Schools and Colleges: Qualification Results and Full Opening

Afzal Khan Excerpts

Tuesday 1st September 2020 Commons Chamber

[Gavin Williamson]

We are working closely with the Education Endowment Foundation to ensure that those tutorials are rolled out through this academic year. All the studies point to the fact that the benefits that accrue to children are incredibly rapid, over quite a short period. Having small group tuition can deliver real leaps in learning within four to five months, so there is an immediate benefit from doing it, and that shows the urgency of bringing it forward. My right hon. Friend points to the slight trepidation of a child she saw on TV about returning to school. What we have seen across the board is that when children get to school, their faces light up, and the teachers are there to welcome them and are so keen to see them. That is what we want to see, and that is what we are seeing across the country. The benefits will be truly profound, not just for those children but much more widely in society.

[Afzal Khan (Manchester, Gorton) (Lab) [V]]

New research from the National Foundation for Educational Research reported that 98% of teachers believe that pupils are behind where they would normally expect them to be in the curriculum. Across the country, pupils have lost months of learning, and it is clear that many will need sustained support in order to catch up on the time lost. Can the Secretary of State tell me when those pupils will start to receive additional support from the catch-up premium and national tutoring fund?

[Gavin Williamson]

The national tutoring fund and the covid catch-up premium will be implemented for this coming academic year, so children get the benefit of it immediately.

Education Settings: Wider Opening

Afzal Khan Excerpts

Tuesday 9th June 2020 Commons Chamber

[Gavin Williamson]

I can absolutely confirm that. Just for clarity, as was outlined in our guidance back in March, if the family has one key worker, they have access to those critical-worker places.

[Afzal Khan (Manchester, Gorton) (Lab) [V]]

In the light of exam cancellations, GCSEs and A-levels will now be predicted by teachers. An upcoming report by the Equality Act Review has highlighted the concerns of students and parents, particularly those from black and minority ethnic backgrounds, about this situation. Has the Secretary of State assessed how predicted grades will further worsen the attainment gap?

[Gavin Williamson]

The hon. Gentleman raises a vital point. We took this issue into account in our work with Ofqual and the exam boards to make sure that people from black and ethnic minority communities are not disadvantaged in that way.

English for Speakers of Other Languages

Afzal Khan Excerpts

Wednesday 3rd July 2019 Westminster Hall

[Preet Kaur Gill (Birmingham, Edgbaston) (Lab/Co-op)]

I beg to move,

That this House has considered funding for the provision of English for speakers of other languages.

It is a pleasure to serve under your chairmanship, Ms Dorries. I am grateful for the opportunity to open this debate, which is about a subject that is close to my heart and to my community: the urgent need to invest in English as a second language, particularly for refugees.

I am fortunate to represent a place that is diverse, inclusive and welcoming. I am proud to be from a city of sanctuary, because almost 500 people living in Birmingham have arrived since the beginning of the Syrian vulnerable person resettlement scheme. Last summer, I was fortunate to meet 12 people from Syria who have started new lives in Birmingham, supported by Refugee Action. They shared with me their experiences of life in the UK, and spoke about how respectful and kind those around them have been, how comfortably their children have settled into local schools and what a great place Birmingham has been to live in. The biggest problem that almost everyone wanted to raise with me was the lack of sufficient access to English language learning.

People had different reasons for wanting to improve their English. For one family, it was to ensure they could communicate properly with healthcare professionals to support their daughter with her complex health needs. For another, it was so that they could speak English well enough to pass their UK driving test. For another man, it was so that he could take up the profession he held back home in Syria as a football coach.

Earlier today I met Nour, a Syrian refugee living in Birmingham—he is in the Gallery listening to the debate. Nour is a passionate champion of the importance of learning English, and I want to share with Members his powerful words:

“When you start to speak English fluently, it means you can get a good job and make your dreams come true. I am working hard. I want to create a company like Microsoft. You will see—I will achieve my dreams and goals.”

