Oral Answers to Questions

Chris Skidmore Excerpts

Monday 24th June 2019 Commons Chamber

[Wes Streeting (Ilford North) (Lab)]

13. What assessment he has made of the merits of the recommendations of the Post-18 education and funding review.

[The Minister for Universities, Science, Research and Innovation (Chris Skidmore)]

Congratulations, Mr Speaker, on your 10th anniversary. If you view it as a marriage to this place, then this is your tin anniversary. May I say, however, that you have certainly not had a tin ear when it comes to representing all voices around this House? [Hon. Members: “Groan!”]

Turning to the question, the independent panel’s report, chaired by Philip Augar, reports to the Government. It is an important interim step in the review of post-18 education and funding. The Government will consider the panel’s recommendations carefully and conclude the overall review at the spending review. The Government have not taken decisions with regard to the recommendations put forward.

[Wes Streeting]

I associate myself with the many fawning tributes to your period in office, Mr Speaker. [Laughter.]

I am not sure what was more embarrassing about the launch of the Augar review, the former Minister describing it as a report that will

“destabilise university finances, imperil many courses and reverse progress in widening access”,

or the current Prime Minister acknowledging that, after nine years of Tory cuts, further education has been “overlooked, undervalued and underfunded”. Will the Minister give us an assurance that the Government’s approach will be one of levelling up funding and not of robbing Peter to pay Paul?

[Chris Skidmore]

It was an excellent launch of the report at the Policy Exchange; I do not remember the hon. Gentleman being there. I thank Philip Augar for an excellent piece of work, which has 53 recommendations, and I encourage all Members to read it. One disappointing factor was that there was not a single question from the media about further education until right at the end; it was all about higher education. That is a great shame. The report is a post-18 review looking at creating unity of purpose, following students across all parts of their life course. That is what the Government will consider when it comes to looking at the 53 recommendations as part of the spending review. We must ensure that the report is taken as a whole and that HE is not just plucked out.

[Ben Bradley (Mansfield) (Con)]

There are many positive recommendations in the Augar review, including the proposed lifelong learning loans which will be very welcome, but the proposed tuition fee cut could have a negative effect, reducing the money available for widening access. Can my hon. Friend assure me that we can ensure fair access and good outcomes for students, and not just seek a headline? Can we make sure that funding for universities is not reduced?

[Chris Skidmore]

Certainly. Unlike the Labour party, I am proud of the fact that the HE system has put an additional £6 billion of resource into universities since 2012 as a result of the fee level rise. On ensuring quality in our system, we want to look at the recommendations. One of the panel members was Edward Peck, vice-chancellor of Nottingham Trent University, of which I think my hon. Friend is an alumnus. It is right that we now work with all vice-chancellors. As Universities Minister, I will be hosting a series of roundtables to consult the sector to ensure that its voice is clearly heard.

[Neil O’Brien (Harborough) (Con)]

15. What recent assessment he has made of the effect of the national funding formula on (a) small primary schools and (b) schools in rural areas.

--- Later in debate ---

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

Although EU students arriving this year and next will continue to pay home fee rates, there is still ambiguity over their immigration status. Since they have only three years under European temporary leave to remain, students on longer courses, including all undergraduates in Scotland, have no guarantee of being able to complete their course. What are the Government doing to review this policy to ensure it works for students at Scottish universities?

[The Minister for Universities, Science, Research and Innovation (Chris Skidmore)]

I reassure the hon. Lady that those students will be able to apply for a tier 4 visa to complete their studies and that we will continue to review this matter, working closely with universities in the Russell Group, which has raised this issue with me.

[David Morris (Morecambe and Lunesdale) (Con)]

T4. I thank my right hon. Friend for allocating £3 million for the essential repairs at Morecambe Bay Academy. What steps are being taken to ensure that building maintenance does not delay school transfers from academies when the school is rated inadequate by Ofsted?

Oral Answers to Questions

Chris Skidmore Excerpts

Monday 29th April 2019 Commons Chamber

[Martyn Day (Linlithgow and East Falkirk) (SNP)]

4. What assessment he has made of the potential effect of proposed immigration legislation on tertiary education.

[The Minister for Universities, Science, Research and Innovation (Chris Skidmore)]

My visit to Space Studio West London this morning was excellent; a robot even transported my ministerial pack across the room. I was incredibly impressed.

On the immigration White Paper, I should say that the Government are undertaking a period of extensive engagement on the future of our immigration system. It will consider the views of business, academic institutions and employers. That will ensure that the future immigration system works for the whole UK, including students in tertiary education.

[Martyn Day]

EU nationals are an integral part of academic institutions in Scotland, accounting for 20% of total staff and playing a crucial role in the research and teaching capacities of our colleges and universities. The £30,000 salary threshold is a critical threat to that. Does the Secretary of State personally support that policy, or will he finally support scrapping it?

[Chris Skidmore]

As the Minister responsible in a different Department for science, research and innovation, I recognise the challenges presented by the £30,000 cap recommended by the Migration Advisory Committee. I understand that there is a period of consultation on this cap at the moment. I encourage the hon. Gentleman to make his representations known to the Home Office. I have also been working with the high-level group on exiting the European Union on this issue.

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

The SQA—Scottish Qualifications Authority—exams started in Scotland last week and today pupils are sitting exams in German, politics, biology and Gaelic. I am sure the whole House will join me in wishing them the very best of success. Gur math a thèid leibh!

The inclusion of international students in net migration figures continues to cause deep concerns across higher education, and it now seems that EU nationals will be subject to the same harsh regime. Can the Minister confirm that from 2021 EU nationals will pay annual fees of up to £25,000 to attend university in England?

[Chris Skidmore]

There will be an urgent question on this issue later, but it is important to reflect on the fact that the Government have already committed for the 2019-20 academic year that there will be home fee status for EU students for the 2020-21 academic year. We will be making an announcement on that very shortly. It is also important to recognise that the number of EU students has risen by 3.8% since 2017. The Government want to ensure we do our best to attract the best and the brightest internationally, which is why we recently published our international education strategy. I want to ensure we do not just attract global talent from the EU. The key point here is to ensure we do not discriminate against EU students versus international students, but that we have a system that works for all students across the globe.

[Carol Monaghan]

The UK’s hostile immigration environment seems to know no bounds. EU nationals will now experience the same harsh conditions as other international students. It seems that the Government are happy to ignore advice from universities, business and civic society in their attempt to curb international student numbers. What impact assessment has been made of potentially losing high-calibre EU students who may well decide to study in a more welcoming country?

