Sport in Schools and Communities

Debate between Ben Bradley and Nick Gibb

Tuesday 10th January 2023 Commons Chamber

[Nick Gibb]

My hon. Friend makes an important point, and it has been noted by myself and the sports Minister.

The sports Minister outlined the £230 million to build or improve community sports facilities. Alongside those community facilities, facilities on school sites represent an important resource for pupils and their families. Schools use their playing fields and gyms to introduce pupils to a range of sports and physical activities through their PE lessons and a variety of structured extracurricular activities.

My hon. Friend the Member for North Swindon (Justin Tomlinson) made an important point about the wider use of school facilities. The Department is building on the new funding for sports facilities by providing additional support to schools to open their sports facilities outside the core school day, at weekends and in holidays. Phase 3 of the opening school facilities programme aims to connect schools to national and local sporting organisations that can offer children and young people more opportunities to access extracurricular activities.

[Ben Bradley]

I appreciate my right hon. Friend’s engagement on this subject recently with my hon. Friend the Member for North Swindon and me. He mentions funding for opening up grassroots facilities, which is gratefully received and often important. In the case of North Notts Hockey Club, which I raised earlier, all that is needed is a padlock with a code on it so that they can let themselves in. It is outside, and they are insured. This is about getting schools to want to open up these facilities to communities. They can do it. Will he consider what direction he might be able to give to help that happen?

[Nick Gibb]

My hon. Friend makes an important point. I was influenced by the meeting we had recently with my hon. Friend the Member for North Swindon about how we can engage new people to teach PE in our schools. He also makes an important point about how we can use taxpayers’ money cost-effectively to widen the availability of community facilities.

The Government also support physical activity and sport outside the school term, through the £200 million-a-year holiday activities and food programme. All local authorities in England are delivering that programme. Taking place in schools and community venues across the country, the programme provides disadvantaged pupils and their families with enriching activities including sport, as well as with healthy food.

We have heard how the brilliant Lionesses are aiming to inspire a generation to take up football. We want all girls to participate in sport, and that is why the Department for Education is funding SLQ Sports Leaders to deliver the “Your Time” programme, which gives girls aged eight to 16 access to competitive sport and leadership opportunities. Almost 1,000 girls have already enrolled in the programme’s second year to train as sports leaders and lead events and competitions for their peers. They are supported in their online training by inspirational sportswomen including England netball player Layla Guscoth and World Triathlon Series winner and Commonwealth games champion Jodie Stimpson.

The latest annual data from the Active Lives Children and Young People survey, released in December, has been very encouraging. The data shows that the proportion of children who are active has increased by 2.6% compared with the last academic year, bringing activity levels back in line with those seen pre-pandemic. That will be due to the efforts of schools, families and communities. There is still further to go, and schools have a central role to play—in particular, in ensuring that pupils benefit from high-quality PE lessons taught by confident and knowledgeable teachers. I join the hon. Member for Feltham and Heston and the shadow sports Minister, the hon. Member for Manchester, Withington (Jeff Smith), in paying tribute to the work and commitment of PE teachers.

The Government published their cross-Government school sport and activity action plan in July 2019, and we have committed to publish an update to the plan this year, to align with the Department for Digital, Culture, Media and Sport’s new sport strategy. The update will provide details on further action to help all pupils play a wide range of sport, both in PE lessons and through extracurricular activity. This is a Government who are committed to sport in our schools, and I thank all Members for taking part in this important debate.

Question put and agreed to.

Resolved,

That this House has considered sport in schools and communities.

Early Years Education: Equality of Attainment

Debate between Ben Bradley and Nick Gibb

Tuesday 10th March 2020 Westminster Hall

[The Minister for School Standards (Nick Gibb)]

It is a pleasure to debate under your chairmanship again, Sir Charles.

I congratulate the hon. Member for Nottingham North (Alex Norris) on securing this debate and on a powerful opening speech. I thank my hon. Friend the Member for Mansfield (Ben Bradley) for participating and making important contributions.

Continuously improving this country’s education system starts with the early years. High-quality early education can have a huge impact on children’s development, not just when they are in the education system but throughout their life. Our ambition is to provide equality of opportunity for every child, regardless of background or where they live, and to improve access to high-quality early education across the country.

This Government are therefore prioritising investment in free early education support to parents and carers. Disadvantaged two-year olds can access at least 15 hours of early education each week, and since we introduced the programme in September 2013, more than 850,000 children have benefited from it. In addition, in 2017, we introduced the 30 hours’ entitlement for working parents of three and four-year-olds, which benefited about 600,000 children in the first two years. The 30 hours’ entitlement makes childcare more accessible for parents and carers, saving up to £5,000 per child per year and giving them the ability to balance work and family life.

