Oral Answers to Questions

Rebecca Pow Excerpts

Monday 6th February 2017 Commons Chamber

[Robert Halfon]

I thank the hon. Lady for her question. I am very happy to meet her. I know that the Skills Funding Agency is doing everything possible to make sure that anyone affected by such issues has alternative education provision. I have asked the SFA to offer every possible assistance as well.

[Rebecca Pow (Taunton Deane) (Con)]

T10. Will the Secretary of State provide me with an update on when the performance tables for 2019 will be released, as it is very important for schools in Taunton Deane to be aware of them when advising year 9 pupils about which GCSEs to select?

[Justine Greening]

My hon. Friend is absolutely right to highlight the importance of this information. We are currently finalising the details of the technical and applied qualifications that will count in 2019 performance tables, and we will publish the list as soon as possible.

School Funding

Rebecca Pow Excerpts

Wednesday 25th January 2017 Commons Chamber

[Rebecca Pow (Taunton Deane) (Con)]

Will the hon. Gentleman give way?

[Stephen Twigg]

No, I am running out of time.

I urge the Minister to listen to the concerns of schools in Liverpool and elsewhere, so that school budgets are protected. It is vital that schools have the money they need to deliver the quality education that children and young people deserve.

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[Victoria Atkins (Louth and Horncastle) (Con)]

I welcome the consultation and the review because my constituency will see an increase of 2.6% or £1.3 million. Forty two of my 54 schools will see an increase, which is 77% of them. Some of the increases are significant. New York Primary School will see an increase of 11.4%. North Cockerington Church of England Primary School will see an increase of 10.2%. The theme that runs through the increases is that these schools were historically underfunded by the Labour Government. This Government recognise the challenges that rurality and sparsity present for local schools.

[Rebecca Pow]

Will my hon. Friend give way?

[Victoria Atkins]

I will not, thank you.

Louth and Horncastle is an extremely rural constituency, with less than one person per hectare. Some of the wards on the coast are among the 3% most deprived communities in the country. They deserve a better funding deal and that is what the Government are trying to achieve. This is not about the Tory shires as some, although not all, Opposition Members like to paint it. It is about making funding fairer than it has been historically.

I echo the concerns of colleagues that the laudable principle of including sparsity must work on the ground. The Minister for School Standards has agreed to meet me to discuss individual schools, for which I am grateful, to ensure that the principle applies in practice. I recognise that the 12 schools in my constituency with decreases face a challenge. I do not underestimate that and look forward to discussing it with the Minister.

There has been much talk among Opposition Members regarding cuts. When I hear that the education of children in the Leader of the Opposition’s constituency is funded to the tune of more than £6,000 per student, whereas in Lincolnshire the figure is £4,379 per student, I simply do not understand how Opposition Members can claim that that is fair and not deserving of review. I say that understanding only too well the challenges in education.

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[Lilian Greenwood]

Secondary schools in my constituency are not the responsibility of Nottingham City Council; they are academies, and sadly some of them are still not improving. We already face intense funding pressures. The Institute for Fiscal Studies tells us that all schools face an 8% real-terms cut to their budgets as a result of higher national insurance contributions, increases in employer pension contributions and unfunded national pay rises. The National Audit Office has provided evidence of growing financial pressures, particularly in secondary schools: 59% of maintained schools and 61% of academies were in deficit last year.

The NAO also concluded that the Department’s approach meant that schools

“could make spending choices that put educational outcomes at risk”.

Local headteachers have told me what that will mean: fewer teachers, less pastoral support, bigger classes, more contact time for teachers, less choice at key stages 4 and 5. The added enrichment—the breakfast clubs, the school trips, the reading sessions for parents, the extra-curricular sports, culture and arts activities—will be the first to go, yet these are the very things that can make all the difference to children growing up in poverty.

[Rebecca Pow]

Will the hon. Lady give way?

[Lilian Greenwood]

I am afraid not.

I know that Nottingham has schools that need to do better, but it is some of these very schools that are losing out under the Government’s new national funding formula. Learning is not a matter of chance. The quality of school leadership and teaching is critical, yet there is a national headteacher shortage and a teacher recruitment crisis. As the Social Market Foundation found, schools in deprived areas are more likely to have fewer experienced teachers, teachers without formal teaching qualifications or degrees in relevant subjects—[Interruption.] I cannot hear what the Secretary of State is chuntering about—and a higher teacher turnover than schools elsewhere.

These latest funding changes will make school improvement harder not easier. The Secretary of State and Minister say they want more good and outstanding schools. It is a noble ambition. It is what I want for every child in my constituency, and I am proud of the work that Nottingham’s educational improvement board is doing to try to make it a reality, but creating more good schools requires more than ambition; actions speak louder than words, and right now actions must mean adequate funding.

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[Rebecca Pow]

I thank my hon. Friend for letting me get in at last. Does he agree that it is grossly unfair that the pupils of Somerset have had, on average, £2,000 per pupil less than the national average? We are very grateful to the Government for increasing funding to Taunton Deane by 4.5%. This will make it fair, when historically things have been grossly unfair.

