Children: Safeguarding

Lord Nash Excerpts

Wednesday 11th January 2017 Lords Chamber

[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.

[Lord Nash]

Some people think that they should be allowed to educate their children at home with minimum interference; others feel that society has moved on somewhat in recent years and it is something that we should look at again. As I say, we are looking at this carefully.

[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?

[Lord Nash]

I have already said that this is something we are seriously looking at.

[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?

[Lord Nash]

Again, we do not have any evidence that they are any more at risk than other children but we are considering this whole area of home education carefully.

[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 Nash]

We have fairly limited visibility on this but I will write to the noble Earl with any up-to-date figures.

[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.

Schools: Volunteer Reading Helpers

Lord Nash Excerpts

Wednesday 11th January 2017 Lords Chamber

[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 Nash]

My noble friend makes an extremely good point on the importance of librarians. They can be crucial because they influence the books that are chosen. It is about not just learning to read, but what our children read and improving their knowledge.

[Lord Harrison (Lab)]

My Lords, what happened to the promotion of volunteer groups under the big society?

[Lord Nash]

Under the shared society, we will promote what the noble Baroness, Lady Benjamin, referred to and certainly support groups such as Beanstalk and Springboard.

[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—

--- Later in debate ---

[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?

[Lord Nash]

We have strengthened the teaching standards in this, and there is a clear expectation that teachers will be trained in phonics, particularly primary school teachers.

Independent Schools: Free Places

Lord Nash Excerpts

Wednesday 14th December 2016 Lords Chamber

[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?

[Lord Nash]

A range of proposals is being submitted under the consultation document, some of which will involve selection and some of which will not. We will look at them all before we design the final proposals more carefully.

[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?

[Lord Nash]

My noble friend is right to say that we may well have to work with a number of groups to amend their proposals before we have a final set of proposals. As I say, we have a wide-ranging group of ideas and we are determined to devise something that will actually work.

[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.

Coasting Schools (England) Regulations 2016

Lord Nash Excerpts

Wednesday 14th December 2016 Lords Chamber

Moved by

[Lord Nash]

That the draft Regulations laid before the House on 20 October and 7 November be approved.

Relevant document: 12th Report from the Secondary Legislation Scrutiny Committee. Considered in Grand Committee on 12 December.

Motions agreed.

National Funding Formulae for Schools and High Needs

Lord Nash Excerpts

Wednesday 14th December 2016 Lords Chamber

[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”.

--- Later in debate ---

[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.

[Lord Nash]

I am extremely grateful to the noble Baroness for her comments, which I can only support.

[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?

[Lord Nash]

It will be entirely possible for anybody to make any representations in the consultation, and maybe the noble Baroness would like to do so in that respect.

[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 Nash]

We take the view that there are additional costs in secondary over primary and that they increase as one moves from key stage 3 to key stage 4. There will be three bands: key stages 1 and 2; key stage 3; and key stage 4.

[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.

Educational Attainment: International Rankings

Lord Nash Excerpts

Tuesday 13th December 2016 Lords Chamber

[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 Nash]

That is a rather precise question. However, it is clear from the report that selection does work, and I will write to the noble Baroness with more detail.

[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 Nash]

I think the absolute standard has remained fairly static, but in view of the noble Baroness’s excellent work on education reform, I do not want to enter into a discussion, and I will write to her about that.

[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.

Childcare (Early Years Provision Free of Charge) (Extended Entitlement) Regulations 2016

Lord Nash Excerpts

Monday 12th December 2016 Grand Committee

Moved by

[Lord Nash]

That the Grand Committee do consider the Childcare (Early Years Provision Free of Charge) (Extended Entitlement) Regulations 2016.

[The Parliamentary Under-Secretary of State, Department for Education (Lord Nash) (Con)]

My Lords, the Childcare Act 2016 delegates power to Ministers to create these regulations. It gives the Secretary of State a duty to secure 30 hours of childcare to three and four year-olds of working parents. The regulations provide for the additional 15 hours of childcare for children of working parents. I thank noble Lords who are members of the Secondary Legislation Scrutiny Committee for their views on and support for the regulations. I hope that my department has provided reassurance around the questions raised.

