Oral Answers to Questions

Lucy Powell Excerpts

Monday 9th September 2019 Commons Chamber

[Nick Gibb]

My hon. Friend has been a formidable campaigner on this issue, and I pay tribute to him for his work in this area. He will be aware that since my letter to local authorities the evidence shows that school admission authorities are becoming more flexible when receiving requests for children to start reception at age five.

But of course this will not be right for all children; the majority will do well in reception at age four, and the Government are therefore giving careful consideration to how we will make these changes in a way that avoids unintended consequences.

[Lucy Powell (Manchester Central) (Lab/Co-op)]

Does the Minister not agree with me that the best way to get all students, even those who are summer-born, ready for school is proper investment in the early years, and will he therefore pledge today that the Government will do what they said they would do a few weeks ago and ensure our maintained nursery schools get the full funding they need to continue?

Education Funding

Lucy Powell Excerpts

Tuesday 3rd September 2019 Commons Chamber

[Gavin Williamson]

I thank the hon. Lady for such a kind and warm welcome to me in my new role; it was very generous of her. She raises a number of important points. We are talking about cash and a total settlement—including pensions— for schools that is worth £18.9 billion over three years. That does not even touch upon the Barnett consequentials for the devolved nations of Scotland, Wales and Northern Ireland.

The issue of 16-to-19 education is one close to my heart, and the hon. Lady was right to highlight the fact that we are delivering an extra half a billion pounds—the £400 million plus £100 million to deal with pension pressures. I think most people would welcome such an announcement. She is right to highlight the important issue of children with special educational needs and making sure they get the right level of support and everything they need in the classroom, which is why, in the next financial year, we will deliver more than £700 million extra for those children. Even Opposition Members should recognise that is a significant increase, and those increases will continue over the following three years.

We have set out a three-year settlement for schools to give them the confidence to plan for and invest in their future. The hon. Lady raises the important issue of teaching assistants. I absolutely agree with her: they are incredibly important. My wife, who is a teaching assistant, tells me repeatedly how important they are, and I would never disagree with my wife.

[Lucy Powell (Manchester Central) (Lab/Co-op)]

Give her a pay rise, then.

--- Later in debate ---

[Mr Speaker]

The hon. Member for Manchester Central (Lucy Powell) is invariably the winner of the “biggest smile” competition.

[Lucy Powell]

I do try, Mr Speaker.

I welcome the Secretary of State to his post. We in the Education Committee look forward to giving him a good grilling, hopefully fairly soon. I also welcome his announcement, which is long overdue, but may I ask him about the crucial early years and, in particular, about our maintained nursery schools, about which he has said nothing? Their funds will run out very soon, but they are the jewel in the crown of social mobility, and the amount that they need is a tiny fraction of what he has announced today.

[Gavin Williamson]

I thank the hon. Lady for her kind words. She has raised an important point. I took the opportunity to visit a maintained nursery school in Sheffield to gain a proper understanding of the value that those schools bring and their impact on children in the early years. Obviously, my statement concerned school funding for 16 to 19-year-olds, but we constantly keep that issue under review, and I am examining it very closely.

Early Years Family Support

Lucy Powell Excerpts

Tuesday 16th July 2019 Commons Chamber

[Lucy Powell (Manchester Central) (Lab/Co-op)]

I for one, Mr Deputy Speaker, am pleased that you allowed the right hon. Member for South Northamptonshire (Andrea Leadsom) the time she needed to give such an excellent and outstanding speech about why the 1,001 critical days are so important. When she asked me to co-sponsor this debate, I did not hesitate to say yes. As she has said, she and I have worked together on this issue for many years. In fact, she was the first Government Member to approach me when I first got elected, and she asked me to get involved with her work on this important area. She sought me out and we have worked very closely ever since. As we heard in her outstanding opening speech, her personal commitment to this agenda is completely without exception. She has done a fantastic job and we really miss her drive and leadership in government on these important issues. I will say more about that later.

I will not try to emulate the right hon. Lady’s excellent speech, but, as she has said, all the evidence tells us that the most important time in the life not just of a child but of a human being is those first 1,001 critical days. The fact that we do not give enough attention to that is, in my view, immoral, because we know how important it is, yet it does not get the attention it deserves.

The science has already been outlined, but I want to highlight another aspect. Deprivation is still a really key issue for outcomes in the first 1,001 critical days and thereafter of a child’s life. We know from all the evidence that the single biggest indicator of how well someone will do in their GCSEs is their developmental level at the age of five. We also know that children from better-off backgrounds hear 30 million more words than those from less advantaged backgrounds. The developmental gap between the less well-off and their better-off peers is significant before a child even starts school. It can be as much as 18 months or more in some cases. The Government, services and others seem to spend a huge amount of time and money on trying to address those gaps later in life, when we could do a lot more earlier and save a lot more money in doing so.

That is why we are here today. If we spent on this issue even a fraction of the amount of resources and time that we spend on health, education, criminal justice, home affairs, the Department for Work and Pensions and all the services they support—and instead of focusing on the consequences of not getting the first 1,001 days right, focused on the root causes and those early years—not only would we save a huge amount of money for Government and the country, but we would create a much happier and better society.

