School Funding

Nick Gibb Excerpts

Wednesday 25th January 2017 Commons Chamber

[The Minister for School Standards (Mr Nick Gibb)]

Of course, the PISA students who were tested in 2015 spent their primary school years being educated under a Labour Government, not under the reforms implemented by this Government.

This has been an important debate, featuring excellent contributions from Members in all parts of the House, at a time when the Government are consulting on the details and weightings of the factors that will make up the new national funding formula.

The hon. Member for Ashton-under-Lyne (Angela Rayner) launched our debate today with her joke about robbing Peterborough to pay Poole. Alas, her facts are as weak as her joke, because Peterborough will see a rise of 2.7% under the formula, an increase of £3.7 million, and Poole will also see a rise of some 1.1% under the formula. What we have learnt from Labour today is that it does not support the principle of equal funding on the basis of the same need, and half of Labour Members will see a net gain in funding as a result of the new formula, including the hon. Member for Oldham West and Royton (Jim McMahon), where funding will increase by £1.7 million, with an extra £1.2 million for schools in the constituency of the hon. Member for Ashton-under-Lyne .[Interruption] I will not give way.

My hon. Friend the Member for Stroud (Neil Carmichael) asked us to look again at the deprivation block. The proportion of the formula that we have applied for deprivation reflects what local authorities are already doing across the country at the moment. The hon. Member for Liverpool, West Derby (Stephen Twigg) asked about high-needs funding; Liverpool is due to gain 14.4% in high-needs funding under the formula, with increases of 3% per year in 2018-19 and again in 2019-20.

My hon. Friend the Member for Louth and Horncastle (Victoria Atkins) was right to say that the new national funding formula is resulting in the cake being cut a little more fairly. My hon. Friend the Member for Mid Dorset and North Poole (Michael Tomlinson) was right to point out the flaw in Labour’s motion. The Government are not cutting school spending; it is at an all-time high.

I welcome the constructive and supportive speeches from my hon. and learned Friend the Member for South East Cambridgeshire (Lucy Frazer), and my hon. Friends the Members for North Dorset (Simon Hoare), for Kingston and Surbiton (James Berry), for Mid Derbyshire (Pauline Latham), for Boston and Skegness (Matt Warman), for Newark (Robert Jenrick), for Solihull (Julian Knight), for Rugby (Mark Pawsey), for Bury St Edmunds (Jo Churchill), for Plymouth, Sutton and Devonport (Oliver Colvile), for Bexhill and Battle (Huw Merriman) and for Morecambe and Lunesdale (David Morris).

In our manifesto, we promised to remedy the unfair and anachronistic funding system that no longer reflects the genuine needs of pupils and schools. It had become atrophied on the basis of factors as they stood in 2005, rather than the make-up of the student population today: an outdated system, fixed in amber where a pupil in Brighton and Hove secured £1,600 more than a pupil in East Sussex, with countless other examples of unfairness up and down the country.

The Government have already consulted on a set of principles that should drive this new formula—a basic unit of funding; one for primary schools, one for key stage 3 secondary pupils and one for key stage 4 secondary pupils. This figure would make up the vast bulk of the formula, and would be the same figure for every school in England.

On top of this, there is a factor for deprivation, ensuring that schools are able to close the educational attainment gap between those from wealthier and poorer backgrounds. There is also a factor for low prior attainment, ensuring that schools are able to help children who start school educationally behind their peers. There is a factor for sparsity, addressing cost pressures unique to rural schools. There is a mobility factor for schools that routinely take pupils part way through the year. There is a lump sum to help address the fixed costs that disproportionately affect small schools. And there is a factor that takes into account higher employment costs in London and some other areas.

These are the right factors, as responses to the first stage of the consultation confirmed. They are the right factors because they will help drive our education reforms to the school curriculum, which are already resulting in higher academic standards and raised expectations. They will further drive our determination that all children, regardless of background or ability, will be well on their way to becoming fluent readers by the age of six, which 81% of six-year-olds are now, compared with just 58% five years ago. They are the factors that will help further drive the introduction of new, more academically demanding, knowledge-based GCSEs, putting our public exams and qualifications on a par with the best in the world.

As part of our consultation, we wanted to be transparent about the effects of the new formula on every school and every local authority on the basis of this year’s figures, and 54% of schools will gain under the new formula. But with any new formula there will be winners and losers. Even within local authority areas that gain overall, some schools with few of the factors that drive the additional funding will see small losses in income. That is the nature of any new formula, built on whatever basis or weightings—unless, of course, the new formula maintains the status quo.

Accepting that a new formula, by definition, produces winners and losers, accepting that we will ensure that the losing schools lose no more than 1.5% per pupil in any year and no more than 3% in total, accepting that the gaining schools will see their gains expedited by up to 3% in 2018-19 and by up to 2.5% in 2019-20, and accepting in principle that the factors of deprivation and low prior attainment are right, what is left is the question whether the weightings are right. These weightings are crafted to drive social mobility. They are calculated to help children who are falling behind at school, and they are motivated by our desire to do more for children from disadvantaged backgrounds.

The national funding formula is not about the overall level of school funding or the cost pressures that schools are facing over the three years from 2016-17 to 2019-20. The formula is about creating a nationally delivered and fair school funding system. We wanted to grasp the nettle—a nettle that previous Governments have assiduously avoided—and introduce a new national funding formula, ending the postcode lottery and ensuring that over time we have a much fairer funding system.

Despite all the pressures to tackle the budget deficit that we inherited from the last Labour Government—an essential task if we are to continue to deliver the strong economic growth, the high levels of employment and the employment opportunities for young people that we want—we have managed to protect core school spending in real terms. Indeed, in 2015-16 we added a further £390 million, and for 2018-19 and 2019-20 there will be a further £200 million to expedite the gains to those historically underfunded schools that the new formula seeks to address.

Despite this, we know that schools are facing cost pressures as a result of the introduction of the national living wage and of increases to teachers’ salaries, to employer national insurance contributions, to teachers’ pensions and to the apprenticeship levy. Similar pressures are being faced across the public sector—and, indeed, in the private sector—and they are addressed by increased efficiencies and better procurement. It is important to note that some of these cost pressures have already materialised. The 8% that people refer to is not an estimate of pressures still to come. In the current year, 2016-17, schools have dealt with pressures averaging 3.1% per pupil. Over the next three years, per-pupil pressures will average between 1.5% and 1.6% a year. To help to tackle those pressures, the Department is providing high quality advice and guidance to schools about their budget management, and we are helping by introducing national buying schemes for products and services such as energy and IT.

We are consulting, and we are listening to the responses to the consultation and to the concerns raised by my hon. Friends and by Opposition Members. The Secretary of State and I have heard representations from some low-funded authorities about whether there is a de minimis level of funding that their secondary schools need in circumstances where few of their pupils bring with them the additional needs funding. We will look at this, and at all the other concerns that right hon. and hon. Members have raised.

This Government are taking the bold decision, and the right decision. We are acting to right the wrongs of a seemingly arbitrary and deeply unfair funding system. Over the past seven years, while fixing the economy, the Government have transformed the education system. We have ended grade inflation, breathing confidence back into our public exams. Effective teaching methods such as Asian-style maths mastery and systematic synthetic phonics are revolutionising the way in which primary pupils are being taught.

More pupils are being taught the core academic subjects that facilitate study at this country’s world-leading universities. Some 1.8 million more pupils are now in schools judged by Ofsted to be “good” or “outstanding”. The attainment gap between disadvantaged 16-year-olds and their better-off peers has closed by 7%. That is a record to be proud of.

[Mr Nicholas Brown (Newcastle upon Tyne East) (Lab)]

claimed to move the closure (Standing Order No. 36).

Question put forthwith, That the Question be now put.

Question agreed to.

Question put accordingly (Standing Order No. 31(2)), That the original words stand part of the Question.

Education Funding: Devon

Nick Gibb Excerpts

Wednesday 18th January 2017 Westminster Hall

[The Minister for School Standards (Mr Nick Gibb)]

It is a pleasure to serve under your chairmanship, Mr Hanson, and to follow the hon. Member for Wythenshawe and Sale East (Mike Kane). The hon. Gentleman, as a Labour shadow spokesman, defended his party’s legacy, but since this Government came to power, 1.8 million more children than in 2010 are in schools graded by Ofsted as good and outstanding—1.8 million more children receiving a higher standard of education. This year 147,000 more six-year-olds are reading more effectively as a consequence of the reforms implemented since 2010.

I also congratulate my right hon. Friend the Member for East Devon (Sir Hugo Swire) on securing his important debate. I am sure he agrees that we share the same ambition to see a country that works for everyone, where all children receive an excellent education that unlocks talent and creates opportunity, regardless of where they live, their background, ability or needs.

My hon. Friend the Member for North Devon (Peter Heaton-Jones) referred to the funding levels for schools in his constituency. He is assiduous in visiting the schools in his constituency, as I saw at first hand when I joined him on one of those visits. We had a roundtable discussion with a number of his local headteachers. Overall, his schools will receive an increase of 0.7% in funding as a result of the national funding formula. As I said at that meeting, however, we are paying close attention to the responses to the first-stage consultation and to the second-stage consultation on the detailed proposals. The latter consultation closes on 27 March.

The Government are prioritising spending on education. We have protected the core schools budget in real terms so that as pupils numbers increase, so will the amount of money for schools. That means that schools are receiving more funding than ever before, totalling more than £40 billion. The existing funding system, however, prevents us from getting that record amount of money to where it is needed most. Underfunded schools do not have access to the same opportunities to do the best for their pupils, and it is harder for them to attract the best teachers and afford the right support. That is why we are reforming the funding system by introducing a national funding formula for both mainstream schools and high-need support for children with special educational needs. That will be the biggest change to school and high-needs funding for well over a decade, and means that we will for the first time have a clear, simple and transparent system that matches funding to pupils’ needs and the schools that they attend. This is a once-in-a-generation opportunity to introduce a national funding formula.

The right hon. Member for Exeter (Mr Bradshaw) is right that introducing a national funding formula when we are still tackling the historic budget deficit that we inherited from his Government is challenging. We have protected core school spending in real terms, but I accept that there are cost pressures on schools. We believe that it is nevertheless important to use this one-time-only opportunity to introduce a fairer funding system.

In the current system, similar schools and local areas receive very different levels of funding, with little or no justification. For example, a primary-age pupil who is eligible for free school meals attracts an extra £1,378 for their school if they live in Devon but an extra £2,642—£1,264 more—if they live in Brighton and Hove. Those anomalies will end once we have a national funding formula in place. Introducing fair funding was a key manifesto commitment for this Government, and it will mean that the same child with the same needs will attract the same funding regardless of where they live.

