Education and Local Government

Alex Chalk Excerpts

Tuesday 14th January 2020 Commons Chamber

[Layla Moran (Oxford West and Abingdon) (LD)]

I congratulate the hon. Member for Gedling (Tom Randall) on his tour de force. I just googled Gedling and it looks delightful. I will certainly consider it as a destination for the next bank holiday. I am sure everyone will agree that it has been instructive sitting in the House this afternoon.

I made my maiden speech in the education part of the Queen’s Speech debate. As I said then and as I say now, as a former teacher, it is this issue and my driving passion to ensure that every single child, no matter their background, reaches their full potential that has brought me here. Of course then, whenever I see a Queen’s Speech, I scour it for the education bit. This time, I had to keep looking, because it was one sentence—one sentence in Her Majesty’s Gracious Speech on education—and it concerned an announcement that had already been made on school funding.

We do need more money. We have been debating this in the House cross-party—I give everyone their due—for a long time, but 83% of schools will have less money per pupil than in 2015, so we welcome any new money, but as has been said, we must keep an eye on what else schools are being asked to pay for—not least the very welcome rise in the basic rate for teachers’ salaries.

There is something else I find depressing about the Queen’s Speech and the speeches from Ministers. I believe that we now need a national debate on education. We are spending more money on it and I think the public deserve to know if we are getting the best value for money. As far as I can see, the Government’s policies are ideological, not evidence based. They need to be driven by what actually works. This morning we heard about behavioural standards and a rigorous curriculum, but those were buzzwords when I first started teaching, and even before that. We know so much more now about what works.

In his opening remarks, the Secretary of State mentioned PISA. My master’s was in comparative education at the Institute of Education, and I learned a few things about PISA then. It has its place and I would not like us to withdraw from it but, that said, we are in the middle of the table. There is a lot of rhetoric and a lot of warm words about world-class schools, but if the Government care so much about PISA, they should look at the evidence.

We are in the middle of the table, and those at the top do not care that much about PISA. What they are doing is innovating and breaking down the walls between subjects. It is clear from the latest report, published just a few weeks ago, that they are putting social and emotional wellbeing right up there with high-quality content: not as an adjunct, not as an afterthought, but as a driver. Children who are emotionally secure learn better. That is an obvious thing to say, but I do not think that we are prioritising it in this country. So far the approach has been haphazard, and I am sorry to say that we are seeing the same approach in other matters to do with education. Erasmus has been mentioned today. I am sad that the House chose not to support the amendment that I tabled last week.

[Alex Chalk (Cheltenham) (Con)]

The hon. Lady has talked about the PISA rankings. Is it not right to pay tribute to the teachers as a result of whose hard work the UK is performing better in reading than France, Germany, Japan and the United States? Should we not pay tribute to them for those great achievements?

[Layla Moran]

I could not agree more. Our teachers are heroes. Day in, day out, teachers in secondary and primary schools, especially primaries—I still do not understand how they do it; those people have the patience of angels—are doing an incredible job, and I thank the hon. Gentleman for giving me the chance to say so. That said, however, they are doing it under enormous strain.

The thin end of the wedge is exclusions, which currently represent a huge crisis in our education system. Vulnerable children are falling through the cracks of a system that is under extraordinary strain. As I said earlier, I went into politics because I was appalled that there was such a strong link in this country between where people go and where they come from. This House is becoming more representative when it comes to women and a bit more representative when it comes to black and minority ethnic people, but how representative is it when it comes to socioeconomic backgrounds? That, I think, is the one thing that we do not talk enough about in this place.

In our schools, it is the kids who come from poorer backgrounds who are consistently falling through the cracks. The rate of permanent exclusions increased by 52% between 2013-14 and 2017-18, returning to levels not seen since the end of the last Labour Government. In secondary schools, for every 10 pupils on the school roll, one temporary exclusion is issued. Pupils with moderate special educational needs are five times more likely to be excluded than those without them, and more than 50% of children with SEND who are excluded have social, emotional or mental health difficulties. Black Caribbean and Gypsy, Roma and Traveller communities are the most likely to be excluded, and pupils on free school meals are four times as likely to be excluded as their classmates from more affluent backgrounds.

I do not believe for one second that those children are in any way less able than anyone else. There is something wider going on here. I think that we need to look at our own system. There are perverse incentives in it, to do with accountability and the inspection regime, that encourage teachers to “off-roll” difficult students before GCSEs. Headteachers are desperate, because of the punitive way in which Ofsted uses results, to take some of them out of the system so that their ratings do not fall. We know that that is happening: Ofsted itself has alerted us to it.

Ultimately, who sets the regime under which Ofsted inspects? Who gives Ofsted its money? It is the Department for Education, and the direction for that is driven by this place. Schools are judged on academic progress. Incidentally, it is the support staff who are the first to go in these leaner financial times. People talk about behaviour, and we heard the Minister talk earlier about the fact that the Government were putting some more money into local government support—

Music Education in England

Alex Chalk Excerpts

Wednesday 17th July 2019 Westminster Hall

[James Frith]

My hon. Friend makes a powerful suggestion. I will come to Ofsted’s role later in my speech, as I believe it can be a friend in this mission.

Music output from the UK remains world leading. Artists such as Stormzy are breaking new boundaries and contributing to the success of our £4.5 billion industry. In seven of the last 11 years, the biggest selling album in the world was by a UK act. The heritage of British music is celebrated worldwide, but we must focus on the future. We cannot afford to be complacent at a time of great economic and cultural change. Britain’s role in the world is under new assessment. The rise in automation means that we must emphasise what makes us human, not compete on learned behaviour with the machines we make. Our education system must emphasise what distinguishes us as human, and music education is a huge part of that effort. Creativity, expression and performance are instincts as important as what we feel from the beat of a drum.

