Education: Teacher Departures

Lord Jones of Cheltenham Excerpts

Wednesday 3rd November 2021 Lords Chamber

[Baroness Barran (Con)]

The noble Lord is right that the figures have been stubbornly stable. The school workload reduction toolkit supports schools to review and manage workload. It remains widely used; there were a thousand downloads of the toolkit in September of this year. The noble Lord will also be aware that, in 2019, we announced the teacher recruitment and retention strategy. We have talked about the early career framework and the national professional qualifications. One of the encouraging signs we are seeing is that applications for initial teacher training are up by more than 20% this year, so that bodes well for the future.

[Lord Jones of Cheltenham (LD) [V]]

Teachers are the country’s most vital workforce and should be rewarded and appreciated appropriately, not overworked to breaking point. Rather than constant testing and pressure to reach the Government’s targets, is not the role of teachers to help each child become more self-confident and to find something they are interested in, something they can become good at and something they may be able to make a career out of?

[Baroness Barran (Con)]

As we know, the list for teachers is a very long one, and all the things that the noble Lord mentions are important. But we also know that, without the basic skills of literacy and numeracy, it is very hard to realise the aspirations which the noble Lord rightly highlights, hence our focus on those subjects in particular.

Schools

Lord Jones of Cheltenham Excerpts

Thursday 16th November 2017 Grand Committee

[Lord Jones of Cheltenham (LD)]

My Lords, I too thank the noble Lord, Lord Bird, for initiating this debate and introducing it in his inimitable way. What a wonderful addition he is to your Lordships’ House.

First, we must address the discrepancy between the concepts of fairer funding and sufficient funding. It can only be through sufficient funding that we can hope to ensure for our children the opportunities to attend good schools. Under the fairer funding formula announced by the Government, historic inconsistencies in funding allocations across schools and regions are to be addressed—funding will be more transparent. This sounds fair and, while widely welcomed, it is ensuring a sufficient level of funding for schools and mitigating the damaging consequences of historic funding insufficiencies, which may be the legacy of this Government.

While some schools may benefit from the new formula and see their funding per pupil increase, others will undeniably see their funding per pupil cut—I have seen this in my own area of Cheltenham. Since 2015, those schools have also faced historic budget cuts, with figures reported to be £2.8 billion. This has been in part due to budget freezes as well as increases to national insurance and teachers’ pensions contributions, the national living wage, the pressures of annual pay rises, the impact of inflation and the introduction of the apprenticeship levy. Therefore, there are schools that, on the back of hard-felt cuts since 2015, are facing more cuts still. Although the Government have promised to plug the interim gap with transitional funding, head teachers expecting cuts are anxious about the impact they will feel when this protection barrier is set to run out in April 2020.

This is an intensely nerve-racking time for the teaching profession. The announcement of an extra £1.3 billion for the core school and high-needs budget across 2018-19 and 2019-20 has been declared by heads as insufficient in the face of future and historic losses. Steadily, many schools have reported the long-lasting impact of historic and impending cuts: a narrowing curriculum in which the arts are sidelined; less funding for extracurricular pursuits; non-specialist teachers forced to deliver lessons in core subjects; budget cuts for resources and teacher career progression; inability to replace staff who have left; ever-rising class and tutor-group sizes; inability to offer careers advisers and counsellors; and a reduction in numbers of staff, especially support staff. Teachers are under immense pressure not just to maintain standards but to significantly improve them against tougher assessment criteria, with less and less resource to do so.

The Government, of course, maintain laudable aims. In his Statement in July 2017 on the schools update, the noble Lord, Lord Nash, said that the Government want to give all children an,

“education that unlocks their potential and allows them to go as far as their talent and hard work will take them”.—[Official Report, 17/7/17; col. 1429.]

As the catalyst for social mobility that this Government desire, it is long-term security, rather than short-term fixes, that is needed. To unlock a child’s potential and to enable social mobility what is needed is: manageable class sizes; excellent teaching staff who are trained in their subject area and given the resources to inspire and engage; consistency in teaching staff; a vibrant and innovative curriculum that meets the needs of individuals and is not squeezed by the external pressure of fitting what best aligns with national measurements; an enriching extracurricular programme and access to opportunities outside the school environment; excellent careers and post-16 study advice provision that, when offered early on, instils a sense of determination and drive; superb pastoral and emotional support and access to an in-house counsellor, to avoid the NHS waiting lists; and, of course, a well-resourced school library and ICT provision.

All of these aspects have been, and continue to be, threatened in schools across our country that will not benefit under the fair funding formula. This situation cannot improve unless historic cuts are reversed and future insecurities addressed. The aims of the DfE and the Government are indeed worthy, but the question remains at the bottom line of this debate: can fairer funding also mean sufficient funding?

The Conservative manifesto promised an extra £4 billion in the schools budget by 2022. It seems that this promise is being broken. Only £1.3 billion has been provided so far and none of it is new money. The NAO estimated last year that it would cost £6.7 billion to return all school buildings to a satisfactory condition. The Government, however, are cutting £420 million from the capital budget, partly to fund this new core spending commitment.

My party, the Liberal Democrats, wants to protect per pupil funding in real terms; that must involve new money from the Treasury. Our party’s election manifesto also included calls for additional capital investment in schools to support capacity increases and modernisation.

So here are a few questions for the Minister. In view of the National Audit Office estimate of £6.7 billion to return all school buildings to a satisfactory condition, why are the Government, instead of finding new money from the Treasury, cutting the capital budget to fund this new core budget spending commitment? The Government have ended the pay cap by awarding police and prison officers pay rises of above 1%. Will they now look again at giving teachers a pay rise above 1% too, with the Secretary of State increasing the schools budget accordingly?

The Government have abolished plans to make private schools help neighbouring state schools or lose their charitable status. This comes at a time when many state schools are increasingly unable to afford building repairs and are forced to cut back on resources for their students. Will the Government reconsider these plans?

What impact on children’s health do the Government believe funding the core schools budget by cutting capital funding for PE facilities will have, particularly when childhood obesity rates are continuing to rise?

Per pupil funding for 16 to 19 year-olds in sixth forms and FE colleges has been frozen since the 2015 Spending Review. Now that the Government are pledging that per pupil funding for school pupils will increase with inflation, will this be extended to 16 to 19 year-olds?

Education is about empowering each individual. Schools should be about encouraging each young person to discover something they like—something they can become good at and maybe make a career out of. That is the way to give each individual some self-esteem: to feel good about themselves. I am reminded of the young mother who was concerned that her 10 year-old daughter was not making sufficient progress with maths and English. She went to see the class teacher to explain her worries. The teacher told the girl he was going to show her mother something for a few minutes. The teacher and the mother left the room, but as he left the teacher turned on the radio. He then turned and asked the mother to look through the little glass window in the classroom door. She saw her daughter dancing to the music on the radio. The teacher explained that she was a dancer—perhaps she was not the greatest academic in the world, but she liked dancing. He suggested dancing lessons. That young girl turned into one of the most successful choreographers ever to work in the West End.

A good school is one which enables each child to make that kind of discovery. Thank goodness for the wisdom and vision of that teacher. At the end of the day any school is only as good as its staff. We should treasure them and make them feel valued.