We launched the first stage of our consultation on reforming the schools and high-needs funding system in March last year. We set out the principles for reform and proposals for the overall design of the system. More than 6,000 people responded, and there was wide support for the proposals. Building on that support, we were able in December to proceed to the second stage of the consultation and set out detailed proposals for the design of both the schools and high-needs funding formulae. The consultation period will last until 22 March, and the issues raised in this debate and others are part and parcel of that process.

Under our proposals, money will be targeted towards pupils who face the greatest barriers. In particular, support will be boosted for children from the most deprived families and those who live in areas of deprivation but are not eligible for free school meals—those whose families are just about managing. We are putting more money towards supporting pupils in both primary and secondary schools who have fallen behind, to ensure that they, too, have the support they need to catch up.

Overall, 10,740 schools—54% of all schools—will gain funding, and the formula will allow them to see those gains quickly, with increases in per-pupil funding of up to 3% in 2018-19 and 2.5% in 2019-20. Some 72 local authority areas are due to gain high-needs funding, and they, too, will see that quickly, with gains of up to 3% in both those financial years. As well as providing for those increases, we have listened to those who highlighted the risks of major budget changes for schools during the first stage of our consultation and will include significant protections in both formulae. No school will face per-pupil reductions of more than 1.5% per year or 3% overall, and no local authority will lose high-needs funding.

My hon. Friend the Member for South West Devon (Mr Streeter) mentioned my visit to the outstanding Ivybridge Community College in his constituency. It was a pleasure to see such high academic standards being delivered in that school. He referred to a list. I do have such a list, which says that under the new national funding formula, schools funding in Devon as a whole will rise from £377.2 million in 2016-17 to £378.7 million—an increase of 0.4%. Some 213 schools in Devon—62% of all Devon schools—will gain funding. I recognise that the proposals would result in budget reductions for some schools in the constituencies of my right hon. Friend the Member for East Devon and other hon. Members, but I believe that the formula strikes the correct balance between the core funding that every child attracts and the extra funding that is targeted at those with additional needs—both children in areas of deprivation and schools that serve rural communities.

Our proposed protections will mean that schools in Devon that do not gain funding can manage these significant reforms while continuing to raise standards. All schools need to make the best use of the resources they have and ensure that every pound is used effectively to improve standards. To help schools, we have put in place and continue to develop a comprehensive package of support to enable them to make efficiency savings and manage cost pressures while continuing to improve the quality of education for their pupils.

Although Devon will not receive any additional high-needs funding as a result of the new formulae, I hope that my hon. Friends understand that the funding floor will allow underfunded local authorities to gain funding and go a long way to protect the local authorities that spend the most, in recognition of the fact that their spending levels are the result of decisions on placements taken in consultation with parents. We are also providing £23 million of additional funding this year to support all local authorities to undertake strategic reviews of their high-needs provision.

As a member of the f40, Devon has played a significant role in campaigning for fair schools funding, as have my right hon. and hon. Friends. The Government’s proposed formula is based on our assessment of needs across the whole country; it is not designed around the interests of any one area or group in isolation. None the less, and reflecting the underfunding that several f40 members have suffered for many years, most of the areas represented by the f40, including Devon, will gain: overall, funding for their schools will increase by £210 million. I understand that some f40 members are disappointed with the formula’s effect on their area. Funding reform is always difficult—many competing demands have to be balanced—and it is particularly difficult in an area as complex as education. That is why we are holding such a long consultation to gather views.

I am aware of the concern that my hon. Friends and others have raised that fairer funding for schools in Devon and other parts of the country is overdue. We agree that these reforms are vital, but they are an historic change, which is why we have taken time to consider the options and implications carefully. The new system will be in place from April 2018, but in the meantime we have confirmed funding for 2017-18 so that local authorities and schools have the information and certainty that they need to plan their budgets for the coming year.

[Anne Marie Morris]

Will the Minister give way?

[Mr Gibb]

I will give way in one moment. I was just coming to my hon. Friend’s point about funding levels in 2017-18, the year before the new national funding formula comes into effect. We have confirmed that no area will see a reduction in their schools or high-needs funding in 2017-18, and areas such as Devon that benefited from the £390 million that we added to the schools budget in the last Parliament will have that extra funding protected in their baseline in 2017-18, as they did in 2016-17.

[Anne Marie Morris]

That is helpful, but it does not address the cost issue that I raised. For any institution, what comes in and what goes out need to balance. I respectfully ask the Minister whether he will undertake to consult his fellow Ministers in the Department for Communities and Local Government and the Department for Business, Energy and Industrial Strategy about these costs and how they fall on schools—particularly the apprenticeship levy. Clearly, it is not for him to slash that on a whim, but it is incumbent on him to discuss it.

[Mr Gibb]

We recognise that schools face cost pressures, including salary increases, the introduction of the national living wage, increases to employers’ national insurance and pension scheme contributions, and general inflation, as well as the introduction of the apprenticeship levy. The current, unfair funding system makes those pressures harder to manage. The new national funding formula will not only direct funding where it is most needed but give schools greater certainty about funding and allow them to plan ahead effectively. The Government are also providing a wide range of tools and other support to schools to improve their efficiency, and we will soon launch a school buying strategy to support schools to save more than £1 billion a year by 2019 on non-staff expenditure.

I appreciate what my hon. Friend says; in addition to those pressures, schools will pay the apprenticeship levy. The apprenticeship levy has real benefits for schools. It will support them to train and develop new and existing staff. It is an integral part of the Government’s wider plans to improve productivity and to provide opportunities for people of all backgrounds and all ages to enter the workplace. That is why we encourage all schools to employ or designate apprenticeships, whether or not they pay the apprenticeship levy.

[Anne Marie Morris]

Does the Minister recognise that—as I understand it—there is no such thing as an apprentice teacher? Does he agree that the most important thing to spend money on, for any school facing the pressures they are facing, is teachers, not administrative staff?

[Mr Gibb]

There is an employers’ group that is preparing and working on the introduction of a graduate-entry apprenticeship scheme for teachers, so there will be opportunities for schools to use that funding and indeed spend more than the money from the apprenticeship levy on training teachers and also support staff and other technical staff that help schools operate.

My hon. Friend the Member for Plymouth, Sutton and Devonport (Oliver Colvile) described his constituency as in part inner city, where there are significant areas of deprivation. The Government are seeking to tackle that, not least through improving education. Social mobility lies at the core of the Government’s objectives, and that is one reason why schools in his constituency are seeing an overall increase of some 4.4% in funding, which he was magnanimous enough to acknowledge.

We are using a broad definition of disadvantage to target additional funding to the schools most likely to use it, comprising pupil and area-level deprivation data, prior attainment data and English as an additional language data. No individual measure is enough on its own; each addresses different challenges that schools face. When a child qualifies under more than one of those factors, the school receives funding for each qualifying factor. For example, if a child comes from a more disadvantaged household and they live in an area of socioeconomic deprivation, their school will attract funding through both the free school meals factor and the area-level deprivation factor. That helps us to target funding most accurately to the schools that face the most acute challenges.

[Mr Streeter]

The Minister has said that this is a genuine consultation exercise, but I am not hearing too much in terms of a willingness to amend the national funding formula. I understand that that will be tricky, but will he confirm that if a sufficiently strong case is made he is prepared to look again and that changes might be made?

[Mr Gibb]

I am seeking to explain the reasoning behind why we place such emphasis on deprivation and low prior attainment—that is something that will affect the grammar schools in the constituency of my hon. Friend the Member for Plymouth, Sutton and Devonport—and why we place such emphasis on helping children with English as an additional language. This is a Government driven to improve social mobility.

This is a genuine consultation. I have set out the explanation as to why we produced the formula for consultation that we did. We are listening to the responses—we will be going through and reading the written responses and we will listen to debates such as this one in the consultation process—and where we can make changes that address unfairnesses revealed through that process of course we will make changes to the approach we are taking. The decisions we are taking are driven principally by social mobility and ensuring that children from the most deprived parts of our country are properly funded at their schools to ensure that they make progress and fulfil their potential.

I acknowledge the concerns about the schools block ring fence and the level of flexibility between schools and high needs raised in the debate, given that Devon has in the past moved funding from the schools block to the high-needs block to support its high-needs pressures. We recognise that some continuing flexibility between the schools and high-needs blocks will be important in ensuring that the funding system is responsive to changes in the balance of mainstream and specialist provision.

I thank my right hon. Friend the Member for East Devon for the important work he and the WESC Foundation do for children and young people with visual impairment. The reforms of high-needs funding and the additional funding we are providing this year and next year support the most vulnerable children in the country who are supported by high-needs funding.

In order to give my right hon. Friend time to respond, I will conclude. I am enormously grateful to him for raising this issue and to other hon. Friends and right hon. and hon. Members for airing their concerns and issues about funding of schools. I hope that my right hon. and hon. Friends are reassured that the Government are committed to reforming school funding and delivering a fair funding system for children in Devon and throughout the country.

[Oliver Colvile]

May I thank the Minister very much for his response? Will he be willing to meet the grammar schools in my constituency? Would he like to comment on why grammar schools did not feature in the speech made by the Opposition spokesman?

[Mr Gibb]

I will be delighted to meet the grammar school headteachers from his constituency either in the constituency or at the Department. To be fair to the hon. Member for Wythenshawe and Sale East (Mike Kane), this debate is about funding, but we as a Government want to create more good school places, whether those are more good grammar school places or more good school places in non-selective schools, helped by the independent sector and universities, and by having more faith schools. We want more good school places, and that is what drives our continuing education reforms.

I hope that hon. Members will be reassured about the Government’s commitment to reforming school funding. It is a system where funding reflects the real level of need and where every pupil has the same opportunities.

[Anne Marie Morris]

Will the Minister give way?

[Mr Gibb]

If my hon. Friend will forgive me, I would like to give time for my right hon. Friend to respond.

A fair national funding formula for schools and high needs underpins our ambition for social mobility and social justice. It will mean that every pupil is supported to achieve to the best of their potential, wherever they are in the country. I hope that while recognising the challenges that lie ahead, my hon. Friends will give their support to working with us to achieve that vital aim.

