Department for Education

Debate between Baroness Laing of Elderslie and Ben Bradley

Monday 1st July 2019 Commons Chamber

[Ben Bradley (Mansfield) (Con)]

I will do my best to take that advice, Madam Deputy Speaker—I do like to hear the sound of my own voice, though, as many of us in this Chamber do.

It is a pleasure to speak in this debate on education as a member of the Education Committee, and I hope to be able to contribute something of use. With an ongoing leadership election and a forthcoming spending review, there is a great opportunity to make progress not only to continue some of the great work that is happening, but to change things. Education is a broad and varied subject, so forgive me if I hop about a bit.

The most prominent education issue, as we have discussed across the House in this debate, is school funding. To put it bluntly, there is not enough of it. I absolutely welcome the Government’s steps to increase support through the national funding formula, ensuring that every school gets a rise and gets above a set minimum level of funding. That benefits schools in constituencies such as Mansfield, which have been historically underfunded. It is a positive step, but the truth is that we are also making it harder in some areas. It is positive that the Government have protected the state sector from pension contribution rises next year, for example, but at some point that will hit schools in the wallet. At the same time, the apprenticeship levy inadvertently affects schools’ core budgets—for example, we have not protected the independent school sector from the pension contributions in the same way. Some people will say, “Why should we?”, but if it impacts the independent sector to the extent that some suggest, we could see closures in that sector, and if that happened, state schools would have to pick up the pieces, which is not in our interests either.

There are significant challenges with special educational needs provision. The Select Committee, which is to report on this later in the year, has received reams of evidence from across the sector. SEND provision, too, impacts on schools’ core budgets, as was mentioned earlier by an Opposition Member, as schools are expected to find the first £6,000 for pupils with SEND, which stacks up, particularly if a school has a reputation for delivering excellent and inclusive education for those pupils. A good reputation attracts more children with SEND to that school, and this success creates budgetary problems as more and more of its funding is spent on SEND. Without extra support, that is not sustainable. We should reward good practice. These issues, whether school places or school funding, are increasingly visible in my constituency surgeries, and I hear the same from colleagues across the House.

I am a Tory MP—I am a conservative with a big C and a small c—and I believe in people taking personal responsibility for their lives. I believe a person’s success is down to them, their hard work and their talents, and that government exists to ensure that everyone has the basic things they need to take the opportunities out there, including a basic education that gives people the skills they need to get on in life. How far they get beyond that is up to them. I am not one for excessive government intervention in near enough anything else, and even in education we should be clear that parents are responsible for raising their children, but many children need us from early years all the way through the system if they are to have a chance in life. Put bluntly, if we want people to take personal responsibility for their lives and to ask as adults what they can do for themselves, rather than what government can do for them, we have to equip them properly when they are children through education.

The education system is the best chance the state has to fulfil its duty to ensure that everybody can succeed on their own merits, regardless of background, upbringing and barriers in early life. It is also an opportunity to deal with issues early on and so save the taxpayer money later. We have to ensure that parents take their responsibilities seriously and that we support them when they need it, but we should also do more to give children in the most deprived communities and from the most challenging backgrounds the basic tools they need for life. Visiting schools in Mansfield, a former coalfields constituency with significant social challenges, I have come to realise that schools are the only place some kids have that are warm, safe and welcoming and where they can find people they trust—I would make the same case for youth clubs and other youth and children’s services. If we are asking schools to properly support those children, they will need significantly more money.

Schools funded to be flexible and inclusive of all but the most challenging students benefit the community and in the long run the taxpayer. I have been genuinely delighted to hear so many positive pledges for school funding throughout the leadership contest, and I look forward to them being taken forward as soon as possible. We should also look at the opportunities that technology brings to reduce teacher workload, to manage data, to enable personalised lessons and assessment and generally to take the strain off teachers and allow them to focus on supporting their students. We have 25% of the world’s edtech businesses here in the United Kingdom, but no clear route, as far as I can see, by which to roll out and test that technology in our schools. I have a great proposal for a pilot project that I am recommending to the Minister—I can recommend a good constituency for him to try it in as well—but perhaps we could also take it forward in the Select Committee. I have raised it there too.

