Post-18 Education and Funding

Debate between Angela Rayner and Damian Hinds

Tuesday 4th June 2019 Commons Chamber

[Angela Rayner (Ashton-under-Lyne) (Lab)]

I thank the Secretary of State for early sight of his statement.

“Augar is the epitaph for Theresa May’s government…slow, wrong-headed, indecisive and, above all, failing in its central objective, to help level up Britain.”

This is not my verdict, but that of the Secretary of State’s Conservative predecessor; nor is it a reflection on the panel and all the recommendations it has put forward; it is a reflection on the Government on this Government.

Let us start with the obvious point: the Prime Minister has welcomed the report, but is powerless to implement it. Never have I seen a sight so pitiful as the Prime Minister lobbying her own Government. Are there any recommendations in the report that the Secretary of State has the power to adopt now or ever, or will every decision be deferred until the spending review or, perhaps more accurately, until the Conservative party has a new leader and presumably a new Chancellor?

As it stands, the Government have now wasted two years on a review to reach the blindingly obvious conclusion that, as the Prime Minister now admits, abolishing maintenance grants was a huge mistake. If only she could have done something about it. Can the Secretary of State at least assure the House that he wants them restored, and guarantee a decision in time for the next cohort of students? The review also proposes extending more maintenance support to lifelong learning across the board—a point that we would echo. Can he guarantee to consider that, and can he tell us whether it would apply to part-time students?

Decisions need to be made on funding. The outgoing Prime Minister promised that austerity is over, but there is every danger it will continue in tertiary education. Presumably, the Secretary of State accepts that a cash freeze in funding for universities means a real-terms cut. Is the tokenistic fee cut pushed by the Prime Minister not the worst of both worlds, as institutions will have their hands tied on funding while students will still be graduating with tens of thousands of pounds of debt? Is there any guarantee that universities will not simply be left to bear the burden of a cut to fees that mostly helps higher-earning, mostly male graduates at the expense of middle earners? Can he assure us that any such proposal will have an equality impact assessment?

Does the Secretary of State really want graduates to spend 40 years—almost all their working life—paying off their student debt? Is that what we want for our young people? What is the Secretary of State doing about interest rates that have increased, under his Government’s watch, to over 6% a year?

What are the implications for the devolved nations? How have they been considered? The Secretary of State spoke about the value of degrees. How will that value be assessed? How does he value, for example, courses that lead to vital public sector jobs that are, frankly, underpaid? Does our society as a whole not benefit from all of us having access to learning? Adult education is vital to our economy and society. Who will decide which courses qualify, and how far will the new funding go given the terrible toll of cuts to adult education since 2010?

The review, rightly, acknowledges as a central point the need to reinvest in further education and to integrate the whole system. Does the Secretary of State accept that the base rate funding cut to further education and funding 18-year-olds at a lower rate than 17-year-olds were both crucial mistakes? Underlying all those issues is the threat that instead of investing in the whole system, the Government will play universities and colleges off against each other—the very opposite of the collaboration and integration that is needed. Can the Secretary of State guarantee that he would not rob Peter to pay Paul by transferring resources, but would instead secure proper investment in both sectors? The report is a missed opportunity to re-examine the failures of the past decade’s free market experiment in education. Can the Secretary of State give us any reassurance that yet more college closures are not on the way?

There is much in the Augar review that is welcome, but its shortcomings go back to the limits that the Government placed upon it. The aspirations that both the panel and the Secretary of State expressed for our education system will always come up against the cold hard limits of the austerity that the Prime Minister once promised was over. Instead, it is the Prime Minister who is over.

[Damian Hinds]

I thank the hon. Lady for her questions. She asked a number of times whether I would guarantee to consider x, y or z, and I do absolutely guarantee to consider everything in the report. We will come forward with the conclusion of the review at the end of the year, at the spending review. That has always been the plan.

The hon. Lady asked about timing. If she cares to compare the timing of this review of post-18 education and its financing with that of the Diamond review in Wales, under the Labour Government there, she will find that it compares favourably. Regarding the devolved nations, I confirm that if there are any spending implications in the proposals we make at the conclusion of the review, and given that education is a devolved matter, funding for the devolved nations would apply in the normal way, including through the Barnett formula.

The hon. Lady asked me to commit to not playing off further education and higher education. I give her that absolute commitment. That principle is at the heart of the independent panel’s report: both routes of higher learning are essential for widening social mobility, for letting young people fulfil their full potential, and indeed for enabling our economy and our society to fulfil theirs.

We should not lose sight of the fact that we have a successful system in place, particularly for the financing of higher education. The hon. Lady and her Front-Bench colleagues constantly complain about it, but since the 2012 reforms, resource per student has increased dramatically, the living costs support available to disadvantaged students has risen to its highest ever level, more young people are going to university than ever before, and more young people from disadvantaged backgrounds are going to university than ever before.

Look at the record of the Opposition. Labour vowed to cancel student debt and to make university free, sometimes appearing to forget that there is no such thing as free. We want a well funded higher education and further education sector in this country, and there are only two types of people who can pay for that: the people who benefit from it and the people who do not. Having made that vow, Labour backtracked on its pledge on student debt. No one will ever trust the Leader of the Opposition again on student fees. People know that talk is cheap, but paying the price of broken promises is not.

Timpson Review of School Exclusion

Debate between Angela Rayner and Damian Hinds

Tuesday 7th May 2019 Commons Chamber

[Angela Rayner (Ashton-under-Lyne) (Lab)]

I thank the Secretary of State for advance sight of his statement. I also thank Edward Timpson and everyone who contributed to the report.

