the Mandarin excellence programme and modern foreign languages—MFL—teaching hubs to increase languages take-up and to support schools to improve the quality of foreign languages teaching.
I thank the Minister for his answer. One way to stimulate learning foreign languages in our schools is by using foreign exchange students. Indeed, in my school days, a charming French lady greatly stimulated my knowledge of the language. I am not a member of the governing party in Scotland. I therefore ask whether Her Majesty’s Government will do everything they can to continue using exchange students and to build on that in future.
The Europa School in my constituency teaches languages by teaching other subjects in foreign languages. Does my right hon. Friend accept that that is proving popular with parents of all types, including from the UK, and that it is a good model to follow?
I share my hon. Friend’s admiration for the Europa School. It teaches the European baccalaureate, which is of a very high standard. The continuation of that qualification will depend on discussions with the European Schools system after the UK leaves the European Union.
There has been a significant contraction in the post-16 modern languages curriculum as a result of the significant funding cut. Funding has been frozen since 2013-14. Is it not time to raise the rate so that that curriculum can get back to where it should be?
To make A-level foreign languages classes viable, we need more sixth formers to opt for the subjects. To raise the uptake of A-level, we first need to increase the number of pupils who take a GCSE in a foreign language, reversing the damage caused by the last Labour Government in 2004, when they downgraded the importance of languages.
My right hon. Friend may recall that schools used to teach Latin to give a better understanding of English grammar. Does he agree that German, Spanish and Italian give a better understanding of grammar than French? When will we get some teachers of those languages?
Of course, we need all those European languages, as well as Mandarin and other languages, to be taught in our secondary schools. Since 2010, there has been an increase from 40% of the cohort taking a GCSE in a foreign language to 46% this year. However, we need to go further, which is why we have the target of 90% studying the EBacc combination of GCSEs by 2025.
Non, nee and nein are among the European words the Prime Minister has learned this week, but a generation of children is being denied the same opportunity, with nearly 20,000 fewer hours of modern languages taught in secondary schools now compared with 2010. The decline is particularly stark in German and French. Will the Minister commit today to reversing that trend, or is it only the Prime Minister who is being taught a lesson?
I must say, it is rich for Opposition Members to criticise the reduction in modern foreign language teaching. It was their Government—the Labour Government, in 2004—who downgraded the importance of foreign languages, and we are trying to reverse that. We have increased the proportion of young people studying a foreign language from 40% in 2010 to 46% this year, and we want to go further.
Social Work Profession
Social workers do an invaluable job in protecting the most vulnerable children and families in our society. We are improving initial education standards, and providing professional development at key stages throughout a social worker’s career. A new independent regulator, Social Work England, will have a strong focus on better standards, while the national assessment and accreditation system will provide additional confidence in the quality of practice.
The independent regulator will help to raise still further the already high standards of practice in social work. Does the Minister agree that social workers who achieve accreditation status should also earn the right to put some initials after their names—for example, ASW, standing for “accredited social worker”?
My right hon. Friend is right to point out that the national assessment and accreditation system is a critical means of embedding high standards in the social work profession. We are currently in phase 1, and more than 100 social workers have been accredited so far. We will be considering questions like my right hon. Friend’s during the national roll-out.
Initiatives such as Step Up to Social Work and Frontline have done a very good job in bringing high-qualities graduates into the profession, but what is the Department doing to encourage better continuing professional development for those who are already in the workforce?
Continuing professional development is crucial to high-quality social work. The Department funds it through the assessed and supported year in employment for new social workers, and an aspiring practice leaders programme. This autumn we launched a programme for more than 1,000 people moving into supervisory roles.
The Secretary of State said that early help services delivered by social workers were vital. What assessment has he made of the proposals to abolish 90 social work jobs in Derbyshire—where the number of children in care has risen by 50% in the last five years—and to transfer the early help service to schools?
In the Budget we announced a further £410 million for local authorities to invest in adults’ and children’s social care services in 2019-20. We also announced £84 million to scale up good practice from, for instance, Leeds, Hertfordshire and North Yorkshire to 20 other local authorities. We hope that places such as Derbyshire will look at those models and scale up that good practice.
I know that the Minister will want to join me in congratulating Frontline not just on bringing 1,000 people into the profession, but on elevating the status of social work. Does he recognise, however, that notwithstanding the additional investment to which he has just referred, unless we deal effectively with the funding crisis facing children’s social services, we will not be able to keep and promote those people who do such wonderful work in keeping children and young people safe and well?