[Chris Skidmore]

On the urgent question, I will not comment on specific leaks when it comes to matters of policy yet to be decided, but we have to look at this issue in the international context. The number of non-EU students is also up, by 4.9%, which is testament to the fact that we have world-leading universities. Four out of the top 10 universities are in the UK, including Edinburgh in Scotland. We need to plan to ensure we have a sustainable system that backs talent coming to this country, both in terms of research and science. We will also be announcing an international research innovation strategy. We want to ensure that students come here, but we need to make sure it is affordable for the British taxpayer.

[Paul Blomfield (Sheffield Central) (Lab)]

The Minister talks about numbers, but he will know that, according to the OECD, the UK market share has fallen from 12% in 2010 to 8% in 2016. That is equivalent to £9 billion in lost export earnings. He will also know that there is strong cross-party support for an amendment to the immigration Bill, which I have tabled with the hon. Member for Orpington (Joseph Johnson), to reverse the policies that have led to that decline. Will he agree to meet us, so that together we can persuade his Government colleagues of the need to back those changes?

[Chris Skidmore]

I am always happy to meet the hon. Gentleman. I am sure he remembers that when I was a Cabinet Office I happily worked with him on an amendment he tabled to the Higher Education and Research Act 2017 regarding student registration. However, since 2017, the figures show a rise in EU and non-EU students. He mentions market share. He is absolutely right that we want to do more and that we need to do more. That is why we published our international education strategy, which has the ambition not just of raising the complete value of international education from £30 billion to £35 billion by 2030, but of putting in the figure of 600,000 students. It is not just about having a system that works around visas, but the whole student experience and ensuring the UK is the best place to study globally.

[Dr Philippa Whitford (Central Ayrshire) (SNP)]

6. What assessment he has made of the potential effect on tertiary education of the UK leaving the EU without an agreement.

[John Mc Nally (Falkirk) (SNP)]

8. What assessment he has made of the potential effect on tertiary education of the UK leaving the EU without an agreement.

[The Minister for Universities, Science, Research and Innovation (Chris Skidmore)]

The Government remain focused on securing a deal that will ensure an orderly exit from the EU. We are considering all aspects of how exiting the EU might affect education, including the delivery of the Government guarantee, attracting international students and staff, and access to student finance.

[Dr Whitford]

In contrast to Scotland, the Secretary of State proposes to remove home fee status from EU students after Brexit. This has created such concern that the Norwegian higher education Minister is advising students to avoid the UK. Is the Secretary of State proud that his plans are causing European students to avoid our universities?

[Chris Skidmore]

I recently met the Norwegian Minister the hon. Lady mentions, Iselin Nybø, to reassure her of the UK Government’s commitment to student programmes such as Erasmus and scientific programmes such as Horizon 2020. What I am not happy with is Members talking down our higher education system when the Government want to ensure that we bring more students here. We are looking at how to do that as part of our education strategy.

[John Mc Nally]

In the event of a no-deal Brexit, the Government have proposed a temporary leave that will apply to EU citizens for 36 months, allowing EU students to complete their third-level degrees here in England. However, the majority of Scottish degree courses last for 48 months, and thus EU students will face the threat of being forced to leave before finishing their education. Will the Minister advise on what steps he has taken to address and right this policy, which will harm Scottish universities?

[Chris Skidmore]

I recognise the point that the hon. Gentleman makes and the potential impact on Scottish universities, as does the Home Secretary, whose officials have been working closely with mine on this. The Government are now considering how best to ensure that students on four-year courses are easily able to move into the student system once their European temporary leave to remain expires. If European economic area or Swiss citizens wish to stay in the UK for longer than 36 months, they will need to apply and qualify for an immigration status under the main study routes of the UK’s new skills-based immigration system. Alternatively, they will be able to apply, under tier 4 of the points-based system, for a student visa to cover the full length of their course.

[Gordon Marsden (Blackpool South) (Lab)]

Our higher education institutions—including the Open University, which celebrates its 50th anniversary this month—are world class, but sadly, despite what the Minister says, the Government are letting those universities down. They are not giving clarity at the moment over access to Erasmus+, they are not guaranteeing continued access to Horizon Europe funding and there are fears over research grant collaboration with EU partners.

Now there are reports that the Government are preparing to charge EU students—[Interruption] Stop chuntering!—who currently pay UK fees, a hugely increased international rate, and to scrap their support when we leave the EU, with or without a deal. The Minister is wrong: statistics from the Russell Group show that EU student numbers are 3% down, and EU postgraduate numbers are 9% down for 2018-19. The Education Secretary is said to be pushing this forward. Does the universities Minister agree with it, and is it Government policy?

[Chris Skidmore]

The hon. Gentleman talks about uncertainty, but it is uncertainty that he himself has created, as one of the Members who has not voted for a deal, which would have provided certainty on student mobility and student finance. The deal, if passed, will allow us to begin work on a future relationship that ensures that we can work together, with our universities sector and with our European partners. Although we are leaving the European Union, we are not leaving our European neighbours behind. We want to continue those close partnerships, which is why I have been in Brussels attending the European Competitiveness Council—I hope to do so again on 28 May—to ensure that we can associate into Horizon Europe. I want to continue to work on the possibilities for student exchanges. It is important that we maintain our university system not just as a European one but as an international one as well.

[Mr Speaker]

Brevity personified—Sir Nicholas Soames.

--- Later in debate ---

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

Last week, we heard that 55 staff at the University of Winchester are facing redundancy as a result of the Treasury’s pensions bill, and the University of Cumbria is considering leaving the teachers’ pension scheme altogether. Will the Minister rethink before that trickle becomes a flood?

[The Minister for Universities, Science, Research and Innovation (Chris Skidmore)]

The Department had a consultation that also looked at the teachers’ pension scheme for further education, schools and independent schools. Obviously, there is only so much money to go around. We need to ensure that organisations such as further education colleges, which have no choice but to offer the teachers’ pension scheme, are protected.

I understand that this is unwelcome news for universities that are having to face increased bills, but in terms of ensuring that universities are financially sustainable, recent reports have shown that the universities sector is in good health. We need to ensure that universities work with the Office for Students, which is clear that when it comes to universities’ registration plans, financial sustainability is key and is marked down for five years. We want to work with universities to make sure they can offer the best experience to students.

[Angela Rayner]

I am sure those watching will say that the Minister’s response of “unwelcome news” is just not good enough.

One of the most important things in the education sector is the early years provision. Will the Education Secretary confirm that funding for Sure Start has fallen yet again? It is down by another 12% on his watch. Now that the Prime Minister has announced and promised an end to austerity, can the Education Secretary tell us when the cuts will stop for our tots?

[Chris Skidmore]

This Government are spending £3.5 billion on early years entitlement, and we are absolutely committed to ensuring that pupils get the best start in life as early as possible. The hon. Lady hits on the crux of the issue: to ensure that we have an education system that is sustainable and works for everyone, we need to make sure that all parts of the Department for Education are properly financed.