School Funding Formula and Northern Schools

Nick Gibb Excerpts

Tuesday 17th January 2017 Westminster Hall

[The Minister for School Standards (Mr Nick Gibb)]

It is a pleasure to serve under your chairmanship as always, Mr Streeter. I start by congratulating the hon. Member for Southport (John Pugh) on securing this important debate. He is right—this is one of a number of debates we will undoubtedly have as we consider the second stage of the consultation on our national funding formula. We will debate funding in Devon tomorrow, and I am looking forward to that debate as I much as I have looked forward to this one. This is part of a process of consultation on the second phase, in the same way as we consulted on the first.

The Government are committed to improving educational outcomes in the north, and reforming the funding system is essential to underpinning that ambition. Although I represent a southern constituency, I spent many years of my childhood living in Leeds and Wakefield in the 1970s, and I do not recognise some of the hon. Gentleman’s comments on the opportunities available for people in the north. The hon. Gentleman spoke of cost pressures on schools in general, and in the north in particular. Through our careful management of the economy, we have been able to protect the core schools budget in real terms, which means that schools are receiving more funding than ever before for children’s education—more than £40 billion.

We of course recognise the cost pressures facing schools, and we will therefore continue to provide advice and support to help schools use their funding in cost-effective ways and improve the way in which they buy goods and services, so that they get the best possible value for their pupils. We have published a wide range of tools and support on gov.uk, including support for schools to review their level of efficiency, to investigate expenditure levels of similar schools and to take action to improve efficiency in practice. We are also launching a schools buying strategy that will support schools to save more than £1 billion a year by 2019-20 on non-staff expenditure. It will help all schools to improve how they buy goods and services, allowing them to invest more in high-quality education for their pupils.

As well as helping schools make the best use of their resources, we urgently need to reform the unfair system that currently distributes funding across the country. The Government are committed to creating a country that works for everyone no matter where they live, whether in the north or south, in a city or the countryside. Whatever their background, ability or need, children should have access to an excellent education. We want all children to reach their full potential and to succeed in adult life. We know that the current schools and high needs funding system does not support that aspiration—it is unfair, untransparent and out of date. Similar schools and local areas receive different levels of funding with little or no justification.

For example, secondary schools in Darlington receive an additional £40 for each pupil with low prior attainment—pupils who did not reach the expected standard at primary school—but secondary schools in Richmond upon Thames receive £3,229 for such pupils, which is a difference of more than £3,000. We do not only see such differences by comparing the two ends of the country; sometimes it can be a matter of a few miles down the road. For example, a 13-year-old pupil from a deprived background for whom English is an additional language would attract £5,150 to their school if they lived in Redcar and Cleveland; next door in Stockton-on-Tees, that same pupil would attract £8,242 to their school, which is an addition of more than £3,000.

The huge differences in funding that similar areas receive to educate similar pupils are clearly not sustainable. Underfunded schools do not have access to the same opportunities to do the best for their children. It is harder for them to attract the best teachers and to afford the right support, which is why introducing fair funding was a key manifesto commitment for the Government. We need to introduce fair funding so that the same child with the same needs will attract the same funding, regardless of where they happen to live. That is the only way that parents can be sure that there is level playing field.

We launched the first stage of the consultation on reforming the schools and high needs funding systems in March 2016. That consultation set out our principles of reform and our proposals for the design of the schools and high needs funding system. I am grateful to the more than 6,000 teachers, headteachers, governors, local authority representatives and others who took the time to respond to that consultation, and I am pleased that our proposals received wide support.

In the light of that, we are now consulting on the detailed proposals for the design of the schools and high needs funding formula. We have also published illustrative allocations data, so that every school and local authority can see the impact of the proposals. The second stage of the consultation will run until 22 March, and we are keen to hear from as many schools, governors, local authorities and parents as possible. I welcome this debate as a valuable addition to that consultation.

Our proposed formula would result in more than 10,000 schools throughout the country—54% of all schools— gaining funding, with a quarter of all schools gaining more than 5.5%. Those that are due to see gains will 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. Our formula will target money towards pupils who face entrenched barriers to their success, particularly those who are deprived and those who live in areas of deprivation but who are not necessarily eligible for free school meals—those whose families are just about managing. We are putting more money towards supporting pupils who have fallen behind their peers, in both primary and secondary school, to ensure that they get the support that they need to catch up.

Our proposed national funding formula will see gains for schools right across the north. In the north-east, schools will see an average 1% increase, while schools in Yorkshire and the Humber will see a 1.5% average increase. I acknowledge that the outcome will be more mixed in the north-west, but schools there will also be small gainers on average under our proposals. I recognise that our proposals would result in budget reductions for schools in the constituency of the hon. Member for Southport, but I nevertheless believe that our proposed formula strikes the correct balance between the core schools budget, which every pupil attracts, and the extra funding needed to target those with additional needs.

[John Pugh]

I probably made my point quite imperfectly. Can the Minister assure me that if a secondary school—those are the worst-affected schools in this respect—is in an area in which primary schools have made good progress, and the children who are handed on to them are therefore attaining the expected level and do not enter the secondary school with poor prior attainment, that secondary school will not lose out simply because it has good feeder schools? That scenario would discourage the kind of collaboration between secondary schools and feeder primary schools that the Minister wants to see, because it would almost be in the vested interest of the secondary schools to have incompetent feeder primary schools—from a financial point of view, if not an academic one.

[Mr Gibb]

I do not accept that argument. It is important to ensure that schools—primary or secondary—are well funded for pupils who start school academically behind their peers. I do not believe that any professional I have ever met would deliberately not collaborate with another school to improve pupils’ attainment simply to attract an element of the funding formula. Of course, the biggest element of it depends on deprivation, whether measured by receipt of free school meals or by children in one of the lower IDACI—income deprivation affecting children index—bands. That is important to ensure that children from those areas are properly supported.

The hon. Gentleman managed to mention Manchester, Kirklees, Liverpool and Sefton. However, he forgot to mention areas that will receive an increase in funding under the proposed funding formula, including 1.7% in Durham and Gateshead; more than 2% in Newcastle; nearly 3% in south Tyneside; nearly 2% in Sunderland; 3.4% in Blackpool; 4.3% in Bury; 4.9% in Knowsley; and 4.3% in Leeds. Schools in northern urban areas will continue to be highly funded; even areas that will see a small reduction under the proposed national funding formula will still be some of the highest-funded in the country, including Manchester and Liverpool, which the hon. Gentleman mentioned. That is right, as those areas have higher levels of socioeconomic deprivation and children with additional needs. Matching funding to need will see schools in those areas funded higher than those elsewhere in the country. A secondary school pupil with significant additional needs could attract more than £10,000 to their school through the proposed national funding formula and the pupil premium.

While introducing these significant reforms to the funding system, we are also delivering stability. We have listened to those who have highlighted the risks of major budget changes.

Motion lapsed (Standing Order No. 10(6)).

Soft Drinks Industry Levy: Funding for Sport in Schools

Nick Gibb Excerpts

Tuesday 10th January 2017 Westminster Hall

[The Minister for School Standards (Mr Nick Gibb)]

It is a pleasure to serve under your chairmanship, Sir David. I congratulate my hon. Friend the Member for North Swindon (Justin Tomlinson) on securing this important debate.

Childhood obesity is a national problem. Data from Public Health England’s national child measurement programme shows that, in England, a third of children are obese or overweight by the time they leave primary school. As my hon. Friend so ably said, we run the risk of creating new social norms in which obesity is the new normal. Sugar consumption is a major factor in childhood obesity, and sugar-sweetened soft drinks are now one of the biggest sources of dietary sugar for children and teenagers. A single 330 ml can of cola can contain nine teaspoons of sugar—more than a child’s daily recommended intake of added sugar—often without any other intrinsic nutritional value. The introduction of the soft drinks industry levy is a clear indication of this Government’s commitment to addressing this vital issue.

Reducing sugar consumption alone, though, is not enough. It is also important that all children have the opportunity to engage in sport and physical activity. This debate is therefore timely, as it allows me the opportunity to set out our plan further to improve physical education and school sport using revenue generated by the levy. The Government understand that high-quality PE is a route to instilling a life with health, wellbeing and exercise at its core. That is why PE is compulsory at all four key stages in the national curriculum and why, through the primary PE and sport premium, we have invested more than £600 million since 2013 in ring-fenced funding to primary schools to improve PE and sport.

We know that that funding is making a big difference. Independent research by NatCen has found that since the introduction of the primary PE and sport premium, 87% of schools have reported that the quality of PE has increased, and the vast majority of schools have introduced new sports and extracurricular activities. I join the hon. Member for Wythenshawe and Sale East (Mike Kane) in paying tribute to those teachers who go the extra mile, almost literally, to provide extra sporting activities.

The NatCen research also shows that 84% of schools also reported an increase in pupil engagement in PE during curricular time and in participation in extracurricular activities. The number of qualified specialist PE teachers in primary schools has increased by 50%, covering almost half of all schools. My hon. Friend the Member for North Swindon will undoubtedly be aware that primary schools in Wiltshire received around £1.8 million in additional funding in 2016-17, and that primary schools in Swindon received an additional £611,400.

We know that there is more to do. The soft drinks industry levy will be used to double the primary PE and sport premium to £320 million a year from September 2017. The funding will continue to be ring-fenced to assist schools in developing PE and extracurricular sport activities and to make long-term improvements that will benefit pupils joining the school in future years. I can assure my hon. Friend the Member for Colchester (Will Quince) that that funding is committed to 2020 and will help drive up the quality and breadth of PE and sport provision.

The increased funding will allow schools to build on the progress made through the existing premium. It will enable them to hire qualified sports coaches to work with teachers, provide existing staff with training or resources and introduce new sports and activities that encourage more pupils to be healthy and active. My hon. Friend the Member for North Swindon told us about the PE teacher Mark Draycott and his excellent initiative, Draycott sports camp, established in 2013, which operates out of Oakhurst primary school, where Mr Draycott is also a teacher.

The idea behind the camp was to create more opportunities for primary-age children of all abilities to participate in sport and physical activity during the school holidays. The programme offers extracurricular clubs after school and during the holidays. I commend my hon. Friend on championing that great work and taking the time to visit the camp last year, where I am reliably informed that he acquitted himself creditably in a netball shoot-out and a game of lacrosse. My hon. Friend pointed to the importance to schools of recruiting qualified PE teachers such as Mark Draycott. The Department continues to recruit well in physical education. In 2015-16, we recruited 1,235 new teacher trainers, against a target of 1,227.