[Michael Tomlinson]

I agree entirely with my hon. Friend, who is right to highlight the unfairness. If there were a rhyme or reason or an explanation, and if it had been done on the basis of an index of deprivation, I could support it, but it is not. It is based on historical anomalies. That is why I wholeheartedly support the principle of fairer funding.

I want to make two points about the detail of the fairer funding. First, the schools that are right down at the bottom, in local authorities such as Poole and Dorset, should not, I suggest, see any reduction in funding. When I respond to the consultation, which I very much look forward to doing, I will make that point to the Minister.

My second point relates to grammar schools. I warmly welcome what the Government are doing in their move towards grammar schools, giving our parents a greater choice. We know that this is popular and that parents want to make the choice that is best for them and their children. I welcome the Government’s direction of travel, but it does seem odd that 103 out of 163 grammar schools appear to be losing out under this formula.

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[Lucy Frazer (South East Cambridgeshire) (Con)]

Education has the power to change lives. As the motion recognises, it helps children to fulfil their potential. Like many Members of Parliament, I have campaigned to ensure that my constituency gets its share of funding through a new, fairer funding formula, because it has been historically underfunded. I want to see a formula with a significant element allocated to core funding, to ensure that every school has the funds it needs. Funding for good education is not only important, but necessary.

I want to focus, for a moment, on the implicit suggestion in the motion that it is the Government’s funding decisions that are inhibiting children from reaching their full potential. Funding on its own is insufficient to ensure excellence. Let me give two examples. The first relates to early years. In its 2016 report, Ofsted emphasised the success of our early years education. When it came to recommendations, it said not that more money was needed but that parents needed to take up the education opportunities that were already being offered. It reported that 113,000 children who would have benefited from early years were simply not taking up Government-funded places.

[Rebecca Pow]

My hon. Friend is making a very valid point about early years. Does she agree that this is not just about a new fairer funding formula? This Government are putting much money into education, particularly for the new 30 hours of free childcare. Neroche pre-school in my constituency is having a brand-new building built on the back of that money and it is only too grateful to the Government.

[Lucy Frazer]

My hon. Friend makes an important point: it is not just about fairer funding. I am very pleased that my area of East Cambridgeshire was one of the 12 opportunity areas announced last week to get significantly more money—£72 million in total. So this is not just about fairer funding money coming in.

I mentioned that there were two examples, and I want to move on to the second. On secondary education, in the same report Ofsted mentioned that secondary schools in the north and midlands were weaker than those in other areas of the country. It remarked that

“lower performance across these regions cannot be fully accounted for by poverty or by differences in school funding.”

The Ofsted report also stated that leaders and teachers had not set sufficiently high expectations for the behaviour of their pupils, which leads me on to my key point. To raise standards and to allow children to achieve their aspirations, we need to do so much more than provide adequate funding. We need to champion teaching as a vocation. We need to inspire more outstanding teachers to teach. We need to give teachers the respect and autonomy they deserve. We need to support our students in the classroom to enable them to deal with life’s challenges, from helping them with mental health issues to building up their resilience and aspiration. We need to work with industry to identify local skills shortages and to raise standards in our technical education. These go hand in hand with funding, and all these measures have been championed by this Government, whether in the industrial strategy Green Paper announced this week, the Prime Minister’s statement on mental health earlier this month, or the “Educational excellence everywhere” White Paper last year.

Education is a building-block for the future. Good funding is essential, but we need to work together across all Departments to ensure that our children fulfil their potential.

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[Simon Hoare]

I took over from the hon. Lady as chairman of the governors of Wilberforce primary school many years ago, so I am familiar with the problems facing schools in her constituency, as well as those elsewhere. Perhaps I need to make the point to Opposition Members quite baldly that just because schools that have done very well under an unfair system start to see some rebalancing while the cake is being re-divided, that is not necessarily an argument for saying that there should be no change for those schools that have disproportionately enjoyed funding while those in rural areas have not.

[Rebecca Pow]

Does my hon. Friend agree that many of our rural schools in Somerset and Dorset have been doing so well with the funding they have had? This extra funding might enable them to put in place some of the things that they have not been able to have because there simply has not been enough money to go around.

[Simon Hoare]

My hon. Friend is absolutely right. Back in the summer, I convened a roundtable of all the headteachers and chairs of governors at my schools. They said that the key thing was the recruitment and retention of teachers, and that the heart of the problem was the inequity in funding and the lack of a formula that recognises rural sparsity and the additional costs that such schools face.

Civil Partnership Act 2004 (Amendment) Bill

Rebecca Pow Excerpts

2nd reading: House of Commons
Friday 13th January 2017 Commons Chamber

[Tim Loughton]

This is about the future maintenance of children. It is about an inheritance tax bill that happens all of a sudden that could lead to the sale of a property so that someone finds themselves, in effect, homeless. These are all potential dangers currently faced by people who are not in a formal, legally recognised relationship.

[Rebecca Pow (Taunton Deane) (Con)]

My hon. Friend is making a very sound case. I was fascinated to hear the current statistics on cohabiting. If we are to build a balanced society, bringing up our children in a fair and good way, surely it is very important to bring forward the ideas encompassed in this Bill in order to help society as a whole.

