Technical and Further Education Bill
Lord Nash ExcerptsWednesday 1st February 2017
(7 years, 10 months ago)
Lords ChamberRead Full debate Technical and Further Education Act 2017 View all Technical and Further Education Act 2017 Debates Read Hansard Text Read Debate Ministerial Extracts Amendment Paper: Consideration of Bill Amendments as at 9 January 2017 - (9 Jan 2017)
The Parliamentary Under-Secretary of State, Department for Education (Lord Nash) (Con)
My Lords, first, I express my gratitude to noble Lords who have already attended meetings with me and the Minister for Apprenticeships and Skills, Robert Halfon, or who have met with officials from my department to discuss the Bill. Across those meetings, there has been support for the principles underpinning the Bill. I welcome this and look forward to working with noble Lords to scrutinise the detail of the Bill to ensure that it meets our shared ambitions.
The Technical and Further Education Bill aims to build a high-quality technical education system that rivals the best in the world, providing the core skills our country needs to thrive. The measures in the technical education part of the Bill take forward the recommendations made in the independent review by the noble Lord, Lord Sainsbury of Turville, and indeed support the work of the noble Baroness, Lady Wolf of Dulwich, to increase the prestige and value of technical education. Currently, the technical option is undervalued —the poor relation to its academic cousin. Too often, those choosing technical education find that it does not provide a clear route to employment or equip them with the skills they need to get the job they aspire to.
The measures in the Bill will work to provide a genuine choice between a technical or academic route, whereby people can feel confident that either route will equip them for sustained employment. Indeed, when the noble Lord, Lord Sainsbury of Turville, gave evidence in the first committee session during the Bill’s passage through the other place, he talked of the international lessons to be learned about parity of esteem between technical and academic routes:
“In most of the successful countries you find the two routes are equally well valued, so there is not a problem of the technical education route being considered inferior. You can have these two routes and both of them be highly valued”.—[Official Report, Commons, Technical and Further Education Bill Committee, 22/11/16; col. 13.]
That is what we are trying to achieve.
The technical education measures in the Bill extend the role of the Institute for Apprenticeships to give it responsibility for classroom-based technical education in addition to apprenticeships. It will be renamed the Institute for Apprenticeships and Technical Education. The institute will put employers at the heart of the technical education system, empowering them to identify the knowledge, skills and behaviours needed for particular occupations. This fundamental shift in the way that technical training courses are designed will enable people to get themselves into employment and provide our country with the skilled workforce it needs.
Part 2 sets out, for the first time, a clear process to be followed in the unlikely event of a further education college insolvency. These measures were carefully developed through consultation over the summer of last year. They apply the normal insolvency procedures to colleges, and in so doing provide much needed clarity for creditors, which they have welcomed. But, importantly, the Bill puts in place protections for students through the introduction of a special administration regime that will have the special objective of avoiding or minimising disruption to the studies of existing students at affected colleges. These measures will ensure that students are protected if a college becomes insolvent.
That is not to say that we expect this process to be regularly used. The current programme of area reviews is well under way, working to put the further education sector on a better and more sustainable financial footing for the future. Part of the review process is to encourage colleges to consider needs and provision locally. That will help to ensure that the right provision is available in the right places. As I said, we do not anticipate that the proposed insolvency regime will be used often, but it is necessary to introduce greater rigour to the further education sector. We forecast that we will have spent approaching £140 million propping up failing colleges by March this year—money we can ill afford to spend.
Being clear that we will no longer bail out colleges that become insolvent will encourage improved financial management in FE colleges which may have performed less well in the past. We know from schools that, often, those running poorly financially also do so educationally, so we can expect to see a further benefit in improved educational performance.
Part 3 includes a measure to amend existing legislation to ensure that, after the devolution of further education functions and the adult education budget to a combined authority, FE providers and others will continue to submit relevant information to the national data system. This will ensure the continued availability of relevant data needed to make intelligent and strategic policy decisions about investment in further education.
The Bill received constructive challenge in the other place and, although it was not amended, we made changes to our approach outside the Bill on the basis of that challenge. I welcome the further scrutiny that this Chamber will provide, and I look forward to hearing the views of noble Lords as the Bill makes progress through your Lordships’ House. The reforms in it will ensure that we improve the skills base in our country, increase economic productivity and protect students, while encouraging greater rigour regarding the finances of the further education sector. I beg to move.
Lord Nash
My Lords, we have heard many expert contributions from noble Lords with considerable collective experience of education, which I found extremely helpful. My colleague Mr Halfon, the Minister for Apprenticeships and Skills, has been present throughout the debate and has already told me that he found the contributions very thoughtful. I am sure he also found the debate very instructive. I have no doubt that the scrutiny this House will provide will further strengthen the Bill. As I said, I am very grateful for the points that have been made. I will respond to as many as time will allow, and write to noble Lords on those points that I cannot cover. I look forward to discussing the issues further in Committee.
A number of noble Lords raised the important question of status. I agree that we desperately need to raise the status of technical education, and ultimately to achieve parity with academic routes. We have a long way to go to achieve this, although I believe that the Bill is part of what the noble Baroness, Lady Wolf, called a serious reversal of the current situation. Many noble Lords, including the noble Baroness, Lady Wolf, the right reverend Prelate the Bishop of Norwich, my noble friend Lord Leigh, the noble Lord, Lord Watson, and my noble friend Lord Lucas raised the important question of quality. The core aim of the apprenticeship reform programme is to improve the quality of apprenticeships in England. All reformed apprenticeships will be based on a standard which has been designed by employers, giving them the opportunity to set out the skills, knowledge and behaviours that their apprentices will need to be fully competent. Over 490 standards have either been developed or are in development, involving 215 groups of employers. Instead of being assessed through a number of small, low-quality qualifications throughout the apprenticeship, in future apprentices will be tested at the end of their apprenticeship by a new rigorous assessment, also developed by employers, to really test that they can do the job. No one will be able to pass their apprenticeship unless they have met this new high bar. We have introduced new quality criteria which providers have to meet before they can be approved to deliver training as part of an apprenticeship, and Ofsted, HEFCE and QAA will continue to quality assure the training as it is delivered. The Skills Funding Agency will also continue to monitor outcomes and intervene where it has concerns.
A number of noble Lords, including the noble Baroness, Lady Morris, and the noble Lord, Lord Hunt, raised the potential problem of being fixated on targets. The 3 million target is an important galvanising force and a statement of intent but our reforms are absolutely about quality, not just quantity. Good progress is being made on the set-up of the institute and we fully expect it to be able to carry out its apprenticeship functions from April this year. Last week, we announced the institute’s board members. I am extremely grateful to my noble friend Lord Baker for his very high praise for the board members. We have also published the institute’s draft operational plan, which sets out how it will carry out its functions. This follows the publication for consultation earlier this year of the Secretary of State’s draft strategic guidance letter to the institute for 2017-18, which outlines the policy parameters within which the institute should operate. The recruitment of the senior team is going well. The interim chief executive and deputy chief executive are in place, six permanent deputy director roles have been filled and all will be in post in April, and a permanent chair will be announced very shortly. Job advertisements for the chairs of the institute’s route panels are out now, and interviews will take place before the end of the year.
A number of noble Lords asked whether the institute will have adequate resources. The final size and structure of the institute is still to be determined, but we expect that around 60 to 80 staff members will be appointed. I am sure that my noble friend Lord Leigh will be pleased to hear about the appointment of Paul Cadman to the board of the institute. He is the CEO of a training provider.
The noble Baroness, Lady Morris, the noble Lord, Lord Hunt, the right reverend Prelate the Bishop of Norwich and others talked about overlap with other bodies. We are confident that the institute will have a clear and distinct role in technical education. Instead of embarking on a mammoth merger of the different bodies, the Government are asking Ofsted, Ofqual, HEFCE and the QAA to work together collaboratively towards a common goal. We have explained in our draft strategic guidance for the institute that we will expect it to play a leadership role in the context of apprenticeships, including establishing a quality partnership group. This is also referred to in the institute’s draft operational plan published last week. To ensure the roles are distinct and transparent, we are preparing an accountability statement that will make the bodies’ responsibilities clear and avoid overlap or gaps.
A number of noble Lords, including the noble Lord, Lord Watson, raised the point about representation. The shadow institute is establishing route panels, which will be aligned to the technical education routes—which are groups of occupations—and will review and approve proposals for new occupational standards and the standards and assessment plans themselves.
The noble Lord, Lord Aberdare, asked about the constitution of the panels. They will be largely made up of institute staff but will include a range of experts with knowledge of the occupations within a particular route and could include employers, academics, professional bodies, sector and trade organisations, and national colleges or other training providers. The institute is also required by legislation to ensure that all standards and assessment plans have been subject to independent, third-party scrutiny. The draft strategic guidance sent to the institute sets out that it should involve a wide range of interested parties in this process.
A number of noble Lords, including the noble Lord, Lord Addington, my noble friend Lady Stedman-Scott and the noble Earl, Lord Listowel, raised the question of technical education for vulnerable students. Technical routes will be fair and accessible to young people with SEND and care leavers, and reasonable adjustments will be made to enable them to take part and succeed. When such young people cannot access a route because of prior attainment, they will have a “transition year”, which will be flexible and tailored to individual need, with additional support to ensure that care leavers and young people with SEND complete their courses and move on to the next stage of their learning. This “transition year” will help young people from all backgrounds, ability levels and personal circumstances to gain the skills they need to enter employment.