Last year, UK Music, the umbrella body for the commercial music industry, released its “Securing Our Talent Pipeline” report, which sets out in great detail the challenges beneath the success stories facing the industry. The report details evidence that 50% of children at independent schools receive sustained music tuition, while the figure for state schools is only 15%. Seventeen per cent. of music creators were educated at independent schools, compared with 7% across the whole population, and 46% of them received financial help from family or friends to develop their career. Growing inequality of opportunity underlines the problem. In that report, the CEO of UK Music, Michael Dugher—formerly of this parish—argues that a career in music must not become the preserve of those who can rely on the bank of mum and dad, and he is right.

[Alex Chalk (Cheltenham) (Con)]

I congratulate the hon. Gentleman on his excellent and passionate speech. Will he pay tribute to organisations such as the Cheltenham Festival for Performing Arts, which provide exactly those opportunities to people from all walks of life—private and state schools—and allow them to perform, build their confidence and, hopefully, build a lifelong interest in music and performing?

[James Frith]

The hon. Gentleman makes an important point, and I pay tribute to any organisation engaged in that endeavour. My argument is that we need a universal approach as opposed to an incidental one, but I absolutely support the work of that organisation.

Our education system must support a deepening of the well of talent that we rely on. Music education is falling in the charts: there has been a drop of nearly 10% year on year for subjects not in the Ebacc, GCSE music entries have fallen by 24%, and since 2010, there has been a 17.8% reduction of music tuition in years 12 and 13. That is a worrying trend that Tom Richmond—a former adviser to the Department for Education and now director of the think-tank EDSK—says can “no longer be ignored.”

There is huge variation between our state and independent schools. Access to music education, with opportunities to learn, play and perform music, remains too exclusive. That must change; we must give every child the opportunity to learn the best of what has ever been said and done. Of course, that means maths and English, literacy and numeracy, but the enrichment that music brings cannot be put to one side. Children should be given the chance to shine at both or either in formal education, whatever their socioeconomic background. They should be invested in with the cultural capital of music education. In March 2019, the BPI’s extensive teacher survey highlighted that just 12% of the most deprived state schools have an orchestra compared with 85% of independent schools, and that over the past five years, state schools have seen a 21% decrease in music provision compared with a net increase of 7% in independent schools over the same period.

All our schools should turn with the natural and developing needs of every child and be more responsive, patient and dynamic, and show less rigidity and more agility. If schools do not have the time, resources or funding to do so, we must address those issues, rather than switching off the approach. Children can be better engaged in their education by expressing their natural creativity and curiosity. In fact, the argument for school tests and exams can be applied to the preparation for a musical performance as well—the idea, the studying, the rehearsal, the performance, and yes, the acclaim. Exam hall meets music hall. If we are to prepare our young people for the emerging landscape and an active, working and loving life, we need to pursue a balanced and expansive curriculum that recognises and hones skills and aptitude.

The school accountability system has pushed music education to the fringes of the way that a school’s success is judged. Music is being squeezed out of the curriculum. The suite of EBacc subjects does not include music, and although the year 9 curriculum changes may attempt to include music and creative subjects more broadly, their carousel approach means that they dilute and reduce time spent learning the speciality that music education represents. That concern is supported by the BPI’s teacher survey, which says that 31% of state-funded schools have seen a reduction in curriculum time for music. In a recent Musicians’ Union survey, more than 90% of music teachers reported that the EBacc has had a negative impact on music education.

The APPG for music education’s excellent report on the future of music education goes further:

“Some schools perceive that they have permission to either ignore the curriculum or justify one-off end of year shows or projects as acceptable forms of music provision. Only weekly progressive music lessons can develop pupils effectively in musicianship skills.”

My question for the Minister is: would the Government prefer to scrap the EBacc, or to include music in it? If students are not able to participate in music in compulsory education, they are far less likely to pursue it in further or higher education. According to Ofqual, over five years the number of students taking music at A-level has declined by 30%. However, I commend the Russell Group of universities for its decision to scrap the published list of preferred A-level subjects.

There is of course good practice, which I do not overlook. Some schools in Bury make a difference to their children’s musical education by collaboration. That is innovative, energising and fulfilling, it promotes curriculum richness, and it gives the wider school lots of memorable musical experiences. Bury’s music service is terrific, but the national evidence is that provision is patchy. Studying that evidence, the indices of value all point the wrong way, with a lack of universal, readily accessed music education during formal education time, in school hours, away from the distractions of often complex lives.

Recently, the Government announced that they will refresh the national plan for music education. What plans do they have to consult the industry? When will they be bringing forward recommendations? Does the Minister agree that a refresh of the national plan provides an ideal opportunity to reset the dial on music in education and to take on the challenge outlined in this debate? Will he consider providing creative education a criterion for achieving an “outstanding” rating from Ofsted, as suggested by my hon. Friend the Member for Cardiff West (Kevin Brennan)?

I know that the Minister for Schools recognises the need to get a grip on the issue. He established a music curriculum expert group, and a contract to write a new model music curriculum has been awarded to the Royal Schools of Music exam board. Will he update us on the progress of that work? Will he also assure us that the model music curriculum will work for non-music specialist schools, to ensure that reduced capacity or a lack of specialism in our schools is not a further barrier to progress? Will he explain how monitoring of the impact of any such guidance will be undertaken? According to the BPI, only 44% of music lessons in primary schools are delivered by a music specialist. Support is still needed alongside the model curriculum for teachers who want to specialise in music, whether through a teaching route or a conversion through the postgraduate certificate in education programme. Will the national plan therefore ensure that teacher training and support for music education is improved?