This Government are committed to giving working parents of three and four year-olds 30 hours of childcare from September next year. This policy provides significant support with the cost of childcare, worth around £5,000 per year, to working parents who take up the full 30 hours. We debated the eligibility criteria and the detail of the policy extensively during the passage of the Childcare Bill last year. These draft regulations provide more detail on the design and delivery of the additional 15 hours.

The draft regulations set out the eligibility criteria for the 30 hours entitlement. The main income-related requirement is that all parents within a household will need to be earning the equivalent of working 16 hours a week at the national minimum wage or national living wage, and less than £100,000 per year. We are also enabling certain “non-working” households to be eligible for the 30 hours; for example, where parents are not working because they are on maternity or paternity leave or where one parent is working and the other is not because they are disabled or have caring responsibilities.

The Secondary Legislation Scrutiny Committee asked how the application process would work. Parents will apply online via GOV.UK, providing some basic information which HMRC will verify against a range of government data. The system is being trialled with a variety of parents across the country, and I want to offer reassurance that a phone line will be provided for digitally excluded parents.

Over the summer, the department consulted on how the 30 hours would be delivered and published its response in November. On flexibility, we have carefully balanced the needs of working parents with the need to maintain quality for the child. As a result, and in the interests of the child, the maximum session length of 10 hours per day will remain. However, we are extending the hours in which providers can deliver the entitlement to allow parents who work shifts to use the offer as early as 6 am or until 8 pm where they need to do so. To support the market in delivering the entitlement flexibly, we set out in our response to the funding consultation that local authorities are permitted to include in their local funding formulae a supplement for “flexibility”.

To ensure simplicity and clarity for parents and providers, and fair, consistent arrangements for children and families, we have committed to a national grace period for children whose parents lose their jobs. Further informal consultation will be carried out with stakeholders on the length of the grace period before we set out final decisions in statutory guidance in the new year. My department continues to undertake extensive informal consultation with key stakeholders, including childcare providers, local authorities and national childcare provider organisations, and I am grateful for their constructive engagement.

I want to restate that children accessing the additional hours will benefit from the same stringent quality standards that we apply to the existing childcare entitlements. Providers delivering any part of the 30-hour entitlement will need to follow the requirements of the early years foundation stage and must be registered on the Ofsted early years register. We have also committed to developing a workforce strategy to help employers attract, retain and develop staff to deliver high-quality provision. The strategy is a priority and we will publish it as soon as possible.

The department has now responded to its consultation on introducing a new, fairer funding system. We have introduced a minimum funding rate so that no local authority is paid less than £4.30 an hour for the delivery of the entitlements for three and four year-olds, bringing the average total hourly rate up to £4.94 per child. This, along with the requirement that local authorities pass through 95% of the funding they receive from my department, means that the great majority of providers will see an increase in the level of funding they receive. Alongside this, we have also extended the £55 million per year supplementary funding for maintained nursery schools until the end of the Parliament. This reaffirms our commitment to high quality early education in disadvantaged areas and to social mobility. We are committed to consulting on longer term plans for maintained nursery schools.

--- Later in debate ---

[Lord Watson of Invergowrie (Lab)]

My Lords, I thank the Minister for introducing these regulations. It goes without saying that we welcome the extension of free childcare to 30 weeks from next September and it is helpful to have these regulations as the route map to delivering that—or at least in theory. I suspect that the practice will be more challenging and that the Government will, I fear, face real difficulty in meeting the demand unless greater resources are committed to that end.

My fears on that score stem from the current difficulty in ensuring uniform delivery of 15 hours a week and from what we hear of the plans for the future. Indeed, the Government have been accused in some quarters of “raiding the budgets” set aside by local authorities to help disadvantaged children in order to fund the doubling of free childcare for working families, some of them relatively well-off families. Local authorities currently receive government funds for 15 hours of free childcare for three and four year-olds. Under the present system, local authorities have been able to pay extra cash to schools with nurseries from that budget because they employ qualified teachers and are used disproportionately by poorer families. They have also been able to set aside extra funds to ensure that children from the most disadvantaged families get more than 15 free hours. However, local authorities will now no longer be able to offer additional funding above a set hourly rate per child. Instead there will be a requirement to pass on 95% of centrally provided funds directly to childcare providers.