My noble friend Lord Leigh and the noble Lord, Lord Aberdare, raised the question of representation of apprentices. To ensure that the institute represents the views and interests of apprentices, it will establish an apprentice panel by 1 April, which will report and make recommendations directly to the board. This panel will be made up of apprentices from different occupations and experiences, and it will decide for itself what issues it will focus on.
On copyright, which was raised by my noble friend Lord Lucas, the noble Lord, Lord Aberdare, the noble Baroness, Lady Garden, and others, under the reforms it is our intention that there will be one qualification per occupation or group of occupations. Employers and other professionals will play a significant role in determining the content of the new qualifications, with the support and input of the institute. The institute will have the final say over approving these qualifications and their content. It is therefore appropriate that copyright for relevant course documents should rest with the institute. The institute is empowered to grant any person, including that organisation, a licence to use the qualification for a specified period or potentially to be used for other markets; that is, internationally. As a public body, the institute is under a duty to act fairly and transparently.
We recognise that this is a significant departure from the current system, whereby awarding organisations are free to decide on the qualifications they offer and on their content. We know that copyright is an important feature of the current system. However, I reassure noble Lords and awarding organisations that the copyright measures in the Bill are not intended to disadvantage them. To make sure that the new system is fair and transparent—and that it remains an attractive commercial proposition—we want to work with awarding organisations and others. We want to hear their views on these arrangements; for example, what the length of a contract should be or exactly which documents should be the subject of copyright. It is instrumental to the reforms that the institute, rather than organisations, dictates the content of the qualification. We believe that this will help drive up competition and keep the market active. Organisations whose qualifications were not approved in one round will be able to improve their qualification and its delivery and bid in another round. They would be prevented from doing so if copyright were not vested in the institute.
A number of noble Lords, including my noble friend Lord Lucas, raised the point about the single awarding body. To bring the system in line with the best in the world and ensure excellence in technical education, the noble Lord, Lord Sainsbury, recommended a single awarding organisation per qualification. The proliferation of qualifications has in the past led, as we all know, to a race to the bottom and a decline in standards.
The noble Baroness, Lady Garden, asked about certificates, as did my noble friend Lord Lucas and the noble Lord, Lord Aberdare. The institute will have overall responsibility for apprenticeship certificates. It will work with the SFA to design a high-quality apprenticeship certificate that will be awarded to learners who successfully complete their training. Every apprentice will receive the same design, and in time, learners who pass an approved classroom-based course will also receive a similar institute-designed certificate. The institute is by no means an awarding organisation, and a certificate will be given only when the assessment organisation has confirmed that the apprentice has passed their end-point assessment and this has been validated by the SFA.
Approving certificates for standards will be much less bureaucratic than for frameworks; indeed, the SFA took on responsibility for the certification of apprenticeship standards at the start of this year, and the cost will be covered by the employer, not the apprentice.
My noble friends Lord Baker and Lady Stedman-Scott and the noble Lord, Lord Hunt, asked about pupils moving at 14. Young people can choose to focus on technical education at various ages and stages. Between the ages of 14 and 16, young people can study technical awards alongside their GCSEs, and of course they can enrol at a UTC, to which a number of noble Lords referred.
I am grateful for the endorsement by the noble Baroness, Lady Wolf, of the insolvency measures in the Bill. I will reflect on how we might consider the independent provider sector and how best to protect students—a point my noble friend Lord Lucas also made. HE and FE sectors have different characteristics, so it follows that they might need different approaches to student protection in the event of insolvency. The Higher Education and Research Bill requires student protection plans to be put in place by providers. Both SPPs and the special administration regime have the same objective of student protection, albeit by different means. The likelihood of insolvency of independent training providers is low; the SFA oversees a rigorous process through approving and monitoring independent providers, which subject financial returns to the SFA. Independent providers eligible to offer student loans are subject to the SFA’s policy on intervention, which is triggered by Ofsted inspection or not meeting SFA standards. We have put into intervention that it may have to take remedial action, with the potential effects on learners taken into account. As companies, independent training providers are already subject to insolvency law and, like public providers, private providers are already subject to obligations in their funding agreements which they have with the Government, which require them to protect the interests of students.
On more detail on private providers, the noble Lords, Lord Watson and Lord Aberdare, raised the question of the private sector from slightly different directions, as one might expect. The private sector already provides a significant amount of education and training very effectively. It is true that transfers can be made to private companies. However, I recognise the concern that assets which may have been paid for by the taxpayer, and for the purposes of providing education, should not then be transferred to the private sector on the cheap. I reassure noble Lords this is not the case. The Bill provides four key protections, acting as a quadruple lock, should the education administrator deem it necessary to make a transfer scheme for the property, rights or liabilities of an insolvent FE body.
First, the education administrator is restricted in who they can transfer the assets to. These bodies are prescribed in secondary legislation and are public sector bodies with educational functions, colleges and similar public-funded educational bodies. Transfers may be made to private companies, but if so, the company must be established for the purposes, which include the provision of educational facilities or services. Secondly, any transfer scheme must be for the purposes of achieving the special objective; that is, it must avoid or minimise disruption to students. Thirdly, creditors have a right of challenge should they consider that the education administrator is not working to fulfil the objective of achieving the best result for creditors as a whole, so far as is consistent with that special objective with regard to students. Finally, the Secretary of State or Welsh Ministers must approve the proposed transfer scheme. Any approval will include, among other matters, consideration of whether it is for the purposes of achieving the special objective.
The noble Lords, Lord Watson and Lord Young, mentioned the IFA’s assertion that most money raised through the levy will not be spent on apprenticeships. We disagree with this. By 2019-20, spending on apprenticeships will be £2.5 billion, and we are confident in the extensive research that demonstrates the real economic benefits that apprenticeships deliver.
Lord Watson of Invergowrie
When the issue was discussed on Report in the other place, the question was raised as to whether the Treasury might keep part of the money raised through the levy. I do not think that I am being unfair to the Minister for Apprenticeships and Skills when I say that he did not answer that question clearly on Report. Can the Minister give us an assurance now that all the money will stay in the sector, not with the Treasury?
Lord Nash
I will write to the noble Lord about that, checking carefully before I respond.
I was very interested to hear from the noble Baroness, Lady Cohen of Pimlico, about her involvement with the Cambridge UTC and the Parkside educational trust MAT, and about the advantages. For the very reasons that she mentioned, it is our policy to encourage all UTCs to join MATs. On her point about the evaluation of UTCs and the fact that apprenticeships are not recognised in outcomes, this is something that we are looking at very closely at the moment. She also made the point that institutes should not approve degree apprenticeships. Degree apprenticeship standards are currently approved by my department. I can reassure her that, although the institute will take on this approval function, it will not be responsible for investigating or engaging with individual universities. However, it will of course work with the Office for Students in the future.
Many noble Lords raised the important matter of careers and careers advice. We take this extremely seriously. That is why the industrial strategy set out that we will publish, later this year, a comprehensive strategy for careers information, advice and guidance across all ages, expanding the quantity and quality of careers advice. As my noble friend Lord Lucas rightly pointed out, the development of careers leadership in schools and colleges will be an important element of this.
We are investing £90 million in this Parliament to improve the quality and coverage of careers advice for young people, and the Careers & Enterprise Company continues its excellent work. I echo the praise expressed by the noble Lord, Lord Aberdare, for this organisation, which is very ably run by Claudia Harris. Picking up on the point made by the noble Lord, Lord Storey, about the importance of careers education, the advisers will also support schools and colleges to develop comprehensive strategies. However, more needs to be done to inform pupils of their options. We have recently agreed to institute a requirement for local authorities to write to the parents of year 9 students, informing them of the existence of UTCs, further education colleges and studio schools that offer courses for students starting at the age of 14.
My noble friend Lady Pidding made a good point about the need to do more to promote apprenticeships. We launched a new apprenticeships communications campaign in May last year, promoting the benefits of apprenticeships for young people. It builds on the previous successful Get In Go Far campaign. National Apprenticeship Week 2017 will take place in March, celebrating the positive impact of apprenticeships and traineeships.
As the noble Lord, Lord Watson, said, getting careers advice right is an important area—as the Minister, my honourable friend Robert Halfon, noted in his careers speech on Monday. I look forward to hearing more from noble Lords in Committee, including my noble friend Lord Baker, about approaches to strengthening careers advice.
My noble friend Lord Baker talked about maths, as did the noble Earl, Lord Listowel. We now have maths hubs and are supporting many maths programmes, such as Singapore maths and Shanghai maths. Over the last few years there has been a substantial increase in the number of pupils taking maths GCSEs and A-levels. My noble friend Lord Baker talked about the skills gap in STEM subjects and computing. We have introduced coding and computing into the curriculum for the first time. He said that there were just over 60,000 pupils taking computing at GCSE. I accept that that is a small number, but it is from a standing start. I pay tribute to my noble friend’s engagement in the digital economy through UTCs.
My noble friend Lord Lucas talked about schools having a dedicated person to engage with the world of work. I consider that to be very important. I know that before the last election the noble Lord, Lord Adonis, had the idea that this should be the case in every school. We are not as prescriptive as that, but certainly it happens in my schools. I think it is very important that schools try to find the money in their budget to do that because, when you see the effect of pupils’ engagement with the world of work, the payback is obvious. Regarding the school sector’s engagement with the world of work, we have certainly found that the door is wide open, with businesses and the professions being extremely willing to help.
