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The Minister for Apprenticeships and Skills (Anne Milton)
It is an absolute pleasure to serve under your chairmanship, Ms Dorries. I congratulate the hon. Member for Birmingham, Edgbaston (Preet Kaur Gill). We all know—there has been agreement in the debate—that English language skills are crucial. Last week I had the privilege of meeting adult education providers in Birmingham, who spoke passionately about helping students to succeed. I also had a chance to chat to some of the students not just about progress they had made to date but about the progress they hoped to make in the future and what that meant for them.
We estimate that 1 million people—quite a big figure—living in England cannot speak English well or at all, and we know how important English language skills are. The Government make funding available for English language through the adult education budget, and via the Ministry of Housing, Communities and Local Government for community-based provision. There is also specific support for refugees via the Home Office. We are keen to ensure that funding offers the best value for money for those learning and those contributing through taxes.
When I looked at the funding streams available for English language, I saw that the Department for Education, MHCLG, the Home Office, the Ministry of Justice and the Department for Work and Pensions all put funding into this area. The hon. Member for Blackpool South (Gordon Marsden) talked about silos, which are a problem because they are not always the most efficient way of delivering the services we want.
Last year, providers supported adults to access English courses with £105 million of investment from the adult education budget. We are developing a new strategy, as hon. Members will be aware, which we plan to publish in the autumn. I share Members’ frustration about Ministers always saying “in the autumn” or “in the spring” or “in the summer” because we are never quite sure when that is. However, we are keen to get the strategy out as soon as possible. I do not mean to be evasive, but it will need to be right before we publish it. It will set out shared aims across Government to ensure that the ESOL provision is effective. We will need to use evidence-based decisions about what we do, and we have undertaken research to ensure that we get it right, which has included speaking to teachers, colleges, adult community learning providers, charities and academics to understand more. Last week, we published a report that explores what barriers those who have not accessed English language support have faced, some of which have been highlighted in the debate.
The hon. Member for Birmingham, Edgbaston articulated extremely well the reasons why being able to speak, understand and communicate in English are critical to building cohesive communities. It has become a bit of political rhetoric to talk about cohesive communities, but we know what that means. It has to mean more than co-existing, which the hon. Member for Blackpool South mentioned.
The hon. Member for Birmingham, Edgbaston also pointed out that specific first-hand experiences are important in highlighting some of the more general problems with accessing ESOL. She raised several points about the devolution of the adult education budget, which is important. I saw some of that in the west midlands. I met staff and some of the Mayors of the combined authorities a couple of weeks ago, and it will be interesting and useful to us all to note what they do in their local areas, because we can all learn from best practice and experience of delivery in different areas.
The hon. Lady asked four questions, which I think I will have answered before the end of my remarks. On her last question, I can only give my wholehearted support to the fact that we must be an inclusive and welcoming country, particularly for refugees, who have often been through a lot and also have much to contribute to the rich fabric of our society.
Catherine West
The Minister mentioned the notion of devolution, which is a personal favourite of mine. However, devolving only really works if the money is not top-sliced first. Will she please give assurances that any further devolution will not lead to cuts on the way down?
Anne Milton
Of course, around all this is the budget that we have available, and I know that the adult education budget has gone down in its totality. We have a spending review coming up. I am also a fan of devolution. It can make Governments slightly nervous as they hand over authority for something for which ultimately they will be held responsible, which can feel uncomfortable. But in an area such as this, devolution is the way to get solutions that work, because people know and understand their local communities, their population and the barriers in their area. Top-slicing is always a little trick of the Treasury; our job in the Department for Education is to ensure that nobody top-slices anything. We do not want top-slicing. However, as I said, there are a lot of complex funding streams, although not specifically for refugees.
I think it was the hon. Member for Halifax (Holly Lynch) who asked whether I would give my word that money for ESOL will be replaced pound for pound. I cannot give any assurances, because the spending review is coming up.
Gordon Marsden
I am really sorry to interrupt the Minister, to whom I am listening carefully. I do not mean this in any way sardonically—the mood music coming from her is great—but my hon. Friend the Member for Sheffield Central (Paul Blomfield) made a point about losing European regional development fund and ESL funding, and we do have a real concern about this area and others. Can the Minister give us any details on when we will see some nuts and bolts about the shared prosperity fund?
Anne Milton
I will refer to that later, but to answer directly now, there is a lot of work going on about the shared prosperity fund. In the Department for Education, we are very aware of the benefits delivered through the European social fund. Moral imperatives were mentioned, and that money plays a crucial part in giving people an opportunity to take a step on various paths in their lives, as will the shared prosperity fund that replaces it. I cannot give details—not because I do not want to, but because I do not know.
The hon. Member for Newcastle upon Tyne Central (Chi Onwurah), who is not in her seat, mentioned a German example. We always have much to learn from other countries, although we can rarely transfer ideas straight across because they will not necessarily work.
