Pupil Roll Numbers and School Closures: London

Nick Gibb Excerpts

Wednesday 7th June 2023 Westminster Hall

[The Minister for Schools (Nick Gibb)]

It is a pleasure to participate in yet another debate that you are chairing, Mr Hollobone. I congratulate the hon. Member for Vauxhall (Florence Eshalomi) on securing a debate on this important subject, and for opening it so clearly.

I am aware of the recent report by London Councils on managing surplus places, which highlights the key challenges facing London boroughs. Since the baby boom at the turn of the millennium, we have seen substantial growth in pupil numbers. The Government responded to that by supporting the creation of almost 1.2 million new school places since 2010. In addition to our investment in the free schools programme, the Government have committed over £14 billion of capital grant funding to support local authorities in building new mainstream school places between 2011 and 2026. It is the largest investment in school capacity in at least two generations, and includes £3.5 billion for London alone.

I can recall many debates on the “Today” programme with my hon. Friend the Member for Ruislip, Northwood and Pinner (David Simmonds), back when he represented the Local Government Association, about whether there were enough school places in London; it was almost an annual event for us—and here we are today. As we have seen, population trends do change. In London, the number of young people is falling faster than elsewhere. This is for several reasons, including decreasing birth rates, changes in international migration patterns since the UK’s exit from the EU, and more families relocating outside of London since the pandemic, as my hon. Friend explained so well.

The Government recognise the crucial role that local authorities play in planning local services for their community and championing the interests of children. Local authorities are legally responsible for ensuring that there are enough school places in their area. It is for local authorities, working with academy trusts and other local partners, to balance the supply and demand of school places in line with changing demographics. They have done so for many years. The uncertainty regarding future demographic changes means it is even more prudent for local authorities to remain flexible.

[Ruth Cadbury]

I am grateful for the Minister’s remarks about the role of local authorities. Will he admit that the free schools programme over the last 10 or so years made it very difficult for local authorities to plan school numbers? Back then, during a time of growth, we desperately needed a mixed, non-faith school between Chiswick and Hounslow for the whole of the Isleworth and Brentford area, yet the resources were taken by a free faith school, and a large proportion of its catchment came from a long distance away. Had the local authority been able to broker that decision, we might have had a more locally approached solution. Now we have declining numbers, and I am raising the contrary issue.

[Nick Gibb]

I understand the point the hon. Member is making, but free schools have been crucial in raising standards in our school system. The issue was not just numbers, but what we could do to deliver standards. I can think of a school in the constituency of the hon. Member for Ealing, Southall (Mr Sharma) that opened in 2018 and was in January judged as outstanding. These are important factors to take into account. This is about quality as well as numbers.

Some spare capacity should be retained in the system to manage shifting demand, provide for parental choice and support the effective management of the admissions system. Local factors should be carefully assessed, along with considerations of quality, diversity and accessibility of local provision, and the forecast demand for places, in determining the most appropriate approach in each area. Local authorities are well placed to do that. They have seen periods of decline, bulges and shifts in local patterns before, and have shown they are adept at managing them.

The Department expects local authorities to work collaboratively with their partners to ensure that they are managing the local school estate efficiently and reducing or re-purposing high levels of spare capacity, to avoid undermining the educational offer or financial viability of schools in their area. I know that local authorities, together with trusts, are already considering a range of options for the reutilisation of space. That includes, for example, co-locating nursery provision, as well as options for reconfiguration, including via remodelling, amalgamations and closures where this is the best course of action. Lambeth has rightly been proactive in addressing this issue and is consulting on reducing the capacity of eight primary schools.

The Department continues to engage with local authorities on a regular basis to discuss their plans and potential solutions. One solution is the support and benefits obtained from being part of a strong and established multi-academy trust. The Department believes that all schools should be in strong families of schools, benefiting from the resilience that that brings and the support of the best in the group. That is why, over time, the Department would like all schools to be in a strong multi-academy trusts. By centralising operational and administrative functions, schools within a MAT can save time and money, which can be reinvested directly into areas that have the greatest impact.

The hon. Member for Vauxhall referred to housing issues, as did a number of other Members, including the hon. Member for Brentford and Isleworth (Ruth Cadbury), who has just intervened. The provision of affordable housing is part of the Government’s plan to build more homes and provide aspiring homeowners with a step on to the housing ladder. Our £11.5 billion affordable homes programme will deliver thousands of affordable homes for both rent and to buy across the country. For London, £4 billion has been allocated, to deliver much-needed affordable and social housing in the capital. Since 2010, we have delivered over 632,000 new affordable homes, including over 440,000 affordable homes for rent, of which over 162,000 are for social rent. In fact, more than a fifth of overall delivery between April 2010 and March 2022 was in London, with over 89,000 homes for rent.

[Bell Ribeiro-Addy]

Can the Minister please outline how he defines “affordable” and why, if the homes are “affordable”, so many of my constituents find themselves unable to afford them?

[Nick Gibb]

That question is for another debate, I suspect, especially as I have only six minutes left; I would love to debate that issue with the hon. Member on another occasion. However, we are absolutely aware of the concern and the problem, which is why we are investing, as I said, £4 billion in affordable housing in London alone.

Although the challenge facing mainstream schools is evident, it is important to recognise that there is still a need to increase the supply of places, particularly for children with special educational needs and disabilities—a point made by the hon. Members for Richmond Park (Sarah Olney) and for Strangford (Jim Shannon) during this debate.

The number of children with SEND continues to increase in London, providing local authorities with an opportunity to think creatively about how to organise and structure high-needs provision alongside or within mainstream schools. Some £400 million of the £2 billion in additional funding for schools announced in the autumn statement will go to local authorities’ high-needs budgets and we are investing £2.6 billion in capital funding between 2022 and 2025 to help to deliver new school places for children with special educational needs.

Across London boroughs, councils will work with schools and the wider community to find alternative solutions to closure wherever possible. However, the school estate needs to be managed efficiently, which sometimes means reducing or repurposing high levels of spare capacity, including through closure, where places are not needed in the long term.

I know that the hon. Member for Vauxhall is particularly concerned about two schools in Lambeth that are in different stages on the path to closure: Archbishop Tenison’s School and St Martin-in-the-Fields High School for Girls. Both have a rich history going back hundreds of years. Their trustees explored all the options available and came to the difficult decision to seek a closure, through mutual consent with the Department. I understand how troubling that will be for pupils and their families. School closures are always a last resort. When a school closure is proposed, the regional director will work in consultation with the local authority and trust to gather information and assess the options, with the Secretary of State taking the final decision on the closure of academies. Minimising disruption for children at these schools will always be the Department’s top priority.

The hon. Member for Twickenham (Munira Wilson) raised the important point about empty places when pupil numbers fall and the impact that has on school budgets. To support local authorities to meet their sufficiency duty, the Department for Education provides them with revenue funding for growth and falling rolls, through the dedicated school grant. From 2024-25, the Government will additionally give local authorities more flexibilities to support schools seeing a significant decline in pupil numbers, where these places will still be needed within the next three to five years. Local authorities will be able to use their growth and falling rolls funding allocations to meet the revenue costs of repurposing school places.

My hon. Friend the Member for Ruislip, Northwood and Pinner requested a ban on academy trusts disposing of school land. Land and buildings are in fact held in trust, and the most common result of a closure is for the land and building to revert back either to the local authority or to the diocese if it was a Church school.

The hon. Member for Eltham (Clive Efford) raised Avery Hill, which I would be very happy to discuss with him. The free schools programme has been pivotal in meeting the demand for places since 2010, and has provided thousands of good new places across the country. In 2022, pupils in primary and secondary free schools made more progress on average than pupils in other schools. I have already referred to the outstanding free school in Ealing, the Ada Lovelace Church of England High School, which recently received a very good Ofsted report.

The performance of schools within the Harris Federation is even more impressive. Harris is one of the strongest and most successful multi-academy trusts. It educates more than 40,000 children in 52 schools across London, and 98% of its schools have been judged either good or outstanding by Ofsted. The Department continuously reviews the viability of all schools in the free schools pipeline, and we are looking closely at all the arguments for and against the free school at Avery Hill. We will open the school only when we are confident that it will be good, viable, sustainable and successful.