The noble Baroness, Lady Morris, talked about the importance of flexibility, and I entirely agree. A framework of routes will ensure that choices are clearer for young people. She also raised concerns about assessment and the approach to assessment for apprentices, and I look forward to discussing this with her further in Committee. We recognise that there is more to do to ensure the breadth of the high-quality assessment organisations that we need, but we have been making good progress through the register for assessment organisations, run by the Skills Funding Agency.
The noble Lord, Lord Watson, asked why less money was spent on post-16 education. The best predictor of attainment at age 19 is attainment at age 16, and that is why we prioritise school funding. As we all know, students have many more pastoral issues, which are expensive to deal with, in the earlier years.
The noble Lord, Lord Hunt, referred to the governance of FE colleges. We talked about this when we met yesterday, and I have already discussed it with my ministerial colleague, Robert Halfon. For the academies programme, we have started something called Academy Ambassadors, recruiting pro bono non-executive directors from businesses and the professions to the boards of multi-academy trusts. As of this morning, we have already made 417 appointments, which is quite a pro bono movement up and down the country. I have discussed with my fellow Minister the possibility of encouraging FE colleges which need further support on their boards to engage with this programme.
The noble Baroness, Lady Garden, asked whether craft, creative and service skills are intended to be covered by technical education. The answer is that they are. The noble Lord, Lord Storey, talked about the relevance of courses, rather than students just doing courses that are popular. Of course, our destination data and data on jobs and pay rates, as well as on payback from courses for students, will in future enable students to make much more informed decisions.
My noble friend Lord Leigh asked about spending on adult education. The total spending power of the FE sector to support adult and 19-plus participation will be £3.4 billion by 2019-20. In cash terms, this is an increase of 40% compared with 2015-16. Within the £3.4 billion, the Government have maintained funding for the adult education budget, which supports adult skills participation in cash terms at £1.5 billion.
My noble friend Lord Baker used some statistics from Davos which were very persuasive. Industry and all of us are aware of these issues. They create an urgency, but I am as hopeful as the noble Baroness, Lady Morris, that this is the moment when we start to reverse the trend that we have all discussed today.
Today’s debate has been thoughtful and enlightening, and I look forward to further discussions. The noble Baroness, Lady Morris, said—
Lord Young of Norwood Green
I asked about the application of the levy and the involvement of SMEs in apprenticeships. I do not know whether the Minister is intending to address those points.
Lord Nash
I do not have time now, but I will write to the noble Lord on those points.
The noble Baroness, Lady Morris, said that the Bill looked like somebody who had lost their best friend. I think that it has found a number of new friends during this debate. As I said, I will write in response to the points that I have not covered. That letter will be sent to all noble Lords, with a copy placed in the House Library, alongside policy statements explaining the delegated powers set out in the Bill. I should also be very happy to meet noble Lords to discuss the Bill, along with my ministerial colleagues and officials, if they would find that useful. We are listening and will reflect on the important points raised today, and I look forward to more detailed scrutiny in Committee.
Schools: Access to Defibrillators
Lord Nash Excerpts(7 years, 10 months ago)
Lords ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Lord Storey
To ask Her Majesty’s Government what plans they have to ensure that all schools and public buildings are equipped with defibrillators.
The Parliamentary Under-Secretary of State, Department for Education (Lord Nash) (Con)
My Lords, the Government know how important swift access to defibrillators can be in cases of cardiac arrest. That is why we are encouraging schools to purchase a defibrillator as part of their first-aid equipment, and we have negotiated a deal to offer defibrillators to schools at a reduced cost. Since the scheme was launched, more than 1,800 defibrillators have been purchased through this route. The Government also continue to provide funding to make defibrillators more widely available in communities across the country.
Lord Storey (LD)
I thank the Minister for his reply and for his work during the coalition Government and this Government. The Minister will be aware that today, 82 people will experience a sudden cardiac arrest and only eight of them will survive. He will also be aware of the work of the Oliver King Foundation, which was set up after the tragic death of a 12 year-old boy in a swimming pool in Liverpool, and which has campaigned ceaselessly for this provision. Is the Minister prepared to meet the foundation to discuss further ways in which it can be taken forward?
Lord Nash
I am very much aware of the work of this marvellous foundation, which I know works tirelessly to place defibrillators and raise awareness of sudden cardiac arrest. When I met Mark King nearly three years ago, we had a good conversation about our deal to purchase defibrillators and I would be delighted to meet him again.
Lord Watts (Lab)
My Lords, should not all children be given training in the use of defibrillators, and should they not have wider knowledge of how to use this machinery and other first aid when they come out of school?
Lord Nash
We leave it to schools to decide precisely how much they teach their pupils about first aid. Some very good resources are available from the British Heart Foundation, the Red Cross and others. The defibrillator we provide comes with audio instructions which make it very easy to use, but of course, training for staff and others is important.
Baroness Finlay of Llandaff (CB)
Do the Government recognise that it is essential to have emergency action first-aid training in primary and secondary schools, so that children can recognise cardiac arrest in another child, respond appropriately, call for help and know where a defibrillator is? Simply purchasing a defibrillator is inadequate.
Lord Selkirk of Douglas (Con)
Does my noble friend accept that the use of defibrillators has saved a great many lives—provided, of course, that they are used in appropriate circumstances?
Baroness Walmsley (LD)
My Lords, given the recent cuts in school funding, how does the Minister expect schools to be able to afford defibrillators, unless of course they have a special grant to purchase one from the department, which they most certainly should?
Lord McColl of Dulwich (Con)
Is the Minister aware that these machines are now so sophisticated that if any operator is about to use one inappropriately, it has been programmed to tell the operator to “push off”?
Lord Watson of Invergowrie (Lab)
My Lords, the noble Lord, Lord Storey, rightly paid tribute to the outstanding work of the Oliver King Foundation, and I acknowledge the work the Minister has done in meeting the foundation and taking the issue forward. Every year, 270 children die after suffering a sudden cardiac arrest at school, and 12 young people a week die from sudden arrhythmic death syndrome. There are laws that mandate smoke alarms, fire extinguishers, seatbelts and lifejackets to save lives, but there is no law mandating a simple piece of equipment that could restart the lives of 12 young people each week. Do the Government intend to give a fair wind to Maria Caulfield MP’s Defibrillators (Availability) Bill, which will have its Second Reading in another place next month, so as to bring to an end the shameful postcode lottery that is access to defibrillators?
Lord Nash
My Lords, the Department of Health believes that it is unnecessary to require defibrillators to be placed in all public buildings, and it is our policy that local ambulance trusts already have responsibility for the provision of defibrillators and are best placed to know what is needed in the local area. When I met Mark King and the other representatives of the Oliver King Foundation some years ago, they seemed satisfied with our arrangements, particularly the deal that I referred to, but we are very happy to work with them further and to discuss what more we can do to ensure that more schools install defibrillators and that we raise awareness of this very important issue.
Lord Roberts of Llandudno (LD)
Following the question asked by the noble Baroness, Lady Finlay, how can children in schools be shown the dangers of diabetes or epilepsy and made aware of the symptoms? Is it possible to encourage schools and education authorities to make sure that those who are able to instruct are allowed into classrooms?
The Earl of Listowel (CB)
My Lords, this is yet another argument for strengthening personal, social, health and economic education. If children understand their own bodies and are taught well about them, they can respond more appropriately to the issues raised in this question, and more generally, when such health problems arise for them or others.
Education: Newly Qualified Teachers
Lord Nash Excerpts(7 years, 10 months ago)
Lords ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Baroness Donaghy
To ask Her Majesty’s Government, in the light of figures showing that nearly one-third of newly qualified teachers leave the profession within five years of qualifying, what steps they are taking, including continuing professional development entitlement, to retain them.
The Parliamentary Under-Secretary of State, Department for Education (Lord Nash) (Con)
My Lords, the proportion of teachers leaving the profession within five years of qualifying has remained broadly stable since 1996, with around seven out of 10 teachers still employed in state-funded schools after that period. We are addressing key issues such as unnecessary workload and poor pupil behaviour, and we are investing around £75 million in the teaching and leadership innovation fund to support high-quality professional development for teachers and school leaders in areas of the country that need it most.
Baroness Donaghy (Lab)
I thank the Minister for his Answer but the Government’s policy and complacency on this are staggering. I accept that there will always be some attrition rate but the record on continuing professional development is towards the bottom of the 36 OECD countries. In the light of the failure to recruit sufficient teachers and head teachers, how do the Government intend to address their failing policies?
Lord Nash
I think the noble Baroness was referring mainly to CPD. Last July, we published an entirely new standard for teacher professional development to help schools understand more fully what was involved in good CPD. We spend a significant amount of money on subject enhancement courses. We continue with high-performing senior and middle leader courses. We are reforming the NPQs. We have a number of high-quality MAT CEO courses coming on stream provided by institutions such as Cranfield University and King’s College London. We also have the teaching and leadership innovation fund, to which I referred.
The Lord Bishop of Ely
My Lords, does the Minister agree that the working environment for teachers is so often determined by the quality and effectiveness of school leaders, and therefore it is essential to equip school leaders to ensure the flourishing of their staff as well as their pupils? Will he be pleased to note with me the launch this weekend of the Church’s Foundation for Educational Leadership to work in this field?
Lord Nash
I am delighted to agree with the right reverend Prelate. I know that the Church is taking the lead in this. It has engaged in a big way with the Future Leaders Trust’s executive educators course. I believe it is sending 100 of its leaders on this course. As I say, we have other courses coming on stream from the likes of the University of Salford and a combination of the IoE and Deloitte. It is very encouraging to see these high-quality providers coming into this space.