The hon. Lady’s commitment on the teachers’ pension scheme has to compete with other commitments within the education system. We will have an urgent question later about EU student finance, and I see in the papers that she has stated she would give free tuition fees to EU students. The point here is that money for EU students comes out of the pockets of Sure Start. The issue she has to address is where the money is coming from in the Department for Education for all her unfunded announcements. It is simply not acceptable for her to stand at the Dispatch Box and make commitments that will only disappoint people in the long term.

[Mr Speaker]

I call Mr Green; get in there, man.

--- Later in debate ---

[Deidre Brock (Edinburgh North and Leith) (SNP)]

The Minister previously spoke warmly of his desire to maintain good relations with Europe after Brexit. Is he aware of the very recent comments by Guy Verhofstadt, the EU Parliament’s Brexit negotiator, that students should not be “victims of Brexit”, and that he intends to write to the Prime Minister to say that the EU will never accept the Government’s hike in tuition fees for EU students? How does the Minister think that the PM will answer?

[Chris Skidmore]

We are about to have an urgent question on this specific issue, but I would say that this is part of negotiations on our future partnership with the EU, which we could be having now if people like the hon. Lady had voted for the deal and allowed us to get on with it.

[Tom Pursglove (Corby) (Con)]

rose—

Oral Answers to Questions

Chris Skidmore Excerpts

Monday 11th March 2019 Commons Chamber

[Ben Bradley (Mansfield) (Con)]

5. What progress his Department has made on its review of post-18 education and funding.

[The Minister for Universities, Science, Research and Innovation (Chris Skidmore)]

The Government’s post-18 review is making good progress. As part of the review, the independent panel chaired by Philip Augar has undertaken an extensive programme of stakeholder engagement and evidence-gathering with students, graduates, providers and employers, including a call for evidence that received more than 400 responses. They are producing a report that will form part of the wider post-18 review and this will be published shortly.

[Ben Bradley]

I thank the Minister for that answer. There have been rumours in this place about the possibility of reduced or variable tuition fees forming part of the proposals from the Augar review. In my opinion that misses the point; it is actually the cost of living and maintenance rather than tuition that causes accessibility problems at universities. Can my hon. Friend assure me that the Government will properly consult the sector on any recommendations and seek to follow the evidence, rather than offering quick fixes and good headlines?

[Chris Skidmore]

I agree that we want to maintain the financial stability of our world-class higher education and research sector. I congratulate many universities on their appearance in the QS World University Rankings last week. That is why, when the Government conclude the review, we will ensure that people from every background can progress and succeed in post-18 education to contribute to a strong knowledge economy and deliver the skills that we need.

[Anna Turley (Redcar) (Lab/Co-op)]

6. What steps he is taking to support pupils with special educational needs and disabilities.

--- Later in debate ---

[Eleanor Smith (Wolverhampton South West) (Lab)]

9. What recent assessment he has made of the effect on universities of increased teachers’ pension scheme costs.

[The Minister for Universities, Science, Research and Innovation (Chris Skidmore)]

The Department’s public consultation to gather evidence on the impacts of increased contributions to the teachers’ pension scheme for all TPS employers, including universities, for 2019-20 closed on 12 February 2019. Final funding decisions will be made in due course when the consultation evidence has been reviewed.

[Eleanor Smith]

Modern universities across the country are deeply anxious about the upcoming charges to the teachers’ pension scheme, with one institution forecasting a 5% cut in staff members if the Government do not act. Will the Secretary of State urgently commit to supporting universities with these huge additional costs that have been earmarked for schools and colleges?

[Chris Skidmore]

The Department’s initial analysis of each sector—state schools, further education, higher education, and independent schools—suggested that state schools and further education colleges would be most affected by the increase in employer contributions, so prioritised funding has been made available for them on this basis. However, final funding decisions will be made when the consultation evidence has been reviewed.

[Charlie Elphicke (Dover) (Con)]

Does my hon. Friend agree that the most serious financial pressures are not on universities but on further education colleges and that it is time for a fresh, fair settlement for FE colleges, to ensure that learners get the investment in education that they deserve?

[Chris Skidmore]

My hon. Friend is right that analysis has demonstrated that the FE sector would be affected. Obviously, FE colleges are most directly funded by Government grants, in contrast with higher education providers, which are autonomous bodies that are ultimately responsible for ensuring their financial viability.

[Imran Hussain (Bradford East) (Lab)]

11. What progress he has made on implementing the northern powerhouse schools strategy.

--- Later in debate ---

[The Minister for Universities, Science, Research and Innovation (Chris Skidmore)]

The Department is working closely with the EUI. The issue is around the convention, which states that the UK cannot be a member of the EUI when it is not a member state. That is why, on exit day, we will automatically fall out of the EUI. We are keen to remain involved, but it would mean looking at further association after exit day.

[Maria Caulfield (Lewes) (Con)]

T3. Will the Secretary of State consider taking schools in Lewes out of paying the apprenticeship levy to help them cope with the rising costs that they face?

--- Later in debate ---

[Chris Skidmore]

It is absolutely important that girls and women are equally represented at all levels, not only in engineering and STEM, but in all sectors. We invested in programmes such as the advanced mathematics support programme and the stimulating physics network, which aim to increase participation, particularly among girls. This week is British Science Week. I encourage all Members to get involved, not just to stress the importance of STEM education for the future of this country and for the next generation, but to ensure that women and girls can be involved in the wonders of science.

[Peter Grant (Glenrothes) (SNP)]

T10. Earlier this afternoon, my hon. Friends the Members for North Ayrshire and Arran (Patricia Gibson) and for Glasgow South West (Chris Stephens) pointed out that in Scotland the achievement gap between the most and least deprived pupils has halved in less than 10 years. The Minister declined to welcome that, because the gap has not got any smaller. Mr Speaker, if the people running education in England think that cutting something in half makes it bigger, is it any wonder that so many schools are struggling to achieve acceptable levels of standards?

Oral Answers to Questions

Chris Skidmore Excerpts

Monday 4th February 2019 Commons Chamber

[Mary Robinson (Cheadle) (Con)]

10. What recent steps his Department has taken to increase the take-up of STEM subjects.

[The Minister for Universities, Science, Research and Innovation (Chris Skidmore)]

The Government are committed to encouraging more young people into STEM education training. We fund a number of programmes to improve teaching standards and participation in those subjects, including the new advanced maths premium and an £84 million programme to improve the teaching of computing.

[Luke Graham]

Since the SNP would remove Scotland from international maths and science tables such as TIMSS—trends in international mathematics and science study—may I ask my hon. Friend how my constituents can assess STEM education in Scotland to make sure that we are performing in line with the UK and internationally?

