Plymouth Challenge for Schools

Nick Gibb Excerpts

Tuesday 6th November 2018 Westminster Hall

[The Minister for School Standards (Nick Gibb)]

It is a pleasure to serve under your chairmanship again, Mr Howarth. I congratulate the hon. Member for Plymouth, Sutton and Devonport (Luke Pollard) on securing the debate and on the way in which he introduced it. We share a vision for Plymouth of ensuring that every child in the city, regardless of their background or where they live, receives a world-class education that enables them to reach their full potential. That vision is shared by my hon. Friend the Member for South West Devon (Mr Streeter), whom the hon. Gentleman mentioned, and by my hon. Friend the Member for Plymouth, Moor View (Johnny Mercer). They continually raise education issues with me in the Chamber and the voting Lobbies.

Let me say up front that I support the Plymouth Challenge, which is a school-led initiative supported by Plymouth City Council and the regional schools commissioner, who is appointed by the Secretary of State. The challenge was set up to tackle historical underperformance in a number of secondary schools in the city. It seeks to harness the many strands of school improvement initiatives currently being undertaken in the city and to add to those initiatives capacity, resources and experience from other schools in the area and from outside the area. It was developed by the headteacher strategy group, which is made up of secondary headteachers.

As the hon. Member for Plymouth, Sutton and Devonport knows, the Plymouth Challenge is organised around three strands: strengthening leadership, raising standards and raising aspirations. On the second of those, systematic instruction in phonics during the early years of schooling is an essential foundation for teaching children to read. It is hugely important to secure the basics to equip young people with the life skills to decode, read and understand the world around them. The proportion of pupils in Plymouth who meet the required standard in the phonics check rose from 58% in 2012 to 82% in 2018, in line with the national average.

At key stage 2, Plymouth schools and pupils have risen to the challenge of the more rigorous primary school national curriculum that we introduced in 2014. In 2018, 62% of primary school students in Plymouth reached the expected standard in reading, writing and maths. That represents an eight percentage point improvement on the 54% of pupils in Plymouth who achieved the same result in 2016. Despite that gain, Plymouth’s figure is still two percentage points below the national average. It is therefore important that the primary sector continues to deliver improvements and builds on that upward trajectory in reading, writing and maths to get it above the national average.

As the hon. Gentleman will know, outcomes at secondary level are mixed. In 2018, 40.4% of students in Plymouth entered the English baccalaureate, which is a core group of academic GCSEs—English, maths, at least two sciences, a language and a humanity. That figure outstrips the national average of 35.1% and is 1.5 percentage points higher than the figure for Plymouth in 2014.[Official Report, 15 November 2018, Vol. 649, c. 4MC.] That means more young people in the city are studying and achieving through a core academic curriculum, which I firmly believe provides them with the knowledge and skills for a variety of careers beyond school life. However, we need the proportion of pupils studying the EBacc combination to rise significantly in every secondary school in the city.

On other key stage 4 measures, Plymouth lags behind the rest of the country. Its 2018 Progress 8 score is minus 0.32, which is below the national average. One way of improving standards, particularly at secondary level, is harnessing expertise both within and outside a city. A strong Exeter-based multi-academy trust is already having an impact by driving up expectations. Standards at two Plymouth secondary schools are benefiting from that expertise, and Reach Feltham, the top-performing London academy, provides that partnership with leadership support and challenge. That model is proving very effective.

We need to look outwards and build on great examples across the country, be that Michaela Community School’s marriage of high standards, exemplary behaviour and manageable teacher workload, which the hon. Gentleman referred to, Tom Bennett’s approach to improving behaviour in schools, or the myriad trusts finding success in the face of challenging circumstances.

There is also a benefit to be realised from more formal structural partnerships in the city. We welcome the increased engagement in Plymouth of high-quality multi-academy trusts outside the immediate region. Reach South Academy Trust is an example of a MAT that has done precisely that, bringing external expertise and experience into the city by creating a cross-phase hub and, as part of that, sponsoring UTC Plymouth.

The hon. Gentleman raised the national funding formula, specifically the maximum gains cap. Nationally, approximately 75% of schools, including those that were historically underfunded, will be on the national funding formula allocation by 2019-20. I reassure him that schools are already benefiting from that. The formula has allocated an increase for every pupil in every school in 2018-19, with increases of up to 3% for underfunded schools and more for the very lowest funded.

Changes to the formula have delivered significant gains in Plymouth, where schools have attracted an extra 3.3% per pupil on average this year. By 2019-20, that will be 5.9% more per pupil compared with 2017-18. That is equivalent to an extra £251 for every pupil, or a total increase of £10.2 million when factoring in rising pupil numbers. Furthermore, 15 Plymouth schools benefit from the formula’s minimum per-pupil funding level. These schools will not have their gains capped, so they will attract their full allocation by 2019-20.

The Department has also prioritised additional support for Plymouth through the strategic school improvement fund, with £681,000 approved to support 42 Plymouth schools, including funding projects focused on the teaching of phonics and maths. The high-quality training delivered through the secondary system leadership project has been welcomed. Although the project is in its infancy, I am confident that it will deliver increased capacity and capability in effective school self-review, peer review and school-to-school support and improvement.

Two Plymouth secondary schools have further benefited from £299,000 in emergency school improvement funding to drive longer-term whole-school support. The impact of that funding has been significant. For example, a “Ready to Learn” behaviour approach at All Saints Academy has fostered a culture in which rules matter and is proving to be an enabler of excellent teaching.

Furthermore, we have given strong trusts in Plymouth the opportunity to access additional funding to improve schools and increase social mobility through the MAT development and improvement fund. Four Plymouth trusts have been awarded grants and will access a minimum £298,000 of funding in this financial year. In total, that is more than £1 million in additional funding that the Government are injecting into the Plymouth education system. Funding for Plymouth schools is £149.6 million this year, rising to £153.3 million next year.

I am grateful to the hon. Gentleman for raising the importance of the Plymouth Challenge initiative. I share his vision of a high standard of education for all pupils and a system that enables all—regardless of background —to reach their potential. I have spoken about the collaborative stewardship role that we have taken in working towards transforming education in Plymouth, the impact of the funding streams that we have harnessed and committed to the city’s schools and the importance of working with stakeholders and learning from excellence outside the city. I have also spoken of the formal and informal ways in which we are strengthening leadership, raising aspirations and improving standards for the benefit of Plymouth pupils now and in the future.

I am keen to work with the hon. Gentleman and other Plymouth Members, and headteachers from his constituency, to explore how we can support the system, allowing schools to be at the forefront of improvement while continuing to challenge standards. I very much welcome his involvement in seeking to raise standards in Plymouth schools and very much want to be part of that process. Working with him, headteachers and other Plymouth MPs, I am sure that we can achieve a huge amount through the Plymouth Challenge to raise standards in all Plymouth schools.

Question put and agreed to.

School Funding

Nick Gibb Excerpts

Wednesday 24th October 2018 Westminster Hall

[The Minister for School Standards (Nick Gibb)]

It is a pleasure to serve under your chairmanship, Mr Betts. We all admired your agility in mental maths at the beginning of the debate.

[Mr Clive Betts (in the Chair)]

A good education.

[Nick Gibb]

I am sure that that is the case.

I congratulate my hon. Friend the Member for St Albans (Mrs Main) on securing this important debate. It is always interesting to follow a Labour spokesman talking about school funding. It was the Labour Government who left the coalition Government with a record public sector deficit of £150 billion, which is equal to 10% of GDP—on the brink of collapse—an economy in recession and high unemployment. We have reduced that deficit to under 3%, we have the lowest level of unemployment since the 1970s and we have halved youth unemployment to record low levels. The hon. Member for Wythenshawe and Sale East (Mike Kane) should be more careful when he talks about public finances.

This debate is timely, given the looming Budget next week. I am sure that everybody has listened carefully to my hon. Friend the Member for St Albans and other hon. Members who have spoken. We are determined to create an education system that offers opportunity to everyone, no matter what their circumstances or where they live. That is why we have delivered on our promise to reform the unfair, opaque and outdated school funding system by introducing the national funding formula for schools, which previous Governments had shied away from doing, including the previous Labour Government.

The introduction of the national funding formula means that this year, for the first time, funding was distributed to local authorities based on the individual needs and characteristics of every school in the country. This historic reform is the biggest improvement to school funding for a decade and it is directing resources to where they are needed most.

This Government want to ensure that all children receive a world-class education, and we have made significant progress. More schools than ever before are rated good or outstanding; 86% of schools are now rated good or outstanding, compared with—

[Mike Kane]

Will the Minister give way?

[Nick Gibb]

I will not give way.

That figure compares with 66%, which is what we inherited from the previous Government. The attainment gap is beginning to close and we have launched 12 opportunity areas to drive improvement in parts of the country that we know can do better. Children’s reading ability is also improving. We have risen from joint tenth in the reading ability of nine-year-olds to joint eighth in PIRLS, the progress in international reading literacy study.

However, we have made those achievements against a backdrop of inheriting an unfair method of distributing funding, which has hindered and not helped progress. Across the country, schools with similar pupil characteristics used to receive markedly different levels of funding for no good reason, meaning that the right resources did not reach the schools that needed them most. That is why it is so important that we have delivered on our promise to reform the unfair school and high-needs funding systems and introduced a national funding formula.