Baroness Benjamin (LD)
My Lords, Ofsted has required an unsustainable level of personalised feedback from teachers to students. Although this guidance has been retracted, it is still common practice in many schools. An excessive workload, including data tasks, is damaging the well-being of teachers. What consideration of teachers’ welfare is measured by Ofsted during inspections?
Lord Nash
The noble Baroness makes an extremely point. I know that this issue concerns us all—and Ofsted. We are committed to reducing teachers’ workload. We conducted the workload challenge and we are following all the recommendations from that. Our larger multi-academy trusts are developing extensive support programmes for their teachers to take a lot of the workload off them so that they can focus on the most important thing: teaching in the classroom.
Baroness Gardner of Parkes (Con)
My Lords, I declare an interest as I have a granddaughter who is just completing Teach First, a two-year course. Is the Minister aware that not only do the people benefit from doing these courses but the pupils benefit because they have very bright, interested people teaching them in those two years? It is understandable that they should have all opportunities open to them—teaching or anything else—at the end of that time. Does he agree?
Baroness Coussins (CB)
My Lords, last year’s report from the National Audit Office recommended that the DfE should focus more on retention, especially as some subjects, including Spanish and German, are increasingly being taught by non-specialists. Does the Minister agree that the DfE should start monitoring retention by subject so that efforts to dissuade teachers from leaving could be better targeted?
Lord Knight of Weymouth (Lab)
My Lords, I remind the House of my interests relating to my work at TES. Last Monday, the head of education for the OECD, Andreas Schleicher, was in London, at a meeting of more than 80 Education Ministers. He reminded them that this country is the world capital of rote learning—as opposed to the leading jurisdictions, such as Singapore, Shanghai and Hong Kong, which have far less rote learning because they focus on deeper thinking through mastery. Is not the retention problem in this country that bored teachers are having to fill bored pupils with too much shallow-level content and not enough deep thinking?
Lord Nash
I do not agree with the noble Lord, although I have lot of respect for his experience in this area. One thing we have done is improve the knowledge in the curriculum because cognitive science is absolutely clear that to develop skills such as critical thinking, you need knowledge to apply. We are also clear that some of our best groups are now developing much better teaching resources for teachers so that they do not have to spend time devising lesson plans and can spend much more time developing the kind of techniques that the noble Lord refers to.
Lord Watson of Invergowrie (Lab)
My Lords, it beggars belief that just last week the Treasury cancelled a promised £384 million payment to schools—this at a time when the DfE itself is cutting school budgets. The Minister has said that he will address the very real issue of workload but the initial teacher training figures for this Session show that only 89% of secondary school places were filled—just as the “pupil bulge” begins to impact at secondary level. Does the Minister have anything positive to say about levels of professional pay to ensure that teaching remains an attractive profession?
Lord Nash
We have a very strong economy, as this Government and the previous Government have created what has sometimes been referred to as a jobs miracle, and many areas are struggling to recruit. I am sure the noble Lord will be delighted to hear that this year we are 12% up on maths and science teachers and 15% up on physics teachers. The number of returners to the profession is also up by 20% on 2011.
School Milk
Lord Nash Excerpts(7 years, 10 months ago)
Lords ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Lord Lexden
To ask Her Majesty’s Government what plans they have to promote the increased consumption of school milk.
The Parliamentary Under-Secretary of State, Department for Education (Lord Nash) (Con)
My Lords, this Government recognise the vital importance of pupils being healthy and well nourished. We already encourage the consumption of dairy products as part of a balanced diet through school funding legislation and guidance. Under the school food standards, milk must be available during school hours and offered free to disadvantaged pupils. In addition, schools and childcare settings receive over £70 million a year of funding through the EU and nursery milk schemes.
Lord Lexden (Con)
Is it not the case that milk can play a conspicuous part in helping to combat obesity among children and the decay of their teeth—problems, sadly, that are increasing in our country today? Is there not more that can be done by the Government, schools themselves and interested organisations to get regular, increased consumption of milk in schools, so that children gain the health benefits that it brings?
Lord Nash
I agree entirely with my noble friend that milk is excellent for children’s growth and development. It is a good source of energy and protein and contains a wide range of vitamins and minerals. It is also rich in calcium, which growing children and young people need to build healthy bones and teeth. That is why the school food standards require low-fat milk or lactose-reduced milk to be available during school hours and why we are encouraging further consumption of dairy or dairy alternatives through our Eatwell Guide. Of course, we are focused on healthy eating through our child obesity plan.
Lord McColl of Dulwich (Con)
My Lords, is the Minister aware that children who are given whole milk—as opposed to semi-skimmed milk—for the first six years of their life are much healthier and less obese than those who are not? This is because fat in whole milk enters the duodenum and delays the emptying of the stomach, giving the feeling of fullness and therefore reducing the chances of obesity.
Lord Nash
My noble friend raises a very interesting point. I shall ensure that officials are aware of it and of all the implications to which he referred. The Government recommend that children should be given whole milk and dairy products until they are two years old because they may not get the calories or essential vitamins they need from lower-fat milks. After the age of two, children should gradually move to semi-skimmed milk, as long as they have a varied, balanced diet and are growing well. In England, whole milk can be provided up to the end of the school year in which children reach five, but after that, as I have said, school milk must be low-fat or lactose reduced.
Lord Storey (LD)
My Lords, the Minister mentioned the problems of tooth decay, which in the north-west—my area—have reached worrying levels. Up to 35% of young people there have tooth decay. The Minister will be aware that in many schools, pupils are offered dental milk. Parents have a choice: they can choose ordinary milk or dental milk. This option to choose dental milk has been very helpful in dealing with tooth decay. Do the Government have any plans to further promote the drinking of dental milk?
Lord Nash
The noble Lord raises a very good point and I know he is very experienced in the area of primary schools. I am aware of a depressing number of children having their teeth removed because they have rotted at a very young age, and of many schools having things such as tooth-brushing schemes, et cetera. I shall certainly look more at what we are doing in the area he mentioned.
Lord Watson of Invergowrie (Lab)
My Lords, the Minister alluded to, but did not mention, the European school milk scheme, which is funded by the European Union, but administered by Defra. It provides subsidised milk to all children above the age of five each day in school. However, Defra has committed to continuing participation in the scheme for only as long as the UK is a member of the EU. I am sure noble Lords will remember that some 40 years ago, a former Education Secretary attracted considerable opprobrium when she decided to reduce the amount of milk available to school children. I am certain the Minister would not like that to happen to his current boss, so will he commit to meeting with his fellow Ministers in the Department of Health to find a way of lobbying the Government to provide a replacement for the current scheme when it expires in 2019?
Lord Nash
We will play a full role in the existing scheme until we leave the EU, but as our involvement in the scheme will be short term, we are taking a pragmatic approach to keeping changes to current arrangements to a minimum. We will consider the long-term approach to school milk provision, following our exit from the EU, as part of our future domestic policy programme.
Baroness Manzoor (Con)
My Lords, milk is also rich in vitamin D, as the Minister has said. There is some research highlighting that young girls from ethnic minorities and Asian women are more prone to vitamin D deficiency. Will the Minister say whether his department is working closely with the Department of Health to highlight this issue so that it can be addressed?
Baroness Masham of Ilton (CB)
My Lords, will the Minister say whether there are any systems in schools so that children who are deprived and come to school without breakfast get the milk they need?
Lord Nash
I entirely agree with the noble Baroness and I am very shocked to see how many pupils often arrive at school having not eaten. Some even do not necessarily use their dinner money to eat in school. All schools try to discourage this and try to get them to eat in school, but there are an increasing number of breakfast programmes, such as the Magic Breakfast, and we have announced in the Budget that we are providing further money to enable schools to provide breakfast clubs.
Baroness Sugg (Con)
My Lords, milk production and milk prices are slowly recovering. The market is still volatile and many British dairy farmers suffer daily losses. Can my noble friend explain what steps the Government are taking to support the milk industry?
Lord Nash
I can. The UK dairy industry is enormously important to us. We are working with it to encourage greater resilience in the face of global market volatility. There are examples, with the introduction of extended tax averaging, enabling many farmers to smooth their tax bills over a five-year period.
Lord Brooke of Alverthorpe (Lab)
Will the Minister confirm that free milk will still be available post-2019?
Schools: Volunteer Reading Helpers
Lord Nash Excerpts(7 years, 11 months ago)
Lords ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Baroness Benjamin
To ask Her Majesty’s Government whether they have any plans to recruit, train and support volunteer reading helpers to go into primary schools and work with children who are struggling with their literacy.
The Parliamentary Under-Secretary of State, Department for Education (Lord Nash) (Con)
My Lords, we have no plans to recruit and train volunteers, but schools have the freedom to do so where they think this is in the best interest of their pupils. It is vital that all children learn to read fluently. We have reformed the curriculum and placed phonics at the heart of the approach to teaching children to read. Thanks to our reforms, an additional 147,000 six year-olds are on track to read fluently.
Baroness Benjamin (LD)
My Lords, staff best qualified to deliver intervention to pupils with special needs are having their time dominated by children with behavioural problems, but the charity Beanstalk has an answer. It recruits, CRB checks and trains volunteer reading helpers to work with schoolchildren struggling with their literacy—importantly, working with the same children for a minimum of a year. This continuity develops the child’s confidence, motivation and self-esteem. As part of the Prime Minister’s shared society, will the Government support this initiative and encourage businesses to allow their staff to volunteer to help children with their reading?
