Funding and Schools Reform

Barry Sheerman Excerpts

Wednesday 17th November 2010 Commons Chamber

[Andy Burnham]

In the 1980s, I had the misfortune to go to a comprehensive school in my hon. Friend’s constituency—a Merseyside comprehensive. It was not a great deal of fun. School sport had dried up and the buildings were appalling. It fills me with dread that my children will go to secondary school under a Tory Government. We on the Opposition Benches will campaign to ensure that another generation is not failed as others were.

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

I am sure my right hon. Friend will not let this occasion pass without putting right the gross calumny against our Building Schools for the Future policy. It was not a school-building policy; it was a policy to let every local authority in our land have a vision of the transformation of education right across their community. That is what the Government are killing and that is why it is important to oppose them.

[Andy Burnham]

My hon. Friend is right. It was a new approach and we must give credit to my right hon. Friend the Member for South Shields (David Miliband), who said when he was a Schools Minister, “Let’s do it differently—let’s not give out capital in a piecemeal fashion.” My hon. Friend the Member for Liverpool, West Derby (Stephen Twigg) is nodding because he was in the Department at the time. Our approach was to go to the places where aspirations were lowest and young people did not have a great expectation of what life might give them, and build the best possible learning environment. That is why we should not listen to the nonsense that is spoken from the Government Benches. Building Schools for the Future has transformed many communities. It could have done more if the Government had stuck by its needs-led approach to capital allocation.

The sad thing about the Secretary of State’s negotiating failure is that it has direct and unpleasant consequences for schools and councils. Within hours of the Chancellor’s sitting down, there were panicked phone calls asking for 40% cuts to projects that only weeks before had been approved by the Secretary of State as unaffected. Why? Because what was left of his capital budget was needed to push towards his pet projects—or as we should now more accurately say, his pet shop projects. The losers, yet again, are schools in some of the most deprived parts of the country: Sandwell, Birmingham, Salford, Leicester and Nottingham.

--- Later in debate ---

[Andy Burnham]

Listening to the responsible Minister on Monday at Education questions, one would have come to the conclusion that he had no appreciation at all of the effect the EMA could have on a young person’s life in those circumstances. I said that the Government should listen to students. I hope that they will, and that they will meet some young people who currently benefit from the EMA such as the person about whom my hon. Friend just spoke. The EMA is a lifeline. For young carers, who have been in the news this week, it represents the hope of a better future, and I hope that the Government will not wipe away their hopes and dreams.

[Mr Sheerman]

One of the big consultancies—I believe it was PricewaterhouseCoopers—conducted a full evaluation of the relationship between the EMA and improvements in rates of staying on and entering university, and in evidence given earlier this year to the Children, Schools and Families Committee, which I chaired, made it clear that that relationship was very positive.

[Andy Burnham]

I hope that the Government will take account of my hon. Friend’s point because there is good evidence to show that the policy has been a success and is helping many more young people stay on in education and achieve.

--- Later in debate ---

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

I support the Opposition motion. The Secretary of State evaded interventions from me and from several others on the Labour Benches after he said that we were “angry” that the coalition Government were introducing a pupil premium. May I inform him that the Labour Government had a pupil premium? I do not know if it was as well worked through as it should have been; it was an early policy introduced by my right hon. Friend the Member for Sheffield, Brightside and Hillsborough (Mr Blunkett) that was absorbed and no longer ring-fenced when Charles Clarke became Secretary of State. There was a pupil premium, but I would challenge the Secretary of State. He knows that the Opposition want more resources to follow people from deprived backgrounds. If he is honest with the House and in his intellectual engagement with the debate, he also knows that the most difficult thing is to find a method of ensuring that the money tracks the right people.

The Secretary of State will find it difficult, as we did with Sure Start children’s centres. We started, as he knows, with 500 in the 500 most deprived communities, but we then discovered that that left out most of the deprived children in our country so we moved the number up to 3,500. One of my concerns—and a concern of Members on both sides of the House when they talk frankly in private—is that we might see a drastic cut in the number of children’s centres, based on the idea of going back to the original intention of having 500, which would exclude most children from deprived backgrounds. That has a parallel in the pupil premium. The Opposition are arguing that the way in which the Government propose to introduce the premium means that it will fail to reach the children who are most deprived, because it is not well crafted. We understand that it is difficult for any Government to ensure that such methods work.

The one thing in the Opposition motion that I found difficult to swallow was the mention of ideology. I honestly fail to see what the Government’s ideology is. I do not see a consistent theme running through their education policy. There are bits and bobs of ideas, some of them refreshing and interesting, but when it comes to others I, and other people who have been in education for a long time, do not understand where they are coming from or where they are leading us.

As Chair of the Select Committee for nearly 10 years, I found it refreshing when a Minister came before the Committee and said that the reason for introducing a policy was that it was evidence-based. One of the most refreshing things about Tony Blair in his 1995 conference speech, in his Ruskin speech in 1996 and when he put that speech into operation in 1997, was that he was both pragmatic and open to evidence-based policy. We saw that across a raft of policies, but when the Committee looked at how policies evolved, we found that when Ministers left the evidence base they got into trouble.

The present Government seem to be basing their whole education policy on something called the big society. Many people have talked to me about what the big society means. It is very difficult to find out. What is the big society? Is it localism? It is a funny sort of localism that jumps over and disregards locally elected education authorities. That is a very different kind of localism.

How do we know that people who want free schools represent the community? We have already heard evidence that there have been some strange bids. I am not sure that the answers we heard today about faith schools were entirely convincing.

[Graham Evans]

Before the general election, Labour Members supported co-operative schools. Can the hon. Gentleman tell me the difference between the co-operative schools project and the Government’s free schools project?

[Mr Sheerman]

I was, and am, a great supporter of co-operative partnership in academies. I was a great supporter of academies, but I understood exactly what the argument for academies was under the previous Government. Under Tony Blair, it was to take first 200, and then a further 400, schools where everything else had been tried; they were usually in areas of great deprivation and everything that had been done to try to raise standards had failed. We introduced academies where we thought it was worth trying something because nothing else had worked, but now the academy model has been inverted. It is no longer about where schools are failing and real help is necessary for kids, who get only one chance for education—where we need to act quickly because we cannot wait for a laggardly local authority to get its act together. We now have a system in which any school can become an academy, and I am not sure what its theme, goal or arrival point is.

The big society does not seem to be a substitute for evidence-based policy, or to involve a clear notion of where we are going with education policy. I shall illustrate that with just one point. My concerns are not only about Sure Start and early years, but also about the fact that there is now seemingly an end to the choice that was opening up. There was real choice in our schools—the apprentice route, the skills route through the diploma, or the academic route. That opening up, with the possibility to cross over, was very refreshing, but it seems to have been killed by the new Government.