[Chris Skidmore]

As education policy is devolved, issues relating to SAMs in Scotland are a matter for the Scottish Government. However, according to the latest OECD programme for international student assessment from 2015, while performance has remained stable in England and Northern Ireland since 2006, there has been a sustained decline in science in schools in Wales, and in maths in schools in Scotland. Since 2012, Scotland has also experienced a significant decline in its science score.

[Mary Robinson]

Two software engineering apprentices from Cheadle-based Thales, Nadia Johnson and Jessica Wong, created an outreach campaign designed to provide free engineering resources for young people, teachers and parents. It is hugely important to support young people in these areas. Does my hon. Friend agree that that is a fantastic example of how degree apprenticeships can not only help apprentices to earn and learn but enable them to develop STEM qualifications for the benefit of the wider community?

[Chris Skidmore]

I congratulate Thales on the work that it does on outreach campaigns for local schools. I was at Thales in Northern Ireland on Friday, and saw for myself the work that it does to raise ambitions for STEM participation in schools. The engineering community does a fantastic job of passing on its passion for the profession, and I welcome the opportunity to hear a further example of that enthusiasm.

[Several hon. Members rose—]

[Alex Norris (Nottingham North) (Lab/Co-op)]

Thank you, Mr Speaker. As you can tell, I had a tough paper round. I am very keen for youngsters in my community to take up STEM subjects, but Park Vale Academy is struggling because Carillion went bust a year ago and its school work stopped. A year later, it remains unfinished. This is having a significant impact on the quality of provision for those young people. Different Departments are discussing who should resolve this issue but not agreeing. Could a Minister please step in and get this resolved?

[Chris Skidmore]

I should also like to congratulate the hon. Gentleman on his birthday. I was there not too long ago. Life comes at us fast, but we have to start somewhere. I would be happy to meet him to discuss the problem he has raised. The Government are committed to supporting STEM teaching in schools, and we have seen £7.2 million-worth of funding annually going into our network of 35 maths hubs. We are also determined to improve science teaching with a national network of 46 science learning partnerships, but let us sit down, perhaps with a celebratory cup of tea, and discuss the issue that he has raised.

[Dr Philippa Whitford (Central Ayrshire) (SNP)]

Having started surgery when there were hardly any women surgeons and having been told that it was not possible for me to be a surgeon, I have been delighted to speak at Ayrshire College at the #ThisAyrshireGirlCan and Girls with Grit events. Has the Minister read the report by the Royal Society of Edinburgh, “Tapping all our Talents”, which is about getting more women into STEM, and if so, has he considered any of its recommendations?

[Chris Skidmore]

The hon. Lady is absolutely right to raise the importance of increasing female participation in STEM. Since 2010, we have seen about 26% more women entering STEM A-levels in England, and our efforts to increase skills participation include the Stimulating Physics Network, which delivers on a series of innovative gender-balanced interventions. I would be happy to read the report that she mentions and to discuss it with her. We are determined to ensure that we work together with the science community to raise participation in these crucial subjects.

[John Howell (Henley) (Con)]

Will my hon. Friend tell us how maths hubs have helped to increase the teaching of mathematics and to enable its better appreciation by students?

[Chris Skidmore]

The key thing to note about the maths hubs is that we want to spread good practice across the country and increase participation and attainment in post-16 mathematics. In addition to the £7.2 million funding for the 35 maths hubs, we have introduced a £16 million advanced maths support programme and an £83 million advanced maths premium for 16-to-19 providers of up to £600 per additional student. This Government are absolutely determined to increase maths uptake at GCSE and A-level as well as in higher education. It is important for our industrial strategy that we increase maths participation.

[Diana Johnson (Kingston upon Hull North) (Lab)]

5. What assessment he has made of the effectiveness of the universal infant free school meals policy since 2014.

--- Later in debate ---

[Douglas Chapman (Dunfermline and West Fife) (SNP)]

6. What assessment his Department has made of the effect on tertiary education of the UK leaving the EU without a deal.

[The Minister for Universities, Science, Research and Innovation (Chris Skidmore)]

Leaving the EU with a deal remains the Government’s top priority and that has not changed, but as a responsible Government we are preparing for every eventuality. We are considering all aspects of how exiting the EU might affect tertiary education. That includes consideration of participation in EU-funded programmes, future arrangements for migration, and access to student finance support.

[Douglas Chapman]

The Minister will be aware that, per head of population, Scotland’s universities have won more Horizon 2020 funding than any other part of the UK as a whole. It has also outperformed Germany, which has won the biggest overall share of the programme investment. Will the Minister give those successful Scottish institutions a commitment and guarantee that funding for academic research will, at the very least, continue to be maintained at current levels?

[Chris Skidmore]

On the Government’s commitments on Horizon 2020 funding, I point to my recent appearance at the Select Committee on Science and Technology. We have not only issued a Government guarantee but a guarantee extension to ensure that we protect all current programmes throughout their duration and, in fact, beyond 2020. We are working very closely with other programmes, such as the European Research Council and Marie Skłodowska-Curie actions, which still need to be netted into the guarantee. I absolutely empathise with the hon. Gentleman’s point that we must ensure that the science community is protected under all eventualities.

[Charlie Elphicke (Dover) (Con)]

Does my hon. Friend agree that, deal or no deal, we must ensure that we get the right balance of funding for tertiary education, universities and further education? Universities have done very well, but further education has experienced an 8% cut in per learner funding since 2010. That has had an adverse effect on East Kent College Group, which teaches 13,000 learners.

[Chris Skidmore]

In 2017, the Prime Minister instigated a review of post-18 education, which is being led by Philip Augar. That report will be published shortly, in due course. As my hon. Friend says, it is important that we look at the entirety of the post-18 education world, and above all at the opportunities that need to be available for the student. This is not about pitching HE versus FE, but about ensuring that we create learning pathways so that when students wish to achieve a degree or level 4 or 5, the funding and opportunities are in place for them to succeed.

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

This year my son, like very many others, has had the privilege of studying in Europe as part of the Erasmus programme. Last Wednesday, the European Commission gave a guarantee that in the event of a no-deal Brexit, current Erasmus students would be able to complete their studies,

“provided that the United Kingdom continues to honour its financial obligations under the EU budget.”

Will the Minister confirm that in the event of no deal, his Government will honour their obligation and that our young people currently abroad will be able to complete their studies?