Lord Nash
My Lords, we are clear that businesses have a strong role to play in engaging with the school system, either directly through work experience, careers advice or as speakers, or through engaging with charities such as Beanstalk. Evidence is clear that where school reading volunteers are involved in a structured programme and given appropriate training and support, for instance by charities such as Beanstalk, Springboard or School- readers, the results can be highly effective.
Baroness Gardner of Parkes (Con)
My Lords, is the Minister aware that some years ago, when my children were small, the local libraries used to run a big programme in the school holidays? Schools issued a list of books and the librarians’ encouragement for those children gave them a love of books and literacy. Surely that could be used again in the same way now.
Lord Harrison (Lab)
My Lords, what happened to the promotion of volunteer groups under the big society?
Baroness Lane-Fox of Soho (CB)
My Lords, digital literacy is as fundamental for children as literacy. It is literacy. In 2013 the Government enacted a bold policy to put coding on the curriculum, but, as I understand it, with extremely scare resources behind it with which to train teachers and, therefore, children. Will the Minister answer two questions? First, how many children are currently learning coding in the school system? Secondly, how can the Government support brilliant groups such as Code Club to encourage teachers and children to learn this vital skill?
Lord Nash
The noble Baroness makes an extremely important point; I know that she is very experienced in this area. It would be nice to see all schools have coding clubs—I know that an increasing number are. I think that the figure for pupils doing computing at GCSE is around 50,000, but I will write to her on that, and I will certainly look at the resources available. I am very happy to discuss the matter with her further.
Baroness Andrews (Lab)
My Lords, further to the question on libraries, is the Minister aware that the gap in reading and especially in writing between boys and girls continues to widen? The most innovative schemes, which often help the most disadvantaged families and therefore boys, are in libraries. Is the Minister further aware that 8,000 jobs have been lost in libraries during the past six years and that 350 libraries have closed in that time? Can he tell me how many libraries are likely to close in the coming year—I am happy for him to write to me—and what impact he thinks it will have on his ambitions for literacy?
Lord Nash
Sadly, I cannot predict the future, but I can say that we have more than 3,000 public libraries and I understand that approximately 110 static libraries have closed in the past six years—some have merged. Local authorities are legally required to provide a comprehensive and efficient library service. Some do that via mobile libraries, but we leave it to them to decide how to do it.
Lord Lingfield (Con)
My Lords, those of your Lordships who have visited further education colleges will know as I do that, too often, their mission is distorted by having to teach, instead of vocational skills, reading to 16 year-olds. Will my noble friend ensure that primary school children can read fluently and well, and that the task is not left to further education colleges to carry out?
Lord Nash
My noble friend makes a very good point; I know that he is very experienced in this area. Since the introduction of our phonics check, the proportion of pupils reaching the accepted standard has risen from 58% to 81%. The proportion of good and outstanding primary schools has risen in the past five years from 69% to 90%. Ofsted reports that the focus on reading and synthetic phonics has been a particular strength. However, my noble friend is right about the importance of primary, because those pupils who do not achieve level 4 when they leave primary school have only a 6% chance of getting five good GCSEs.
Lord Watson of Invergowrie (Lab)
My Lords, the Question from the noble Baroness, Lady Benjamin, perhaps underestimates what is involved in the teaching of reading. Children who have difficulty with reading require specialised help from teachers and teaching assistants in their preparation and supervision. As the Minister has conceded, a firm grasp of phonics is absolutely essential, which may not apply to volunteers. Children in the poorest families have lower literacy rates than their peers, yet last month the Government chose to abolish the child poverty unit. What effect does the Minister expect that to have on education policy and the attainment of poorer children?
Lord Nash
The noble Lord is quite right that children from less advantaged families struggle more to read. They hear many fewer different words and we all know that hearing words at home is incredibly important, which is why we have to place such a strong emphasis on teaching phonics and other programmes such as Read Write Inc. and Talk for Writing, and on volunteer programmes to make sure that our pupils are literate at as early an age as possible.
Lord Pearson of Rannoch (UKIP)
My Lords, further to the noble Lord’s last answer—
Lord Pearson of Rannoch
My Lords, I am more than usually grateful. Are the Government confident that our teacher training—which, after all, underlies our whole education system, at primary school and so on—is doing enough to teach future teachers to teach children how to read? For instance, can the Government confirm that the phonic method is now actively promoted, instead of being eschewed, as it was for many years?
Children: Safeguarding
Lord Nash Excerpts(7 years, 11 months ago)
Lords ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Baroness Deech
To ask Her Majesty’s Government, in the light of the Wood review of local safeguarding children boards, what steps they are taking to assess the risk to children in unrecognised school settings or receiving home education.
The Parliamentary Under-Secretary of State, Department for Education (Lord Nash) (Con)
My Lords, protection from abuse is a fundamental right for children in and out of school. Local authorities are responsible for safeguarding children in their area, including those educated at home, and, with local safeguarding children board partners, should be assessing any risks to children wherever they are educated. The department is working closely with Ofsted, local authorities and the police to tackle illegal schools. This collaboration has resulted in the closure of many such settings.
Baroness Deech (CB)
My Lords, in the first Question the House expressed its very worthy concern for the learning ability of primary school children. What about the children who are never sent to school at all? The Wood review, Ofsted and Dame Louise Casey have all drawn attention to the lack of power to make parents co-operate in ensuring the quality of home education. The local authorities do not have the power to see the children or check on them. We care about abused children and others. We must take steps to safeguard the children who are not known to schools, who are sent to unregistered schools and who are below the radar. The Government did not respond to the comments on that issue in the Wood review. Local authority officers have written to me to express concern and call for new statutory powers. Will the Government take those necessary steps?
Lord Nash
Some home-educated children attend unregulated education settings and we are taking determined action to tackle illegally operating unregistered independent schools. We also remain committed to regulating out-of-school settings and received more than 18,000 responses to our call for evidence, which we are analysing carefully. We know that greater oversight of home education is sought by many local authorities. We are listening to both sides of the debate and considering our position.
Lord Soley (Lab)
My Lords, the Minister might remember that the problem has been raised here a number of times of home-educated children who have not been seen by anybody and are subject to abuse. I am happy to send him the details of another case from the last month or two, of a child who died in hospital and who was home educated, the parents having taken them out of school. I am all for people home educating if they do it well and properly but to say that the state has no responsibility to provide safeguards in some form of inspection, whether of the Badman report type or some other, is frankly unacceptable.
Baroness Eaton (Con)
How are Her Majesty’s Government taking forward the recommendations in the Wood review?
Lord Nash
On this aspect, as I say, we have received 18,000 responses to our call for evidence and we are considering them carefully. We want a system that regulates out-of-school settings and works effectively but is not overly burdensome, because we know that many of these settings are small and staffed by volunteers.
Lord Storey (LD)
My Lords, the Minister may recall that I asked him a Written Question about whether the Government,
“have any plans to increase oversight of or the level of responsibility in home-schooling in the light of”,
a 40% increase. In answer, the noble Lord, Lord Nash, referred to his reply of 14 March 2016, which said:
“Some local authorities maintain voluntary registers of children educated at home but as they have no statutory basis, they cannot be regarded as an authoritative source of data”.
If we have no real complete data on the number of home-educated children, never mind those who never go to school, how are we able to safeguard those children? Will he seriously consider now giving local authorities a statutory responsibility in this matter?
Baroness Whitaker (Lab)
My Lords, what is the Minister’s assessment of the reason why a significant proportion of Gypsy and Traveller children are home educated, and of the quality of that education?
The Earl of Listowel (CB)
My Lords, can the Minister give a picture of the extent of the increase of the home education of children? I think the noble Lord, Lord Storey, referred to 40%. How are the changes progressing?
Lord Watson of Invergowrie (Lab)
My Lords, the recently departed HM Chief Inspector of Schools made determined efforts to uncover and root out illegal schools, and it is certainly to be hoped that his successor will not lose that focus. All schools which cater for five or more pupils full-time must be either maintained by a local authority or registered as an independent school. There is, however, a significant loophole in that schools which operate, for example, four days a week can claim not to be providing full-time education. The Labour Government’s Education and Skills Act 2008 provided a means of closing that loophole but this Government have refused to implement it and seem to be in denial about this as an issue. If that is not the case, can the Minister explain why, as the noble Baroness, Lady Deech, said, the Government’s response to the Wood review made no mention of any action on home education or unregistered school settings? When will the 2008 Act be fully implemented?
Lord Nash
We have just had a call for evidence on unregulated out-of-school settings and have had 18,000 responses. We are determined to regulate in this area but we need to tread carefully because many of these organisations are small, open for only a few hours a week and are staffed by volunteers. We do not want a cumbersome regime but one that works.
National Funding Formulae for Schools and High Needs
Lord Nash Excerpts(8 years ago)
Lords ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
The Parliamentary Under-Secretary of State, Department for Education (Lord Nash) (Con)
My Lords, with the leave of the House I will now repeat a Statement made in the other place earlier today by my right honourable friend the Secretary of State for Education. The Statement is as follows:
“Mr Speaker, with your permission I would like to make a Statement on the second stage consultation of the Government’s proposals to create a national funding formula for schools, copies of which can be found on the GOV.UK website. Since 2010, this Government have protected the core schools budget in real terms, but the system by which schools and high-needs funding is distributed now needs to be reformed to tackle the historic postcode lottery in school funding. These crucial reforms sit at the heart of delivering the Government’s pledge to build a country that works for everyone, not just the privileged few.