My hon. Friends the Members for Erewash (Maggie Throup), for Totnes (Dr Wollaston) and for Macclesfield (David Rutley), as well as the hon. Member for Falkirk (John Mc Nally) and others, praised the daily mile initiative and its success in ensuring that children exercise every day. It is the brainchild of Elaine Wyllie, whom I look forward to meeting in February. My hon. Friend the Member for Totnes emphasised the importance of active travel and encouraging children to cycle to school where it is safe to do so, and I agree.

My hon. Friend the Member for Macclesfield pointed to the importance of being active in the workplace. Perhaps we as MPs should sit less and stand more. We run for office, stand for election and take our seats, but of the three, the most important is obviously running for office. He asked for a Minister to meet ukactive. The Minister for Vulnerable Children and Families, my hon. Friend the Member for Crewe and Nantwich (Edward Timpson) or I would be delighted to do so.

A positive experience of sport at a young age can create a lifelong love of sport and physical participation. That is why we are focusing on primary-age children, as we want to help them develop healthy habits and a love of sport at an early age, as my hon. Friend the Member for Erewash emphasised. Secondary schools have specialist PE teachers already on the staff and can access programmes such as Sportivate and satellite clubs.

My hon. Friend the Member for Totnes raised a concern about children from disadvantaged backgrounds. We want all pupils to be healthy and active, and we know that many schools are already using their sport premium funding to target disadvantaged pupils, who are traditionally the least active. In many schools, that will include providing additional support to children who might not be able to attend after-school clubs and activities, but we know that there is more to be done, which is why we are doubling the funding from September 2017.

We have also announced that £10 million a year in revenue from the soft drinks levy will fund the expansion of healthy breakfast clubs in up to 1,600 schools from September 2017 to 2020. The programme will ensure that more children benefit from a healthy start to their school day and is a fitting accompaniment to the primary PE and sport premium.

We are anxious to ensure that schools continue to use the funding wisely and have a number of accountability measures in place, as has been mentioned in this debate. Schools are held accountable for how they spend their funding through Ofsted whole-school inspections and a requirement to report their spending plans and the impact of that spending online. Furthermore, we have updated grant conditions and guidance and continue to work with our partners to disseminate best practice and examples of innovative uses of funding to schools, ensuring that they are best placed when the doubling of the premium comes into effect.

The Government aim to reduce England’s rate of childhood obesity significantly within the next 10 years. I firmly believe that a cross-governmental approach is key to success. In addition to the soft drinks industry levy, two landmark strategies have been published in the last 12 months: the Government’s sports strategy and the childhood obesity plan. We continue to work closely with a range of other Departments to deliver those strategies.

Motion lapsed (Standing Order No. 10(6)).

Sixth-form Education: International Comparisons

Nick Gibb Excerpts

Monday 9th January 2017 Commons Chamber

[The Minister for School Standards (Mr Nick Gibb)]

May I start by adding to House’s adulation of the hon. Member for Scunthorpe (Nic Dakin) and congratulate him on securing the debate? Ensuring high-quality post-16 education is a priority for the Government and for the country. We recognise the contribution of the dedicated staff working in all types of post-16 education and the hard work of students. In fact, a record proportion of young people are now participating in education, training or apprenticeships. I can give my hon. Friend the Member for Cleethorpes (Martin Vickers) and the hon. Member for Great Grimsby (Melanie Onn) the assurance that the Government support sixth-form colleges, including the sixth-form college mentioned by my hon. Friend the Member for Colne Valley (Jason McCartney) and Franklin College in Grimsby.

Education and training in England is widely respected around the world, but we are determined to make further improvements to ensure that 16 to 19-year-olds are ready for the demands of the workplace by moving directly into skilled employment or by continuing to higher education. We are therefore reforming academic and technical education for over-16s and we are learning from the best international systems.

All countries that we look to learn from have a stage of education that no longer exclusively takes place in school. At this stage, there are options for students to gain relevant experience to prepare them for work either through apprenticeships or technical education, as we heard in the previous debate, or to prepare for further academic study at university. The way that works and the age at which it starts varies considerably around the world. For example, in countries such as Germany, Switzerland and the Netherlands, there is a high level of investment by employers in vocational training in the secondary phase and an early emphasis on workplace training. That leads to lower rates of young people who are not in education, employment or training than in England, but the difference in academic standards between pupils from different socioeconomic backgrounds in those countries is larger than in England.

By contrast, only about one fifth of 15 to 19-year-olds in countries such as Japan and Korea are enrolled in vocational upper-secondary programmes. The remaining 80% of those cohorts continue a rigorous academic programme. It is useful to benchmark ourselves—if “to benchmark” is a new verb—against such countries to understand the strengths and weaknesses of our education system and to raise our expectations of what students here can achieve. That is why I am determined that we should improve our maths teaching by learning from the high-performing Asian systems such as those in Shanghai, Singapore and Japan by adopting maths mastery through the maths hubs programme, but it is not simply a case of choosing one country to learn from. Our priority should be making our whole system world class.

There is much to be proud of in comparing our education system to other countries. For example, England’s 15-year-olds continue to perform significantly above the OECD average in science and, in 2015, England’s 15-year-olds performed above average in reading for the first time. However, our performance in maths remains at the OECD average and a survey of adult skills identified our 16 to 18-year-olds as having the weakest literacy and numeracy skills out of 18 countries in 2012. We need to take action to deal with areas of poor performance. In the case of literacy and numeracy, we have now made the continued study of English and maths in post-16 education and training compulsory for students who did not achieve a good GCSE pass at age 16. More broadly, we are reforming both academic and technical education.

International examples of programme hours are widely used, but those comparisons need to be carefully interpreted. It is important that we understand what the estimates include, how programmes of longer duration or higher intensity are funded and how they sit beside other routes for young people to take from school to work. It is not always clear in the various studies where work experience is included in the figures. Certainly in the planned hours used to benchmark our own programmes for funding, we do not include self-directed study or homework, which is a key part of this phase of education. It is important that we develop a system that serves our pupils and our economy.

In England, we have an established academic route for sixth-form students through well-respected A-level qualifications. It is true that our system requires pupils to make choices and therefore, to a certain extent, to specialise in a smaller number of subjects for the sixth-form stage, but some degree of specialisation is a feature of systems in other countries as well. Through the A-level route, our academic system at post-16 is effective in preparing pupils for successful futures through in-depth study of the subjects they choose. We have some of the best universities in the world, and the proportion of English students studying in higher education is now larger than it has ever been. That includes the highest ever entry rate for the most disadvantaged 18-year-olds.

Of course, we are not standing still, and we are strengthening the design of A-levels to make sure that pupils continue to be fully equipped for the future. We have given higher education providers a leading role in redesigning a number of key A-levels, to ensure that pupils who take these qualifications are prepared for undergraduate-level study. We have also redesigned the assessment model, increasing the time available for high-quality teaching rather than taking exams.

Where we have not matched our neighbours is in technical education, where we have a major programme of reform under way. The landmark review of vocational education for 14 to 19-year-olds conducted by Professor Alison Wolf in 2011 found that at least 350,000 16 to 19-year-olds were working towards vocational qualifications that offered no clear progression routes. The review led to the introduction of new study programmes and of per-student funding instead of per-qualification funding to ensure fair funding for FE colleges in line with other 16-to-19 institutions. As a direct result of the recommendations in the Wolf report, we now include only approved qualifications in performance tables. This means that young people can have confidence that their qualifications will enable them to progress to further study or into employment.

However, we recognise that the system is still not doing enough to support students who wish to pursue technical education. We recognise that we are still not matching the most effective systems of technical education in other European economies. That is why, following publication of the Sainsbury review, we are embarking on a radical reform of England’s post-16 technical education system. Learning from the best technical education systems overseas, we are working to introduce new technical routes that will enable young people to gain the knowledge and skills required for work, according to standards designed in partnership with employers. Bringing training for young people and adults in line with the needs of business and industry will support increases in productivity, which has lagged behind, even as economic growth and employment levels have improved. It will also help to ensure that young people and adults can move into sustained and skilled careers that lead to prosperity and security.

Alongside that, we are continuing the reform of apprenticeships, as we have heard. We are increasing the quality of apprenticeships through more rigorous assessment and grading at the end of the apprenticeship. We are also giving employers control of the funding so they become more demanding customers. We are committed to reaching 3 million apprenticeship starts in England by 2020.

[Caroline Lucas]

I genuinely very much welcome the Minister’s support for the sixth-form sector and sixth-form colleges, but he has been speaking for nearly 10 minutes and has said nothing about the arbitrary funding that has been the focus of so much of the concern expressed on both sides of the House. Will he commit to look at this funding issue? Will the Government look at how much funding is required for the rounded curriculum that sixth-form colleges want to deliver? Colleges in my constituency, such as Varndean College and Brighton, Hove & Sussex Sixth Form College, are desperate to deliver it but are being undermined by the lack of funding, which the Minister still has not really addressed.

[Mr Gibb]

If only the hon. Lady had waited just two more seconds, we would have come to that pivotal part of my response to the debate.

Clearly, the right level of funding needs to be in place to match our ambitious academic and technical reforms. In 2013, investment in education in the UK as a whole—combining public and private sources—was above the OECD average across all phases, including post-16. We have made the system more coherent so that school sixth forms and colleges are all funded and have their performance reported in the same way. Funding is on a per-student basis, giving schools and colleges the freedom to design the best programmes for their students, rather than rewarding institutions for providing large numbers of small qualifications that have little value.

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

The Minister says that all institutions are treated the same, but free schools, in particular, were outwith the area reviews of provision that we have just seen undertaken in many parts of the country. Is he aware of Connell Sixth Form College in my constituency, which was opened by a grammar school and has recently received a “requires improvement” Ofsted rating? That sixth-form college is operating below the numbers required to sustain it, and it was outwith the area review. Does he think that is a good use of public funds in the context of this debate?

[Mr Gibb]

Area reviews can take schools into account, but 2,000 or more schools have sixth forms, and if we were to bring them all into the area reviews, that would make the whole system unmanageable. The free school system was introduced to challenge the status quo in terms of sixth forms and in terms of schools themselves, because in the past we have had monopoly provision of new schools. The free school movement has been phenomenal in opening up sixth forms such as King’s College London Mathematics School, where 100% of youngsters are getting A or A* grades in maths A-level, and Exeter Mathematics School. These schools are challenging the status quo in these areas and providing a very high-quality education. We need to see more of those innovative and demanding free sixth-form schools that open up for young people opportunities that they would not otherwise have had.