The experiences of this group of refugees is mirrored by many people of different backgrounds, who have different motivations but the same ambition to be able to communicate better with the community around them. We should support that ambition and be a country that is open and welcoming, but that requires providing people with support after they arrive here. Language classes are fundamental in building cohesive communities, yet many barriers exist for people to access classes and they struggle to find the opportunity to learn to speak English.

[Afzal Khan (Manchester, Gorton) (Lab)]

I congratulate my hon. Friend on securing the debate. It is clear that there is support from both the refugee community and the British public for having these classes. Does she agree that there are particular concerns that women with children are prevented from accessing these classes, because there is no provision for children?

Education

Afzal Khan Excerpts

Thursday 20th December 2018 Ministerial Corrections

[Anne Milton]

For instance, since 2010 we have seen 26% more women entering STEM A-levels in England. However, we recognise that the take-up for physics is notably low and we have put money into the Stimulating Physics Network. I praise hon. Members who have taken part in the Year of Engineering. We know that girls’ interest in STEM subjects tails off quite substantially at secondary school. We are doing research to understand that better.

Cost of Living: Higher Education

The following is an extract from Education questions on 17 December 2018.

[Afzal Khan]

According to a recent report in the Huffington Post, the living costs of students in Manchester has rocketed by 37% in the last 10 years. Cost should not be a barrier to accessing the country’s best universities, such as the University of Manchester. What is the Minister doing to encourage universities to keep students’ costs affordable?

[Chris Skidmore]

Students who started their courses in the current academic year have had access to the highest ever funding levels to support their living costs. We now have a system of support that targets those from the lowest-income families, who need it the most. A record number of 18-year-olds from disadvantaged backgrounds went to university this year, 68% more than in 2009. [Official Report, 17 December 2018, Vol. 651, c. 519.]

Letter of correction from the Minister for Universities, Science, Research and Innovation:

An error has been identified in the response I gave to the hon. Member for Manchester, Gorton (Afzal Khan).

The correct response should have been:

Oral Answers to Questions

Afzal Khan Excerpts

Monday 17th December 2018 Commons Chamber

[Nadhim Zahawi]

The hon. Gentleman has made an important point about funding. We are working with the sector, and with the Local Government Association, to ensure that we are in a good place for the spending review.

[Afzal Khan (Manchester, Gorton) (Lab)]

13. What recent assessment he has made of the financial effect on students in higher education of the current cost of living.

[The Minister for Universities, Science, Research and Innovation (Chris Skidmore)]

It is good to be back at the Dispatch Box.

The most recent assessment of the living costs of English-domiciled full-time and part-time undergraduates was the 2014-15 student income and expenditure survey, which found that the average living costs of full-time undergraduates were about £7,000.

[Afzal Khan]

According to a recent report in the Huffington Post, the living costs of students in Manchester have rocketed by 37% in the last 10 years. Cost should not be a barrier to accessing the country’s best universities, such as the University of Manchester. What is the Minister doing to encourage universities to keep students’ costs affordable?

[Chris Skidmore]

Students who started their courses in the current academic year have had access to the highest ever funding levels to support their living costs. We now have a system of support that targets those from the lowest-income families, who need it the most. A record number of 18-year-olds from disadvantaged backgrounds went to university this year, 68% more than in 2009.[Official Report, 20 December 2018, Vol. 651, c. 6MC.]

Oral Answers to Questions

Afzal Khan Excerpts

Monday 14th May 2018 Commons Chamber

[Damian Hinds]

That is an incredibly important question. Northern Ireland has a particularly strong record on educational outcomes when we look at the international tables. The right hon. Gentleman asks specifically what schools need to do to bid into the capital fund for selective schools. They would have to submit a fair access and partnership plan and, at a minimum, commit to prioritising pupil premium pupils in their admissions criteria. They would also have to re-examine their admission or testing arrangements and undertake outreach to support access for disadvantaged pupils.