Our school funding system as it exists today is unfair, opaque and outdated. The reality is that patchy and inconsistent decisions on funding have built up over many years, based on data that are sometimes a decade or more out of date. What has been created over time is a funding system that allows similar schools with similar students to receive levels of funding so different that they put some young people at an educational disadvantage. For example, a school in Coventry can receive nearly £500 more per pupil than a school in Plymouth and a Nottingham school can attract £460 more per pupil than one in Halton, despite having the same proportion of pupils eligible for the pupil premium. As these figures demonstrate, our funding system is broken and unfair. We cannot allow that to continue.
Our overall proposals for the principles and broad design of the schools and high-needs funding system, as set out in the first stage of the national funding formula consultation by my predecessor, my right honourable friend the Member for Loughborough, were widely welcomed. Today, we set out our response to that and the next, final stage of putting in place a national funding formula.
First, we are proposing a consistent base rate for every pupil at primary and secondary, which steadily increases in value as they progress through the system between primary and secondary. This is the largest factor in the formula, accounting for more than £23 billion of annual core schools funding and over 70% of the funding total.
Secondly, we are proposing to protect resources for pupils who come from disadvantaged families and are taking a broad view to target £3 billion annually in funding for those most in need of support. Our formula will prioritise not only children in receipt of free school meals but those who live in areas of disadvantage, helping to support many more families who are most likely to be just about managing to get by. This is alongside our broader commitment to maintain the pupil premium for deprived pupils in full, which will be protected at current rates throughout the remainder of this Parliament. We have also listened to the responses received to the first stage of the consultation, so our funding formula will include a factor for mobility, reflecting the number of children who join a school mid-year. Respondents to the consultation from London called particularly strongly for this. We will also protect small, rural schools, which are so important for their local communities, by the inclusion of a sparsity factor.
Thirdly, alongside a basic amount and an uplift for disadvantage, we will be directing £2.4 billion in funding towards pupils with low prior attainment at both primary and secondary school to ensure that they get the vital support they need to be able to catch up with their peers.
Our proposed reforms will mean that schools and local authorities all across England that have been underfunded for years will see their funding increase. Our proposed formula will result in more than 10,000 schools gaining funding and more than 3,000 of them receiving an increase of more than 5%. Those that are due to see gains will also see them quickly, with increases of up to 3% in per pupil funding in 2018-19 and up to a further 2.5% in 2019-20.
At the same time as restoring fairness to the funding system, we are also building significant protections into our formula: no school will face a reduction of more than 3% per pupil overall as a result of the new formula, and none will lose more than 1.5% per pupil per year.
On high needs, which provides local authorities with the funding they need to deliver the extra support required by our most vulnerable children and young people, for those with the most extreme special needs, whether they are in special schools or mainstream schools, we propose allocating over £5 billion in funding a year. That will mean that no local authority area will see its funding reduce as a result of the formula being introduced. We also propose to give local areas limited flexibility to be able to redirect funding between their schools and high-needs budgets, through agreement between the local authority and local schools, to support collaborative approaches to provision for special needs pupils.
These protections will allow all schools and local authorities to manage the transition to fairer funding while making the best use of their resources and managing cost pressures, ensuring every pound is used effectively to drive up standards and have maximum impact for the young people we are investing in. In addition, to support schools in using their funding to greatest effect, we have put in place, and are continuing to develop, a comprehensive efficiency package.
As I said in my Statement to the House on 21 July, I recognise the importance of this reform. It is long overdue, and I am keen to allow the proper amount of time for all schools to have the chance to reflect on what is a detailed formula. The consultation will therefore be open for 14 weeks until 22 March, with final decisions to be made before the summer next year. It is our intention that once we reach a final decision, the national funding formula will be properly introduced in 2018-19. This will be a transitional year during which local authorities will continue to set local schools’ funding formulae, before we move in 2019-20 to our schools funding going directly to schools, so that the great majority of each school’s individual budget is determined on the basis of a single national formula.
It is now time for us to consult on the more detailed design of the formula so that, with the help of the sector, we can really get the national funding formula right. We are keen to hear as many views as possible, and I encourage Members and their constituents to scrutinise and respond to the detailed consultation documents.
The proposals for funding reform will mean all schools and local areas receive a consistent and fair share of the schools budget so that they can have the best possible chance to give every child the opportunity to reach their full potential. Once implemented, the formula will mean that wherever a family lives in England, their children will attract a similar level of funding—one that properly reflects their needs.
This Government believe that the funding system we are proposing will ensure our schools system works fairly, and I commend this Statement to the House”.
Lord Storey (LD)
My Lords, I thank the Minister for repeating the Statement. It says that our current system is “broken and unfair”. Yes it is; as the noble Lord, Lord Watson, has rightly pointed out, we have real problems of teacher supply in schools throughout the country, and teacher shortages in major subjects such as mathematics. There is also the current funding crisis.
I slightly disagree with the Statement where it says the Government have,
“protected the core schools budget in real terms overall”.
However, those school budgets have not taken account of the increases of on-costs and national insurance. Many schools have faced real financial problems. I welcome the Minister’s comments about the pupil premium and rural schools, and the promise of further financial resources for the disadvantaged. The additional safeguards, including the redrafted formula, are very welcome, but schools are still currently facing reductions of more than 3% per pupil, and this does not resolve their concerns or ours. The proposal does not change the real financial situation that our schools are facing. We are seeing real-terms cuts to education funding and, as the noble Lord, Lord Watson, has said, the National Audit Office has pointed out that by 2020 schools will have seen cuts of £3 billion and pupil funding fall by 8%. Those figures are just unimaginable.
We know—this is not illusory—that some head teachers are seriously considering cutting the school week to four days because their budgets are so tight that they just cannot operate a five-day week. Yet at the same time, against that backcloth, we have the Government committing £240 million-odd to the reintroduction of a grammar school system and, of course, the cost of enforced academisation.
I personally, along with my party, welcome the idea of fair funding. In my city of Liverpool, when my party took control, I felt it unfair that the previous party had funded pupils below the national average. We immediately increased the funding to above the national average, and the benefits were there for all to see: Liverpool pupils then outperformed the other core cities. Fair funding, as per its title, can be fair, but there are winners and losers. The only way that I think you can make it work is by ensuring that no school in a fair-funding system sees its pupil figure reduced; they have to be brought up to the top figure.
We are proposing a consistent base rate for every pupil at primary and secondary school that increases in value as they progress through the system. Does that mean that we will have differential rates of funding for an infant pupil as opposed to a junior, secondary or sixth form one? I thought the days had gone when we thought that an infant was not as worthy financially as a pupil at a sixth form college, when we know that in fact the equipment required for an infant costs far more. Perhaps the Minister could explain that point.
We welcome the consultation because it is important to get this right. How does the Minister see the consultation being fed back to your Lordships’ House?
Lord Nash
My Lords, perhaps I could just point out a few inaccuracies in the statement of the noble Lord, Lord Watson: 10,740 schools will gain, 9,128 will lose—54% of schools gain; and we have provided an extra £200 million.
The noble Lords, Lord Watson and Lord Storey, referred to the National Audit Office statement. Schools are making substantial efficiency savings—certainly in the academy sector, where we have much closer and more stringent financial oversight and much more information. I agree with the comments of the National Audit Office about some local authority schools. Schools are coming over from the local authority sector, whose financial controls appear to be very poor.
I invite the noble Lords, Lord Watson and Lord Storey, to look at the financial toolkits that we have developed on our website, particularly the very good clip from Sir Michael Wilkins of Outward Grange Academies Trust, one of our top performing academy groups. It has developed a toolkit called curriculum-led financial planning, which is a bottom-up analysis of how to remodel schools more efficiently and is creating significant savings in schools, and it has absorbed a number of schools into its family which have made significant savings at the same time as driving up education standards substantially. Any school considering going to a four-day week should contact the EFA for advice, because I am sure that by the application of such techniques, that can be avoided.
On the question of the noble Lord, Lord Storey, about differential rates, the answer is yes.
Lord Adonis (Non-Afl)
My Lords, I have wrestled with the school funding issue myself in the past, particularly in 1997, when we inherited significant overfunding of grant-maintained schools relative to other schools. The decision we took after extensive consultation with schools was that it would not be appropriate for schools to have their budgets cut. Part of the reason for that is that there is only a certain amount of energy in the system to raise standards, and it was clear from the discussions that I and my colleagues had that that would lead to a massive draining of energy from the system, because every school to lose from its budget would blame every problem it faced, every failure to raise standards, and every controversy in which it was engaged on the Government having cut its budget.
That involved a very small number of schools. The Minister and his colleagues are being extremely courageous in proposing to cut the budget of 46% of schools. All I can predict with any certainty is that there will be massive controversy in the sector; that will distract from the challenge which he and I would agree is the most important one facing the education system—the relentless one of raising standards, particularly in poorer areas, where standards are still too low and too many schools are still underperforming.
There is a very simple remedy—the one suggested by the noble Lord, Lord Storey—which is that no school suffers a cut in its budget. It would take longer for the new funding formula to take effect, but it would ensure that no school has to sack teachers or is given the excuse of a reduction in its budget to take its eye off the most essential challenge that we face, which is raising standards, tackling disadvantage and ensuring that every pupil in every part of the country has an opportunity to succeed at school.
Lord Nash
My Lords, I share the view of the noble Lord, Lord Adonis, that raising school standards is the most important thing. I perhaps should declare an interest, because he got me into this in the first place.