I welcome recent news that Ofsted is to develop its focus on schools providing cultural capital for children. That is a step forward in ensuring that the role of music education is re-evaluated and reintroduced as a norm for all children in our schools. I note favourably that Ofsted will pick that up as part of its new framework. The Cultural Learning Alliance claims that music enhances cognitive abilities by 17%; does the Minister have a view on that proposition, or has he seen any evidence for it? Will the Minister develop the powerful cultural capital argument through his responsibilities at the Department for Education? Indeed, does he agree that one key goal should be for all children, regardless of socioeconomics, to have fair and free access to music education?

My final suggestion is that the Government should renew the effort to put music venues at the heart of high street renewal and economic development. The industry business model has been flipped in the past 15 years by digital platforms, streaming services and self-publishing. Yes, all the industry went through a period of denial of the change.

Department for Education

Alex Chalk Excerpts

Monday 1st July 2019 Commons Chamber

[Alex Chalk (Cheltenham) (Con)]

It is a real pleasure to follow the hon. Member for Kingston upon Hull West and Hessle (Emma Hardy) and to have listened to her elegant speech.

Being a Member of Parliament is a great privilege, and one of the greatest privileges is going to schools in my constituency to speak to the young people. In the past month alone, I have had the pleasure of speaking to young people at Saint John’s Church of England Primary School, St James’ Church of England Primary School, St Mark’s Church of England Junior School and Lakeside Primary School.

The children from Lakeside Primary School came to the Parliamentary Education Centre. They might think they got the opportunity of asking me questions here, but it is actually me, as a Member of Parliament, who derives the greatest benefit. I find it hugely valuable and stimulating to hear from young people about their aspirations and what matters to them.

This debate has focused a great deal on funding, and I will come to that, but we ought to pause and take a moment to recognise so much of the good and positive work taking place in our schools, which is certainly the case in my Cheltenham constituency. One example, in particular, is critical to underscore: literacy improvements in our schools are astonishing. The phonics screening check has led to an enormous increase in the percentage of six-year-olds who are on track to become fluent readers, from a figure at or around 50% to well over 80%. That is a stunning increase. It is also the case that a full 85% of children are in good or outstanding schools, which compares with 66% in 2010. These are not just glib statistics; these are thousands of pupils getting a better education, setting themselves up for a better life. We should recognise that and celebrate it, and I wish to pay tribute to the teachers in my constituency, who are working phenomenally hard to deliver those excellent education outcomes.

Other exciting initiatives are taking place in the educational sector in Cheltenham, one of which is a formal partnership that has been set up between All Saints’ Academy and Cheltenham College. That is working to provide richer extra-curricular provision, shared knowledge and expertise in learning techniques, and improved career professional development opportunities. The partnership is working well and we should support it.

In addition, Balcarras is spearheading the GLOW maths hub, which provides additional teaching resources to schools, not just in Gloucestershire, but beyond. That is being headed up by Steve Lomax, who is doing a tremendous job, again raising standards and aspirations in mathematics across my constituency and beyond.

Some additional funding is also coming to Cheltenham, in the form of more than £20 million for a new school that Balcarras will be running in the south of Cheltenham. So this is additional funding going into my constituency. Although I am talking about funding, it is right to say that not every problem in our schools can be solved by finance but it does remain an issue, and I make no apology for referring to it. True it is that the Government have supported schools with additional funding—in particular, the planned increase in employer contribution rates is going to be met by the Government and the increase in pay grants—but schools have been shouldering additional pressures in national insurance and pension contributions.

The point I really want to focus on in the time left available to me is the issue of special needs funding. The budget for special needs is about £6.3 billion, which is a significant sum. To put it in context, the entire prisons budget is about £4 billion. Although the Government have continued to put money into this important sector, the need has grown, if not exponentially, certainly very dramatically. That was brought home to me when I went to a special school in Cheltenham, where I met a teacher who had been teaching for some 20 years or so. He said that when he began teaching in a special school in Cheltenham, the pupil to teacher ratio could be about 15:1; these were children who needed a bit of additional support, with which they would have been able to enter the workplace successfully and go on to lead a full and fulfilling life. The reality now, however, is that such is the level of complexity that 15:1 is manifestly inadequate. Schools that are nominally intended to be catering for children with moderate learning difficulties are increasingly dealing with children with severe learning difficulties, and schools that are supposed to be dealing with children with severe learning difficulties are addressing the needs of children far beyond what was ever anticipated, even as recently as 10 years ago.

In my constituency, we have the Battledown children’s centre, which is providing specialist assessment, as well as Belmont School, Bettridge School and The Ridge Academy. The common theme we see when we visit any of these schools is that the level of complexity has gone up. We have precious little understanding of why that is. Some people say to me that it is to do with social breakdown. Others say that there is the role of social media. Others say, in an observation that perhaps causes us some concern and is difficult to articulate but may be true none the less, that there are children surviving childbirth who might very well not have done 20 years ago. That is a matter for great celebration but it potentially has a knock-on impact. I wish to make it clear that I do not know whether that is a cause, but it has been raised with me. The point is that these needs are there. With some modest additional support, the schools can keep functioning, but if they do not get that additional support soon, I fear that some of them will be placed under intolerable strain.

I wish also to reiterate a point that has been made by others, including the hon. Member for Stroud (Dr Drew), who is no longer in his place. He made the point that mainstream schools often absorb and address some of the need within mainstream provision, but increasingly they are disincentivised from doing so because they are required to cover the first £6,000, which needs to be paid from within their existing budgets. As a matter of fact, that rule was set at a time when we could understand the logic for it—because otherwise there was a risk of creating a perverse incentive; schools would wish to mischaracterise and over-diagnose SEND to ensure that funding was provided—but that was in an era when the level of demand was nothing like what it is now.