The hon. Member for Hornsey and Wood Green (Catherine West) evocatively referred to the prison that people inhabit when they cannot speak English. I have never been in that position, but it must feel like that if people cannot speak or understand any English.
My hon. Friend the Member for Henley (John Howell) referenced the all-party parliamentary group’s work and highlighted issues such as loneliness and isolation, which have been well articulated. He also referenced the Council of Europe’s work. Europe gets many mentions in this place and elsewhere at the moment, but we rarely hear about the Council of Europe’s work, so that was good because it does a lot of good work.
Several hon. Members mentioned the particular problems that women face, including cultural and more complex problems. My hon. Friend the Member for Henley also mentioned community provision. I saw an extremely good example of community ESOL where the local authority was working with primary schools to encourage women to come in to help their children with some of their SATs and end-of-year tests. That is a good vehicle for improving their English while helping them to help their children with the tests that they will sit in school. For women who do not find it easy to get to adult community provision, for a variety of reasons, it is a good way to bypass the barriers that they might face in their own homes.
The ESOL strategy emerged as part of the integrated communities strategy action plan. The strategy has involved officials across Departments, so we have a shared vision, including addressing the needs of refugees. As we set out in the integrated communities strategy, we want to create clearer and easier pathways, improve outcomes and get better value for the money that we spend.
We always come back to funding at the end of the day—funding matters. The hon. Member for Blackpool South and I have frequently discussed the financial pressures that FE is under, which we will look at in the spending review. Warm words from me do not necessarily bring more money—they are needed, but they do not guarantee it. I am sure that all hon. Members who are keen for things to be funded will lobby. Debates such as this add to the pressure on the Treasury. We rarely make a good case for education in a broader sense. For people who do not speak English, ESOL is the first step down a path that includes further education. It also enables refugees who have prior education—we have talked about refugees who are doctors—to come to life and feel that they are a useful member of the society and community that they have joined. We can also realise the benefits of that.
The 2011 census revealed that 59%—nearly 60%—of over-16-year-olds who could not speak English or could not speak it well were not in employment. According to the 2014 British social attitudes survey, 95% of people, which is higher than other figures that have been quoted, think that to be considered truly British, people must be able to speak English. About a third of those who completed entry level or level 1 ESOL courses in 2015-16 went on to sustained employment. Some 60% of completions in 2015-16 led to a sustained positive destination the following year in employment or learning, so we know it works.
Through the adult education budget, ESOL is fully funded for those who are unemployed, and all learners are co-funded at 50% of the course rate. For the academic year 2018-19, however, we are supporting those in work on low incomes to access the AEB through a pilot that allows providers to fully fund those on low wages. That is important and will directly help low-paid, low-skilled people who are motivated to move out of unemployment to progress further. We are continuing the pilot in the 2019-20 academic year for learners resident in non-devolved areas, and we will evaluate the 2018-19 outcomes to help to inform our decision on whether to fully implement the trial beyond 2019-20.
As many hon. Members have said, learning English is crucial for integration. In the year ending September 2018, the UK offered protection to 15,170 people. We have committed to settle 20,000 vulnerable refugees who have fled Syria by 2020. As of the end of March 2019, 15,977 refugees have found safety in the UK to rebuild their lives through the vulnerable persons resettlement scheme. Refugees have immediate access to English language tuition. The Home Office and the Department have provided an additional £10 million so that refugees settled through the scheme can access language tuition.
We recently launched new teaching resources to support teachers working with refugees and others adults with the lowest levels of English language and low literacy, in recognition of the fact that they face the greatest barriers to learning. I hope that the English language strategy that we are developing will provide a shared vision for all publicly funded ESOL and will specifically address the needs of refugees. I note that, for those who come to the UK under the vulnerable persons resettlement scheme, additional funds are made available for childcare, which can be a huge barrier, and not just financially, for mothers and carers to learn English.
I could go on about devolution, which, as I said, is important. We will use the learning from that. I thank all hon. Members who contributed to the debate. Last year, the Department alone spent £105 million on ESOL courses and qualifications. We need to improve the quality and effectiveness of what is delivered by commissioning new teaching resources for pre-entry level learners and by funding local authorities to trial the co-ordination of provision in their area.
The key is to put in place a co-ordinated system where we do not waste resources and where scarce resources get to the frontline. We need effective teaching and high-quality teachers—the hon. Member for Hornsey and Wood Green raised the issue of pay. We need to remove and overcome some of the cultural barriers. I also note the need to make sure that the system is fully integrated, so that people can learn English, access good employment and have continued training opportunities, and so that we realise the vision that the hon. Member for Birmingham, Edgbaston set out, where communities do not just co-exist but are fully integrated.