[Nic Dakin]

I have been listening to the Minister very carefully. Does he accept that the research available demonstrates that since 2010 the funding for 16 to 18-year-olds has been reduced in real terms, and that the impact of that has been to reduce the level of tuition time to 13 to 17 hours per student? I am interested in whether he recognises that as an issue, and if so, whether he sees it as a problem.

[Mr Gibb]

I absolutely recognise that resources are tight for 16-to-19 education and training. In recent years, we have had to make some post-16 savings while working hard to sustain funding levels for schools, bearing in mind the fact that success in school pre-16 is the best predictor of outcomes in post-16 education.

We have made clear commitments to 16-to-19 education, where we have protected the base rate of funding at £4,000 per student for all types of providers until 2020. This was announced in the 2015 spending review, at a time when public finances are under great pressure. Providers receive additional funding for students taking part in more expensive programmes, and there is also a large programme uplift for providers who have pupils studying four or more A-levels, provided they achieve minimum grade requirements, and about £540 million of funding is allocated each year to enable schools and colleges to give extra support to disadvantaged students. That is essential in helping those from poorer backgrounds or those who, pre-16, have not attained well enough to get the help they need to succeed.

Overall, we plan to invest about £7 billion during 2016-17—taking apprenticeships together with other education and training options—to ensure that there is a place in education or training for every 16 to 19-year-old who wants one. This commitment means that all types of providers are funded for 600 planned hours per year per full-time student. That level of funding supports a significant programme of study. For example, it will allow for three A-levels and 50 hours of tutorials, plus either one AS-level or about 150 hours of enrichment or work experience. While we have not been able to protect budgets for sixth-form education in real terms, there is funding to ensure that every sixth-form age student has the opportunity to undertake high-quality study that will help them to move on to skilled work or further or higher education.

Our commitment to the post-16 sector has contributed to the current record-high proportion of 16 to 18-year-olds in education, training or apprenticeships, and the lowest proportion of young people not in education, employment or training since consistent records began in 1994. Applications to higher education from 18-year-olds are at an all-time high.

I am grateful to the hon. Member for Scunthorpe for raising this important issue. I recognise that there is more to do to continue improving our post-16 education system to ensure it is established as one of the world’s best, but we should be proud of the achievements so far and recognise that we are building a system that is both affordable and in keeping with our country’s needs.

Question put and agreed to.

Schools Revenue Funding Settlement 2017-18

Nick Gibb Excerpts

Tuesday 20th December 2016 Written Statements

[The Minister for School Standards (Mr Nick Gibb)]

Today I am announcing details of schools revenue funding for 2017-18. This announcement includes the dedicated schools grant (DSG), the education services grant (ESG) transitional grant and the pupil premium.

The distribution of the DSG to local authorities will continue to be set out in three spending blocks for each authority: a schools block, a high needs block and an early years block.

The schools block has been allocated on the basis of the schools block units of funding announced in the Secretary of State’s statement to the House on 21 July 2016. To protect schools from significant budget reductions, we will continue with a minimum funding guarantee that ensures no school loses more than 1.5% per pupil in its 2017-18 budget—excluding sixth-form funding and ESG—compared to 2016-17, and before the pupil premium is added.

We have been able to provide an additional £130 million for the DSG high needs block. The high needs block supports provision for pupils and students with special educational needs and disabilities (SEND), up to the age of 25, and alternative provision for pupils who cannot receive their education in schools.

The DSG early years block comprises funding for the 15 hours’ entitlement for three and four-year-olds: the additional 15 hours for three and four-year-old children of eligible working parents from September 2017; participation funding for two-year-olds from the most disadvantaged backgrounds; the early years pupil premium; and the disability access fund. The provisional allocations for this block were announced in the Secretary of State’s statement of 1 December 2016.

The ESG transitional grant for local authorities will be set at a financial year rate of £66 per pupil and paid for the period April to August 2017. We will also continue to provide a protection to limit the reduction of academies’ budgets as a result of the ending of ESG from September 2017.

The pupil premium per pupil amounts for 2017-18 will be protected at the current rates, which are:

Oral Answers to Questions

Nick Gibb Excerpts

Monday 19th December 2016 Commons Chamber

[Bridget Phillipson (Houghton and Sunderland South) (Lab)]

5. What assessment she has made of trends in the level of teacher shortages.

[The Minister for School Standards (Mr Nick Gibb)]

The school workforce census reports a fairly constant vacancy rate of 0.2% of teachers in post. New analysis, published in September, of the proportion of schools with at least one vacancy showed some variation between regions since 2010, with London consistently having the highest proportion of vacancies. The Department is trying to identify the schools that are experiencing the greatest teacher shortages and help them to meet those challenges.

[Bridget Phillipson]

Good teaching depends on retaining good teachers in the profession. Does the Minister not accept that the consistent underfunding of schools in disadvantaged areas such as the north-east makes retaining teachers very difficult? Will he look again at the area cost adjustment of the national funding formula, which could well have the perverse effect of sending money away from disadvantaged areas and into more affluent ones?

[Mr Gibb]

We have protected the core schools budget in real terms throughout this Parliament and the last. Moreover, we have grasped the nettle and introduced fair funding, which the Labour party failed to do throughout its time in office. One of the elements of that fair funding is ensuring that there are sufficient funds to tackle disadvantage and lower prior attainment.

[Marcus Fysh (Yeovil) (Con)]

Schools in Somerset have great teachers, but find it hard to recruit. Does my hon. Friend agree that adjusting the funding formula will help rural areas such as mine to attract and retain excellent teachers?

[Mr Gibb]

My hon. Friend is right. Authorities around the country, particularly those in the f40 group, have been underfunded for many years. As I said to the hon. Member for Houghton and Sunderland South (Bridget Phillipson), we were the first Government to grasp the nettle and introduce a much fairer system to replace those historic, anachronistic and unfair national funding formulas.

[Derek Twigg (Halton) (Lab)]

Following last week’s announcement of the proposed funding formula, may I ask the Minister how it will help us to recruit and retain teachers, given that all but one of the secondary schools in my constituency will lose money as a result of the formula?

[Mr Gibb]

The national funding formula has been introduced to ensure that we have a fair funding system. We shall be consulting on that fair funding system over the next 14 weeks, and I am sure that the hon. Gentleman will send in his representations.

[Sir Desmond Swayne (New Forest West) (Con)]

If an outstanding academy in the New Forest, minutes from the seaside, is finding it difficult to recruit an English teacher, what hope is there for schools anywhere else?

[Mr Gibb]

My right hon. Friend has raised an important point. The national fair funding formula will help schools to acquire the resources that will enable them to use the discretion that we have given them in respect of how they reward teachers, especially teachers of certain subjects whom it is difficult to recruit.

[Carol Monaghan (Glasgow North West) (SNP)]

May I take this opportunity to wish the House Nollaig Chridheil agus Bliadhna Mhath Ùr?

The Association of School and College Leaders has warned that opening new grammar schools may worsen teacher recruitment. Does the Minister not think that priority should be given to incentivising teacher recruitment and retention, rather than taking the retrograde step of providing new grammars that will do nothing for teachers, pupils or parents?

[Mr Gibb]

We are prioritising teacher recruitment. We met 94% of our target last year and 93% this year, and we are recruiting more teachers in sciences than before. I think that the hon. Lady should take account of the number of teachers who are entering teacher training. She should also acknowledge that there are 456,000 teachers in our schools today, which is an all-time high, and that there are 15,000 more teachers today than there were in 2010.

[Danny Kinahan (South Antrim) (UUP)]

6. What steps her Department is taking to prepare young people for their future careers.

--- Later in debate ---

[Diana Johnson (Kingston upon Hull North) (Lab)]

9. What plans the Government have to respond to the independent review by Sir Nick Weller, “A Northern Powerhouse Schools Strategy”, published in November 2016.

[The Minister for School Standards (Mr Nick Gibb)]

We are committed to tackling educational inequality so that all pupils can fulfil their potential. We welcome the important contribution that Sir Nick Weller’s report is making towards delivering that objective, including its recognition of the benefits of an academic curriculum and robust governance structures.

[Diana Johnson]

Northern schools have been improving, but there is more to do. A northern powerhouse challenge that is as well funded as the London Challenge programme was under the Labour Government would be welcome for schools such as the McMillan Nursery School in my constituency—an outstanding school led by an excellent headteacher, Andrew Shimmin, and his staff. What support will be available to schools such as that, which is already doing its best in a disadvantaged area?

[Mr Gibb]

As Sir Nick’s report shows, there is an achievement gap between the north and the south, which is why the Chancellor announced in the March 2016 Budget £70 million of new funding between now and 2020 to support a northern powerhouse schools strategy.

[Mr Graham Brady (Altrincham and Sale West) (Con)]

The Minister knows that Trafford is the best performing local authority area in the north of England, yet it is also one of the f40 group of worst-funded authorities. I am sure he can imagine the concern that last week’s draft funding formula will lead to all secondary schools and a number of primary schools being worse off. Will he look at the nature of the funding formula as a matter of urgency to ensure real fairness to those authorities that have been underfunded?

[Mr Gibb]

Overall, f40 authorities will see significant gains through the national funding formula—some £210 million in total. I acknowledge that in Trafford there is a loss of 0.4%, but the current local formula there underfunds primary schools compared with secondary schools. Trafford gives £4,212 for each key stage 3 pupil but the figure for primaries is only £2,642. Under the proposed NFF, Trafford’s secondary schools will lose but its primaries will gain.

[John Pugh (Southport) (LD)]

The Education Policy Institute found that academy trusts are no better at raising standards than local authorities, so why does Nick Weller’s report say that expanding multi-academy trusts is

“key to driving up standards in the North”?

Is it because he is very well paid by a multi-academy trust, or is there perchance any evidence for what he suggests?

[Mr Gibb]

It is because he is experienced in running a very successful MAT. We know that sponsored academies increase standards very rapidly, certainly more swiftly than the predecessor school.

[Mr David Nuttall (Bury North) (Con)]

One cause of the underperformance in northern schools that the report identifies is the challenge of teacher supply. Does the Minister agree that one way of improving that would be to recruit more former members of the armed forces into our teaching profession?

[Mr Gibb]

Yes, I do, and we have a scheme that does just that. As the years go by, it is recruiting increasing, albeit small, numbers of highly qualified, experienced ex-military personnel.

[Steve McCabe (Birmingham, Selly Oak) (Lab)]

10. Whether her Department has closed any state secondary schools within three years of their conversion to a single trust academy.