We have to support responsible schools, including in my constituency Balcarras School, which does a fantastic job for pupils with SEND but needs to be encouraged to continue to do so, because if the school cannot provide that support, those children will go out into the schools that cater for children with moderate learning difficulties, and in turn that will shunt children with severe learning difficulties out of their schools and so on. Ultimately, if they cannot be educated in that system, they will move into alternative provision, which is fantastically more expensive and drains the high-needs budget fast.

I invite the Government, who are making really important strides to support the SEND budget—the high-needs block—to consider two things in particular. The first is the £6,000 issue to which I just referred. The second thing is that the common message coming out from special schools in my constituency is that, when they have to deal with episodes of mental health crisis, which they do increasingly regularly, they find it difficult to know what to do. Should they deal with it in-house with teachers who, truth be told, are not expert in this area, or should they take the children down for a long wait in A&E, which is unlikely to be the best place for them? If we could have specific support, no doubt commissioned by the clinical commissioning group, to provide on-tap mental health support for those schools, that would make an enormous difference and free up resources to allow teachers to do what they want to carry on doing: teaching some of the most vulnerable students in my constituency.

--- Later in debate ---

[Mike Kane]

It is true that it does rain occasionally in the Peak district.

We have had a good debate. May I congratulate right hon. and hon. Members from across the House on their contributions, and obviously the Chair of the Education Committee, the right hon. Member for Harlow (Robert Halfon), on his articulate opening? I also congratulate him on how well he chairs that Select Committee.

When I last spoke in this Chamber about education cuts, I was positively surprised about how many Members from the Conservative party were in open dissent, and it has been no different really tonight.

I will pick out a few contributions. My hon. Friend the Member for Warwick and Leamington (Matt Western) said that education was the greatest gift that we could pass from one generation to the next. That is true, but we have heard the bleak reality today. The Chair of the Education Committee said that funding was “bleak”—several Members used that adjective—and that there is little long-term thinking about education and its budgets compared with the Department of Health and Social Care.

The hon. Member for East Worthing and Shoreham (Tim Loughton) talked about the double whammy that some coastal towns suffer in terms of education standards and attracting the calibre of people needed to our education establishments. He said that the tank was now empty. That was the best metaphor of the evening. He went on to say that there was a crisis in children’s social care on this Government’s watch.

The debate reinforces the unity in this legislature that things must change. Members who criticised the Government on education funding did so bravely and well. As they vie for the leadership of their party and the country, the right hon. Members for Uxbridge and South Ruislip (Boris Johnson) and for South West Surrey (Mr Hunt) have pledged new funding for education. Whether they fulfil their promise—I suspect that they will not—the pledge is an implicit criticism of their Government’s neglect of education.

The hon. Member for Mansfield (Ben Bradley) spoke well. He spoke for many of us when he said that his constituency surgeries were often rammed with parents who are desperate to get SEND provision for their children. Many Members will recognise that situation.

The hon. Member for Erewash (Maggie Throup) spoke passionately about the schools in her constituency. She mentioned the good work that the Long Eaton School is doing, despite suffering a £385,000 cut since 2015.

The hon. Member for Cheltenham (Alex Chalk) spoke well and passionately about the schools on his patch, but Gloucestershire has suffered a £41.7 million cut to its funding since 2015.

[Alex Chalk]

The hon. Gentleman will know that one of the issues that Gloucestershire has had to face is inheriting an unfair funding formula. Will he take his share of the responsibility for bequeathing to the Government a funding formula that disadvantaged rural authorities in favour of urban authorities?

[Mike Kane]

I remind the hon. Gentleman that, as a representative of the Trafford authority, I, too, am from one of the f40 authorities, so I know what underfunding looks like. We know that the fair funding formula is making no difference because it does not level up all schools as required.

We also know about the frustration in the Department. After all, the Secretary of State said that he had heard the concerns about education funding “loud and clear”. Last year, it was reported that he was trying to squeeze more money out of the Treasury. He also told us that every school would see

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

However, we have seen nothing substantial—nothing that will wind back the years of austerity that No. 11 has waged against Sure Start centres, schools, colleges and universities and all those who work in them.

Instead, all the Chancellor offered in the last Budget was “a few little extras”. It is worth unpacking what he meant by that. When he was pressed, he said it could be for “a couple of whiteboards, or some laptop computers, or something”. It is no wonder that the Secretary of State was said to have cringed. That is another example of how isolated the Chancellor is from everyday reality. That “little extra” does not match the £3.5 billion that the Government took out of capital expenditure in the last Budget. It will not address the link between poverty and special needs, as my hon. Friend the Member for Kingston upon Hull West and Hessle (Emma Hardy) articulated brilliantly.

The Opposition know that the massive cut, along with the impact of the public sector pay freeze, has engendered an unprecedented crisis in teacher recruitment and retention. New teachers are less likely to stay in our schools now than at any time in the past 20 years. This week alone, the statistics are getting worse. That is happening at a time when there are some 45,000 more pupils in supersized classrooms, according to the Department’s figures, which were released last week. Schools have more pupils, but fewer teachers, fewer teaching assistants and fewer support and auxiliary staff. The latest OECD international survey ratings confirmed that England has the eighth biggest problem in the world for secondary school teacher shortages and the third highest level shortages in Europe.

At the advent of a new Tory Prime Minister, it is perhaps of little worth inquiring whether we will see the money the Secretary of State said he was trying to squeeze out of the Treasury. I wonder if the Secretary of State has made representations to the leadership candidates. The right hon. Member for West Suffolk (Matt Hancock) said that there would be a pay rise for public sector staff, but that seemed to be rolled back almost immediately the other day. Again, I suspect that that promise will not be fulfilled, but I hope the Secretary of State has informed both candidates of what teachers and pupils are going through. In fact, can the Minister even tell us if the School Teachers’ Review Body will publish its annual report before the summer recess, or will a new Prime Minister just kick that down the road?

