Oral Answers to Questions

Andrew Lewer Excerpts

Monday 29th April 2024 Commons Chamber

[Andrew Lewer (Northampton South) (Con)]

T8. What steps is the Department taking to make apprenticeships in building trades more attractive to young people, and especially to women and girls?

[The Minister for Skills, Apprenticeships and Higher Education (Luke Hall)]

I thank my hon. Friend for his question, and for all of his work on this area. I know that he has been integral to the “I am a Housebuilder” campaign to encourage more women into the building sector. Our apprenticeship diversity champions network is supporting gender representation among employers, and it is good news that STEM starts continue to increase year on year—up 7.5% in the last year—but there is more to do, and I look forward to working closely with him on the issue.

Music Education

Andrew Lewer Excerpts

Tuesday 19th March 2024 Commons Chamber

[Sir Michael Ellis]

I am very grateful to my hon. Friend, because he is absolutely right. There are 1,000 children involved in NMPAT’s award-winning music and drama groups alone, and NMPAT is the biggest provider of music lessons in Northamptonshire, which includes his constituency. NMPAT currently teaches 15,000 children on a range of musical instruments and in a variety of musical styles in schools, through whole-class and individual lessons. It has 11 Saturday music and performing arts centres and three contemporary centres at venues across the county. The centres are open to everybody and they exist to provide an educational and fun environment for any person interested in the arts.

NMPAT has also had overwhelming success in the Music for Youth national festival, by regularly having groups featured in the top Royal Albert Hall Music for Youth Proms, and we are very proud of them. Annual orchestra tours to Europe are also organised. Later this year, the County Youth Orchestra in Northamptonshire and the County Youth Choir will be travelling to Zaragoza in Spain for a series of concerts. As my hon. Friend the Member for Kettering (Mr Hollobone) has pointed out, NMPAT interacts with 52,000 children every year, and that is just Northamptonshire and Rutland.

It is important to emphasise the reach and impact that NMPAT has in order to display just how important its services are. One of my own staff members here in Parliament, Callum Dineen, was a student in NMPAT for five years and has told me of the overwhelmingly positive effect that the organisation has had on his life. Through the opportunities it provides, NMPAT helps children to find the match that lights a creative fuse, and that cannot be underestimated. This fuse often burns throughout adolescence and into adulthood, igniting a love for the arts, which not only enriches those in our country now, but is passed on to future generations.

Hard work, an eye for detail and a drive to succeed are values taught at NMPAT, which translate into all other areas of life. Social skills and opportunities to make new friends through music are provided to children who might otherwise feel left out in school settings. It is for all of those reasons that I was so concerned when the chief executive of NMPAT, Peter Smalley, contacted me with his grave concerns about the future of his organisation, and he is watching this debate today.

NMPAT, as the music hub lead, has a turnover of £4.5 million. That includes £1.13 million of core hub grant from Government. Payments for services from parents and schools make up the majority of the remaining turnover. But, in the two years since the pandemic, NMPAT has used substantial amounts of its reserves to rebuild, regrow, and restimulate activity across the two counties, to achieve levels of engagement and activity close to pre-pandemic levels. This was clearly only ever going to be a short-term option, and I am sorry to say that these reserves have now been exhausted.

In addition to the current funding challenge posed by the pandemic and the frozen national music grant, the organisation is now gravely concerned about the effect of losing a grant that covers increased employer contributions for the teachers’ pension scheme, and that is the thrust of what I wish to raise today. That scheme was introduced in 2019, in common with other independent music services. This grant was worth £210,000 per annum to NMPAT, but it finishes in August of this year.

I am aware of a letter that my right hon. Friend the Schools Minister sent in response to correspondence sent jointly by the Independent Society of Musicians, the Musicians’ Union and Music Mark in December last year, which addressed their concerns about this issue. The Minister acknowledged that

“incumbent and potential new Hub Lead Organisations have had over 12 months’ notice of this intention so that this can be carefully planned for well in advance.”

I accept that, and although this notice period was welcome, it has now been made redundant, I am sorry to say, by an additional announcement of the 5 percentage point increase to employer contributions, which begins in April—imminently. Although some support towards these costs has been intimated until September, the ISM, the Musicians’ Union and Music Mark rightly say that hub lead organisations have had “no way of planning” for this additional change.

Interestingly, these further additional costs will be fully funded for mainstream schools and further education. Local authority music services that employ teachers will also receive support. However, NMPAT and other music hubs across the country are currently due to receive no assistance. This adds an additional annual cost of £240,000 to NMPAT’s budget. For NMPAT, the resultant total annual cost of employer contributions for the teachers’ pension scheme alone will be £1.15 million, which will be greater than its national music grant of £1.13 million. It is axiomatic that other aspects of NMPAT services will suffer severely if its national music grant is swallowed entirely by the new pension contributions, as is likely if nothing is done.

