Department for Education

Lord Beamish Excerpts

Monday 1st July 2019 Commons Chamber

[Mr Kevan Jones (North Durham) (Lab)]

I begin by saying thank you to the hard-working teachers and support staff both in County Durham, which I represent, and throughout the country. I would also like to pay tribute to the parents, guardians and school governors who give up their time, which is not usually recognised, to help and support the education of our nation’s children.

Education is a basic and fundamental right. We take it for granted in this country, but we should cherish it and we should all be entitled to it. It changes people’s lives and is one of the ingredients of the glue that holds our society together. Many of our schools are at the centre of our local communities. My hon. Friend the Member for Stretford and Urmston (Kate Green) rightly pointed out that they are also a magnet for a lot of problems in society that have nothing to do with education. I know from my own constituency that many schools and teachers deal with problems that are less to do with education than with the austerity agenda of the past nine years.

People do not think that mental health is an issue for schools, but unfortunately they have to deal with it on a daily basis. I welcome what the Government have done in announcing funding for counsellors and so on in schools, but that is only part of the solution. The real issue is addressing the mental health of young people and children outside school. Many individuals who present with very serious mental health problems do not actually attend school in the first place.

I take the view that education is an investment in our economy not just for now, but for the future. Every successful economy in the world puts investment in education at the centre of its economic policy and this will become more important in the coming years. With rapid technological change, people will not be in the same job for 20 or 30 years. They will need upskilling and training throughout their lives. Investment in education will have to be not just in schools but throughout people’s lives if we are to achieve individual fulfilment from education as well as the economic benefits.

It is important that we realise that education, as the Chair of the Education Committee, the right hon. Member for Harlow (Robert Halfon), said, has to be joined up with other Government Departments. Over the past nine years, that has not happened. Education has not been free from the austerity axe. I was interested to hear what the Chair of the Select Committee said about taking politics out of education. I think a lot of teachers would agree with him on that, but the Government have had an ideological obsession with education. Free schools have diverted attention and resources from what is really needed. In County Durham in the early years of the coalition Government, we wasted over £4 million—almost £5 million—on a free school that was not needed. That was done for ideological reasons. Scarce resources that could have been put into the local education community were just wasted on an ideological initiative.

Ministers always say that we spend more on education now than we did in 2010. Of course we spend more: there are nearly 700,000 more pupils in primary and secondary schools, and we cannot educate them without putting more money in. If we actually look at the figures, however, there has been a reduction in real-terms spending on our schools and colleges from £95.5 billion in 2011-12 to £87.8 billion last year. That is a reduction in the amount we spend on education as a percentage of GDP from 5.69% to 4.27%. Are we taking on board the idea that there should be investment in education? No, we are not.

There are other pressures facing our schools—certainly the ones in Durham that I speak to. I have already mentioned that there are 700,000 more pupils than there were in 2010. Teachers have rightly been awarded a 3.5% pay increase. The sting in the tail was that that would not be wholly financed by central Government, with 1% falling on schools’ budgets. Schools are already in a very tight fiscal situation in balancing their budgets. The Government are purporting to put more money in, but by sleight of hand they are putting more pressure on the system. The Chair of the Select Committee argued the case for longer-term funding over a 10-year period. I agree with him. If we want education in this country to be an investment in our knowledge, the wellbeing of individual citizens and the economy, a long-term plan is needed. Schools are also feeling the pressure from contributions to teachers’ pensions. The Government said that would be met with one-off funding of £40 million for one year, but we need to make the case for future years. Again, we have to be careful that the costs do not fall on individual schools, because as it stands future contributions will have to come out of their budgets.

We only have to look at the number of schools, especially local authority schools, that are running budget deficits to realise there is a problem. In 2017-18, about 10% of all local authority maintained schools were running budget deficits. It is okay for Ministers to keep saying that more money is going in, but Government initiatives—for example the apprenticeship levy, which everyone supports—are putting the costs on schools. The Government are giving with one hand but taking away with the other. We can add to that such things as the GCSE changes. Putting aside the practical implications for teachers, there are costs involved for schools, and all these things add to the pressure on individual schools’ budgets.

Let me turn to special educational needs. County Durham is no different from any other area: it is struggling to meet the requirement to provide education support for the most vulnerable pupils. Last year its budget was overspent by £4.7 million, and this year it is forecast to be £5.1 million overspent. It has asked to take money out of the dedicated schools grant, which would direct money away from others into this vital area. We need to ask: why? As has been referred to, such things as the Children and Families Act were well meaning, but there has been a knock-on effect on individual budgets. For example, identifying those with SEN in the early years is very important, but it brings increased pressures. In County Durham, the number of children who have direct support in the early years has gone from 90 in 2014-15 to 287 in 2017-18, so there has been a huge increase in support. I am not saying that children do not need that support, but it has highlighted the issue.

Another issue is young people needing statements in mainstream education. In County Durham—this is the same elsewhere—there has been a decrease in the number of children needing statements who are accessing their education in the mainstream sector. It has dropped from 1,008 to 818 this year, because they are now being provided for in the private sector. That is not just down to the individual choice of parents, but because the provision that those individuals need cannot be provided. On average, it costs about a third more—if not more—to offer that type of provision in the mainstream sector, which puts pressure on the system.

