Schools Update: National Funding Formula

Baroness Garden of Frognal Excerpts

Thursday 14th September 2017 Lords Chamber

[Baroness Garden of Frognal (LD)]

My Lords, I, too, thank the Minister for repeating the Statement, which on the face of it sounds extraordinarily good news. However, we have concerns that none of this money is actually new and is being taken from efficiencies and savings in the DfE budget. We have £420 million taken out of the capital budget, including £315 million from healthy pupils capital funding used to fund improvements in schools’ PE facilities. Surely, at a time when we hear of the concerns about children’s obesity, that is not a terribly wise transfer of money.

The free schools budget is also being cut. Three of the 14 planned new free schools will now be funded by local authorities. There is a sense about this Statement of robbing Peter to pay Paul. The National Audit Office estimates that it will cost £6.7 billion to return all school buildings to a satisfactory condition. Why is the Secretary of State pilfering from the capital budget to pay for the increase in core schools budget? If the Tories can find £1 billion for the DUP, can the Treasury please find some more money for schools?

The Government broke the pay cap on police and public sector pay, and yesterday they were unable to defend the cap on NHS staff pay. Will they now look again at giving teachers a pay rise above the 1% too, with the Secretary of State increasing the schools budget accordingly? The teaching profession faces a number of crises and shortages and, surely, a long-overdue pay increase would be most welcome to try to redress some of the iniquities in the system.

The Government have scrapped their plans to make private schools help out neighbouring state schools or lose their charitable status, which is particularly worrying at a time when we see state schools unable to afford building repairs and forced to cut back on resources for their students. In our earlier debate, we heard how there was much advantage to the independent sector in creative studies. Will the Education Secretary urge the Prime Minister to rethink her broken election promise as a matter of urgency? Does the Education Secretary not also think it deeply short-sighted to fund the core schools budget by cutting the capital funding for PE facilities? I have already mentioned this, I think: we know childhood obesity rates continue to rise.

The per-pupil funding for 16 to 19 year-olds in sixth forms and FE colleges has been frozen since the 2015 spending review. Now that the Government are pledging that per-pupil funding for schools will increase with inflation, will the Secretary of State make the same commitment to 16 to 19 year-olds? I repeat that we welcome anything which causes funding for schools to be fairer, particularly if it focuses on the more deprived children and areas, but I would be grateful for the Minister’s reply.

[Lord Nash]

I am grateful for the general tenor of support for our proposals. It may not surprise the noble Lord, Lord Watson, if I do not go quite so far as he wished in his dreams that I would but I will write to him in more detail about his points. The £5.9 billion is for additional needs, not high needs, and we have maintained the existing total that authorities are currently allocated. This funding will be maintained in 2018-19 and 2019-20, and rise in line with pupil numbers, but I will write to him with a more detailed figure.

There is a lot of talk about cuts but, as I think everybody knows, they are not actually cuts. They are cost pressures, which everybody has suffered from in the private sector and business. Schools are more than half way through those cost pressures, caused by things such as pensions. Well-managed schools do their budgeting extremely well and are managing to improve this.

We have a huge amount of advice available to schools—I have referred to our website before—with a lot of resources such as toolkits, benchmarks and comparators for them to look at. We have a buying strategy in place, as £10 billion of schools’ spend is on buying services. This is a bit theoretical and top level but our analysis reveals that if all schools bought at the cheapest prices available there would be considerable savings, probably over £1 billion. We have a big programme in place on that and it is true that our best-performing school groups on finance, the MATs, are also often our best performers educationally—and, sadly, vice versa—because those school groups have learned how to focus their resources on exactly the areas they want. They have thought through where they want to spend their money and drive efficiencies so that there is much more available for the front line. If I have not covered any other points and noble Lords feel that they would like me to, I will write to them.

English Baccalaureate: Creative and Technical Subjects

Baroness Garden of Frognal Excerpts

Thursday 14th September 2017 Lords Chamber

[Baroness Garden of Frognal (LD)]

I join in congratulating the noble Baroness, Lady Stedman-Scott, on securing this important debate. She is a doughty champion of creative and technical education and shares the concerns of so many of us around this Chamber at the decline in take-up up of such valuable subjects. As we have heard, the English baccalaureate has done good work in promoting the academic subjects it specifies, but has caused a deal of neglect of others which should rightfully have their place in the curriculum.

The Government’s concentration—an obsession one might think—with English, maths and other academic subjects is resulting in a school syllabus, and school leavers, with few outlets for more practical skills. School league tables and funding contribute to the focus on academic learning, and we have recently had highlighted the inequity of schools banning their lower-achieving pupils ahead of exams, to shore up their league tables presumably, but with little regard to the effect that that may have on the young people so treated.

As we have heard, education should be about so much more: preparation for life; creating good citizens; empowering young people to succeed; and giving them the aspiration, resilience, confidence and self-respect to know that they may have a contribution to make to society. This may, or may not, be an academic contribution, as set out by the noble Lord, Lord Young. Sadly, if it is not academic, schools have limited means of encouraging them. It was interesting to hear the experience of the noble Lord, Lord Bird, with the Steiner schools, and perhaps reassuring to know that if his children do become hippies at least they will be refined hippies. It was also interesting to hear of his own unplanned but, in a way, privileged education.

