Engineering Skills: Design and Technology Education

Carol Monaghan Excerpts

Tuesday 15th March 2016 Westminster Hall

[Carol Monaghan (Glasgow North West) (SNP)]

I congratulate the hon. Member for Chippenham (Michelle Donelan) on securing this important debate. It has been informative, with many valuable contributions, and there are clear messages coming through. The hon. Lady talked about the need to tailor the curriculum to what business requires and, when looking at school curricula, it is important to consider what we are trying to achieve as the end product.

As a physics teacher, I have been long aware of the growing need for specific professions within the workplace. Engineers, scientists and computer scientists have become key to economic success in this ever more digital world. There is a massive skills gap, and we should be taking positive steps to address it. The hon. Member for Strangford (Jim Shannon) talked about retaining the teachers we have and encouraging more people to take up a career in STEM teaching, and I agree; teachers are key to everything we are discussing this morning. If we cannot get teachers in, how can we possibly encourage our young people to take up these subjects? It is also important that we have an environment that is conducive to people moving into teaching. We need to look at what is happening in schools and the stresses and strains that have been put on teachers.

The hon. Member for South Antrim (Danny Kinahan) talked about working together to produce the best results, and that is important. We want a situation where our young people educated in engineering and science can travel not only throughout the UK but throughout the world. We are producing top-class engineers, but we are just not producing enough of them. We should be able to export these young people worldwide. He also mentioned grammar schools. I taught in a comprehensive school for most of my career, and I do not believe that grammar schools solve all the problems.

Schoolchildren’s awareness of careers in industry has been mentioned, and we need to be careful about some of the language we use. We talk about industry, but for many children that word conjures up images of boiler suits, oil and probably fairly manky toilet facilities. If we are trying to encourage our young people, we need to be careful when we loosely talk about the engineer coming round to fix our central heating boiler or our satellite TV. Important though those workers are, I am pretty sure that most of them do not have a degree in engineering.

[Kevin Foster]

The hon. Lady is making an interesting and at some points amusing speech. Does she agree that part of the issue is that we perceive engineering in this country as someone fixing a washing machine? In other parts of Europe, “engineer” is a title in itself, almost like having a knighthood.

[Carol Monaghan]

Absolutely. We of course have chartered engineer status, but that does not filter through to children when they are thinking about careers. The stereotypes are damaging. The hon. Member for Strangford talked about the high-end jobs we have in the UK, but how do we raise awareness? A few weeks ago, I visited Clyde Space, an engineering and manufacturing plant in an office block in the centre of Glasgow that manufacturers satellites. It has a lovely open-plan area with computers down one side. Lots of young people were sitting at them, chatting and working away. They were in jeans and some even had make-up on. It is a relaxed, nice environment, and they are all engineers. We need to change our perception of what an engineer is.

The hon. Member for Rochester and Strood (Kelly Tolhurst) talked about raising awareness of STEM careers at a much earlier age, and that is important. My hon. Friend the Member for Kilmarnock and Loudoun (Alan Brown) talked about the STEM outreach in his local area. Things like that start getting children ready for other possible careers.

The hon. Member for Chippenham mentioned the subjects included in the EBacc, but what is the purpose of the EBacc? Is it an attempt at producing a gold-standard qualification, or is it simply for league tables? I spoke to the Minister for Schools last week about the composition of the EBacc—we are becoming great friends across the Chamber—and I talked about the science pillar, which retains the traditional subjects. Although the rhetoric about STEM is positive, such things as the composition of the EBacc should be driven by economic factors, not just by outdated views of what a gold-standard education should be. The hon. Member for Bolton West (Chris Green) talked about the importance of hands-on skills, problem solving and apprenticeships. Those are vital. Problem-solving skills developed at school can be used widely in society, and not just within an engineering situation.

The Scottish picture was touched on by my hon. Friend the Member for Kilmarnock and Loudoun. In response to him, I should say that my son is just about to embark on an engineering degree at university, so perhaps I was more persuasive. In Scotland, we have redesigned our curriculum not by making a list of the subjects we consider to be core but instead by starting at the end point: looking at what employers need and the skills our young people have to have. Our new curriculum requires children to study a broad general curriculum from age three. It must cover lots of curricular areas, including expressive arts, health and wellbeing, languages, maths, religious education, sciences, social studies and technologies. All those subjects must be covered to age 14, so children in Scotland are getting the exposure that many Members have talked about today. As young people approach their exams, they can choose which strands they wish to progress. Within the technologies curriculum, there are many different subjects—computing science, design and manufacture, design and technology, engineering and science, to name but a few—that allow them to specialise. The beauty of it is that all subject areas have equal status and the markers by which schools are judged encompass all curricular areas.

As our young people progress, they have far wider options in which they can choose to specialise. The hon. Member for South Antrim talked about his difficulties with some of those areas. Not everyone is born to be an engineer, but not everyone is born to be an expert in classics, either. Variety is what makes our society rich. We have a baccalaureate in Scotland, but it happens at a later stage. Students can do four different baccalaureates: languages; expressive arts; social sciences; and science, which includes design and manufacture and engineering science. Those qualifications at a late stage in secondary are meant to be cross-curricular and include a cross-curricular project.

In conclusion, I totally agree with the hon. Member for Chippenham and the point she raised about the importance of design and technology qualifications. We need to look at a curriculum that is driven by what industry requires, not by what politicians think is needed. We also need curricula that allow for personalisation and choice, so that young people can become experts in their areas of interest.

Oral Answers to Questions

Carol Monaghan Excerpts

Monday 7th March 2016 Commons Chamber

[Mr Gyimah]

Let me puncture the hon. Gentleman’s question with a dose of reality. The Government are investing more in childcare than any previous Government. At a time when other Departments are facing financial constraint, the Government have made childcare a strategic priority. That is why we undertook the first ever cost of childcare review to ensure that funding is fair to providers and sustainable for the taxpayer.

[Carol Monaghan (Glasgow North West) (SNP)]

The National Audit Office report published last week raised concerns about how the 30 hours of childcare for some three and four-year-olds could impact on current provision for disadvantaged two-year-olds. What steps will be taken to ensure that increased provision for one group will not impact on the good work being done with disadvantaged two-year-olds?

[Mr Gyimah]

The hon. Lady asks a good question, and the answer is that there will be no adverse impact on the offer for two-year-olds. We were the first Government to introduce 15 hours of free childcare for disadvantaged two-year-olds, and that will carry on. We have increased the hourly rate for the funding for two-year-olds and ensured that the early-years pupil premium continues, so that two, three and four-year-olds who are particularly disadvantaged do not fall even further behind.

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[Mr Gibb]

The hon. Gentleman seemed to get a bigger cheer for mentioning Harold Wilson than he would have done if he had mentioned the current leader of the Labour party. I absolutely agree with the hon. Gentleman, however, about the importance of inspiring young people. University technical colleges have been established to do precisely that, and we have seen a huge increase in the number of young people taking STEM A-levels, with the number taking maths A-level going up by 18% so that some 82,000 young people are now taking it. It has become the single most popular A-level choice, while both physics and chemistry A-level entries have increased by 15%.

[Carol Monaghan (Glasgow North West) (SNP)]

We currently have a situation in which the income threshold for non-EU workers could be raised to £35,000, which will cause issues for many STEM teachers currently working in UK schools, as well as for teachers that could be recruited from abroad. Will the Minister explain to schools that have gaping holes in STEM teaching positions how he is working with the Home Office to ensure that we can continue to recruit from abroad?

