Maintained Nursery Schools Funding

Lord Benyon Excerpts

Wednesday 1st February 2017 Westminster Hall

[Helen Jones]

I agree with my hon. Friend. The real problem is demonstrated in the foreword by the Secretary of State to the Government’s consultation response. It displays astonishing ignorance for someone holding her office, because she talks continually about childcare. Childcare is not the same thing as early years education, and Ministers must stop confusing and conflating the two. Maintained nursery schools provide early years education. They are schools and must employ qualified teachers. They must have a qualified head. Indeed, many of the headteachers in the sector are highly qualified. More than 80% are qualified at master’s degree level or above, because their job is highly skilled.

[Richard Benyon (Newbury) (Con)]

Unlike schools, they are not allowed to academise, for example, or to form unions of different schools that would allow them a centre of gravity that might just enable them to get through the difficulty.

[Helen Jones]

That is an interesting point, but not one that I have heard from maintained nurseries, which value their independence and their different way of working, and want to keep that special atmosphere. The problem, of course, is that they are funded not as schools but through the early years formula, which has been consistently cut by the Government. Its various incarnations have had various names, but the Library has produced figures showing that the predecessor grants that were originally rolled up into it would have been worth £2.79 billion in 2010. There was an immediate cut to £2.48 billion and continued decreases and, based on our indicative figures, the sum will be £1 billion by 2019-20.

The problem is that at the same time, the Government have changed the way they fund local authorities. Those authorities have the power to fund nursery schools on a different basis from other providers, but they do not have an obligation to do so. They face a double whammy, because most maintained nursery places—65% of them—are in the most deprived areas. It is councils in those areas that have faced enormous cuts in their budgets, so that some are struggling even to fund statutory services. It is no surprise that there is pressure on maintained nurseries to close or amalgamate.

Maintained nursery schools provide outreach to families, support to other providers, and initial teacher training places. Nowhere else in the sector does all that. Yet they achieve enormous success with children from the most deprived families in the country. Sandy Lane Nursery and Forest School in my constituency serves, mostly, two wards, Orford and Poplars and Hulme, although it takes children from a wider area too. Those wards are among the most deprived 30% in the country. In Orford 33.7% of children are growing up in workless families. In Poplars and Hulme the figure is 32.9%. The fact that the nursery is rated outstanding in those circumstances is a tribute to the skill and expertise of the staff, but that is by no means unusual. The Government should pay heed to the words of a former chief inspector of schools, who said:

“The only early education provision that is at least as strong, or even stronger, in deprived areas compared with wealthier areas is nursery schools”.

Schools White Paper

Lord Benyon Excerpts

Wednesday 13th April 2016 Commons Chamber

[Nicky Morgan]

I will come on to that. My hon. Friend is right, and it is perfectly fair to ask that question. We are allowing six years for the change to be made. As a former Education Minister, he will recognise the benefits of allowing front-line professionals—heads, teachers and governors—to run their schools.

[Richard Benyon (Newbury) (Con)]

Like most Conservative Members, I am a great supporter of academies and they have been a great success in my constituency. Will the Secretary of State say something about the capacity of small primary schools, particularly in rural areas, to make that change?

[Nicky Morgan]

I will, and I recognise that there will be challenges for smaller schools in taking on the responsibilities of becoming stand-alone academy trusts, and we look forward to working with Members across the House on that.

Technical and Vocational Education

Lord Benyon Excerpts

Wednesday 9th July 2014 Commons Chamber

[Matthew Hancock]

Plenty have done so, including me. I went out to recruit one apprentice and came away with two because the applicants were so good. They are both absolutely brilliant. There are many more in the Department—there are now 58 apprentices in the Department for Business, Innovation and Skills. I recommend an apprentice to everyone.

[Richard Benyon (Newbury) (Con)]

It might help my hon. Friend to know that, as an employer, I took on an apprentice under the Labour Government. The course he was required to do and the apprenticeship bore no relationship to, and were a disaster for, each other. Quality as well as quantity has improved in recent years, which is a point Labour Members always forget.

[Matthew Hancock]

That is certainly true. I want to address an important point sensibly made by the hon. Member for Liverpool, Walton (Steve Rotheram). He asked whether too many apprenticeships are short courses and whether they are not high enough quality. It is true that the Government inherited a system in which apprenticeships could be less than six months. That was wrong, so we have said that every apprenticeship must be for a minimum of a year. We have increased quality while increasing the number of apprentices.

It is good news for the nation that the Opposition have accepted their failure in office—the wording of their motion shows that they forgot half the population— and now back our reforms. Some say that imitation is flattery, and I suppose they are right. On Sunday, the hon. Member for Stoke-on-Trent Central called for a new elite grade of master teachers. That sounds like a good idea, and we have them. They are called specialist leaders in education—top teachers who get dedicated training and share their expertise with other schools. There are 3,800 of them in England. By next year, we will have 5,000.

On improving reforms and driving up standards, the hon. Gentleman mentioned technical degrees, which the right hon. Member for Doncaster North (Edward Miliband) described yesterday. They sound like a good idea, and we have them. More than 200 colleges already teach technical degrees. It is called higher education in further education. I suggest he goes around the country and has a look.