I am proud of the work that the Government have done since 2010 to ensure that we have school places where and when they are needed. As population trends change in London and across the country, we will keep supporting local authorities and trusts to ensure that any changes to local schools come with minimal disruption to our children and young people.

--- Later in debate ---

[Florence Eshalomi]

I am happy to end the debate now. I thank the Minister. I note that he has not answered any of my questions, so will he meet me?

[Nick Gibb]

indicated assent.

[Mr Philip Hollobone (in the Chair)]

Order. I believe that there are two votes, so the sitting will be resumed at 4.27 pm. I am ending the debate without the question being put.

Children's Access to Books

Nick Gibb Excerpts

Tuesday 6th June 2023 Westminster Hall

[The Minister for Schools (Nick Gibb)]

It is a pleasure to serve under your chairmanship yet again, Sir Christopher. The subject of the debate is of enormous importance, and I pay tribute to my hon. Friend the Member for Rother Valley (Alexander Stafford) for securing it, for the way in which he introduced it, and for his work as an active champion for literacy in his constituency.

I totally agree with the hon. Members for Strangford (Jim Shannon) and for North Ayrshire and Arran (Patricia Gibson) about the importance of children of all ages being read to, instilling in them a love of reading and improving their vocabularies. I look forward to visiting the constituency of my right hon. Friend the Member for Witham (Priti Patel) later this year to see “Get Witham Reading”. I pay tribute to her passion in ensuring that children in her constituency read well and have access to books. I also pay tribute to my hon. Friend the Member for North Swindon (Justin Tomlinson) for his commitment to high-quality education in his constituency, about which we talk regularly—not just general education, but reading in particular.

My hon. Friend the Member for Rother Valley says that we should improve children’s access to books. I wholeheartedly agree. That is why we have strengthened the national curriculum to focus on developing reading, and putting phonics at its heart, to ensure that children can read. Reading is the principal way to acquire knowledge, and the national curriculum encourages pupils to develop the habit of reading widely and often, both for pleasure and for information, and to develop a love of reading.

The texts that young people read play a significant part in their wider development, broadening their horizons and introducing new ideas and perspectives. As a child, I loved C.S. Lewis, C.S. Forester, E. Nesbit and L.P. Hartley, and today, I am ploughing my way through the 97 books that have won a Pulitzer since the introduction of the fiction prize in 1919. Charities such as World Book Day and the National Literacy Trust work tirelessly to raise the profile of reading for pleasure in our country, and for that I thank them and recognise their enormous contribution.

The Government are committed to continue raising reading standards. We place great focus on ensuring that early reading is taught well from the very beginning of a child’s time at school. Following that focus, and the commitment of hundreds of thousands of teachers up and down the country, England came fourth of 43 countries that tested children of the same age in the 2021 progress in international reading literacy study. The results were published only last month, and I am grateful to all the primary schoolteachers and teaching assistants whose commitment to reading and embracing the phonics approach introduced by the Government made that possible. Indeed, the strongest predictor of PIRLS performance was the year 1 phonics screening checkmark, with higher marks predicting higher scores. England’s average PIRLS score of 558 was significantly above the international median of 520 and the European median of 524, and significantly higher than all other participants testing at the same age, with the exception of Singapore, Hong Kong and Russia. There were very high PIRLS scores in Northern Ireland, and I pay tribute to teachers there for their achievement in the study.

That success in PIRLS follows the Government’s greater focus on reading in the primary curriculum, with a particular focus on phonics. It also follows reforms such as the English Hubs programme, the introduction of a phonics screening check in 2012, the reading framework, and the leading literacy national professional qualifications for teachers. My hon. Friend the Member for Rother Valley mentioned the importance of children having books at home, and the correlation between book ownership and educational success. In the 2021 PIRLS, overall performance was strongly associated with the number of books that pupils had in their homes. The average score of pupils in England with fewer than 10 books in their home was 507 points, compared with an average score of 591 points—down from 598 in 2016—for those with more than 200 books at home.

The English hubs programme is designed to spread best practice in how schools teach their pupils to read. So far, it has supported 1,600 schools intensively, with a focus on supporting children who are making the slowest progress in reading, many of whom come from disadvantaged backgrounds. That includes schools in Rother Valley, which are supported by two of our English hubs: Learners First and St Wilfrid’s. Between them, those two hubs have supported more than 100 other schools in the area. Schools supported intensively as partner schools by English hubs outperform non-partner schools by about seven percentage points when comparing the change in the year 1 phonics screening check. We have also introduced the reading framework, which is guidance for schools that was first published in 2021. Over 90% of schools have read the framework, which provides guidance to schools about how to improve the teaching of reading.

My hon. Friend also raised his concerns about provision for children with special educational needs and disabilities, particularly children who have chronic fatigue syndrome or Addison’s disease and who suffer from migraines. The next reading framework will include guidance on supporting children who are struggling to read, including those with special educational needs, and we regularly speak to experts, including SEND specialists, specialist schools and English hubs, about the way in which the Department can support teachers to ensure that children with dyslexia and other learning difficulties can progress well in their reading and meet the expectations by the time they leave primary school.

[Patricia Gibson]

Will the Minister give way?

[Nick Gibb]

If the hon. Lady will forgive me, I will not, because there are only four minutes left in the debate.

The hon. Member for Strangford raised the important issue of children with visual impairment, and I will ask my officials to engage with the RNIB about the most effective way of harnessing the power of digital media to improve literacy, including through the use of audio books.

The Department also recognises the vital importance of the teaching profession and is committed to offering the very best professional development. As part of our long-term education recovery plan, we announced £184 million of funding to deliver 150,000 fully funded training scholarships for national professional qualifications by the end of 2024. To incentivise small schools to participate, the targeted support fund provides an additional grant for every teacher who participates in the national professional qualifications in the next year. We also have a national professional qualification for leading literacy, which was launched in October last year, to train existing teachers to become literacy experts who will drive up standards in the teaching of reading in their schools and improve outcomes for every child.

The Government believe that all pupils deserve to be taught a knowledge-rich curriculum that promotes extensive reading both in and out of school. The national curriculum promotes reading for pleasure, and evidence shows that that is more important for children’s educational development than, for example, their parents’ level of education. I agree with my right hon. Friend the Member for South Staffordshire (Sir Gavin Williamson) about the importance of libraries in increasing children’s access to books and promoting reading for pleasure, whether in schools or through public libraries.

Libraries are particularly important in ensuring children have access to books during the current difficulties surrounding the cost of living. A national literacy survey conducted in December last year, to which my hon. Friend the Member for Rother Valley referred, reported that nearly 30% of parents stated they were borrowing more children’s books from libraries and that a quarter said they were asking their children to borrow more books from school libraries. Of course, it is for individual schools to decide how best to provide and maintain a library service, which is something to which my right hon. Friend the Member for South Staffordshire alluded. I enjoyed working with him at the Department for Education for a few years; we worked very well together, and I pay tribute to him for his time at the Department for Education. Many headteachers recognise the important role that school libraries can play in improving literacy by ensuring that suitable library facilities are provided.

There are several schemes that look to improve reading for pleasure and children’s access to books in school and public libraries. First, the Reading Agency’s summer reading challenge, to which hon. Members referred, is the biggest reading-for-pleasure programme for primary school-aged children. Each year the challenge motivates over 700,000 children of all abilities to read for enjoyment over the summer holidays. I also highlight the National Literacy Trust’s primary school library alliance partnership, which aims to bring partners together to transform 1,000 primary school libraries by 2025, providing them with books, training and support. Partners include World of Stories, the Marcus Rashford Book Club and “Raise a Reader” Oxfordshire. The partnership reported in November last year—a year after launch—that it had worked with over 330 schools and reached over 120,000 children across the country.

The Department is committed to improving literacy for all pupils, because unless children learn to read, they cannot read to learn. Reading is an essential foundation of success in all subjects, and we are determined to drive progress still further in the years ahead.

National Tutoring Programme: Funding

Nick Gibb Excerpts

Tuesday 23rd May 2023 Written Statements

[The Minister for Schools (Nick Gibb)]

The Department for Education will today announce the arrangements for the fourth and final year of the National Tutoring Programme (NTP) in England, which starts in September 2023. The NTP makes available subsidised tutoring for schools as part of a Government commitment to narrowing the attainment gap and improving outcomes for disadvantaged pupils. By the conclusion of the programme we will have invested more than £1 billion to deliver tutoring, which evidence shows is one of the most effective ways to accelerate academic progress.