The recent report by the UN special rapporteur found that children are showing up at school with empty stomachs, and that schools are collecting food and sending it home because teachers know that students will otherwise go hungry. The rapporteur also found that teachers are not equipped to ensure that students have clean clothes and food to eat, especially as teachers may be relying on food banks themselves. It is worth noting that the Chancellor rejected the report, dismissing it as nonsense. It is no wonder that the Secretary of State has not been able to get anything out of him.

The early years are the most important in anyone’s life. We have had some excellent contributions. My colleague in Trafford, my hon. Friend the Member for Stretford and Urmston (Kate Green), said that schools are picking up the pieces of the wider austerity agenda, particularly when it comes to mental health. My hon. Friend the Member for Crewe and Nantwich (Laura Smith) in a passionate speech said that this generation of children are the austerity generation—a shameful reality, she said. The hon. Member for Dudley South (Mike Wood) spoke with passion about campaigning for the maintained nursery in his school, but his authority, Dudley, has suffered £27 million cuts since 2015. My hon. Friend the Member for High Peak said that 10% of nursery provision has been closed in the past two years.

My hon. Friend the shadow Secretary of State has spoken about her local Sure Start and how it changed her life. She speaks for many. The policy area is equally important, and yet since 2010 over 1,000 Sure Start centres have closed. We cannot quantify how many people will have missed out because of that and it is a false economy. The latest Institute for Fiscal Studies report showed that Sure Start saved the NHS millions by reducing the hospitalisation of children, a point made by a number of hon. Members across the House. Is the Minister aware that right now there are 1,500 children with special educational needs and disabilities without a school place? What is his Department doing to help them?

There is one area that has suffered the deepest cuts and there is no reason to believe that a new Prime Minister will reverse the damage. Further and adult education has suffered funding cuts every year since the Conservative party came into office. The cuts stand at £3 billion. The Chair of the Education Committee said that FE has suffered twice the amount of cuts of other sectors. If the candidates to be Prime Minister want to make a real difference, they should look at ending devastating cuts to further education. In higher education, we have seen students loaded with more and more debt just for seeking an education, but it is adult and part-time learners who have lost out the most. The Sutton Trust found that the number of adult learners fell by more than half since 2015. Will the Minister admit at long last that his Government’s policies have driven part-time learners out of education? Do we expect a future Tory Prime Minister to implement the recommendations of the Augar review?

Lastly, I would like to repeat the point many Members have made today and finish by paying tribute to all the educators in our country. My right hon. Friend the Member for North Durham (Mr Jones) summed it up brilliantly. As my hon. Friend the Member for High Peak said, governors have had to make intolerable decisions. I wish to praise them as well. They do a fantastic and vital job to educate the next generation and to feed our economy with the skills we require. For the last nine years, however, they have suffered a heavy burden as the Government have needlessly made their lives harder.

Oral Answers to Questions

Alex Chalk Excerpts

Monday 24th June 2019 Commons Chamber

[Damian Hinds]

It is not. May I in passing acknowledge that Robert Bolt, the author of “A Man for All Seasons”, was, I think, a constituent in the hon. Gentleman’s constituency? It is not and never will be the time to get rid of standardised assessment at primary school. As I said earlier, more countries around the world are seeing the value and importance of it. We do not know what the Labour party’s alleged replacement for standardised assessment tests would be, but we do know two things about it: first, it would be less reliable; and secondly, it would require a lot more work for teachers.

[Alex Chalk (Cheltenham) (Con)]

12. What steps his Department has taken to raise standards in schools.

[The Minister for School Standards (Nick Gibb)]

We have reformed the national curriculum and qualifications, raising expectations and providing rigorous GCSEs and A-levels, in which universities, employers and young people themselves can have greater confidence. As of March 2019, 85% of children were in good or outstanding schools, which is in part due to our reforms.

[Alex Chalk]

Formal partnerships between schools in different sectors, such as that between All Saints’ Academy and Cheltenham College in my constituency, are an excellent way of sharing best teaching practice, enriching extracurricular provision and boosting the professional development of staff. Does the Minister recognise the scope of such partnerships for driving up standards in all our schools?

[Nick Gibb]

My hon. Friend is right: such partnerships are excellent. They raise standards, not just in state schools; they bring benefits to the independent schools that take part in them. The Government have just announced a new grant fund, which could be used either as seed funding for new partnerships or to expand and deepen existing ones.

Free Schools

Alex Chalk Excerpts

Wednesday 19th June 2019 Westminster Hall

[Nick Gibb]

I thought the hon. Gentleman had said that was the case at a systemic level, right across the country, and not just in Bury. I thought he had said that the reduction in the school improvement department’s capacity in local authorities had led to an increase in the number of schools in special measures and requiring improvements. If he did not say that, I will withdraw the remarks, but the truth is that there are fewer schools either in “requires improvement” or in special measures than there were in 2010, despite—or, in my opinion, because of—the fact that we have such a large school improvement change.

I am grateful to the hon. Gentleman for his clarity and for his kind words about the Minister responsible for the schools system, Lord Agnew, and his understanding of the problems facing the town of Radcliffe in the hon. Gentleman’s constituency. I can assure him that we will continue to work with him on that particular issue.

We have approved schools with links to other institutions, such as the LIPA Sixth Form College, inspired by the Liverpool Institute for Performing Arts, which focuses on acting, dance, music and sound technology and was recently judged outstanding in all areas by Ofsted. In addition, in September 2012, we opened the London Academy of Excellence, a selective free school sixth form in east London, which was set up in collaboration with seven independent schools.

[Alex Chalk (Cheltenham) (Con)]

Will my hon. Friend the Minister join me in celebrating the investment of more than £20 million in education in Cheltenham, in the form of a new secondary school to be run by Balcarras, which will open in 2021? Although issues such as traffic will have to be got right, does he agree that the principle of investing in excellent new schools close to the community they serve must remain a Government priority?