As a result, Peter Smalley and others have been forced to begin consultation with staff to take them out of the teachers’ pension scheme and offer an alternative workplace pension.

[Andrew Lewer (Northampton South) (Con)]

rose—

[Sir Michael Ellis]

I give way to my constituency neighbour.

[Andrew Lewer]

My right hon. and learned Friend and I have both been strong supporters of NMPAT. I visited again recently and wrote about it in the local newspaper. The Department for Education has encouraged flexibility and autonomy in music partnerships. It is better for all schools to be covered and for teacher skills to be utilised. That works, but only if it is done fairly, and the challenge to that fairness has, as he eloquently describes, come through the teachers’ pension scheme. Does he agree that it would be quite wrong for music partnerships not to be able to offer their teachers—those in state schools right across Northamptonshire, for example—the same pensions as their less peripatetic fellow professionals?

[Sir Michael Ellis]

My hon. Friend makes a powerful point. As he rightly says, he has been a powerful advocate for NMPAT, and I am so pleased that he is here in support.

Oral Answers to Questions

Andrew Lewer Excerpts

Monday 23rd October 2023 Commons Chamber

[Gillian Keegan]

As the hon. Gentleman knows, he and I both worked on this topic when I had a different role. Of course we want all children to be helped to get into school, because they can only benefit from this fantastic education if they are there, and of course schools should make adjustments if children need them. I am sure that my right hon. Friend the Minister for Schools will be happy to meet him as well in order to understand further what more we can do in this regard.

[Andrew Lewer (Northampton South) (Con)]

7. What steps her Department is taking to improve provision for children with special educational needs and disabilities.

[Peter Aldous (Waveney) (Con)]

10. What steps her Department is taking to improve provision for children with special educational needs and disabilities.

--- Later in debate ---

[The Parliamentary Under-Secretary of State for Education (David Johnston)]

In March, we published our improvement plan to transform support for children with special educational needs, and last month we launched nine regional change programme partnerships to drive reform. By 2024-25, we will have increased high needs funding by 60% since 2019-20, and we have approved the opening of 78 special free schools.

[Andrew Lewer]

Local authorities have spent nearly a quarter of a billion pounds fighting parents at SEND tribunals since 2014, yet they have a failure rate of over 90%. What steps is the Department taking to overhaul that process, which has caused SEND parents in Northampton South unnecessary distress?

[David Johnston]

My hon. Friend is right to say that tribunals are costly and stressful, but it is important to say that most education, health and care needs assessments and plans are concluded without a tribunal hearing. We will be introducing new national standards, strengthened mediation and greater system-wide accountability to give families the support they need earlier and reduce the number of tribunals.

Fair Taxation of Schools and Education Standards Committee

Andrew Lewer Excerpts

Wednesday 11th January 2023 Commons Chamber

[Gillian Keegan]

I will not give way; I think I understand my school better than most.

That is why I am hugely honoured to be in this role to support all children in any education setting to get the excellent education that they deserve. I do not want to level down anybody; I want to level up everybody. Our independent sector is a small but important part of our school system. It brings valuable international investment to the UK; it serves small, dedicated faith communities; it creates special school capacity; it drives innovation; it gives parents a wider choice; and its bursaries are a valuable tool for driving social mobility. We should not undermine that.

[Andrew Lewer (Northampton South) (Con)]

My right hon. Friend is making an excellent defence of the independent sector and its partnership work. Does she believe that Labour’s policy would also undo the fundamental principle that the UK does not tax the supply of education? Furthermore, there have been repeated references to “tax breaks” to mean simply not paying extra tax on top of the income tax that people already pay. That is a misleading description and should not be used to describe this ill-thought-out policy.

[Gillian Keegan]

I agree with my hon. Friend that there is lots that is misleading about the way the policy has been presented, and that the benefit of education is the reason it receives tax breaks.

It is not for the Government to determine the work of parliamentary Select Committees, but the motion proposes the setting up of a new Select Committee that would take up considerable parliamentary time and resources. If I am correct, the House published an estimated cost to the taxpayer of those Committees of £417,000, at the very least, in this calendar year alone. Furthermore, there is already a Select Committee empowered to look at these issues—one which I and my fellow Ministers regularly appear in front of—the Education Committee. I have no doubt that we will hear more from members of that Committee.