[Mr Gibb]

As the hon. Lady will know, there is a consultation taking place with the Home Office on these very issues, and it will report in due course.

Oral Answers to Questions

Carol Monaghan Excerpts

Tuesday 2nd February 2016 Commons Chamber

[Joseph Johnson]

We are, of course, considering the Migration Advisory Council’s recommendations, and will come forward shortly with our response, but through our tier 1 exceptional talent visa, we provide many opportunities to highly talented scientists to work in the UK and contribute to our economy.

[Carol Monaghan (Glasgow North West) (SNP)]

7. What discussions he has had with the Scottish Government on implementation of the apprenticeship levy.

[The Minister for Skills (Nick Boles)]

Last October, my right hon. Friend the Chief Secretary to the Treasury set up a working group with Scottish Finance Ministers to plan the implementation of the apprenticeship levy, and I am going to Edinburgh this Thursday to meet Roseanna Cunningham and Ministers from the other devolved Administrations.

[Carol Monaghan]

The apprenticeship levy will apply to businesses across the UK, including Scotland. Will the Minister clarify the means by which Scotland’s share of the funds raised will be calculated?

[Nick Boles]

That is, of course, a matter for the Treasury, but the hon. Lady will be aware that the system of Barnett consequentials will ensure that Scotland, as well as the other devolved Administrations, receives a share of the tax raised across the UK to support apprenticeships—I hope—and any other policy the Scottish Government want.

Oral Answers to Questions

Carol Monaghan Excerpts

Monday 25th January 2016 Commons Chamber

[Nicky Morgan]

I read with interest the Health Committee report in the last Parliament, and I and the Under-Secretary, my hon. Friend the Member for East Surrey (Mr Gyimah), have regular conversations with our colleagues in the Department of Health and across Government on this issue. Early insights from the local transformation plans, which my hon. Friend the Member for Totnes (Dr Wollaston) will know about, indicate that some areas are already running their own activities to decrease stigma and discrimination, or are planning to do so. Sadly, there remains discrimination against the prioritisation of mental health services even within some parts of the NHS. We have to change that.

[Carol Monaghan (Glasgow North West) (SNP)]

I am feeling rather abandoned on the Scottish National party Benches today, and I am wondering whether my colleagues are off celebrating an early Burns Night. I wish any Members who will be taking part in such events a very enjoyable time.

The link between mental health problems and poverty is well documented, with young people from the poorest 20% of households three times more likely to suffer from poor mental health than those from the most affluent 20%. What plans does the Secretary of State have to study the impact of removing the education maintenance allowance on the mental health of the most disadvantaged young people in society?

[Nicky Morgan]

I agree with the first part of the hon. Lady’s question, although I am afraid that I could not agree with the second part because I could not quite see where she was heading with it. The overall issue is that the mental health of young people from all backgrounds needs to be addressed, in the sense of tackling early intervention and prevention and of ensuring that we produce strong, resilient young people. That is why I have been talking a lot about character education, which is something that I want to prioritise in the schools system in England.

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[Mr Gyimah]

That is an excellent question. There are many excellent school nurseries available. She may be aware that, as part of our last spending review, we announced £50 million of capital funding, and that we will be working with schools that need to expand to be able to deliver the cost of childcare.

[Carol Monaghan (Glasgow North West) (SNP)]

The Government’s plans for introducing 30 hours of free childcare for working parents have rightly received cross-party support, but, as we have already heard, there is still some way to go with regard to parents seeking employment. What work will the Minister do with parents who are currently seeking employment to enable them to access the childcare?

[Mr Speaker]

The hon. Lady appears to have phoned not one friend, but two. We are deeply grateful to her and to those hon. Members.

Out-of-school Education Settings

Carol Monaghan Excerpts

Wednesday 20th January 2016 Westminster Hall

[Carol Monaghan (Glasgow North West) (SNP)]

I congratulate the hon. Member for Gainsborough (Sir Edward Leigh) on securing the debate. I find myself in the strange position of agreeing with almost everything he said.

Like the hon. Member for Eastbourne (Caroline Ansell), I am a former teacher. I know the difficulties teachers have in recruiting people to help with out-of-school clubs and activities, and adding a further layer of bureaucracy will simply close those down, with all the benefits to our young people being lost in one foul blow.

As has been mentioned, anyone working with children already needs to undergo disclosure checks. Although those can take time and be problematic for people who want to get started, they are an important tool, and they are already in place.

The hon. Gentleman mentioned an atheist who said that teaching children the Bible was akin to child abuse. We must be careful about how we perceive teachers and what they do. People often think that teachers in particular settings are taking part in indoctrination or putting forward one view. Teachers in Catholic or other Christian schools do not simply teach one view—they teach different views.

Let me give an example from my experience. I was a science teacher. When we looked at the energy debate, we would give pupils the facts about renewables and nuclear and let them make their own decisions—we would teach them how to argue and how to think. The point here is that we are forgetting the professionalism that teachers show, whatever setting they are in. Teachers are not brainwashing pupils; they want to give them the knowledge to make their own decisions.

While we are talking about brainwashing and indoctrination, I should add that I am far more concerned about children who spend six-plus hours in front of the television, being fed soap operas and “The X Factor”, with all the lessons that those teach.

[Kevin Foster (Torbay) (Con)]

The hon. Lady makes a great point. The proposed regulation could mean that more people in the communities where many churches operate—some of the most deprived communities in the country—are sitting indoors, doing less activity, which links to the debate we will have tomorrow about having a strategy to deal with the obesity that these things are resulting in.

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[Carol Monaghan]

Absolutely. We need to look at the huge benefits that children—our future citizens—gain from these additional activities.

The hon. Member for Aldershot (Sir Gerald Howarth) talked about the need to tackle the threats to national security. We all share the responsibility to tackle extremism, but in doing that we must be careful not to throw the net too wide. Tarring every Muslim in Britain with the same brush because of the actions of those who carry out atrocities such as the recent Paris attacks or the 7/7 bombings is like tarring every Irish person with the same brush because of the Warrington bombing. We must be careful about the language we use so that we do not play into the hands of extremists. If we approach the Muslim community aggressively, we will simply cause anger and upset, and we will not get to the nub of the issue—the handful of extremists feeding poison to people.

[Wendy Morton (Aldridge-Brownhills) (Con)]

Does the hon. Lady agree that the proposal risks being very heavy-handed? At its heart, it fails to take into account the fact that children and young people access so many out-of-school services and clubs and that those are at the heart of many communities across our country.

[Carol Monaghan]

Absolutely, and the same is true in the Muslim community. My local mosque, in Glasgow’s West End—the Ahmadiyya welcome centre—has children visiting every day after school to learn the Koran. It also opens its doors to the community and says, “Come and see what we do with these children. Come and see how they are benefiting. Come and find out about the values that are being taught here.” When we go in, we find happy children and a group of people who want to share what they are doing, and that is the experience in most mosques across these isles, so we need to be careful about these issues.

When an attack takes place, it is nothing to do with Islam, which is a faith of peace, or with our Muslim brothers and sisters, who contribute so fully, but it is everything to do with poisonous individuals and their individual agendas. We must continue to ensure that the Muslim community plays a full part in the wider community and that it does not find itself cut off or feel that it must cut itself off.

Many Members have talked about British values. Let me finish by saying that the values I hold dear are freedom of speech and freedom of expression, as long as people exercise them respectfully. Our values should include respect for people of all faiths and for those of none at all.