We are here today because, unfortunately, the ambitious work that the right hon. Lady began and almost concluded in government has not yet come to light. Like her, I have asked questions, both written and oral, about what is happening. It would not take a huge amount. The Under-Secretary of State for Education, the hon. Member for Stratford-on-Avon (Nadhim Zahawi), who will respond on behalf of the Government, is a fantastic Minister. He and I have worked very closely on a number of issues, and I do not doubt his commitment. I hope he will soon be in the Cabinet, and I believe that this issue needs Cabinet oversight.

What needs to happen? We have already heard some of the issues. I am going to focus on three things that I think need to happen. Some of my comments are based on my role leading on an outstanding piece of work that the Mayor of Greater Manchester, Andy Burnham, asked me to do on school readiness across Greater Manchester.

We do not need lots of new initiatives and new programmes. We know what works, largely, and we know what we need to do. We are just not doing it as well as we should or making it reach as many babies and parents as it should. I do not want the Government to take the message from this that we want lots of whizzy new action plans. We just want to get the nuts and bolts, and the agenda and the importance of that agenda, right, because if we steer this oil tanker in the right direction, we can make great strides. It is not rocket science, and that makes it even more immoral that we are not doing some of these things, because we know what works in the early years.

The first thing we need, I am afraid, is more cash. We cannot have this conversation without discussing funding, and particularly funding for local government. As we have heard, many of the early help and intervention support services—including, critically, Sure Start children’s centres—are funded via local government, which has seen some of the biggest cuts across Government. Action for Children has published a really good report which shows the real value that Sure Start centres can provide in narrowing the attainment gap. The recent Institute for Fiscal Studies report on Sure Start children’s centres showed how much money was saved in just one area—hospitalisation of infants—for the NHS by reducing the number of unnecessary visits to hospital by parents.

We need more cash, and we need that cash to be allowed to be spent on early help and intervention. That includes the troubled families programme, which, as the right hon. Member for South Northamptonshire said, should be extended to the early years. The troubled families programme is due to end soon. That would be a travesty, because it has done more to break the cycle of deprivation that we have heard so much about than many other joined-up programmes.

I want to make a small plea on funding. The Minister will know that I would not let this opportunity go without mentioning our valued maintained nursery schools, which in many cases act as hubs for children’s centres and the holistic, place-based, integrated support services that we need to change lives for the better. Their funding is at risk. The Minister has been an outstanding champion for them. He has done a great deal of work with the all-party parliamentary group on nursery schools, nursery and reception classes and others to secure funding. If he leaves office for a higher position under the new Prime Minister, which I am sure he will and which he deserves to do, I hope he will leave a firm handover note to his successor. The sector will miss him greatly if he leaves the Department for Education. He is the most popular Minister we have had in this Government.

[Tracy Brabin (Batley and Spen) (Lab/Co-op)]

We’ve had quite a few.

[Lucy Powell]

Indeed, and he is definitely top of the list by a long shot—I mean no disrespect to the others, but he has been very good.

The second thing we need to do is break down the barriers to joined-up services and commissioning. Key to that, as we have seen in Manchester, is the value of place-based, integrated services working together. In Greater Manchester, the early years delivery model acts as the core of the service. Every child, from pre-birth to the age of five, is seen at least eight, if not nine, times, with fully integrated service delivery, and intervention, support and advice can be put in place at any stage in the child’s upbringing. It is already paying real dividends. The innovative work we are doing with the BBC on communication and language and other work is starting to have real results, especially for the most in need. It cannot just be at a local level—it needs to be joined up with Whitehall too, but that is not the answer. It is about place-based, integrated services.

The third and final area—just to conclude, because I know lots of people want to speak—is workforce development. A real challenge in this space is to make sure we have a workforce right across the piece—from health visitors to midwives, but also outreach workers and those who work in childcare, social services, health, schools and education—who are valued and paid well for a job that is the most important job they could do and who also have the ongoing career training and development to understand the root causes of poor child development and the impacts that can have, so that the whole body of people who ever come into contact with a family and child are all working with the same agenda, vision and understanding of what needs to happen. That is not a whizzy initiative or a press release; it is the hard yards and the real focus on developing a whole workforce around families that will really get us the step change we want. That is why we are setting up the Greater Manchester early years workforce academy, and we hope this will be a beacon for the rest of the country to look at best practice.

In conclusion, as I have said a number of times, this is not rocket science. We know what we need to do, but it needs proper funding, leadership and drive across Government through the country into places, homes and families. As insurers do when they are looking at insurance policies, we could all probably work out who the families most likely to need help are—we can get names, not just numbers attached to these issues—and there really is no excuse for us not to do it. It is immoral for us not to try to help break the cycle of deprivation and really tackle those early and important 1,001 critical days. I want to thank the Minister and particularly the right hon. Member for South Northamptonshire for the leadership they have both shown, and I hope they will continue to have the opportunity to do so in government over the coming months.