Schools are already benefiting from the gains delivered by the national funding formula. The formula has allocated an increase for every pupil in every school this year, with increases of up to 3% for underfunded schools. Next year, those schools that have been historically underfunded will attract increases of up to 6% more per pupil compared with 2017-18, as we continue to address historic injustices.

The constituency of my hon. Friend the Member for St Albans will attract gains of 2.5% per pupil under the formula next year compared with 2017-18, which is an extra £3.1 million for schools in St Albans when rising pupil numbers are taken into account. Of course, how that money is allocated will depend on the local authority. Special needs funding in Hertfordshire will rise by £4.4 million this year, rising to some £107.9 million.

I listened very carefully to the hon. Member for Harrow West (Gareth Thomas), and of course I would be delighted to accompany him on a visit to schools in his constituency and to meet headteachers.

My hon. Friend the Member for East Worthing and Shoreham (Tim Loughton) has attended many of these debates on school funding, as he pointed out, and made calls for a fairer funding system. He has been successful in that respect; he should acknowledge his own success in putting the case for schools in West Sussex, because they have seen an increase in the funding allocated to them. How it is allocated on a school-by-school basis will depend on West Sussex, but the funding that it has received for schools in my hon. Friend’s constituency for 2019-20 has risen by 5.5% compared with 2017-18.

My hon. Friend and constituency neighbour the Member for Chichester (Gillian Keegan) was right to point to improving standards in her constituency and she was also right to refer to special needs funding, which I will come to. Under the national funding formula, the amounts allocated to schools in her constituency will rise by 3.4% in 2019-20 compared with 2017-18.

I was interested to hear about the “Politics and Pastries” roundtable that the hon. Member for Plymouth, Sutton and Devonport (Luke Pollard) held. I would love to have been there; nevertheless, I would be delighted to meet headteachers from his constituency at some point very soon. Pupils in Plymouth will be funded on the same basis as in the rest of the country, despite what he said, under the national funding formula. That is the whole purpose of the national funding formula: based on the same needs, those pupils will receive the same amount. The hon. Gentleman referred to the gains cap, which ensures that changes in funding can be smoothed over the years under the national funding formula. Approximately 75% of schools that gain under the national funding formula—those that were historically underfunded—will be fully on their national funding formula figure by 2019-20.

The hon. Member for York Central (Rachael Maskell) raised the issue of York’s position in the national league tables of school funding, but I should point out to her that the amount allocated to schools in her constituency will rise by 5.4% in 2019-20, compared with the baseline of 2017-18. We have made a significant—

[Mike Kane]

Will the Minister give way?

[Nick Gibb]

No, I will not give way, because I am running out of time.

[Mike Kane]

rose—

[Mr Clive Betts (in the Chair)]

Order. The Minister is not giving way.

[Nick Gibb]

We have made a significant investment in our schools by providing an additional £1.3 billion across this year and next, which is over and above the funding confirmed in the 2015 spending review. The additional money means that core funding for schools and high needs will rise from almost £41 billion in 2017-18 to £42.4 billion this year, and to £43.5 billion in 2019-20. As the independent Institute for Fiscal Studies has confirmed, funding for five to 16-year-olds will be maintained in real terms per pupil across this year and next year. The IFS has also pointed out that by 2020 real-terms per pupil funding will be some 70% higher than it was in 1990 and 50% higher than it was in 2000.

Of course we recognise that we are asking schools to do more and that schools are facing cost pressures. That is why the Department is providing extensive support to schools to reduce cost pressures. We have recently launched “Supporting excellent school resource management”, a document that provides schools with practical advice on savings that can be made on the £10 billion of non-staffing expenditure in schools. It summarises the support the Department is offering to help schools to get the best value from their resources, including things such as buying equipment more cheaply and the new teacher supply agency framework, which ensures that fees paid by schools to agencies are transparent and that people are aware of what they are signing up to.

Another issue that was raised was, of course, high needs. We are firmly committed to supporting children with special educational needs and disabilities to reach their full potential. That is why we have reformed the funding for these children by introducing a high-needs national funding formula. We have invested an extra £1 billion in funding for children with high needs since 2013 and next year we will provide local authorities in England with over £6 billion in high needs funding, which is up from just under £5 billion in 2013. We recognise the challenges that local authorities face with their high needs budgets, which is why we have provided them with support to deliver the best value from their high needs funding. We are also monitoring our national funding formula for high needs and keeping the overall level of funding under review.

The issue of teachers’ pay and pensions was also raised. We have responded to the recommendation made by the school teachers’ review body to confirm the 2018 pay award for teachers, which will see a substantial 3.5% uplift for the main pay range, a 2% uplift for the upper pay range and a 1.5% uplift for the leadership pay range. That will ensure that schools are supported to continue to attract high-quality staff members and retain them.

[Gareth Thomas]

Will the Minister give way?

[Nick Gibb]

I will not give way, because of time.

We are funding the teachers’ pay award above the 1% that schools will already have budgeted for, by providing a teachers’ pay grant worth £187 million in 2018-19 and £321 million in 2019-20. This funding will be over and above the funding that schools receive through the national funding formula.

I want to give time to my hon. Friend the Member for St Albans to respond briefly to the debate, so I will conclude by thanking all Members who have contributed to this important debate. It is a key priority for this Government to ensure that every child receives a world-class education, to enable them to reach their full potential. I believe that the significant extra investment that we are making in our schools—both revenue and capital, and distributed more fairly through the national funding formula—will help us to achieve that.

Teachers’ Pay Grant

Nick Gibb Excerpts

Wednesday 24th October 2018 Written Statements

[The Minister for School Standards (Nick Gibb)]

Today I am confirming the allocations for the teachers’ pay grant for 2018-19.

The teachers’ pay grant was announced on 24 July by the Secretary of State for Education. This will be worth £508 million in total and will fully fund the 2018-19 academic year pay award to the end of the spending review period, over and above the 1% rise schools would have expected and been planning for.

On 14 September the Department for Education published the rates and high-level methodology for the teachers’ pay grant.

The grant will be paid to all state-funded schools and academies, including maintained nursery schools. This will be on the basis of pupil numbers in mainstream schools, and place numbers in special schools and other specialist provision. All schools will be funded for at least 100 pupils or 40 places.

Funding for mainstream schools will be allocated on the basis of pupil numbers and each school will have a specific allocation which cannot be modified by the local authority.

Local authorities will receive an allocation in respect of specialist provision in their area. This will be based on the number of places in each school, with all schools being funded for at least 40 places. The local authority will have the flexibility to allocate funding to the schools in their area, taking into account the particular circumstance of the schools and following consultation with them.

Further details and guidance will be published on gov.uk.

[HCWS1028]

Cost of School Uniforms

Nick Gibb Excerpts

Tuesday 9th October 2018 Westminster Hall

[The Minister for School Standards (Nick Gibb)]

rose—

[Siobhain McDonagh (in the Chair)]

Order. I was going to call the shadow Minister, but I have been corrected by the Clerk. The Opposition spokesperson cannot make a speech in a half-hour debate.

--- Later in debate ---

[The Minister for School Standards (Nick Gibb)]

It is a pleasure to serve under your chairmanship, Ms McDonagh, and to hear the hon. Member for Wythenshawe and Sale East (Mike Kane) speaking from the Back Benches, which is where all the best people in the Labour party sit. It is also a real pleasure to hear the right hon. Member for Birkenhead (Frank Field) lead this important debate on the cost of school uniforms. I pay tribute to him for his work with the all-party parliamentary group on hunger, and for his local work with Feeding Birkenhead, which has benefited thousands of children with meals and activities during the school holidays, as well as school breakfasts during term time.

The Department strongly encourages schools to have a uniform as it can play an important role in contributing to the ethos of a school and setting an appropriate tone. It is common for a school to have a dress code, and the overwhelming majority of schools require pupils to wear a uniform. For pupils, uniforms can remove competition to keep up with the latest fashion trends. For teachers, uniform can support discipline and motivation among pupils as part of a wider behaviour policy. For parents, uniform means they do not need to worry about what their children are wearing or the costs associated with buying the latest fashions or brands. A school uniform can also help foster equality among pupils and support the development of a whole school ethos.

One of the primary purposes of a uniform is to remove differences between pupils. With a standard uniform in place, it is harder to discern a pupil’s background; instead, what is important is their character and personality. In these ways, uniforms can play an important part in helping pupils feel safe at school. While decisions about school uniform are made by headteachers and governors—it is right that they continue to make these decisions—we always encourage schools to have uniform policies for those reasons.

In 2015, the Department commissioned a survey on the cost of school uniform, which provides the most recent information the Department holds on the matter. It indicated that the average cost of most items, except the school bag, decreased between 2007 and 2015, once adjusted for inflation. Moreover, most parents were pleased with the overall cost and quality of their child’s uniform. Over two-thirds of parents were happy with the cost of uniform and PE kit.