Student Maintenance Grants

Carol Monaghan Excerpts

Tuesday 19th January 2016 Commons Chamber

[Carol Monaghan (Glasgow North West) (SNP)]

Education has been a priority in Scotland for more than 300 years. The established Church in Scotland decided in the mid-16th century to set up a school in every parish to enable children to read the Bible and access its teachings. By the early 18th century, Scottish children led the world in literacy and fuelled the Scottish enlightenment.

That is important because it highlights the differences in how education is viewed across these isles. The focus in Scotland remains the student; there is not only a commitment to the young person’s education but an acknowledgement that that same young person will develop skills through their university career that make them an asset to the country.

[Tom Tugendhat (Tonbridge and Malling) (Con)]

Will the hon. Lady give way?

[Carol Monaghan]

No, because I have been urged to be brief.

By contrast, we see from this Tory Government an ideological attack on the most disadvantaged students. While still at school, talented pupils in England have had their education maintenance allowance scrapped, forcing some youngsters to leave before they have reached their potential. In England and Wales, fees of £9,000 a year are being imposed on students, and now grants for the poorest are to be scrapped, with the Chancellor describing them as “unaffordable”. In using such language, does the Chancellor consider those young people to be an asset?

In my previous profession as a secondary school teacher, I often came across extremely able pupils from difficult backgrounds. It was important early in their school career to plant a seed of possible career aspirations, because even with academic success getting them to university was not a certainty. A lot of work had to be done both with the young people and with their parents to encourage that progression.

[Tom Tugendhat]

The hon. Lady speaks with eloquence and knowledge from her great experience in secondary education and I very much welcome her contribution, but I challenge her description of the differences between Scottish and English education. In England, we have seen a greater ability of children from all backgrounds to achieve access to tertiary education. In Scotland, that is increasingly not the case. Does she not agree that one of the Scottish National party’s achievements of the past five years has been a fall, not a rise, in social mobility in tertiary education?

[Carol Monaghan]

Once again, we hear that myth here in this House. There is work to be done on the numbers of young people going directly from school to university; none of us would deny that. However, in Scotland young people have many more pathways to access university. If we look at children coming through further education colleges, we see that the number of young people from disadvantaged backgrounds is significantly higher in Scotland than in the rest of the UK.

May I return to those young people and their parents? Eventually the chat turns to logistics and how they will be able to afford higher education. We have to go into the detail. Parents are usually full of pride—often the child is the first in the family even to think about going to university. Explaining that in Scotland tuition is free makes a huge difference, but the parents still have to weigh things up. They have been expecting a new breadwinner, contributing to the household. They have been expecting their daughter or son’s Saturday job to become their full-time career. Instead, the financial burden on the family stretches on.

[Hywel Williams (Arfon) (PC)]

My constituent Nathan Haley is an English student studying in Wales. He already faces debts of £36,000 in tuition fees and expects that to rise to £65,000 if the proposal goes through. Does the hon. Lady think that will encourage him to pursue a career path into teaching?

[Carol Monaghan]

I thank my hon. Friend for his intervention. The barrier becomes insurmountable for such young people. I was one of five who all managed to go to university and got grants throughout that time. For my family it would have been impossible for us to access a university education.

Being able to say to worried parents, “Yes, there is some support available. Yes, you will be able to apply for financial help” makes a massive difference to the decisions the family will make. When there is less family support, the financial support offered by a grant becomes a lifeline. Students can of course apply for loans to support them through their course, and many do, but we have to understand that loans are not viewed the same by children from different backgrounds. For families living under the constant threat of debt, for whom life is a continual battle to survive between meagre wage packets, the decision to take out a loan, incurring further debt, is extremely difficult, and often it is one that they just cannot take.

[Clive Lewis (Norwich South) (Lab)]

I could not agree more with the hon. Lady on that point. The Institute for Fiscal Studies has said that the debt of the poorest 40% of students will increase by £12,500 to £53,500. I do not know where Government Members are coming from, but from my point of view, as someone who came from a working-class background, that would have put me off going to university and it will put off many thousands of other students. The policy is not about social mobility. There is no social justice in it. It is about social cleansing and keeping such students out of university, and it is wrong.

[Carol Monaghan]

I agree wholeheartedly with the hon. Gentleman.

There has been some success in widening access, which must be applauded, but there is a danger that the excellent work that has been done will be brutally undone if these grants are scrapped. Last week in a different context I heard a Member on the Government Benches refer to grants as “free money”. Let me be clear: grants are not free money. Grants are paid back. The grant that I received when I was a student was paid back by more than 20 years as a physics teacher. The bursaries provided to student nurses are paid back when they provide vital care in our NHS. The grants paid to students across these isles will be paid back when they take their place as educated contributors to our workforce and to our nations.

In Scotland education has been a key national priority for over 300 years and the Scottish Government’s commitment to our young people is clear. The UK Government have to ask themselves whether they value education and the benefits to society that it brings. Do they value the skills gained by our young people, or is this simply another attack on the most vulnerable?

[Several hon. Members rose—]

Oral Answers to Questions

Carol Monaghan Excerpts

Monday 30th November 2015 Commons Chamber

[Nicky Morgan]

I admire my hon. Friend’s bid to help the Scottish Government to write the curriculum, and I can see that SNP Members are ready to take him up on that offer. I should clarify that I was talking about the extra £1 billion a year for free childcare, but he is absolutely right to say that we are spending more on education in this Parliament.

[Carol Monaghan (Glasgow North West) (SNP)]

I join my colleague, my hon. Friend the Member for East Kilbride, Strathaven and Lesmahagow (Dr Cameron), in wishing the House staff and all Members latha Naomh Anndra sona dhuibh, or happy St Andrew’s day.

I am glad that the Secretary of State has recognised the importance of BBC Alba, but of course it is more than just a TV channel in Scotland: it plays a crucial role in supporting parents of children in Gaelic medium education. Will she outline what she can do to support those parents as a result of this savage UK Government cut?

[Nicky Morgan]

The hon. Lady will be pleased to hear that I am not going to compete with her Gaelic.

Education funding, as I have already said, is devolved to Scotland and although BBC Alba might provide a valuable service I am sure that there is much more that the Scottish Government can do to support both parents and teachers in schools with the funding that they receive. I note that the attainment gap between the advantaged and disadvantaged in education in Scotland has not narrowed at all.

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[Mr Gyimah]

I thank the hon. Lady for her question and congratulate her on her recent engagement to a Conservative councillor. I did not think such things were possible, but they are yet another reminder that there are ways in which we are better together.

I draw the hon. Lady’s attention to the point made by the Scottish Education Minister on narrowing the gap: children from the 20% most deprived areas in Scotland are seven times less likely to attain three A grades in their highers than their most affluent peers. There are no lessons that we can take from Scotland on narrowing the gap.

[Carol Monaghan (Glasgow North West) (SNP)]

Of course in Scotland, when we put together our figures on further and higher education and compare them with figures put together on further and higher education in England, we see that Scotland is leading.

As a teacher, I am only too aware of how important EMA is for keeping talented young people not in apprenticeships but in education, so what steps has the Minister taken to ensure that youngsters from disadvantaged backgrounds can continue to access further and higher education?

[Mr Gyimah]

Education is a devolved matter in Scotland, but if we are talking about huge cuts, there were 141,726 fewer college places in 2013-14 than in 2008-09. As I said, we will take no lessons from the Scottish National party.