Today’s announcement includes a change to funding arrangements from those previously put before the House. We have increased the subsidy for the programme for the forthcoming academic year, which means that schools can use their NTP funding to cover up to 50% of the cost of the tutoring they deliver instead of the previously announced 25%. This means that schools need to use less of their own money to be able to provide high-quality tutoring through NTP. We have made this change in response to feedback from schools and to ensure that the maximum possible amount of tutoring is delivered in the academic year 2023-24.

We have retained from this year the main elements of the current delivery approach, giving schools consistency to plan for next year. This will see us continue to provide schools with the flexibility to design a tutoring programme that meets the needs of their pupils through the existing three tutoring routes. While tutoring is available for all pupils, we expect schools to focus on those who are disadvantaged and in receipt of pupil premium or those who are below the expected standard or good pass in an applicable subject.

This information is available to schools via the academic year 2023-24 NTP guidance, which is published today. Alongside the guidance, we have published information on the funding each school will receive and a calculator tool to support schools to plan tutoring starting in September.

As we prepare for the final year of NTP, we aim to build on the success of the programme to date, which has seen over 3.4million courses delivered and close to 90% of schools participating.

[HCWS798]

Safety of School Buildings

Nick Gibb Excerpts

Tuesday 23rd May 2023 Commons Chamber

[The Minister for Schools (Nick Gibb)]

Let us not forget that under the last Labour Government, this country was falling in the international league tables on education standards in our schools. This Government, by contrast, are committed to making sure that every child in this country gets a first-class education and every opportunity to make the most of their abilities. If the hon. Member for Houghton and Sunderland South (Bridget Phillipson) looked at international education surveys such as last week’s Progress in International Reading Literacy Study—PIRLS—on the reading ability of nine-year-olds, she would see that education standards in this country continue to rise under this Government and thanks to the hard work of hundreds of thousands of teachers and teaching assistants in this country.

[Jonathan Gullis (Stoke-on-Trent North) (Con)]

My right hon. Friend is right to praise the hard-working teachers in places such as Stoke-on-Trent North, Kidsgrove and Talke, but he too deserves praise for being brave enough to be led by the evidence on phonics, as was mentioned by the shadow Education Secretary. Without his early intervention, despite opposition from Labour, we would not have seen that massive climb, and I congratulate him on ensuring that children had the best opportunities and the best start in life.

[Nick Gibb]

It is very kind of my hon. Friend to say that. I believe that that was due to the hard work of our teachers and the fact that the Government challenged some of the prevailing orthodoxies that were failing too many of our children. That is why we came fourth in the world out of 43 countries that tested children of the same age. I do not believe that any Labour Government would have the guts to challenge those orthodoxies, because they are so close to, and in hock to, the unions.

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

Can the Minister give a simple answer to a simple question? How many school buildings do the Government consider to be posing a risk to the life and safety of children in my constituency and across the country?

[Nick Gibb]

If the hon. Gentleman had asked that question when he and his party were in government, he could not have been answered because there were no comprehensive surveys of the standard of our school estate, whereas this Government have conducted two full surveys and are in the process of conducting a third.

[Several hon. Members rose—]

[Nick Gibb]

If hon. Members will forgive me, I want to set the scene before giving way.

Nothing is more important than the safety of pupils and of those who work in our schools. School buildings that are well maintained and safe are an essential part of delivering a high-quality education. Despite the shadow Minister’s grudging mention of a successful bid to the £450 million condition improvement fund announced yesterday, I congratulate Farringdon Community Academy in her constituency on its successful £1.5 million bid.

There are a number of ways in which we help schools to manage their estates. We do this mainly by providing capital funding, delivering major rebuilding programmes and offering guidance and support. Responsibility for keeping buildings safe, well maintained and compliant with relevant regulations lies with schools and the relevant local authority, academy trust or voluntary aided school body. Their local knowledge of their buildings means they are best placed to identify and prioritise issues so that schools are kept safe and in good working condition. Nevertheless, we gather data about the school estate to understand how the condition of school buildings changes over time, to make sure funding and support are effectively allocated, and to make sure we identify risks.

The Government carried out a major review of the school estate in 2014, since when we have completed one of the largest surveys in the UK public sector, in which we reviewed nearly every state school in the country, and we are undertaking a further major survey. To address the challenges in the school estate, we first needed a true understanding of its condition, which is why it is so disappointing that, over the 13 years of the last Labour Government, there was not a single comprehensive review of the condition of the school estate. We had a lot of work to do when we came into office in 2010, but now we have the full data.

[Imran Hussain]

I have had many conversations with the Minister over the years, and I respect him. Frankly, many of us in the Chamber today do not know whether the schools in our constituencies are safe, because the Government will not release the data. That is the central question we want addressing. The Minister in the other place wrote this week to tell me that three schools in my constituency will benefit from the condition improvement fund. Should I take it that those schools are currently unsafe for pupils?

[Nick Gibb]

No. The hon. Gentleman can take it that those three schools are receiving significant sums of capital funding to put right problems on their estate. Our surveys enabled us to identify those problems and to allocate significant sums of capital funding—£15 billion since 2015—fairly and appropriately.

[Catherine West]

I thank the Minister for giving way. He is generous with his time.

How far up the priority list is the problem of asbestos? I have been raising Fortismere School in this House since three Prime Ministers ago, and the right hon. Gentleman was the Minister for a bit, then he was not and now he is again. My schools have seen quite a few Ministers and Prime Ministers come and go, yet the asbestos is still there. When will Fortismere School have its asbestos removed?

[Nick Gibb]

Asbestos management in schools and other buildings is regulated by the Health and Safety Executive, as the hon. Lady will know. As part of that, the Department has published bespoke guidance on asbestos management. The “Asbestos management assurance process” was a survey launched in 2018 to understand the steps that schools are taking to manage asbestos. The DFE published a report of the overall findings in 2019, which showed that there are no systemic issues with schools’ management of asbestos. The HSE advises that as long as asbestos-containing materials are in good condition, well-protected and unlikely to be damaged or disturbed, it is usually safer to manage them in situ. But where they are dangerous, they of course take priority in all the capital bids that schools make.

The condition of buildings and premises is dynamic. We know that buildings need looking after and maintaining, which is why we have allocated more than £15 billion to improve the condition of schools since 2015, including £1.8 billion committed in this financial year. We allocate funding by taking into account the data we have on the condition of schools, so that schools in relatively poorer condition attract more funding. In December, we also made an additional £500 million of capital funding available to improve buildings and facilities, prioritising energy-efficiency. In addition to providing annual capital funding, our 10-year school rebuilding programme is committed to rebuilding or refurbishing school buildings in poor condition across England. We pledged to upgrade 500 schools in this programme, and we have already announced 400, including 239 in December, reserving some places for the future.

[Richard Foord (Tiverton and Honiton) (LD)]

I am impressed that the Minister manages to maintain a relaxed, calm tone when talking about this, because Councillor Jess Bailey, from my part of Devon, has said:

“I have witnessed children as young as four and five practising their escape drill with a rope across the road to prevent children being swept away in the rising waters.”

Tipton St John Church of England Primary School, which she is describing, has been identified to join the school rebuilding programme, but my concern is that such schools are being rebuilt at a rate of 50 per year —projects are commencing at that rate. Yesterday, I learned that the west country received the lowest allocation in respect of condition improvement fund bids in the country. I question whether the west country is being looked after by this Department.

[Nick Gibb]

The hon. Gentleman almost answered his own question, because I understand that the school he referred to was successful in the school rebuilding programme. It is difficult to respond to hon. Members’ questions and concerns when they highlight the fact that schools are rebuilt and that where there are serious problems with them, capital funding is available under a range of funds that schools bid into.

To qualify for the school rebuilding programme, schools such as the one the hon. Gentleman mentioned were assessed on their condition. Nominations for inclusion in the programme could involve including evidence of buildings in exceptionally poor condition or of potential safety issues. The bids were robustly evaluated by specialists and in the latest round all nominated schools with verified structural issues that met the programme’s criteria were included in the programme.