[Tim Loughton]

My hon. Friend pre-empts a large plank of my speech. Rather than let everybody pre-run what I want to say, I think I shall get on with saying it. Perhaps I will take some contributions at a later stage.

Returning to the problem that I have identified, when one partner is much older than the other and there is a reasonable expectation that they will die some years before the other, the long-term survivor would not receive the same tax benefits as a married person or someone in a civil partnership, which is also discriminatory towards the couple’s children. Even a couple who are engaged to be married have more rights than a cohabiting couple. Offering a formalised role within an opposite-sex civil partnership could save a lot of retrospective ignorance and the ensuing heartache and financial implications.

It is for those reasons of natural justice and protecting the rights of partners that I am yet again promoting a private Member’s Bill to extend civil partnerships to opposite-sex couples, which I have been trying to do since the change to the legislation back in 2013. There is a deal of déjà vu involved in my reappearance on the same subject here today.

Without Government support, the Bill is unlikely to make headway, despite the support of hon. Members from all parts of the House and a nationwide campaign that has so far attracted more than 71,000 signatures to a petition. I am particularly pleased that we have the support of my hon. Friend the Member for Altrincham and Sale West (Mr Brady), who is the chairman of the 1922 Committee, the right hon. Member for Birkenhead (Frank Field), the hon. Member for Foyle (Mark Durkan) and the hon. Member for Brighton, Pavilion (Caroline Lucas). We have the support of hon. Members from just about every party represented in this House. The hon. Member for Rotherham (Sarah Champion), who speaks for the official Opposition on equality matters, wrote on her blog:

“we have the chance to take another step in extending true equality, admittedly only in one aspect of our lives; choosing the type of partnership that best suits our needs, faith and aspirations.”

She gave her support and that of her party to the Bill, and is sorry she could not be here to give it in person.

Sixth-form Education: International Comparisons

Rebecca Pow Excerpts

Monday 9th January 2017 Commons Chamber

[Nic Dakin]

I thank my hon. Friend for rightly highlighting the high level of performance that sixth-form colleges deliver. He does a fantastic job as a governor of Luton Sixth-Form College and as chair of the all-party group on sixth-form colleges.

There is now a significant gap between the funding made available to educate sixth formers and the actual cost of delivering the rounded, high-quality curriculum we would all want to see well into the future.

[Rebecca Pow (Taunton Deane) (Con)]

I commend the hon. Gentleman for securing this debate. I, too, have a highly acclaimed sixth-form college in my constituency, Richard Huish College. It has just been shortlisted for The Times Educational Supplement top sixth form awards, and I hope it might win—potentially beating Lowestoft College. Does the hon. Gentleman agree that with the budgetary cuts we have seen the enrichment courses—art, drama and sport—being dropped from many sixth-form colleges? It is often in such areas that the students who might not excel academically could excel. Might there not be a potential knock-on effect on mental health—everybody is talking about that—and spikes in young people’s mental health if we do not enable them to do these much more rounded courses, which are so beneficial?

[Nic Dakin]

The hon. Lady is right to highlight the fact that certain elements of the curriculum are under threat when there is such pressure on funding. Enrichment activities, including those that address mental health issues, are one of the many activities that have been under threat over the past six years. The dramatic collapse in funding does have an inevitable impact on the education that 16 to 18-year-olds receive. As someone who has managed resources in a sixth-form college, I know that there are only a small number of variables to play with when facing significant funding cuts, as the sector has since 2010. Alongside the usual good management things relating to the back office, procurement, charges, efficiencies and so on, there are a limited number of options: shrink the curriculum offer; increase the teaching staff contact time; reduce student contact time; and increase class sizes. In reality, all those things have to be done to make things hang together.

Technical and Further Education Bill

Rebecca Pow Excerpts

3rd reading: House of Commons & Legislative Grand Committee: House of Commons & Report stage: House of Commons
Monday 9th January 2017 Commons Chamber

[Robert Halfon]

I accept the hon. Gentleman’s premise, but, as I think I said in Committee, I do not want to put a straitjacket on colleges. The principal of Blackpool and The Fylde College acknowledged that there might be different requirements for different colleges. Nevertheless, there should be as much financial expertise as possible in further education colleges. When there is real financial leadership, those colleges will always be in good financial health whatever the funding pressures.

We forecast that, by March 2017, we will have spent a total of about £140 million on propping up colleges facing extreme financial difficulties. That money should have been spent on education and training priorities. While we envisage that only a very small number of colleges will ever find themselves insolvent, providing protection for learners and clarity for creditors is a crucial part of what we are trying to do, and of our responsibility to support the sector.

Since the Committee stage, we have been in a position to publish for consultation the Secretary of State’s draft strategic guidance. Following our conversations about the importance of incorporating the views of students in the running of the institute, it will come as no surprise that the guidance sets out our firm expectation that the institute will establish an apprentice panel by April this year. The panel will report directly to the board, ensuring that the learner voice—the apprentice voice—is at the heart of the institute. I am glad that the hon. Member for Blackpool South (Gordon Marsden) is encouraged by our approach. We also intend to publish for consultation, before the institute becomes operational in April, an operational plan for the institute which will set out in more detail how it intends to carry out its functions.