Our focus should rightly remain on improving standards at all schools, so we will continue to ensure that all state-funded schools have the funding they need to make sure every child receives the best education and opportunities possible. I remind Opposition Members of the £2 billion extra next year and the year after that was awarded in the autumn statement, as well as the figure for our overall spending on education of £58.8 billion as opposed to £35 billion in 2010. We will continue to ensure all state-funded schools have the funding they need so that all children receive the best education and opportunities possible. This proposal is the politics of envy. It is pulling the rug from under good independent schools in a weakly veiled, politically motivated, economically incoherent policy which will not help our mission to ensure that every child can reach their potential. We as the Conservative party do not level down; we focus on levelling up.

Oral Answers to Questions

Andrew Lewer Excerpts

Monday 24th October 2022 Commons Chamber

[Mr Speaker]

Questions 13 and 14 have been withdrawn.

[Andrew Lewer (Northampton South) (Con)]

15. What steps his Department is taking to protect freedom of speech in universities.

[The Secretary of State for Education (Kit Malthouse)]

This Government are committed to the protection of freedom of speech and academic freedom in universities. The Higher Education (Freedom of Speech) Bill will strengthen existing freedom of speech duties and introduce clear consequences for breaches as well as a duty on universities and colleges to promote the importance of freedom of speech and academic freedom.

[Andrew Lewer]

How my right hon. Friend and his team address the concerns of many that mandating university students and staff to complete training in contested theory such as unconscious bias, like the Radcliffe Department of Medicine’s implicit bias course or the University of Kent’s Expect Respect course, is worrisome, especially given recent data from the King’s College “The state of free speech” report on the increasing reluctance of students to engage in challenging debate.

[Kit Malthouse]

I know my hon. Friend recognises that universities and colleges are independent organisations. None the less, I share his concerns that where opinions, beliefs or theories that are contested are presented, they should not be presented to young minds alone. The context in which they are created, and indeed the arguments for and against, should be presented to young people. Indeed, it is the duty of those who are tasked with the education of young minds to give the widest possible sense of perspective on all these issues.

Oral Answers to Questions

Andrew Lewer Excerpts

Monday 31st January 2022 Commons Chamber

[Mr Walker]

My hon. Friend is right to speak up for his old school. I am concerned to hear of the issues there. I understand that he met my noble Friend the Minister for the School System and senior officials. We have been engaging with the Sherborne Area Schools’ Trust on this matter and it has received £585,000 this financial year to improve its school buildings, but I would of course be happy to meet my hon. Friend again.

[Andrew Lewer (Northampton South) (Con)]

19. What steps he is taking to implement the recommendations of the Government’s Early Years Healthy Development Review Report, published in March 2021.

[The Parliamentary Under-Secretary of State for Education (Will Quince)]

The Government are investing £300,000 million to transform “start for life” and family help services in half the council areas across England. That money will fund a network of family hubs, parent-infant mental health support, breastfeeding services and parenting programmes, and will allow local areas to publish their “start for life” offer.

[Andrew Lewer]

I thank the Minister for that support, but Camrose early years centre in Northampton South faces an emergency cut that will end its 8 am to 6 pm nursery service by 1 April this year. Will he meet me to discuss alternative solutions?

[Will Quince]

Like other maintained nursery schools, Camrose supports some of our most disadvantaged children. We have confirmed the continuation of its supplementary funding throughout the spending review period and will increase the supplementary hourly funding rate by 3.5%. I would of course be happy to meet my hon. Friend.

Early Years Educators

Andrew Lewer Excerpts

Tuesday 25th January 2022 Westminster Hall

[Andrew Lewer (Northampton South) (Con)]

I thank my hon. Friend the Member for Winchester (Steve Brine) for securing this important debate. Sensible contributions have already been made about the need for investment in the early years workforce, the development and retention of staff, and the impact of early years education, especially for the most disadvantaged children in our constituencies—an issue in which I have held a long-term interest since my local government days and via my mother, Mrs Sandra Lewer, who was a nursery nurse and infant teacher.

The many challenges facing early learning providers have been exacerbated by the pandemic but also, importantly, by changes in funding from central Government and local authorities and the impact that they could have on post-covid recovery. That is what I will focus my contribution on.

Last week, I met Lyndsey Barnett, the CEO of Camrose early years centre, which is based in one of the most deprived areas in my constituency of Northampton South. The centre is a maintained nursery school and day care provider. It offers a fantastic quality of service from 8 am to 6 pm, including during school holidays. That is hugely important, because it means that working parents can drop their children off before work and collect them after the working day. Camrose is a benchmark for the excellent service that can be provided across my constituency and beyond to families from low-income areas who want to do all they can to work, and it is therefore crucial to the economy’s post-covid recovery. With the proposed restructuring of funding from the local authority as a result of central Government funding changes, the centre may have to cut back the services it offers.