[Nick Gibb]

I do agree; there was an element of that in the speech by my hon. Friend the Member for Fareham. The free schools programme is important, and it is still extensive, but of course it is important that it continues in the long run. That is why I fear the Labour party’s policy and the impact it will have on the future of the free schools programme.

I was talking about the London Academy of Excellence. In 2018, the school had an A-level progress score well above the national average, and the average grade achieved was A-minus. The school reported that 22 of its pupils received offers to study at Oxford or Cambridge last year.

My right hon. Friend the Member for Gainsborough (Sir Edward Leigh) raised the matter of the 50% cap for faith-based free schools. The free schools cap on faith-based admissions has meant that some of the most experienced and largest providers, with a track record of delivering good outcomes for children and young people, have felt unable to open new schools through this route. The response to the “Schools that work for everyone” consultation, published in May last year, announced a capital scheme to enable the creation of new voluntary- aided schools.

The capital scheme is open to both faith and non-faith groups; as with VA schools, those created through the scheme will be locally maintained, with the same freedoms as existing VA schools, including over their admissions. That means they will be able to give priority to admissions on the basis of faith for up to 100% of places. Last week, as my right hon. Friend pointed out, we announced the approval in principle of the bid for Hampton Waters Roman Catholic Primary School in Peterborough, which will address the need for places and meet demand from parents in the city. Consideration of two further bids has been placed on hold while we work with proposers to identify suitable sites for proposed VA schools.

The free schools programme has also helped to improve outcomes for disadvantaged pupils. I have already mentioned Dixons Trinity Academy, a free school based in Bradford, and how its GCSE results place it among the top schools in England for the progress achieved by its pupils. However, the school is also one of the top-performing schools for disadvantaged pupil progress. Each of the other three free schools in the top 10 for progress also serves disadvantaged communities, demonstrating that high academic and behavioural standards are not, and must not be, the preserve of wealthy pupils alone.

Harris Westminster, a free school that opened in 2014 with close ties to Westminster School and that draws pupils from across London, with 40% of its pupils from a disadvantaged background, reports that 23 pupils were offered places to study at Oxbridge last year. That is another example showing that socioeconomic background need not be a barrier to academic excellence. I cannot, therefore, understand why the Labour party is so opposed to the prospect of more free schools.

Every child should be able to go to a good local school that suits their needs, whether that be a mainstream school with a specialism, alternative provision or a special school. To help achieve that ambition, we have opened 34 special and 45 alternative provision schools, and we have another 54 special and nine AP free schools due to open in the future. Furthermore, we are running competitions to find academy trusts to run an additional 37 special and two AP free schools across the country. That will bring the total number of special free schools to 125, boosting choice for parents and, crucially, providing specialist support and education for pupils with complex needs such as autism, severe learning difficulties or mental health conditions. We want these children, who are often already vulnerable and disadvantaged, to have a chance to reach their potential and live a fulfilled life.

We are not stopping there. Just last week we announced the approval of 22 mainstream free school applications in local authority areas identified as having the lowest educational attainment and in those that have not previously benefited from the free schools programme. That includes one from Northampton School for Boys, which will please my hon. Friend the Member for Northampton South (Andrew Lewer). Those schools will create over 19,000 new places, spread across 19 local authorities in every region. We are opening new schools in areas where there was a need to create more school places and largely in areas where there is low educational performance.

The announcement demonstrates that we continue to look for applications that have a new or innovative approach that would add value to the wider school system. That includes the Birmingham Ormiston Academy —an exciting new specialist college for 16 to 19-year-olds in central Birmingham that will offer a range of vocational and technical qualifications for students to enter television, film or theatre professions—and Shireland CBSO Music School in the Black Country, which will work with the City of Birmingham Symphony Orchestra to help young people from diverse backgrounds test their musical ability at an elite level.

In addition, we are working to open four new specialist maths schools with the Universities of Lancaster, Liverpool, Cambridge and Surrey. That builds on the success of the two existing maths schools, King’s College London Mathematics School and Exeter Maths School. In 2018, 99% of King’s College London Mathematics School mathematics students achieved an A or A* in A-level mathematics, and the school’s A-level maths progress score of 1.46 meant that pupils achieved on average a grade higher than similar students nationally. When I read out such results, it is difficult to maintain a calm voice and not to choke, given the intake of those schools. Again, I cannot understand why the Labour party, which is meant to be the champion of the least advantaged people in our community, cannot get behind the King’s College London Mathematics School, the Exeter Maths School and the other maths schools we are opening up and down the country.

We have also published application criteria for wave 14 of the free schools programme, which will again target areas that have both low educational standards and a need for additional school places. We will, of course, continue to look carefully at the free schools programme, along with all our priorities for the education system, in preparation for the next spending review.

I am enormously grateful for the support my hon. Friend the Member for Fareham has shown for free schools. They are playing an integral role in our education system and bringing high standards of education that pupils might not have otherwise received. We will continue to ensure that we have an education system that works for everybody, regardless of their background, giving them knowledge and skills that will set them up for life. Many important points have been raised, and I always welcome the opportunity to discuss the free schools programme and the range of benefits that free schools bring to the wider educational landscape.

Education Funding

Alex Chalk Excerpts

Tuesday 4th June 2019 Westminster Hall

[Gordon Henderson]

I am sure that the hon. Lady is right and that many other Members have similar stories to tell. I would just say this about the outlook being presented by the Department for Education: all is not rosy in the garden of England.

[Alex Chalk (Cheltenham) (Con)]

Does my hon. Friend agree with me that one of the problems is that the special schools in all our constituencies are having to contend with a level of demand and complexity that simply was not there 10 years ago? We need to make sure that the funding is there to meet the need that exists.