As was expressed in the debate, it is important that we are not complacent. While school uniform can have a hugely positive impact on a school in terms of providing cohesion and community, it may present—as we have heard—a financial burden on some, particularly lower-income families. In the same survey on the cost of school uniform, nearly one-fifth of parents reported that they had suffered financial hardship as a result of purchasing their child’s school uniform. The cost of uniform should not act as a barrier to obtaining a good school place. We want all children to be able to attend a school of their parents’ choice wherever possible.

[Sarah Jones]

Will the Minister give way?

[Nick Gibb]

I will not because of the time; I am sorry.

No school uniform should be so expensive as to leave pupils or their families feeling unable to apply to or attend a school. One hon. Member raised the issue of the admissions code, which explicitly sets out that,

“Admission authorities must ensure that…policies around school uniform or school trips do not discourage parents from applying for a place for their child.”

It is for the governing body of a school to decide whether there should be a school uniform policy, and if so, what it should be. It is also for the governing body to decide how the uniform should be sourced. However, governing bodies should give cost considerations the highest priority when making decisions about their school’s uniform.

The Department publishes best practice guidance on school uniform, the latest version of which was published in September 2013. That guidance makes it clear that when schools set their policy on school uniform, they should

“consider the cost, the available supply sources and year round availability of the proposed uniform to ensure it is providing best value for money for parents”,

and on the important issue of games or PE kits, that schools should

“ensure that the PE uniform is practical, comfortable and appropriate to the activity involved, and that consideration is given to the cost of compulsory PE clothing”.

That is non-statutory guidance for schools.

The right hon. Member for Birkenhead is right to draw attention to the issue of school uniforms and VAT. EU law allows the UK to have a zero rate of VAT on clothing and footwear designed for young children which is not suitable for older people. Therefore, clothing designed for children under 14 years old has no VAT on it. Over time, as children grow, their clothing becomes indistinguishable from that of adults. HM Revenue and Customs needs to operate size limits for the VAT relief to comply with EU law. The limits are based on the average size of 13-year-old children, using data provided by the British Standards Institution. It is inevitable that some children within the intended age range—such as the child cited by the right hon. Gentleman—will require larger articles of clothing or footwear that do not qualify for the relief. The Government are unable, under EU law, to extend the relief to encompass children beyond the average size. That is one of the reasons that our guidance is so firm in saying that schools should ensure their school uniform is affordable. I know the right hon. Gentleman has strong views on the EU and he may well get his way on this issue in due course.

Our existing best practice guidance emphasises the need for uniforms to be affordable. In fact, we advise school governing bodies to give the highest priority to cost considerations when making decisions about their school uniform. Most schools already ensure that their uniforms are affordable. However, for the minority of schools that may not, the Government have announced their plan to legislate to put the school uniform guidance on a statutory footing to send a clear signal that we expect schools to ensure uniform costs are reasonable.

The hon. Member for Ogmore (Chris Elmore) raised the issue of financial help and school funding grants. In England, some local authorities provide discretionary grants to help with buying school uniforms. Local authorities that offer such grants set their own criteria for eligibility, and schools may offer clothing schemes, such as second-hand uniforms at reduced prices. Schools may also choose to use their pupil premium funding to offer subsidies or grants for school uniforms.

The hon. Member for York Central (Rachael Maskell) raised the issue of recycling, of games kits in particular. I remember that I wore a second-hand rugby kit in some of the years at my school, and that was significantly cheaper than buying the kit brand new—I was not a particularly good rugby player, so it would not have been money well spent.

To conclude, I am grateful to the right hon. Member for Birkenhead for raising this issue and to other right hon. and hon. Members for contributing to the debate. Important issues have been raised. I hope that he is content to some extent that the Government echo his concern and content about the steps that we have taken to underline the importance of the cost of school uniform in helping the most disadvantaged members of society to access to a good school place and a good education. We want to ensure that the cost of uniform does not act as a barrier to getting a good education and a good school place.

[Siobhain McDonagh (in the Chair)]

I apologise to Members for my mistakes in chairing the sitting. The faults were entirely mine.

Oral Answers to Questions

Nick Gibb Excerpts

Monday 10th September 2018 Commons Chamber

[The Minister for Schools (Nick Gibb)]

The latest published school capacity data, from May 2017, show that the number of unfilled, or surplus, primary school places in Westminster was 2,158, 17.8% of the total number available there.

[Ms Buck]

Given the shortage of primary school places in a number of local authority areas, particularly on the edges of London, and the fall in the number of primary school children in Westminster schools—driven by the Government’s welfare reform agenda—will the Minister explain why it was sensible to fund the Minerva Academy, a free school, which was only ever half full, moved twice, never ended up on its permanent site, and closed this summer owing to lack of demand?

[Nick Gibb]

Eighty-six per cent. of newly opened free schools are in areas where more places are needed, and that is the case throughout the country. The other 14% are in areas where people are unhappy with the quality of provision. I should add that it is prudent for local authorities to retain some spare capacity in the system to allow for parental choice and to enable local authorities to manage shifting demand for places, to look further ahead at forecast demand, and not to strip out existing places that will be needed in the long term. If Labour had taken that approach when it was in office, it would not have cut 100,000 primary school places from our school system.

[Ruth George (High Peak) (Lab)]

rose—

--- Later in debate ---

[Ruth Cadbury (Brentford and Isleworth) (Lab)]

6. What assessment he has made of the effect of the teachers’ recent pay award on the financial sustainability of school budgets.

[The Minister for School Standards (Nick Gibb)]

We are fully funding the teachers’ pay award by providing a teachers’ pay grant worth £187 million in 2018-19 and £321 million in 2019-20. This funding will be over and above the core funding that schools receive through the national funding formula.

[Ruth Cadbury]

That is not the experience of heads and governors in Hounslow. The pay award is not fully funded. Schools are expected to pick up the tab for the first 1% of the cost of the pay award, so they are having to make further cuts to school provision and staffing. Also, schools have not been told how the pay award will be funded after 2020. Will the Minister come to meet heads and governors in Hounslow to explain how he thinks they will be able to achieve this?

[Nick Gibb]

The pay award is being funded over and above the 1% for which schools have already budgeted. Incidentally, the 3.5% pay award for teachers on the main pay scale takes the pay range to between £29,600 and £40,300. The 2% pay rise will be funded over and above the 1%, and the 1.5% pay rise for headteachers will also be funded over and above the 1% that schools have already awarded. Pay scales for headteachers, for example, now range up to £111,000 a year for some heads, and £118,000 for headteachers in inner London, although I accept that those figures are not as high as the pay of the general secretary of the National Association of Head Teachers, which is over £200,000.

[Philip Davies (Shipley) (Con)]

I have raised school budgets in my constituency, about which I am concerned, with the Minister on a number of occasions, and I thank him for spending the time to look into them. Although school budgets are increasing per pupil by a minuscule amount, it is clear that costs, of which teachers’ pay is only one, are going up much faster than the per pupil increase. What can he do to make sure that school budgets, particularly in my Shipley constituency, rise at a rate that ensures they can cover the increased costs they are expected to incur?

[Nick Gibb]

We are spending record amounts on school funding—£42.4 billion this year—but we accept that schools are facing some cost pressures. We are helping schools with their resource management, and we are providing national buying schemes so that they can buy things such as energy and computers more cheaply.

We are also introducing a free teacher vacancy scheme, which is being rolled out later this year—it has already been piloted in Cambridgeshire and the north-east—and which will save schools £78 million a year.

[Jonathan Edwards (Carmarthen East and Dinefwr) (PC)]

Is the Minister aware that the Treasury has not funded the teachers’ pay increase for Welsh teachers, and therefore that, if there is to be a pay increase for teachers in Wales, it will mean redundancies, a reduction in provision for pupils with special educational needs and a reduction in school investment budgets?

[Nick Gibb]

We have managed to fund the pay award from within the Department for Education’s own budget, and we expect the Welsh Government to be able to do the same.

[Liz Twist (Blaydon) (Lab)]

8. What assessment he has made of the effect of the Government’s policy on funded childcare on the financial viability of childcare settings.

--- Later in debate ---

[Mr Philip Dunne (Ludlow) (Con)]

12. What recent steps his Department has taken to increase the take-up of STEM subjects.

[The Minister for School Standards (Nick Gibb)]

To address the shortage of science, technology, engineering and maths skills, the Government are committed to encouraging more students into STEM education and training. We are investing an additional £406 million in skills, including in maths and digital, and this includes the advanced maths premium and an £84 million programme to improve the teaching of computing.

[Mr Dunne]

I welcome the investment to which the Minister referred. Does he agree that it is at primary school where children need to be encouraged to enjoy maths? Initiatives such as the green car challenge run by south Shropshire engineering ambassadors, where year 6 pupils in south Shropshire make a vehicle that can run on renewable energy, can excite young people and bring STEM subjects to life.

[Nick Gibb]

My hon. Friend is absolutely right. Excellent projects such as the green car challenge for year 6 pupils in schools in south Shropshire help to bring science to life and they help to motivate those pupils when they start secondary school where, since 2010, the proportion taking at least two science GCSEs has risen from 63% of 16-year-olds in 2010 to 91% now.