That centre already faces many challenges in looking after vulnerable children, but it goes well beyond the remit of just a day care provider, not only supporting and educating young children—I reflect on the comments with which my hon. Friend the Member for Winchester set the scene for the debate—but offering support to their families. It is that complete child approach, acknowledging the crucial nature of the first 1,001 days—a frequent and key concern of my constituency neighbour, my right hon. Friend the Member for South Northamptonshire (Dame Andrea Leadsom)—that makes recent Government announcements about family hubs so welcome. As a county council leader from 2009 to 2013, I must say that this renewed focus seems very like the children’s centre network that I promoted at that time, although I understand that Ministers will wish to stress that this time, it is different.

As Confucius said:

“By three methods we may learn wisdom: first, by reflection, which is noblest; second, by imitation, which is easiest; and third by experience, which is the bitterest.”

Education (Guidance about Costs of School Uniforms) Bill

Andrew Lewer Excerpts

Report stage & 3rd reading
Friday 12th March 2021 Commons Chamber

Will there be financial support, such as school uniform grants, for struggling parents, and will it be promoted and properly funded? That is addressed in amendment 1, but it does not need to be in the Bill; it can be in the guidance. Finally, will the Minister give an assurance that schools should not send home or exclude children who fail to comply with uniform policies for financial reasons? I have welcomed the Government’s support for the Bill so far, and the support of organisations such as the Children’s Society and of colleagues across the House, but parents now urgently need to see that support turned into action.

[Andrew Lewer (Northampton South) (Con) [V]]

As I outlined in my speech when the Bill was first introduced, it was clear from the cross-party support it attracted that many Members were keen to address the concern that families faced undue financial pressure when buying school uniforms. While there are differing opinions on how this issue should most effectively be addressed, it is important, at the stage the Bill is now at, that all efforts are put into ensuring that the guidance that will be put on a statutory footing works in the interests of all parties involved. My hon. Friends the Members for Christchurch (Sir Christopher Chope), for Wellingborough (Mr Bone) and for Shipley (Philip Davies) have tabled several amendments, which seek clarity on a number of important issues. I will speak particularly about amendments 4 and 16.

On amendment 4, a range of factors, alongside price, contribute to an effective school uniform policy, including quality, durability, sustainability and availability. It is important, therefore, that the guidance the Department formulates, if it is truly to seek to promote a fair and value-for-money approach to uniform, considers and balances all those considerations.

Over the last year, I have met many specialist school uniform suppliers, in my constituency and across the country, and it is clear that they understand and care about the price pressures their customers face. As a sector, they seek to address those through innovative business models that prioritise sustainability and ethical material sourcing, producing uniforms that are high-quality and long-lasting.

It is imperative that the way this specialised sector works is properly understood in formulating the guidance, so that those sustainable British SMEs are supported. That is why I take issue with the request that we have just heard to demand that different suppliers are available to parents. That is not how a large section of this sector works; nor, in fact, does it ensure value. That is a very important distinction.

Amendment 16 seeks to ensure that the Bill does not apply to the 2021-22 academic year. It is also important that, in the light of the covid-19 pandemic, the guidance is brought in gradually. That will give families, schools and schoolwear providers time to adjust, helping to avoid unnecessary and unintended expense.

If the guidance is brought in too quickly, many families will feel the need to purchase new uniform items before current ones are outgrown, and schools may feel the need to push out a rush for new tenders, having made agreements prior to the Bill being discussed or enacted that might have been drawn up in a different way from that now desired. The schoolwear providers, many of which are family-run businesses on our high streets in small towns and communities, will have to throw away high levels of stocked clothing that they have been unable to sell over the last year, as we have asked them to keep their doors shut during the pandemic.

[Wes Streeting (Ilford North) (Lab)]

We have had a very thorough debate on the amendments, which fall into two categories. The majority cover areas that really ought to be covered as part of the statutory guidance proposed in the Bill. I am sure that the Minister will have heard the contributions in that spirit and will take them into consideration when drawing up the Department’s statutory guidance.

Reasonable points have been made about the importance of consultation and the range of stakeholders who ought to be consulted, and the statutory guidance will be subject to consultation when such issues can be raised. As my hon. Friend the Member for Weaver Vale (Mike Amesbury) highlighted, at least one amendment would go against the entire thrust of the Bill and undermine the importance of having any statutory guidance at all.

The hon. Member for Shipley (Philip Davies) mentioned the response of my hon. Friend the Member for Weaver Vale to the amendments, and the degree of sympathy that he has for them. We all know that the passage of a private Member’s Bill into statute is a rare occasion, and particularly when a Bill is brought forward from the Opposition Benches, an inevitable degree of compromise is necessary. In that spirit Her Majesty’s official Opposition have no desire to undermine the huge amount of work that has taken place to get the Bill to this stage. I congratulate all members of the Committee on their work in scrutinising the Bill, and I pay tribute to the Minister and his officials for their work. They put a great deal of time and consideration into these matters, not just on Second Reading and in Committee, but also in discussions with my hon. Friend.