As for the insolvency elements of the Bill, we discussed in Committee the protections given to students through the special objective, and the possible ways in which the education administrator could ensure that disruption to students’ studies was avoided or minimised. In particular, we discussed whether the particular regard that the education administrator must have to the needs of students with special educational needs and disabilities should be extended to any other groups. I also recognise the importance of taking account of the needs of care leavers, recognising that they may need additional personal or pastoral support to deal with any uncertainty or upheaval should their college ever be subject to insolvency. Such support is best provided for each individual by a local authority-assigned personal adviser. As I said earlier, we will take steps to ensure that the guidance being produced for local authorities on their corporate parenting responsibilities includes advice on the role of personal advisers in the event that the young people for whom they are responsible attend colleges that enter education administration.

There is much to be proud of in our current system, given that 71% of FE colleges are good or outstanding and more than 50% are in good financial health, the proportion of 16 to 18-year-olds in education or taking up apprenticeships is at a record high, the reforms made following the 2011 Wolf review have raised the quality of qualifications, and 88% of students were recorded as having a sustained education destination in the year after key stage 5.

We know that high-quality further education can have a truly transformative impact on young people. That is why we announced as part of the spending review that we will protect the 16-to-19 national base rate of £4,000 per student for the duration of this Parliament. By 2020, if we include the adult education budget, the 19-plus apprenticeship funding and advanced learner loans, more funding will be available to support adult further education participation than at any time in England’s history.

The measures in this Bill will build on the key priorities, enabling students to make better choices about their future, with the opportunity to gain qualifications valued by employers that will secure their future prosperity and that of our nation.

[Rebecca Pow (Taunton Deane) (Con)]

In my constituency we are very fortunate in having Richard Huish sixth-form college, which has just been shortlisted as one of the six best sixth-form colleges in the country for The Times award. It runs apprenticeship courses, but there are concerns that it cannot get enough students to apply for some of the business admin courses. There is a real demand from business for those students, yet there are loads of apprentices doing courses where business does not really have jobs for them. Does the Minister agree with me and the principal of the college that provisions in this Bill to develop the synergy between education, apprenticeships and business are welcome, and indeed vital in addressing the skills shortage in this country?

[Robert Halfon]

I thank my hon. Friend for her intervention, and she is absolutely right: everything this Government are doing—the apprenticeship levy, this Bill, FE and technical education reform, the drive up of standards, the encouragement of apprenticeships, the money we are putting in with £2.5 billion that will be doubled by 2020—is designed to solve the problems she has talked about.

The OECD has said about the skills plan that

“the UK has a promising plan to advance technical education from a last resort to a first choice.”

Colleges, too, have spoken highly of the plan, including the principal of my own Harlow College, who said:

“As colleges we are not just about courses, we are about careers—we therefore believe that any reform that brings us closer to employers means our students gain higher skills and better jobs.”

This Bill is a Ronseal Bill: it does what it says on the tin. It transforms the prestige and quality of apprenticeships and technical education in our country, addresses the skills deficit, protects students in the event that colleges face extreme financial difficulty, and ensures that the most disadvantaged are able to climb the ladder of opportunity. The Bill underlines the Prime Minister’s commitment to a country that works for everyone. I commend the Bill to the House.

Oral Answers to Questions

Rebecca Pow Excerpts

Thursday 8th December 2016 Commons Chamber

[Mr Speaker]

It is good of the Leader of the House to drop into his own questions session. We are immensely grateful.

[Rebecca Pow (Taunton Deane) (Con)]

The floods of 2013 were devastating in Somerset, and my constituency covered half the flooded area. The Somerset Rivers Authority was established to deal with flood resilience, and the then Prime Minister, David Cameron, and the Secretary of State for Communities and Local Government gave assurances that the authority could be funded through a precept on our council tax bills. May I have an assurance that work on the framework for such an arrangement is under way?

[Mr Speaker]

Order. That is absolutely fascinating material, especially in Taunton Deane, but I question whether it has any particular relationship with the issue of Barnett consequentials. I am sure that that is a matter to which the hon. Lady will devote her grey cells in the hours that follow.

Apprenticeships Funding

Rebecca Pow Excerpts

Tuesday 1st November 2016 Westminster Hall

[Mr Lammy]

My hon. Friend is absolutely right. Services now account for 80% of this country’s economy. If we are to build manufacturing and have young people who are able to construct wonderful buildings such as Coventry cathedral, which was levelled during the war, we need apprentices.

[Rebecca Pow (Taunton Deane) (Con)]

In my constituency, apprenticeships are booming. At the new Bridgwater and Taunton College, which is soon to become a university, the first nuclear apprenticeships have started to fuel training of young people in that booming new industry. For Taunton Deane, everything that the Government are doing is positive—particularly the levy that will come in next year and fuel many more apprenticeships.

[Mr Lammy]

I encourage the hon. Lady to get into the detail, because that may not be the picture after the cuts that are coming. She may also have seen that the axe is, sadly, falling heavily on disadvantaged areas. I do not know whether there are pockets of deprivation in her constituency, but that is an underlying theme in this debate.