The new offer of 30 hours of free childcare is of course available only to working families, so any child from an unemployed family currently getting more than 15 hours will lose that extra support. About 80% of three year-olds from the most disadvantaged areas currently attend childcare with a qualified teacher or early years professional. By preventing local authorities from continuing to offer what are known as “quality supplements”, it is likely that schools will need either to reallocate funds from the main school budget, which is already stretched to breaking point in many council areas, or reduce the status of their school nursery. This policy threatens to take cash away from disadvantaged children to pay for the childcare costs of better-off families. I am confident that the Minister will use this opportunity to deny that that was the Government’s intention, and I am not suggesting it was, but if that is the outcome then will he commit to finding a way of ensuring that children from disadvantaged households do not become the victims of unintended consequences that could seriously hamper their development?

The significance of this issue cannot be overstated. We know that the Government are struggling to find the resources to finance 30 hours of free childcare, but targeting non-working families or those who are disadvantaged should be off the agenda. This is because investing in early years is not just about quality childcare for working parents. It is also critical to closing the education inequality gap, which can already be very wide before children arrive at school. I suspect that the Minister will respond by saying that local authorities are able to offer additional cash to childcare providers from their wider budget, but the reality is that few local authorities have the flexibility to do that, and even where they do, it may not be on a sustainable basis.

At the beginning of this month the Early Years Minister, Caroline Dinenage, announced that councils will receive a minimum rate of £4.30 an hour in the new early years funding formula. This came in response to the consultation which was carried out over the summer and the DfE has now found an extra £30 million in its budget to support the introduction of this rate. While any extension of the supplement is welcome, the Government’s funding plans still fall well short across the sector of what is needed to deliver on their promise of 30 hours of free childcare. It has to be said that their record is one of closed Sure Start centres, rising childcare costs and parents waiting for much-needed support. The Government have also announced an extra £50 million for councils to build nursery schools, which is of course an important part of the whole process, but last week the shadow Early Years Minister, Tulip Siddiq, released figures that show a huge black hole in the Government’s nursery building programme which is needed to provide for the new demand. With only one-third of councils having submitted their bids, the total asked for has already exceeded £55 million, which suggests that there could be a shortfall of around £100 million if all local authorities are to have their needs met.

It is all very well promising free childcare, but we need assurances on the infrastructure and resources to back it up. Even if the Government dispute the figure of the shortfall, there will be one, so where do they intend to make it up because surely they did not intend that local authorities which apply for this funding should be turned away empty handed? If they are unable to get the funding, that will underline the evidence that the Government’s funding plans fall short across the sector of what is needed to deliver on their promise of 30 hours free childcare a week from September next year. At the same time, the childcare profession faces a recruitment crisis, with the nursery sector struggling to pay staff even the national minimum wage.

Caroline Dinenage announced that the increased rate in the early years funding formula will be made up of a base rate, plus an uplift for additional needs, based on measures for free school meals, disability living allowance and, as the noble Earl, Lord Listowel, mentioned, English as an additional language. The Minister also said that the disability access fund would provide £615 a year for every eligible child. That, together with the recognition in paragraph 9.8 of the Explanatory Memorandum to these regulations, is welcome. Currently, children with special educational needs or a disability are not adequately supported, and it is hoped that this additional funding will, to some extent, address that.

The response from providers and sector organisations still suggests that the latest offer from the Government is unlikely to be sufficient to achieve the requirements set out in the regulations and to deliver the policy more broadly. When these regulations were considered in another place last week, my colleague Tulip Siddiq asked the Minister whether such concerns over the latest funding announcement were well founded. She did not receive a response, so perhaps the Minister will be able to oblige today. I heard his opening remarks but, given the concern in the sector, I think that that point needs to be reinforced.