[Dr David Drew (Stroud) (Lab/Co-op)]

Does the Secretary of State and the rest of the Education Department recognise the importance of agricultural science to help address the need for more food production in this country on the back of the forthcoming Bill? Is it not about time that we included agricultural science in the STEM subjects?

[Nick Gibb]

The hon. Gentleman is absolutely right about the importance of agriculture and of studying agricultural sciences. The sciences—maths, chemistry, physics and biology—are important preparation for studying agriculture post-16.

[Chris Davies (Brecon and Radnorshire) (Con)]

14. What steps his Department has taken to ensure that freedom of speech is protected in universities.

--- Later in debate ---

[Trudy Harrison (Copeland) (Con)]

T5. I thank the Secretary of State for taking seriously concerns expressed by my community and me about Whitehaven Academy, and for his Department’s interventions to ensure the swift re-brokerage to Cumbria Education Trust. What measures have been put in place to ensure that what has happened at Whitehaven Academy could not happen to any other school, academy or multi-academy trust?

[The Minister for School Standards (Nick Gibb)]

I am grateful to my hon. Friend for those comments. As she hints, we have appointed a strong sponsor for Whitehaven Academy that is already driving forward improvements, backed by substantial funding to improve teaching, resources and the school estate at that school. The overwhelming majority of academies tell a positive story of driving up standards, and the latest published accounts show no regularity exceptions, as they are called, for more than 95% of trusts. The Education and Skills Funding Agency has learned from the experience of the Bright Tribe Trust and other cases, and has made improvements.

[Stephanie Peacock (Barnsley East) (Lab)]

T2. Before the recess, the Minister promised me in a written answer that the Carillion apprentices would be supported to find new placements and continue to be paid in the meantime, but just days after the House rose, hundreds were laid off. What will she now do to honour her commitment and support all these victims of corporate failure?

--- Later in debate ---

[Nick Gibb]

We have record numbers of teachers—450,000, which is 10,000 more. The number actually fell this year, but there are 450,000 teachers in our school system—10,000 more than in 2010. The average class size in secondary schools has risen only slightly since 2010 despite the fact that there are 32,000 more secondary school places, and similarly in primary schools, despite the fact that there are over 500,000 more primary school pupils in our schools. We are working in areas around the country, including the north-east, to improve teacher recruitment and retention in those areas.

[Vicky Ford (Chelmsford) (Con)]

The students union at Anglia Ruskin University has recently undertaken a detailed study of mental health issues faced by students, and it strongly recommends the benefits of students registering with two GPs—one at home and one at university. Will my right hon. Friend work with our new Secretary of State for Health to see how this could be made possible in a 21st-century NHS?

--- Later in debate ---

[Wera Hobhouse (Bath) (LD)]

T6. Newbridge Primary School, a well-performing and much-loved school in Bath, is in desperate need of improvements to its ageing buildings and extensive grounds. The per pupil funding settlement does not allow for any adjustments and barely covers the maintenance of the trees, and due to financial pressures, the council is very limited in what it can do. Will the Minister meet me and a representative of Newbridge Primary School to discuss its options?

[Nick Gibb]

We take the fabric of school buildings very seriously. We undertook a survey of all school buildings in the country. We are spending £23 billion both on increasing the number of school places and improving the quality of school buildings. I am happy to meet the hon. Lady and her constituent to discuss that particular school.

[Ben Bradley (Mansfield) (Con)]

Identifying and supporting children in their early education can often help to ensure that they get on in school and remain in mainstream education. So many who are excluded have communication difficulties or other problems with basic skills. In Mansfield this year, one in four children start primary school without those basic skills. What can my right hon. Friend do to support schools such as Forest Town Primary, which offers a nurture group to help those pupils transition to school, and help other schools to provide that kind of facility?

--- Later in debate ---

[John Grogan (Keighley) (Lab)]

T8. Do Ministers accept figures from the Local Government Association that suggest there will be a shortage of 134,000 secondary school places in five years’ time? Should well-performing local authorities not be able to open new schools?

[Nick Gibb]

The hon. Gentleman should know that since 2010, we have created 825,000 school places and are on track to have 1 million new school places. As my right hon. Friend the Secretary of State said, that is the biggest school expansion programme for at least two generations. That is in sharp contrast with what happened between 2004 and 2010 under the last Labour Government, which cut 100,000 school places from our system.

[Maggie Throup (Erewash) (Con)]

Students and teachers at Wilsthorpe Community School in Long Eaton have begun the new academic year in a new £16 million school building, funded by the Department. Does my right hon. Friend agree that that demonstrates the Government’s commitment to improving school facilities for all, and will he join me on a visit to the school in the near future?

Schools

Nick Gibb Excerpts

Tuesday 24th July 2018 Written Statements

[The Minister for School Standards (Nick Gibb)]

Today I am announcing details of school revenue funding for 2019-20, through three of the four blocks of the dedicated schools grant: the schools block, the high needs block, and the central school services block. Funding allocations for the early years block will be published later in the year, as usual.

School funding is at a record high, and schools have already benefited from the introduction of the national funding formula in April 2018. This is an historic reform, which means that, for the first time, resources are being distributed based on the individual needs and characteristics of every school in the country. The formula allocates every local authority more money for every pupil, in every school, in both 2018-19 and 2019-20, compared to their 2017-18 baselines.



The additional investment of £1.3 billion for schools and high needs across 2018-19 and 2019-20 announced last year, on top of the schools budget set at spending review 2015, means that per-pupil funding is being maintained in real terms between 2017-18 and 2019-20. In 2020 per-pupil funding will be more than 50% higher than it was in 2000, in real terms.

I can confirm that we will deliver our planned updates to the formula in 2019-20. This includes:

increasing the minimum per-pupil funding level to £4,800 for secondary schools, and to £3,500 for primary schools;

increasing the funding floor so that all schools will attract at least a 1% per pupil gain against their 2017-18 baselines;

and enabling underfunded schools to gain a further 3% per pupil, on top of the 3% they gained in 2018-19—this means that next year, underfunded schools will be attracting up to 6% more, per pupil, compared to 2017-18.

I am also confirming some small, technical changes to the schools block formula, which are set out in the accompanying policy document. In particular, we have introduced a new approach for allocating funding to local authorities to support schools with significant in-year growth in pupil numbers. This means that local authorities will be funded according to actual levels of pupil number growth, rather than on the basis of historic spending.

In the high needs formula, the funding floor will also increase to 1% per head and the gains cap will allow increases of up to 6% per head compared to 2017-18, up from 3% in 2018-19. The accompanying policy document sets out some further small changes to the way high needs funding is allocated, including changes to the arrangements for funding places at special free schools.

The primary and secondary units of funding for local authorities that we are publishing today will be used to set schools’ final allocations on the basis of updated pupil numbers data in the autumn. As we did alongside the launch of the national funding formula last year, in the interests of transparency and to help authorities and schools plan ahead, we are also publishing the notional school-level allocations which have been used to calculate those units of funding. Details of these arrangements have been published on gov.uk.

We recognise that the introduction of the national funding formula has represented a significant change to the way schools are funded. To provide stability for authorities and schools through the transition, we have previously confirmed that in 2018-19 and 2019-20 each local authority will continue to set a local formula, in consultation with local schools. These local formulae determine individual schools’ budgets in their areas.

We recognise that some areas use this local flexibility to tailor their local formula, for instance because of local changes in characteristics, rapid growth in pupil numbers or to invest more in pupils with additional needs. This year, however, we have seen considerable movement in local formulae towards the national funding formula: 73 local authorities have moved every one of their factor values in their local formulae closer to the national funding formula, with 41 already—in the formula’s first year of introduction—mirroring it almost exactly, and 112 local authorities have brought in a minimum per-pupil funding factor, following its introduction in the national funding formula.

We are pleased to see this significant progress across the system in moving towards the national funding formula in its first year. In the light of this progress, and in order to continue to support a smooth transition, I am confirming that local authorities will continue to determine local formulae in 2020-21.

After too many years in which the funding system has placed our schools on an unfair playing field, this Government have finally made the historic move towards fair funding. Alongside the increased investment we are making in schools, this will underpin further improvements in standards and help create a world-class education system, and build a system that allows every child to achieve their potential, no matter their background.

Today the Secretary of State has also confirmed the 2018 teachers’ pay award. To ensure that this is fully affordable to schools, we will be providing a teachers’ pay grant of £187 million in 2018-19 and £321 million to all schools in England in 2019-20. This will cover, in full, the difference between this award and the cost of the 1% award that schools would have anticipated under the previous public sector pay cap. The grant will provide additional support to all maintained schools and academies, over and above the core funding that they receive through the national funding formula.

[HCWS911]

Swaminarayan School Closure

Nick Gibb Excerpts

Wednesday 18th July 2018 Westminster Hall

[The Minister for School Standards (Nick Gibb)]

It is a pleasure to serve under your chairmanship, Mr Howarth. I congratulate the hon. Member for Ealing, Southall (Mr Sharma) on securing this important debate and on his opening comments.