We are continuing that investment. We plan to spend more than £3.6 billion on early education entitlements in the next financial year. In April, all local authorities will see an increase to the hourly funding rates for two-year-olds and an increase in the vast majority of areas for three and four-year-olds.

[Ben Bradley]

The figures for children supported by free childcare are hugely welcome, and those for the increase in funding doubly so. Does my right hon. Friend recognise the scenario that I raised with him in a previous debate, in which, with the two-year-old offer in particular, parents earning more than £100,000 or a couple earning up to £200,000 a year may access the 30 hours’ free childcare, whereas a single mum on the minimum wage might not be able to. I understand the balance that has to be struck. We support families who are working—that is important—but should we not support more families, in particular those from disadvantaged backgrounds, if we want to address that imbalance in earnings?

[Nick Gibb]

Those are issues always debated in debates such as this, but what is important is that we introduced the concept of free early years education for disadvantaged two-year-olds. We always want to do more, of course.

In addition, we offer financial support for childcare costs through universal credit and tax-free childcare. The issue, however, is not only about parents and carers of young children being able to work, safe in the knowledge that their children are in good hands. Evidence from longitudinal studies, including the effective pre-school, primary and secondary education project, EPPSE, and the study of early education and development, SEED, suggests that the duration in months and years is more important for child outcomes than the average hours per week. Education and childcare from an early age can make a huge difference.

For example, both EPPSE and SEED found that an earlier start in childcare from the age of two has benefits for the 40% most disadvantaged children. The recent SEED report on age five found that, for the 40% most disadvantaged children, starting in childcare from age two, combined with using the 15 to 20 hours per week, had benefits for those children’s verbal development in year 1 and on their overall achievement in the early years foundation stage profile in reception. The international evidence base is also consistent, finding that the quality of childcare affects child outcomes: higher quality provision improves children’s outcomes in the short and the long term.

The early years workforce plays a key role in the delivery of high-quality early education and childcare. It is testament to them that 96% of childcare settings are now rated good or outstanding by Ofsted, which is an increase from the 74% so rated in 2012. The latest early years foundation stage profile results show that the proportion of all children achieving a good level of development is improving year on year, with 71.8% of children having achieved it in 2019, compared with 51.7% in 2013.

That progress is welcome, but too many children still fall behind. I take on board all the points made by the hon. Member for Nottingham North. The gap between children eligible for free school meals and their peers has narrowed overall since 2013, but still too many finish their reception year without the early communication and literacy skills that they need to do well. Early years education, including in the reception year, presents a key opportunity to close the gaps referred to by the hon. Gentleman in his speech.

We have piloted and consulted on an important package of reforms to the early years foundation stage statutory framework which sets the standards for education, development and care for children from birth to five. Revisions to the early learning goals and education programmes will see greater focus on language and vocabulary development, which is key to tackling the word gap between disadvantaged children and their peers. Our proposed reforms are intended to reduce workload and to free up teachers to spend more time teaching, interacting with and supporting children—disadvantaged children in particular—to ensure that they are developing the rich vocabulary, skills and behaviours that they need to succeed when they start school. Our consultation on those reforms closed on 31 January, and we plan to publish a response in the spring.Alongside that, we are revising the early years curriculum guidance from birth to reception, to ensure that teachers and practitioners have the right information to support children and to give them rich activities and experiences on a daily basis. We have also invited schools to opt in voluntarily to implement the reforms from this September, a year ahead of the full roll-out planned for September 2021.

Alongside changes to the curriculum, we are committed to supporting the early years workforce to develop the appropriate skills and experience to improve outcomes. That includes an investment of £26 million to set up a network of English hubs, to strengthen the teaching of phonics and early language in schools around the country. We continue to support graduates joining the early years sector through the early years initial teacher training, including with fees, bursaries and employer incentives.

Since the publication of the early years workforce strategy in 2017, the Department has worked closely with the early years sector to deliver our commitments to support employers to attract, retain and develop early years practitioners, including more robust levels 2 and 3 qualifications, and a new early years T-level qualification that will be available this year. There is growing evidence that investing in professional development is key to improving those skills, which is why we are investing £20 million through our early years professional development programme to provide early language, literacy and maths training for the pre-reception workforce in disadvantaged areas.

As I said earlier, what happens in a child’s home is hugely important. What happens before they start school can have a huge influence on later outcomes, and the quality of the home learning environment is a key predictor of a child’s early language ability and future success—that was referred to by all hon. Members participating in this debate. We cannot consider improving early education in isolation. Unfortunately, children from some low-income homes are more likely to arrive at school with below-average language skills, leaving them at an educational disadvantage from the start.

We have therefore launched Hungry Little Minds, a three-year campaign to encourage parents to engage in activities that support their child’s early development and set them up for school and beyond. The campaign, working with partners from across the public, voluntary and private sectors, promotes simple everyday things that every parent can do.