--- Later in debate ---

[The Minister for School Standards (Mr Nick Gibb)]

The new national curriculum that came into force in September 2014 expects every pupil to know their multiplication tables to 12 times 12 by the end of year 4.

[Michael Fabricant (Lichfield) (Con)]

One hundred and forty-four!

[Mr Gibb]

Well done! We have strengthened primary maths assessment to prioritise fluency in written calculation and we have removed the use of calculators from key stage 2 tests.

We have not made an assessment of the proportion of children in Northamptonshire or England who know their multiplication tables by heart, but we have pledged to introduce a multiplication tables check for primary school pupils in England to ensure that every child leaves primary school fluent in their times tables up to and including 12 times 12, which, as my hon. Friend the Member for Lichfield (Michael Fabricant) says, is 144.

[Mr Speaker]

We are all very much better informed.

[Mr Hollobone]

Does the Minister agree that learning the times tables is an absolutely essential part of success at maths? What is the Government’s official view on the best way for times tables to be taught and learned?

[Mr Gibb]

We do not have an official way for times tables to be taught, but we expect every child to know their tables. The provision is inserted into year 4 so that children are fluent in their tables, can recall them with automaticity and can then tackle long multiplication and long division in years 5 and 6.

[David Rutley (Macclesfield) (Con)]

15. What steps her Department is taking to encourage physical exercise in schools.

--- Later in debate ---

[David Morris (Morecambe and Lunesdale) (Con)]

T5. Following the publication of the key stage SATs results on Thursday, we saw that whereas the national average pass rate was 54% and the Lancashire pass rate was 54%, the pass rate in my constituency was 47%. What steps are the Department taking to look at best practice in schools such as those in my constituency with a pass rate of 78%, and what can it do to help the schools that are underperforming?

[The Minister for School Standards (Mr Nick Gibb)]

I share my hon. Friend’s justifiable concern. We want all schools to use evidence-based teaching such as systematic synthetic phonics and maths mastery. To help spread effective practice, we have established a national network of teaching schools, as well as school partnerships led by schools that excel in the teaching of maths, phonics, and science.

[Martyn Day (Linlithgow and East Falkirk) (SNP)]

T4. International students are vital to the economy, contributing about £7 billion, according to Universities UK. Will the Minister confirm whether this Government plan to use the new teaching and excellence framework to link student visas to the quality of course and institution as a means of cutting immigration?

--- Later in debate ---

[Sir Hugo Swire (East Devon) (Con)]

The Secretary of State will remember the historical and ongoing problems with flooding at Tipton St John Primary School. Will she announce an early Christmas present for the people of Tipton St John and of Ottery St Mary by announcing that her Department is going to contribute to the funding solution to relocate the school to Ottery St Mary?

[Mr Gibb]

Following my right hon. Friend’s meeting on 12 October with my right hon. Friend the Secretary of State and county representatives to consider plans to relocate the school, a feasibility study was submitted to the Education Funding Agency. Officials have reviewed the report and have been in dialogue with Devon County Council to address outstanding issues. Once those are resolved, a decision can be taken about whether any central funding contribution can be made, and whether my right hon. Friend the Member for East Devon (Sir Hugo Swire) will have a Christmas present.

[Roger Mullin (Kirkcaldy and Cowdenbeath) (SNP)]

Given the contribution of EU nationals to the overall numbers of teachers and lecturers, what contingency plans do Ministers have should that source of recruitment diminish?

--- Later in debate ---

[Fiona Mactaggart (Slough) (Lab)]

Headteachers in Slough schools were very grateful to the Minister for School Standards when he met them to discuss teacher shortages. Unfortunately—I am sorry to bring this to the Chamber—I have reminded him twice since then that they have not received the letter that he promised them at that meeting. Can I expect it to be sent before Christmas?

[Mr Gibb]

I will do my utmost to ensure that they receive a letter. I enjoyed meeting them and they raised some very important points, but we are ensuring that we are filling teacher training places. There are more teachers in our initial teacher training system now than there were last year.

[Mr Speaker]

Well done.

A-level Archaeology

Nick Gibb Excerpts

Wednesday 14th December 2016 Westminster Hall

[The Minister for School Standards (Mr Nick Gibb)]

It is a pleasure to serve under your chairmanship, Mr Owen. I congratulate my hon. Friend the Member for East Worthing and Shoreham (Tim Loughton) on securing this very important debate. I agree with him—I have never seen him as a dusty fossil, and I hope he does not see me as a Visigoth—about the importance of archaeology. It is an important discipline. It connects our present to our past and helps us understand what it means to be human. Anyone who has had the privilege to visit Pompeii or gaze in wonder at the treasures of Sutton Hoo—even an accountant—knows how far archaeology has enriched our cultural heritage and our understanding of the past. It would indeed be a tragedy if our young people were prevented from pursuing archaeology as a career in the future.

Securing a pipeline of students to study archaeology at university, as my hon. Friend did, is clearly very important, but it would be wrong to assume that only students who study the subject at A-level go on to degree-level study. As he knows, archaeology is a broad subject requiring critical analysis and research skills. It covers aspects of art, history, science, sociology and mathematics. Universities look for students who have a range of academic A-levels for entry to their archaeology courses.

For those reasons, and because the archaeology A-level is not widely available, universities do not require an A-level in the subject as a prerequisite for degree-level study. The number of students currently studying the subject at A-level is very low: there were just 340 entries in 2016, of which just 26 were from state-funded schools. Although the Council for British Archaeology has sought to encourage take-up of archaeology A-level, it also advises students who are contemplating a degree in archaeology to consider humanities A-levels, particularly history, geography or geology, and a science A-level where the course follows a science-based route. A knowledge of ancient languages can also be a useful route in many courses.

Those are the subjects that many universities are looking for. A greater focus on those facilitating subjects will ensure that a broad range of high-quality choices are available to A-level students and help them to choose the subject that will open the most doors to top university courses. We have worked with universities and exam boards to develop new A-levels that better prepare students for university study, including in each of those subjects.

In history A-level, students must study topics from a chronological range of at least 200 years, and might, for example, make use of archaeological sources to complete their compulsory, independently researched historical inquiry. In ancient history, students must develop a broad and extensive understanding of the ancient world. They must understand the nature and methods of the analysis and evaluation used to examine historical evidence. In geography and geology, students are now required to have extensive practical field work skills and the analytical knowledge to interpret their findings. Across a range of subjects, our reforms to A-levels will equip students with the knowledge that is essential for undergraduate study.

My hon. Friend raised concerns about AQA’s decision not to develop a new archaeology A-level for teaching from September 2017. I share his disappointment about its decision. I assure hon. Members that, contrary to some media reports, it was not a Government decision; it was taken by AQA itself. Our intention has always been that there should continue to be an A-level in archaeology, which is why we published subject content earlier this year. The way our exam system works is that individual exam boards decide which qualifications to develop once the Government have set the relevant framework. The Government can seek to persuade where necessary, but ultimately we cannot require the boards to develop particular qualifications. Their decisions on whether to do so depend on a range of factors, including the level of demand for a qualification and the extent to which they can offer a high-quality qualification and award grades to students fairly and consistently.

In this particular case, AQA initially intended to develop a new archaeology A-level, but, having submitted an initial specification to the regulator, Ofqual, for accreditation, it reviewed its position and concluded that it was not able to continue. It explained that the decision was due to concerns about challenges in ensuring that grades could be awarded in a safe and fair way, given the small number of students taking the subject and the wide range of options that the qualification would need to offer, which meant that ensuring comparability between students would be difficult.

[Tim Loughton]

The points that the Minister is making about archaeology apply also to statistics and history of art, which have been saved. I quoted the problems that AQA cited. Will the Minister acknowledge that there is a problem with AQA and that many people are moving away from it? It did not consult the archaeological community, which offered help on all those problems, so they could have been addressed. Because it is the only examining authority that still offers archaeology, the future of archaeology is now in peril.

[Mr Gibb]

I will come to the other A-levels that my hon. Friend refers to in a moment. AQA was also having difficulty recruiting suitable examiners for the qualification. Those challenges also apply to the existing A-level, which AQA offers. It tried for some time to find acceptable solutions, but unfortunately it has not been able to do so.

My hon. Friend asks what action the Government have taken to secure the future of the qualification. As soon as AQA notified us of its decision not to continue to develop A-level archaeology, in addition to, as my hon. Friend said, history of art, classical civilisation and statistics, we opened urgent discussions with the other exam boards to see whether they were willing to offer those subjects.

As my hon. Friend mentioned, discussions with the exam board Pearson were positive. On 1 December, in a written statement, I announced that Pearson is to develop A-levels in history of art and statistics. Classical civilisation has already been developed by another exam board, OCR, and the specification has been accredited, so the A-level is available for schools to teach from next September.

Unfortunately, no exam board has been willing to develop a new A-level in archaeology for teaching from 2017. Other boards felt unable to overcome the challenges identified by AQA in relation to that particular qualification. The A-level will therefore no longer be available for students starting courses from September 2017. The option for any exam board to develop an A-level in archaeology, however, will remain open. I reassure my hon. Friend that students studying archaeology A-level now, for examination in 2017 and 2018, are not affected by AQA’s decision. They may continue to study the subject and to take the qualification.

My hon. Friend also expressed the concern that, were students no longer able to study archaeology A-level, they would not have the opportunity to be introduced to archaeology as a discipline or be encouraged to take the subject further. I disagree with that analysis. Recent archaeological finds such as that of Richard III and the site at Must Farm, with the wide coverage they received, can only serve to engage and enthuse a new generation of potential archaeologists.

[Kirsten Oswald]

I am an historian, rather than an archaeologist, and I find myself in agreement with much of what the hon. Member for East Worthing and Shoreham (Tim Loughton) said. Does the Minister agree that initiatives such as Dig It! 2017 and the inaugural Scottish archaeology and heritage festival are important in encouraging people to take an interest in archaeology and perhaps pursuing it as a further course of study?

[Mr Gibb]

I could not agree more with the hon. Lady. Such activities, when they receive wide coverage in the media, enthuse people generally to be interested in the subject and young people to consider archaeology as a career.

[Dr Julian Lewis (New Forest East) (Con)]

I apologise for arriving late to the debate. The Minister is showing that of course he is not a Visigoth, or a Goth of any sort. If any Minister can be relied on to protect an important subject, albeit a minority one, it is he. Therefore, and in the light of concerns expressed by people such as the staff, parents and students of Brockenhurst College in my constituency, where archaeology is taught extremely well, will he do his very best to redouble his efforts to persuade another board to take up that important subject?