My hon. Friend the Member for Harrow East (Bob Blackman) is, of course, right that the Government’s academies and free schools programme has enabled a number of Hindu faith schools to be established in the state sector for the first time, as free schools set up by organisations such as the Avanti Schools Trust. He pointed to a new school opening this September under the free schools programme. There is also the Avanti House Primary School in Harrow and the Avanti House Secondary School, which were opened under the free school programme—the secondary was rated good by Ofsted in May 2018. There is the Krishna Avanti Primary School in Croydon and the Krishna Avanti Primary School in Leicester, again set up under the free school programme.

There are more than 2,300 independent schools in England, and between them they provide an enormous variety of educational experiences for our young people. Around 7% of children are educated in the independent sector, which is a significant contribution to our education system. Some schools in the independent sector will close and some will open. The independent sector also has a number of faith schools, which bring their own distinctive flavour. Schools with a religious character also play a strong and positive role in the state-funded sector, making up a third of all schools. They are some of our highest performing schools and are often popular with parents, giving them greater choice and the opportunity to pass on their ethos to their children.

Although the independent school sector as a whole is flourishing, with broadly constant numbers of schools and pupils over the past few years, it is inevitable that there will be changes. Every year, a number of independent schools close—usually about 70 or 80. Other schools open their doors in broadly the same numbers, but the profile of the sector tends to change over time in response to a number of factors, including market pressures. We should not forget that independent schools, whether run by charities or as businesses, operate in the marketplace. The decision to close an independent school is a matter for the owner or proprietor alone, except for the small number of cases when the Government seek to close a school because of a serious and extended failure to meet the independent school standards; that has not been the case for the Swaminarayan School.

Unlike state-funded schools, independent schools do not have to go through an approval process before they close. Although the owner or proprietor is asked as a matter of courtesy to inform the Department for Education that the school can be removed from the register of independent schools, there is no obligation to give the Department any details of the reason for closure. The Department passes what it knows to the relevant local authority, in case the closure results in demand for state-funded school places.

It is, of course, always a priority, whenever an independent or state school closes, to ensure that alternative schools are found for the pupils. My hon. Friend the Member for Harrow East is absolutely right to raise that important issue. It can be a very difficult time for families, and sometimes there are added time pressures. Families were told about the closure of the Swaminarayan School well in advance. That is not often the case, and it will assist parents who are currently sending their children to the school.

I turn to the closure. Although the school is not in the constituency of the hon. Member for Ealing, Southall, it is likely that many children from families in his constituency attend it. Naturally, those families will have found the announcement of the closure disappointing. It is a reasonably sized school: in January 2018, it had 420 pupils, although only 377 are expected to be there this September, and it caters for an age range of between two and 18 years. When it was inspected in 2014, the Independent Schools Inspectorate found that the provision was excellent. The October 2014 report says the school

“enables pupils to obtain excellent standards in their work and to develop outstanding qualities as young people”.

It also says:

“Both at GCSE and in the sixth form, pupils benefit from first class curricular arrangements, and from a wide-ranging programme of activities”.

That reflects what the hon. Gentleman said. As I said, there is no requirement to give the Department specific reasons for closure, but our understanding from statements supplied by the trustees is that the reasons are primarily financial, and that falling pupil numbers are the driver. The closure of all parts of the school is now planned to take place in 2020, to give parents the maximum amount of time to find alternative schools.

The school has a designation as a school of religious character and a declared religious ethos of Hinduism, although not all the pupils who attend are of that religion. It is right to acknowledge that the closure of a school with a specifically Hindu ethos is a matter of regret, simply because at present there are relatively few other schools of that nature in England. There are two primary academies, four free schools and an independent school. Most Hindu children attend schools in the state or independent sectors.

As I have suggested, there is nothing the Government can do to stop the closure now that the trustees have taken the decision. We do not fund independent schools, and nor do we come to arrangements that are designed to help them overcome financial difficulties. That is what being independent is about; it is not just about giving schools greater freedom to operate in the way they want.

I am sure the school will work closely with the local authority and parents to ensure that alternative schools can be found for the children who are still at the school in 2020. I will write to my hon. Friend the Member for Harrow East about the site. If it had been a state school, there are particular provisions to ensure that the first option is for it to open as a free school. As it is an independent school, I will write to my hon. Friend in technical terms about whether there are provisions in statute that can enable the site to continue to be used for educational purposes, or whether it is free for the owners to dispose of as they wish. I will write to him to confirm that position.

I have listened very carefully to what the hon. Member for Ealing, Southall said. The priority over the next two years must be to ensure that the pupils who would have been at the school in 2020, had it remained open, are found alternative places.

[Bob Blackman]

One of the questions I asked—I apologise to the Minister, because they were not necessarily expected—was: what assistance can the Department give to parents who wish to set up a free school, if they wish to pursue that route? There are 377 pupils in the school at the moment.

[Nick Gibb]

We give a lot of help to groups that wish to set up free schools. The New Schools Network is the starting point of that help; once a proposal is in play, we will allocate an official in the Department to help it come forth. A number of Hindu free schools have already been established through that process, and I am happy to work with my hon. Friend the Member for Harrow East and the hon. Members for Ealing, Southall and for Ealing North (Stephen Pound), if they want to meet to discuss particular proposals for a Hindu free school to replace the Swaminarayan School.

Question put and agreed to.

Schools: Response to a Resolution of the House 25 April 2018

Nick Gibb Excerpts

Wednesday 18th July 2018 Written Statements

[The Minister for School Standards (Nick Gibb)]

I would like to respond to the resolution of the House following the Opposition day debate on school funding on 25 April.

School funding is at a record high and schools have benefited from the introduction of the national funding formula, which came into force in April. The new formula is supported by our investment of an additional £1.3 billion in the core schools budget, on top of what was announced at the last spending review.

Core schools funding will rise from almost £41 billion last year, to £42.4 billion this year and £43.5 billion in 2019-20. This means that real terms per pupil funding in 2020 will be more than 50% higher than it was in 2000.

The new national funding formula is an historic reform which means that, for the first time, resources are distributed according to a formula based on the individual needs and characteristics of every school in the country.

The formula recognises the challenges of the very lowest funded schools, by introducing a minimum per pupil funding level. Under the national funding formula, in 2019-20 all secondary schools will attract at least £4,800 per pupil, and all primary schools will attract at least £3,500 per pupil.

Moreover, the formula allocates every local authority more money for every pupil in every school in 2018-19 and 2019-20. Final decisions on local distribution will be taken by local authorities, but under the national funding formula every school is attracting at least 0.5% more per pupil in 2018-19, and 1% more in 2019-20, compared to 2017-18.

We recognise that the introduction of the national funding formula represents a significant change to the way schools are funded. To provide stability for authorities and schools through the transition, we have previously confirmed that in 2018-19 and 2019-20 each local authority will continue to set a local formula, in consultation with local schools.

Many local councils feel that the right thing to do is to replicate the national funding formula locally, and we support and encourage this. However, we recognise that some areas will want to use their local flexibility to introduce a more tailored local formula, for instance because of local changes in characteristics, rapid growth in pupil numbers or the need to invest more in pupils with SEN or disabilities.

After too many years in which the funding system has placed our schools on an unfair playing field, we are finally making the historic move towards fair funding. Alongside the increased investment we are making in schools, this will underpin further improvements in standards and help create a world-class education system, and build a system that allows every child to achieve their potential, no matter their background.

[HCWS876]

Construction Industry Training Board HQ

Nick Gibb Excerpts

Tuesday 17th July 2018 Westminster Hall

[The Minister for School Standards (Nick Gibb)]

It is a pleasure to serve under your chairmanship, Mr Betts. I congratulate my hon. Friend the Member for North West Norfolk (Sir Henry Bellingham) on securing this debate.

At the heart of our industrial strategy is having a skilled workforce that supports the continued development of our economy. The construction workforce is fundamental to that development—to building new homes, hospitals and schools and creating new jobs across the country. The workforce needs to be of a high quality, and the Construction Industry Training Board plays an important role in ensuring that the construction workforce grows and is trained to a very high standard.

I appreciate my hon. Friend’s concerns about CITB selling Bircham Newton as part of its wider reform plans, and I have listened carefully to what he has said. He made a compelling case for the CITB HQ to remain at Bircham Newton in his constituency. I can confirm that Ministers do not have a preference for where the HQ should be located. We support the reform programme and “Vision 2020”, which emerged from the industrial training boards review. I also appreciate that the local community is understandably apprehensive about the impact the reforms and this particular proposal will have on them.

CITB is an industry-led statutory body established under the Industrial Training Act 1964. It has a central role in training the construction workforce. It provides a range of services, including setting occupational standards, funding strategic industry initiatives and paying direct grants to employers who carry out training to approved standards. CITB is funded by a levy on British construction firms in England, Scotland and Wales. The levy is approved every three years by a consensus vote of industry federations. There is a serious risk that without that levy-funded training, there would not be enough skills training in construction and the sector could face a serious skills shortage. Construction has a weak track record of investment in skills and is characterised by high levels of self-employment and the use of subcontractors. Indeed, those are two fundamental reasons why we have a levy and why CITB was established.

In the autumn Budget and the housing White Paper, the Government announced a target of building 300,000 new homes a year by the mid-2020s. That relies on having a skilled, highly trained workforce. The UK construction sector needs highly skilled people with the capacity to carry out that scale of work. CITB’s strategic oversight of construction skills training is critical in ensuring that.