Despite the many challenges, there are some excellent schools delivering incredible education and opportunities to young people. Very few weeks go by in the academic year when I do not visit a school or college in Mansfield. Just last week, I visited Brunts Academy to see what it was up to for school sports week, which is an excellent initiative that needs more promotion. I met Miss Lockwood and pupils to hear about the extra-curricular opportunities and the great work they do to go above and beyond for their pupils. Such work is always fantastic to see and a great credit to the many schools and teachers who do a great job. As a way to boost facilities and capital spending, I have suggested that we build new school buildings and relocate existing schools to these great new facilities and that we cover some of the cost by developing the old sites. I would love to chat about that with Ministers. As my hon. Friend the Member for East Worthing and Shoreham (Tim Loughton) said of his constituency, this has become the biggest issue in my constituency and in my inbox. It needs a resolution.

Another challenge in this sector, and an appropriate one for an estimates debate—I could go through the whole system and come up with a ream of different ideas and suggestions, but I will stick to Government spending—is further education funding. Those who look at the detail will see that FE is the part of the sector that gets the least support, which is incredibly frustrating. Colleges are in a constant state of reform, realignment and merger, which makes it incredibly difficult for them to focus on what they are there for. My local college, which has long been a beacon of aspiration in our community, has its own problems. Some were created by the previous local leadership, which has now moved on, and the college is having to rebuild, restructure and refocus on the local provision that matters. It is doing a grand job actually and is getting back on track, which is fantastic.

I know that Education Ministers are staunch advocates of college funding. We must make colleges places that are getting young people ready for work. We are rolling out T-levels, which are a step in the right direction in balancing the equation between academic and technical education. We should value technical skills and qualifications as much as other routes. I hope the Government can make a success of that. We are often guilty of talking about aspiration and social mobility in terms of how many people go to university, but university is not the right choice for everybody. I would be so bold as to say that too many people go to university, chasing promised outcomes that do not exist, when they would be better off taking alternative routes.

For many people, college is the direct route into work at 18. Often vocational and technical courses are more expensive to run and need specialist equipment, while the additional pressure of unfunded requirements for pupils with SEN—up to 25 now—is another challenge. For these pupils, the support they get at college can determine whether they are ever likely to get into work. Not only does extensive, rounded support help them with their additional needs, but it helps us all as taxpayers, because if they can find meaningful work and support themselves, it saves us all money later on.

The recurring theme in schools and further education—and in, for instance, early years, children’s and youth provision services—is that these are not costs but investments, and that evidence shows that they lead to great savings further down the line. Early spending in the education system reduces the number of exclusions, behavioural problems, social care needs, the cost of adult support services, and the number of young people who end up in prison, and saves the state money in countless other ways. The Government’s own figures show that: the 2018 health profile for England states that educational attainment is “strongly linked” with lower instances of long-term disease and mental health conditions.

Investing money at an early stage in health visitors, early years and primary schools means saving it in our NHS later. Similarly, investment in schools and colleges, helping young people into work, and helping adults to retrain and change careers or achieve basic skills will save money in the welfare system, boost productivity, and produce a happier and healthier population. FE funding needs to increase, and again, I welcome the pledges that have been made throughout the leadership contest.

Part of the college and FE system includes apprenticeships. Apprenticeship spending has gone through the roof, and I welcome that, although the levy is still a work in progress. I echo what has been said about the Minister for School Standards, my right hon. Friend the Member for Bognor Regis and Littlehampton (Nick Gibb), who takes his job incredibly seriously and seems to enjoy it along the way. However, I should like to see increased flexibility to ensure that the money is used. I have suggested that part of the levy pot should be used to plan training and development, that there should be a plan for how the rest of the levy should be spent, and that employers should have an opportunity to realise the potential benefits. That might help to ensure that more businesses make use of the cash that is available. There should also be more flexibility when it comes to how the cash can be used. For instance, recruitment firms could be allowed to spend their levy pots on upskilling jobseekers and helping people to prepare for work, which would, in turn, boost overall productivity. I should be happy to discuss those ideas further.