--- Later in debate ---

[Wera Hobhouse]

rose—

[Lucy Powell]

rose—

[Tim Loughton]

Hold on a minute. I will give way first to the hon. Member for Bath (Wera Hobhouse) and then to the hon. Member for Manchester Central.

--- Later in debate ---

[Lucy Powell]

I am grateful to my friend, because he has given me an opportunity to do what I did not do earlier—which was hugely remiss of me, because it was in my notes—and express my huge respect for his leadership and all the work that he does on Sure Start, children’s services and education in the all-party parliamentary group for families in the early years. I thank him for that. He is, of course, absolutely one of my favourite Members on the opposite Benches, and he will long remain so, even if I am no longer one of his.

[Tim Loughton]

I am completely recharged and relieved by that. The hon. Lady is my absolute favourite Member of Parliament for Manchester Central, and many things besides. But this debate is getting far too consensual, so I shall return to the points that I was trying to make.

The phrase “1,000 days”—or, for those whose glass is half full, “1,001 days”—is almost becoming common parlance as well, and it needs to. It needs to be almost a brand. People need to understand that those 1,001-ish days of life from conception to the age of two are the period that will have the most impact on a child’s future life. If we do not invest in the right support then, the cost of picking up the pieces later will be so much greater, both financially and, as I think everyone here recognises, socially.

I should declare an interest, in that I chair PIP UK—the Parent Infant Partnership—which was set up by my right hon. Friend the Member for South Northamptonshire. I became chairman of the trustees, and am proud still to be so. Our most recent report is “Rare Jewels”. I pay tribute to Sally Hogg, who works for PIP and who did a great deal of research on the scarcity of parent and infant mental health specialist support. That was a false economy.

I shall now be slightly unconventional, and talk about the motion. The motion is about the inter-ministerial group, and I want to talk about some of the experiences of that group. As I found during my few years as a Minister, joined-up government is a complete myth. What the group almost uniquely did, because of the vim and force of my right hon. Friend the Member for South Northamptonshire, was bring together key Ministers from half a dozen key Departments to try to create joined-up solutions. A child’s mental health, and those early years affecting the child and his or her parents, are not just the preserve of the Department for Education and of children’s social care. They touch on the work of so many other Departments

I am glad that my right hon. Friend the Member for Basingstoke (Mrs Miller) is still here. She will remember that some years ago, when I was the Children’s Minister and Sarah Teather was also an Education Minister, we tried to put together the early intervention fund, which was largely intended to bring together different interests with a pooled budget so that we could work together on smarter solutions. However, that did not really fit the way in which the civil service worked.

We struggled for some months to pull together a plan that would involve various other Departments, and we were being frustrated at every turn; so we formed a pizza club, well before my right hon. Friend the Member for South Northamptonshire was on the scene. My then colleague Sarah Teather and I rang other colleagues—Housing Ministers, Health Ministers and others. I think that my right hon. Friend the Member for Basingstoke was then a Minister in the Department for Work and Pensions. We got together in “The Adjournment” restaurant, had a pizza, agreed what we wanted to do, and all went back to our Departments in the following days and told our civil servants what we wanted to do. The response was “Well, I’m sorry but that’s not the way we do things around here, Minister”, to which our response was “Tough, we’re now doing it.” That was the only way we could actually get through an important joined-up policy because the system just did not work. I do not think things have improved much at all.

Another innovation I set up then was the Youth Action Group. Again, there were problems and I tried to youth-proof all Government policy, which is something I still bang on about. There were many problems that transcended different Departments, and yet if there was a problem, it would go from one Department to another in a vicious triangle, as it were. So I got together six major charities led by The Prince’s Trust and Barnardo’s. I co-chaired it and, at one stage, I think we had nine Ministers from nine different Departments. Invariably most of those Ministers would turn up to those meetings and the children’s charities and youth charities would bring particular problems to us. One problem was about housing benefit for looked-after children who were care leavers, which was the responsibility of the Department for Education for care, the Department for Communities and Local Government—whatever it was called in those days—for housing and the Department for Work and Pensions for benefits. We got the three Ministers together with the three lead officials and said, “Here’s the problem; can you please take it away and solve it and come back with a solution that the children and youth workers can then take away?” Alas, that group no longer exists, but we need far more of that sort of rationale and mentality in Government. The inter-ministerial group showed how it could be done, and it is so important that the work continues. I hope that the recommendations that have been made are taken up and run with.

We need a Minister for early years children and families at Cabinet level. It should not just be left to civil servants to people those committees when what we need is a co-ordinated ministerial response. This needs to be led by a high-profile Minister who has the clout, enthusiasm and drive to bring all the relevant Departments together and come up with a cross-departmental solution. I am afraid that we are still a long way from that in common practice, and that is partly what is wrong with Government and with our civil service. So that is my main plea.

On the investment equation, I am not going to repeat everything that has been said, but we know that healthy social and emotional development in the first 1,001 days means that individuals are more likely to have improved mental and physical health outcomes from cradle to grave and children will start school with the language, social and emotional skills they need to play and explore and learn. Children and young people will also be better able to understand and manage their emotions and behaviours, leading to less risky and antisocial behaviours and the costs that these bring to individuals and society, and they will have the skills they need to form trusting, healthy relationships—something we heard about in the Chamber earlier. If they had that, we would not have to spend such a lot of time teaching it to them at school because it would come naturally, and they would know what a proper quality, trusting relationship actually is. And if they know, they are much more likely to be able to hand it on and nurture their own children as they become parents in the future.