Sitting Fridays can do one of two things. They can be an advertisement for the House of Commons at its best, where Members work on a cross-party basis to solve common problems of interest to our constituents, or they can be an advertisement for the worst of our politics—the game playing, the filibustering, and the attempts to prevent things that have an obvious common-sense value and widespread support from getting into statute. I hope that today will be an advertisement for the good, and for the House of Commons at its best. I congratulate my hon. Friend the Member for Weaver Vale on his work. I am delighted to see him in his place, and I look forward to hearing from the Minister.

--- Later in debate ---

[Andrew Lewer [V]]

In the first debate on this Bill, which was only a year ago but, for obvious reasons, feels like a lifetime ago, there was much discussion among many Members, ranging across not only their clearly lasting memories of school uniform but the practicalities, and a general view that uniforms play a significant and valued role in educational settings.

Many of us are proud of the schools that we attended, and this sense of school pride starts with a school’s uniform, which acts as an identifier but also as a leveller. That levelling factor seems to have resonated especially strongly with the Minister and throughout the discussions that have taken place on and offline, in all senses. A sense of collective identity is important in helping children to belong, but it also helps to suppress peer pressure in respect of what children wear while on school grounds, so that we do not end up with individuals being picked on for the brand of clothing they wear. At a time of increased pressure on young people’s mental health, for very obvious reasons, that represents an unnecessary worry.

All that is why sole supplier arrangements and schoolwear suppliers are a very welcome part of the landscape and should be protected for numerous reasons that relate to that important word: values. There are the school’s values and the disciplinary advantages of avoiding the “My black trousers are Gucci; yours are from Tesco’s” situation that comes from vaguer uniform requirements—which, ironically, are often championed by those seeking lower costs for parents. There are the values of supply chains and ethical sourcing—we have heard about China, but that applies to other places, too. And there is the starting point of the Bill: value for money. A well-made £20 pair of trousers that lasts three times as long as a £10 pair is better for parents’ pockets—my hon. Friend the Member for Shipley (Philip Davies) was good enough to quote me saying something similar in the debate a year ago.

Although it is late in the progress of the Bill to rake this up again, I will just mention the value for money of uniform, which was demonstrated very clearly by the very high-quality research published by the Schoolwear Association, which set right some other less well- based research that came up with much higher figures. There is also an element of the cultural value of the British education system, which is exemplified by the wearing of school uniforms—something that should be celebrated and is replicated by many schools across the world. I can think of many British overseas schools that take pride in the wearing of uniforms, which highlights the importance the British education system is given abroad.

I am grateful to the Minister for his acknowledgment on Second Reading that single supplier contracts are valuable in ensuring year-round supply of uniform, availability of the full range of sizes, and, with all items being of the same colour and design, uniformity among pupils. I will, however, be seeking assurances from the Minister that these contracts will be explicitly protected. He has touched on this already with his hints about the guidance. As he is aware, competition on the price of school uniform happens when those contracts go out to tender, and companies compete against one another to produce an attractive bid. My concern is that this process is misunderstood. If schools work with more than one retailer, this competition is lost. Sometimes the competitive element is the tender between the school and the supplier, not between the parent direct and the suppliers. That is not always sufficiently understood. Not understanding it can mean that purchasing power is damaged for retailers, which, in turn, raises prices for customers.

I did have some grave concerns about this Bill and the ramifications that could have arisen from it in its original form. I want to emphasise to the Government that they must match their rhetoric with the action that they take in terms of being a deregulating Government, cutting red tape and not over-centralising. As some Members know, I was far from convinced that the Bill fitted very well into that expressed ethos and, indeed, used it as an example of the opposite in other policy speeches and contexts. Furthermore, the ethos of a school and what it stands for must come chiefly through the school’s own culture and leadership and the attitudes of school leaders, teachers, governors and parents. Ideally, it should not be imposed from a great Whitehall height.

In conclusion, I am glad to say that the Minister has been forthcoming and helpful throughout this process—long though it has been. Throughout the course of discussions in Committee early last year, he listened to the concerns that I and other Members raised and I thank him for that. I especially thank him for what he said in this very debate just now. I am now of the opinion that, aside from that much wider philosophical over-regulatory point, some potentially damaging worries about the Bill have been either wholly allayed or diminished. That has been helped by the added reassurances that we have received today. I will continue to reference them as that guidance is consulted on to ensure that it does not lead to excessive micro-management.

Covid-19: Music Education

Andrew Lewer Excerpts

Tuesday 8th December 2020 Westminster Hall

[Andrew Lewer (Northampton South) (Con)]

I beg to move,

That this House has considered the effect of the covid-19 outbreak on music education.