The doubts about sufficient resources remain. Sir Michael Wilshaw’s annual report notes that the current increase in early years places has not kept pace with the increase in the early years population. So, again, I invite the Minister to assure us that he is confident that there is sufficient capacity to meet demand.

I thought that last week the Early Years Minister sounded somewhat complacent, saying that she did not expect the 30 hours of free childcare offer to double the demand for childcare places, because many parents already access more than the 15 hours a week and pay for the additional hours. That may well be the case but surely, human nature being what it is, these parents will now cease paying for it themselves as they will be entitled to have it covered by government—within earning limits, of course. Therefore, why the demand is unlikely to double is at best unclear.

I have one final point of clarification to put to the Minister. A new organisation called Childcare Works is to be established. It is intended to be a conduit between the DfE and local authorities to ensure that there will be sufficient 30-hours places from September next year. I wish it, and the local authorities involved, well, but the DfE website describes the new organisation as a consortium consisting of two companies of consultants and a charity. I am happy for this to be done in writing but can the Minister outline some details of the kind of assistance—I assume it will not be handing out cash—that Childcare Works will provide to local authorities to meet the demand for 30-hours places?

I hope that the Minister will accept that I have no interest in scoring points at his expense—at least, not on this issue. Naturally, I wholeheartedly welcome the introduction of 30 hours of free childcare, but I repeat that it will be meaningless for many parents if it is not fully funded.

[Lord Nash]

In relation to the noble Earl’s points about future costs, as he knows—we have discussed this—we have thought about this carefully through our review. In answer to that point and the question asked by the noble Lord, Lord Watson, about capacity, it is true that the system has responded remarkably well to the substantial increase in provision that we have brought in over the last six years, including the funding for disadvantaged two year-olds. I think it is fair to say that the childcare system is in very good shape, but we will monitor it closely.

I will look carefully at the issue of homeless families and the point that the noble Earl made about penalties. I am sure he will also be interested to hear that in Swindon 30 hours of free childcare is being piloted in a refuge for women who have suffered domestic violence. This includes providing childcare at the refuge and using the space to provide training for the women living there.

At the moment, foster children are excluded from these arrangements but we have been listening carefully to concerns raised on this point. As we all know, foster carers play a vital role in supporting some of our most vulnerable children, and we recognise the importance of effective support for their recruitment and retention. However, we also need to consider whether it is possible for children in foster care to take up the additional hours in a way that promotes their best interests. We will consider whether the blanket exclusion of all children in foster care from the 30-hours policy is the right way to balance this and will clarify our eligibility criteria in relation to this group in advance of September next year.

--- Later in debate ---

[The Earl of Listowel]

I thank the Minister for what he said about examining the case of looked-after children in early years provision. I have a couple of supplementary questions, on which he might write to me. The report, Starting Out Right: Early Education and Looked After Children, has four recommendations, and I mention two. One was improving national data on the attendance in pre-school of looked-after children. It would be helpful to have those data kept in future. Another recommendation was for a pupil premium plus for looked-after children in pre-school care just as there is in primary and secondary education. Perhaps the Minister will write to me about those two things.

[Lord Nash]

I will certainly do that. Having made those comments, I hope that noble Lords will support these regulations.

Motion agreed.

Coasting Schools (England) Regulations 2016

Lord Nash Excerpts

Monday 12th December 2016 Grand Committee

Moved by

[Lord Nash]

That the Grand Committee do consider the Coasting Schools (England) Regulations 2016.

Relevant document: 12th Report from the Secondary Legislation Scrutiny Committee

[The Parliamentary Under-Secretary of State, Department for Education (Lord Nash) (Con)]

My Lords, earlier this year Parliament debated and approved what is now the Education and Adoption Act. This gave the Secretary of State the power to identify, support and take action in coasting schools for the first time. It also required the Secretary of State to set out in regulations what “coasting” means in relation to a school. These draft regulations, which were laid before both Houses on 20 October, fulfil this requirement.