Childcare Bill [Lords]

Carol Monaghan Excerpts

Wednesday 25th November 2015 Commons Chamber

[Nicky Morgan]

I thank my hon. Friend for her intervention. Childcare by childminders is very much part of the response. They are popular and flexible. We want to continue to do what we did in the last Parliament—to offer childcare business support grants, which enable people to set up in business as childminders; often they are women setting up in business for the first time. We welcome their contribution to this market.

Providers have demonstrated what they can do through the two-year-old free entitlement programme, with nearly 60% of eligible children accessing a place at the beginning of this year, four months after the entitlement was extended. Now we will increase our overall investment in the childcare sector and set an increased funding rate that will enable providers to deliver the entitlement and ensure fair value for the taxpayer.

The Chancellor has just made the autumn statement and he could not have demonstrated more clearly the Government’s commitment to funding the early years and childcare. In the last Parliament, we invested around £20 billion to support parents with childcare. The Chancellor’s announcement today, along with the funding announced at the Budget in the summer, mean that this Government will go even further and invest a record amount in childcare.

The Government will provide more support than any other in history, with, as I have mentioned, a package that includes rolling out tax-free childcare from 2017 and more support for families on universal credit. The extended entitlement means that working families will be entitled to receive an unprecedented increase in childcare support, with savings of up to £5,000 per child per year for working families. By 2019-20, we will be investing more than £1 billion a year to fund our manifesto pledge for 30 hours of childcare for working parents of three and four-year-olds.

As well as being the only party to commit to extending free childcare to 30 hours, at the general election we were the only party to commit to raise the average funding rate paid to providers. Today we are confirming we will do so.

[Carol Monaghan (Glasgow North West) (SNP)]

Will the Secretary of State give way?

[Nicky Morgan]

I am going to make some progress on this paragraph and then I will come back to the hon. Lady.

The increase in funding includes nearly £300 million for a significant uplift to the rate paid for the two, three and four-year-old entitlements. That will deliver a new national average funding rate paid to providers. Both rates will increase by at least 30p per hour. For three and four-year-olds, the new average rate will be £4.88, including the early years pupil premium and the rate for two-year olds will be £5.39. With that increase we have set the level of funding that providers need to deliver high-quality childcare, while at the same time providing good value to the taxpayer. We will also consult on a package of reforms to improve efficiency in the sector and further ensure value for money. I can also confirm that the early years pupil premium will not change and is worth £50 million in 2015-16, helping to ensure that three and four-year-olds from the most disadvantaged backgrounds have the best start in life.

The increase in the funding rate is supported by the robust review of the cost of childcare carried out over the last six months. Today that review is being published and will be made available in the Library of the House. I thank those who responded to the call for evidence as part of the review, as well as those who were involved in attending round table discussions across the country.The participation and engagement of organisations including the Pre-school Learning Alliance, the National Day Nurseries Association, the Professional Association for Childcare and Early Years, the Independent Schools Council and other key partners, meant we were able fully to understand the concerns and arguments around the funding of the entitlement.

As the Chancellor has also announced, we are committed to ensuring that funding is allocated in the fairest way. Next year, we will consult on an early years national funding formula, which will give due consideration to funding for disadvantaged children and to special educational needs funding for the early years.

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[Carol Monaghan (Glasgow North West) (SNP)]

I speak as a former teacher with 20 years’ experience in education, so I will speak from a personal point of view. I also plan to speak fairly briefly. I will speak in particular about clause 2 because there are issues with it.

Years ago, I worked at Glasgow University in a team that trained new teachers, from nursery teachers through to secondary science teachers. As part of that job, I had to visit students on their placements. I visited one student in a particularly deprived area of Glasgow. There was a small boy who had started school a few weeks before the visit and he had only one word in his vocabulary: “man”. He used that word for any adult or older pupil. He was not a child with special educational needs, but his language development was severely behind where it should have been. The hon. Member for Manchester Central (Lucy Powell) mentioned an 18-month developmental gap. For that particular child, the gap was closer to two years. That is a very difficult gap to make up.

Some great work was done by a Notre Dame sister who was a secondary head teacher in Liverpool. She came to Glasgow to look at inner-city schools and the difficulties that young children had in communicating and making their views known. She worked very closely with the parents and realised that early intervention was key. This nun, Doreen Grant, wrote a fabulous book called “Learning Relations”, which Members might want to tap into from time to time.

The proposal for 30 hours of childcare will be fantastic for working parents. It is extremely important and will make a massive difference to their lives. I therefore welcome it. However, we need to be careful about the language we use and should think about revising it. We keep talking about “childcare”. In Scotland, we talk about “early-years education”. The education programme starts at the age of three. I am talking not about formal education and learning to read and write, but about learning to communicate, learning about relationships and starting to work through a curriculum. There is a subtle but fundamental difference between the word “childcare” and the words “early-years education”. Childcare is about the parents. It is about supporting them, benefiting them and making their lives more convenient. Of course, it benefits the children as well—I am not denying that. However, early-years education is focused 100% on the children. It is about improving their life chances.

The Secretary of State said that the Conservative party was the only party to have in its manifesto a commitment to 30 hours a week of childcare. I am sure that was a slip-up, because of course the Scottish National party had a commitment to 30 hours’ early-years education in its manifesto. The difference, of course, was that that was for all children. We are talking about education as a way of increasing life chances and reducing inequality, so it is crucial that we do not limit it to families where both parents are in work. Clause 2 will further increase inequality, as the children most in need of a good start and early intervention could miss out.

I am concerned that three groups of parents are not fully addressed in the Bill. First, we have heard about children with disabilities, and I welcome the Secretary of State’s commitment to ensure that provision will be made for them, but what about parents with disabilities who are not able to work? Where will their children be left? They could be further excluded from society and miss out on chances. Extremely young children could have to take on a caring role, so I feel strongly that the provision set out in the Bill has to be increased to include parents with disabilities who are unable to work.

I am also concerned about grandparents, sometimes elderly grandparents, who look after children. No provision is made for them, and they too have to fulfil the requirement of being in work in order to access the 30 hours of childcare. We have an opportunity to make a real difference to those carers, who are unsung heroes in society.

The third group of parents I am concerned about is those on zero-hours contracts. The right hon. Member for Basingstoke (Mrs Miller) mentioned flexible working, but what about those people? Unless we have a firm commitment to childcare provision for them, they will not be able to access it. That is really worrying.

There is a famous quote, which has been attributed to a lot of different people—“Give me the boy until he is seven and I will give you the man.” That is key, because what we do at the early stages makes such a difference. The Secretary of State talked about school-readiness and the difference that the 30 hours of childcare will make to young children when they go to school. Are we only going to ready children from some sectors of society? I urge the Secretary of State to expand the provision so that all children, particularly those from a disadvantaged background, can access it.

We have an opportunity to support both parents and children, and I urge the Secretary of State to follow the Scottish Government’s ambitious target of providing 30 hours of childcare—or better, 30 hours of early-years education—to all children.

--- Later in debate ---

[Tristram Hunt (Stoke-on-Trent Central) (Lab)]

It is a pleasure to follow the hon. Member for Norwich North (Chloe Smith).

As usual, the debate on childcare has been split between a conversation about maternal employment rates and productivity and questions about school readiness and childhood development, which the SNP spokesperson raised so effectively. I would give more credence to her view if the rates of social mobility in Scotland under the SNP Administration were higher, yet if we look at the number of children from disadvantaged backgrounds going into higher education in Scotland relative to England, we see that the SNP has not delivered what it promised.

