GCSE and A-level Results: Attainment Gap
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The Parliamentary Under-Secretary of State, Department for Education (Baroness Barran) (Con)
My Lords, I start by echoing the sentiments expressed by the noble Baroness, Lady Armstrong of Hill Top. I send my thoughts and prayers to Her Majesty the Queen and the Royal Family.
I thank all noble Lords for their thoughtful contributions today and the noble Baroness, Lady Armstrong, in particular for her deep experience and understanding of the multiplicity of factors that impact on outcomes, especially in the north-east.
Like the right reverend Prelate, I congratulate students up and down the country, who should be incredibly proud of what they have achieved this year. Our plans were to ensure students could sit their formal summer exams safely and fairly for the first time since 2019. My thanks go to students, teachers and, as the noble Lord, Lord Addington, pointed out, parents for the picture we are now seeing. Results this year are higher overall than in 2019 and lower than in 2021, when there was a different method of assessment.
The noble Lord, Lord Shipley, referred to the attainment gap in England between disadvantaged pupils and their peers. As your Lordships know, this had narrowed at primary and secondary levels between 2011 and 2019 before the disruption to our nation’s children and young people caused by the pandemic led to a widening of the gap. He asked for confirmation that the Government are still committed to the levelling-up programme and the different missions set out in the levelling-up White Paper. That is indeed the case. I hope that also addresses the point raised by the right reverend Prelate about the importance of addressing the kinds of issues that children in the north-east covered by today’s debate face by thinking about health, housing and wider infrastructure. In response to the question of the noble Lord, Lord Addington, departments are working together to make that happen.
The noble Baroness, Lady Blower, asked about wider questions and challenges on wider change that, if I may, goes a little beyond the scope of this debate. However, I encourage her perhaps to try to secure a debate on those issues, as they warrant genuine discussion and understanding.
The Government are taking action to address the issues your Lordships have raised, both with specific support in place and broader interventions focused on disadvantage to give every child the education that allows them to achieve their potential. That aspiration is shared by all noble Lords in every part of this House.
When we look at schools in the north-east, it is clear that the quality of primary education is excellent, with 93% of schools rated as good or outstanding by Ofsted. This is reflected in the recent key stage 2 grades, which put the north-east as the second-placed region after London. I hope the noble Baroness, Lady Wilcox, will note this and share it with the shadow Secretary of State for Education; the Government absolutely agree on the importance of early years and a solid primary education. We have very much focused on starting with primary schools in the north-east, and I hope she will recognise the achievement of those schools in the region.
The picture at secondary is different. There have been significant improvements since 2018, in large part thanks to the work of the Opportunity North East programme, but in some local authorities too many schools are still rated by Ofsted as “Requiring improvement” or “Inadequate”. That is why we have plans to address this through the education investment areas programme and why we took powers to be able to intervene in schools which have been judged by Ofsted to be below “Good”—so “Inadequate” or “Requires improvement”—on multiple occasions. It is also why we are supporting the stronger multi-academy trusts to grow in the area.
The Government are investing in 55 education investment areas where we will implement a package of measures to drive school improvement and improve pupil outcomes. We are also investing to support our strongest trusts to expand, committing up to £86 million in trust capacity funding over the next three years, with a particular focus on these areas. Six of the 12 local authorities in the north-east are in education improvement areas: Darlington, Durham, South Tyneside and Sunderland, and Middlesborough and Hartlepool are also priority education investment areas. The priority areas will receive a share of around £40 million of additional funding for bespoke interventions to address local needs. Although I am not sure that Hull yet qualifies as being part of the north-east—it might be edging north as we speak—I would like to acknowledge my noble friend’s comments about the partnership between the University of Hull and local schools, and commend universities and businesses in the north-east for doing similar work.
My noble friend asked about our plans in relation to attendance. In the levelling-up White Paper, we announced that the department is planning a new attendance pilot in a group of education improvement areas. In the north-east, in the first year this will support pupils in Middlesborough in particular. We are also incentivising new teachers to work in disadvantaged areas through our levelling-up premium and establishing an institute for teaching which will deliver cutting-edge training and will target disadvantaged areas.
I turn now to broader support. We are committed to helping pupils recover and close the attainment gap. We have already announced nearly £5 billion for education recovery, with many programmes, including the 16 to 19 tuition fund and the recovery premium especially focused on helping the most disadvantaged. Schools will continue to receive recovery funding and the additional funding received by secondary schools will nearly double from September, reflecting evidence that shows greater learning loss for older pupils who have less time left in education. In broad terms, this means a typical secondary school receives over £60,000 this year, up from £30,000.
A number of your Lordships referred to the National Tutoring Programme and, if I may, I did not recognise the numbers, but it may be a timing issue that the noble Baroness and the right reverend Prelate cited. Since 2020, 2 million starts have already been made by pupils on the National Tutoring Programme courses, with the latest data suggesting that over 80% of schools in the north-east—I think the noble Baroness, Lady Armstrong, referred to 56% but the most recent data shows 80%—participated in the programme, which was higher than in London and the south-east and the south-west. In response to the right reverend Prelate’s question, from academic year 2022-23, all funding for the National Tutoring Programme will go through the school-led approach.
We will also be targeting a greater proportion of the schools national funding formula towards deprived pupils. In 2022-23, 9.8% of the schools NFF will be allocated through deprivation factors.
This Government remain committed to improving outcomes for disadvantaged pupils of all abilities and across all regions. In partnership with schools in the region we have created a strong platform in primary to move the dial in secondary schools. Along with our focus on education investment areas, this will help to address the number of schools in the region which have been rated as requiring improvement more than once and will drive up outcomes. We know that there is more to do to build on our collective successes so far, and we will continue to ensure that our programmes and funding are delivering the help that is needed, now and in the future, including learning from what is working best and where we need to do more to support children to fulfil their potential and have the lives they aspire to.