The cost of getting this wrong is huge. Some years ago—although it is still as true and important today—the Maternal Mental Health Alliance calculated the cost of getting perinatal mental health care wrong for the one in six women who will have some form of perinatal mental illness. The cost of that was £8.1 billion each and every year, and the cost of child neglect in this country is £15 billion each and every year; so £23.1 billion is the price of getting it wrong. A fraction of that spent on early intervention—well-targeted, well-timed, well-positioned by well-qualified and trained professionals—could save so much personal grief and so much financial and social grief later on.

It is not rocket science, as I constantly say; it is technically neuroscience, but it really is something we should have been doing so many years ago. The troubled families programme is the model here, and it is essential that the troubled families programme is not just retained, but expanded in the comprehensive spending review. I have always said that we need a pre-troubled families programme, because in the troubled families programme we are dealing with the symptoms of getting it wrong earlier. If we prevented those symptoms in the first place, working in those very early years, so that we have a well-balanced parent or parents with well-balanced children, they are more likely to arrive at school eager and able to learn and be contributing members of society. That is so vital. Some 28% of mothers with mental health problems report having difficulties bonding with their child. Research suggests that this initial dysfunction in the mother-baby relationship affects the child’s development by impairing the baby’s psychomotor and socio-emotional development.

Postnatal depression has also been linked with depression in fathers, and with higher rates of family breakdown. We forget the impact on fathers of not knowing how to deal with a mum—a partner—who all of a sudden has some form of postnatal mental illness. A lot of fathers are affected by this. I know that my hon. Friend the Member for St Austell and Newquay (Steve Double), who chairs the all-party parliamentary group on fatherhood, is going to talk about this. It is essential that we look at all parents, when both parents are on the scene, and give support to the family as a whole.

Sure Start: IFS Report

Lucy Powell Excerpts

Wednesday 5th June 2019 Commons Chamber

[Lucy Powell (Manchester Central) (Lab/Co-op)]

(Urgent question): Thank you, Mr Speaker, for granting this urgent question. To ask the Secretary of State to make a statement on the Institute for Fiscal Studies report on Sure Start children’s centres.

[The Minister for Apprenticeships and Skills (Anne Milton)]

The Government very much welcome the recent report by the Institute for Fiscal Studies on the effects of Sure Start. It is crucial that, in our pursuit of better outcomes for children and families and in making spending decisions, we are guided by high-quality evidence. The report gives us more of that.

The report shows very clearly that children in disadvantaged areas benefit most from services. Indeed, those in the richest 30% of neighbourhoods saw practically no impact at all. The policy framework we have in place reflects that evidence. In 2013, the Government introduced a new core purpose for children’s centres, focusing on families in the greatest need of support. While we have seen local authorities remodel services, there are now more children’s centres than at any other time prior to 2008—in fact, since Tony Blair was Prime Minister. This is at a time when the Government are making record investment in childcare, with more than 700,000 of the most disadvantaged two-year olds having benefited from 15 hours’ free childcare since its introduction in 2013. In addition, under the Government’s healthy child programme, children and families now receive five mandatory health visitor checks in the early years. The statutory framework also contains important protections so that outcomes for children and families, particularly the most disadvantaged, will not be adversely affected by the proposed changes to children’s centre provision.

The IFS concludes that policy makers must

“consider which types of services and models of provision can most effectively help this group”.

The Government agree. Indeed, we already have work under way to do exactly that. As part of our £8.5 million early years local government programme, we announced in April that the Early Intervention Foundation will look at children’s centres and other delivery models to find out what works well, so that local authorities have more evidence to help them to continue to make the best decisions for their communities.

[Lucy Powell]

I thank the Minister for her reply, but I think it bears little relation to reality.

Sure Start is a proud Labour legacy. It has a proven track record of transforming lives, yet it has been allowed to wither on the vine by this Government. The Institute for Fiscal Studies, in its significant report yesterday, highlighted that austerity has hit Sure Start hard, with budgets falling by two thirds. We have seen over 1,000 centres close since 2010. The report also shows that Sure Start saved the NHS millions of pounds by significantly reducing hospitalisation of children, especially those from the most disadvantaged backgrounds. There is a clear lesson here for Government: investment in early intervention saves money later on. Closing Sure Start centres is a false economy.

Will the Minister use the report as ammunition, with the Tory leadership contenders and the Treasury ahead of the spending review, for a new commitment to revitalise Sure Start? What is happening to the Government’s review on the first 1,001 critical days, which was led by the former Leader of the House, the right hon. Member for South Northamptonshire (Andrea Leadsom)? I pay tribute to her work and her focus on this issue. Will the review be published before we get a new Prime Minister—I understand that it was ready to go—and will renewing Sure Start be central to its recommendations? Will the Government match Labour’s commitment to save Sure Start and invest £500 million in resurrecting it? Given the clear benefits of children’s centres in creating social mobility, will she properly fund local authorities so that they can do everything possible to keep children’s centres open?