[Carol Monaghan]

Perhaps the hon. Gentleman does not realise that one of the routes to higher education in Scotland is further education, but that the figures on that sector are not included in the UCAS statistics.

[Tristram Hunt]

I do know that fact, but if I were an SNP representative I would certainly not defend its role in further education. The SNP has supported higher education at the expense of further education, hammering the poor. I am being dragged away, however, from the Second Reading of the Childcare Bill.

As the shadow Secretary of State suggested, we can all welcome the Government’s policy of extending free childcare for three and four-year-olds to 30 hours a week for working families. This builds on the Labour party offer at the last general election of 25 hours of free childcare, which we were told was unaffordable and could never be delivered. More importantly, it builds on decades of work by hon. Members on both sides of the House in making the case. Any legislation that aims to tackle the childcare crisis, to increase maternal rates of employment and to generate long-term growth has to be welcomed, but over the last five years the Government have made it much harder for parents to find the childcare hours they need. Compared with 2010, there are more than 40,000 fewer childcare places, and six in 10 councils report that they do not have enough childcare available for working families—not least in Oxfordshire, where I know the Prime Minister is leading the anti-austerity movement.

At the same time, childcare prices are crippling families that are already under pressure with parents spending more than £1,300 extra on childcare than they did in 2010. In Stoke-on-Trent, costs have increased by almost 73%, so anything that attempts to redress those impacts on families is to be welcomed. The question, I think, is how it is to be funded.

I welcome the Chancellor’s announcements today of the £300 million of additional funding for the scheme to increase the hourly rate childcare providers will receive, once this measure is introduced from 2017-18, alongside the £50 million of capital investment to create additional places in nurseries to be brought in from the same year. As my hon. Friend the Member for Islington South and Finsbury (Emily Thornberry) will explore in her incisive speech, however, the figures do not quite add up. We can reflect again on the irony that we were told during the election campaign that 25 hours was wholly unrealistic and could not be done, while the Government have now come up with some completely different figures. I am sure Chairman Mao would have had a witty aphorism about that.

This ignores the massive childcare places crisis that is hitting the sector now. As the shadow Secretary of State suggested, the Government’s free childcare policy is already vastly behind schedule. Today, Ofsted is announcing an 11,000 fall this year in the number of childcare places provided by nurseries. We are actually seeing a drop in the course of this year, which is leading to many providers having to close, resulting in a further shortage of places. In my own Stoke-on-Trent constituency, there are 74 fewer registered providers than in 2009, which is evidence that the underlying infrastructure needed to deliver the Government’s announcements today is creaking to breaking-point.

The Institute for Public Policy Research has warned in its recent report on the Bill’s implementation that if more childcare providers close it will drive down childcare quality, with poorer outcomes for children and less choice for parents as the market shrinks. In the face of increasing demand and decreasing provision, it is likely that the Government will have to deregulate childcare or weaken childcare ratios—we can go back to that old debate—to make the plan sustainable.

--- Later in debate ---

[Carol Monaghan]

Surely the hon. Lady would agree that the very children she is talking about, who really need help to narrow the attainment gap, need additional early years education? The Bill will ensure the gap remains as it is.

[Lucy Frazer]

The Bill will enable two, three and four-year-olds to have the schooling they need. I welcome the Chancellor’s announcement that there will be a £1 billion increase in education spending, but I ask the Secretary of State not to lose this great opportunity to ensure that disadvantaged children get the best start in life.

In undertaking the pilots and the review next year, I ask the Secretary of State to take into account the points made to me by nursery providers in my constituency: to recognise the differences in nursery provision throughout the country and the scalability or otherwise of nurseries; to consider that rural and urban provision may be different; to recognise the different living costs of staff around the country, which may be high in Cambridgeshire; and to provide a rate that will enable providers to provide good quality and consistent education and care. If that is achieved, the Bill could be instrumental in our children’s futures, providing the best outcome for the next generation.

--- Later in debate ---

[Mr Gyimah]

The hon. Lady is absolutely right that fewer families will access the additional hours, particularly among the well-off. It is right that we have introduced an income cap.

My right hon. Friend the Member for Basingstoke (Mrs Miller) made some fantastic points. I particularly welcome her suggestion that Hampshire participates as one of the early implementers of the policy, which I would definitely like to consider. She rightly mentioned childminders, who are often forgotten in debates on childcare. They offer excellent childcare based in the home, and they can offer parents much needed flexibility. We will look at the burdens of bureaucracy that affect them.

My right hon. Friend also mentioned the need to make the offer as simple as possible for parents, and we will examine that in detail. It should also be simple for providers, as my right hon. Friend the Secretary of State said. We want not only to provide more money to the sector but to reform the system that underpins it. That means having a national funding formula that allows as much of that money as possible to get to the frontline. It also means examining the bureaucracy that means that a provider operating across different local authority areas has to have different contracts within different systems. We will look at that to ensure that providers can deliver as easily as possible.

The hon. Member for Glasgow North West (Carol Monaghan) made some good points about the distinction between childcare and early education. She is right to say that early education is about the child’s development, while childcare is about the parents. This policy ticks both boxes. The first 15 hours, which is the universal offer, applies to every child and is about school readiness, whereas the second 15 hours helps parents to work more hours. That said, I do not necessarily agree with her point about Scotland being a good example. Just 15% of Scottish local authorities, for example, said that they had enough childcare for working parents in 2015 compared with 23% in 2014. I do not think Scotland is the best example as regards sufficiency issues.

[Carol Monaghan]

Of course, we are talking about ambitious targets and the Minister is outlining his Government’s targets. Those targets are also ambitious, but targets are something that we work towards. We are working towards our targets, as I am sure the Minister will have to work towards his.

[Mr Gyimah]

I am glad to say that in England we have ambitious targets, but also targets on which we are delivering. For the first 15 hours, 97% of four-year-olds and 94% of three-year-olds are enrolled. The latest information from the early years foundation stage profile shows that more children than ever before are reaching a good level of development.

The non-economic eligibility criteria were mentioned, specifically as regards disabilities. I am pleased to say that in families where one parent is unable to work because they are disabled, three and four-year-olds will be eligible for 30 hours of childcare. We have also committed to including in the eligibility criteria for 30 hours parents who are unable to work because of caring responsibilities as well as lone parents and those on zero-hours contracts. To recognise these situations, there will be a grace period so that if parents lose their jobs, they do not automatically lose their entitlement to childcare.

My hon. Friend the Member for Norwich North (Chloe Smith) gave a very good speech, focusing on the need for sufficiency. I want to reassure her that, as she will have heard in the Chancellor’s statement, £50 million is being made available to increase the number of places in early years provision. Now that free schools can bid for funding to create nurseries, we project that 4,000 nursery places will be created through that programme. I understand and note her concerns about local authority top-slicing, which was mentioned a number of times in the debate, and we will be looking at that very closely as we implement the policy.

The hon. Member for Stoke-on-Trent Central (Tristram Hunt), who is no longer in his place, spoke eloquently, as he often does, but misguidedly about quality in the early years sector. As I have said, 85% of providers are rated good or outstanding and the Government have not only raised the qualifications criteria for staff but are seeing quality increase as well.