The Augar review provides an opportunity for big changes to be made throughout further and higher education to meet some of the challenges. Although not all its ideas are good, it certainly shows some positive ways in which reform could benefit the whole sector.

I am flying through this now, Madam Deputy Speaker, so I am close to the time that you specified. I am nearly there. However, you have got me on my favourite subject, so I am going to get it all out! Let me end my speech by raising some fairly disparate points about other areas of education.

I massively welcome the children’s social care innovation programme. The Government have invested £200 million in up to 98 projects for local authorities to develop, test and scale new approaches to supporting vulnerable children in our care system. However, we need to find answers to a great many questions about children’s services, not least the question of how we can take a more proactive and preventive approach that will mean taking fewer children into care. Learning in that regard is hugely important—as is the extra 1 billion quid in the next year’s budget, which is very positive. I have spoken about the amount that front-loaded education spending will save in the long run; the same is true of spending on children’s services, and perhaps even more true of spending on young people who are often very vulnerable.

I also welcome the additional funds to support maintained nurseries in the period preceding the spending review, which were greatly needed. We should consider how we can best utilise early years funding to support those who need it most. As I have said before in the Select Committee, while I am personally very excited about my youngest turning three next month and about how much that will save me in childcare, I am not convinced that my family is among those most in need of that financial help. It is brilliant to be able to reduce people’s childcare costs and help people to take on more hours or go to work, but perhaps we could revisit the thresholds. Perhaps we could put some of that money to more effective use, or look again at the funding for nurseries for the delivery of those free hours to ensure that it is sustainable. Better career paths, training and staff development in nurseries would help to reduce staff turnover and offer better support for children, just as such opportunities for teachers would do in schools.

Needless to say, I am a passionate advocate of delivering for our young people. I think that if there is any sector in which Government money should be spent, it is education and children’s services, which should be a key priority. The statistics on ever-improving school standards and attainment are massively welcome—more children are meeting basic standards in literacy and numeracy, there are more good and outstanding schools, and there has been some excellent progress of which we should be proud—but there is much more to do, particularly for the most vulnerable. I hope that that will be the No. 1 domestic priority for the next Prime Minister later this summer.

[Madam Deputy Speaker (Dame Eleanor Laing)]

I thank the hon. Gentleman for his efforts. I am sure it is not his rhetoric that is lacking; it may be merely his arithmetic. Let us now look on this as a test in primary school arithmetic: let us try adding eight and then stopping. Otherwise, I will impose a time limit.

Higher Education

Debate between Baroness Laing of Elderslie and Ben Bradley

Monday 23rd April 2018 Commons Chamber

[Ben Bradley]

I am going to crack on and finish because I am nearly done.

Moving on from fees, without this agreement there is a risk that universities will not receive crucial grant funding. These transitional regulations enable the OfS to allocate £1.3 billion of teaching grants. Without this legislation, there would be no means to give out those grants and no provision to offer access agreements to support disadvantaged students in the next academic year.

I understand that the Opposition have reservations about how the OfS board has been set up and about appointments to it, but this is not the place to raise such issues. Those decisions have already been made, and their actions risk—[Interruption.]

[Madam Deputy Speaker (Mrs Eleanor Laing)]

Order. The hon. Gentleman must be heard. It is no use everybody shouting at him, because we cannot hear what he is saying.

[Ben Bradley]

I have one line left, so I am nearly there.

The Opposition’s actions risk creating a regulatory gap in the higher education sector and uncertainty for both students and universities. Ultimately, it is that uncertainty that we are trying to avoid, which is why I am supporting the Government today.