[Mr Gibb]

I am grateful for my right hon. Friend’s kind comments. I suspect that his school, Brockenhurst, must therefore be a major contributor to the 26 A-level archaeology entries of 2016, and I congratulate it on its wide-ranging curriculum. I assure him that I left no stone unturned in my encouragement of other exam boards to adopt the subject, as with the languages with small cohorts—we were successful in persuading Pearson to take up those subjects, too.

It remains open for any board to produce a specification or an offer to take forward archaeology. We published the content because we want the subject to continue. We remain open to any exam boards wanting to set an archaeology A-level.

The changes we have made to the national curriculum will help to provide students with a greater understanding of the subjects that they study, feeding their enthusiasm for further study. In history, students are now required to have greater chronological understanding through the study of a wider range of historical periods, including more than one ancient civilisation. Enrichment activities, such as battlefield tours of the western front, in which 1,400 schools have participated to date, have enabled students to gain a deeper understanding of, and develop an interest in, significant historical periods.

Many universities will expect students to arrive already having had work or volunteering experience in museums or heritage sites, or having had practical experience in the field, where possible. Organisations such as the Council for British Archaeology, which runs almost 70 Young Archaeologists’ Club branches all over the UK, and industry magazines such as Current Archaeology offer a wealth of volunteering opportunities around the country.

I hope that I have been able to reassure my hon. Friend the Member for East Worthing and Shoreham that the Government are fully committed—

[Tim Loughton]

The Minister and I have been in this place a long time. With great respect, if he says that he really has left no stone unturned in pursuit of an alternative, he would not make a good archaeologist. Can the Minister honestly say that he has gone to every examination board and made a case as strongly as has clearly been made for those other subjects rescued and saved by Pearson and that he really thinks nothing further can be done? If so, that will come as a huge blow to many people in the archaeology community in this country, and in years to come, his colleagues in the Department for Communities and Local Government will find their plans for infrastructure projects seriously thwarted because he has not been able to produce trained archaeologists to do that vital job.

--- Later in debate ---

[Mr Gibb]

I am grateful for my hon. Friend’s words, but with respect the absence of an A-level does not prevent students from taking the subject at university. As I explained earlier, universities are looking for a range of A-level subjects for entry into the degree subject. That is where his focus should be: on encouraging more young people to study archaeology at university.

We did leave no stone unturned. The exam boards have been facing financial issues to do with the cost of running examinations, and both OCR and AQA have dropped a range of subjects. Thanks to the work of Department for Education officials, we have managed to persuade Pearson to take on a number of subjects despite their small cohorts and the fact that they will not be lucrative for the exam board to pursue. We have to be realistic.

As I said, even now if an exam board came forward with an offer to continue to develop a new archaeology A-level, the Department would be responsive—our intention was not that the subject should be dropped at A-level. I am as disappointed as my hon. Friend about the decision, the root of which, however, is the low numbers who have been taking the subject in recent years: down to 26 in state-funded schools and 340 across the piece, compared with more than 80,000 taking the single most popular A-level, maths. That is the degree of difference between archaeology and the more popular subjects.

I hope that I have explained that the Government share the concerns about AQA’s decision to withdraw from archaeology, but I am confident that our wider A-level reforms will equip students with the knowledge, skills and drive that they need to succeed, whatever their chosen field.

Question put and agreed to.

Resolved,

That this House has considered the future of A level archaeology.

Children and Social Work Bill [Lords]

Nick Gibb Excerpts

2nd reading: House of Commons & Money resolution: House of Commons & Programme motion: House of Commons & Ways and Means resolution: House of Commons
Monday 5th December 2016 Commons Chamber

[The Minister for School Standards (Mr Nick Gibb)]

I beg to move, That the Bill be now read a Second time.

I am delighted to be able to open the debate in the absence of the Secretary of State, who is in Shanghai at the education summit. I know she regrets not being here, and she sends her apologies.

As the Secretary of State made clear when she spoke at the national children and adult services conference a few weeks ago, nothing is more important than making sure that children get the best start in life, feel safe, are well looked after and are able to fulfil their dreams. Nowhere is that more important than for those children who do not have the benefit of a loving family to help them on their way and to support them as they grow up, or who face other significant challenges, which make it harder for them to flourish and thrive.

Children’s social care professionals perform some of society’s most vital, most important work, and we entrust them with nothing less than keeping our children safe and making life-changing decisions about what is best for their futures. These are highly challenging, highly complex tasks, performed by deeply dedicated and committed individuals.

However, as we all know, the system in which these individuals work is far from perfect, meaning the help and support being offered to vulnerable children in different parts of the country is a long way from being consistently excellent. Evidence from Ofsted shows that most local authorities struggle in some way to provide consistently effective core social work practice. That is why this Government are determined to bring about the widest-reaching reforms to children’s social care and social work for a generation.

Reviews by Professor Eileen Munro, Sir Martin Narey and Professor David Croisdale-Appleby, among others, have given us a deep understanding of the challenges faced by children’s social care. They have described a system in which initial social worker training is not consistently preparing students for the challenges of the job, and those already doing it too often lack the time, specialist skill and supervision needed to achieve real change for children and families; a system that focuses too much on management and is governed by prescribed approaches rather than excellent practice; and a system where services have not always been designed around vulnerable children, and innovation has not been given enough space to thrive.

Over the last six years, the Government have taken important steps towards addressing these challenges. For example, we have raised standards in children’s homes and enabled young people in foster care to remain with their carer up to the age of 21. We have invested £100 million through our innovation programme to allow radical new approaches to children’s social care to be developed and tested. In April, we announced a £200 million extension to the programme to take this further still. We have taken a variety of steps to enhance the status, skills and capacity of the social work profession—both for children and for adults. Those include appointing chief social workers; publishing definitive statements of the knowledge and skills required by adults’ and children’s social workers; and investing over £750 million since 2010 in traditional and fast-track routes into the profession.

[Jonathan Reynolds (Stalybridge and Hyde) (Lab/Co-op)]

Will the Minister give way?

[Mr Gibb]

If the hon. Gentleman will forgive me, I would just like to explain some of the tenets of the Bill, and then I will take his intervention.

We are starting to see things change. This year, we have seen the first “outstanding” judgments under the most recent—and most challenging—Ofsted framework. Local authorities are testing innovative ways of supporting families through the children’s social care innovation programme. Examples of excellent leadership across the country are being celebrated by Ofsted and others.

However, we are under no illusion that there is still much more to be done. That is why, in July of this year, the Department for Education published a clear and ambitious vision and plan for the changes that need to be made to drive sustainable improvement across the whole country. This is our plan for putting children first. It sets out fundamental reforms across each of the three pillars on which the social care system stands: people and leadership, practice and systems, and governance and accountability. This Bill is a crucial part of delivering reforms across those three pillars.

Part 1 concerns children who are in care or supported by the state. Clause 1 sets out, for the first time, a set of corporate parenting principles designed to establish consistently high standards in the support of looked-after children and care leavers, and drive a culture of excellent corporate parenting. The principles are intended to help a local authority to think and act in the interests of the children in their care in the same way as any good parent would. This is not about putting a new set of duties on local authorities; it is about changing behaviour and practice. The aim is to ensure that all parts and every tier of local government have the needs and circumstances of looked-after children and care leavers in their minds in their planning and decisions. This responsibility goes beyond just children’s social care, reaching across the whole of the local authority.

Clause 2 will ensure that the corporate parenting ethos extends into adulthood and that all care leavers are clear about the support on offer to them and how to access it. Care leavers will have access to information about the services available to them through a local offer from their local authority, with each local offer based on consultation with care leavers themselves.

Clause 3 will give all care leavers access to support from a personal adviser at any point up to the age of 25. We amended the Bill in another place to make sure that the service is offered at least annually so that care leavers can take advantage of it whenever they need to.

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

Will my hon. Friend give way?

[Mr Gibb]

If my hon. Friend will forgive me, may I make a little more progress, and then I will come back to him?

The next section of the Bill recognises that children who are adopted or who leave care under another permanence order often have ongoing difficulties resulting from their early life experiences. Clauses 4 to 7 will therefore give them access to the same support that looked-after children receive from virtual school heads at local authority level, and that designated teachers provide in schools to help with their education. Following an undertaking given in the other place, we are bringing forward amendments that will extend these provisions to children who have been adopted from overseas.

Clauses 8 and 9 expand the factors that courts and local authorities must take into account when deciding on the most appropriate place for a child. They do not give priority to one type of placement over another, but they do place more emphasis on stability and what would be in a child’s best long-term interests, taking account of the impact of any harm that the child may have suffered.

[Jonathan Reynolds]

rose—

[Mr Gibb]

I now give way to the hon. Gentleman.

[Jonathan Reynolds]

I am extremely grateful to the Minister. I was trying to tell him that I have to speak in a Delegated Legislation Committee at half-past 4, so the clock was ticking down for me. I want to ask him about a specific point relating to some casework that I have done in my constituency. It is about the lack of safeguarding checks for 16 and 17-year-olds in private fostering arrangements. I had a situation where a young person within that age group in my constituency went into a private fostering arrangement, and the parents were unable to get the assurances they would have had in a public setting. That is not addressed in the Bill, and I wonder whether the Minister would be willing to look at it if I tabled an amendment at a later stage.

[Mr Gibb]

Yes, of course. My hon. Friend the Minister for Vulnerable Children and Families is very keen to engage in debate on the details in Committee. I know that he will be very interested in the particular case raised by the hon. Gentleman and want to debate it with him.

[John Howell (Henley) (Con)]

In Oxfordshire we have had a situation where children in care have been abused, and that has led to Operation Bullfinch. How will what the Minister has set out make that situation better?

[Mr Gibb]

The local safeguarding arrangements set out in the Bill will provide a strong statutory framework that puts responsibility on the police, the NHS—through the clinical commissioning group—and the local authority to ensure that a robust safeguarding system is in place, but with greater local flexibility than we have at the moment, so that the arrangements are as effective as possible in meeting local needs. I also believe that the combination of improved national arrangements for analysing serious cases, which I will come on to, including child sexual abuse and exploitation, and for learning from them in a more systematic way, including higher standards for social workers, as set out in the Bill, will enable Oxfordshire and other counties across the country to keep children safer than is currently the case.