My hon. Friend the Member for Kingston and Surbiton (James Berry) made a good case for the value of pre-schools and underscored why this policy, particularly the entitlement for two-year-olds that we have kept in the spending review, is so important. We know that early education can make a huge difference to outcomes at school, particularly for disadvantaged children.

The hon. Member for Islington South and Finsbury (Emily Thornberry), with her usual bluster and conjecture, sought to criticise the policy at every turn but ended her speech by saying that she will support the Bill today. I hope that she will join the Committee, because I would very much like to go through the Bill line by line with her to ensure that we get it right for working parents, which is what I am sure she wants to do.

As the father of an 18-month-old in full day care who I drop off every day, I know what it is like for parents to be concerned about their children being cared for by high-quality professionals and I know what it is like to need flexibility and for it to be affordable, as I know many parents up and down the country do. This Bill and the spending settlement announced by the Chancellor today deliver precisely that: high-quality affordable childcare for parents.

Question put and agreed to.

Bill accordingly read a Second time.

Childcare Bill [Lords]: Programme

Motion made, and Question put forthwith (Standing Order No. 83A(7)),

That the following provisions shall apply to the Childcare Bill [Lords]:

Committal

(1) The Bill shall be committed to a Public Bill Committee.

Proceedings in Public Bill Committee

(2) Proceedings in the Public Bill Committee shall (so far as not previously concluded) be brought to a conclusion on Tuesday 15 December 2015.

(3) The Public Bill Committee shall have leave to sit twice on the first day on which it meets.

Proceedings on Consideration and up to and including Third Reading

(4) Proceedings on Consideration and proceedings in legislative grand committee shall (so far as not previously concluded) be brought to a conclusion one hour before the moment of interruption on the day on which proceedings on Consideration are commenced.

(5) Proceedings on Third Reading shall (so far as not previously concluded) be brought to a conclusion at the moment of interruption on that day.

(6) Standing Order No. 83B (Programming committees) shall not apply to proceedings on Consideration and up to and including Third Reading.

Other proceedings

(7) Any other proceedings on the Bill (including any proceedings on consideration of any message from the Lords) may be programmed.—(Simon Kirby.)

Question agreed to.

Childcare Bill [Lords]: Money

Queen’s recommendation signified.

Motion made, and Question put forthwith (Standing Order No. 52(1)(a)),

That, for the purposes of any Act resulting from the Childcare Bill [Lords], it is expedient to authorise the payment out of money provided by Parliament of:

(1) any expenditure incurred under or by virtue of the Act by the Secretary of State; and

(2) any increase attributable to the Act in the sums payable under any other Act out of money so provided.—(Simon Kirby.)

Question agreed to.

Further Education

Carol Monaghan Excerpts

Wednesday 18th November 2015 Commons Chamber

[Carol Monaghan (Glasgow North West) (SNP)]

I do not think that anyone in this House would dispute the fact that colleges play a crucial role in providing employability skills for our young people. The cuts in funding for 16 to 19-year-olds’ education are leading to cuts in courses that are key to productivity. That is a serious issue that must be addressed. This sector must be appropriately funded.

This morning I met Chris Keates from the NASUWT, and she painted a disturbing picture of post-16 education in England. She told me of her concern that the sector has been entirely unprotected and was specifically targeted for cuts in the 2010 comprehensive spending review, that 72% of sixth-form colleges have been forced to drop key courses as a result of the cuts to date, and that the area reviews are causing distress and disillusionment to staff in colleges.

[Paul Farrelly]

Of course, the Secretary of State has pre-empted the comprehensive spending review with her rapid area reviews. Does the hon. Lady agree that choice and competition often drive standards, and that therefore any enforced closures for budgetary reasons under the slash-and-burn approach may be detrimental to standards for post-16 education in future?

[Carol Monaghan]

I agree that a slash-and-burn approach is not the correct way to go, and that competition is healthy for our young people when they are making choices.

[Dr Murrison]

Will the hon. Lady give way?

[Carol Monaghan]

Not at the moment.

House of Commons Library research suggests that £1.6 billion could be wiped off the total FE budget next year if the proposed cuts are pushed through.

Over the past few months, I have met representatives from the Association of Colleges, representing sixth-form and FE colleges in England, and Members from both sides of this House, all of whom are concerned about the current state of FE in England and want to hear about what Scotland is doing. [Interruption.]

[Dr Murrison]

Will the hon. Lady give way on that point?

[Carol Monaghan]

I am not going to give way just now. [Interruption.]

I have told all those people the same thing: colleges in Scotland are about providing access, pathways and employment.

[Nick Boles]

rose—

[Carol Monaghan]

Finally the Minister decides to stand; it seemed as though he wanted to intervene from a sedentary position.

[Nick Boles]

Does the hon. Lady not accept, first, that this whole area of policy is entirely devolved and therefore what the Scottish Government decide is entirely for them; and secondly, that her Government, whom she claims to represent, have closed colleges, which we have not done?

[Carol Monaghan]

First, education is devolved—[Interruption.] I think this House could possibly pay attention. Members from the Minister’s own party have come to ask me what Scotland is doing—they are looking for advice and a new way of doing things.

[Wes Streeting]

I certainly agree with the hon. Lady that the Minister is not in a position to dish out lectures, but surely she has to look with some humility at the SNP’s record, which is staff cuts of 10%, funding cuts of 12%, 100,000 fewer students and 10 million fewer hours of learning. That is a record she should be ashamed of.

[Carol Monaghan]

In Scotland a well-publicised restructuring of the college sector has taken place over the past few years. We hear about these supposed cuts to places and hours, but what has been cut is short leisure courses of under five hours that do not lead to progression. In fact, in one area, college numbers were being made up from pupils at a local primary school who were subscribing to do a first aid course. These are not real college numbers. Let us look at the numbers involved and the hours spent on these short courses: 142 hours of those short courses account for one full-time place. These students are not real students; they do not exist. Short courses that lead to progression have continued to be maintained and are still delivered in our colleges.

[Dr Murrison]

May I say that I welcome the hon. Lady’s interest in English post-16 education? It is very generous of her to interest herself in such affairs. Will she, however, respond to the point made by my hon. Friend the Member for Peterborough (Mr Jackson) about the number of people not in education, employment or training post-16 in this country, which is of course at an all-time low? Does she welcome that and share my disappointment that the hon. Member for Manchester Central (Lucy Powell) did not touch on it?

[Carol Monaghan]

The number of young people not in education, employment or training in Scotland is even lower still.

There have been challenges in the college sector in Scotland. That was necessary to produce a sector that focuses on employability. In the past, courses were over-subscribed. Young people subsequently flooded the jobs market searching for positions that simply did not exist. We do not want to serve our young people badly by allowing them to waste several years of study only to be thrown on the scrapheap at the end of their course.

[Marion Fellows (Motherwell and Wishaw) (SNP)]

Does my hon. Friend agree that a lot of good work is done by colleges in Scotland in cases of mass redundancies? Under PACE—Partnership Action for Continuing Employment, the Scottish Government’s partnership on access and employability—Scottish colleges play an important role and are mandated to do such work on employability and retraining.

[Carol Monaghan]

Absolutely. I agree 100% that colleges in Scotland serve not just young people, but a wide sector of society.

The Scottish Government are determined that young people should leave college with the skills that employers want, so the right thing to do is to prioritise full-time courses for recognised qualifications to match true market need. In 2013-14, there were nearly 120,000 full-time equivalent college places in Scotland, exceeding every target since 2011.