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[Derek Thomas (St Ives) (Con)]

I thank the right hon. Member for Tottenham (Mr Lammy) for securing this debate. When we consider the skills gap in pretty much every vocation going, a debate on apprenticeships and on ensuring people have the skills they need is timely indeed.

With your permission, Mr Streeter, I would like to briefly talk about my own experience. I left school at 15 and served a traditional apprenticeship as a Cornish mason in the construction industry under a Conservative Government. That skill has enabled me to feed my family and build my home, and it has supported me during a very long journey to become an MP. The apprenticeship also enabled me to stay in west Cornwall, where I grew up. That can be a significant advantage of serving an apprenticeship.

During the previous Parliament, I had a small construction business and took on an apprentice site carpenter. While I enabled him to get a trade, I also saw how the modern apprenticeship programme works in practice. More recently, I have taken on an apprentice in my constituency office and, even in those few years, I have noticed an improvement in the advice and support available to employers.

As Members can tell, I am a big fan of the apprenticeship programme. It is an important part of our young people’s journey to skilled employment. In spring this year, I hosted an event with the Cornwall Apprenticeship Agency. Local employers could come along to my constituency office and quiz a representative of the agency to find out about the pros and cons of offering that form of on-the-job training. I was very pleased to hear the speech from my hon. Friend the Member for North Swindon (Justin Tomlinson). During his time as Minister for Disabled People, he encouraged me a great deal to look at how we can support people with learning disabilities, and I ran one of his reverse job fairs just two weeks ago, so I thank him for that.

In a rural part of the country such as west Cornwall, a modern apprenticeship really is an important part of a local young person’s career path. For so long, Cornwall and the Isles of Scilly have suffered because our young people have found they must leave the county to find the skills and jobs they need. That has left us in a situation where we have a chronic shortage in many sectors, especially construction, farming and engineering. Quite often, these potentially well-paid jobs have disappeared because we have not had the people to fill the vacancies.

[Rebecca Pow]

My hon. Friend is making a passionate case. I come from Somerset, which is not unlike Cornwall in terms of its skills shortages and gaps. We are below national productivity levels. It is important that businesses design these apprenticeships, and that is what the Government’s new scheme is all about. We do not want bland apprenticeships in any skill; we want them tailored to business, which is what my local businesses are all coming to me and saying. I, too, am going to run a course, because people want the knowledge to go forward.

[Derek Thomas]

That is a fantastic point. When I stood in the election and finally won, I met and worked with local businesses, and they kept telling me that they need courses provided by the college to provide the workers they need and the training their young people need. It is important that businesses lead the way in ensuring that they have the skills they need to move forward.

We have massive vacancies in Cornwall, and clearly we cannot continue like this. The modern apprenticeship programme, if communicated properly and successfully delivered, gives young people the opportunity to train locally, work locally, live locally, shop locally—in my part of the world, it is important that we look after our local retailers—and go on to raise a family locally. Rather than just welcome the Government’s ambitious target regarding the number of apprenticeships, it is essential that we meet it, simply because we do not have the people to do the jobs whom we need at the moment.

I heard the points that the right hon. Member for Tottenham made about funding. However, the great challenge we face is to engage more small businesses to take on apprentices. It makes sense that the Government are focusing on and prioritising funding, meaning that 90% of all funding for small businesses will be met by the Government. It makes sense that small businesses do not pay anything towards training people under 18 years of age. The real challenge is not so much the amount of money but how it is spent, as well as improving links between our schools and employers, so that young people and their families are aware of the opportunities available to them in the areas where they live. That would have a significant impact on the skills gap in west Cornwall and across the country. I welcome this debate, but I argue that we should concentrate on how we equip and enable young people to do apprenticeships, rather than fall out about the money available.

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[Michael Tomlinson]

rose—

[Rebecca Pow]

Will the hon. Lady give way?

[Marion Fellows]

Certainly, but please do not fight over me.

[Rebecca Pow]

Does the hon. Lady agree that under the Labour party under Tony Blair, every child was encouraged to go to university? What is her view on whether that put a different focus on apprenticeships? I wonder whether that had an influence on the change of thinking within our schools.

Oral Answers to Questions

Rebecca Pow Excerpts

Monday 10th October 2016 Commons Chamber

[Rebecca Pow (Taunton Deane) (Con)]

I welcome the Minister’s comments today about rural schools, and I have a large preponderance of rural schools in my constituency. However, the fact is that Taunton Deane receives £2,000 less per pupil on average than the national average. I know that the Secretary of State and the Minister are working hard in the best interests of our young people, our teachers and our governors, but can he please confirm that due consideration will be given to righting the funding disparity between our schools and our pupils?

[Mr Gibb]

We have protected the core schools budget in real terms, but the system for distributing those funds, as my hon. Friend pointed out, is outdated, inefficient and unfair. That is why we consulted on the principles and the building blocks of the formula in the spring of this year. That will include sparsity as a concept, and also a fixed sum, which of course helps small schools. We will issue our detailed proposals on the design and impact of the formula for consultation in the autumn.