The Government are dedicated to making Britain a country that works for everyone, not just the privileged few, and that means providing a good school place for every child—a place that offers them the opportunity to fulfil their potential and be taken as far as their talents will let them go. Over the past six years, thanks to our reforms and the hard work of school leaders and teachers, nearly 1.8 million more children are in schools rated good or outstanding than in 2010, but a good school place is still out of reach for too many children, so there is more to do.

Last month we announced a new £140 million strategic school improvement fund for academies and maintained schools, aimed at ensuring that resources are targeted at the schools most in need of support to drive up standards and deliver more good school places. Our coasting schools policy will help us to target some of this investment. It will identify those schools, whether maintained schools or academies, that are not doing enough to help pupils fulfil their potential. Where these schools need extra support, the strategic school improvement fund will ensure that this can be put in place, so that the school can improve and every child can have access to a good education.

We have developed a coasting definition set out in these draft regulations which is clear, transparent and data-based so that schools can be certain whether they have fallen within the definition. It puts focus on the progress that pupils make in a school, recognising differences in intake by looking at the starting point of pupils rather than just their attainment. It considers performance over three years, so that we can identify and support schools that have struggled to stretch their pupils sufficiently over a number of years. We believe that this definition will identify those schools that are not ensuring pupils reach their potential, and allow the right support to be put in place so that schools can improve and give pupils the excellent education they deserve.

These regulations mean a primary school will fall within the definition if, in 2014 and 2015, less than 85% of pupils achieved level 4 or above in reading, writing and maths, and less than the national median percentage of pupils achieved expected progress in reading, writing and maths, and, in 2016, less than 85% of pupils met the new expected standard in reading, writing and maths and the school’s progress scores were below minus 2.5 in reading, minus 3.5 in writing or minus 2.5 in maths. A secondary school will fall within the definition if, in 2014 and 2015, less than 60% of pupils achieved five A* to C grades at GCSE, including in English and mathematics, and less than the national median percentage of pupils achieved expected progress in English and maths, and, in 2016, the school’s Progress 8 score was below minus 0.25. A school must be below the coasting thresholds in all three years—2014, 2015 and 2016—to fall within the overall coasting definition.

--- Later in debate ---

There is also the question of whether there are, or are likely to be in the foreseeable future, sufficient multi-academy trusts to take over and sponsor the smaller and usually rural schools that may well be designated as coasting; but perhaps I have already used up my quota of questions for the Minister for one day—although of course, we will be going on to consider the childcare funding regulations. Research suggests that the traditional school improvement strategies of creating a self-improving institution, creating school networks and alliances and benchmarking against best practice are the key to improvement. For a school joining an academy chain this may happen as a result, but I feel that it needs to be more willingly acknowledged by the Minister, his department and the regional schools commissioners that this can equally be achieved in successful local authorities. There is no guarantee that, on its own, a school becoming an academy brings about improvement. That must be borne in mind as the identification of and assistance offered to coasting schools develops.

[Lord Nash]

My Lords, first, I will take back the point made by my noble friend Lord Lucas about key stage 4 and discuss it with my colleague Nick Gibb MP, who is the Minister for this area. On the bar for selective schools, we will keep that under review. Of course, the coasting definition applies equally to all schools and we will certainly keep it under review.

I am afraid that I will not be able to answer all of the questions asked by the noble Lord, Lord Watson, but perhaps I may respond to some of them and write to him on the others. I take his point about different pupils making different levels of progress from the starting point, but I think we have come up with a definition that is generally acknowledged to be fair and easily understood. Obviously, trying to work out exactly which pupils make what progress is very complicated, but the general definition we have come up with, which is based on measures that are already understood by schools, is the fairest and simplest way to proceed.

As for the noble Lord’s point about regional schools commissioners taking into account the wider context, they will, as is clearly set out in our procedures. That wider context includes Ofsted and the particular circumstances of the school, such as whether it is in a location that has intergenerational unemployment. We all know that, sadly, that is an issue in certain areas with a heavily white working-class population, for example. All this will be taken into account. The regional schools commissioners will work closely with local authorities. It is acknowledged now—I think the noble Lord, Lord Watson, said it himself—that school-to-school support is the best way to improve schools. They will be working closely with local authorities to help identify the help available, whether from other schools nearby, which may be local authority maintained schools or academies, or NLEs that can help them. They will also be able to access the school improvement fund, which I mentioned earlier.