[Chris Skidmore]

We are in close contact and working with the UK National Agency and the European Commission to ensure that in the event that the UK leaves the EU with no agreement in place, the Government’s guarantee on Erasmus will cover the payment of awards to UK applicants for all successful Erasmus+ bids submitted before the end of 2020. Successful bids are those approved directly by the European Commission or by the UK National Agency and ratified by the European Commission. On 29 January, we published on the gov.uk website an updated technical notice stating the current position.

[Carol Monaghan]

I thank the Minister for that answer. However, Universities UK has expressed serious concerns that, in the case of a no-deal Brexit, the Government will not commit to funding students who plan to study in Europe for the 2019-20 academic year. Unlike the Government, these young people are trying to plan what they are doing next year. Will the Minister confirm, first, whether Universities UK is right to be concerned? Secondly, how can he justify denying our young people such valuable opportunities?

[Chris Skidmore]

I work closely with Universities UK and with Universities UK International and its director, Vivienne Stern, to allay their concerns. When it comes to the Government’s guarantee, all successful bids that have been approved by the European Commission will be guaranteed funding.

When the House comes to vote again on a deal that will protect Erasmus students not only under the withdrawal agreement but under the political declaration, perhaps the hon. Lady could say to Universities UK that she will now vote for a deal that will protect all Erasmus students.

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

I, too, welcome the fact that half the questions and half the time today have been spent on further education, and I also welcome the new higher education Minister to his place. I believe he is a scholar of Tudor England, which I suspect will serve him well considering how long higher education Ministers last in this Government—it is about the same as Henry VIII’s wives.

Will the Minister confirm that figures show there are 36,000 academics from other EU countries working in UK higher education, nearly one in five of the total academic workforce? Given the damage that a disastrous no-deal Brexit would clearly do to the sector, will he promise the House today that he will never be part of a Government who allow that to happen?

[Chris Skidmore]

I refer to myself as a scholar with a small s, but when it comes to Henry VIII’s wives, I hope to see myself as more like Catherine of Aragon, who managed to last, I think, 27 years, rather than one of the later wives.

When it comes to ensuring protection for EU students, we have announced guarantees on student finance for EU nationals irrespective of the EU outcome. We have also provided a reassurance that everyone on a course will continue to be eligible for home fees status and student finance support from Student Finance England for the duration of their course. I believe that, even with a no-deal outcome, the Government have done the responsible and right thing, and I hope the hon. Lady will now do the responsible and right thing and walk through the Lobby with me on 14 February in support of the Prime Minister’s deal.

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

7. What steps he is taking to identify children who perform well at primary level but underperform at higher levels of education.

--- Later in debate ---

[James Cartlidge (South Suffolk) (Con)]

11. What steps his Department is taking to increase quality and choice in higher education.

[The Minister for Universities, Science, Research and Innovation (Chris Skidmore)]

The Office for Students holds providers to account for delivering well-designed courses that offer successful outcomes for all students. The teaching excellence and student outcomes framework —TEF—is supporting student choice, and we are developing new digital tools to help prospective students make choices based on graduate outcomes data.

[James Cartlidge]

Does my hon. Friend agree that parents probably now take for granted the fact that we have Ofsted, which makes public and readily available the performance of schools, enabling parents to make choices for their children’s futures? Does he agree that we want the OfS to have a similar role, so that we embed the idea of potential students making choices on the basis of clear data and so drive up standards at the higher education level?

[Chris Skidmore]

Absolutely. I look forward to working with the OfS in future, above all to help deliver the best possible outcomes for students, based on the publication of transparent data. The OfS requires providers to meet high-quality standards, which are assessed by the Quality Assurance Agency for Higher Education. As I say, we have introduced the TEF to identify and reward institutions that deliver high-quality teaching and positive student outcomes.

[Louise Haigh (Sheffield, Heeley) (Lab)]

How many universities are currently considered at risk of insolvency? Does the Minister agree that allowing universities to fail would improve neither quality, nor choice? If he does agree with that, will he give us a categorical assurance that that will not happen on his watch?

[Chris Skidmore]

All universities are autonomous institutions that have the independence to be able to govern their own finances. The OfS is currently going through a process of re-registration of certain institutions, and I hope that all institutions have put in place sound financial measures to continue for the future. If that is not the case, the Government are working with the OfS towards establishing student protection plans, to ensure that all students’ education will not be harmed.

[Mr Philip Dunne (Ludlow) (Con)]

12. What assessment he has made of the effectiveness of school efficiency advisers in helping schools manage resources.

Education

Chris Skidmore Excerpts

Thursday 20th December 2018 Ministerial Corrections

[Afzal Khan]

According to a recent report in the Huffington Post, the living costs of students in Manchester has rocketed by 37% in the last 10 years. Cost should not be a barrier to accessing the country’s best universities, such as the University of Manchester. What is the Minister doing to encourage universities to keep students’ costs affordable?

[Chris Skidmore]

Students who started their courses in the current academic year have had access to the highest ever funding levels to support their living costs. We now have a system of support that targets those from the lowest-income families, who need it the most. A record number of 18-year-olds from disadvantaged backgrounds went to university this year, 68% more than in 2009. [Official Report, 17 December 2018, Vol. 651, c. 519.]

Letter of correction from the Minister for Universities, Science, Research and Innovation:

An error has been identified in the response I gave to the hon. Member for Manchester, Gorton (Afzal Khan).

The correct response should have been:

[Chris Skidmore]

Students who started their courses in the current academic year have had access to the highest ever funding levels to support their living costs. We now have a system of support that targets those from the lowest-income families, who need it the most. A record rate of 18-year-olds from disadvantaged backgrounds went to university this year, 52% more than in 2009.

Oral Answers to Questions

Chris Skidmore Excerpts

Monday 17th December 2018 Commons Chamber

[The Minister for Universities, Science, Research and Innovation (Chris Skidmore)]

It is good to be back at the Dispatch Box.

The most recent assessment of the living costs of English-domiciled full-time and part-time undergraduates was the 2014-15 student income and expenditure survey, which found that the average living costs of full-time undergraduates were about £7,000.

[Afzal Khan]

According to a recent report in the Huffington Post, the living costs of students in Manchester have rocketed by 37% in the last 10 years. Cost should not be a barrier to accessing the country’s best universities, such as the University of Manchester. What is the Minister doing to encourage universities to keep students’ costs affordable?

[Chris Skidmore]

Students who started their courses in the current academic year have had access to the highest ever funding levels to support their living costs. We now have a system of support that targets those from the lowest-income families, who need it the most. A record number of 18-year-olds from disadvantaged backgrounds went to university this year, 68% more than in 2009.[Official Report, 20 December 2018, Vol. 651, c. 6MC.]