Cost of Living: Higher Education
It is good to be back at the Dispatch Box.
The most recent assessment of the living costs of English-domiciled full-time and part-time undergraduates was the 2014-15 student income and expenditure survey, which found that the average living costs of full-time undergraduates were about £7,000.
According to a recent report in the Huffington Post, the living costs of students in Manchester have rocketed by 37% in the last 10 years. Cost should not be a barrier to accessing the country’s best universities, such as the University of Manchester. What is the Minister doing to encourage universities to keep students’ costs affordable?
Students who started their courses in the current academic year have had access to the highest ever funding levels to support their living costs. We now have a system of support that targets those from the lowest-income families, who need it the most. A record number of 18-year-olds from disadvantaged backgrounds went to university this year, 68% more than in 2009.[Official Report, 20 December 2018, Vol. 651, c. 6MC.]
As a fellow historian, I warmly congratulate the Minister on his appointment, although I am afraid that he arrives to a perfect storm for students, battered by high tuition fees and extortionate interest, with evidence now piling up from freedom of information requests—the latest in The Huffington Post report that my hon. Friend the Member for Manchester, Gorton (Afzal Khan) has just referred to—that many are unable to cope with spiralling accommodation costs in London and other cities. Yet recent questions I put to the Department on what it is doing about this got the answer that it was not a Government issue. On the day we are told that the London Business School head gets a half a million pound a year package, is it not appalling that students at his and other HE institutions are being brushed off like this? Will the Minister make this a priority for his in-tray?
The hon. Gentleman and I have a mutual interest in history, particularly the reign of Henry VII, and I hope that we can continue to be civil in our conversations on HE funding, but I reiterate on the loan package that we have seen not only a 10.3% increase compared with the previous grant system in 2016-17 but in November a further 2.8% increase, which means there is currently a maximum loan of £8,944. On accommodation costs, I am interested in looking in particular at the private rented sector. We have been working with the British Property Federation to develop advice on protocols that will encourage collaborative working between universities and private providers. I do want to go further and I hope that we can work together to look at this issue.
Support for SEND Learners
A programme of local area inspections is under way to ensure that the SEND reforms are being implemented effectively and weaknesses addressed. Yesterday, we announced an additional £250 million to local authorities for higher needs budgets to support those with more complex needs across this year and next. The core schools and higher needs budget will increase from almost £41 billion in 2017-18 to £43.5 billion in 2019-20.
Although the additional funding is welcome, I am sure that the Minister recognises the absolute crisis in support for children with special educational needs and disabilities and the absolute desperation that the parents who are taking legal action on this very matter feel, so will he announce an early new year resolution to plug the gap—estimated to be £1.6 billion by 2020, which these children will need?
I attended the conference that the Parents and Carers Network held in Coventry. It is important to listen to the sector. Many local authorities are co-creating their SEND provision with parents, and it is important that we listen and deliver the £250 million additional funding announced yesterday, and of course the £100 million in capital funding as well, taking the funding to over £6 billion per annum on SEND students. I know you take a great interest in this matter, Mr Speaker, as well.
I commend the school for taking the initiative to provide its pupils with the opportunity to learn skills for the workplace in a safe environment. I hope that Mr Pollitt will share that excellent practice with other educational professionals and explore the possibility of running supported internships as well.
In the last two weeks, I have set out the next steps in our major upgrade of technical education. We have announced additional funding for high needs budgets, plus capital funding and enhanced training and commissioning, and we have had confirmed a further narrowing of the attainment gap at primary school. We are striving for a world-class education for everyone, whatever their background and roots, and as we approach the end of the Christmas term, as ever our thanks and appreciation go to the 450,000 dedicated teachers and all the other professionals who make education in our country live.
Last week, it was confirmed that teachers and students at Sir John Deane’s sixth-form college in my constituency and elsewhere will lose out yet again following the confirmation that the national funding rate for sixth formers will remain at £4,000 per student next year. That is the seventh consecutive year that funding has been frozen. How can the Secretary of State claim that austerity is over?
It is true that five-to-16 education funding in this country has been protected since 2010 and that that pledge did not apply to sixth forms. Yes, funding has been tight for sixth forms and that is one of the things we will consider when looking at future funding.