The decimation of Sure Start has been a travesty. It flies in the face of all the evidence that early intervention is key to tackling disadvantage. It must be reversed.

[Anne Milton]

I pay tribute to the hon. Lady. This has been a passion of hers and she has worked very hard across the House to gain support. She is absolutely right that investment in early intervention is important. I should point out that, in the first paragraph of the executive summary, the report makes it clear that

“the UK is now one of the highest spenders on the under-5s in Europe”.

Those are OECD figures from 2014. I would just say to her that what matters is to have a universal offer, but it is also about the way services are delivered. That is not necessarily always most effective through centres. They definitely have a role, but it is about services and making sure that we get the services to those who need them the most.

Timpson Review of School Exclusion

Lucy Powell Excerpts

Tuesday 7th May 2019 Commons Chamber

[Damian Hinds]

As my hon. Friend says, there is some fantastic alternative provision, some of which I have had the opportunity to see. The requirement to find a place in alternative provision applies from day six, but the guidance is clear that this should be done sooner where possible, and from day one for children in the care system.

[Lucy Powell (Manchester Central) (Lab/Co-op)]

I strongly welcome the publication of this review today, even though it is slightly overdue. I can see where Edward Timpson has held firm with the Government, and perhaps some other areas that the Government have asked him to water down slightly.

[Damian Hinds]

indicated dissent.

[Lucy Powell]

Okay, the Secretary of State suggests not. Let me put it a different way then. One area that I feel could be strengthened is around the safety net and the powers of local authorities to require schools to keep children on their roll. The new guidance on managed moves and the local authority’s powers to convene local forums are welcome, but that will not be sufficient where schools want to opt out of in-year fair access protocols in their area.

[Damian Hinds]

I am very clear that the ultimate decision to expel a child—a decision that is always taken with a very heavy heart when it needs to happen, after many other options have been looked at—is for that headteacher and that school. However, we want schools to work co-operatively, and there are some great examples of that around the country, including at both maintained schools and academies. Of course, local authorities also play an important role in that regard.

Oral Answers to Questions

Lucy Powell Excerpts

Monday 29th April 2019 Commons Chamber

[Nadhim Zahawi]

I do, indeed, agree with my right hon. Friend. Between 2016 and 2020, we are spending almost £500 million on a range of music and creative arts programmes.

[Lucy Powell (Manchester Central) (Lab/Co-op)]

Further to the question from my hon. Friend the Member for Huddersfield (Mr Sheerman), does the Minister not accept that the emphasis on testing only English and maths—not just in primary school, but throughout—is having a detrimental effect on experiential learning, project learning and creating people with a lust for learning, not those who can just regurgitate facts?

[Nadhim Zahawi]

No teacher or school leader would disagree about the lust for learning and making learning fun, but testing is the building block that allows us to make the investment and have the focus necessary to produce the extraordinary results that we are producing for children and families up and down the country.

Oral Answers to Questions

Lucy Powell Excerpts

Monday 11th March 2019 Commons Chamber

[Damian Hinds]

Of course, I would be very happy to meet my hon. Friend to discuss how we can make sure that apprenticeships do work for the Rothbury First School and others in her constituency. Local authorities, which are the levy payers in this case, should ensure that schools can benefit from apprenticeships; they can combine the levy across schools or share apprentices to ensure that the money is best spent.

[Lucy Powell (Manchester Central) (Lab/Co-op)]

As the Secretary of State will be aware, one institution that does close the disadvantage attainment gap in the early years is our valued maintained nursery schools. As hundreds of headteachers gather in Parliament today to lobby their MPs before we go on a march to Downing Street, may I, first, pay tribute to the children’s Minister, the Under-Secretary of State for Education, the hon. Member for Stratford-on-Avon (Nadhim Zahawi), for securing the down payment of £24 million for these maintained nursery schools? May I also ask the Secretary of State to redouble his efforts and work across government to make sure they have a long-term, secure funding stream?

[Damian Hinds]

I thank the hon. Lady for her kind words about the schools Minister. [Interruption.] I mean the children’s Minister. Did I say schools Minister? He is also very good. I do recognise the particularly important place that maintained nursery schools have. With this recent announcement, local authorities can plan with confidence for the full academic year. As the hon. Lady knows, we are also doing further work to look into the value added and additional services that maintained nurseries provide.

Relationships and Sex Education

Lucy Powell Excerpts

Monday 25th February 2019 Commons Chamber

[Damian Hinds]

I said it earlier, but I will say it again because it bears repeating: let me express my thanks and appreciation to my right hon. Friend for the leadership she has shown on these issues over an extended period. I can make a commitment that it will not be another 19 years. During the passage of the legislation, our hon. Friend Edward Timpson, the then Member for Crewe and Nantwich, committed us to updating the guidance much more regularly—every three years or so—although it might need to be updated more quickly because, as my right hon. Friend rightly said, all these things are now moving at such a pace.