[Gordon Marsden (Blackpool South) (Lab)]

As a fellow historian, I warmly congratulate the Minister on his appointment, although I am afraid that he arrives to a perfect storm for students, battered by high tuition fees and extortionate interest, with evidence now piling up from freedom of information requests—the latest in The Huffington Post report that my hon. Friend the Member for Manchester, Gorton (Afzal Khan) has just referred to—that many are unable to cope with spiralling accommodation costs in London and other cities. Yet recent questions I put to the Department on what it is doing about this got the answer that it was not a Government issue. On the day we are told that the London Business School head gets a half a million pound a year package, is it not appalling that students at his and other HE institutions are being brushed off like this? Will the Minister make this a priority for his in-tray?

[Chris Skidmore]

The hon. Gentleman and I have a mutual interest in history, particularly the reign of Henry VII, and I hope that we can continue to be civil in our conversations on HE funding, but I reiterate on the loan package that we have seen not only a 10.3% increase compared with the previous grant system in 2016-17 but in November a further 2.8% increase, which means there is currently a maximum loan of £8,944. On accommodation costs, I am interested in looking in particular at the private rented sector. We have been working with the British Property Federation to develop advice on protocols that will encourage collaborative working between universities and private providers. I do want to go further and I hope that we can work together to look at this issue.

[Debbie Abrahams (Oldham East and Saddleworth) (Lab)]

14. What recent assessment he has made of the adequacy of the level of support for SEND learners.

--- Later in debate ---

[Chris Davies (Brecon and Radnorshire) (Con)]

Does my hon. Friend share my concern about a creeping culture of censorship taking hold on some of our university campuses?

[The Minister for Universities, Science, Research and Innovation (Chris Skidmore)]

The Government are deeply committed to protecting freedom of speech in higher education. The Equality and Human Rights Commission and key partners in the higher education sector worked with the previous Universities Minister—to whom I pay tribute as a friend and colleague—to develop a single piece of guidance that will set out key principles. This will enable universities and student unions to understand their obligations to protect and support free speech, which must happen in our universities.

[Joanna Cherry (Edinburgh South West) (SNP)]

T3. Staff and students at the Heriot-Watt and Napier universities in my constituency want assurances that Brexit will not adversely affect their studies or their research. Given the current uncertainty, is the new Universities Minister in a position to give those reassurances?

[Chris Skidmore]

Delivering an EU deal is the Government’s top priority, and we do not want a no-deal scenario. However, a responsible Government should prepare for every eventuality, including the possibility of no deal. We have already guaranteed the rights of EU residents in the UK by 29 March 2019, and we are calling on EU member states to do the same for UK nationals. For education, that will mean that they have broadly the same entitlements to work, study and access to public services and benefits as now. In addition, the Government have made an underwrite guarantee that will cover all committed payments to UK participants in programmes such as the European social fund and Erasmus Plus.

[Kevin Foster (Torbay) (Con)]

The Schools Minister will be aware of the concerns in Torbay schools around the consultation on the high needs funding formula, so we welcome the additional funding announced yesterday. Will he confirm whether the indicative amounts per council will be published?

[Drew Hendry (Inverness, Nairn, Badenoch and Strathspey) (SNP)]

T4. A report from the Science and Technology Committee in the other place points out that the UK’s influential position will be diminished if we are cut off from EU funding, shared research facilities and the to and fro of talented researchers as a result of Brexit. Does the Secretary of State think that that is an acceptable outcome, stemming from his party’s internal civil war over Europe?

[Chris Skidmore]

As I have already stated, the Government are committed to ensuring that we have a deal with the European Union. A deal will ensure that we have stability and security going forward after 29 March 2019, but we have also committed to putting in place protections to ensure that our HE institutions are protected under a no-deal scenario.

[Rebecca Pow (Taunton Deane) (Con)]

Will the Minister join me in congratulating the fabulous University Centre Somerset, part of Bridgwater & Taunton College, on being awarded centre of the year in the Lion awards for innovation across the centre in learning, vocational courses and apprenticeships? It is a phenomenal establishment.

Schools That Work For Everyone

Chris Skidmore Excerpts

Monday 14th May 2018 Commons Chamber

[Damian Hinds]

This is all part of existing capital funding. I mentioned earlier the much larger figure of which this is one part.

[Chris Skidmore (Kingswood) (Con)]

I welcome the Secretary of State’s announcement on wave 13 of the free school application process and the fact that free schools have created 212,000 places since 2010. Applications for two new free schools, which I am keen to support, will be coming forward from my constituency. Will he meet me and a delegation to discuss those plans so that I might continue to support educational provision in my local area?

[Damian Hinds]

I am always delighted to meet my hon. Friend.

Support for Deaf Children: South Gloucestershire

Chris Skidmore Excerpts

Wednesday 9th May 2018 Westminster Hall

[Luke Hall]

I welcome my hon. Friend’s comments. I will talk about the issues he raised in a bit more detail, but he has hit the nail on the head about the need for hearing aids and other assisted listening technologies outside the school or nursery setting. I thank him for that, and for his important work in South Gloucestershire on behalf of the communities.

Early years support services can be vital in determining a child’s future success. Therefore, it is important that local children get the targeted support that they require as early as possible during their development. Unfortunately, that is not always the case. Many deaf children can face a lack of pre-school and early years support. The foundations for communication and language skills are often laid during the earliest stage of a child’s life. Local parents have expressed their concerns about the uncertainty that comes with the review and about making sure that the outcome is right. Support for early years and pre-school must be prioritised and strengthened during the review period.

Support in the form of teachers of the deaf can be extremely useful for children with hearing loss. They provide specialist training and advice to teachers, parents and pupils on how to deal with the difficulties that come with the everyday challenges that people may face. Those teachers can give skilled assistance to pupils and their families and make a significant contribution to their academic progress and achievement later in life. Currently, there are unfilled vacancies in South Gloucestershire that are a source of concern to local parents, who want to ensure that the frontline delivery of services remains a priority after September 2019. Parents want to be certain that children in our community will continue to have fair access to help from those specialist teachers so that they can continue to make positive improvements in their development and learning. It is vital that the review protects frontline teaching of the deaf.

My third point is about therapy support—specifically, speech and language therapy provision—beyond key stage 1 in South Gloucestershire. Speech and language therapy—SALT—can help children to develop better communication skills, optimise their speech, build their confidence and improve their interaction with others. It is important to ensure that the appropriate specialised SALT support is provided beyond key stage 1, because it can make a real difference to the development of children’s communication.

It is important that local children can continue to benefit from the expert advice and assessment of the NHS SALT service after the review. This is, therefore, the perfect time for South Gloucestershire Council and other authorities to consider improving the joining up of provision and support between health and education organisations, especially following the Ofsted report. Although I accept that in some cases commissioning is delegated to schools, it is important to ensure that support such as the provision of teachers of the deaf and SALT is complemented, and that there are no gaps in the provision of services for deaf children. That is a real concern that parents and the NDCS in particular have raised with me.