A recent Government report on industry training boards concluded that industry training boards with levy-raising powers remain the right model to support the construction and engineering construction industries. It recommended that CITB reforms its operating model and re-focuses on addressing the market failure to train enough skilled staff. It saw the need for CITB to concentrate on driving improvements in skills and training outcomes in line with its statutory purpose.

The industry itself recognises the need for change. The 2017 levy consensus consultation saw equally clear calls from the industry for CITB to reform. In response, CITB announced a major reform programme on 15 November 2017. Its aim was to reposition and repurpose itself to deliver the skills required by the industry. The reform programme has three key elements: the divestment of CITB’s skills training sites; the outsourcing of back office facilities in line with public sector activity—including human resources and IT, among others; and the creation of a single, centrally located headquarters.

CITB will no longer directly train construction workers in its network of training centres located around the UK or run the industry-led construction skills certification scheme, as my hon. Friend referred to. At present, CITB has significant conflicts of interests as it is the provider of training and the body responsible for setting standards. Leaving the training market will allow CITB to focus on its core functions of market sustainability, quality and standards. Outsourcing back office functions will enable CITB to make substantial savings. It is standard practice. CITB will work with future providers to minimise any effects on staff.

CITB’s head offices functions are currently spread over seven sites. Unsurprisingly that results in duplication and inefficiencies, as well as creating an unwieldy decision-making process. Creating a single head office will streamline CITB’s decision making, as well as increasing business co-ordination and continuity. The location of the head office is important. CITB covers the whole of the UK. A central location therefore makes sense for practical and business reasons. As I mentioned earlier, as Ministers we have no view on where that central location should be.

On 27 March 2018, CITB opened a consultation on the creation of a single head office and its location. All parties that could be affected have been involved. CITB is consulting a total of 133 head office staff from the sites in London, Bircham Newton in Norfolk and Thurmaston in Leicestershire. The Norfolk site has the largest number of head office staff, as my hon. Friend said. There is local concern about the future of the site, and the consultation process is still open. On 4 July, CITB discussed its intention to proceed with the head office relocation with its affected staff. CITB remains open to any proposals that meet its long-term requirements.

I am grateful to my hon. Friend for highlighting the issue. There is a strong public interest in having a highly skilled and efficient construction industry. The country’s economic success and social progress rely on building more homes and delivering key infrastructure projects. We need a highly skilled construction workforce with the capacity to carry out the Government’s house building ambition and key infrastructure projects. CITB has a vital role to play in delivering that skilled workforce. It is crucial that CITB is able to deliver its reform programme to undertake that role and to retain the trust and support of the industry it serves.

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

Department for Education

Nick Gibb Excerpts

Tuesday 3rd July 2018 Commons Chamber

[Gill Furniss]

I said that there would be differences. The nub of the matter is the differences between northern areas where there is an educational divide: resources should be given to make up those differences. They should not be taken away from us, as we are now seeing.

Some of our headteachers are even warning of mass redundancies as a last resort to balance their budgets by 2020. This is not a war-torn country in 1945: this is Sheffield in 2018, and it is simply not fair. The Government’s national funding formula is not working. The Department for Education claimed it would redistribute funding from local authority control, focusing on historically deprived and isolated areas, but schools in pockets of some of the greatest deprivation, which have fought against the odds to improve their funding situation, are suffering the most. Now, after a continual uphill struggle to secure sufficient funding, Sheffield school budgets are being decimated once more.

Some schools in Brightside and Hillsborough are being pushed to the limit. One is predicted to lose a staggering £190,000 by 2020, meaning a reduction in teachers, teaching assistants and other crucial resources. At a time when the Sheffield school-age population has increased by 7% across the decade, which has also led to a greater demand for specialist services and special educational needs, the Government ought to be putting more much-needed resources into the system. They have consistently failed to do so. Instead, they are pumping money into grammar schools—so much for helping the “just about managing”. We need an alternative.

[The Minister for School Standards (Nick Gibb)]

I have been listening patiently to the hon. Lady, but I must tell her that under the national funding formula, schools in Sheffield city will attract 6.6% more funding once the formula is fully implemented. By the way, that compares with a figure of 0.9% for Manchester.

[Gill Furniss]

Well, we have done our figures up north. I am telling the Minister the figures that we have got—and they do not match his.

We know that an alternative is possible. We, on this side of the House, have pledged to reverse the cuts and replace the national funding formula with a fairer funding system; to cap class sizes at 30; to give back control to local councils; to implement an effective accountability framework in schools; and to invest in comprehensive SEN training, ensuring that all staff are able to support the diverse needs of their students.

I am extremely proud of my city and its resilience. Teachers, parents, trade unions, councillors and even the local newspaper have come together to resist these changes; last week a petition was launched by The Star to demand that the Government deliver a fairer funding system for the city’s schools. I will support that and continue to campaign locally as well as nationally to make sure that the voices of my constituents are heard. It is time that the Government stopped imposing a postcode lottery on our children’s education and stopped taking the risk of destroying their chances of success.

--- Later in debate ---

[Gareth Thomas (Harrow West) (Lab/Co-op)]

It is a pleasure to follow the hon. Member for North Warwickshire (Craig Tracey). I join him in his praise for teachers not only in his constituency and mine, but across the country. I also join him in his praise for headteachers and the enormous contribution they make to the future of our country. Given that so many areas of our country are finding it difficult to recruit and retain teachers, and many schools are finding it difficult to get a headteacher on the first recruitment exercise, he may well want to reflect on whether his party’s policies are having quite the positive impact he claims.

If I may, I would like to go back to the opening remarks by the Chair of the Education Committee, the right hon. Member for Harlow (Robert Halfon). I praise his request for the message from this debate to be that we want investment in textbooks not tanks and a 10-year plan for education. It does feel that education is the public service that is not receiving sufficient attention around the Cabinet table in the negotiations with the Treasury. He was too polite to say so, but perhaps I can say that it is a pity the Secretary of State for Education is not here in person to hear the call for a 10-year plan for education. What I am sure he would not want to say at this stage is what my hon. Friend the Member for Sheffield, Brightside and Hillsborough (Gill Furniss) rightly said, which is that there needs to be more support, investment and pride in the contribution that comprehensive schools make, and more praise for the efforts of local councils to support high attainment and good standards in our schools. The idea that councils and local education authorities were ever a dead hand hindering high standards was always a nonsense and it is particularly a nonsense at the moment, given the huge cuts in funding to local authorities that LEAs have to deal with.

I want to make the rest of my remarks unashamedly parochial. I am fortunate to represent an area, the London Borough of Harrow, that has been deemed by the Education Policy Institute as offering the best education in terms of the increase in standards from when a child enters school to when they leave. While all the teachers and headteachers in Harrow are delighted with that accolade from the EPI, none would say they have sufficient resources.

My local schools work extremely closely together. The headteachers pride themselves on their co-operation and collaborative spirit. It is led in particular by the high schools. In my constituency, Whitmore High School, Nower Hill High, Harrow High and Rooks Heath work particularly closely together. All have very strong academic reputations. In particular, I want to single out the heads of Rooks Heath and Whitmore High School. The head of Rooks Heath was named not so long ago as the London headteacher of the year and the headteacher at Whitmore has a particularly good reputation, having led the school through a period of refurbishment and redevelopment.

Bentley Wood, Park, Canons Salvatorian and Sacred Heart are schools just outside my constituency—not quite as well politically represented as the four I have already named. All have strong reputations, all have effective leadership and all show good academic performance. However, all are crying out for more investment in funding. They have noted, as the heads of primary schools in my constituency have, that they are having to cope with an increase in employers’ contributions, an increase non-teaching pensions, teachers’ pay awards not being fully funded, non-teaching pay awards not being fully funded and the apprenticeship levy. Those pressures amount on average to an extra £54,000 in costs per primary school in Harrow and an extra £159,000 per secondary school. Similarly, schools in Harrow are having to cope with reductions in income from the way in which the minimum funding guarantee works and from reductions in their pupil premium grant. On average, primary schools are losing income. In 2017-18, £37,000 was lost per primary school and every secondary school lost £79,000. In terms of the additional school funding pressures facing every headteacher and governing body, the average overall in Harrow last year was almost £100,000 per primary school and £238,000 per secondary school, and that urgently needs to be addressed.

[Nick Gibb]

I am listening very carefully to the points that the hon. Gentleman is making, but he should be aware that no school in his constituency will lose funding. In fact, they will gain funding under the national funding formula, once we reach the end point, of 2.4%.

[Gareth Thomas]

I gently say to the right hon. Gentleman that he is very welcome to come to Harrow, and I would be very happy to organise a roundtable for him with headteachers of primary schools and secondary schools, because the experience that he describes is not the one that they have to face on a daily basis in managing their funding needs. He is sitting next to his colleague, the Minister for Apprenticeships and Skills, who I was glad to meet to discuss the funding needs of a sixth-form college that faces significant additional financial pressures.

More funding needs to be put into the school education system. Harrow needs it and every other school needs it—

--- Later in debate ---

[James Frith (Bury North) (Lab)]

I refer Members to my entry in the Register of Members’ Financial Interests.