It is a pleasure to serve under your chairmanship, Mr Davies. Although I have spoken in many Westminster Hall debates before, this is my first as the instigator of the debate.

When schools teach music and other creative subjects properly, our whole society and economy benefit. Although by no means a musician myself, I hugely enjoyed my experiences of music at school, which helped me develop a deep love for classical music. My family have been Methodists for over 200 years, and as the preface to the celebrated 1933 Methodist hymn book says,

“We were born in song”.

Music has been part of the national curriculum for children aged five to 14 since it was first published in 1988-89, and has been recognised as an important part of a broad and balanced curriculum by successive Governments. Music education needs that recognition again from this Government—perhaps more so now than ever before.

There is a wealth of evidence indicating that studying music builds cultural knowledge, creative skills and improves children’s health, wellbeing and wider educational attainment. Through classroom music, children and young people develop their skills in making and creating music through performing, composing, improvising, and responding critically, in an informed way, to music from a wide range of genres and traditions.

While classroom music forms the foundation of children and young people’s music education, it is hugely enriched by the provision of a wide range of extracurricular opportunities for young people to develop their musical interests, such as school orchestras, choirs and other ensembles. Altogether, this is an essential talent pipeline for the music industry, which is worth a staggering £5.8 billion a year to the UK economy. Schools around the country are already trying their best to continue to provide excellent music education, despite adverse circumstances, and they are bolstered by several bodies that are adopting innovative approaches.

As the chairman of the all-party parliamentary group on independent education, I am aware that over 650 Independent School Council schools have music partnerships with state schools, and those partnerships allow students to attend music lessons at each other’s schools, host joint music events, and send teaching staff across to share their knowledge and expertise in both directions. This helps to foster strong working partnerships and connections that are increasingly important given the current circumstances.

[Jim Shannon (Strangford) (DUP)]

I thank the hon. Gentleman for bringing this matter to Westminster Hall for consideration, and I look forward to the Minister’s reply. Does the hon. Gentleman agree that the undisputed benefits of music within society are at greater risk now than at any time in history? Does he agree that the Government need to step into the breach? Covid-19 affects disposable income, which means fewer private music lessons, so we must offer music education involving various instruments in every school throughout this United Kingdom of Great Britain and Northern Ireland, to ensure that we hold on to music’s positive benefits for society?

[Andrew Lewer]

The hon. Gentleman is right, because no one could have predicted the idea that someone could not blow through an instrument because that spreads particles and so on, and it means that so much new work now needs to be focused on this area.

The joint approach I am describing was also highlighted by the Headmasters’ and Headmistresses’ Conference chaired by Sally-Anne Huang, and the Music Teachers Association, which is the country’s largest association of music teachers. They have made a firm commitment to work together to advocate for music in all schools. The vast majority of HMC schools already partner with state colleagues in music, but this is a new national partnership, which will allow co-ordination at an enhanced level, drawing attention to the essential role played by schools in the musical life of our nation. This month they launched the “Bach to School” teaching and singing resource led by Gabrieli Roar, which I would encourage all colleagues to investigate further via its website.

[Jane Stevenson (Wolverhampton North East) (Con)]

I declare a former interest as a professional classical singer who, like many performers, also held down a peripatetic teaching job in several schools for many years. Does my right hon. Friend agree that music is essential to build children’s confidence? It benefits a wide range of other academic subjects. The initiative that he described to keep music education going can also be found in resources that schools have innovated, such as #CanDoMusic. There is more scope to support children whose music education has been adversely affected by covid-19.

[Andrew Lewer]

I thank my hon. Friend not only for her point, but for my promotion to right honourable. I will reflect upon what she has said and how important it is that she said it, given that she is a voice of experience with a background in the subject, who has knowledge about the subject itself and its wider benefits. That is a key part of why I brought forward today’s debate.

In my own constituency, the Northamptonshire Music and Performing Arts Trust, led by Peter Smalley and comprised of over 300 staff, has worked with over 20,000 children and young people in the past year to deliver the promises of the national plan for music education. NMPAT employs a team of peripatetic staff who visit different schools to deliver teaching projects and musical experiences. Its headquarters is in my constituency; I have visited it and attended their concerts. I am looking forward to being able to go to those concerts again as a way of celebrating our re-emergence next year.

With limited experience in the delivery of online teaching, NMPAT reacted quickly to deliver a digital alternative, to ensure children continued to receive vital access to music education. NMPAT has asked me to specifically raise with the Minister its thanks for the job retention scheme, which has been a lifeline for the staff throughout the pandemic, ensuring children in Northampton and the county continue to receive the music education they deserve.