[Gordon Henderson]

I agree, but I do so hesitantly, as I have a very good special school in my area, which teaches children with acute physical disabilities. We have now been told by the DFE that my constituency is to get funding for another special school for people with learning difficulties. I am immensely grateful for that, because currently 70 children from my constituency have to travel to the other side of Maidstone every day—some get up at half past 6 or 7 o’clock in the morning and do not get home until half past 5 in the evening—to attend a special school there. I agree, but I do so slightly reluctantly because I am going to get some funds for a special school in my constituency.

I would like to list some of the other problems that headteachers in my constituency say they face, in no particular order. First, they tell me that there is a need for an increase in the overall funding for schools, which should be coupled with a long-term plan that would ensure that the growth in our population is properly addressed. That is very pertinent to my constituency. Secondly, they want to scrap the current system of requesting a three-year forecast from schools without providing any firm information about likely costs and incomes. Thirdly, we need to find a solution to the growing problem of poor mental health among students and staff, which is coupled with a lack of funding to help those who suffer. Fourthly, headteachers in my constituency are frustrated when they see the DFE focusing on workload reduction while insisting on schools cutting their costs, which inevitably reduces the workforce and increases workloads for the remaining staff. Fifthly, they feel pressurised by the funding arrangements into replacing experienced teachers in order to save money.

Sixthly, headteachers have to manage the impact on school budgets of unfunded mandatory costs, such as the increase in the pay level of support staff brought about by an increase in the living wage. Seventhly, headteachers often struggle to fund the £6,000 needed for each education, health and care plan, and to find the additional money involved in preparing those plans. Eighthly, inflationary pressures continue to undermine any increases to school funding under the new national funding formula. The so-called fair funding formula is simply not fair.

Ninthly, schools are having to divert scarce resources to cover services that were previously supplied by either local authorities or the NHS, and no longer are. Finally, research has found that Kent schools have lost £149.5 million between 2015 and 2019, which averages out at £270 per pupil. Some 510 out of 535 schools in Kent have experienced cuts. One secondary school in my constituency has lost £780,000.

I am lucky in Sittingbourne and Sheppey to have some fantastic, committed school leaders and teachers. However, I fear that without a real boost in investment and funding better targeted to areas where it is most needed such as mine, we are going to lose our best educators to better resourced areas, which would be to the detriment of the children in my constituency.

I know the Education Minister, and I am sure that, in their heart of hearts, he and his colleagues understand the financial challenges faced by schools and that they are lobbying the Treasury hard. I just hope the Chancellor —whoever that turns out to be in November—listens and delivers more money for education in this year’s Budget.

Post-18 Education and Funding

Alex Chalk Excerpts

Tuesday 4th June 2019 Commons Chamber

[Damian Hinds]

The hon. Lady is right: these are important proposals, and the question of how we provide learning for people later in their life is also important. I am not sure that what is being proposed is quite as narrow as she has suggested, but the current system is rather difficult for people to pick their way through. That applies particularly to the equivalent or lower-level qualification rules—the so-called ELQ rules. They can be a little hard to understand, and that is one of the aspects to which we need to pay close attention.

[Alex Chalk (Cheltenham) (Con)]

Earlier this year, I met recent graduates in Cheltenham who indicated to me that, while the degrees they had received were enormously valuable to their life chances, they felt that those degrees could have been provided within a shorter timescale. I know that the Government have legislated for this, but can the Secretary of State assure me that, as part of any review, he will do everything possible to accelerate the provision of cheaper and more effective degrees?

[Damian Hinds]

My hon. Friend does great work on behalf of students in Cheltenham, and I know that he takes a close interest in these subjects. As I said earlier to my hon. Friend the Member for Rugby (Mark Pawsey), I want there to be more diversity and more options. In some instances, it is possible to accelerate degrees. That will work for some people but not others, and in certain courses and subjects but not others. However, I think we should try to stimulate as diverse and as tailored a market as possible.

School Funding

Alex Chalk Excerpts

Thursday 25th April 2019 Commons Chamber

[Alex Chalk (Cheltenham) (Con)]

In the limited time that I have, I shall focus on the issue of high-needs funding. The high-needs pot funds children with special educational needs and disabilities in both mainstream and special schools. While it is true that funding has increased, the high-needs landscape in our schools has fundamentally changed. Demand has gone up, and there has been an explosion in pupil complexity. Teachers nowadays are dealing with a landscape that is wholly different from the one that existed even as recently as 10 years ago.

When I visit schools in Cheltenham—whether they are mainstream schools like Balcarras or special schools like Belmont, Bettridge, The Ridge Academy and Battledown Centre—the same message is received time and time again. The present cohort of pupils, through no fault of their own, are far more complex and have a far greater variety of needs than ever before. Indeed, that was the message that came from Peter Hales when he met the Minister, to whom I am extremely grateful for listening so attentively and with such evident concern at the meeting earlier this week.

It is fascinating to speak to teachers who have been in post for 20 years. They say that 20 years ago in a school like—for instance—The Ridge Academy, which deals with children with behavioural or emotional problems, it might have been possible for one teacher to teach a class of 15 pupils because that would have been sufficient to deal with the level of complexity, but nowadays it would be completely inadequate.

I will give one small example. The headteacher told me that increasingly he is seeing children in his classroom exhibit symptoms of what can only be described as an acute mental health crisis, which was hitherto unknown. What are teachers supposed to do in that situation? Do they take the child to A&E, which might not be the right place for them, and takes resources out of the school? Do they try to deal with the situation themselves, although often they feel that they do not have the necessary skillset for that?