No headteacher or school leader wants to exclude pupils, and this should be a power used as a last resort. As the report highlights, it is often the most vulnerable children who are excluded, and we must ensure that the right support is there. For some time I have urged the Secretary of State to match Labour’s proposals and ensure that there is proper responsibility for pupils who leave school rolls, and I am glad he has said he will accept that, along with all the review’s other recommendations.

I know there will be further consultation, but does the Secretary of State have a proposed approach to how and, critically, when schools will be accountable for the outcomes of excluded pupils? It took well over a year and several delays before today’s publication. Further consultation, however necessary it may be, cannot become an excuse for more foot dragging, so when will the consultation conclude and implementation begin?

I am also concerned that the report is limited only to permanently excluded children. Is there accountability for pupils who leave school rolls outside formal permanent exclusion? If not, surely there is a risk not only that this measure will fail to tackle off-rolling, but that it will make the perverse incentives that lead to it even worse, not better. I welcome the Secretary of State’s statement that the practice is unacceptable, unlawful and will be subject to a promised crackdown, but can he tell us how that will be achieved? What sanctions will be available to deter or prevent off-rolling?

The Secretary of State refers to Ofsted, but multi-academy trusts are not inspected, many schools go a decade with no inspection and Ofsted has suffered a 52% real-terms cut to its budget. Can it really tackle off-rolling under those constraints? His commitment to extend support for alternative provision is welcome, but will any additional funding be provided? What concrete measures will we see? The latest wave of free schools included just two that specialise in alternative provision, so how can he address the lack of services in some areas without allowing other schools to be built? Nor did he mention unregistered and unregulated alternative providers. Does he plan to take any further steps to enforce standards?

Let me ask the Secretary of State the obvious question that this review poses but fails to answer. Schools and all the other services that support the most vulnerable children are facing the worst cuts in a generation. The Secretary of State and the review dance around the impact of those cuts, but it is no good holding schools to account for obligations they do not have the resources to meet. Does he not accept that pupils are at greater risk of exclusion when support staff have been lost as a result of funding cuts? How can we implement early intervention when the very services that provide it are being stripped away? What guarantee can he give that the next spending review will give those schools and services the funding they need and deserve?

The aims of this review are shared on both sides of the House, as the Secretary of State mentions. I welcome the steps that have been taken, including the adoption of some of Labour’s proposals, but this cannot fall on schools alone. He mentions that a third of excluded pupils are known to children’s social services, so how can we consider this issue without considering the massive cuts? He talks about knife crime, yet safer schools officers and youth workers are being withdrawn as funding for them is squeezed, too.

Too often, our schools have been left to pick up the pieces as services—from mental health provision to social care, from the police to youth services—have been dramatically scaled back, while austerity has hit hardest those least able to cope. This report found that excluded children were more likely to be those already disadvantaged by class, income, and special educational needs and disability, with certain ethnic minority groups at even higher risk. As the Government’s own Social Mobility Commission found last week, in the past few years half a million more children have been growing up in poverty, social mobility has been “stagnant” and inequality has been “deeply entrenched”. The Prime Minister promised that austerity was over. A generation of children cannot afford to keep waiting for that promise to be met.

[Damian Hinds]

I thank the hon. Lady for her questions. I agree with her, of course, that we need the education system to be resourced to have good outcomes for every child, with every child being able to live up to their full ability. I also agree with her about the links between different public agencies and, indeed, the whole of our society in helping to support some of these children.

The hon. Lady asks about improving and funding alternative provision. The high needs budget has risen significantly in the past few years. The proportion of that which has gone to AP has stayed broadly the same. As she will know, the cost-per-place in AP is considerably higher than it is in mainstream. The quality of AP is also typically higher. We know from Ofsted reports that we have a percentage in the mid-80s for the number of AP settings being rated as good or outstanding.

I wish to take this opportunity to pay tribute to the amazing people who run some of these AP settings and the staff who work in them. The key to continued improvement in AP is getting more high-quality people to want to work there, which is a theme we will have to come back to again and again.

The hon. Lady asks whether we have a proposed approach on accountability. She will not be surprised to hear that we have talked about a number of potential approaches. Obviously, I think that some have more potential than others, but I am also conscious that there is a big risk of unintended consequences when we change anything to do with the system in education—she will have seen that. We need to get this right, which is why I have committed to working closely with the sector to make sure we co-design the system.

The hon. Lady also asks about off-rolling and whether schools would be held to account for off-rolled pupils. Off-rolling is not legal. It should not be happening, and we need to make sure it does not happen. Some people say that there are shades of grey and it is not always clear what is allowable and what is not, so we will tighten up the guidance to make sure that there is far less room for interpretation and it is clear when it is allowable for a child to be moved out of school and when it is not. Through Ofsted, and the new framework, a spotlight will be shone on cases where it is believed that off-rolling may be taking place.

The hon. Lady talks about the gap between Ofsted inspections. Of course a number of different triggers can lead to an Ofsted inspection happening more quickly, and it is right that Ofsted has that range available to it.

I agree with the hon. Lady that every child deserves an excellent education that fosters ambition and helps them to make the very most of their potential, whether they are in mainstream or AP. If they move from one to the other, what happens at that moment might make the biggest single difference to the entire rest of their lives.

Relationships and Sex Education

Debate between Angela Rayner and Damian Hinds

Monday 25th February 2019 Commons Chamber

[Angela Rayner (Ashton-under-Lyne) (Lab)]

I thank the Secretary of State for advance sight of his statement, and let me also say that we welcome its direction of travel.