I do not want to sound complacent, but all schools have known for some time that they effectively face a cost pressure of 8% through pensions and national insurance. The school system is adjusting to that remarkably well, actually. I can only repeat what I said earlier: the toolkits that we published and the methodology being developed to re-engineer some processes without resulting in redundancies, in many cases, are remarkably effective. A closer analysis of some of the techniques, where adopted—I agree that they need to be more widely adopted across the sector—will show that they are effective.
Baroness Scott of Bybrook (Con)
My Lords, I bring the attention of the House to my entry in the register of interests as leader of Wiltshire Council. I welcome the review, which has been long awaited by all our schools. I particularly welcome the fact that it has been noted that there are issues with rural schools, and that the Government suggest that we protect those schools and particularly look at the sparsity factor and the cost of delivering education in a rural area.
However, when we look at this review of the funding formula, have we taken into account our military children and families? There is an issue about the funding of military children and its costs, and they are a group that often struggles to come up to the standards of other children because of the type of life they live and the moves they make. I urge the Minister to continue to look at having something in the formula that helps communities with large numbers of military children.
Lord Nash
I certainly share my noble friend’s concern about small rural primary schools, which will on average benefit under these proposals by over 5%. We will publish, school by school, the impact of the national funding formula later today. I will certainly look more closely at the impact on military children and families.
Lord Sutherland of Houndwood (CB)
My Lords, of course it is right to put at the centre of policy the raising of standards in schools. Members in this Chamber now are to be congratulated on setting this ball rolling a number of years ago, as is the Minister on continuing that in the school system today. That is fundamental—it is principle number one.
All is not well in schools, and we know it. In fact, the Statement accepts that. Plenty other folks have made the same point: the unions will certainly make it ad nauseam, and the OECD has pointed it out rather forcefully recently. I speak as one who is greatly concerned about shortage of cash in other areas of the Budget—not least social care—which will have a direct impact on the success of schools; we are not on a single track. Granted that the principle of higher standards is accepted, what are the other fundamental principles? Two are being enunciated today. The first is that there should be a national formula—there should not be postcode allocation of cash up and down the country. The second is that the focus should be on areas of high national need and schools that are exemplars of high national need in the system. I do not envy the Government, nor the Minister, in trying to square availability of cash with those principles, but it is absolutely right that we stick with them.
One thing I am sure about: any attempt to provide every school with above average funding will not work, mathematically.
Lord Nash
I am very grateful to the noble Lord for the sense of realism that he brings to the debate. I entirely agree with the point about focusing on areas with financial need; that is why we have developed these opportunity areas, and our regional schools commissioners are particularly focused on areas, many of which are up north, where a particular improvement in education is required.
Baroness McIntosh of Hudnall (Lab)
My Lords, the Minister in his reply to the noble Lord, Lord Storey, gave a rather perfunctory response, if I can be forgiven for saying so, to his question about differential statements at different stages in the educational system. Speaking personally, I have not yet fully understood the rationale behind this. Could he give us a little more clarity on that, please?
Lord Nash
I invite the noble Baroness to submit any thoughts to the consultation process. As I say, the details of the impact that the formula will have on all schools one by one will be available later today and all schools can look at it, but the net effect is that most schools will have a gain and none will lose more than 3%. As I said, small rural schools will gain on average over 5%, and they are the sort of schools that particularly struggle with some of the issues that have been mentioned.
Baroness Redfern (Con)
My Lords, first, I declare my interests as listed in the register. I formally welcome the new funding formula. As the Minister said, it was long overdue, and it is right that we get it right this time. I particularly want to emphasise, and am very pleased about, the fact that rural schools are going to be supported on sparsity as such. Rural schools provide the libraries and sports facilities for our young people and play a big and vital part of village life. I am pleased that we are also going to initiate a consultation, as it is important that we get people’s views on how they see this formula working out. With the right formula, and a fairer formula, all children should have the right opportunity wherever they live in the country so that, as the Minister alluded to, every child can reach their potential, wherever they live in the UK.
Baroness Farrington of Ribbleton (Lab)
My Lords, has the Minister had a few moments to reconsider his answer to the noble Lord, Lord Storey, on the whole issue of differentials, because he did not answer it? There will be many schools, as the Minister admitted, which will lose funding and will face difficulties. Given the Question that we considered earlier, where it was suggested that the Government might put extra money into independent schools and money for grammar school expansion, will it be possible for all the schools affected—a large number, as the Minister admitted—to submit to the consultation that they would prefer to have the money shared out?
Baroness McIntosh of Hudnall
My Lords, I am sorry to take the time of the House, but I am not sure that I made myself clear with my first question. It appeared to me, from what the Minister said in the Statement, that he was suggesting—indeed, he confirmed it to the noble Lord, Lord Storey—that the amount of money per pupil would be different for children at an early stage in the education cycle, with smaller amounts being available for nursery school children, for example, to that available for pupils in sixth form. Given the amount of attention given by research lately to the importance of early years education, that seems an extraordinarily surprising decision for the Government to have taken. Could the Minister help us to understand it a bit better?
Lord O'Shaughnessy (Con)
My Lords, I was not intending to get involved on that particular topic but, as noble Lords may know, I have been involved in setting up primary schools. Much as I would like even more money for primary, it is the case that as you go through secondary and have to have specialised teaching in specialised subjects—whereas in primary school it tends to be whole class—there are other costs involved, because classes tend to be smaller, particularly if you are teaching niche subjects.
Despite some of the negativity around these plans, I want to encourage the Minister and the Government to go forward with them. Through the Floreat academy trust that I founded, we have opened schools both in one of the lowest-funded local authorities in the country and in one of the best funded, in inner London. The pupil needs in the schools are not so different, and the requirements in terms of hiring staff are the same, so it is quite palpably unfair. Indeed, for multi-academy trusts that span a number of local authorities, it causes problems in the trust and among the schools if there is a concern—or, if you like, sometimes a sense of unfairness—about what has happened. Notwithstanding the difficult circumstances in which we find ourselves with the overall funding element, righting that historic wrong is incredibly important and cannot come soon enough.
Lord Nash
I am grateful for my noble friend’s support for this. Of course, he speaks with considerable knowledge in this area. As I said earlier, the first stage of the consultation was extremely well received and we believe that the second will be, too—but I invite all people who wish to make representations to do so.
Baroness Billingham (Lab)
My Lords, I know that the Minister will be fully aware that there is one group of parents who will be looking at what has been said today and over the last few days with a special interest. They are parents of children with special needs. Quite honestly, they are the ones who are going to be looking at this very carefully and with understandable wariness. I wonder how the Minister will manage to give more information to those children and parents, especially to parents of children who are statemented, who are constantly wary of what the outcome will be as far as their own children are concerned. We need perhaps to focus on that particular area, if possible.
Lord Nash
The noble Baroness is quite right about that. I can reassure her that there will be no cuts to the funding for high needs—no per-pupil cuts at all. Indeed, we have increased funding for high needs every year since the high-needs funding system was changed in 2013. This year, local authorities are getting more than £90 million in high-needs allocations.
Baroness Farrington of Ribbleton
My Lords, can the Minister be a little more specific about special and higher needs? Many years ago, Baroness Warnock identified that 20% of children have special needs, of whom only about 2% have needs severe enough for statementing. I go back to the question from my noble friend about the funding formula for young children. The Government are to be commended for extending childcare, but no one will support moving children with special needs not at statementing level, who are currently educated properly in infant and nursery schools by qualified teachers. We need an assurance that finance for this group of children will be protected. These children form a large percentage of those who fail to achieve later in their school careers because their special needs have not been identified and met.
Lord Nash
The noble Baroness is absolutely right and I am sure that she will be delighted to hear that, at the moment, additional-needs funding accounts for 13% for the overall schools budget and that it will be increasing, under these proposals, by an additional £1.7 billion, so it will be 18%. So in fact substantially more money will be made available for that group.
Lord Watson of Invergowrie
My Lords, perhaps I may follow up an answer that the Minister gave to my initial question. He mentioned a figure of £200 million of new money. Why is it not in the Statement, how is it proposed that it should be allocated and where has it come from? I also asked about further education; can he allay any fears that this sector might have as a result of this Statement?
Lord Nash
The way the funding formula has worked means that we have been able to find an extra £200 million. We did not put it in the Statement because we felt that it was more important to focus on the percentage variation overall. As I say, this afternoon we will publish details on a school-by-school basis so that all schools can see where they stand.
Coasting Schools (England) Regulations 2016
Lord Nash Excerpts(8 years ago)
Lords ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Independent Schools: Free Places
Lord Nash Excerpts(8 years ago)
Lords ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Lord Lexden
To ask Her Majesty’s Government what assessment they have made of the Independent Schools Council’s proposal to create 10,000 free places at independent schools funded jointly with the Government.
The Parliamentary Under-Secretary of State, Department for Education (Lord Nash) (Con)
My Lords, we welcome the positive way in which the Independent Schools Council has responded to the consultation document Schools that Work for Everyone by putting forward a number of proposals for ways in which the independent schools sector can achieve the aim of improving access for families to good school places. The consultation period closed on Monday this week. We are considering all the responses received and will publish our response in due course.
Lord Lexden (Con)
My Lords, I declare my interest as a former general secretary of the Independent Schools Council and current president of the Independent Schools Association, one of the council’s constituent bodies. Has my noble friend the Minister noted that the proposals contain plans that are specifically designed to assist social mobility by providing large numbers of new places across the age range based on need and need alone, at no extra cost to the Government? This is not a repetition of the assisted places scheme. Does my noble friend agree that this new constructive plan for partnership with the state could well represent the best way in which most independent schools can assist the Government’s agenda for education reform, since so many of them are small and lack the financial resources to invest in the academies programme?