Higher Education and Research Bill

Rebecca Pow Excerpts

2nd reading: House of Commons & Money resolution: House of Commons & Programme motion: House of Commons & Ways and Means resolution: House of Commons
Tuesday 19th July 2016 Commons Chamber

[Justine Greening]

Since 2009, students from a disadvantaged background in England are 36% more likely to go to university. It is not good enough to come up with excuses and tell young people of great quality who have the grades that they cannot go to university because the Government who, unfortunately, are running the country in which they live are not prepared to take the decisions to enable funding to get to the sector and create the places that they need. We are prepared to do that.

The Bill is about opening up the sector to enable new providers to enter it and create the extra places that our young people need. There will be rigorous tests for those new providers, as well as for those that already exist, centring on quality and making sure that they have financial stability. We are interested in enhancing the world-class reputation of our universities in creating opportunity for all, rather than in expansion for its own sake.

[Rebecca Pow (Taunton Deane) (Con)]

I thank my right hon. Friend for giving way and offer her huge congratulations on her new role. Does she agree that the new university side of the Bill will lead us into a new era of focusing much more on gearing up our students for the workplace and on linking with business to provide the exact courses required to upskill our people for the future?

[Justine Greening]

My hon. Friend is absolutely right. The good news is that we expect many—indeed, most—of the jobs created over the next few years to be graduate-level jobs. Our economy is creating opportunities, but we need to make sure that our young people are in a position to take them. That is part of the reason why this Bill is absolutely critical. Wherever and whatever a person is studying, part of how they are able to succeed is making sure that they get high-quality teaching. That is why we are delivering on the Government’s manifesto pledge to implement a new teaching excellence framework for universities.

--- Later in debate ---

[Rebecca Pow]

Will the hon. Gentleman give way?

[Mr Marsden]

I will make progress and come to the hon. Lady presently.

Long-established institutions such as Cambridge University have said quite straightforwardly that they do not support the link between the TEF and fees. Cambridge University states:

“it is bound to affect student decision-making adversely, and in particular it may deter students from low income families from applying to the best universities”.

No wonder the Government’s equality analysis had to resort to newspeak, saying that

“TEF is expected to benefit students regardless of their… characteristics”,

in an attempt to meet their public equality duty.

[Mike Wood]

Will the hon. Gentleman give way?

[Rebecca Pow]

rose—

[Mr Marsden]

I will give way to the hon. Member for Taunton Deane (Rebecca Pow).

[Rebecca Pow]

As someone who has put two daughters through university and who has a son who is thinking about where to go, I believe it is essential that more focus is put on the quality of what is offered at universities. That is what the Bill fundamentally tries to work in, which I applaud.

[Mr Marsden]

There is absolutely nothing wrong with quality, but we have to see where the quality extends. The truth is that that is not clear in the TEF before us.

In addition to the first year, we know that only the simplest of tests will be available to allow HE institutions to obtain tuition fee increases. In essence, it is a cash-in coupon. There are no guarantees about where that will take us in fee changes in years two and three. It is therefore not surprising that the vice-chancellor of the University of Bedfordshire, Bill Rammell, who is a former HE Minister—[Interruption.] When the Lord Commissioner of Her Majesty’s Treasury, the right hon. Member for Bexleyheath and Crayford (Mr Evennett), stops barracking from the Front Bench, he might find that one or two respondents to the Bill have close connections with the Government and the Conservative party. It is not surprising that Bill Rammell says that the TEF proposal

“risks the commoditisation of higher education”,

even if the Government have had to row back from their original plans.

It took about six years in the early 2000s to get a broadly acceptable framework for measuring research quality with the research excellence framework. Simply using existing datasets and metrics in teaching such as the national student survey will not on its own do the business. The Business, Innovation and Skills Committee said that the use of metrics as proxies for quality was problematic. Although the White Paper claims that TEF awards will add up to £1 billion in 10 years, there are no cost predictions. The Government are proceeding on the assumption that there will be only one TEF assessment per university—a one-size-fits-all approach that has been criticised by a wide range of commentators, not least at the all-party parliamentary group meeting that the Minister spoke at last December. Where is the recognition of that, and where is the strategy for finessing that assessment, which could perhaps be done by schools of humanities, science, social science and so on?

--- Later in debate ---

[Mr Lammy]

I do not accept that, I am afraid. The removal of the cap does not help when it comes to fair access. All that it does is help more chinless wonders from more public schools to get in.

Given that 100 elite schools account for 3% of the total of 31.9% of admissions to Oxbridge, the same proportion as in 2008, we have seen absolutely no progress in the opening up of Oxbridge entrance. St Pauls Girls’ School and Westminster lead the way—nearly half their students go to Oxbridge—while more than 1,300 schools do not have a single Oxbridge entrant, and only 50 students receiving free school meals were admitted to Oxbridge in 2013.

I acknowledge that progress has been made in widening access to universities for our most disadvantaged students and that more poor children are going to university, but the crucial question is: which university? I know that the Secretary of State is new, but she did not really get to the heart of that. It is not just about the widening of participation, but about fair access so that people can get their straight As and A*s and they too can make their way from Sunderland, from Darlington and from Tottenham to these universities.