As the Secretary of State said, the work of many colleagues across the House has led to today’s announcement, and I pay tribute to my hon. Friends the Members for South Shields (Mrs Lewell-Buck) and for Brent Central (Dawn Butler), as well as my hon. Friends the Members for Rotherham (Sarah Champion), for Walthamstow (Stella Creasy) and for Birmingham, Yardley (Jess Phillips), who did so much from the Back Benches. It is only fair to note also, as the Secretary of State did, the contribution of the right hon. Member for Basingstoke (Mrs Miller), and the right hon. Member for Putney (Justine Greening) for her initial commitment to these changes.

There are a number of questions that I hope the Secretary of State can address. He said there would be a £6 million budget to support schools. With over 23,000 schools in England, this amounts to about £250 per school; is he confident that this is enough, and how will it be distributed? Will training be available to every teacher who requests it, and how many teachers will receive it over the next two school years? Is this new Treasury funding or money diverted from existing education budgets?

On the guidance itself, giving children a voice in this part of their education is hugely important, and I welcome the Secretary of State’s recognition of that vital point. However, can he explain why, since the curriculum will always be age-appropriate, he will not allow children to opt in at a younger age? He referred to “exceptional circumstances” in which the opt-out will not be allowed; can he tell the House what such circumstances might be?

The Secretary of State will know the horrifying figures on bullying and mental health problems that affect young LGBT people. Addressing these issues in the curriculum would be a milestone in ensuring that they and others can grow up understanding more and living in a safer environment. At his last statement, I told the Secretary of State that these issues must not be an annexe to the rest of the curriculum, so I am glad that the draft guidance says they must be fully incorporated into the curriculum and not taught separately. However, paragraph 37 of the guidance says this only has to be taught

“at the point at which schools consider it appropriate.”

I know the Secretary of State’s Department has said it expects all pupils to be taught LGBT content, but how will he address the risk that some might be excluded?

Paragraph 21 of the guidance allows schools to “teach about faith perspectives”, and schools with a “religious character” to teach a

“distinctive faith perspective on relationships”,

and it says that

“balanced debate may take place about issues that are seen as contentious.”

The Secretary of State will know there are concerns, particularly in the Jewish and Muslim communities, about both his Department and Ofsted, and I am sure we both want our education system to reflect the diversity of our country and provide the opportunity to learn more about it. But can he also be absolutely clear that his guidance does not permit teaching that could be hostile or damaging to LGBT young people in particular?

I welcome the Secretary of State’s words on health education and on the importance of mental health, but can he assure us that he does not intend simply to shift the burden of diagnosis on to teachers, and that greater provision of professional health services will be available? For example, has he considered matching our commitment to ensuring that access to a counselling service is available in every secondary school? I am glad that he has addressed the issue of menstruation, but that would surely be complemented by concrete steps such as those we have proposed to tackle period poverty in schools. Can he tell us whether subjects such as the menopause are also included?

The Secretary of State’s commitment on online safety is also welcome, but is he pushing for firmer action aimed at the giant businesses that profit from social media without taking any proper responsibility? I welcome the inclusion of education on female genital mutilation in the curriculum, but girls are at risk of FGM when they are very young, so can he explain why this issue will not be included in the primary curriculum and tell us what other steps he is taking to tackle it? I believe that we are all better off through understanding the issues that we each face, and I hope that the whole House can work together to make this a reality for the next generation.

[Damian Hinds]

The hon. Lady has raised a number of issues, but I should like to start by thanking her for the collaborative and co-operative cross-party way in which she and her colleagues have addressed this matter. We want the subjects to help young people be healthy, happy and safe, and the building blocks start in primary school—particularly those dealing with healthy family relationships and friendships. At secondary level, this moves on to thinking about young people as potential partners and parents and therefore covers content on intimate relationships, sex, online harms and more complex mental health content. She asked about our wider approach on mental health, and she will know of our commitment—my right hon. Friend the Health Secretary is sitting next to me—to ensuring that support teams are rolled out across the country to work with schools, and to ensuring that there is a designated mental health lead to look at mental health first aid. Overall, the recognition that we all have of mental health is higher now than it is ever been.

The hon. Lady asked about LGBT content. Schools should address that, as they do other subjects, in an age-appropriate way. Schools, teachers and headteachers know their cohorts of children better than anyone, alongside their parents. We expect this education to happen, at least in secondary schools, so that by the time someone finishes school they have covered that content, but it could happen in primary school as well. Of course, it should not be hostile to any group, and we need schools to be sensitive to the different kinds of families that children might come into contact with. That is partly about LGBT people, but it is also about other types of family. For example, children might be growing up with foster parents, grandparents or single parents, and schools need to be sensitive to whatever the set-up might be. The hon. Lady also asked specifically about LGBT bullying. That is of course a matter of great concern, and we know from surveys that LGBT-related bullying is quite prevalent. As she will know, we are funding four anti-bullying organisations, and the Government Equalities Office is also working with organisations on transphobic and biphobic bullying.

There is a parental right to request the withdrawal of their child from sex education, but we have carefully balanced that with the right of the child as they get older and become competent to make their own decisions. I think that we have struck the right balance there. The hon. Lady asked about exceptional circumstances. It is difficult to codify exactly what those exceptional circumstances could be—by definition, because they are exceptional—but the guidance sets out how headteachers should go about discussing these matters with parents. That is good practice, and they should honour that right to request withdrawal until three terms before the child reaches the age of 16. More broadly, we encourage schools to work with parents, and there is an obligation to consult parents on the content of these subjects and to publish that consultation on the internet. The hon. Lady asked specifically about faith groups, and it is correct to say that in the guidance we set out that the core content must be covered, but beyond that faith-based schools can reflect the teachings and traditions of their faith to help to build on that.