[Andrew Gwynne (Denton and Reddish) (Lab)]

The right hon. Gentleman will know that I have raised the issue of Russell Scott Primary School in Denton on multiple occasions. He lays great weight on the survey that the DFE does, but in 2018 that school passed that survey with flying colours, even though the headteacher knew that it should not have done. It is now in the Government’s rebuilding programme because it is falling down. Will he look again at the survey data and the quality of that collection to make sure that such schools do not fall through the net?

[Nick Gibb]

Yes. That is another intervention criticising us for another success, where a school is being rebuilt. We do keep updating these surveys, which is why we had the initial survey and then the condition data collection, CDC1, which is what this debate is about. We have already commenced CDC2, which will report by 2026, I believe. This is about making sure that we keep that information up to date and relevant to all the schools.

Last December, I had the chance to visit Guiseley School in Yorkshire, where I saw for myself the transformative effect that the new, modern buildings being provided will make to the entire school community. That was under the school rebuilding programme. Littleborough Primary School in Rochdale celebrated the handover of its new buildings in March, the first school to do so under the programme. I am pleased to say that a further three schools—Whitworth Community High School, Lytham St Annes High School and Tarleton Academy—are also now using their new buildings, which were refurbished or rebuilt under the school rebuilding programme.

[Munira Wilson (Twickenham) (LD)]

The Minister has said that he either cannot or will not publish the data from CDC1, but on 21 February, in response to a written question from me, the Minister confirmed that 39 schools have been either partially or fully closed since the last general election because they were deemed unsafe. He refused to name those schools or say how many were in each region in subsequent written questions from me, and his Department is now late in responding to a freedom of information request from my team asking for that data. Will he commit today to publish which schools were affected before the House rises for recess? If he will not do so, will he say why not?

[Nick Gibb]

I ask the hon. Member to hold off, because I am trying to create a sense of anticipation for the answer to this debate. We will come to the point that she has made on CDC1 later in my speech. May I also mention that her local authority received almost £1.2 million in school condition allocation for 2023-24 to address these very issues in her local authority area?

It is not just the school community that benefits from this capital spending. Construction projects support jobs and create apprenticeships and T-level placements. The Department is using its experience with innovative methods of construction to support more highly skilled jobs and improve productivity. Our procurement frameworks provide opportunities across the industry and enable small and medium-sized enterprises to benefit from the opportunities that a long pipeline of projects brings.

Furthermore, the earlier priority school building programme has handed over new buildings at more than 500 schools, as part of its commitment to delivering 532 projects overall. We are now building schools more quickly, more efficiently and better targeted on need than ever before. Since 2010, we have reformed our capital programme to bring down the cost of school building. The James Review of Education Capital in 2011 had found that the Building Schools for the Future programme was overly bureaucratic and did not deliver cost-efficient buildings of consistent quality.

[Dr Caroline Johnson (Sleaford and North Hykeham) (Con)]

I thank my right hon. Friend for giving way. I welcome the money announced yesterday for St George’s Academy and for North Kesteven Academy in my constituency, which will be very welcome. I was also very excited last Thursday to go to the Sir William Robertson Academy, also in my constituency, which has been part of the school rebuilding programme. It is very excited about the project, but there are some technical issues that need to be addressed, and I wonder whether he will meet me to discuss them.

[Nick Gibb]

I will be delighted to discuss those technical issues with my hon. Friend. It is interesting because, again, she cites more successful bids under the various capital funds that we are allocating to make sure that schools are properly repaired, but she had the good grace to thank the taxpayer for that funding for her schools.

[Liz Twist (Blaydon) (Lab)]

I thank the Minister for giving way. He was talking about anticipation. There is a lot of anticipation from schools on the rebuilding programme in my constituency, given the rate at which schools are being rebuilt. I am pleased to see them on the list, but it is really difficult for people to continue to work in those schools when they have been identified as needing to be rebuilt.

--- Later in debate ---

[Nick Gibb]

Yes, again, the hon. Lady is pleased to see those schools on the list. With approximately 22,000 schools and sixth-form colleges and 64,000 blocks, our school estate is huge, and it is inevitable that some of it is ageing, with more buildings reaching the end of their life. That is why we have a 10-year rebuilding programme, and why we allocate capital funding every year. It is true that we have raised our assessment of the level of risk in the estate and the Department is helping the sector to manage that risk. The risk rating, which the shadow Secretary of State referred to in her opening speech, reflects the overall age of buildings in the estate and that we have worked with schools to resolve more issues with their buildings.

Although we cannot turn back the clock on age—as we all know—or on design, we can improve the effective life expectancy of individual buildings through regular inspections, maintenance and upgrades over time. I can assure the House that, once the Department is made aware of a building that poses risks, immediate action is taken, including closing buildings where necessary.

The shadow Secretary of State raised the important issue of reinforced autoclaved aerated concrete in some schools. The Department is urgently working to identify which schools have RAAC and to provide them with support. In March 2022 we sent a questionnaire to all bodies responsible for school buildings, asking them to provide information on whether RAAC is present in any of their schools. Last October, my noble Friend the Minister for the School System wrote to responsible bodies that were yet to respond, as well as to council leaders, highlighting the importance the Department placed on identifying RAAC in schools.

We follow up individually every school that reports it might have RAAC, sending a technical adviser to confirm its presence and assess its condition. If RAAC is confirmed, we then ensure that appropriate and rapid action is taken to address any immediate risk, based on professional advice. We also provide additional support as and when it is needed. In that way, we try to ensure that closures are only ever a last resort and any disruption is kept to a minimum.

Funding should not be a barrier to safety, and any academy trust, local authority or voluntary aided school body that has identified a serious issue with its buildings that it cannot manage should contact the Department for advice. Where RAAC is confirmed, we will support schools and colleges in England and fund capital measures, such as temporary buildings, that are required to ensure that it does not pose any immediate risk. We will support affected schools and colleges through that process.

I mentioned data earlier; let me now expand on that. We have significantly improved our understanding of the condition of the school estate through our condition data collection programmes, which provide us with robust evidence for distributing capital funding fairly to where it is most needed.

The first comprehensive review of the condition of the school estate was the property data survey, carried out from 2012 to 2014. It was followed by the CDC programme from 2017 to 2019, which was one of the largest data collections of its kind and covered the condition of almost all 22,000 schools and 260 further education colleges in England. It was carried out by qualified building surveyors and mechanical engineers to provide a picture of the condition of our school and college buildings on a consistent basis.

Its successor programme, condition data collection 2, is now underway and will be completed by 2026. It will update the CDC1 assessments of all Government-funded schools and further education colleges in England. Individual CDC reports were shared with every school, academy trust, local authority and voluntary aided body responsible for those schools immediately after its survey was completed, to help inform its investment plans alongside its own more detailed condition surveys and safety checks.

We are also committed to publishing more detailed data as soon as possible. It is an extremely large dataset, with 1.2 billion data points, and it is taking some time to prepare it for publication in a useful format, but we are none the less preparing it, and I can give a commitment that we will publish as soon as possible, and certainly before the summer recess.

The condition data collection has given us a vital snapshot of the overall condition of the school estate. Positive early indications from our CDC2 data collection and feedback from responsible bodies show that in almost every case where a D grade was identified in the CDC1 report, it has since been addressed.

The CDC is a visual survey, primarily used to help us ensure that funds go where they are most needed. It provides a condition grade from A, meaning good, to D, for life expired, for all school building elements. Where there are different grades of condition apparent across a building component, a percentage grade is applied. A condition grade, for example, can be 95% A and 5% D for a building component. That is not a substitute for more detailed specialist reports or checks that might be commissioned by academy trusts or local authorities, or for ongoing monitoring of buildings by those who use or work in them.

[Valerie Vaz]

The Minister has been very kind in meeting with me and heads of schools in my constituency. I know he takes this seriously, but how confident is he that all these assessments are correct? David Smith, who is the head of Blue Coat Church of England Academy in my constituency, has said that there are material errors in some of the assessments that have been made, and that is why the school has been turned down.

[Nick Gibb]

As I said, this is a visual survey of the condition of schools. I am always happy to meet not only hon. Members but headteachers, and we can have officials who specialise in this area present to explain why a particular school did not meet the conditions in a bid.