[Afzal Khan (Manchester, Gorton) (Lab)]

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

[Dan Carden (Liverpool, Walton) (Lab)]

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

[The Parliamentary Under-Secretary of State for Education (Nadhim Zahawi)]

By 2019-20, we will be spending an extra £1 billion annually on higher funding rates to deliver 30 hours of free childcare. The rates are based on our review of childcare costs, which was described as both thorough and wide-ranging by the National Audit Office. We have commissioned new research to understand providers’ current costs.

[Afzal Khan]

According to Ofsted, the number of childminders dropped once again in the last three months of 2017. We now have over 15,000 fewer childminders than there were in 2012. Does the Minister believe that funding levels have played a part in this dramatic drop-off? If not, how does he explain it?

[Nadhim Zahawi]

We are spending record amounts on childcare—£6 billion in total. If we look at parents who got their 30 hours of childcare for three and four-year-olds, we see that 377,000 codes have been issued for the summer term. The system is working.

School Funding

Afzal Khan Excerpts

Wednesday 25th April 2018 Commons Chamber

[Emma Hardy]

My hon. Friend is absolutely right. There are so many people across this Chamber who have a shared sense of purpose and a belief that every child matters. I still believe that every child matters, but that seems to be getting twisted and distorted along the way. We simply do not have the money that SEN children in Hull desperately need. Headteachers wrote to the Secretary of State back in March and said:

“Mainstream schools are increasingly having to resort to fixed-term and permanent exclusions to deal with challenging pupils. This is despite the best efforts of dedicated staff in schools. There is a feeling that something has to change or schools will implode.”

Now, we know from the Education Committee’s recent inquiry into alternative provision that an increasing number of children are being expelled from the system or off-rolled. Why is that? It is not because teachers have suddenly become heartless or have suddenly stopped caring about the children in their classes, but simply because they do not have the necessary resources to deal with the different challenges that pupils come to school with due to the impacts of austerity and poverty.

What is happening outside schools is reflected in what is happening inside our schools. Children who come to school hungry or are coming to school after awful childhood experiences will display challenging behaviour, and schools do not have the necessary resources to deal with that behaviour. I say to the Secretary of State and the Schools Minister that alternative provision is a false economy that will cost the Government more money in the long run. Alternative provision is more expensive. Dealing with interventions for all these pupils as they go through their school career will be more expensive than helping and supporting schools at the beginning, when they need it. I never thought that I would be citing Estonia as a country with an education system that we should look at, but Estonia evaluates every single child at three years old for learning difficulties or any signs of special educational needs, so that interventions can be put in place to deal with the situation before those children start school. Our Government should be doing that if they actually want to save money.

Turning to saving money—another one of my bugbears—there seems to be a lot of talk from the Government about vice-chancellor pay at the moment. They seem to be getting hot under the collar and worked up about the issue, but there has not been a word about the pay of chief executive officers of multi-academy trusts. Is it right for some CEOs to be receiving over £450,000 a year? You are right to look shocked, Madam Deputy Speaker. Is it right for CEOs to be getting paid that much money when our schools do not have enough money for their SEN pupils? Also on academies, is it right that millions of pounds have gone on related transactions within multi-academy trusts? Money could be saved by delving more deeply into the accounts of some trusts to examine what money is being wasted on. As a new Member of Parliament, I am subject to certain rules, which I absolutely support, and one such rule is that I cannot employ any direct relation, and nor should I. However, the CEO of a multi-academy trust can employ every single member of their family in a number of different roles on whatever salary they see fit. We could examine that to find a way of redirecting funds towards the SEN pupils in Hull who so desperately need them.

Headteachers in Hull have asked for an additional £5 million, which is all that they need to help give every single child in the city a quality education. But this is not just about the children with SEN; there is an impact on every child. I know that because I was a teacher for 11 years, and if a child in a class has challenging behavioural difficulties, the teacher needs additional resources to help that child, which will help every other child in the class. A teacher who is dealing on their own with a pupil’s challenging behaviour or learning difficulty will end up spending a disproportionate amount of time with that one pupil to the detriment of the others. The resources need to be in place to help SEN children and every other child in the class.