Overall, we need the right resourcing and support to help schools to deliver this properly, which is why we have budget available to do that. That will cover both online and face-to-face training, but of course we will continue to look at this as the programme gets rolled out to make sure that we have absolutely the right support in place.

Oral Answers to Questions

Debate between Angela Rayner and Damian Hinds

Monday 4th February 2019 Commons Chamber

[Damian Hinds]

I pay tribute to the school for its work and I would be happy to meet my right hon. Friend to discuss the matter further. There was some extra funding for high needs in the package of measures that we put forward in December; I also committed to looking at some of the wider issues, including the way funding works structurally, to ensure that the resourcing for those needs is fairly spread among schools. I will also address some of the training and development issues that I mentioned in response to my hon. Friend the Member for Mid Norfolk (George Freeman).

[Angela Rayner (Ashton-under-Lyne) (Lab)]

Does the Secretary of State agree with today’s call from the Children’s Commissioner for new powers to deal with the alarming number of pupils falling off schools rolls? May I politely suggest to him that he implement Labour’s proposal to ensure that schools are accountable for the results of pupils who leave their rolls until they find a new permanent place?

[Damian Hinds]

There are a number of interrelated issues in the subject that the hon. Lady has rightly raised and that the Children’s Commissioner was talking about today. I am, of course, concerned whenever there is off-rolling, which is not legal. These things must be done properly. I am also concerned about the extent to which we may not know how some children are being educated, and so on. That being said, there are children who are being home educated brilliantly by amazingly dedicated parents, and we have to acknowledge and respect that. As the hon. Lady will know, a review of exclusions is under way. We will report back on that in due course, as well as on some of the wider issues.

Oral Answers to Questions

Debate between Angela Rayner and Damian Hinds

Monday 17th December 2018 Commons Chamber

[Angela Rayner (Ashton-under-Lyne) (Lab)]

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?

[Damian Hinds]

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.

Oral Answers to Questions

Debate between Angela Rayner and Damian Hinds

Monday 12th November 2018 Commons Chamber

[Damian Hinds]

To be fair to the hon. Gentleman, these things happen at a quarter past three. It is an occupational hazard.

Free schools are one part of our expansion. This decade will have the largest expansion in school capacity for at least two generations, with 1 million new school places added and £7 billion of investment committed over the period.

[Angela Rayner (Ashton-under-Lyne) (Lab)]

I am really pleased that the Secretary of State eagerly anticipates the next Labour Government, just like so many parents and teachers, but let me be clear: our policy is no threat to any new or existing school, unlike the Government’s cuts. His Department’s accounts show that the academies sector ran a £2 billion operating deficit last year. Their net financial position is down overall and more trusts closed last year than ever before. He admitted last week that education needs billions more, so will he be asking the Chancellor to reverse all his cuts in full and in real terms?

[Damian Hinds]

We are investing in the school system, both through the additional £1.3 billion we found last year and through the capital moneys, to which I just referred, to fund the large expansion in the school system. Although these are questions to the Government, I think that everybody would be keen to hear more from the hon. Lady about how no school would be under threat from Labour party policy.

--- Later in debate ---

[Damian Hinds]

Yes, my hon. Friend is right. Through the national funding formula—the fairer formula—we are taking on something that successive Governments have dodged to make sure that funding is based on need and the characteristics of pupils, rather than accidents of history.

[Angela Rayner (Ashton-under-Lyne) (Lab)]

No wonder the Secretary of State has been slapped down by his own stats watchdog four times since he took office. The IFS found that per pupil funding is hundreds of pounds lower in real terms than it was in 2015 and is set to fall again next year without new funding, so I ask him again: will he be asking the Chancellor to reverse all his cuts in full and in real terms?

[Damian Hinds]

I have not been slapped down four times by anybody, to the best of my recollection. I appreciate the difficulties in managing school budgets, and I appreciate that those budgets are tight, but it is also true that we spend a great deal more on schools than we used to and that, by international standards, on multiple measures, we spend a relatively high amount on state education in this country.

[Angela Rayner]

I am really pleased that the Secretary of State has since clarified that the Chancellor’s “little extras” should in fact be called “small additional capital projects”. Perhaps he can also clarify that school capital spending has already been cut by nearly £4 billion a year. So the Budget offered very little and no extra. Now that the Prime Minister has promised austerity is over, will the Secretary of State ask the Chancellor to fully restore the education capital budget in real terms?

Oral Answers to Questions

Debate between Angela Rayner and Damian Hinds

Monday 10th September 2018 Commons Chamber

[Damian Hinds]

Universities can be great engines of social mobility, and many do great work in that regard. Over £800 million is now being allocated to improve access to university, which is to be welcomed.

[Angela Rayner (Ashton-under-Lyne) (Lab)]

We have heard concerns from many Members across the House about social mobility, and the Chair of the Education Committee has recommended that the Social Mobility Commission get the resources and the powers that it needs. It is now nine months since the entire commission resigned in despair, so will the Secretary of State guarantee that the new commission will be appointed before a full year has passed?

[Damian Hinds]

Of course, we have already had the appointment of the chair of the commission, and I expect to be able to announce appointments to the commission in October.

