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Each debate is chaired by an MP from the Panel of Chairs, rather than the Speaker or Deputy Speaker. A Government Minister will give the final speech, and no votes may be called on the debate topic.
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The Minister for School Standards (Nick Gibb)
It is a pleasure to serve under your chairmanship, Mr Gray. I congratulate the hon. Member for Nottingham South (Lilian Greenwood) on securing this important debate, and I congratulate her and the hon. Member for Nottingham North (Alex Norris) on their contributions to it. I acknowledge the successes in school improvement in Nottingham that the hon. Lady highlighted. If we look at the data, we see that there have clearly been improvements in phonics results, EBacc results and in key stage 2 results.
The Government want to ensure that every pupil receives a world-class education, regardless of their background or where they live. We have made significant progress. England outperformed the rest of the United Kingdom in the OECD’s most recent PISA science assessments. The attainment gap between disadvantaged pupils and their more affluent peers has shrunk by 7% at key stage 4 and by 9.3% at key stage 2 since 2011. There are now 1.8 million more children in schools that are rated good or outstanding than there were in 2010. In Nottingham, that translates into nearly 8,000 more children in good or outstanding schools than in 2010.
However, the pace of improvement in some parts of the country, including Nottingham, is still not good enough. Only 80% of schools in Nottingham are rated as good or outstanding, compared with the national position of 89%. There is still underperformance in some schools in Nottingham compared with the rest of the country.
For example, in 2016, 75% of Nottingham’s pupils reached the expected standard in phonics, compared with 81% nationally and 87% in Newham—one of the most deprived parts of the country—but I am pleased that the phonics results in Nottingham have increased year on year, with 48% passing that check in 2012. In Nottingham, 50% of primary school children in key stage 2 achieved the expected level in reading, writing and mathematics, compared with 53% nationally and 62% in Newham. At key stage 4, 16.8% of secondary school pupils in Nottingham achieved the EBacc combination of GCSEs, compared with 24.7% nationally and 31% in Newham.
I remain as concerned about school standards in Nottingham as I was when I met the directors of education for Nottingham City Council and the regional schools commissioner in November 2015 to discuss how they intended to raise standards. Our ambition is for a school system that prevents underperformance, helps all schools to improve and extends the reach of high-performing schools and headteachers. That is the key to delivering more high-quality school places across the country and accelerating the pace of improvements throughout the country, including in Nottingham.
To succeed in that, we have targeted investment in the school system to support those schools most in need, and to support the development of teachers and school leaders, particularly in the most challenging parts of the country. For example, we have established a new fund, the strategic school improvement fund, which provides £280 million over two years to target resources at those schools most in need of support. That will help those schools that are struggling to improve to drive up standards and improve pupil attainment. Working at a local level, key partners will bring together local intelligence to help inform applications and ensure that funds are directed at identified improvement priorities that meet local needs.
Working with schools at a local level is also an important part of our strategy to deliver more good and outstanding school places. Our eight regional schools commissioners are pivotal to driving up standards locally, brokering schools into strong multi-academy trusts, and challenging and supporting those trusts to raise standards where they are not performing effectively.
Multi-academy trusts play a key role in harnessing the support of our system leaders and are helping to turn around some of the more challenging schools right across the country. Bluecoat Beechdale Academy, which serves a deprived community in the Bilborough part of Nottingham, was judged good by Ofsted in February this year. Ofsted noted that pupil progress is now improving rapidly. Djanogly Strelley Academy in Nottingham was also judged good by Ofsted in February this year, which is a significant turnaround from 2013, when its predecessor school was judged inadequate.
When we are not satisfied that the progress an academy is making is good enough, we will take decisive action, including re-brokering it to a new sponsor.
Lilian Greenwood
One of the things that causes me great concern is the time that it can take to re-broker a school and the difficulties that then creates when a new academy comes into place. That was certainly the experience at Victoria Primary School. It has now been re-brokered, and I am very supportive of the headteacher and the multi-academy trust, but the truth is that for a long time—I discussed this with the previous regional schools commissioner—that school was left without good leadership. That is not good enough. I know that in some cases there is a struggle to find academy chains to take on schools in order for them to make that sort of progress.