[Lucy Powell (Manchester Central) (Lab/Co-op)]

I wholeheartedly welcome the Secretary of State’s statement today. I know that these are not easy issues to navigate, and he is doing a really good job of it. With that in mind, I urge him to keep going, because there will be those who say that they want exceptions or want to exclude their children, or that their school is somehow different. I have visited many schools, as I am sure he has, where the majority of children are Muslim or of other faiths. They deliver teaching on LGBT bullying, LGBT awareness and all those issues extremely well, resulting in very well rounded children, so the Secretary of State will have our full support if he wants to continue doing this work.

[Damian Hinds]

I thank the hon. Lady for her kind words. Of course, many people have been involved in this work, and I know that it has support right across the House. I join her in commending schools—faith schools, community schools; all sorts of schools—that do such a good job of ensuring that all their children feel totally included and supported as they grow up.

Oral Answers to Questions

Lucy Powell Excerpts

Monday 4th February 2019 Commons Chamber

[Damian Hinds]

I assume the hon. Gentleman means the transition between years 6 and 7, to which I acknowledge we have not paid enough attention—both before and after 2010. That is one of the reasons why we are looking at this in the Opportunity North East programme, and in other piloting opportunities, but it is not the only thing to look at. I am pleased to be able to say that the attainment gap between disadvantaged children and their peers has shrunk both at key stage 2 and key stage 4, but there is much still to do.

[Lucy Powell (Manchester Central) (Lab/Co-op)]

Commiserations for yesterday’s football, Mr Speaker; I am sorry.

The recent University of Bristol report shows that 40% of so-called underperforming secondary schools would actually be out of category if the progress 8 measure were more rounded. That is in addition to the Education Policy Institute study that found a very strong correlation between the number of deprived children and a school’s Ofsted rating. Given the high-stakes accountability regime in schools, is it not about time we had a much more profound and deeper understanding of what makes a good school, instead of just hammering, time and again, the most challenging schools that are doing a very good job in difficult circumstances?

Maintained Nursery Schools

Lucy Powell Excerpts

Thursday 31st January 2019 Commons Chamber

[Lucy Powell (Manchester Central) (Lab/Co-op)]

I beg to move,

That this House notes that state maintained nursery schools are at the forefront of tackling low social mobility with 63 per cent graded outstanding by Ofsted, and 35 per cent good; further notes that two thirds of maintained nursery schools are located in the 30 per cent most deprived areas in England; notes that maintained nursery schools are recognised as being centres of excellence for supporting children with SEND in the early years; notes that the whole early years sector benefits from the expertise of maintained nursery schools acting as catalysts to raise standards in their locality through supporting schools and early years settings to work together to improve their quality; notes that despite welcome transitional funding the future viability of maintained nursery schools is under threat with 12 closing since 2016; notes the loss of transitional funding is equivalent to a 31 per cent cut in funding; and calls on the Government to safeguard the future of these vital early years institutions by guaranteeing transitional funding after 2020 as soon as possible whilst a long term plan to ensure their future viability is found by the Comprehensive Spending Review.

I thank the Backbench Business Committee for granting this important debate, and thank right hon. and hon. Members who have supported it, especially those who serve on the all-party parliamentary group with me as officers—the hon. Member for Cheadle (Mary Robinson) and my hon. Friends the Members for Birmingham, Erdington (Jack Dromey) and for Birmingham, Yardley (Jess Phillips). I also thank the right hon. Member for Harlow (Robert Halfon), who could not be here today because he has a ministerial visit in his constituency. He is another primary sponsor of the debate.

I would also like to put on record my thanks to the Minister who will be responding to the debate and the shadow Minister, my hon. Friend the Member for Batley and Spen (Tracy Brabin), both of whom have engaged thoughtfully and in a committed way with the APPG on nursery schools. I know that both of them share my commitment to the viability and sustainability of schools.

I want to put the Government and the Treasury on notice that we now need the warm words and commitment of the Department for Education backed up with the commitment of some real cash, which we need urgently. Our maintained nursery schools are some of the most excellent institutions in our education system. They transform lives, especially for the most vulnerable. They are what I often describe as the jewel in the crown of social mobility. Ofsted has judged 63% of them as outstanding, and the remaining 35% as good. That is nearly three times the number of private and voluntary nurseries rated as such.

[Mr Jim Cunningham (Coventry South) (Lab)]

I congratulate my hon. Friend on collating the petitions from various parts of the country. In Coventry the headteacher at Hill Fields nursery, Mrs Brinson, is always concerned about the inadequacy of funding, but more importantly about the fact that there are no guarantees beyond 2020. Does my hon. Friend hope, like me, that the Minister will rectify that when he winds up?

[Lucy Powell]

I thank my hon. Friend for that intervention. He is right. This is the key issue. It is about by when we need this funding commitment. I hope that the Minister will get a strong signal from the House that he can take back to the Treasury and get the commitment that we need.