[Angela Rayner]

This summer the Conservative party was concerned about an unseen social mobility crisis following the departure of the Foreign Secretary. As a Telegraph headline asked, with no old Etonians in Cabinet, “where will the talent come from?” Perhaps the Secretary of State can help to answer that question by confirming that he has accepted our call to ditch the Prime Minister’s scheme to spend £20 million ferrying a few hundred pupils up to 30 miles a day by taxi to get to their nearest grammar school. Will he now tell us whether he accepts our point that he should reinvest the savings in reversing the cuts to school transport for all?

[Damian Hinds]

The hon. Lady deftly connects a couple of disparate aspects.

Relationships and Sex Education

Debate between Angela Rayner and Damian Hinds

Thursday 19th July 2018 Commons Chamber

[Angela Rayner (Ashton-under-Lyne) (Lab)]

I thank the Secretary of State for advance notice and sight of his statement. He is right that Members on both sides of the House have worked on these reforms, including my hon. Friends the Members for South Shields (Mrs Lewell-Buck), for Rotherham (Sarah Champion), for Brent Central (Dawn Butler), for Walthamstow (Stella Creasy) and for Birmingham, Yardley (Jess Phillips), as well as the right hon. Member for Basingstoke (Mrs Miller) and the Secretary of State’s predecessor, the right hon. Member for Putney (Justine Greening), who first committed to implementing these changes.

There is much that we all welcome, but I hope that the Secretary of State will address some unanswered questions. Will he tell us which elements of this so-called mandatory subject are actually mandatory? If this knowledge is the right of every child, how will he ensure that it is available to all, and how will his Department deal with schools’ decisions to change or remove parts of the curriculum?

I welcome the statement that children have a right to decide that they want to receive sex and relationships education. All children should be empowered to make healthy, informed decisions, and to know that it is not wrong to be LGBT and not acceptable to experience gender harassment or violence. But can the Secretary of State assure the House that pupils will be able to opt in confidentially if that is their choice? There was only a passing reference to violence against women and girls in the statement, despite evidence of the scale of that problem in our schools and in society. As the curriculum will at all times be age-appropriate, will the Secretary of State tell us why and how the opt-out applies to that part of the curriculum, and will he ensure that children will have the right to opt in to these lessons? Children must know their rights if they are to exercise them throughout their lives.

The Secretary of State will know that nearly half of LGBT pupils are bullied at school, yet fewer than half of them tell anyone about it, and this leads to pupils skipping school. The statistics on suicide attempts are truly shocking. I hope that the Secretary of State is mindful of the trans community, who experience terrible bigotry, yet two in five LGBT pupils are never taught anything about LGBT issues at school. Can he guarantee today that LGBT issues will be integrated in the curriculum and not an optional extra?

I welcome the Secretary of State’s comments on health education and the inclusion of mental health, but will there be any additional resources for mental health support? Will there be any additional funding for schools’ new educational duties, or are they being given new responsibilities when their budgets are already under severe pressure?

Parents tell me that they want their children to be well educated, safe and resilient. I hope that this new curriculum will help us to achieve that, but can the Secretary of State tell us how he will assess the impact of these reforms to ensure that this is the case?

A curriculum must be supported by the teachers who teach it. Will there be any new teachers who are trained to deliver the curriculum, and what new training will be available for all teachers who deliver it? Schools across the country are waiting for the report of the School Teachers’ Review Body and the Government’s response, even as the clock ticks down to the start of the new academic year. Will the Secretary of State undertake to come back with a statement on that before the House rises next week?

Earlier this week, Mr Speaker congratulated the Mother of the House, my right hon. and learned Friend the Member for Camberwell and Peckham (Ms Harman), on joining the illustrious few of us Members who are grandparents. I am the grandmother to a seven-month-old, and I want to see her growing up happy, healthy and safe. If the House gets this issue right, we can make that more likely. I hope that these reforms will be in place and working well long before she is in school, and I look forward to telling her that we all played a part in making that happen.

[Damian Hinds]

I thank the hon. Lady for the tone and content of her response. I join her in thanking and commending all those on both sides of the House who have been involved in the development of these matters over quite an extended period, particularly during the passage of the Bill that became the Children and Social Work Act.

The hon. Lady asked what was truly mandatory. The only part of the curriculum that it is possible to withdraw from is the sex part of relationships and sex education. If a primary school offered sex education—that is not mandatory, but if it were—the right to withdraw would also apply there.

The hon. Lady asked—it is a reasonable question—how we make sure this actually happens. Schools have an obligation to have regard to guidance, and they do. There is also, of course, the system of Ofsted inspection, which looks at the moral and spiritual development of children.

On how the right to withdraw will operate and the ability of children to opt in, there will continue to be, as I outlined in my statement, a parental right to withdraw. Its nature will change because the age-18 right is no longer consistent with legal precedent. There are cases where the parent wishes to withdraw the child from sex education and the child does not want that, but we are not expecting large numbers of those. Only a very small number of parents now withdraw their children from sex education; of course, there is sex education in most schools. In that case, the child would be able to access a term of sex education before reaching 16.

The hon. Lady is absolutely right about bullying, including bullying of children who are LGBT. A couple of things are very important and essential in that regard. The first thing is to be talking, from an early age, about the reality of bullying, but also, crucially, about some of the aspects of online bullying, which, by definition, is harder for grown-ups to understand than for children whose daily reality it is. It is also about having the core building blocks, from a very early age, of respect for others, kindness, getting on with people, and understanding that there are differences and that this is something to be celebrated.

The hon. Lady asked about mental health. We are putting considerable resource behind the mental health strategy. We have put out the Green Paper and we will respond before too long.