The reasons for that increasing complexity are not necessarily clear. Some people cite the fact that, mercifully, there are children surviving childbirth who might not have done so 10 years ago—thank goodness for the marvels of modern medicine. Others point to issues of social breakdown. Others even point to social media. In the fullness of time we will need to have an inquiry into why we are seeing these greater levels of complexity. Regardless of the causes, however, the symptoms are crystal clear, and the fact is that our schools are struggling to deal with them. I pay tribute to the teachers in my schools, who are doing a genuinely heroic job trying to deal with some of these issues.

What are the solutions? I think that funding will need to be part of it. The high-needs block is of the order of £6 billion, and one of the reasons why people like me are so keen to see the Brexit issue resolved is that we know the Government are holding back money, quite properly, to deal with contingencies that might arise from a disorderly Brexit. Some people say that figure is in the region of £15 billion to £20 billion, so releasing just a proportion of it could have a dramatic impact on a £6 billion budget.

The second proposal, which I commend to the Minister, is to give these schools a facility that would allow them, when a pupil is having an acute mental health crisis, to pick up the phone and be assured that someone will come to assist. Even if that resource was just one or two people who were shared across the whole town, between Belmont School, Bettridge School and The Ridge Academy, perhaps funded by the clinical commissioning group, it would be enormously helpful. It would allow the schools to deal with problems in a way that is proportionate, effective for the individual and would not have knock-on implications at A&E. Yes, it would have a cost, but it would not be fanciful or unrealistic.

My final point is that if we are to ease the pressure on special schools, it is critical that mainstream schools are encouraged to do what they can to deal with children with SEN statements. That complexity is increasingly exhibited in mainstream schools, and they need to be incentivised to look after those children as much as possible. One of the perverse incentives is that they must pay the first £6,000 themselves, so I invite the Government to look at that again. I hope that more funding will be made available in the spending review in due course, because it is urgently required in Cheltenham.

Further Education Funding

Alex Chalk Excerpts

Tuesday 2nd April 2019 Westminster Hall

[Richard Graham]

Yes. When it comes to pay rises, all of us will remember that take-home pay has increased by about £1,200 as a result of the tax-free allowance being almost doubled, but my hon. Friend is absolutely right on the wider point about being able to retain key staff. That point has been raised by other colleagues and is crucial.

[Alex Chalk (Cheltenham) (Con)]

rose—

[Sarah Newton (Truro and Falmouth) (Con)]

rose—

[Richard Graham]

I will give way to Cheltenham and then Truro.

[Alex Chalk]

Does my hon. Friend agree that FE is at its most successful when it is provided locally, in communities? Gloscol—Gloucestershire College—provides services in both Cheltenham and my hon. Friend’s constituency of Gloucester, but if the cuts increase, it will be at only one or other of those sites, and that will reduce the uptake of courses and damage FE provision in the county overall. Does my hon. Friend agree?

[Richard Graham]

Where my hon. Friend and constituency near-neighbour is absolutely right is that, in the case of Gloucestershire College, which provides those skills in Cheltenham, Gloucester and the Forest of Dean, there is only one provider, in effect, in the whole county. That is why further education colleges are crucial to the infrastructure of all our constituencies. I agree totally with that.

Special Educational Needs

Alex Chalk Excerpts

Wednesday 20th March 2019 Westminster Hall

[Julian Sturdy]

The hon. Lady makes a good point. Members will mention different examples of constituency cases in the debate, which shows that this is a wide issue. However, I completely accept the point that it is about not just diagnosis but the next steps. I will come on to that, and I will put a few questions to the Minister. I hope that she will be able to respond to them accordingly.

[Alex Chalk (Cheltenham) (Con)]

I am grateful to my hon. Friend for leading this incredibly important debate. Does he agree that mainstream schools must be supported as much as possible to educate SEN children in that setting? If they cannot and they exclude children, that in turn puts huge pressure on special schools, which cannot then cope, increasing the risk of exclusion into incredibly expensive independent provision, which drains the budget.

[Julian Sturdy]

I entirely agree. There is also a wider issue: it is important for children to be taught together with their peers—I want to come on to this, and the study I mentioned talks about it—because of the potential stigmatisation of being taken out of mainstream education and the consequences that can have for all the students. I completely accept the importance of that.

--- Later in debate ---

[Julian Sturdy]

Absolutely—that is a very important point. I will touch on some of the Select Committee’s findings, but I entirely agree.

[Alex Chalk]

My hon. Friend the Member for Mansfield (Ben Bradley) makes a really important point about the extent of the budget. Do we as a community not have to recognise that needs are much higher than they were even 20 years ago? The special schools in my constituency—whether it is Belmont, Bettridge or Ridge—increasingly deal with medical issues that impact some of these children’s ability to learn, yet those medical needs have to be funded from the education budget. That simply adds to the strain on that budget.

[Julian Sturdy]

That is a good point and I am glad I took the intervention, to which I hope the Minister will respond. I did not want the debate to turn into one about child adolescent mental health services referrals but I am sure all Members have experienced frustration over the referral time lag. I have raised questions in the House and it is immensely frustrating—and part of the reason is that it is a cross-departmental matter, between education and health. However, as my hon. Friend pointed out, a lot of the money comes from the schools budget.

--- Later in debate ---

[Mike Kane]

Ten years of this Government has completely overturned the investment that we saw in schools in the 1990s in particular. Our national education service—[Interruption.] Does the hon. Member for Cheltenham want to intervene?

[Alex Chalk]

I am really disappointed by the hon. Gentleman’s speech, because normally he makes such helpful contributions and this one is not that. The fact is that we now spend, as a nation, £50 billion a year on debt interest, which is more than the £43 billion schools budget, and that is in no small part because of the historic failings of the Labour Government.

[Mike Kane]

Oh my word. Ten years of this Government, and they are about to drive us off a cliff with Brexit, and that is the best the hon. Gentleman can come up with.