All schools will know exactly where they are in terms of the results of the past two years, and will now have an estimate of their figures for this year. These will be published shortly. Of course, the regional schools commissioners will be working with some of these schools anyway—they may have asked for help—but they will all know exactly where they stand.

As for the resources available to regional schools—

[Lord Watson of Invergowrie]

Although the Minister was not talking specifically about this, will he address my question on whether the schools that are going to be named publicly on Thursday have already been told by the regional schools commissioner that that is about to happen, and whether the local authorities have been told?

--- Later in debate ---

[Lord Nash]

They are not going to be named publicly but the schools will be able to work out from their results whether they are coasting.

As for the resources available to the regional schools commissioners, they started with very small offices of around six or eight people, but they have all now been substantially strengthened to an average of more than 40 people. We are satisfied that they have the resources in place. One thing that they are working on closely, as the noble Lord mentioned, is ensuring that we have enough capacity in the system and enough MATs to sponsor any failing schools where required.

I will write to the noble Lord in some detail on the other matters to which he referred. I am sure that all noble Lords support our ambition to ensure that all pupils, whatever their background and wherever they live, have the opportunity to go to a good school. I therefore hope that noble Lords will support our proposals and these regulations.

[The Earl of Listowel]

On the issue of the context of the schools, will the level of English spoken in families also be looked at? I imagine that that may have an impact on a child’s learning and it might be helpful when it comes to the read-across with Louise Casey’s work on integration.

[Lord Nash]

The noble Earl makes a very good point. That is something we are looking at, and certainly increasingly seeing in some schools. The definition of EAL is sometimes a little loose, because there are plenty of people who speak fluent English but would be defined as EAL because it is their second or third language. However, in parts of the country an increasing number of schools are having to cater for a sudden influx in different year groups of pupils who do not speak any English at all. Certainly, the regional schools commissioners will take this into account.

Motion agreed.

Childcare: Early Years Funding

Lord Nash Excerpts

Monday 5th December 2016 Lords Chamber

[The Parliamentary Under-Secretary of State, Department for Education (Lord Nash) (Con)]

My Lords, there are no plans to conduct a formal annual review. The Government are committed to providing high-quality early education for all children. We are investing an additional £1 billion a year in the early years free entitlements and last week we published the early years national funding formula, which ensures that this funding is allocated fairly and transparently. We will monitor the implementation of the 30 hours of childcare, and are clear that getting the funding right is critical to its successful delivery.

[The Earl of Listowel (CB)]

I thank the Minister for his reply, for the extension of 30 hours’ free childcare to working parents and for the funding thereof. Given the huge benefits to education and cognitive skills that high-quality early years childcare and education bring—they are so important to business and industry, to physical and mental health in adulthood, to remediating poverty and disadvantage for children, including looked-after children, and to productivity—will the Minister listen very carefully to the concerns of the sector that after this year the funding may not be sufficient? His Answer was reassuring to some extent. We should consider that investing in the highest-quality early-years care and education is essential to an infrastructure for successful economic development.

[Lord Nash]

My Lords, I could not agree more, and that is why we are spending more than £6 billion a year by 2019-20 on early years education and childcare—more than any other Government in this country ever. We know that we need to get the funding right. Our announcement last week of a £4.30 minimum funding rate for local authorities, paid for with additional investment, shows that we are listening to the sector. The cost of childcare review was very thorough—indeed, the National Audit Office said that it was “thorough and wide-ranging”.

[Lord Polak (Con)]

My Lords, I declare a sort of interest as a relatively new grandfather to Sienna—my daughter-in-law has just gone back to work and I know the costs of childcare and how it affects young couples today. Will my noble friend update the House on the progress of our manifesto commitment to 30 hours of childcare for working parents?