Chapter 2 of part 1 of the Bill focuses largely on arrangements for the safeguarding and protection of children. Earlier this year, Alan Wood, the former director of children’s services in Hackney who is president of the Association of Directors of Children’s Services, carried out a review for the Government on the role and functions of local safeguarding children boards. His report, which was published in May, found that local arrangements were patchy. Less than half of LSCBs were judged by Ofsted to be good or better, and he reported that there was a clear consensus in favour of reform. Strong partnership is, as we know from serious case reviews, key to keeping children safe.

Clauses 12 to 15 will establish a new child safeguarding practice review panel to review serious child safeguarding cases that are complex or of national importance. The purpose of the panel will be to improve the way in which we learn from cases where a child has died or been seriously harmed and neglect or abuse of the child was known or suspected.

Clauses 16 to 30 will introduce a stronger statutory framework for child safeguarding and protection at local level. The focus will shift away from wide-ranging local partnerships and will place a duty on the three key agencies involved in safeguarding children—namely local authorities, the police and the health service—to work together, and with any relevant agencies, to safeguard and promote the welfare of children.

[Tim Loughton]

rose—

[Mr Gibb]

I will give way to my hon. Friend and am sorry that I did not do so earlier.

[Tim Loughton]

The Minister will be aware that this is not the original Bill, thanks to the good work of the House of Lords in removing clauses 29 to 33 on the duty to innovate. At the recent national children and adult services conference in Manchester, my right hon. Friend the Secretary of State said of that duty:

“It’s about how we can put you in the best position to protect those children properly.”

The trouble is that the “you”—meaning 150 organisations, including Coram, the National Society for the Prevention of Cruelty to Children, the British Association of Social Workers and 90% of all social workers—said that they did not want it and that they were opposed to it. Will the Minister confirm that he will not try to reintroduce those clauses in this House?

[Mr Gibb]

I listened carefully to my hon. Friend, who will be aware, of course, that Eileen Munro, whom he appointed to look into this whole area when he was the Minister, supported the power to innovate. The Local Government Association, ADCS and Catch22 also support it. The power is not to do with taking rights away from children or with saving money; it is about giving councils the opportunity to develop new ways of working that they believe will improve outcomes for children.

[Tim Loughton]

My hon. Friend says that it is not about taking rights away from children, but one of the scenarios is the abolition of independent reviewing officers, who absolutely can be the only voice independently standing up for vulnerable looked-after children in local authorities. If they go under the proposals, how is that not taking away the rights of children, particularly vulnerable children?

[Mr Gibb]

This is not about abolishing any statutory responsibilities. My hon. Friend should wait to see the amendments tabled in Committee. I am sure that he will want to talk about his concerns in more detail with the Minister for Vulnerable Children and Families, who will take them very seriously indeed, particularly given my hon. Friend’s background and experience.

[Dame Caroline Spelman (Meriden) (Con)]

Chapter 2 covers other provisions relating to children, so we are talking about the rights of the child. Will the Minister consider amending the law so that a child has the right to have the names of both parents on their marriage registration certificate?

[Mr Gibb]

I know that that issue has been discussed and I am sure that my hon. Friend the Minister for Vulnerable Children and Families will listen very carefully to my right hon. Friend if she tables such an amendment.

We are not introducing change for the sake of change. If existing LSCB arrangements are working, there will be nothing to prevent them from continuing in a similar vein within the new legal framework set out in the Bill. Importantly, the local safeguarding partners will have a clear responsibility for the arrangements and the flexibility to change and improve them if they are not working.

I should briefly mention two other provisions in chapter 2 of the Bill. Clause 11 is largely technical and allows the Government to use their powers to intervene in combined authorities where their services are failing vulnerable children and young people, in the same way as the Government can intervene in individual authorities. Clause 31 was an amendment to the Bill, and it will enable the Secretary of State to extend whistleblower protection to people applying for jobs in children’s social care, as well as to existing employees.

Part 2 sets the legal framework for the establishment of a bespoke regulator for all social workers in England. High-quality social work can transform lives, and social workers play a critical role in our society. Every day, social workers deal with complex and fraught situations that require a great depth of skill, knowledge, understanding and empathy. However, when social workers are not able to fulfil their role competently, the consequences can be grave. In order to protect the public from these risks, social workers have to meet high standards of acceptable practice and competence, which are overseen by a regulator.

The need for an improved system of regulation for the social work profession was highlighted in recent independent reviews by Sir Martin Narey and Professor David Croisdale-Appleby. Our ambition, through the establishment of a new bespoke regulator for social work, is to continue to improve the practice of social work and raise the status of the profession. For too long, the bar on standards has been too low. Some graduates are leaving courses and being registered as social workers without the knowledge and skills required to do the job, and that cannot be right. The new regulator will ensure, following consultation with the profession, that minimum standards are set at the right level. The new regulator will be a separate legal entity, operating independently of Ministers in its day-to-day work. The Government have always been clear that we have no intention of making decisions about the performance of individual social workers. As with other independent health and social care regulators, the Professional Standards Authority will oversee the operations of Social Work England. The PSA has welcomed the revised clauses.

We are planning to table a further amendment regarding the national assessment and accreditation system. That will introduce a nationally recognised post-qualification specialism in child and family social work, which will reinforce the focus on quality of practice.

There are two other crucial measures that are not in the Bill, but about which amendments will be tabled shortly. First, amendments will be tabled to ensure that looked-after children in England and Wales can legally be accommodated in secure children’s homes in Scotland. Recent case law has cast some doubt on the present arrangements. Secondly, amendments will be tabled regarding the power to innovate. That power is a direct response to the issues raised by Eileen Munro in her independent review of child protection. She has said:

“Trusting professionals to use their judgement rather than be forced to follow unnecessary legal rules will help ensure children get the help they need, when they need it. Testing innovation in a controlled way to establish the consequences of the change, before any national roll out, is a sensible and proportionate way forward.”

The purpose of the power is to allow individual local authorities to test new ways of working by changing or disapplying specific legislative provisions within a controlled environment, with a view to achieving better outcomes for children. As hon. Members know, the other place was unhappy about the clauses that were included in the Bill at introduction. We appreciate that this is a new way of working in Government and we understand why some noble Lords were wary, but the provisions are too important just to let them drop. I emphasise that this is a grassroots power, empowering local authorities to test new and better ways of working in the best interests of children.

[Mr David Lammy (Tottenham) (Lab)]

Will the Minister give way?

[Mr Gibb]

If the right hon. Gentleman will forgive me, I am coming to the concluding elements of my comments.

Local government overwhelmingly supports these measures, and the national associations and individual authorities have made it clear that they do not want us to lose this opportunity to allow them to test new ways of working. We have, therefore, reviewed and substantially revised the clauses to make sure that they avoid the issues raised in the other place, and there are several notable new features. We have removed the provision that allowed a body carrying local authority functions under an intervention arrangement to apply to use the power. Only local authorities can apply to use the power and if they do not wish to, that is the end of the matter. The power was never intended to be used to alter or remove children’s fundamental rights or entitlements. Its sole purpose is to allow local authorities to trial better and more practical alternatives to the sometimes very specific and overly prescriptive requirements set out in legislation in order to provide better outcomes for children. The new amendments will put that beyond doubt.

We will set out further provision for the process surrounding the power to ensure that it is based on sound consultation, transparency and robust safeguards. All applications to use the power will be subject to local consultation, scrutiny by an independent panel and parliamentary approval. Pilots will be closely monitored. Those changes will be in addition to amendments the Government tabled in the other place about the scrutiny process that accompanies the power—

[Mr Lammy]

On that point, will the Minister give way?

[Mr Gibb]

I will not give way to the right hon. Gentleman because he was not here at the beginning of my speech, when I set out a lot of the basic principles surrounding the Bill.

As I said, those changes will be in addition to amendments the Government tabled in the other place about the scrutiny process that accompanies the power and ruling out the use of the provision for profit. The Government are committed to working with the sector. The changes we have made are the result of significant consultation and we believe that these clauses are the safest possible way to test new approaches. My hon. Friend the Minister for Vulnerable Children and Families is very keen to meet any colleagues who have concerns to discuss these provisions further.

This is a Bill for the welfare and prospects of vulnerable children and young people. All its measures are designed to improve the services that so many of them rely on, and I commend it to the House.

A-Level and AS Qualification

Nick Gibb Excerpts

Thursday 1st December 2016 Written Statements

[The Minister for School Standards (Mr Nick Gibb)]

In April this year, the Government announced that GCSEs and A-levels in a range of languages with smaller cohorts will continue and therefore will be reformed in line with other GCSEs and A-levels. This fulfils a commitment made in 2015 to work with the exam boards to ensure the continuation of these qualifications.

The reformed GCSE content for modern foreign languages, published in 2013, is suitable for all the modern languages currently available, and the exam boards are developing specifications for these GCSEs.

At A-level, we have worked with the exam boards to develop specific content for modern languages with smaller cohorts. The Government are today opening a consultation on this content, which will apply to A-levels (and AS) in Arabic, Bengali, Gujarati, Greek, Modern Hebrew, Japanese, Panjabi, Persian, Portuguese, Polish, Turkish and Urdu.

The content for modern languages with smaller cohorts is largely identical to the reformed A-level (and AS) content which applies to French, German, Spanish, Chinese, Italian and Russian. This was developed by the independent A-Level Content Advisory Board (ALCAB), appointed by the Russell Group to meet the expectations of higher education, and was published in 2015.

This content for modern languages with smaller cohorts addresses the risks associated with the assessment of smaller numbers of candidates, including the challenges of recruiting specialist examiners. The requirement to demonstrate speaking skills is not included in the proposed content, which is consistent with current AS and A-level qualifications in languages with smaller cohorts—with the single exception of Urdu (in which speaking skills are currently required). To secure a suitable level of rigour which is comparable for all modern languages, the Government propose a new requirement for modern languages with smaller cohorts. The proposed content would require students to apply language skills (reading, writing and listening) in combination, by responding to spoken and written sources addressing common subject matter.

The A-level (and AS) content for modern languages with smaller cohorts will apply to courses beginning in September 2018. The current specifications for these languages will remain available for courses beginning in September 2017.

I can also confirm today that A-level history of art and AS and A-level statistics will continue to be offered in England following the exam board AQA’s decision not to offer these qualifications for new courses starting from September 2017. We believe there is value in having a broad range of high-quality choices available to A-level students and our intention has always been that there should continue to be A-levels available in these two subjects. I am therefore pleased that the Pearson exam board has confirmed that it intends to develop new AS and A-levels in statistics and a new A-level in history of art for teaching from September 2017.

[HCWS301]