There are many aspects of estate management that need the input of qualified professionals, including when specific issues arise. Those might include fire safety, asbestos or structural surveys, for example, as well as regular gas, electrical and water safety checks. We are clear that those risks need to be assessed and managed at a local level, taking into account how buildings are used and underpinned by professional advice. The most effective way of doing that is for those with day-to-day control of sites to manage their buildings well. Only they have direct knowledge of the buildings, changes in their condition and how they are used.

I can assure the House that the safety of everyone in our schools, whether they are studying, supporting or teaching, is paramount. We are investing billions of pounds in renewing buildings and providing academy trusts, local authorities and schools with the right support and guidance they need to manage the school and college estate effectively. We are committed to publishing data we have collected through the condition data collection programme and to supporting schools across the country, and for that reason, I urge all colleagues to vote against the motion this evening.

[Several hon. Members rose—]

Education Estate: Condition Improvement Fund

Nick Gibb Excerpts

Tuesday 23rd May 2023 Written Statements

[The Minister for Schools (Nick Gibb)]

My noble Friend, the Parliamentary Under-secretary of State for the School System and Student Finance (Barroness Barran) has made the following statement.

Today, I am announcing the allocation of almost £456 million for 1,033 Condition Improvement Fund (CIF) projects across 859 academies, sixth-form colleges and voluntary aided schools across England to maintain and improve the condition of the education estate.

This funding is provided to enable schools to deliver well maintained and safe facilities that support a high-quality education. Since March 2015 CIF has delivered over 11,000 projects and continues to deliver over 1,200 projects across the school estate with essential maintenance projects.



The CIF funding allocated for projects by region is:

Children Missing Education

Nick Gibb Excerpts

Thursday 18th May 2023 Written Statements

[The Minister for Schools (Nick Gibb)]

The Government are committed to ensuring that all children, especially the most vulnerable in our society, are safe and have access to an excellent education.

The Department for Education has today launched a call for evidence on “Improving Support for Children Missing Education” in England, which is open until 20 July 2023. This builds on other policies to improve the lives of children, including the children’s social care implementation strategy and consultation “Stable Homes, Built on Love”, and plans to reform special educational needs provision via the “Special Educational Needs and Disabilities and Alternative Provision Improvement Plan”.

Children missing education (CME) are children of compulsory school age who are not registered pupils at a school and are not receiving suitable education otherwise than at school. CME are at significant risk of under- achieving and becoming NEET—not in education, employment or training—later in life. More immediately, they are also at significant risk of becoming victims of harm, exploitation or radicalisation.

CME make up a very small minority of school-aged children and some will be missing education for a short period—for example, while they move between schools during the academic year. Children who miss longer periods of education present greater concerns, and it is especially important that these children can be effectively identified and supported.

The legislative framework places responsibilities for CME on parents, schools and local authorities. In 2016 the Department issued statutory “Children Missing Education” guidance that sets key principles to enable local authorities in England to carry out their legal duty to make arrangements for identifying, as far as it is possible to do so, CME. This guidance is available on gov.uk.

The “Improving Support for Children Missing Education” call for evidence seeks to strengthen the understanding of CME and the challenges that those responsible for addressing CME face. This call for evidence seeks comments, evidence and insight regarding:

How local authorities, schools and other agencies identify and support CME;

The challenges that the sector faces in identifying and supporting CME, and how these could be addressed; and

How best practice in identifying and supporting CME can be promoted.

Since autumn 2022, the Department has also been gathering aggregate, termly data on CME from local authorities in England on a voluntary basis. This data is helping the Government to improve our understanding of the CME cohort and the support that local authorities may need. Headline figures from the autumn 2022 and spring 2023 collection will be published today on gov.uk. These are experimental statistics and the quality of the data returns should improve over time.

[HCWS781]

National Numeracy Day

Nick Gibb Excerpts

Thursday 18th May 2023 Westminster Hall

[The Minister for Schools (Nick Gibb)]

It is a pleasure to serve under your chairship, Dame Maria. I congratulate my hon. Friend the Member for Harrow East (Bob Blackman) on his opening speech, celebrating National Numeracy Day, which, as everyone has pointed out, was actually yesterday. I guess someone miscalculated. My hon. Friend was worried about the length of his speech; it was absolutely the right length, and kept us all interested. None of us who were listening nodded off.

I pay tribute to the hon. Member for Glenrothes (Peter Grant) for his excellent speech, which revealed his clear understanding of maths in general, and statistics in particular. There was a 50% probability that I was not going to like his speech, but it turned out I 100% liked it. I congratulate him on his contribution.

Maths is crucial. We use it every day, whether at work, managing households, or understanding loans and credit. Without a solid foundation in the subject, young people risk being shut out of the careers to which they aspire, and the life they want to lead. Adults with poor numeracy are more than twice as likely to be unemployed as those with competent numeracy at age 30. That is why the Prime Minister announced last month new details of how we will transform our national approach to maths. We will change the way the system works so that everyone will study some form of maths up to 18.

Quality maths education must be built on foundations laid throughout schooling, starting in primary school. The subject is an important part of a knowledge-rich curriculum, giving pupils fluency in key concepts so that they can explore more complex mathematics in secondary school and beyond. That is why we have undertaken fundamental reforms to strengthen maths teaching over the last decade.

Since 2010, the Government have made great strides in improving maths performance across all ages. The way the subject is taught has been transformed in schools, based on the best available international evidence. That includes learning from the approach used by the countries that perform the highest in maths. We reformed the national curriculum teaching methods and the use of textbooks in order to raise standards. More than half of England’s primary schools have now adopted the mastery-based pedagogy from south-east Asia. Teaching for mastery has been supported by 40 beacon schools that demonstrate exemplary teaching, known as maths hubs, as well as by the National Centre for Excellence in Teaching Mathematics.

Mastery pedagogy encourages fluent recall of number facts, and promotes efficient written methods, as well as a whole-class teaching approach with the objective that no pupil is left behind. In mastery teaching, as in top-performing jurisdictions such as Singapore and Shanghai, significant time is spent developing a deep understanding before moving on to the next part of the curriculum sequence—teaching the components of calculation, step by step. That approach to teaching has shown that wide attainment in the subject is possible. In the 2019 trends in international mathematics and science study survey, year 5 pupils in England achieved their highest ever mathematics score of 556, which improved significantly on 546 in 2015.

To complement evidence-based approaches to maths teaching, the Government introduced more challenging assessments at both primary and secondary levels. That included the multiplication tables check in year 4, which was made statutory in 2021. For pupils who took the check, the mean average score was 19.8 correct answers out of 25, with 27% of pupils achieving full marks. The Government also introduced new key stage 2 maths tests, and reformed GCSEs and A-levels. Those assessments ensure that children master the basics of mathematics before tackling more demanding content, and match the standards set in the highest performing countries and jurisdictions around the world.

The improvement in maths attainment was seen in England’s 2018 Programme for International Student Assessment results, which were our highest ever for 15-year-olds. PISA assesses the performance of 15-year-olds in reading, maths and science in approximately 80 countries. In terms of international league tables for maths, the UK was 28th in PISA 2009 and moved up to 18th place in PISA 2018.

Last month, the Secretary of State announced plans to expand the maths hubs programme so that more children can benefit from those proven teaching methods. By 2025, the proportion of schools supported by teaching for mastery will expand to 75% of primary schools and 65% of secondary schools. Maths hubs’ intensive support will aim to reach the schools that need it most, and they will also deliver an expansion of the mastering number programme, which helps children in the first years of primary school to master the basics of arithmetic, such as number bonds and times tables. The programme will reach over 8,000 schools by 2024, and we will also expand it to years 4 and 5 in order to bolster those cohorts’ fluency in times tables.

Last month’s announcement also included further support for teachers of 16 to 19-year-olds who are resitting their mathematics GCSE or functional skills qualification. We know that teaching for mastery also works for this age group, because an evaluation showed that GCSE resit students taught by teachers in the full mastery intervention made one month of additional progress in maths compared with other students. Tellingly, students from disadvantaged backgrounds made even greater progress, averaging two months’ additional progress compared with other students. Since 2014, 16 to 19-year-olds without maths GCSE grade 4 or above have been required to continue studying maths, and more students than ever are now achieving that important benchmark. In 2021-22, 80.3% of 19-year-olds achieved grade 4 or equivalent in maths—the highest level on record.