[Rebecca Pow]

The right hon. Gentleman is making an extremely valuable case but does this not highlight why we need this Bill and some of the things in it, in particular the focus on transparency, so that we can look at social mobility in the individual institutions and work out where they are going wrong and where they need to do more? That is precisely what this Bill is for.

[Mr Deputy Speaker (Mr Lindsay Hoyle)]

I might be able to help a little, as the hon. Lady is hoping to catch my eye next. Mr Lammy, your speech has taken about 14 minutes so far, and I did advise Members to take about 12 minutes. I am sure your contribution will be coming to an end very shortly.

--- Later in debate ---

[Rebecca Pow]

I am very pleased to see the Minister for Universities and Science, my hon. Friend Member for Orpington (Joseph Johnson) back on the Front Bench, and I want to put on record that I welcome the Secretary of State to her position. I share her experience of being the first person in my family to go to university. Both my parents left school at 16 and came from a lowly farming background and I can honestly say it is, and was, a ticket to the world. In those days, very few women went to university, so I can assure the right hon. Member for Tottenham (Mr Lammy) that things have definitely improved.

I rise to support this Higher Education and Research Bill with that as my background, and also with having two children who have already gone through university and one son who, in fairness, is deciding whether to go at all and is thinking about what it will provide. I realise how important it is to go to university, to consider which subject to study and what job might be available at the end of it. Those things are very important.

I have discussed this with many students in my constituency, both at the local sixth-form college, Richard Huish, which is exceedingly good and is in the top 10 in the country, and at Somerset college. I talk to young people about what is preventing them from going further, why they do not want to go—whether they would rather stay at home and so forth. I am very hopeful that lots of these things will be addressed in the Bill because higher education is undoubtedly good for the individual.

Graduates on average earn in excess of £100,000 more over their lifetime, having got that graduate premium. It is not just good for the individual, it is also good for the economy, and in this very rapidly changing world it is essential that here in the UK, especially in our post-Brexit era, we can move our workforce forward. That is why this Bill is going to be so important.

Around 20% of UK economic growth between 1982 and 2005 was a result of increased numbers of graduates, and the skills they brought to the table. I therefore welcome the Bill, and one of its key aims is to encourage and enable even more people to have such opportunities. The Government have been attacked by the Opposition, but the record is already much improved from the days of Labour, with the proportion of young people from disadvantaged backgrounds who go into higher education up from around 13% in 2009 to almost 19% now. The situation is improving, and young people from the most disadvantaged areas of England are now 36% more likely to enter higher education than they were in 2009. That is a record of gradual improvement, but more needs to be done, and the Bill will address that.

The Bill will support the establishment of new universities and promote choice and competition, making it easier for high quality, new providers and challenger institutions to enter the sector and award degrees, giving students more choice and boosting competition to improve teaching quality. Why is that necessary? We have heard lots of points this afternoon, but basically we need to address and improve the skills gap, and ensure a flow of young people and mature students who go on to further education and into business. We must ensure the right courses for those people.

I have spoken to many businesses in my constituency and held roundtable meetings, and it is clear that the right young people are not coming through to work in those businesses. Taunton Fabrications makes bridges, stairwells and stairways for railways all over the country, but it cannot find the right people to work in its business and it is keen for us to get some better courses going. Fox Brothers, which has recently been taken over by Deborah Meaden, is a high-quality, high-end weaving company that provides Yves Saint Laurent and other top-end French companies with fabrics. It cannot find the right calibre of people with engineering experience, or the right textile experience to work in that company, and the Bill will help with that.

If we can address those gaps, we will help productivity in Taunton Deane and the wider south-west. For new universities, however, we are in a cold spot—not weatherwise today—because we do not have a university in the area. Much research has been done to prove that we could do with one, and planning is in progress. Nearby Bridgwater College has just joined with Somerset College, and that is where we hope to have a university. My hon. Friend the Member for Milton Keynes South (Iain Stewart) spoke about thinking outside the box and focusing new universities on the specialisms, strengths, and skills needed—particularly those already in the area—and that is exactly what we are doing in Taunton Deane.

The idea is to link up with health and nursing education—I know my hon. Friend the Member for Bath (Ben Howlett) is present, but Somerset’s main hospital is in Taunton Deane. It already runs courses with the local college, but we must build and focus on them more, and a university would help with that. We also have local specialisms in energy skills, and low-carbon energy and related engineering. That links into Hinkley Point, which we are all very confident we will pull off. That is spawning a plethora of other industries, but we need students and graduates to train in those areas, and to go out in the wider country to use their knowledge. We also have links with the Ministry of Defence which provides training, and with Rolls-Royce in Filton. There are lots of opportunities should we get that university off the ground. I am confident that we will, and that the Bill will help, just as it will in many other places. That would then benefit the wider economy. Productivity in the south-west is below the national level, which is a serious issue. One reason for that is that we do not have the right high-calibre skills and we do not retain our young people. They all go off to university somewhere else, so we need a university right where we are in order to fill the jobs there.

[Jo Churchill]

Does my hon. Friend agree that there is a tendency for young people to go away to university and then to stay close to where they have been studying? At the moment, that is preventing Taunton Deane from benefiting from its students’ skills.