The first three T-levels—digital and construction in particular—are on track for teaching from 2020, and we have recently announced seven more for introduction in 2021. This is the way we build skills—by making sure that pre-16 and post-16 education gives young people the drive, desire and ambition to succeed at whatever level. The industry is a critical component of T-levels, and this will be an ideal opportunity for local employers to build local skills.
Over the weekend, the former Universities Minister, the hon. Member for East Surrey (Mr Gyimah), suggested that the Prime Minister was not acting in the national interest. On that theme, the hon. Member for Orpington (Joseph Johnson) has said:
“I was in strong disagreement with keeping foreign students in the immigration cap. The sooner it is dropped, the better.”
I am glad that he agrees with us on that. We have been told to expect the immigration White Paper later this week. Can the Secretary of State tell us whether it will finally take students out of the migration target, allowing the Government to find at least one policy that the majority of this House and indeed the country can support?
I fear that the hon. Lady is mistaken. Our higher education sector rightly attracts students from around the world, thanks to its great quality, and we want to grow the number of students coming to our universities. There is no limit on the number of students who can come to our universities. I think she is referring to the statistical measurement, which is an international measurement that defines people who come to this country for more than 12 months as being in the immigration statistics, but of course, when they leave again, they count as minus 1 in those statistics.
We have made £60 million available to maintained nursery schools up to 2020 because of the excellent provision that they deliver. My message, and that of the Secretary of State, to local authorities is not to take any decisions until we get to the spending review.
The Government are deeply committed to protecting freedom of speech in higher education. The Equality and Human Rights Commission and key partners in the higher education sector worked with the previous Universities Minister—to whom I pay tribute as a friend and colleague—to develop a single piece of guidance that will set out key principles. This will enable universities and student unions to understand their obligations to protect and support free speech, which must happen in our universities.
Delivering an EU deal is the Government’s top priority, and we do not want a no-deal scenario. However, a responsible Government should prepare for every eventuality, including the possibility of no deal. We have already guaranteed the rights of EU residents in the UK by 29 March 2019, and we are calling on EU member states to do the same for UK nationals. For education, that will mean that they have broadly the same entitlements to work, study and access to public services and benefits as now. In addition, the Government have made an underwrite guarantee that will cover all committed payments to UK participants in programmes such as the European social fund and Erasmus Plus.
The Schools Minister will be aware of the concerns in Torbay schools around the consultation on the high needs funding formula, so we welcome the additional funding announced yesterday. Will he confirm whether the indicative amounts per council will be published?
As I have already stated, the Government are committed to ensuring that we have a deal with the European Union. A deal will ensure that we have stability and security going forward after 29 March 2019, but we have also committed to putting in place protections to ensure that our HE institutions are protected under a no-deal scenario.
Will the Minister join me in congratulating the fabulous University Centre Somerset, part of Bridgwater & Taunton College, on being awarded centre of the year in the Lion awards for innovation across the centre in learning, vocational courses and apprenticeships? It is a phenomenal establishment.
A fortnight ago, I was delighted to visit Tresham College in Corby to meet many of its brilliant engineering apprentices. Would my right hon. Friend be willing to join me on another visit to share in that success? What is being done to promote such opportunities more widely?
Yes. The selective schools expansion fund was targeted precisely at ensuring that grammar schools that do not yet admit enough pupils from disadvantaged backgrounds and on free schools meals are encouraged to admit such pupils. I have been very encouraged by the applications that we have seen from the 16 successful schools, and I look forward to seeing accessibility increase.
Some £500 million is going into T-levels as they are rolled out in 2020. I have got a grip, as has the Secretary of State, and I would remind the hon. Gentleman that we have put considerable funding into FE. I am very aware of the challenges it faces, which is why we are looking at the resilience of the FE sector right now.
I think it is right that parents are consulted on these important matters, but I also think it is important that our selective schools and grammar schools, which are very popular with parents, should also be extending their reach and making sure they are accessible to a wider group of pupils.
Despite the Government’s warm words, headteachers tell me that they do not have enough money for children with special needs. What comfort can the Secretary of State give to the headteachers of maintained schools in my constituency of Bristol West that children with special educational needs will have the funding they need in 2019?
I recognise the issues on the tightness of funding for special needs, which is one of the reasons why yesterday we announced the package that includes not only additional revenue funding but provision for more capital funding towards facilities, for more places, for more training for educational psychologists and for making sure that all teachers have the support and training they need.