Enhancing pupils’ mathematics requires us to fully support those capable of the highest attainment in the subject, and since 2018 we have funded the advanced mathematics support programme to increase participation in core mathematics, AS and A-level mathematics, and further maths. My hon. Friend has A-levels in maths and further maths: I am trying to work out what the third one is, but perhaps he can tell me.

[Bob Blackman]

Applied mathematics.

[Nick Gibb]

Of course.

The advanced mathematics support programme also supports improved teaching of level 3 maths qualifications. Additional targeted support is offered in areas of low social mobility and low participation in level 3 maths, to increase opportunities for all students to study the subject beyond the age of 16. Since the programme began, it has reached 86% of state-funded schools and colleges in England, with over 3,000 participating in at least one form of its maths support.

Our reforms and interventions have shown that no pupil’s maths destiny is fixed, as targeted support and proven teaching methods can dramatically improve attainment. To build on our progress, we have announced a fully funded national professional qualification for primary school maths leaders, to improve pupil outcomes still further. That will include instruction in how to train other teachers in maths mastery pedagogy, and we expect it to be available to all primary schools from February next year. We will update the targeted support fund for the 2023-24 year to provide additional funding and incentivise uptake by teachers.

A good understanding of maths has significant benefits for young people’s economic prospects, as has been discussed in this short debate, and a mathematically literate population is essential for a strong economy, as I know my hon. Friend will agree. We are one of the few countries in the OECD where young people do not routinely study some form of maths until the age of 18. The Prime Minister recently confirmed his ambition for all young people to study maths until the age of 18, which will equip them with the knowledge they need to succeed, whatever their chosen career. Indeed, he announced the policy at the London Screen Academy, which is where young people over the age of 16 are taught to make movies. If we get this right, it will deliver a transformative change for our economy and society.

The maths to 18 expert advisory group has now been established to guide the next stages of our thinking. It will consider both the maths needed by the changing employment market and the most effective way that this can be taught. To support those aims, the Government will commission research on post-16 maths provision around the world, so that our curriculum can rival those of the best-performing countries. Additionally, the Institute for Apprenticeships and Technical Education will work with employers to review the maths content in apprenticeships. I look forward to hearing the group’s conclusions on how we can enhance young people’s maths knowledge before they start work and make Britain more globally competitive.

Teachers already work tirelessly to deliver high-quality maths education. Rolling out maths to a substantially larger post-16 cohort will require a greater workforce, trained and equipped to teach young people the maths skills that they need, and we will work closely with schools and colleges to do that sustainably. We are already expanding the Taking Teaching Further programme, delivering funding for further education colleges to recruit and offer early career support to those with relevant knowledge and industry experience to retrain as FE teachers, and we will launch a financial incentive pilot this year for up to 355 teachers that will be targeted at some of the hardest to fill subjects, including maths.

We know it is not enough to bolster the abilities of the up-and-coming workforce: as has been pointed out by my hon. Friend the Member for Harrow East, some 8 million adults in England have maths skills below those expected of a nine-year-old. We announced the Multiply adult numeracy programme in 2021, which is the first priority of the UK shared prosperity fund, the Government’s flagship fund for supporting people and places. That programme teaches adults maths that they can use in everyday life, and can support them to attain a formal qualification, such as functional skills or the GCSE. Some 81 local areas in England are receiving up to £270 million in funding up to 2024-25, and that programme has already reached over 10,000 people.

Following National Numeracy Day, I would like to restate the Government’s commitment to maths as an essential pillar of children’s education. It enables them to build logical thinking and intellect, while equipping them with practical competency for work and life. The Prime Minister wants to change how we value maths as a country while making a positive difference to people’s lives, their career prospects and the economy, and we hope to build on the advances in school-age teaching in the past decade to ensure that every young person leaves education with the maths they need to succeed in modern life.

School Funding

Nick Gibb Excerpts

Wednesday 26th April 2023 Written Statements

[The Minister for Schools (Nick Gibb)]

Mainstream Schools Additional Grant

Today, the Department will publish the school-level allocations of the mainstream schools additional grant.

The autumn statement announced additional investment of £2 billion in each of 2023-24 and 2024-25, over and above funding announced at the 2021 spending review for schools in England. This means funding for both mainstream schools and high needs is £3.5 billion higher in 2023-24, compared to 2022-23.

Of the additional £2 billion provided at the autumn statement, £400 million is being allocated to local authorities’ high-needs budgets. The rest is being allocated to schools through a new grant for mainstream schools, the mainstream schools additional grant, and by increasing pupil premium funding rates.

The grant represents a significant funding increase for schools, worth an average 3.4% per pupil in 2023-24, on top of the allocations based on the schools national funding formula announced in July 2022. Through this new grant, a typical primary school with 200 pupils will receive approximately £35,000 in additional funding, and a typical secondary school with 900 pupils approximately £200,000.

National Funding Formula

Today the Department will also publish the Government’s response to the consultation on implementing the “direct” schools national funding formula.

Once the direct national funding formula is fully implemented, the Department will determine funding allocations for schools directly, without adjustment through local authorities’ funding formulae. The introduction in 2018-19 of the national funding formula for mainstream schools was a crucial step towards a fairer funding system. The changes set out in the Government’s response to the consultation will make the system fairer still and support the transition to the direct national funding formula.

The Government response summarises views raised by respondents to the consultation, and confirms two reforms that will commence in 2024-25, as part of the transition towards the direct national funding formula.

First, we are reforming funding for schools which operate across more than one site through a national formulaic approach to split sites within the national funding formula. This will ensure that funding is allocated consistently and fairly across England, and that all eligible schools attract funding towards the additional costs they face. This replaces the current system whereby only some of these schools receive additional funding, depending on local funding arrangements.

Secondly, we are making funding for schools which see significant increases in their pupil numbers more consistent across the country, by setting minimum levels of additional funding that every eligible school will receive.

I will place copies of the Government response on the national funding formula consultation in the Libraries of both Houses.

[HCWS744]

Universal Infant Free School Meals

Nick Gibb Excerpts

Tuesday 25th April 2023 Westminster Hall

[The Minister for Schools (Nick Gibb)]

It is a pleasure to serve under your beady eye, Mr Gray. I congratulate my hon. Friend the Member for Winchester (Steve Brine) on securing this important but short debate on school food. We can all agree on the importance of ensuring that children in school are given the best opportunities to succeed.

My hon. Friend the Member for Havant (Alan Mak), in an intervention, raised the issue of school breakfasts. The Government are committed to continuing to support school breakfasts. In November last year we extended the national school breakfast programme for an additional year. Overall, we are investing up to £30 million in that programme, which will support up to 2,500 schools in disadvantaged areas, meaning that thousands of children from low-income families will be offered free, nutritious breakfasts to better support their attainment.

My hon. Friend the Member for Winchester also raised the issue of the holiday activities and food programme. This year, the Government are again investing over £200 million in that programme, with all 152 local authorities in England delivering it. Last summer, the programme reached over 685,000 children and young people in England.

The Government support the provision of food in schools so that pupils are well nourished, develop healthy eating habits and can concentrate and learn. The universal infant free school meal policy, introduced by a Conservative- led Government in 2014, is a vital component of that provision.

[Munira Wilson]

I hope the Minister will recognise that that was a Liberal Democrat policy? It was a flagship policy introduced by the coalition, and we were very proud of it. However, since 2014, as we have heard, the funding for that policy has only risen by 11p, which is why we have the yawning gap that Members have pointed out today. Will the Minister put on record that schools should not be forced to choose between cutting and scrimping on teaching budgets—and other budgets that benefit children—and eroding food standards?

--- Later in debate ---

[Nick Gibb]

Of course, I acknowledge the Liberal Democrats—that is why I said Conservative-led Government. It was a policy of both parties; we believed in it very strongly and we made sacrifices elsewhere in budgets in order to fund it. I acknowledge that it was a coalition Government—a coalition policy—that led to the introduction of universal infant free school meals, which we have maintained ever since.

We recognise the cost pressures that schools and suppliers are facing. Officials are holding regular meetings with other Government Departments and representatives of the food industry to discuss a variety of issues, including public sector food supply. I take this opportunity to thank the companies and organisations that my officials have spoken to for the constructive steps they have taken to deliver services to our schools.