[Lord Nash]

Yes. I am sure my noble friend will be pleased to hear that we are making good progress. Last week, we confirmed our funding, as I said. We have already put in place legislation, through the Childcare Act 2016, with regulations being laid early last month. We have also awarded a new delivery contract worth £3 million to Childcare Works to support local authorities, and our eight early implementers which are implementing a year early have already delivered more than 3,500 new childcare places.

[Baroness Lister of Burtersett (Lab)]

My Lords, following what the noble Earl said, the Family and Childcare Trust argued that the new funding, welcome as it is, does not focus sufficiently on improving quality of provision in the settings most likely used for disadvantaged children who particularly need quality care. What are the Government doing to improve quality of care in such settings to ensure that disadvantaged children get that quality provision?

[Lord Nash]

I entirely agree with the noble Baroness about the importance of ensuring high quality. Our entire focus is on that, particularly for children with SEND. An additional needs element is factored into the early years funding formula to better target funding towards local authorities with a higher relative proportion of children with additional needs, and our final funding policy confirmed last week includes a new disability access fund worth £615 per child per year to support disabled three and four year-olds, and a requirement for all local authorities to have inclusion funds to channel additional support to children with SEND.

[Baroness Walmsley (LD)]

My Lords, given that supplying appropriate childcare for children with additional needs is more expensive for the setting itself, and it is also more expensive to train people to be able to recognise children’s special needs and deliver appropriate care, what are the Government doing to make sure that sufficient early years practitioners are being trained to work with these particularly needy children whose needs have been ignored from many, many years?

[Lord Nash]

We are focused on that. As the noble Baroness will know, we have a massive investment in this area, and on improving the quality of people coming into the profession. In terms of specific details on this, I will write to her.

[Lord Watson of Invergowrie (Lab)]

My Lords, it is widely accepted that investment in early years childcare is one of the most effective means of increasing social mobility, which the Government say is one of their aims. In July 2015, the then Childcare Minister Sam Gyimah announced a consultation on Sure Start centres that was to begin that autumn. We are still waiting for that consultation. Indeed, two weeks ago his successor Caroline Dinenage could only say in a waffling Parliamentary Answer that an announcement would be made “in due course”. The Minister has been there throughout that period. Is he not embarrassed about having to defend a Government who have been reneging on a commitment that is so important for the future of children’s centres?

[Lord Nash]

I know that the party opposite always raises this point. An independent study made it quite clear that the number of people accessing these centres has remained remarkably consistent over the last few years, even though a number have merged and indeed, a number have closed. The important point is their quality and location. I refer back to the point that no Government in history have ever invested as much in early years and childcare as this one.

Child Health: Physical Education

Lord Nash Excerpts

Monday 5th December 2016 Lords Chamber

[Baroness Benjamin (LD)]

My Lords, I beg leave to ask the Question standing in my name on the Order Paper and declare an interest as the co-chair of the All-Party Group on a Fit and Healthy Childhood.

[The Parliamentary Under-Secretary of State, Department for Education (Lord Nash) (Con)]

My Lords, we want all pupils to be healthy and active and to have the opportunity to engage in sport and physical activity from a young age. That is why PE remains a compulsory subject at all four key stages in the national curriculum. In 2017, we will be doubling the primary PE and sport premium to £320 million a year. A number of initiatives are also under way across government to improve physical activity levels in children.

[Baroness Benjamin]

My Lords, Britain has some of the most unfit children in the world. The latest report from the All-Party Group on a Fit and Healthy Childhood shows the urgent need to revise the teaching of PE, which has not changed since the 1940s, if PE is to play a part in children’s well-being. There is no overall strategy for teachers to deliver PE, a subject often sidelined in the curriculum. Will the Government consider establishing a national PE task force to collate examples of good practice and reset training for PE teachers? Will the Minister agree to meet to discuss the recommendations in this constructive PE report?