Nick Gibb
I share the hon. Lady’s impatience. We need to find more good school sponsors to take on underperforming schools. It is an iterative process; we are seeing more and more academy chains being formed and more stand-alone academies taking on underperforming schools and helping them to improve. For example, Riverside Primary School in Nottingham was not performing well. In 2016, it was transferred to the NOVA academy trust, which is a strong sponsor operating in the city. We need more strong sponsors in Nottingham and throughout the country to drive up standards. We are seeing that the system of using leaders in the education system—a school-led system—is driving up standards. It has resulted in 1.8 million more pupils in good and outstanding schools than there were seven years ago.
The local examples I have cited demonstrate that the combined effects of targeted funding to the system to drive school improvement and action taken at a local level are continuing to deliver more good and outstanding places for children. However, underpinning all the support we are putting in to the system to help drive school improvement is the need to ensure that we have fair distribution of funding to schools, which properly reflects need.
I listened to the contributions from the hon. Members for Nottingham South and for Nottingham North, as well as the intervention from the hon. Member for Nottingham East (Mr Leslie), on school funding. I have spent a lot of time in the past few months, during the election and during the extensive consultation, meeting schoolteachers, parents and governors from across the country. From those conversations, I have never been more convinced that our current funding system is broken.
The data that we use to allocate funding to local authorities are more than a decade out of date. For example, over that period the free school meals rate has almost halved in Southwark and more than doubled in Dorset, but the funding each local authority receives has not responded to that change. It is not right that local authorities with similar needs and characteristics receive very different levels of funding from central Government. That unfairness is exacerbated at individual school level, because local authorities make very different decisions in designing their local formulae. For example, a school in Barnsley would have 50% more funding if there were no other change to its circumstances but that it was situated in Hackney instead. The system by which we distribute money to schools is unfair and anachronistic.
That is why the Government have gone further than previous Governments in reforming school funding. Our manifesto committed to making funding fairer and we will do that by introducing a single national funding formula, so that all schools in England are funded on a consistent and transparent basis that properly reflects needs. In March 2016 we launched our first stage of consultation on the formula. We asked for views on the principles that should underpin it and its overall design. The principles included using robust data to ensure that funding is matched to pupil characteristics, such as deprivation, and the importance of transparency in the formula. More than 6,000 people responded and there was widespread support for our proposals.
In December last year we launched the second stage of our consultation on the detailed design of the formula. As part of that consultation, and to ensure maximum transparency, we published detailed illustrative impact data for all schools and local authorities, which enabled us to hold a truly national debate for more than three months. The Government response will address all the issues and concerns raised throughout the consultation and by hon. Members in debates such as this—we have had several over the past few weeks and months. We will respond to the consultation in due course.
Not only do we want the system for distribution to be fair; we also want to ensure that every school has the resources it needs to deliver a world-class education for every child. In order to achieve that, we have protected the schools budget in real terms since 2010, and the Government have committed to increase the school budget further, as well as to continue to protect the pupil premium to support those who need it. The Queen’s Speech was clear that the Government are determined to introduce a fairer distribution of funding for schools. We will set out our plans shortly and, as outlined in our manifesto,
“we will make sure that no school has its budget cut as a result of the new formula.”
We know that how schools use their money is also important in delivering the best outcomes for pupils, so we will continue to provide support to help them use their funding cost-effectively. The Government have produced tools, information and guidance to support improved financial health and efficiency in schools, which is available in one collection on the gov.uk website.
Lilian Greenwood
Will the Minister confirm whether he is saying that no school will lose, in real terms, per-pupil funding? That is a really important point. Protection of cash is not a protection given the current level of inflation and the cost pressures. Will he protect per-pupil funding for schools in Nottingham?
Nick Gibb
What I have said is that no school will lose per-pupil funding under that new national funding formula. The issue is that once the money has been allocated to the local authority, what the local formula can do—as advised by the school forum—is to redistribute that money in a different way. What I can say is that the commitment in our manifesto was that no school will lose money as a consequence of moving to a national funding formula.
I conclude by thanking the hon. Member for Nottingham South on securing this important debate. Accelerating the pace of school improvement across the country is a shared priority and we are committed to ensuring that, regardless of where they live, all young people have equal access to a high-quality education. Targeted support at a local level, as I have outlined, will help us to deliver that, and a national funding formula also underpins it. For the first time we would have a clear, simple and transparent system that matches funding to children’s needs and the schools they attend. It will enable all schools to provide a high-quality, knowledge-rich education for their pupils.
Question put and agreed to.