Schools Bill [HL]

Baroness Barker Excerpts

Committee stage & Lords Hansard - Part 1
Wednesday 15th June 2022 Lords Chamber

Amendment 68 agreed.

[The Deputy Chairman of Committees (Baroness Barker) (LD)]

My Lords, I cannot call Amendment 71 due to pre-emption.

Amendments 72 to 74 not moved.

--- Later in debate ---

[Baroness Chapman of Darlington (Lab)]

I acknowledge the good manners of my noble friend Lord Hunt in not finding it too cheeky that we seek to amend his amendment. Our aim is pretty clear: we want to make sure that, on occasions when the governing body wants to see flexibility when a school joins a MAT, it is able to have that. We think it is important to recognise that that can sometimes occur. It may want to address a particular priority, and that may be one of the driving forces for its desire to join a MAT. We very much support my noble friend’s desire to protect pupils if their school joins a MAT; we are just keen to make sure there is a bit of flexibility. We agree completely that there must be transparency and financial safeguards when a school joins a MAT and I echo everything that my noble friend said.

Moving on, our Amendment 79C draws Ministers’ attention to our concerns about the fundamental inequality in educational outcomes between regions. We are deeply concerned about regional disparities that are growing in education and we think they have worsened since the pandemic. In its recent report, the Education Select Committee in the other place found that disadvantaged pupils could be

“five, six, seven—in the worst-case scenarios eight—months behind”,

according to regional data. By the second half of the autumn term 2020, the average learning loss for maths for primary pupils was 5.3 months in Yorkshire, compared with 0.5 months in the south-west—I think 0.5 months probably means a fortnight. By March 2021, the National Tutoring Programme had reached 100% of its target number of schools in the south-west, 96.1% in the south-east, but just 58.8% in the north-east and 59.3% in the north-west.

More broadly, children in Yorkshire and the Humber are 12 times more likely to be attending an underperforming school than their counterparts in other areas of England. Perhaps it is no surprise that schools across the north have lost out on funding, despite having a higher proportion of poorer pupils. Research by the House of Commons Library found that schools in London got more money per pupil last year, despite having fewer children on free school meals, than in areas further north. Schools in London, where 22.6% of children are eligible for free school meals, received an average of £5,647 per pupil in cash terms in 2021. The figure in the north-east was £4,919, even though it has the highest proportion of pupils qualifying for free school meals, at 27.5%. In the north-west, according to the House of Commons Library, where 23.8% of children are eligible for free school meals, schools got £4,925 per pupil. This is not about doing down children in London, but about highlighting inequality of funding and of outcomes. We believe there is a connection.

We should remind ourselves that the funding of schools since 2010 has been shameful. Cuts to education over the past decade were without precedent in post-war history, according to the IFS, but the pain has not been felt equally across the system. The most deprived one-fifth of secondary schools had a 14% real-terms fall in spending per pupil between 2009 and 2019, compared with a 9% drop in the least deprived schools. So our Amendment 79C asks the Secretary of State to report on outcomes and the financial health of schools by region. We are asking for this because we want MPs and Peers to be able to challenge Ministers on their success or otherwise in addressing regional inequalities in education.

We understand that it is possible now to tease out the information we are looking for from various data, from commissioning, from the House of Commons Library, the House of Lords Library and reports from research organisations, trade unions and others who make a point of looking for this information in a way that enables us to see the full picture. At the moment, the Government do not have an obligation to do it in that way. We think that if we do not collect and present the information in a standardised, regular way, it is too easy to take our eye off the ball. We want to be able to see what is happening in different regions over time, because at the moment we are at a bit of a disadvantage. The truth about what the Government are doing to entrench—or, I hope, address—the relative performance of schools across regions is not shown in the way we think it could be.

All these amendments stem from the lack of information in the Bill on the funding formula. We are very worried about the removal of local authorities from the process. The Explanatory Notes say explicitly that local authorities have the most detailed knowledge about the needs of their local schools, so why are they being treated in this way? There are a number of reasons a local authority might wish to have a role in funding allocations, including those referred to by my noble friends in Amendment 97, which looks at specialist services.

Amendment 86A emphasises the need to take the index of multiple deprivation into account. The reason we are so concerned about this is because the National Audit Office’s recent report into schools funding says that the government should

“evaluate the impact of the national funding formula”.

It is quite explicit in its recommendation:

“In particular, the Department should review whether the shift in the balance of funding from more deprived areas to less deprived areas, and from more deprived schools to less deprived schools, means it is adequately meeting its objective of matching resources to need.”


We feel that currently it is not; hence our amendment asking the Government to be more explicit in the way they look at deprivation. I accept that the amendment could probably be better worded, but I wanted to raise the issue with the Minister now and explore whether there is something we can do through the Bill to enable our concerns to be dealt with.

We think Amendment 92 is sensible and encourages partnership. I am very sympathetic to Amendment 94, referring to transport for 16 to 18 year-olds. Obviously, we would need a full understanding of the cost of that, but I understand completely why that is something we should aspire to deliver. In a local authority area near me, Redcar and Cleveland, there is nowhere to do A-levels. It is not like living in a city, where you can choose between colleges and access them all easily; it is very hard for young people who find themselves living somewhere where a choice of post-16 education is not available. Amendment 85 asks for impact assessments on the national funding formula in rural areas. We have no issue with that at all: it is looking for transparency and understanding of the way the funding formula is impacting different areas of the country in different ways, and we do not have that currently. I beg to move Amendment 79ZA.

[The Deputy Chairman of Committees (Baroness Barker) (LD)]

The noble Baroness, Lady Brinton, is participating remotely. I invite her to speak now.

[Baroness Brinton (LD) [V]]

My Lords, I am a signatory to Amendment 86 in this group, tabled by my noble friend Lord Storey, who unfortunately cannot be in his place today. Our amendment requires the funding formula to be accompanied by an assessment of the funding to support pupils disrupted by Covid and the ability of schools to support such pupils. I thank the noble Lord, Lord Hunt, and the noble Baroness, Lady Chapman, for going into a lot more detail than I propose to do this evening.

I want to make two points. The first is a broader one. The extra funding for post-Covid catch-up is welcome, but how much of it is essentially baseline budget, and what is the impact of that on small rural schools, versus the highly targeted catch-up funding for those pupils who need it? I will discuss one particular group of pupils in a minute.

I note that the notification on all schools and colleges that will receive the extra funding for catch-up, published by the Government recently, talks about the additional investment also supporting the delivery of a £30,000 starting salary for teachers, alongside a further £1.8 billion dedicated to supporting young people to catch up.