An issue that has been raised with me in numerous calls and in meetings, prior to securing this debate, is funding for the adjustments that NMPAT and others have had to make for the digital age and the creation of covid-secure environments. I hope the Minister will consider that in her remarks. Funding for 2019-20 has not been adequate to cover the costs of the current situation and there is a need for an uplift in 2020-21, back to parity to at least 2011 levels. That is even more pressing now we find ourselves where we are.

Even prior to covid-19, music education was facing significant challenges, including cuts to funding and widening gaps between advantaged and disadvantaged students, particularly when it came to instrumental tuition, as we have already heard. There have been falling teacher training and recruitment numbers, and a continuing decrease in the uptake of music examination courses.

The pressure of accountability measures, such as year 6 SATs in primary schools and the English baccalaureate, or EBacc, in secondary schools, has meant that access to music education has been significantly reduced. For example, “Music Education: State of the Nation,” published in 2019 by the all-party parliamentary group for music education, found that more than 50% of responding schools were not meeting the curriculum requirements in year 6, citing the pressure of statutory tests as a contributory factor. Interestingly, those findings were supported by observations by Ofsted.

Since the introduction of the EBacc in 2010, there has been a significant decrease in the uptake of GCSE and A-level music. The figures from the Joint Council for Qualifications show a 25% decline in pupils taking GCSE music and roughly a 43% decline in those taking A-level music over the past decade. Ofsted’s annual report, which is hot off the press and was published on 1 December 2020, found that

“not all children were receiving a full and appropriate curriculum”

and identified “curriculum narrowing” as a concern. Where the full curriculum is not offered, that often results in inequalities of opportunity for the pupils affected.

The Department for Education’s own figures show that only 82% of the recruitment target for music teachers was reached in England in 2019-20, and the number of music teachers recruited into teaching music since 2010 has decreased by 53%. In the context of the delivery reductions due to covid-19, those trends are likely to deepen. I know that that will be a concern to colleagues here and to those in the teaching sector.

[Jane Stevenson]

Some of these statistics are worrying and make the national plan for music education even more important. Can the Minister commit to a date for a revised national plan? My hon. Friend also raised funding issues. Can the Minister give a date to agree future funding for music hubs, which face significant challenges over the next few years?

[Andrew Lewer]

I am sure the Minister has heard that.

The coronavirus pandemic has had and will continue to have an impact on all aspects of music education: curriculum entitlement, singing in schools, music making, and especially extracurricular activities, learning instruments and examinations. That has been captured by a report published on 6 December by the Incorporated Society of Musicians, titled “The heart of the school is missing”, which I strongly suggest that colleagues and the Minister read.

To measure the impact of covid-19, the ISM collated 1,300 responses from members of the music-teaching profession who work in schools across the UK. It reveals the detrimental impact that covid has had on music education. I will set out the headline figures. Ten per cent. of primary and secondary schools do not teach class music at all, even though it is a requirement in the curriculum. That is on top of schools reporting that, as a result of their lack of access to technology and the resources they need to adapt, many children were not given any music lessons throughout the closure of schools. Sixty-eight per cent. of primary school teachers and 39% of secondary school teachers stated that music provision had to be significantly reduced to ensure that key parts of the curriculum, such as those for exams, are covered due to time pressure as a result of corona restrictions. Extracurricular activities are no longer taking place in 72% of primary schools and 66% of secondary schools this year. That is partly due to the fact that it took time to get guidance on singing, brass and woodwind playing from the Government before schools resumed, and—much more difficult—a lack of access to well-ventilated spaces.

Singing and practical music making have all been affected. Teachers report that face-to-face instrument lessons are not continuing in 35% of primaries and 28% of secondary schools. Eighty-six per cent. of secondary music teachers report that they have had to rewrite schemes of work completely due to coronavirus. Sixteen per cent. of music teachers have had no access to specialist classrooms, and 43% have to move between non-specialist classrooms to teach some or all of their music. One teacher was even quoted as saying that they had been given 15 B&Q buckets to use as drums in their classrooms.

An important issue that has become evident because of that is the mental health of staff and the impact that covid has had on them. Many of the organisations that I mentioned highlighted music teachers’ mental health and wellbeing and the damage that has happened as a result of these disruptions and changes. Many of us are very aware of the mental health implications for virtually everybody involved in trying to keep life going as a result of the impact of the pandemic.

Although we face an unprecedented crisis, coronavirus also provides us with a pivotal moment for reflection and an opportunity to reset education policy. We need to begin to implement a strategy that will future-proof music education for future students and reverse the trend of music education being sidelined. As my hon. Friend the Member for Wolverhampton North East (Jane Stevenson) said, the national plan for music education was first published in 2011. It established music education hubs, which provide opportunities to sing and learn instruments in addition to classroom music. Following a consultation in March 2020, a refreshed plan was due to be published this autumn, with the aim of levelling up musical opportunities for children from all backgrounds.