[Rebecca Pow]

I thank my hon. Friend for making such a good point. Indeed, I feared that, when my own children went up north to get the northern experience from their universities, they might stay there and not come home, lovely as they are. It was a great experience and opportunity for them—one went to Leeds and one went to York—but I wanted them to come home. Not that they have yet—they have gone to various other places.

All these things are tied together. This is not just about upping the education offer; we also need to have the right infrastructure. For example, we have to have my A358 road upgrade and we must have good railway stations. All those things need to build together, and I am really confident that the Government get that. That is what they are doing, and our new Prime Minister really does understand that if we are going to increase our productivity, all those things have to link together.

I now want to move on to the part of the Bill that deals with establishing the office for students. It will be the new regulator for higher education, and it will have a duty to promote competition. I welcome this cultural shift in making it a statutory duty to take account of students’ interests. It is amazing that we have not done that before, given that they are the ones who are affected by all this, and I am delighted to welcome this big shift. I have had discussions with the National Union of Students and I understand that, on the whole, this is a very popular move.

We have heard much about the teaching excellence framework, which I welcome. It will ensure that universities focus on graduate employability. That links exactly to what I have been saying about jobs and skills in Taunton Deane; it all links together. Also, a number of hon. Members and hon. Friends have mentioned the need for an emphasis on the quality of teaching rather than just the quantity. We have only to talk to our own children, and other students, about their experiences at university to discover that, given the amount of money involved, some of the courses are sadly lacking in input hours. It is also sometimes unclear what that input actually means—various people are laughing and trying not to laugh—and what it will deliver in terms of employability. I absolutely welcome that part of the Bill.

The Bill also mentions the student protection plan. The hon. Member for Glasgow North West (Carol Monaghan) talked about what would happen to students if their provider was unable to deliver their course, and the Bill will deal with that. I really am optimistic that, as a result of this new framework, students will be at the heart of the matter. I have already mentioned transparency, which will be key to enabling the social mobility that we all want to see. We all want everyone to have opportunities. We do not want an “us and them” situation; we want everybody to benefit. That is what this is all about. The ability to look at which colleges and universities are offering which courses, and at who is successful and getting a job, will put the onus on the establishments to be the best that they can. Otherwise, people will not want to go to them. I fully support that part of the Bill.

I really welcome the combining of research and innovation funding into a single strategic body—UK Research and Innovation. Research is an important part of this country’s economy and it is absolutely crucial to have a strategic approach to the way we handle it and the £6 billion currently invested in it. We should never underestimate the value of research in this country. We are world leaders in many areas, especially in environmental research, and we must build on that and offer greater opportunities.

The Bill strikes a truly healthy balance between protecting our universities’ global reputation for quality and encouraging more establishments, offering new and innovative opportunities for so many more people from every single background. The Bill is essential and will benefit not only individuals, but the entire economy.

Oral Answers to Questions

Rebecca Pow Excerpts

Monday 4th July 2016 Commons Chamber

[Mrs Flick Drummond (Portsmouth South) (Con)]

2. What steps her Department is taking to assist teachers in managing their workload.

[Rebecca Pow (Taunton Deane) (Con)]

8. What steps her Department is taking to assist teachers in managing their workload.

[The Secretary of State for Education (Nicky Morgan)]

First, I add my welcome to the hon. Member for Ashton-under-Lyne (Angela Rayner). I look forward to engaging with her on our mutual interests: education and, I understand, women and equalities. I pay tribute to the hon. Member for Manchester Central (Lucy Powell) for her work as shadow Education Secretary. I think it is fair to say that we did not agree on everything, or perhaps even much, but I do pay tribute to her hard work, and that of the hon. Member for Scunthorpe (Nic Dakin), who I have also worked with over the years.

We are continuing our extensive work to remove unnecessary workload for teachers. As part of my commitment to taking action in this area, we established three independent review groups to tackle workload relating to marking, lesson planning, and data management. We have accepted all their recommendations to Government. We urge school leaders and others in the education system also to act on those recommendations, and we will continue to work on this.

[Nicky Morgan]

My hon. Friend will remember that in the Budget the Chancellor mentioned support for a longer school day. Many schools already offer extra activities as part of a longer school day. We are keen to support this, and hope that they will broaden their range of activities. However, if we have a longer school day, there is no requirement for teachers to increase their workload to accommodate that. We will come forward with more details in due course.

[Rebecca Pow]

Having spoken to many teachers in Taunton Deane, it is clear to me that a significant number feel under continual pressure to adapt to a constantly changing system, and there are worries that more changes are on the horizon. Will the Secretary of State give assurances that following the White Paper, teachers will begin to see greater consistency? Will she meet me, and perhaps some local teachers, to discuss these issues?

[Nicky Morgan]

Of course I will be very happy to meet my hon. Friend and any teachers or headteachers she might like to invite from her constituency. Our aim is to give schools and colleges as much stability as possible to deliver the ambitious reforms set out in the White Paper. We want to give teachers and leaders the confidence to make changes based on their own professional judgment. We have a workload protocol that gives schools the time to prepare for significant changes, and we are making sure that it takes fully into account the implications for workload.