Improving education chances for all young people in my constituency is one of my top priorities, as it will be for many across the House but, sadly, for too many the reality does not match the Government’s rhetoric. So I want to record the reality shared with me by the 67 head teachers from primary, secondary and special schools across the borough of Bury in their letter to The Bury Times in April this year, in which they said:

“Ministers repeatedly claim that education funding is protected and seem to be in denial about the realities of school funding and its impact on children. They talk about there being more money in education than ever before, when there are half a million more children in schools than in 2010. Tough decisions will have to be taken. Governors and Headteachers can no longer guarantee that such cuts will not impact on our children.”

Their letter goes on to warn of the consequences of this funding shortfall—larger class sizes, fewer teachers and senior staff, decrepit school buildings, loss of teaching assistants, fewer GCSE options on offer, difficulty in recruiting teachers and so on. One Bury head told me:

“It is quite simple—there is less money in schools. Government rhetoric says that schools’ funding has been maintained but does not mention the additional costs (NI payments, paying for services which were previously free, pay increases, pension increases etc.)”

Most alarmingly, this impacts on children with special educational needs and disability. I am pleased to have secured, with colleagues from the Education Committee in the Chamber today, the SEND inquiry, which has now started. More than half of the Bury heads responding to my survey told me that they had been forced to cut special educational needs provision. Three quarters say that the number of staff they have dedicated to SEN support has either stayed the same or fallen, despite increasing numbers of pupils needing access to it, while 52% expect to have to cut it further in the next two years. One primary head said, “I do not have the necessary funding to support some of our most vulnerable children in terms of SEND.” Schools need support if we are to create and sustain the dynamic mainstream education system that I would advocate.

It is unlikely to be a coincidence that the number of excluded pupils in alternative provision with SEND is on the rise. Some 77% of excluded pupils in 2016-17 had special educational needs and disabilities, with heads marking the reason for their exclusion from an extensive list of options as “other”. “Other” now represents nearly 20%, despite being a category intended for rare use on which the Department holds no data. In his recent letter to the Education Committee, the Minister for School Standards provided no data for 2017-18 SEND exclusions, which will have been submitted already but are not disclosed. Perhaps he might announce those figures in his closing remarks.

We need more scrutiny of schools’ use of “other” as a reason for excluding, as well as a more sympathetic system that supports and encourages schools to include and does not penalise them through the Ofsted framework. Pressures on our local authorities compound the problem. Some 250 children are being educated out of borough in Bury, at a cost of £6.5 million. I urge the Government to introduce a pupil premium-style funding allocation for children with SEND. Let us call it “SEND spend” and fund it properly. The high needs block funding must rise in line with costs, and the rise in SEND numbers needs to be better reflected explicitly in the system.

In Bury, I have challenged the local authority to commit to no out-of-borough care in five years. Let us not unsettle children who wish to remain, but enable a return to mainstream for children for whom a reasonable adjustment can be made. Alternative provision has a profound role to play—one that I celebrate and defend—but it must not become an alternative to a patient, sympathetic and inclusive mainstream system. This Government have presided over a highly pressurised, poorly funded system that leads schools to off-roll and to exclude, not include. Where now for Every Child Matters? We have a plan for some children, not all, and our most vulnerable are being left behind.

If we delve a little deeper into the Government’s auto-response that 1.9 million more children are in good or outstanding schools since 2010, we see that it is misleading. As I said to the Minister at last month’s Education Committee session, and as the Education Policy Institute confirmed in its report yesterday, a large part of that increase is due to a rise in the birth rate. About a quarter of the 1.9 million pupils—nearly 600,000—are the result of an increase in the population of pupils.

[Nick Gibb]

Can I point out that, in 2010, 68% of schools were judged by Ofsted to be good or outstanding and that figure is now 89%? In between those two dates, Ofsted has raised the bar of what constitutes good or outstanding.

[James Frith]

With respect, the Minister will have a chance to address these points when he sums up.

I have heard of Government intervention, but I am unsure how this Government can take credit for an increase in the birth rate—and anyway, the birth rate increase happened on Labour’s watch. Another quarter of pupils are in schools rated good or outstanding that have not been rated by Ofsted for at least eight years, and 300,000 pupils are in schools not inspected since 2010 because they are in converter academies. I know there is much agreement across the House on these issues, so I say to Ministers: take note of the forensic attention that our heads and your colleagues are paying to performance and ensure that, come the Budget, that is reflected in the allocation.

I will conclude with a brief word on capital spending. In response to my recent request for Lord Agnew and the Secretary of State to consider rebuilding Tottington High in Bury in my constituency, I received a letter acknowledging that the cost of a new school is on average between £9 million and £12 million in current money. Lord Agnew referred us to the £2 million pot given to Bury to look after all its schools. Since the ambitious days of Building Schools for the Future, capital funding has all but disappeared. Tottington High has been overlooked. It was booted off the BSF when the new Government came into power in 2010 and then pushed off their list for new builds. School governors expect more contact from the HSE than the DFE. As I asked the Secretary of State last week, will he send officials from his Department to visit the school to see for themselves the case to rebuild? If he responds to me in this debate, I will update the school when I am proudly its prize-giving speaker on Thursday night.

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[Mike Kane (Wythenshawe and Sale East) (Lab)]

I want to apologise to you straight away, Mr Deputy Speaker. I prepared diligently for this debate, but I had not realised the importance of estimates day debates to the House. I woke up today to headlines in all the newspapers talking about Kane for England, “Go Kane” and Kane for Harry, England and St George. It was not until the shadow Secretary of State turned up in her England top that the penny dropped. However, I am sure that the one thing that the Minister and I would agree on is that we wish our team all the best for tonight. Straight out of the gate, the Chair of the Education Committee, the right hon. Member for Harlow (Robert Halfon), got the tone right for the debate. He also came up with the best soundbite of the day when he talked about funding “textbooks, not tanks”. I shall carry on with the alliteration and say that textbooks, not Tories, are the best thing for our education system.

There is a great deal to discuss in the Department’s spending review, but as colleagues have had to be brief, I will follow suit. I will start with schools, where the Department does the majority of its spending. In particular, I would like to focus on a claim that the Minister made over the weekend that is particularly relevant to this debate. He took to Twitter to say that

“claims that schools would lose money next year are inaccurate. School funding is protected in real terms per pupil—contrary to some inaccurate and misleading claims”.

I for one am glad that the Minister has decided he has a problem with inaccurate and misleading claims. With that in mind, does he believe that every school is going to get more money in the coming financial year? After all, it was the Secretary of State who said that under the current spending plans,

“each school will see at least a small cash increase.”—[Official Report, 29 January 2018; Vol. 635, c. 536.]

Unfortunately for his Department, this has been queried by the independent Institute for Fiscal Studies and the UK Statistics Authority. So I ask the Minister to offer us some clarification and to state clearly whether schools will lose money or whether they will see a cash increase.

[Nick Gibb]

I should just like to point out that in the hon. Gentleman’s own constituency, his local authority has been funded to enable schools in Wythenshawe and Sale East to be funded with an increase of 2.3% once the national funding formula is implemented.

[Mike Kane]

I was so looking forward to that! The Prime Minister came to my constituency a few weeks ago to visit a school in Brooklands, in Trafford. That seat had never turned Labour in the history of municipal authority, but it did so that night and Labour took Trafford, because Trafford is losing £3.3 million in spending power for its schools.

Under the Department’s spending plans, schools will see cuts to their budgets for the third year in a row. I know that the Minister will be tempted to rehearse his prepared rebuttal and tell us how the Government have protected per-pupil spending in real terms, despite the fact that £2.7 billion in real terms has been cut since 2015. Those were the first schools cuts in a generation. Despite all the shallow talk of protecting budgets and extra funding, the future of our schools is not safe under the Tories.

While we are talking about the Department’s spending plans for next year, I know that there is one issue that teachers and school leavers across the country need an answer on, and that is pay. The Government’s own research has shown that their pay policy has left teachers nearly £4,000 worse off in real terms since they came into office. It is hardly a surprise that the Government are overseeing a crisis in the recruitment and retention of the teachers that our children and country need. Will the Minister admit that his pay policies have played a role in driving teachers out of the profession? If not, will he tell us why they are leaving the classroom in record numbers? For every teacher coming in, one is leaving the profession.

Teachers and other public sector staff have been repeatedly promised that the public sector pay cap has come to an end, but schools have been given no certainty about any pay rise or how it will be funded. So, will the Minister tell the House when the School Teachers’ Review Body will be publishing its annual report? Surely the Minister agrees that, without enough money to pay for higher wages, anything he utters from the Dispatch Box about an end to the pay cap is absolutely meaningless to the thousands of hard-working teachers who have not seen a real pay rise in years.

Before I end my speech, I want to discuss our student finance system. The Department’s estimates show that spending on the payment of student loans will be over £21 billion this year. They also show that the Department will be considering over £3 billion of interest payments on student debt as revenue. My hon. Friend the Member for Bootle (Peter Dowd), the shadow Chief Secretary to the Treasury, has already shown that the Government’s use of an unreliable inflation measure for these debts costs students around £16,000, and they will now discover that that is being done to line the Treasury’s coffers. Will the Minister tell us how that £3.2 billion is going to be spent? Will he tell us whether the fact that his Department has a vested financial interest in keeping interest rates high means that it will not be acting to address the fact that students are paying more than 6% in interest before they are even able to repay their debts?