[Mr Tanmanjeet Singh Dhesi (Slough) (Lab)]

I congratulate my hon. Friend on having secured this important debate about the sustainability of maintained nursery schools. More than 1,500 very concerned Slough constituents have signed petitions on this very issue from Slough Centre, Cippenham, Chalvey, Baylis Court and Lea nurseries. Does my hon. Friend agree that if we are to ensure the brightest possible future for our young children, we need to invest properly in their education from an early years nursery stage?

[Lucy Powell]

My hon. Friend has made a very good point. We will be handing in a number of petitions in the House next week. We know that the single biggest indicator of how well children will do in their GCSEs is their developmental level at the age of five. That is why the critical early years are so important.

[Richard Burden (Birmingham, Northfield) (Lab)]

I congratulate my hon. Friend and the all-party parliamentary group on the excellent work that they have done so far. The figure of 64% is striking in this context: 64% of nursery schools are in the most deprived parts of the country, and 64% of nursery schools face a deficit unless the Government change course. Do those two identical percentages not indicate that nursery schools need a fairer funding settlement?

[Lucy Powell]

I fully agree with my hon. Friend. He has, in fact, summarised my entire speech in one sentence, so perhaps I will cut it down a bit.

Let me return to the value of our maintained nursery schools, and explain why they are the jewel in the crown. Their admissions policies prioritise children with the greatest need: they have a strong track record of boosting early development for all children, but especially the most vulnerable. As my hon. Friend has just said, they are located in some of the most deprived parts of the country. We are always seeking to ensure that the highest-quality education is provided in the areas of most need, and we have achieved that with our maintained nursery schools. They have a unique pool of expertise in supporting children with special educational needs and disabilities—about one in five children in maintained nursery schools has special educational needs—but they also apply their expertise to many other aspects of provision. They have a network of teaching school alliances, and work holistically with other services in their areas. They are family hubs in all but name.

Why, then, are we worried about the sustainability of these schools? As the Minister knows, we have had similar debates before. Because of the campaigning that we did a few years ago, the Government committed themselves to transitional funding of £60 million for three years to keep the schools going, but that money is about to run out. Decisions are being made now about future staffing and place provision, and, unfortunately, they are having to be made in the context of not knowing whether the funding will continue.

[Matthew Pennycook (Greenwich and Woolwich) (Lab)]

Will my hon. Friend give way?

--- Later in debate ---

[Lucy Powell]

I will take one more intervention.

[Matthew Pennycook]

There are three outstanding maintained nursery schools in my constituency, as my hon. Friend knows. She has visited one of them. Each of them is telling me that three-year budget planning, which is a requirement, is impossible when they do not know how much money will be provided. They cannot wait for the spending review, whose date might slip.

[Lucy Powell]

My hon. Friend is absolutely right. I have indeed visited one of the schools in his constituency, and it is an exemplar of what is so good about the sector.

It is a false economy to allow maintained nursery schools to close. A report published recently by Yorkshire and Lincolnshire local authorities about the “hidden benefits” of maintained nursery schools showed that if they were not there, it would cost other services more than £1.2 million a year, which is considerably more than the budget of those schools.

Why have we reached the point at which we have these funding problems? Unfortunately, a perfect storm is facing our maintained nursery schools. Because of the recently introduced changes in the early years funding formula, local authorities no longer have the additional discretion to subsidise high-quality nursery schools. The 30-hours funding formula has put extra pressure on the schools, because they do not get all the funding back for taking children for 30 hours. Because maintained nursery schools are schools, they have the overheads of schools, including the costs of headteachers, special educational needs co-ordinators and others, but that is often not recognised in their funding formula.

Another factor in the perfect storm is the dramatic cut in local authorities’ funding. If, as proposed, deprivation will no longer be taken into account in the local authority funding formula, the sector will be decimated. We are already seeing the impact of that perfect storm, and we are nearing the transitional funding cliff edge. New figures confirmed by the House of Commons Library, which I have published today, show that nursery schools will lose nearly a third of their funding in 2020 if supplementary funding is not continued. We are now seeing the dire situation in which many nursery schools find themselves. More than a fifth of them are in the red, and the figure has risen significantly over the last few years.

[Stephen Timms (East Ham) (Lab)]

Will my hon. Friend give way?

[Lucy Powell]

I will take one more intervention.

[Stephen Timms]

My hon. Friend is making a powerful case. Does she agree that it is pretty shocking that nursery schools are having to decide now about admissions in September without knowing what their budget for the whole of the next academic year will be?

[Lucy Powell]

As always, my right hon. Friend is absolutely right. It is probably a consequence of Brexit—among other things—that the spending review has been pushed back and pushed back without people realising the impact that that is having on organisations that have been waiting for funding decisions, and especially on maintained nursery schools.

I have taken a number of interventions, so I will cut out some of what I had been going to say.

[Tim Loughton (East Worthing and Shoreham) (Con)]

Will the hon. Lady give way?

[Lucy Powell]

Yes, I will take one more intervention, because I have cut my speech down.

[Tim Loughton]

The hon. Lady is being terribly generous. It took us only nine minutes to get to Brexit, but let us get back because this is the subject that we need to talk about.