--- Later in debate ---

[Lord Nash]

I pay tribute to the noble Baroness for her work in co-chairing the all-party parliamentary group and to the other members of it. We will definitely take what they have to say into account, and I would be delighted to meet with her and them. However, we do not think that a new PE task force is necessary. Officials already work closely with partners such as the Association for Physical Education and the Youth Sport Trust, and my colleague Edward Timpson has, for a number of years, chaired a cross-ministerial board to inform the Government’s strategy for PE, working with organisations such as Sport England and county sports partnerships. We have no plans to review the curriculum. It was last reviewed in 2014 and developed with a range of sector experts, and we will be reviewing the activity list again in 2018 following the first exams.

[Lord Watts (Lab)]

My Lords, has not our obsession as a nation with funding excellence in sport led to a dramatic cut in the amount of money available for grass-roots sport? Would it not be better to spend our money there rather than on excellence?

[Lord Nash]

We have substantially improved the funding for school sport, which has had a dramatic effect on the number of pupils participating in primary schools and on the number of qualified specialist PE teachers in primary schools, which has gone up by 50%. We regard this as very important in all aspects.

[Baroness Howe of Idlicote (CB)]

My Lords, yes, of course physical education is hugely important, but should we not also be thinking of parity of esteem for mental health? If that is to be achieved, how do the Government plan to ensure that schools treat mental well-being on an equal footing with physical well-being?

[Lord Nash]

The noble Baroness raises a very important issue. We know that mental health is an increasing issue in schools. Last year we funded the PSHE Association’s guidance on how to teach about mental health across all four key stages. A range of training on specific issues is also available through the MindEd website to all professionals who work with young people. We have been testing in a number of places the concept of a single point of contact in schools and CAMHS to improve collaborative working across schools and mental health services.

[Lord Watson of Invergowrie (Lab)]

My Lords, the Minister said that physical education is compulsory for all children between the ages of four and 16. That is of course correct, but rather at odds with that is the fact that Department for Education guidance merely recommends a minimum of two hours of curricular PE for each pupil each week. I may be anticipating something that the noble Lord, Lord Lexden, is about to say, but independent schools would laugh at the suggestion that there should be only two hours of PE for pupils each week, and the Government should not be prepared to accept anything less in respect of state schools. What proportion of schools meet that DfE recommendation, and what role does the physical education and sport premium for primary schools have in increasing that figure?

--- Later in debate ---

[Lord Nash]

The law specifically prevents the Secretary of State dictating how much time schools should spend on PE or indeed on any other subject; that is entirely a matter for them. I do not believe we have a figure for how many schools are meeting the recommendation, but we anticipate that most of them are. On participation, it is clear that the sport premium has had quite a substantial impact on primary schools. Some 87% are reporting that it has led to a substantial increase in the number of activities engaged in, including extracurricular activities, and there has been a 50% increase in the number of specialist PE teachers teaching in primary schools.

[Lord Lexden (Con)]

In a recent Written Answer I was told that school playing fields are subject to strong statutory protections. However, have not sales of school playing fields been increasing in recent years? Is that compatible with the strategy for child health and well-being for which the Question asked?

[Lord Nash]

My noble friend makes an extremely good point. I am the Minister who signs off on playing field disposals, and we feel strongly that this should not happen except where absolutely necessary. We have a very rigorous process in place, and most disposals occur where schools have either closed or merged—a lot of them involve very small bits around playing field land. We are very clear that we will not allow playing fields to be disposed of unless it is absolutely necessary.

[Baroness Janke (LD)]

My Lords, given that only 18% of girls and 21% of boys achieve the Government’s recommended level of physical activity, and in the light of the cuts to local government in recent years, including shrinking sports programmes, do the Government have any plans to expand the range of opportunities not just in schools but in local communities, so that all children can have several opportunities to participate in physical activity?

[Lord Nash]

I am sure the noble Baroness will be pleased to hear that we fund Sport England to decide how to invest the National Lottery funding, and as part of its strategy its Inspired Facilities scheme has invested over £100 million to allow clubs to make major improvements in more than 2,000 facilities. As part of its strategy towards an active nation it has set aside a new £40 million investment, which it will use to get more families and children active. It has also set up a dedicated fund of £120 million to tackle inactivity over the next four years.