[Chris Skidmore (Kingswood) (Con)]

I thank my hon. Friend for securing this debate. He raises important points about education provision in South Gloucestershire, which is not as good as it should be. South Gloucestershire does not do as well as neighbouring local authorities such as Bristol, particularly for deaf children and people with special educational needs. On speech and language therapy provision and its funding, does he believe that the Bristol, North Somerset and South Gloucestershire clinical commissioning group also has a role to play? Deafness is a special educational need and a physical impairment, and its detection can take place at GP centres and in hospitals, so the NHS and South Gloucestershire Council both have roles to play.

[Luke Hall]

I thank my hon. Friend for that intervention and for all the work he does on behalf of people, including children, around South Gloucestershire. He is absolutely right: of course the clinical commissioning group and local NHS services have a role in ensuring that children around South Gloucestershire receive optimal support. He is right to point out that there are clearly ways we can improve in South Gloucestershire following the Ofsted report.

The need for improved access to assistive listening technologies such as radio aids—especially, as my hon. Friend the Member for Filton and Bradley Stoke (Jack Lopresti) pointed out, for pre-school children outside the nursery setting—has come up time and again in my conversations with local parents. Radio aids help deaf children to hear speech and sounds more clearly, as they transmit sound directly to a child’s hearing aid or implant. That can be critical in the early years of a child’s life, when they are at the earliest stage of learning. Radio aids can play an essential role in language development and in improving parent-to-child communication in the home and outside nursery.

We had a fascinating day when the NDCS brought hearing aids here so that we could hear the remarkable difference, in a busy and loud environment, between having that technology and not having it. Such environments often make for difficult listening conditions, and radio aids can prove useful in reducing the effects of background noise and improving the listening experience. Using them in places such as the car, public transport, after-school clubs and the home can make a big difference in a child’s language development and improve their concentration and attention.

[Chris Skidmore]

My hon. Friend is being very generous in giving way. Is that not the critical point? Academics such as Leon Feinstein have shown that word acquisition varies: at the age of three, a child in a disadvantaged family might know 600 words but a child in a more affluent family might know nearly 6,000 words. For a deaf child, being able to acquire words early is vital. The success of the Government’s phonics programme in developing language acquisition has clearly been proven, but that cannot take place unless we have radio aids. Does he therefore believe that there should be universal provision of radio aids for deaf children in South Gloucestershire, and that children should be able to take those aids outside the school setting to ensure they are constantly learning and engaged in whatever setting they are in?

[Luke Hall]

My hon. Friend is absolutely right to point out the success of the Government’s phonics programme and the disparity in children’s vocabulary. I will come on to an example of a child in my constituency who benefited and learned new words by being part of a trial in South Gloucestershire that made radio aids possible. I completely agree that it is vital for people to have access to radio aids outside the home.

Living with hearing loss is sometimes an isolating and lonely experience, and radio aids have been shown to have positive effects on children’s psychological and emotional wellbeing and self-confidence. Perhaps the best argument for the use of radio aids I have heard came from my constituent, Hannah, whose daughter has severe hearing loss and has been wearing hearing aids since she was eight weeks old. Hannah’s daughter was offered the chance to use a radio aid for a trial period. Hannah told me how beneficial that had been for her daughter, who started to pick up new vocabulary and became more confident and independent. That radio aid enabled her to have an experience of life that was much more like that of her hearing friends.

Local parents are concerned about the fact that although the provision of radio aids outside the school or nursery setting might be greatly beneficial, it is not a certainty for children in South Gloucestershire. In this review period, there is even more uncertainty about what will come post September next year. I therefore urge all four authorities to use the review to consider providing radio aids to all deaf and hearing-impaired children for use in the home and outside the school or nursery setting as quickly as possible.

I ask the Minister to urge South Gloucestershire Council and the other three authorities to take the review process as an opportunity to evaluate overall provision for local deaf children, and to have in mind the four points I have raised: prioritising early years and pre-school provision and ensuring that it is strengthened as a result of the review; protecting the provision of teaching of the deaf; joining up the teaching of the deaf and speech and language therapy services, which is particularly important and has been raised a number of times; and considering providing radio aids to all deaf and hearing-impaired children outside the home as quickly as possible. The review gives us the opportunity to improve the support we offer to deaf children, and to help children in South Gloucestershire to develop better communication skills, optimise their speech skills, build their confidence in interactions with their families and others, maximise their academic attainment and become more confident and independent. Taking those steps will make that possible.

[The Parliamentary Under-Secretary of State for Education (Nadhim Zahawi)]

It is a pleasure to serve under your chairmanship, Mr Rosindell. I congratulate my hon. Friend the Member for Thornbury and Yate (Luke Hall) on securing this timely debate, which follows my recent meetings with members of the all-party parliamentary group on deafness. I am grateful for this opportunity to set out the Government’s position on supporting children and young people with special educational needs and disabilities, including those who are deaf and hearing-impaired, and to understand views about the services available in South Gloucestershire.

I am determined to ensure that children and young people who are deaf or have a hearing impairment receive the support they need to achieve the success they deserve. Our latest figures show that more than 21,000 pupils who have a hearing impairment as their primary special educational need are supported by schools in England, and 93% of children with a hearing impairment are educated in mainstream primary and secondary schools. I know that many colleagues are concerned that that group of children and young people is likely to receive a poorer service, and I take on board the point made by my hon. Friend the Member for Filton and Bradley Stoke (Jack Lopresti) about hearing aids in early years settings. However, I assure colleagues that it is not my expectation that those children should receive a poorer service. I expect deaf and hearing-impaired children and young people to receive the support they need to help them fulfil their aspirations alongside their peers. I hope that message gets home to the leadership in South Gloucestershire and neighbouring authorities.

The 2014 SEND reforms were the biggest change to the system in a generation, placing a new emphasis on promoting better involvement of parents and young people in the planning and support provided for their children. The Children and Families Act 2014 and the “SEND code of practice: 0 to 25 years” in 2015 built on best practice developed over many years. The reforms are about improving the support available to all children and young people with special educational needs and disabilities, which we are doing by joining up services for nought to 25-year-olds across education, health and social care and by focusing on positive outcomes in education, employment, housing, health and community participation. I want to be absolutely clear that that vision applies equally to deaf and hearing-impaired children and young people.

The completion of the statutory transition period in the SEND system is not the end point for the SEND reforms. We all recognise that we are only partway to achieving our vision; the biggest issue we have to address now is changing the culture in local authorities, clinical commissioning groups and education settings. We must support organisations to overcome the barriers that prevent them from working together, focus on the long-term outcomes for these young people and ensure that our policies are delivering for families and supporting children to succeed. Supporting schools to respond to the needs of all their pupils is crucial to achieving that goal.

