School Funding
Debate between Afzal Khan and Emma Hardy(6 years, 7 months ago)
Commons ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
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
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.