I get a bit—

[Afzal Khan (Manchester, Gorton) (Lab)]

rose—

[Emma Hardy]

Oh, go on—before I start again.

[Afzal Khan]

Would you also have—

[Madam Deputy Speaker]

Order. The hon. Gentleman means, “Would my hon. Friend”.

[Afzal Khan]

Does my hon. Friend share my concern about the recent Children’s Commissioner for England report that talks about the deep north-south divide in education? The situation in my constituency is a stark demonstration of that. All 25 primary schools and five secondary schools are facing cuts so, considering that over half of all secondary school pupils are on free schools meals, that means less support for some of our worst-off children, which cannot be good for society.

[Emma Hardy]

Absolutely. Interestingly, I was reading George Osborne’s report about education in the north, and he has come up with the radical solution of having local bodies responsible for all the schools in a particular local area. Who could have thought of that? Who could have imagined that that could be a solution to some of our schools’ problems? I do not agree with the Government’s rhetoric about what our schools are facing and what the education system is like, because the Government would have us believe that it was a land of milk and honey where children were skipping around, sounding out words at the age of three and going on to become incredibly successful individuals. The reality is that there is a huge skills shortage that will become even greater post-Brexit. The other reality is that one child in 10 has a mental health problem, and I believe part of that mental health problem is a result of the curriculum and the school system that our young people are put through.

What else is there? We have a crisis in recruitment and retention, and many teachers are giving up. I left in 2015 to find a career doing something else, and many of my colleagues are doing the same. There is an idea that the Government are going to provide more money for teachers to teach maths. It is a great idea—well done—but find the maths teachers first before promising more money for pupils to study the subject. We have more looked-after children than ever before, because there is not enough money for children’s services. Debt is increasing for those leaving university. More children are being off-rolled or “home educated”. Alternative provision is full. Pupil referral units are full to capacity, and there is not enough space to meet the demand from children who need to attend them. That is this Government’s true record on education. That is the reality that children are facing. The Government are letting down so many children and parents, and it is unacceptable for the Government to offer rhetoric about the number of “good” and “outstanding” schools when they are failing our children on the ground.

I ask everyone in the Chamber to think about why we are here. What do we stand for? What do we value? I am clear about my purpose, which is the same as when I was a teacher for all those years: I stand for every single child in the country. I will keep opposing this Government and the changes that they are introducing, which are damaging education and our children’s futures. I will end by quoting my nanny, who says, “If you pay cheap, you pay twice,” and that is exactly what is happening with this Government. The lack of money for education will lead to a higher bill in the future for all our young people.

Free School Meals/Pupil Premium: Eligibility

Afzal Khan Excerpts

Tuesday 6th February 2018 Westminster Hall

[Afzal Khan (Manchester, Gorton) (Lab)]

Let me begin by thanking my hon. Friend the Member for Washington and Sunderland West (Mrs Hodgson) for securing this debate and for eloquently and forcefully putting across the reasons for it and the flaws in how things are processed.

I want to discuss this issue in context of my region. The Greater Manchester area has the highest rate of child poverty in the country. I have three concerns about the Government’s proposed changes to the eligibility criteria for free school meals. First, and from a regional perspective, the areas worst affected by child poverty stand to lose the most from the proposed changes. Places with among the highest rates of child poverty, such as my constituency of Manchester, Gorton, will have a high number of children who are no longer eligible for free school meals. The effects of this will need to be picked up by already-stretched local councils and charities.

Secondly, the Government are turning their back on the 10% of pupils from poor households who would not be eligible for free school meals under the proposed changes. In the city of Manchester, there are 5,000 children eligible for free school meals under universal credit who would not be eligible under the proposed criteria. Thirdly, the Government are undermining their own principle that universal credit should make work pay. In some cases, taking on additional work would mean families ending up on a lower overall income, instead of people being rewarded for working harder.

Changes to universal credit are already projected to push a million more children into poverty by 2022. We must not additionally take away the right for children in poverty to access free school meals.