[Marion Fellows]

Does my hon. Friend agree that further education provides a valuable second chance for adult returners, especially women, who did not achieve at school?

--- Later in debate ---

[Carol Monaghan]

Absolutely. Since 2006, we have seen an increase in the number of full-time students under 25.

[Nick Boles]

On a point of order, Madam Deputy Speaker. May I ask for your advice about the debate on a matter that is entirely devolved? SNP Members are welcome to contribute to that debate, but they need to talk about the subject of that debate, which is further education—16-to-19 education—in England.

[Madam Deputy Speaker (Mrs Eleanor Laing)]

I thank the hon. Gentleman for his point of order. I am listening very carefully to what the hon. Lady is saying. So far, my interpretation of what she is saying is that she hopes to inform the House about matters in Scotland that might be helpful when considering similar matters in England. However, I am quite certain that she will bear in mind the fact that the motion is specifically about further education in England, and that she will appreciate that a lot of Members whose constituents are affected by the subject of the motion are waiting to speak.

[Carol Monaghan]

I will of course do so, Madam Deputy Speaker. As hon. Members from both sides of the House—and colleges—have sought my advice, it might be worth their taking account of what I have to say.

To ensure access to and inclusion in colleges, the Scottish Government have provided an additional £6.6 million for part-time places. Further education students can get bursaries of up to £93 a week. The Scottish Government have retained the education maintenance allowance to enable more young people to stay in education. Colleges offer our young people pathways. In August, I visited Glasgow Clyde college to see the range and quality of courses on offer. The new purpose-built facility was bursting with students engaged in their studies. Local employers are working with the college—

[Mrs Anne Main (St Albans) (Con)]

Will the hon. Lady give way?

[Carol Monaghan]

No, I will not give way because I have been encouraged by Madam Deputy Speaker to be quick, so I will be.

Local employers such as BAE—[Interruption.] Perhaps the hon. Member for Peterborough (Mr Jackson), who is making interventions from the Bench, could learn something from the picture in Scotland. Local employers such as BAE are working with the college, doing day releases with apprentices. There is a nursery on site for students with caring responsibilities. The number of women on full-time courses has increased. There is also a programme for students with additional support needs that prepares them for the world of work.

Certain school pupils benefit from attending local colleges for two or three afternoons a week. I am sure that the situation is similar in England. That allows them to follow vocational courses that the school cannot provide. Often, these are disaffected or challenging students for whom academic routes are not working. I keep hearing about how colleges provide routes for students to do their A-levels. Some students follow vocational routes and get vocational qualifications, and those must be viewed as the equals of academic subjects.

One challenge that colleges experience is the way in which they are perceived by society. It is important that we, as legislators, recognise the vital role that they play in providing positive destinations. A few years ago, I had a student whose parents were very keen for him to go to university, but he was not emotionally or academically ready. When he saw what the college had on offer, he decided to sign up. He has flourished and now has two job offers for when he finishes in June, but he also has the option of entering the third year at university.

Colleges provide an excellent educational opportunity for our young people. Their role in providing routes to employment must be recognised and appropriately funded. It is no coincidence that Scotland has a higher rate of positive destinations and a higher rate of youth employment than the UK as a whole.

--- Later in debate ---

[The Minister for Skills (Nick Boles)]

It is, as always, a pleasure to debate in this House education for 16 to 19-year-olds, and particularly further education and sixth-form colleges. It is a subject on which I can bore for Britain. Unfortunately, the debate got off to a bad start, because the hon. Member for Glasgow North West (Carol Monaghan) detained the House for 13 minutes on a question that does not affect her constituents in any way.

[Carol Monaghan]

rose—

[Nick Boles]

I will not give way to the hon. Lady. We heard quite enough from her earlier on. She strangely failed to mention that her party’s Government in Edinburgh have slashed funding for further education and closed colleges in order to subsidise free university education for students who will go on to earn far more than many who graduate from further education colleges. She should be ashamed and keep quiet in our debate.

School Funding

Carol Monaghan Excerpts

Thursday 5th November 2015 Westminster Hall

[James Cartlidge (South Suffolk) (Con)]

I congratulate my hon. Friend the Member for Beverley and Holderness (Graham Stuart) on securing this debate on an incredibly important subject. I want to start by making two broad points. The first concerns welfare reform, about which there has been some controversy of late. I must admit that I have spoken in favour of tax credit changes on several occasions, and each time I made the point that I felt that the benefit trap prevented people from making the most of their potential. The key thing is that if we are going to reform welfare and take those sorts of tough decisions, we must balance them out by supporting our schools, which enable people to make the most of their potential. I think that that is incredibly important.

The other general point is that Conservative Members have not marched in today calling for more borrowing, a bigger deficit and even more spending. We all support overall Government policy. We simply want a fairer share of the existing spending within the existing prudential spending levels that the Chancellor has set out.

Schools in Suffolk receive block funding per pupil of £4,119 compared with the national average of £4,447. I will resist the urge to get into a debate about who is in the worst position, but Suffolk is certainly in the bottom quartile. In my view, there is a link to standards. There has been a slight improvement recently. For the first time in some years, Suffolk is now slightly ahead of the national average for GCSEs with 53.4% of our pupils gaining five GCSEs at grades A to C, including English and maths.

When I spoke to the county council about the issue, it outlined some of the benefits if we were to achieve higher spending. There is no point simply asking for it: we have to decide what we would do with it. Two things are most important. First, we have some tiny schools in my constituency which have a question mark over their sustainability. With higher spending, we could make small schools more sustainable and therefore preserve a key part of a rural constituency. The other point the council made is that we could meet the increased demands for support for learners with special educational needs and high needs.

I feel very passionately about this subject. I mentioned welfare earlier, and I think that education spending is the prime public good in public spending. It is the way that people from every background can be given a chance by the taxpayer to get on in life. If we are going to spend more on anybody, it must be on those with the greatest needs. In other words, when we ask for higher spending, it is for some of the most vulnerable people in our constituencies. This is not about more money for the middle classes, which is another important point to stress to the Minister.

My final point—something that I have not had a chance to talk about since getting elected but certainly talked a lot about in the build-up to the election in my constituency—is that Suffolk is part of the eastern region. We recently had a referendum about the future of the United Kingdom in which the Prime Minister made a vow. Now, I made a vow to my constituents to represent them and their best interests. The eastern region receives, in total Government spending, an average of £7,950 per head, compared with £9,866 in London and £10,275 in Scotland. Scotland receives 23% per head more than my county while paying identical rates of taxation. I regard that, prima facie, as totally unfair and unacceptable. It would be all right if our trains were of the highest quality.

[Carol Monaghan (Glasgow North West) (SNP)]

It is interesting that the hon. Gentleman mentions funding. Yesterday in Scotland questions, there was an allegation of Scotland being subsidised, but the fact is that Scottish people are paying more in taxes than they receive back in block grants. His own Government have identified that.

--- Later in debate ---

[Carol Monaghan (Glasgow North West) (SNP)]

It is a pleasure to serve under your chairmanship, Sir David.

I congratulate the hon. Member for Beverley and Holderness (Graham Stuart) and the right hon. Member for Exeter (Mr Bradshaw) on securing the debate. As a physics teacher for more than 20 years in Glasgow, listening to the debate has been absolutely fascinating for me. Our two nations are so closely linked, but our education systems and the funding of them are poles apart. I have learned quite a lot this afternoon and scribbled lots of notes. I would like to make some comments, some from a personal perspective, on the points raised and to point to things that have been done in Scotland that may be worth considering.