On students in further education with special educational needs and disability, there is huge pressure on Durham County Council to support young people from 19 to 25. In 2015 there were 166 such individuals, and now there are 833. That requires not just support for those individuals, but adaptations that need to be made.

We can add to that the point that my hon. Friend the Member for Stretford and Urmston made about exclusions: there has been a 20% increase in exclusions from mainstream schools. On average, that costs Durham County Council £21,000 a year, and that does not include transport for those individuals. We have the system of ratcheting, with league tables and other issues, which means that many schools—both those in the maintained sector and academies—are excluding some of those children, but they have to go somewhere.

Olwyn Gunn, the cabinet member responsible for education at Durham County Council, wrote to the Under-Secretary of State for Education, the hon. Member for Stratford-on-Avon (Nadhim Zahawi), to ask him to come and look at the issues in County Durham. She wrote on 22 November and got a reply in January saying that, unfortunately, the Minister’s diary is overcommitted. May I invite him again, through his colleague the Minister for School Standards, to come to County Durham and meet the professionals on the ground?

Finally, I turn to capital. In my constituency, since 2010, there has not been one single new capital build project that was not already agreed under the last Labour Government. Under that Government, I had a new academy and secondary school, a new school at Pelton, a new school at Catchgate, Greenland juniors, and the refurbishment of St Joseph’s. Not one single new capital project has since been put forward in County Durham, despite the county council recognising that across County Durham, there is a backlog of repairs and capital funding of £125 million. To add insult to injury, the council was told in 2010 that it would not be getting any funding to meet its basic capital funding needs. Sometimes I look at some of the figures, including, for example, for my favourite council, Wokingham. Its basic needs funding allocation per head is £309.43, whereas Durham gets £37.46. That cannot be right. I do not want to go on much longer, but I could name a few more such examples.

In conclusion, education is in crisis in this country and it is no good hiding from that. No matter how many times the Prime Minister says that austerity is finished, at the chalkface in classrooms, teachers and headteachers are struggling to manage budgets. I accept what people are saying about the right hon. Member for Uxbridge and South Ruislip (Boris Johnson); he has discovered the magic money tree, which we were told did not exist—actually, if we look at all his commitments, we see that he has discovered an entire equatorial rainforest of money trees. I come back to where I started: education is a fundamental right for individuals in this country. We all benefit from it and, if we want a strong society and a prosperous economy, we need to invest in it.

[Several hon. Members rose—]

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[The Minister for School Standards (Nick Gibb)]

I thank my right hon. Friend the Member for Harlow (Robert Halfon), the Chair of the Education Committee, for the way that he opened this debate on education estimates, for his kind comments about my work on literacy, and for his praise for my right hon. Friend the Minister for Apprenticeships and Skills. He is right to emphasise, as he so often does, the importance of education as preparation for the world of work.

To address one or two points raised by the hon. Member for Wythenshawe and Sale East (Mike Kane), he should know that there are 40,000 more teaching assistants today than there were in 2010 and there are 10,000 more teachers. He mentioned Cheltenham; there is no more assiduous champion for school funding and schools in Cheltenham than my hon. Friend the Member for Cheltenham (Alex Chalk). That is one reason why £49.9 million has been spent on schools in Cheltenham in this financial year, which is a 5.3% increase on 2017-18.

There were good speeches from the hon. Member for Kingston upon Hull West and Hessle (Emma Hardy), the right hon. Member for North Durham (Mr Jones) and the hon. Members for Crewe and Nantwich (Laura Smith), for Warwick and Leamington (Matt Western) and for High Peak (Ruth George). My hon. Friend the Member for Erewash (Maggie Throup) demonstrated her passion for education with her whistle-stop tour of schools in her constituency, including Cotmanhay Junior School, which I enjoyed visiting with her recently—I feel so sorry for the headteacher who had the appalling double whammy of having the Schools Minister and an Ofsted inspector there on the same day. My hon. Friend the Member for Dudley South (Mike Wood) was equally passionate about the schools in his constituency, not just because his wife is a high-level teaching assistant.

The hon. Member for Stretford and Urmston (Kate Green) raised the important issue of mental health, as did my hon. Friend the Member for Cheltenham. Mental health is a priority for this Government, who are working closely with Universities UK on embedding the #stepchange programme, which calls on higher education to adopt mental health as a strategic priority. The university mental health charter, announced in June last year, is backed by the Government and led by the sector, and it will drive up standards in promoting student and staff mental health and wellbeing. The charter will reward institutions that deliver improved student mental health outcomes.

The hon. Member for Stretford and Urmston also raised the tragic issue of young suicide. Following a conference in spring last year on understanding suicide in the student population, Universities UK worked with a range of experts to develop guidance on measures to help to prevent suicide. The Government have also published the first cross-Government suicide prevention plan for wider society. The plan, led by the Department of Health and Social Care, sets out actions for local government, the NHS, the criminal justice system and the universities sector.