The hon. Lady asked about new duties being put on teachers and what support would be in place. She also asked specifically about the teachers’ pay award. I am not in a position to say something about that today, but it is, as she knows, a process that we are going through. On support for teachers and schools in delivering this new content, we will listen, through the consultation, to what schools tell us. I am open to what sort of support that should be, including how we work with initial teacher training and other training, but also, critically, with regard to the provision of quality materials. A lot of those already exist, but some may not and will need to be developed. We need to make sure that there is a repository where schools can go and reliably find quality materials for teaching these subjects.

The hon. Lady’s particular perspective, not only as a mother but as a grandmother, brings something additional to this matter. I join her in welcoming these moves forward and the benefits that they will have for all our children—and grandchildren.

Oral Answers to Questions

Debate between Angela Rayner and Damian Hinds

Monday 25th June 2018 Commons Chamber

[Damian Hinds]

I agree with my hon. Friend that we want children off their phones and focused on their lessons. As he says, we know from research that that improves results. I am also very clear that it is for the people in charge of schools—the headteachers—to make the detail of their disciplinary rules.

[Angela Rayner (Ashton-under-Lyne) (Lab)]

Just weeks ago, Ministers stood at the Dispatch Box, rejected our call to save the NHS bursary and promised that 5,000 apprentice nursing associates would be recruited this year to tackle the nursing shortage. Half were due to be recruited by April. Can the Minister confirm that Ministers have now missed that target by 60% and tell us how many people will start apprenticeships this year?

Schools That Work For Everyone

Debate between Angela Rayner and Damian Hinds

Monday 14th May 2018 Commons Chamber

[Angela Rayner (Ashton-under-Lyne) (Lab)]

(Urgent Question): To ask the Secretary of State for Education if he will make a statement on the Government’s response to the Schools That Work For Everyone consultation.

[The Secretary of State for Education (Damian Hinds)]

By 2020, core school funding will rise to £43.5 billion, the highest ever figure and 50% higher per pupil in real terms than in 2000. On Friday, I announced measures to create more good school places in a diverse education system, and this includes our response to the Schools That Work For Everyone consultation.

As previously announced to the House, we will not be enabling the creation of new selective schools. However, selective schools are one important part of our diverse education system, and it is right that they can expand, as other schools can, where there is need. The autumn statement in 2016 announced funding for the expansion of existing selective schools. On Friday, I launched the selective schools expansion fund for existing selective schools that commit to improving access for disadvantaged children and to working in enhanced partnership with local non-selective schools, and £50 million is available in 2018-19.

We are retaining the 50% cap on faith-based admissions in free schools. I recognise the positive role that faith providers play and that some have felt unable to establish new schools through the free schools programme. We are developing a capital scheme to support the establishment of new voluntary-aided schools. We will continue to work with universities and independent schools to encourage them to work in lasting partnerships with the state sector. Our joint understanding with the Independent Schools Council sets out how independent schools will support that. Overall, this package of reforms will help to ensure that we are delivering a diverse education system, providing choice and opportunity for all.

[Angela Rayner]

I thank you, Mr Speaker, for granting this urgent question.

May I start by asking the Secretary of State whether he agrees with himself? In the last Parliament, he thought grammar schools—I notice he uses the term “selective schools” now—were “not the answer” to social mobility, and he said he would not want one in his own town, as it would be “divisive”. His own Schools Minister has said:

“I never get people asking…‘Why don’t you bring back the secondary modern?’. And in fact…most children would go to a secondary modern school…if we brought back selection.”

Why do they now believe it is right to spend £50 million of taxpayers’ money expanding selective schools? Will the Secretary of State confirm that this is the same funding announced in the 2016 autumn statement and that £200 million is budgeted overall?

Will the Secretary of State tell us what the evidence was that convinced him that this policy works? Can he share it with us? He has not published a breakdown of responses to his consultation. Is that because he did not get the right answers?

The Secretary of State said schools will have to submit fair access and partnership plans, but what will need to be in those plans? What changes to admissions policies will be required? Will schools continue with the 11-plus? Will he commit to publishing all the plans submitted?

Will the Secretary of State tell the House whether it remains Government policy to keep open the option of changing the tax status of independent schools, or is this another manifesto pledge abandoned? Will he confirm whether the Government are finally giving up their plan to remove the cap on faith admissions? He has committed to new voluntary-aided and free schools. How much funding will be available? How many new schools will open, and in what areas will they be?

The previous Conservative Prime Minister once said he had a simple message for Conservative Members who wanted more selective schools:

“Stop your silly class war.”

He also said:

“this is a key test for our party. Does it want to be a serious force for government, or does it want to be a right-wing debating society”.

Has the Secretary of State forgotten that advice?

[Damian Hinds]

I thank the hon. Lady for her questions. Selective schools, of course, include grammar schools; they also include partially selective schools. [Interruption.] Well, they do; that is the distinction.

The hon. Lady asked whether I agree with myself and with things I said in the past. I am happy to confirm my agreement with myself. When she says I was quoted as saying that I did not think grammar schools were the answer to social mobility, it is patently obvious that there is no one single answer to the challenge we have in this country of social mobility. However, there are many things that can play a part, and we want this type of school—existing selective schools, if they wish to expand—to do more to contribute towards social mobility.

The hon. Lady asked specifically whether the money involved was as announced at the autumn statement 2016. I believe I did cover that in my opening statement. She is right that it is £200 million over a period of time. Initially, we are talking about £50 million this year.