Schools manage their own contracts using Government funding to procure services from private sector caterers or local authorities. Particular pressures have arisen as a result of food price inflation, which has risen higher and faster than the headline consumer prices index rate.

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

I think everybody in the debate understands the importance of children being well fed in order to learn well, but seven out of 10 families on universal credit are still not receiving free school meals. Given the very strong public support—over 80% of the public support free school meals for children in households receiving universal credit—is it not time to look at that specific group? As the Minister said, food inflation is so high that family budgets have been stretched very thin.

[Nick Gibb]

One reason why the number of children eligible for benefits-related free school meals has risen from 1.7 million to 1.9 million is the protections we put in place as families move on to universal credit.

I know that, along with transport costs, increased staff costs have also affected the industry, primarily linked to rises in the national minimum wage. We continue to review funding in order to ensure that schools can provide healthy and nutritious meals.

[Janet Daby]

This is a very serious point that affects children across our constituencies. The Minister says that the Government are reviewing it, but how long it will take for them to do so and when we will get some of the decisions we seek?

[Nick Gibb]

Of course, we keep all the issues under review and continually look at school funding. We look at the composition of the national funding formula in great detail every year; we are doing so now for the following year.

The funding for the free school meal factor in the national funding formula is increasing by 2.4% for 2023-24 in line with the latest available GDP deflator forecast when the 2023-24 national funding formula was published in July of last year. As a result of the significant extra school funding awarded by the Chancellor in the autumn statement, schools will receive an additional £2 billion in each of the ’23-24 and ’24-25 academic years.

The core schools budget, which covers schools’ day-to-day running costs, including their energy bills and the costs of providing income-related free school meals, rose from £49.8 billion in ’21-22 to £53.8 billion the year after, and will continue to rise to £57.3 billion in ’23-24 and £58.8 billion in ’24-25. By ’24-25, funding per pupil will have risen to its highest ever level in real terms. Those increases provide support to schools to deal with the impact of inflation on their budgets.

We spend about £600 million a year ensuring that an additional 1.25 million infants enjoy a free, healthy and nutritious meal at lunchtime. Combined with around 1.9 million pupils who are eligible for and claim a meal through benefits-related free school meals, this accounts for more than one third of all pupils in school, compared with 2010, when one sixth of pupils were eligible for free school meals. The Government also support a further 90,000 disadvantaged further education students with a free meal at lunchtime.

All children in reception, year 1 and year 2 in England’s state-funded schools receive a free meal, and have done since the introduction of the policy in 2014. Schools up and down the country offer free meals to their infant pupils, helping to improve children’s education, boost their health and save parents around £400 a year. Universal infant free school meals are funded through a direct grant to schools. To recognise the pressures facing schools, last June we announced an £18 million increase to the per-pupil funding rate for universal infant free school meals to support costs of food, transport and staff wages. That increased rate was backdated to April in recognition of those costs.

We understand the issues that are being raised and acknowledge that factors such as transport costs and the cost of living wage affecting catering workers are having an impact on the amount that can be spent on infant meals in schools. The Government take on board the comments regarding a discrepancy between the funding rate attributed to universal infant free school meals when compared to the rate provided for those pupils in receipt of benefits-related free school meals. The rate of funding for UIFSM is regularly reviewed, and I can assure my hon. Friend the Member for Winchester and all other hon. Members taking part in this debate that I am actively looking at this area. All school meals provided under universal infant free school meals are required to adhere to the school food standards, which require school caterers to serve healthy and nutritious food and drinks to ensure that children get the energy and nutrition that they need across the school day.

In recognition of cost pressures on core schools funding, including benefits-related free schools meals, we have already distributed additional funding through a schools supplementary grant. As a result, core schools funding for mainstream schools increased by £2.5 billion in the 2022-23 financial year, compared with the previous year.

It is right that individual schools determine their own budgets for meal provision by taking into account funding received centrally alongside funding for meals paid for by parents. We expect schools to enter into supply contracts accordingly. While the Government set the legal requirements for food provision and standards, we do not set the contract price, which is subject to agreement between schools and the suppliers.

[Mrs Hodgson]

The Minister mentioned the importance of those meals being healthy, and that is a key factor in UIFSM. It is not just about alleviating food poverty, but about removing the stigma. On the health point, the four London boroughs that have extended school meals to all primary children have found that obesity rates have fallen by 9.3% in reception children, and 5.6% in year 6 children. Pockets of bad practice on school food are few and far between, and we normally hear about good practice. The Minister will agree that school food is by far the healthiest option. Only 1% of packed lunches have been found to meet the school food standards.

[James Gray (in the Chair)]

Order. Interventions really must be brief.

[Nick Gibb]

I do not disagree with the hon. Member. Food standards and the regulations are very stringent, and we keep those regulations under review because I want to look at other issues within them. School food can also be used as a way of teaching children to adopt a healthy diet. The hon. Member made her point well.

I talked about schools being responsible for their contracts. Although we are clear that individual schools are responsible for their own budgets, we provide a free advice and guidance service for state schools, aiming to help them save money on existing contracts. The “get help buying for schools” service is made up of various resources to help schools buy goods and services efficiently and in compliance with all the regulations.

In conclusion, the provision of meals to infant pupils in school, and the wellbeing and nutrition of eligible pupils, are at the top of the Government’s priorities. We are monitoring the costs of schools and suppliers, and we have increased funds both directly through the amounts allocated for free school meals and via the universal infant free school meals grant, and indirectly by increasing core schools budgets. I understand and acknowledge the pressures that the industry is facing, and we will continue to take that into account when determining spending priorities.

I am confident that the offer we have in place through universal infant free school meals ensures that those children receive the best start to their time in school. It ensures that they can develop healthy eating habits at an early age, and that they can concentrate and learn. The offer also ensures that the Government continue to provide targeted support to pupils from disadvantaged backgrounds who are most in need.

Question put and agreed to.

Oral Answers to Questions

Nick Gibb Excerpts

Monday 17th April 2023 Commons Chamber

[Rebecca Long Bailey (Salford and Eccles) (Lab)]

5. What steps her Department is taking to tackle the disadvantage gap in schools.

[The Minister for Schools (Nick Gibb)]

Closing the attainment gap between disadvantaged and non-disadvantaged pupils has been the guiding star leading all our education reforms since 2010. Central to that has been ensuring that children are taught to read in the first years of primary school using systematic phonics, the method that all the evidence says is the most effective way to teach children to read. In PIRLS, the progress in international reading literacy study of the reading ability of nine-year-olds, England rose from joint 10th to joint eighth in 2016, which is largely attributable to improvements in reading by the least able children.

[Rebecca Long Bailey]

The Minister paints a rosy picture, but the disadvantage gap continues to be wider than it was in 2019 and the Government have limited the uptake of education recovery programmes, such as the national tutoring programme, and failed to ensure that tutoring was always directed towards the most disadvantaged pupils. Worse still, they have provided less than a third of the funding that their own education recovery commissioner recommended. Will the Minister commit today to increasing funding to meet these urgent needs?

[Nick Gibb]

During the eight years prior to the pandemic, the disadvantage gap closed by 13% in primary schools and by 9% in secondary schools by 2019. The hon. Lady is right that the gap widened over the course of the pandemic, which is why we introduced the national tutoring programme, providing intensive one-to-one and small group tuition to those who have fallen behind. It is why altogether we are spending £5 billion on an ambitious multi-year education recovery plan, why the recovery premium is targeted towards the most disadvantaged and why the pupil premium, introduced by the Conservative-led Government in 2010, is being increased from £2.6 billion to £2.9 billion this year.

[Jonathan Gullis (Stoke-on-Trent North) (Con)]

I congratulate the Minister on having the bravery when he first entered the Department back in 2010 to narrow the disadvantage gap and stand up to the unions when it came to some big reforms in our education sector. It is just a shame that the Labour party continues to stay silent while the unions hold children’s futures to ransom over the fact that they want teachers to continue striking, no matter the disruption it will cause to children’s learning and, potentially, their ability to pass their exams in the summer. What work is being done to ensure that students, particularly those from disadvantaged backgrounds, do not have to suffer because union baron bosses such as Bolshevik Bousted and Commie Courtney seem to want to destroy the lives of the young people they serve?