Lord Nash
I thank my noble friend for pointing out those particular aspects of the ISC’s proposals. I have no doubt that its proposals are extremely well intentioned. We know that many, probably most, independent schools do valuable work with state schools and that is very welcome—87% of ISC members are engaged in some kind of partnership with the state sector. But we believe that many can do more, although we are also clear that the expectations that we place on the sector must be realistic, proportionate and practicable.
Baroness Armstrong of Hill Top (Lab)
My Lords, does the Minister realise how unrealistic this is for areas such as the north-east? That is one of the prime areas where there needs to be improvement in educational outcomes and in social mobility, and it will not have much effect. We have very few independent schools in the north-east for historical reasons, because there has never been enough money around to support them. On that basis, will the Minister ensure that this is not seen as a realistic way of addressing what is a very important issue in our part of the country?
Lord Nash
I agree entirely with the noble Baroness’s comment about educational issues in the north-east. Of course, this is not a panacea. Only 7% of the population is educated at private schools, and they are predominantly in the south of England. As I said, our proposals will have to be practicable.
Lord Storey (LD)
The Minister will be aware that independent schools have the advantage of charitable status, and that advantage brings responsibilities. Is he confident that all independent schools are carrying out their obligations in terms of receiving charitable status? If not, what does he propose to do about it?
Lord Nash
The purpose of these proposals is to ensure that the public benefits widely from that charitable status. It is clear that many independent schools are possibly putting back into the system more than they are getting in charitable status, but it is also clear that some are not. As I said, we want to see a bigger effort on a wider front.
The Earl of Listowel (CB)
Can the Minister say what progress has been made in developing boarding school places for young people in care and on the edge of care? He may wish to write to me. Does he think that this offer from the independent schools sector is a possible opportunity to develop that approach?
Lord Nash
The noble Earl makes an extremely good point—one that is very close to my heart. I have initiated a campaign to try to encourage more local authorities to send young children who are on the edge of care to state boarding schools and independent boarding schools. It is an area where there is quite a shortage of information. We have a new project that is providing a website essentially to market to local authorities the opportunities of sending some of their children on the edge of care to state boarding schools and independent schools very cheaply because they may qualify for full bursarships.
Lord Watson of Invergowrie
My Lords, what this offer reveals is that the cost of educating a pupil in the state sector is around £5,500, while the average level of private school fees is three times that, which is very revealing in terms of the different offers to children in the different sectors. Does the Minister know whether this offer will be conditional on a selection test being operated to see who is able to take up these places? If that happens, does he not agree that what will then occur is not so much that poorer children per se are helped but that already bright children will be helped to achieve what they would very likely have achieved in the state sector anyway? Does he agree that, if selection is to be involved in this offer, the Government should not accept it?
Baroness Vere of Norbiton (Con)
My Lords, I too would like to declare an interest as a former general secretary, like my noble friend, of the Independent Schools Council. Will the Minister commit to working with the council perhaps to amend the scheme that it has put on the table to make sure that we take into account all the other issues that have been raised today?
Baroness Farrington of Ribbleton (Lab)
Will the Minister give an undertaking to ensure that, whatever happens, he will not take money from other schools’ budgets in order to fund a particular project that is being put forward by a group of people? As the Statement that the Minister is due to repeat later today shows, there is great concern that across the voluntary controlled and voluntary aided sector and local authority schools, money for school budgets is being cut. Projects like this ought not to be robbing children of funding for their schools just because the Government fancy a whim.
Lord Nash
This proposal is about encouraging independent schools to help the state sector, and the money will therefore be flowing towards the state sector, not away from it. As the noble Baroness knows, we have protected the core schools budget, but we will be talking about the national funding formula shortly.
Lord Wallace of Saltaire (LD)
My Lords, the Minister will recall conversations with the noble Lord, Lord Moynihan, and myself about encouraging independent schools to demonstrate their public benefit by sharing their facilities for sport, drama, art, music and so on with their local state schools. I understand that a survey is being undertaken to see what the best practice is in the sector. Is his department following that survey, and will he repeat in public his private promise that, when it has been completed, we will have a debate in this Chamber on its results?
Lord Nash
We are certainly following these issues, but I cannot promise a debate because it is not in my power to do so. We have encouraged the independent sector to show its good practice and we have helped it to set up an interesting website called Schools Together, which now has more than 1,200 examples of co-operation between the state and the independent sector. Clearly, a lot is happening in this area.
Educational Attainment: International Rankings
Lord Nash Excerpts(8 years ago)
Lords ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Lord Sharkey
To ask Her Majesty’s Government what assessment they have made of the United Kingdom’s performance in the latest Programme for International Student Assessment rankings published by the Organisation for Economic Co-operation and Development.
The Parliamentary Under-Secretary of State, Department for Education (Lord Nash) (Con)
My Lords, the UK’s 15 year-olds performed above the OECD average in science and reading, and at the average in maths. This is a credit to the hard work of teachers and pupils. Obviously, however, we will struggle to maintain our position as the fifth-largest economy in the world if we do not raise our game; hence our extensive reforms. The pupils assessed in this PISA study did not experience most of the changes that we have made to secondary education and experienced virtually none of our reforms to primary education.
Lord Sharkey (LD)
It is, though, particularly disappointing to see us ranked 27th for mathematics, down one place again, and to see that 22% of our 15 year-olds cannot solve problems routinely faced by adults in their daily lives. The PISA study shows a strong correlation between the high usage of textbooks in teaching and high scores; textbook usage in England stands at 10%. What plans does the Minister have to significantly increase that measure, as I believe the Schools Minister would like to?
Lord Nash
I agree entirely with the noble Lord’s point on the importance of textbooks and rigorous teaching materials. Increasingly, we are seeing multi-academy trusts developing these for their teachers to ease their workload and to support them. We have introduced a rigorous maths curriculum at GCSE. We have launched 35 maths hubs as centres of excellence based on best practice internationally. They will work with schools to introduce high-quality textbooks as part of the department’s £41 million primary programme, Mathematics Mastery, announced in July.
Baroness Whitaker (Lab)
My Lords, can the Minister say how many of the schools that rank high on the PISA report from different countries have selection at 11-plus?
Lord O'Shaughnessy (Con)
My Lords, the PISA study showed that teacher-directed instruction had a positive impact on science outcomes, whereas inquiry-based learning had a negative impact. What are the Government doing to make sure that this traditional, teacher-led approach is practised more widely in English secondary schools?
Lord Nash
My noble friend is absolutely right. The PISA study showed that pupils who report teacher-directed instruction do better in all but three countries, whereas pupils who report inquiry-based instruction do worse in the majority of countries. To support a knowledge-rich curriculum, which is so important, particularly for pupils from a disadvantaged background, clearly more teacher-led direction is necessary.
The Lord Bishop of Peterborough
My Lords, is the Minister aware that, in a number of the countries that have much higher academic standards at secondary school level, particularly those in the Far East—I know the story of South Korea quite well—there is also a much higher suicide rate among teenagers? Does he agree that our schools need to help people learn in ways that they enjoy and are healthy holistically, and that schools should encourage a love of learning rather than a fear of failure?
Lord Nash
I entirely agree with the right reverend Prelate, and I pay tribute to the Church’s performance in education—it is particularly good at this. Of course a love of learning is important, and we believe that being taught by teachers with a very high subject knowledge can inspire pupils.
Lord Watson of Invergowrie (Lab)
The Minister was rather dismissive of the results, although it is fair to say that the methodology means that to some extent the findings disguise almost as much as they reveal about pupil performance. But one finding in the report that was very important was that almost half of all the head teachers of schools in England—45% in fact—who took part in the survey regard the question of teacher supply as the key barrier to more effective education, whereas the average in other countries was just 30%. In England, the question of teacher recruitment and retention is an existential problem, so can the Minister tell us why the Government insist on continuing to apply caps on the number of places allowed in teacher training universities?
Lord Nash
As the noble Lord knows, our emphasis on teacher training has been on in-school training, but we have the highest number of trainees in science for five years; physics—traditionally our hardest subject to recruit for—is up 15% on last year; and we have recruited in excess of our targets in biology, geography and history.
Baroness Wolf of Dulwich (CB)
The PISA studies lend themselves to cross-country comparisons which, like any league table, are always tremendously attractive to readers. However, they also purport to measure absolute standards, which are ultimately more important. There is a somewhat spurious use of tiny differences—from, for example, 827 to 828. Does the Minister have any information on, or plans to do any research into, whether or not there have actually been changes in the absolute standard of achievement of British children on the PISA tests?
Lord Storey (LD)
My Lords, the Minister will recall that last time we had the PISA results there was a Statement in the other place that was repeated here, but given the fact that we are down three places in maths and our score in science is lower than before, I can perhaps understand why that has not happened again. The Minister will be aware that there is also an OECD survey about continuing professional development among teachers. I am afraid that the average is 11 days per annum, whereas the UK provides only four. How important does he think it is to make sure that the continuing professional development of our teachers is up to that of our competitors?
Lord Nash
I entirely agree with the noble Lord on that. Again, it is something that the multi-academy trusts are focusing on intensively in terms of supporting their teachers with CPD. We have an active programme, for instance, in maths. We fund high-quality professional development for maths teachers through our further maths support programme, our core maths support programme, the National Centre for Excellence in the Teaching of Mathematics and a number of universities.