The hon. Lady asked what evidence we had. There are parts of the country—the hon. Member for Wythenshawe and Sale East (Mike Kane) represents part of one of them—that are performing well right across all the types of school where there is a selective school system in place. On progress measures, when we look across Progress 8, we see the gap narrowing in terms of children who are able to attend grammar schools, particularly from disadvantaged backgrounds. However, this is only one part—and a relatively small part—of our overall school system, which is a diverse system.

The hon. Lady asked about independent schools, and many already do good work in partnership with the state sector. We want to see more of that, and we announced that on Friday as well. On faith schools, I cannot say exactly where they will be or how many there will be, because that depends on the faith groups and others who will sponsor voluntary-aided schools.

Overall, this package is about making sure we continue to provide good-quality school places. More than 800,000 school places have already been created since 2010. We want to make sure we carry on with that record.

Oral Answers to Questions

Debate between Angela Rayner and Damian Hinds

Monday 14th May 2018 Commons Chamber

[Damian Hinds]

That is absolutely right. As I said earlier, the levy ensures that all sizeable firms contribute to the upskilling of the nation. It is an employer-led system to make sure that the apprenticeships that are done are those demanded by employers.

[Angela Rayner (Ashton-under-Lyne) (Lab)]

May I echo the Secretary of State’s words regarding our friend, the late Dame Tessa Jowell? I think in particular of her role in the founding of Sure Start centres, not just as the shadow Secretary of State for Education but because when I was a young mum it was the local Sure Start centre that really helped me and my son. For all that is said and done in this Chamber, that is the best that any Member can hope to have achieved.

Last week, Ministers told us that nursing apprenticeships were the answer to NHS staff shortages. They set a target of 1,000 nursing apprentices, but just 30 have actually started training. Will the Secretary of State tell the House how many will start this year?

[Damian Hinds]

Apprenticeships are an important opportunity in the national health service, and we continue to work with the NHS and the Department of Health and Social Care on them. Of course, in the health service, as throughout society and the economy, apprenticeships are employer-led programmes, so the health service takes the lead.

Oral Answers to Questions

Debate between Angela Rayner and Damian Hinds

Monday 19th March 2018 Commons Chamber

[Damian Hinds]

The intention of the national funding formula is not that every pupil throughout the country has exactly the same amount of money spent on them, because it is important that the formula recognises the difference in composition of pupil make-up. We were talking a moment ago about deprivation, but there are other measures of additional need that need to be reflected.

[Angela Rayner (Ashton-under-Lyne) (Lab)]

May I first start by congratulating Andria Zafirakou from north London, who won this year’s global teacher prize this weekend. I know the whole House will agree with her on the power of the arts to change young people’s lives.

In the Chancellor’s spring statement last week, he said:

“School budgets are increasing per pupil in real terms.”

He also said that

“every school will receive a cash increase.”—[Official Report, 13 March 2018; Vol. 637, c. 726-735.]

Does the Secretary of State agree with the Chancellor?

[Damian Hinds]

First, let me join the hon. Lady in congratulating Andria Zafirakou on her outstanding achievement. It is a particularly striking individual attainment, but it is also a reflection of the incredibly inspirational role that teachers everywhere play.

We have discussed funding at some length. The fact is that across the system the per pupil real-terms funding is being maintained. Over the next couple of years, local authorities will play a role in allocating that money to ensure the final result reflects local circumstances.

[Angela Rayner]

I am glad the Secretary of State accepts that point, because the UK Statistics Authority last week refuted both of those claims and he had to retract what he said at our last question time. Last week, he said:

“the mere repetition of a falsehood does not turn it into the truth.”—[Official Report, 13 March 2018; Vol. 637, c. 801.]

Will he now apologise for misleading the House and make clear the truth that there is no increase and that school budgets may face cuts of up to 1.5% per pupil?

[Angela Rayner]

No, Mr Speaker. Inadvertently misleading the House.

[Damian Hinds]

It is true that cash funding per pupil is increasing. It is also true that real-terms funding is increasing. But I could and should have been more precise that when we talk about real-terms per pupil funding, that is being maintained. The core schools budget over the next two years will rise from a little under £41 billion to £43.5 billion.

--- Later in debate ---

[Damian Hinds]

I share my hon. Friend’s concerns; it is a terrible case, and tragically not the first of its type. I will write to ask the chair of the new national child safeguarding review panel to look at the places where these appalling crimes have happened, such as Rotherham, Oxfordshire and, indeed, Telford, and to report on whether lessons have been learned and practices improved right across the system.

[Angela Rayner (Ashton-under-Lyne) (Lab)]

Last week, the Secretary of State was forced to extend the childcare voucher scheme by six months in order to survive the vote on it that we called. I tried to get some answers last week, but the Secretary of State has given us no clarity on what will happen next. Will he come back to the House with an oral statement and give us a meaningful vote before the scheme ends?

[Damian Hinds]

The move to tax-free childcare is of course a Treasury and Her Majesty’s Revenue and Customs policy rather than a Department for Education one, but we made it clear in last week’s debate that there would be an extra six months to look into transitional considerations.

Post-18 Education

Debate between Angela Rayner and Damian Hinds

Tuesday 20th February 2018 Commons Chamber

[Angela Rayner (Ashton-under-Lyne) (Lab)]

I thank the Secretary of State for giving me advance sight of his statement.

I welcome the Prime Minister’s admission yesterday that the system is not working. She rightly talked about the choices facing a working-class teenage girl today. I faced those choices as a working-class teenage girl myself, but every part of the education system that helped me has been attacked by this Government. I want to ask the Secretary of State first to clarify one simple point. He has claimed that there are now record numbers of students from disadvantaged backgrounds, but the House of Commons Library has confirmed today that, when we include part-time students, there are now 10,000 fewer students from under-represented areas than there were before the Government raised tuition fees to £9,000 a year. And as usual, the rest of the Secretary of State’s announcement leaves us with more questions than answers.