There is an outstanding nursery school in my constituency, Boundstone in Lancing, which is in a deprived area and does a fantastic job. Because of cuts, it is now having to curtail the number of children under two whom it takes for day care. It is co-located with a children’s centre. Does the hon. Lady agree that we need to look at the bigger picture? The impact—the knock-on effect—of not offering that care, which is respite care in some cases, on the safeguarding, social care and disability support offered by the local authority will be serious. It may well be a false economy, financially let alone socially, preventing the advancement of children who benefit from an excellent service in many nursery schools.

[Lucy Powell]

I could not agree more. As I said earlier, it would indeed be a false economy. Very few maintained nursery schools are merely providers of early education, high-quality though that is. Nearly all of them provide holistic support services for families in the early years. I believe that that is the direction of travel of Government policy, given a new review by the Leader of the House, and I know that the Minister and the Secretary of State are very committed to this agenda and have made a number of interventions recently. It would be a crying shame for the main institutions that support this work in some of our most deprived communities to be lost by stealth and through inaction rather than as a result of a deliberate strategy.

I do not want to pre-empt the Minister, but I know what he is likely to say today, because we have had this conversation many times. I am sure he will want to emphasise to local authorities that he does not want them to close nursery schools, but we must be honest: local authorities do not have the slack in their budgets. They are facing huge cuts themselves, especially in many of the areas where these schools operate, and further cuts are coming up the track. It really is the Government’s responsibility—as they have recognised in the past with their transitional funding arrangement—to ensure that the funds are there and secure for the long term. The Local Government Association has found that 61% of local authorities fear that maintained nursery schools will close unless the Government provide additional funding, and that fear is echoed in a report by London councils. I sent both reports to the Minister before Christmas.

We have heard time and again that Ministers are committed to keeping maintained nursery schools open, but those schools cannot wait for decisions that now look like not being made until the autumn. They need certainty this financial year. In the grand scheme of things, £60 million a year, for what these nursery schools offer, is a very small amount of money. I know the Minister agrees it would be social vandalism of the worst kind to let them go by default, even though we do not want them to go, simply because we cannot find the pot of money to keep them open.

The Minister has my full support in taking this case to the Treasury. I am sure that every speaker today will support him in making the strongest possible case to the Treasury. If he wants to come back to the House and ask for more support, I am sure we will give it to him. I hope he will take away today the very strong message that the transitional funding, which is about to run out, needs to be replaced this financial year.

--- Later in debate ---

[Lucy Powell]

I thank the 13 Back Benchers who have contributed to this debate and the many more who have intervened, which sends a powerful cross-party message to all parts of the Government, not just the Minister present today, that we want to see this issue solved, and solved quickly, on behalf of the maintained nursery schools in our constituencies.

The debate reflects the fact that there is a lot of evidence that maintained nursery schools are more than just childcare. They are high-quality early education in our most deprived areas, they support a large number of children with extra needs and they do a great deal more, as the Minister outlined, than simply providing nursery provision. That needs to be acknowledged.

The Minister talks about deficits and closures, but 2018 had the highest number of maintained nursery school closures in 10 years. This is already happening, and it is the tip of the iceberg. I appreciate his personal commitment, but as others have said, the cliff edge is fast approaching. Decisions are being made now for the next academic year, when the supplementary funding runs out.

I did not mention the two nursery schools in my constituency, Collyhurst and Martenscroft. I recently took the Secretary of State for Education to Martenscroft, and he could not believe what he saw. He was deeply impressed, and towards the end of the visit he asked me, “Who pays for this?” I leave the Minister with that.

Question put and agreed to.

Resolved,

That this House notes that state maintained nursery schools are at the forefront of tackling low social mobility with 63 per cent graded outstanding by Ofsted, and 35 per cent good; further notes that two thirds of maintained nursery schools are located in the 30 per cent most deprived areas in England; notes that maintained nursery schools are recognised as being centres of excellence for supporting children with SEND in the early years; notes that the whole early years sector benefits from the expertise of maintained nursery schools acting as catalysts to raise standards in their locality through supporting schools and early years settings to work together to improve their quality; notes that despite welcome transitional funding the future viability of maintained nursery schools is under threat with 12 closing since 2016; notes the loss of transitional funding is equivalent to a 31 per cent cut in funding; and calls on the Government to safeguard the future of these vital early years institutions by guaranteeing transitional funding after 2020 as soon as possible whilst a long term plan to ensure their future viability is found by the Comprehensive Spending Review.

Business of the House

Ordered,

That at the sitting on Tuesday 5 February, notwithstanding the provisions of Standing Order No. 16 (Proceedings under an Act or on European Union documents), the Speaker shall put the Questions necessary to dispose of proceedings on—

(1) the Motion in the name of Secretary Sajid Javid relating to Police Grant Report not later than three hours after the commencement of proceedings on that Motion, and

(2) the Motions in the name of Secretary James Brokenshire relating to Local Government Finance not later than three hours after the commencement of proceedings on the first such Motion or six hours after the commencement of proceedings relating to Police Grant Report, whichever is the later; proceedings on those Motions may continue, though opposed, after the moment of interruption; and Standing Order No. 41A (Deferred divisions) shall not apply.—(Amanda Milling.)