My hon. Friend the Member for Thornbury and Yate mentioned teachers and the training they receive, and that is very much part of the Government’s strategy. In the past five years, we have funded the National Sensory Impairment Partnership to provide a wide range of support to early years, schools, post-16 providers and local authorities to improve outcomes for children and young people with sensory impairment. The work has included the development of resources and training, which are now being accessed by practitioners across the sector.

Having developed those resources and many others relating to other specific impairments, we are shifting our focus to better supporting schools and working to embed the SEND reforms within the school-led system of school improvement. In that way, we aim to equip the workforce to deliver high-quality teaching across all types of SEN. We have recently contracted with the Whole School SEND consortium for a two-year programme to equip schools to identify and meet their training needs in relation to SEND. We are delighted that the National Sensory Impairment Partnership is very much part of that consortium. The consortium will, among other things, help to review the mandatory qualifications for teachers of pupils with sensory impairment to ensure that they remain fit for purpose. I hope that provides my hon. Friend with some reassurance on one of his points.

The Government have separately invested in a number of programmes to support children and young people with hearing impairments and their families. We have funded the development of an early support guide for parents of deaf children, which is available through the Council for Disabled Children’s website. In addition, we have funded the National Deaf Children’s Society’s I-Sign project and the development of a family-orientated sign language programme, which is available free on the society’s family sign language website.

To support local areas to improve and to reassure families that services will be held to account, we have introduced joint local area inspections. My hon. Friend the Member for Kingswood (Chris Skidmore) alluded to the fact that South Gloucestershire is challenged, certainly. The inspections, which started in May 2016 and will see every local area inspected by 2021, are carried out by Ofsted and the Care Quality Commission. Parents’ views of services are an important part of the inspections. The inspections are playing an important role in our reforms, not least by bringing together education, health and social care services, and I am pleased to see services working collaboratively with families to act on the inspections’ findings.

By the way, I have written to South Gloucestershire, which has been asked by Ofsted and the CQC to produce a written statement of action and is required to update me on progress in the action it is taking to address its weaknesses. We will, of course, support South Gloucestershire to respond to the written statement of action through the Department for Education’s professional SEND adviser team and NHS England’s regional adviser team. I understand the local authority is working hard to address those weaknesses.

The duty to commission services jointly is vital to the success of the SEND reforms. We recognise that unless education, health and social care partners work together, we will not see the holistic approach to a child’s progression and the positive outcomes that the system was designed to deliver. Joint working is also one of the best ways of managing pressures on local authority and NHS budgets. Looking for more efficient ways to work together, to share information and to avoid duplication will work in favour of professionals and those who are most important: families and their children. The child or young person and their family must be at the centre of that joint commissioning approach.

Some areas are demonstrating excellent joint working. For example, Wiltshire received positive feedback on the effectiveness of its local area’s joint commissioning arrangements. It was reported that senior officers across education, health and care worked together effectively, adopting a well-integrated, multi-agency approach.

What might all of that mean to the deaf and hearing-impaired children and young people in South Gloucestershire? As my hon. Friend the Member for Thornbury and Yate articulated, South Gloucestershire, along with its neighbouring local authorities, is considering the best way to support sensory-impaired children and young people through its Sensory Support Service. It is important that parents, carers and young people have and take the opportunity to feed into that work. My hon. Friend, by securing the debate, has provided a wonderful opportunity for his constituents and local authority to hear from colleagues and the Department on what needs to happen, and to shape those services for the future.

I am very supportive of local authorities working together to provide effectively for children and young people in their areas. Working in that way is not about local authorities abdicating their responsibility; rather, it is about achieving a better service and better value for money by working together and sharing knowledge and expertise for the benefit of all.

How local authorities choose to allocate their funding is a matter for them, and each authority will carefully consider how best to meet the needs of its children and young people. I understand that South Gloucestershire has funded radio aids for children to access their learning in early years and schools settings from its equipment budget. I am encouraged that it is working closely with children, young people and families to make decisions on how local funding is allocated to overcome barriers and improve access to education for the children in its area.

My hon. Friend the Member for Kingswood mentioned closing the word gap by improving children’s vocabulary. Last week, we announced a fund of £8.5 million to which local authorities can apply for peer-to-peer review of what really works in terms of whole learning. We now need to assess and collect evidence for best practice from a number of projects, and then we will begin to work out how we scale that for the whole country. I am proud of what has been achieved so far and I look forward to working with the SEND organisations, delivery partners and practitioners to ensure the vision becomes a reality.

My hon. Friend the Member for Thornbury and Yate also mentioned speech and language therapy at key stage 1 and how local authorities should look to expand that and take it forward. Early years provision was mentioned by my hon. Friend the Member for Filton and Bradley Stoke. We have a pretty comprehensive strategy in early years interventions. We currently invest about £6 billion a year in childcare, with the disadvantaged two-year-old offer of 15 hours a week and the universal offer of 15 hours a week for three and four-year-olds. All of that is very much part of our overall strategy for early years intervention.

[Chris Skidmore]

I thank the Minister for making that absolutely vital point. We have these accusations of school funding cuts and less money going to young people. Will he finally nail this lie once and for all? Across the country and in South Gloucestershire more money is being spent on special educational needs and our primary schools. Cuts are not taking place; the Government are investing in our future.

[Andrew Rosindell (in the Chair)]

Order. We are running out of time. The Minister needs to wind up very quickly.

Oral Answers to Questions

Chris Skidmore Excerpts

Monday 29th January 2018 Commons Chamber

[Nick Gibb]

No school will see a cut in funding in 2018-19 or 2019-20. Every single school in the country will see an increase in funding of at least half a per cent., and schools that have been historically underfunded in previous Labour Governments will see very significant rises in their school funding.

[Chris Skidmore (Kingswood) (Con)]

My constituent Mahzia Hart was head of an outstanding multi-academy primary trust in Bath and north-east Somerset. In 2015, she resigned following bullying on social media, which resulted in false accusations that were investigated by the National College for Teaching and Leadership and which were subsequently dismissed. In January 2017, Mrs Hart took the National Union of Teachers to court for defamation and successfully won her case. Two months later, however, the NUT was able to refer Mrs Hart to the NCTL again. Will the Minister look into this case and investigate? How is it right that teachers’ lives can be made a misery by repeated malicious referrals to the NCTL, particularly by those who have a vested interest?

[Nick Gibb]

My hon. Friend raises a very important point. The regulation of teachers is a very important function of the National College for Teaching and Leadership. I will look into the issue that he raised, and I am happy to meet with him.