The Government are determined to create a world-class education system that offers opportunity to everyone, no matter what their circumstances or where they live. That is why we are investing in our education system to make sure that schools, colleges and universities have the resources that they need to make this happen. In 2019, the Department for Education resource budget is around £68.5 billion, which we are debating today. Of that, £54 billion is for estimate lines relating to early years and schools, £14 billion is for estimate lines relating primarily to post-16 and skills, and £0.4 billion is for social care, mobility and disadvantage.

My right hon. Friend the Member for Harlow also raised the issue of the long-term plan for funding education. Given the strategic national importance of education, I share that view. At the spending review, we will be considering our funding of education in the round and looking to set out a multi-year plan. This will look at the right level of funding as well as how we can use that funding.

Since 2010, we have been reforming our education system to ensure that every child, regardless of background, is able to achieve their full potential, and to close the attainment gap between the most and least disadvantaged, which is also a priority for my hon. Friend the Member for Mansfield (Ben Bradley) and my hon. Friend the Member for Cheltenham. Thanks in part to those reforms, the proportion of pupils in good and outstanding schools has increased from 66% in 2010 to 85% in 2018. In primary schools, our more rigorous curriculum, on a par with the highest performing in the world, has been taught since September 2014, and the proportion of primary school pupils reaching the expected standard in the maths test rose from 70% in 2016, when the new curriculum was first tested, to 76% in 2018, and in reading it rose from 66% to 75%. Moreover, this country has risen from joint 10th to joint eighth in the Progress in International Reading Literacy Study—PIRLS—survey of the reading ability of nine and 10-year-olds.

In secondary schools, our more rigorous academic curriculum and qualifications support social mobility by ensuring disadvantaged children have the same opportunities for a knowledge-rich curriculum and the same career and life opportunities as their peers. The attainment gap in primary schools between the most disadvantaged pupils and their peers, measured by the disadvantage gap index, has narrowed by 13.2% since 2011.

Our vision is for a school-led system that recognises headteachers as being best placed to run their schools and to drive improvement based on what they know works best. The reforms of the last nine years show that autonomy and freedom allow the best heads and teachers to make the right decisions for their pupils to enable them to reach their full potential. Over half a million pupils now study in good or outstanding academies, which typically replaced underperforming local authority maintained schools. There are more than 2,000 sponsored academies—schools taken out of local authority control because of performance concerns—and seven out of 10 are good or outstanding, despite their having replaced the most underperforming schools. Some 50% of pupils are now taught in academies.

To support these improvements, we have prioritised and protected education spending while having to take difficult public spending decisions in other areas. We have been able to do that because of our balanced approach to the public finances and our stewardship of the economy, which has reduced the annual deficit from an unsustainable 10% of GDP in 2010—some £150 billion a year—to 2% in 2018. The economic stability that has provided has resulted in employment rising to record levels and unemployment being at its lowest level since the 1970s. This has given young people leaving school more opportunities to have jobs and start their careers.

This balanced approach allows us to invest in public services and education. Core funding for schools and high needs has risen from almost £41 billion in 2017-18 to £43.5 billion this year. That includes the extra £1.3 billion for schools and high needs that we announced in 2017 and invested across 2018-19 and 2019-20 over and above plans set out in 2015.

[Mr Kevan Jones]

I am not sure what colour the sky is in the Minister’s world, but it is certainly not the same colour as it is for many teachers I speak to in my constituency. He has obviously visited many Conservative constituencies at the behest of his colleagues. Can I challenge him to come to Durham to speak to the local authority and SEN teachers, who are under huge pressure because of the policies he is pursuing?

[Nick Gibb]

I am aware of the pressures that schools are under, and I am very happy to come to Durham. I went to university there and would be happy to make a nostalgic trip back. I meet two or three times a week with groups of headteachers brought here by Government Members as well as Opposition Members to discuss these issues. I am fully aware of the pressures that schools are under as a result of the increased costs they face from national insurance and other issues. We take these issues seriously and will take forward a well-configured spending review as we enter the next spending review period.

We are committed to directing this school funding where it is needed most. This is why, since April last year, we have started to distribute funding to schools through the new national funding formula. The formula is a fairer way to distribute school funding because each area’s allocation takes into account the individual needs and characteristics of its schools and pupils, not accidents of geography or history—not, as my right hon. Friend the Member for Harlow put it, on the basis of a postcode lottery.

Schools are already benefiting from the gains delivered by the national funding formula, which provides every local authority with more money for every pupil in every school, while allocating the biggest increases to the schools that have been most underfunded. This year, the most historically underfunded schools will attract increases of up to 6% compared with 2017-18. My hon. Friend the Member for East Worthing and Shoreham (Tim Loughton) raised concerns about the historical unfairness of funding in West Sussex, of which, of course, I am well aware. As he will know, the new national funding formula has sought to address that unfairness. That is why it was introduced, why schools in his constituency are attracting 5.5% more per-pupil funding in 2019 than they did in 2017-18, and why West Sussex as a whole has received a £33.5 million increase since that period.