Scotland has neither the funding variations that we have heard about today, nor the discrepancies. There are slight differences in some places such as in the highlands and islands, where teachers might be encouraged to work with relocation funding—it supports them in setting up a new home—but other than that there are not great discrepancies. There are differences between rural and urban schools in Scotland, but figures of £2,000 sound incredible to me, and I am amazed that the issue has not been dealt with.

It is not just that there are discrepancies in funding; I think there is a real underfunding of education, and that is one issue that has not been addressed. I have just looked this up, but the Institute for Fiscal Studies estimates that the average funding per pupil in England—Members can correct me if I am wrong—sits at about £6,000. The average in Scotland is £6,738. I would argue that the average probably needs to be even more in Scotland, but it is about where Governments decide to spend money. Education and closing any attainment gap are at the heart of the Scottish Government’s agenda. To combat the effects of poverty and to ensure that children have the best possible start in life, the Scottish Government have invested £329 million in early years education.

[Kevin Foster]

Does the hon. Lady think it would be worth while if a pupil premium was introduced in Scotland, similar to that in England? Through that, the money would follow the pupils with need, rather than the areas in which they live.

[Carol Monaghan]

It is interesting that the hon. Gentleman mentions that. When he was speaking, I made a note that this pupil funding is now being introduced in Scotland. The Scottish Government are looking at directing funding to where it is most needed: to pupils in deprived areas. That has already been done. Another thing that has been done in Scotland is the continuation of the education maintenance allowance to ensure that 16 to 18-year-olds from deprived backgrounds remain in education. That has been expanded to include students in further education colleges. There is a recognition in Scotland that funding must follow pupils.

[James Heappey]

The hon. Lady is giving us a very interesting explanation of how education works in Scotland. It is encouraging to hear that Scotland uses levers such as direct pupil funding through the maintenance allowance to help those who have particular hardship, but that is underpinned by a standard formula across the country. We should learn from that south of the border.

[Carol Monaghan]

The hon. Gentleman makes a good point. That is what I was trying to say in my opening remarks: Scotland does not have the massive discrepancies that seem to be present in the constituencies of other Members.

[Mr Gyimah]

I thank the hon. Lady for raising two particular points about Scotland: overall funding and attainment. To put the record straight, while the UK Government protected schools funding in real terms in the previous Parliament, the Scottish Government cut funding in real terms. It is worth getting that on the record. On attainment and narrowing the gap, she will be aware of a recent independent report from the Commission on School Reform, whose members are Scottish education experts. The report raised serious questions about the Scottish Government’s ability to close the attainment gap north of the border.

[Carol Monaghan]

The Minister must have different figures from me, because across Scotland we are seeing the attainment gap reduce and pupils from more disadvantaged backgrounds being more successful in accessing higher and further education than ever before.

One of the great things this afternoon has been the positive language used about the teaching profession, which is reassuring to hear. Often teachers hear phrases like “failing schools” and “poor teaching”, and they end up being blamed for a lot of society’s problems, rather than credited for the work they do in trying to tackle the very same problems. I am reassured by what I have heard, and I suggest to all Members here today that they continue to use that positive language, because it makes such a difference to teachers.

The hon. Member for Beverley and Holderness talked about flat cash and not wanting to increase the education budget. I would argue with that. Governments have difficult choices to make, and they decide where money is spent. If education is a priority and our young people are valued for the contribution they can make to the country, we should be investing properly in education.

[Graham Stuart]

It is worth putting on record that with the number of pupils expected to increase by 7% in England over this Parliament, there will be a 7% increase in cash terms in the schools budget. That is in the context of a need for a big readjustment across Government spending to take us into surplus and not to give the very children we are trying to educate further debt to shoulder in years to come.

[Carol Monaghan]

I thank the hon. Gentleman for that. He spoke about the discrepancy between neighbouring schools in neighbouring areas, which was a real eye-opener for me. We do not have those discrepancies in Scotland, but I imagine they impact on parental choice on the schools they wish to send their children to, which is an issue.

The right hon. Member for Exeter talked about further education underfunding. We have to consider that education does not always stop on leaving school. Different pathways are open to our young people in education. For many young people, especially those from disadvantaged backgrounds, further education offers a pathway for them to continue their education.

[Mr Bradshaw]

Is it not the case that the SNP Administration in Scotland have dramatically cut funding for further education to fund their so-called free higher education for university students? The hon. Lady claims that Scottish pupils are performing better than English pupils with higher funding, but her Government’s recent report showed that reading standards for eight and nine-year-olds have fallen by 5% since 2012. Her Education Minister, Angela Constance, has said that Scottish children are not doing as well as they should be. That is why the Scottish Government have put in place the measures to which the hon. Lady just referred—their record is appalling.

--- Later in debate ---

[Carol Monaghan]

The right hon. Gentleman raises some points that have been raised time and again. Difficult choices had to be made on college places. Places were cut—places that were not leading to employability and places that did not give our young people the best chances. Tough choices had to be made, and places that led to employability were protected. The overall number of college places has not changed; the range of courses may be different.

The right hon. Gentleman mentioned attainment dropping since 2012. It is interesting that we see attainment dropping at the same time as austerity was biting. We cannot separate attainment and poverty. The two are inextricably linked. As soon as we see austerity, we see issues with our children.

[Graham Stuart]

Will the hon. Lady give way again?

[Carol Monaghan]

No, I am fed up of giving way. [Laughter.]

I have already mentioned the targeting of pupils in deprived areas, which is really important. Early intervention and the Scottish attainment challenge, which is supported by a £100 million Scottish attainment fund, are targeted at primary school pupils in deprived areas to ensure they are able to reach their potential.

The hon. Members for Stockport (Ann Coffey) and for Shrewsbury and Atcham (Daniel Kawczynski) talked about all the extras that may go when education funding is tight. There was mention of outdoor education and parents raising money. Another issue is that teachers end up buying resources for the school. Teachers’ salaries are not at the levels they should be, and if they have to eat into their salaries to buy resources, that is a huge issue, so we need to think about that.

Various Members mentioned teachers’ pay. Again, this is another fascinating point for me. The hon. Members for Banbury (Victoria Prentis), for Louth and Horncastle (Victoria Atkins) and for Cheadle (Mary Robinson), to name but a few, mentioned issues with attracting highly qualified, good teachers to their schools. In Scotland, there is parity for teachers’ pay across all local authorities and schools and pay is set by the General Teaching Council for Scotland in collaboration with the unions, so we do not have the same issue. A similar situation in England might make a huge difference to some of the problems that have been discussed.

I am almost finished, but I want to pick up on something that the Member for Tiverton and Honiton (Neil Parish) said. He described his constituency as the most beautiful in the country. Although I have not been there, I accept that that is true in his country, but in my country, there are many more beautiful constituencies.

As education is a devolved matter, I have suggestions, not questions. First, ensure that teachers are valued and that they understand that value by continuing to use positive rhetoric, and by ensuring that wages are set at a level standard across the country. Intervention for pupils with particular difficulties, who are disadvantaged by poverty or background, should continue. If that needs funding, it should be funded. If the Government are truly interested in ensuring a level playing field, not only across the country but for pupils from different backgrounds, I suggest that reinstating the education maintenance allowance for 16 to 18-year-olds from deprived backgrounds would make a huge difference in allowing them to remain in education and to access further and higher education.