Let us start with the most important question. Will the review be able to recommend extra funding for education overall? The terms of reference state that it cannot make recommendations on tax and that it must follow the Government’s fiscal policies. Does that mean that the review cannot recommend anything that would increase spending? If so, can the review consider restoring maintenance grants, reducing interest rates or increasing the teaching grant? Can the Secretary of State also confirm that the terms of reference make it clear that it is not an independent review at all but one directly run by his Ministers? Given that, will he ensure that the review’s recommendations are put to this House and implemented in primary legislation that we can properly discuss and amend?

The Prime Minister admitted that the current system

“leaves students from the lowest-income households bearing the highest levels of debt”.

Does the Secretary of State acknowledge that that will always be the case with a system entirely based on loans? Does he agree with his predecessor, who has admitted that this Government were wrong to scrap maintenance grants?

Speaking to The Sunday Times, the Secretary of State said that he wants differential fees, with higher prices for subjects with the greatest earning potential. Is that policy, or was the Government’s Education Secretary not speaking for the Government? Does he understand that charging higher fees for the very courses that lead to the highest-paid jobs makes no economic sense and only widens inequality? So much for social mobility.

The Conservative party manifesto promised a review of tertiary education across the board, yet further education colleges form no part of this review, despite the hundreds of thousands of people aged 16 to 18 studying in them. Have this Government abandoned yet another manifesto commitment?

Can the Secretary of State also tell us whether student nurses are covered by the review? If not, will he give this House a debate and a vote on the regulations he is trying to sneak through to abolish their bursaries? He said that he wants funding arrangements to be transparent. The Treasury Committee, chaired by another of his predecessors, found the funding arrangements to be anything but. The Committee highlighted the “fiscal illusion” at the heart of the system, with up to £7 billion of annual debt write-offs simply missing, allowing the Government to artificially reduce the deficit by saddling young people with debt. Perhaps he can tell us whether he will take up the Committee’s recommendations. Will he finally tell us the latest estimate of the resource accounting and budgeting charge and about how it will be written off?

The truth is that a year-long review is an unnecessary waste of time and energy when action is needed now. Let me offer the Secretary of State a simple conclusion to his review: a fully costed plan to scrap tuition fees, to bring back maintenance support and to reverse the rest of the Government’s cuts to education. It is called “For the many, not the few” and that is exactly what our education system should be.

[Damian Hinds]

I thank the hon. Lady very much indeed for her response. She asked a number of questions and I will try to get through as many of them as I can. She is right to identify the issues of part-time participation in higher education. One of the things the review will look at is the ways in which it is possible to carry on earning in the labour force while studying. The decline in part-time study predates the 2012 reforms and indeed the change of Government in 2010, so we need to look at some of the underlying causes.

The hon. Lady asked what the review will cover. The review will cover the complete range, but the Government also believe in a framework of fiscal responsibility, and rightly so. It is only when we have a strong economy that we can have a strong education system and that we can carry on investing in our public services in the way that we are doing.

The hon. Lady asked whether it is an independent review. It is a Government review and the Government are ultimately responsible to this House and democratically. We make the decisions, but those decisions are informed and advised by an independent panel, the composition of which she knows. The legislative requirements that would follow from any changes would follow the normal processes. The same goes for the statutory instrument she asked about.

I do not want to take up too much time, but I want to set one important thing straight. When we talk about having different fees for different courses, it is about ensuring diversity and choice in the marketplace. That exists along many different axes, including shorter courses, more part-time courses and courses delivered in different ways. It is absolutely not the same as saying that there is some distinction of worth to be drawn between arts courses and science courses. With how the world economy is changing, it is also true that we are going to need more STEM graduates and more people with expertise in coding and so on, but that is a different point.

I will finish by observing that there is no such thing as “free” in higher education. Somebody must pay, and there are only two types of people who can fund higher education: those who have benefited from it and will typically earn much more over their lifetimes, and those who have not. There is a public subsidy that goes towards higher education that rightly reflects the societal benefit, but it is also right that the people who benefit contribute to the cost. The Labour alternative is to have the tab picked up entirely by other taxpayers, many of whom will not have benefited from the advantages. That is a regressive policy that would mean less money going to universities and fewer people going to university. It would be a policy for the few, not the many.

Oral Answers to Questions

Debate between Angela Rayner and Damian Hinds

Monday 29th January 2018 Commons Chamber

[Damian Hinds]

Yes, it does. Before “Never again” comes “Never forget.” Every young person should learn about the holocaust, which is why it is the only historic event that is compulsory within the national curriculum. I commend the work of the Holocaust Educational Trust and other such organisations.

[Angela Rayner (Ashton-under-Lyne) (Lab)]

The Secretary of State’s predecessor this morning admitted that they were wrong to abolish maintenance grants, that the student finance system is regressive, that variable fees will punish the poorest and that their review is intended to kick the issue into the long grass, rather than make decisions. Apart from that, she is very supportive. But she is right, is she not?

[Damian Hinds]

We have a system of higher education finance in this country that means unprecedented levels of disadvantaged people can go to university and our universities are properly funded. In October, the Prime Minister said that we would be taking quick action, raising the threshold for repayment and freezing the top fees for the next academic year. It is also right that we have a full review, looking at all aspects of value for money for young people and others going to university, and at the alternatives to university, such as taking a degree apprenticeship, as we discussed earlier.