The Government are due to publish the new national plan for music education, and when that document is released, schools need to be informed of their role so that they are fully engaged as part of their own local music education hubs. I hope the Minister will consider that. The need for the joy of music to herald our emergence from this terrible time only serves to underline the need for particular departmental focus on it in the way I have suggested.

The pandemic also offers the opportunity to revisit the nature and purpose of assessments in ensuring that young people are equipped for the future. In the short term, the Department for Education needs to guarantee that pupils sitting music assessments in summer 2021 are not disadvantaged by the pandemic but are rewarded for their achievements.

[Jane Stevenson]

That steady progress, which takes a number of months or years, is an essential element of learning an instrument or taking singing lessons, and I am very concerned about the mental health of students who, no doubt, will feel deflated at not being able to make the progress that they have worked so hard to achieve. I seek reassurance from the Minister on behalf of those children who will sit practical music exams over the coming year and possibly next year. Will the grading process take into account the significant interruption to the progress of those many music students?

[Andrew Lewer]

My hon. Friend makes a key point about an area in which practical and helpful steps can be taken relatively easily. Concessions such as scaling down the requirements of the practical elements of exam courses have been put in place for music qualifications. However, the content and assessment requirements for many EBacc subjects have not yet been changed. That puts pressure on schools to focus their available time on prioritising those subjects, which can create an unnecessary and unhelpful hierarchy of subjects—and a questionable hierarchy at that.

I know that the ISM is concerned that Her Majesty’s chief inspector of schools told the Education Committee on 10 November that, in 2021, exams could take place for core subjects, with centre-assessed grades for other subjects. If that happens, it would lead to a further devaluing of arts subjects, which in turn would cause severe damage to music departments that already feel under threat.

Furthermore, the Government must address the ongoing narrowing of the curriculum, which is happening as a result of reducing accountability measures both in primary and in secondary schools. We have an opportunity after covid-19 to build a curriculum that puts young people’s needs first and that champions creative learning as well as science, technology, English and maths. We need to capitalise on that opportunity.

In conclusion, the purpose of securing this debate was to raise awareness of a sector that in some instances gets overlooked. As I am sure the Minister would expect, I also have some general asks. As I mentioned earlier, funding for 2019-20 has not been adequate in the current situation and there is a need for an uplift in 2020-21, to attain parity with 2011 levels. This is not just a general request for funding, but a specific one because of the particular circumstances faced by this sector as a result of the restrictions that have been placed on it and the subsequent costs it has incurred. I ask the Minister to look at funding levels in the light of that experience.

School and music organisations need clarity on the national music grant funding from March 2021, and these additional costs need to be borne in mind. Music is a key entitlement for young people, and it contributes positively to the health and wellbeing agenda for the current generation.

I ask the Minister and the Department to remind schools of their obligations to provide a broad and balanced curriculum under the Education Act 2002 and the Academies Act 2010, of which music is a vital part. I also ask them to reinforce the scientific findings on, and the subsequent recommendations for, the safe delivery of curriculum and extracurricular music, and to look to a day—it will be a day on which we will all celebrate—when all of the restrictions will be stopped and we will abolish forever the expression “the new normal” and get back to a proper normal in which we can all live and flourish.

Finally, I am concerned that the Government have removed music from the list of the initial teacher training bursaries on offer for 2021 and 2022. The need to attract the finest musicians into teaching is the greatest that it has ever been, and schools are the only place where young people are guaranteed to receive music education. The surest way of achieving that is through the continuing recruitment of outstanding music teachers.

How important is all of this? It could not be more important. As Beethoven himself put it:

“Music is a higher revelation than all wisdom and philosophy. Music is the electrical soil in which the spirit lives, thinks and invents.”

Educational Settings

Andrew Lewer Excerpts

Wednesday 18th March 2020 Commons Chamber

[Gavin Williamson]

The hon. Gentleman will probably have heard my response earlier: the list of key workers will be published tomorrow. That will be available for schools, and we are very conscious that we need to get that information to all schools as quickly as possible.

[Andrew Lewer (Northampton South) (Con)]

As chairman of the all-party group, I bring the positive message from the independent education sector that it is part of communities—it wants to help, and it wants the Department to know that. There is also a concern: will boarding schools be allowed or be expected to continue caring for any remaining boarders, especially international ones, who have not gone home or cannot do so?

[Gavin Williamson]

My hon. Friend highlights an issue that is quite common in the university sector for international students. As I have said with international students in university settings, we must recognise our obligations to those young people, and we recognise that in boarding schools as well.