For education to succeed, we of course need the full co-operation of employers. We know that work experience has been shown to be invaluable in motivating young people and giving them a real step into employment. We also know that the country faces an acute skills shortage, in craft and creative as well as technical skills. Our creative industries play an immensely significant part in our economy, as well as our quality of life, as we have heard from my noble friend Lady Bonham-Carter and as the noble Lord, Lord Berkeley, set out so clearly. But young people do not emerge from their years of compulsory education equipped with the knowledge and skills to embark on careers in these areas.

As the noble Baroness, Lady Stedman-Scott, said in her introductory remarks, we note that the total entries in GCSE creative and technical subjects have fallen by 28%, 181,000 people in the last seven years. IT and computer skills have similarly been in decline. Schools are now so beset with the calls to meet targets and tick boxes that, as one head teacher said to me recently, “It knocks out any time for encouraging a love of learning”. The noble Lord, Lord Knight, spoke also of the importance of the love of learning. No longer can young people learn because it is fun and fascinating; there has to be a test at the end of it to be recorded into the school statistics.

How can we return to the days when all was not well with the educational world but at least there was time in the school day for music, drama, exploration and curiosity? What has happened to woodwork, metalwork, cookery and needlework? Many schools have dismantled the labs and kitchens, disposed of the chisels and sewing machines. But young people whose fortes are not grammar and algebra but doing and creating can be re-engaged into learning by those practical skills. I am sure that I am not the only the noble Lord who has found very little use for my wonderful proficiency in logarithms and trigonometry since I sat my O-level.

The negative impact of the EBacc on music provision in schools is clearly a concern for the commercial music industry, which contributes £4.1 billion to the UK economy. Michael Dugher, the CEO of UK Music, recently warned that cuts to music in schools, coupled with the closure of hundreds of small venues, means that the music industry is potentially facing a perfect storm which, if allowed to develop unchecked, poses an existential threat. How much the poorer would life be without music? We wish every success to the granddaughter of the noble Baroness, Lady McIntosh, and her trumpet—and I speak as the grandmother of a cornet-playing grandson. I know what enormous pleasure they get from this, even if practising it is not always at the top of their agenda; computer games sometimes, alas, take precedence. The noble Lord, Lord Sherbourne, also spoke eloquently of the importance of music.

What steps will the Government take to ensure that the existential threat is averted? My noble friend Lady Bonham-Carter cited the concern of Darren Henley, who was brought in some years ago to advise the Government on creativity and music. His voice should have been heard far more clearly than it has been.

The EBacc set out to remedy what was perceived as a shortfall of academic achievement in schools. It is intended as a core, but with seven subjects that leaves little space for any but the most academically able students to take up additional ones. I notice what the noble Lord, Lord Baker, said about doing computing instead of modern languages. As a modern linguist, I always bitterly regret any suggestion that modern languages are not important. Post Brexit, it will be even more important that we can communicate with our European and international neighbours and friends in their language, rather than speaking our own loudly, as is so often the way with the British. I also note that in the Edge proposals, modern languages go not head to head with science but head to head with history, under the humanity heading. I hope that the noble Lord, Lord Baker, will be reassured that computer science is contained within the sciences, so it is not entirely neglected even if it is in competition with chemistry.

The EBacc did not arise out of demands from the teaching profession to reform the exam process. Any teacher knows that the benefits of any reform, whether changing the name or curriculum, or changing the marking from letters to numbers, only ever emerge after totally disproportionate administrative burdens, which take teachers away from delivering exciting lessons and into the tedium of administrative negotiations. Teachers prefer reforms and updating which are introduced gradually to allow the continuation of lesson planning and time spent on students. Sadly, that is not dramatic enough for politicians, very seldom themselves practising educationalists, who love to make their mark on future generations. Can I put in a plea for school decisions to be taken primarily by those in the profession, with politicians standing well back?

The Government love to say that our teachers are the best ever. That is a bit of a blow to some of us who were teachers way back, because we did not think that we were totally hopeless then—but there we are. But if they are the best ever, why are they so beset by constantly having to record and justify their work? As the noble Lord, Lord Lucas, said, why cannot the Government not just trust the teachers more and assess them less?

The report from the All-Party Design and Innovation Group, Developing Creative Education after Brexit, drew on a wide range of specialist organisations to support art and design as a core component of the EBacc. Art subjects could cover music, drama, dance, film—all the parts of our highly successful creative industries sector, which is being starved of talent in the state sector because of its exclusion from the syllabus. It is notable that the private sector sets great store by creative activities, as we have heard from the noble Earl, Lord Clancarty, and the noble Lord, Lord Aberdare. But why should these wonderful skills be available only to those already privileged? What steps are the Government taking to stop the decline in craft and creative teaching and learning? How are music, art, drama and technical teachers encouraged to stay in the profession, and will the Government give serious consideration to the Edge Foundation’s proposals for the EBacc, which would give a broader base for our young people to be equipped for life? I look forward to the Minister’s reply.