[Nick Gibb]

Well, my hon. Friend makes an understated case for making sure that young people are in school, and it is disappointing that pay negotiations are being conducted by holding strikes. We have reissued guidance to schools to make sure that, where schools have to restrict attendance, they prioritise the most vulnerable children, the children of critical workers and, of course, children in exam years.

[Mr Speaker]

I call the shadow Minister.

[Stephen Morgan (Portsmouth South) (Lab)]

The Government’s failure to invest in our schools and children has been laid bare, with disadvantaged pupils now further behind their peers than at any point in the last 10 years. Given that the Minister has been in post for the vast majority of that period, what does he put this failure down to?

[Nick Gibb]

The hon. Gentleman obviously did not hear the answer to the original question. We had actually closed the attainment gap prior to the pandemic by 13% in primary schools and by 9% in secondary schools. Of course, the gap did widen during the pandemic, which is why we are allocating £5 billion to help children catch up. The hon. Gentleman really ought to condemn the strikes that have been happening in our schools, because the worst thing we can do to help children catch up is to close a school.

[Mr Speaker]

I call the SNP spokesperson.

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

It has been revealed by openDemocracy that private schools received more than £157 million in Government loans during the pandemic. Just one of those loans has cost taxpayers over £350,000 in fees and interest, and another was received by a school that recorded a financial surplus of £13 million in the year it used the loan. Will the Minister explain why such funds were not available to state schools to help tackle the disadvantage gap?

[Nick Gibb]

Actually, we are spending £5 billion helping schools to tackle the disadvantage gap and help children catch up. We funded schools fully throughout the covid pandemic, and we provided over £400 billion of support to the UK economy and to families up and down the country during the covid crisis.

[Peter Aldous (Waveney) (Con)]

6. What steps her Department is taking to promote lifelong learning.

--- Later in debate ---

[Sir Christopher Chope (Christchurch) (Con)]

11. What recent assessment she has made of the quality and value of education provided by independent schools in England.

[The Minister for Schools (Nick Gibb)]

Independent schools, including those in my hon. Friend’s constituency, are an important part of our school system, giving parents choice. Independent schools drive innovation, support social mobility through bursaries and attract significant international investment. The diverse independent sector includes schools that serve small faith communities and that create special school capacity.

[Sir Christopher Chope]

I thank my right hon. Friend for that response. Can he ensure that other members of the Government show similar enthusiasm for the work and achievements of the independent schooling sector? Will he take this opportunity to thank all the families who make significant financial sacrifices to pay the fees of those schools for acting in the public interest and saving taxpayers quite a lot of money?

[Nick Gibb]

I am very happy to do that. My hon. Friend will be interested to know that approximately 8% of pupils attending Independent Schools Council schools receive around £480 million of bursaries and means-tested assistance.

--- Later in debate ---

[The Minister for Schools (Nick Gibb)]

We believe that Oak can coexist with high-quality commercial publishers and that it will stimulate the market, helping teachers to become better informed consumers of resources. This country is one of the lowest users of commercial textbooks and our expectation is that Oak will increase the use of high-quality knowledge-rich textbooks in schools. The full business case for Oak, including the market impact, was published on gov.uk on 1 November.

[Jeff Smith (Manchester, Withington) (Lab)]

T4. The next Labour Government will recruit thousands of new teachers to ensure that every child has access to a broad curriculum that includes music, art, sports and drama. What is the Government’s plan to increase pupil access to these vital subjects?

[Nick Gibb]

Of course we want children to have the benefit of a high- quality curriculum including music and the arts. We have a high uptake of arts GCSEs in our system, we have published the model music curriculum and we have a national plan for music education as well as a cultural plan for music education that is about to start its work.

[Anna Firth (Southend West) (Con)]

T5. Children across the country are returning to school today after the Easter break, but sadly, reports in Southend suggest that a fifth of school pupils are missing 10% of their lessons over the course of a year. Last December, a shocking 11.5% recorded unauthorised absences. I know that this is something that the Secretary of State takes really seriously, and given the life-transforming potential of education, could she update the House on her action plan to tackle unauthorised absences?

[Nick Gibb]

I thank my hon. Friend for her question; this is something that I take seriously, too. The Government remain committed to legislating to introduce statutory “children not in school” registers. On attendance, our priority is to reduce absence and to ensure consistent support for families, and we have published updated guidance setting out how we expect schools and local authorities to work together to improve attendance.

[Ian Byrne (Liverpool, West Derby) (Lab)]

T8. The number of children living in poverty is increasing, and a third of the children in my city are now experiencing food poverty. With commitments from the Mayor of London and the Welsh Government on implementing universal free school meals to fight the scourge of hunger, will the Minister work with me and Liverpool City Council on piloting the roll-out of universal free school meals for all primary and secondary pupils in our city? This would be a £13 million investment in our children’s future and it would ensure that all children had the chance to fulfil their potential.

[Nick Gibb]

I am always happy to talk to the hon. Member about these issues. The Conservative Government since 2010 have extended free school meals to more groups of children than any other Government over the past century, and we have been able to do this because of our careful stewardship of the public finances and the economy. Some 1.9 million pupils are eligible for benefits-related free school meals, which is up from 1.7 million in 2021. That increase is due largely to the protections put in place on transfer to universal credit.

[Mr Philip Hollobone (Kettering) (Con)]

T6. Following the recent public consultation by the Orbis Education Trust, will the Government confirm that it is now their intention for the proposed new Hanwood Park free school in Kettering to be open to both boys and girls?

[Nick Gibb]

I am grateful for my hon. Friend’s interest in ensuring that the new free school best meets the needs of pupils in his constituency, and indeed for his general interest in high-quality education in his constituency. The consultation closed on 5 March, and we are currently considering the outcome ahead of reaching a decision on the school’s designation.

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

T9. The latest Government data, released last Thursday, reports a 4.1% drop in apprenticeship starts compared with the 2021-22 academic year. I have a great deal of respect for the Minister for Skills, Apprenticeships and Higher Education, but is he sure he was right to claim in an earlier answer that apprenticeship starts rose this year?

--- Later in debate ---

[Mike Amesbury (Weaver Vale) (Lab)]

T10. I recently surveyed all the schools in my Weaver Vale constituency, and over 50% of headteachers mentioned issues with the recruitment and retention of teaching and learning assistants, many of whom work with children with special educational needs. What are the Government doing to improve the pay and terms and conditions of teaching and learning assistants?

[Nick Gibb]

We are recruiting a record number of teachers, and we have a record number of teaching assistants in our schools. The Chancellor announced an extra £2 billion of school funding in the autumn statement, which means there has been a 15% increase in school funding in just two years.

[Alexander Stafford (Rother Valley) (Con)]

Given the proven correlation between children having access to a good school library and their academic achievement and literacy, what steps are the Government taking to ensure that every primary school in Rother Valley and across the UK has a dedicated library or reading space?

[Nick Gibb]

We have spent £15 billion on capital since 2015, and it is up to schools how they allocate that capital. I share my hon. Friend’s view that every school should have a school library, or at least a space in which children can sit and read.

[John Mc Nally (Falkirk) (SNP)]

At the last Education questions, the Minister for Skills, Apprenticeships and Higher Education noted that he is very proud of the UK’s intake of 600,000 international students every year. International students, as we know, inject billions into our economy, bring huge value to our campuses and enrich our wider society. Can he therefore confirm on the record that the Government will not introduce an illogical policy designed to restrict foreign students?

[Eddie Hughes (Walsall North) (Con)]

I am a member of the all-party parliamentary group on music. Has the Minister considered replicating the success of the London BRIT School in Bradford?

[Nick Gibb]

As my right hon. Friend the Secretary of State said, this morning she, the Prime Minister and I visited the London Screen Academy in north London and saw some of its excellent facilities for 16 to 19-year-olds studying the technical side of film making. I understand why my hon. Friend the Member for Walsall North (Eddie Hughes) is so passionate about this bid. All applications for new free schools are currently being assessed, with successful bids being announced before the summer.

[Matt Rodda (Reading East) (Lab)]

I pay tribute to my constituent Ruth Perry, the former headteacher of Caversham Primary School. She was a much-loved member of our local community. Will the Secretary of State consider the very serious local concerns when she looks into this matter, and will she agree to meet me, local headteachers and Ruth’s family to discuss this important issue?