It is traditional for the Opposition spokesman to thank Opposition Members for their speeches, but not today. I want to thank all the Government Members for their speeches—[Hon. Members: “Ahh.”] Isn’t that nice of me? The hon. Member for North Warwickshire (Craig Tracey) made a fine speech, but he failed to mention that North Warwickshire Borough Council is losing £12.5 million from its schools budget. We had the most supportive unsupportive speech that I have ever heard in this House from the hon. Member for Hazel Grove (Mr Wragg). He is right to say that Manchester teachers are the some of the best in the world—I was one of them—but Stockport Metropolitan Borough Council is losing £5.9 million over the funding period. What a fine speech it was from the hon. Member for Horsham (Jeremy Quin). I believe that Horsham is in West Sussex, where primary schools are losing £8.9 million over this Parliament. I have already had it out with the hon. Member for Erewash (Maggie Throup) about Derbyshire, which is facing an £11.5 million cut. Who else do we have? The hon. Member for Stoke-on-Trent South (Jack Brereton)—

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[The Minister for School Standards (Nick Gibb)]

I start by congratulating my right hon. Friend the Member for Harlow (Robert Halfon) and the hon. Members for Colne Valley (Thelma Walker) and for Manchester Central (Lucy Powell) on securing the subject of this estimates debate.

The Government are determined to create an education system that offers opportunities to everyone, at every stage of life, and an effective funding system is a cornerstone of such an education system.

Education funding has been a key priority for this Government, which is why we have been able to maintain core school funding in real terms since 2010, at a time when we have been tackling the historically high budget deficit we inherited from the Labour party. It is only through such a balanced approach to fiscal policy that we have been able to secure a strong economy that provides opportunities for young people, with the highest level of employment and the lowest level of unemployment since the 1970s.

[Sir Edward Leigh (Gainsborough) (Con)]

As the Minister knows, the Government had a manifesto commitment to remove the cap for faith schools, which they decided not to implement. However, they have promised to fund voluntary-aided faith schools 100%. Can he confirm that that pledge stands? What steps is he taking to ensure that money is forthcoming for new voluntary-aided faith schools?

[Nick Gibb]

My right hon. Friend the Secretary of State for Education has said that that is the approach we are taking to assist Catholic schools in particular. We are spending £23 billion on capital funding because of our balanced approach to managing the public finances.

We have made historic reforms to the way we fund our schools, supported by an additional £1.3 billion investment, and we have announced ambitious plans for a new world-class technical education system, backed by £500 million a year of additional funding.

As is clear from this debate, our work as a Department, and our investment in young people, extend far beyond schools and colleges. Members have raised issues relating to priorities across the Department’s remit—from early years to further and higher education—and I aim to address some of those important questions.

[Lucy Powell]

I thank the Minister for giving way; he did intervene on a number of colleagues during the debate. He champions numeracy, but does he accept that spending power is reduced when costs go up and income remains the same? The number of teachers who can be employed, the amount of training that can be put on and the support that schools can provide has reduced, and budgets have therefore fallen.

--- Later in debate ---

[Nick Gibb]

Of course I acknowledge that, but the hon. Lady also has to acknowledge that school funding is at a record level—£42.4 billion this year, rising to £43.5 billion next year. Of course I acknowledge there are costs that schools have absorbed, and I will come to the measures we have taken to help schools to deal with those rising costs, which include employers’ national insurance contributions. Those costs have been absorbed by the private sector, and they have been incurred across the public sector—public sector pensions have also been an increased cost across Whitehall. We are helping schools to address those issues.

By prioritising frontline spending within the Department’s budget, we have ensured that core funding for schools and high needs has risen over and above the allocations set out at the last spending review. The total core schools and high needs budget will rise from almost £41 billion in 2017-18 to £43.5 billion by 2019-20.

The hon. Member for Bury North (James Frith) mentioned Ofsted, and he pointed out that pupil numbers have increased. Of course he is right, which is why we have created 825,000 new school places since 2010, in contrast with the cut of 100,000 school places under the last Labour Government, despite the increased birth rate being very clear even then.

Sixty-eight per cent. of schools were judged good or outstanding by Ofsted in 2010, compared with 89% today. Although outstanding schools are exempt from routine inspection, Ofsted will trigger an inspection if academic results begin to slide in an outstanding school. The schools in the constituency of the hon. Member for Bury North will see a 6.9% per pupil increase in funding once the national funding formula is fully implemented.

The shadow Minister thanked Conservative Members, and I would like to thank Labour Members for their contributions to this debate because it gives me the opportunity to point out to the hon. Member for Burnley (Julie Cooper) that schools in her constituency will see a 3.2% increase in funding as a result of the introduction of the national funding formula. The right hon. Member for Wolverhampton South East (Mr McFadden) will see a 3.5% per pupil increase at the end point of the introduction of the national funding formula. The hon. Member for Gateshead (Ian Mearns) will see an increase of 3.4% per pupil under the NFF. The hon. Member for Kingston upon Hull West and Hessle (Emma Hardy) will see a 4.2% increase in per pupil funding as a consequence of the introduction of the NFF. She also talked about teaching assistants, and I should point out to her that in January 2010 there were 194,000 full-time equivalent TAs in our schools, whereas today there are 263,000 TAs. Finally, I should point out to the hon. Member for Reading East (Matt Rodda) that schools in his constituency face a 3.9% increase in pupil funding.

[James Frith]

I appreciate such sharpened focus and attention in the Minister’s remarks. He feels strongly supported by that information. Would he care to respond to my request for additional SEND funding to be maintained in line with the increase in the number of SEND pupils? Does he believe it acceptable that 77% of excluded pupils have special educational needs and disabilities?

[Nick Gibb]

I should point out that special educational needs funding is rising from £5 billion in 2013 to £6 billion this year. The statistics that the hon. Gentleman referred to in his speech—the exclusion figures—will be published on 19 July in the usual way, as we do every year.

I wish to point out—

[Huw Merriman]

rose—

[Nick Gibb]

I will not take any interventions for the moment, if my hon. Friend will forgive me.

In addition to the funding distributed through the NFF, eligible pupils will also attract the pupil premium, which has a specific focus on raising the attainment of pupils from disadvantaged backgrounds—we are talking about £2.4 billion this year. As a result, the attainment gap between disadvantaged pupils and their peers has closed by 10%, and standards are rising in our schools.

Our focus on phonics has transformed the way reading is taught in our primary schools. When we introduced the phonics screening check in 2012, just 58% of the six-year-olds taking the test reached the expected standard. Last year, that 58% had risen to 81%. However, we need to go further to ensure that every primary school is using the best approach to teaching reading. That is why we have funded phonics roadshows and why we are rolling out English hubs across the country to promote, and train schools in, the use of systematic synthetic phonics in the teaching of reading. We want every child in every primary school to be a fluent reader.

[Jeremy Quin]

Will the Minister give way?

[Nick Gibb]

I will not give way, if my hon. Friend will forgive me.

In 2014, we introduced a more demanding primary curriculum. In the first standard assessment tests, taken in 2016, which reflected that new curriculum, 70% of pupils reached the expected standard in the more demanding maths and arithmetic SATs. A year later, that had risen to 75%. But we want it to go higher still, which is why we are spending £75 million funding 35 maths hubs across the country, promoting the highly effective south-east Asian maths mastery approach to teaching maths. Our ambition is for half of all primary schools to be trained to use that approach by 2020, and for 11,000 primary and secondary schools to be in that position by 2023.

Next year, we are rolling out a computer-based multiplication tables check for all nine-year-olds, ensuring that every child knows their times tables by heart. What a contrast to the days when teachers were told they must not teach times tables. We are promoting the use of high-quality textbooks in primary schools, undoing the damage from the 1970s, when textbooks in primary schools were consigned to the store cupboard. High-quality, knowledge-rich, carefully sequenced textbooks promote understanding and reduce teacher workload.

In a global trading nation, we need to reverse the decline in the study of foreign languages that began under Labour in 2004. Since 2010, the proportion of 16-year-olds taking a GCSE in a foreign language has increased from 40% to 47%, but our ambition is for 75% to be studying for a GCSE in a foreign language by 2022 and for 90% to be doing so by 2025.

Let me respond to the typically thoughtful speech of my right hon. Friend the Member for Harlow, in which he paid tribute to the Secretary of State for Health and Social Care for securing a five-year funding settlement. He is right that longer-term visibility is helpful in every sector, and we are committed to securing the right deal for education in the spending review. I am grateful to my right hon. Friend for raising this important issue. Our track record gives us much to be proud of, but we will of course continue to listen carefully and take into account the issues raised today and the findings of the Education Committee inquiry. Investing in our young people’s future is one of the most important investments that we can make as a country. As a Government, we are committed to getting it right.

[Mr Speaker]

For the right hon. Member for Harlow (Robert Halfon) to be denied at least a minute would seem to be an act of cruelty, and that is unwarranted, so he can certainly have at least a minute.