English as an additional language (Pupil Support)

Carol Monaghan Excerpts

Tuesday 23rd June 2015 Westminster Hall

[Carol Monaghan (Glasgow North West) (SNP)]

It is a pleasure to serve under your chairmanship, Mr Hollobone. I will talk a bit about my experience of pupils with EAL needs in my previous job as a teacher.

Scotland has a long and rich history of multilingualism. Throughout the ages, we have had various languages running through our culture—Scots, Gaelic, Irish and English.

[Kevin Brennan]

I could not let that pass without pointing out to the hon. Lady that one of the finest poems in the Welsh language, “Y Gododdin”, was written in the south of Scotland in the early medieval period.

[Carol Monaghan]

I thank the hon. Gentleman; I will add Welsh to that list.

Over the past 20 years, we have seen an influx of people with different languages and cultures. EAL pupils have had a huge, positive impact on our schools in Glasgow. I taught in an inner-city comprehensive in Glasgow where asylum seekers and refugees were housed in the late ’90s. We had a huge number of EAL pupils, and attainment levels increased almost instantly—not only were those pupils delighted to be in school, but they had a positive effect on the native Glaswegian pupils. Throughout the school, we saw a huge benefit from EAL pupils.

The hon. Member for Peterborough (Mr Jackson) talked about the impact on primary schools of large-scale immigration, in terms of teacher recruitment and attainment. I fundamentally disagree with him about attainment and I will talk more about why attainment levels benefit when there are pupils with different languages, but I agree that there is an issue with teacher recruitment. We need to be training and recruiting more teachers to support pupils with additional needs.

The Scottish Government are following the European Union with the “one plus two” languages learning policy. The “one” refers to pupils’ native tongue and the “two” to the additional languages, which could be English, French or Spanish. More and more we are seeing a rise in Gaelic-medium education; for some of those pupils, English is not their first language, so they are also getting English support. In Scotland, a lot of parents now want to send their children to Gaelic schools, and attainment levels are increasing hugely. Such pupils do not learn English until the age of seven, and by eight they have overtaken their peers in English-speaking schools.

There are huge benefits to learning two languages, and the Polish children that the hon. Member for Peterborough mentioned will have those benefits. My children attend Gaelic-medium education. Unfortunately, I have no more than pidgin Gaelic, so I cannot support them with their Gaelic education, and they speak only their native language at home, as the Polish children do. However, they are fluent in Gaelic and in English. I suggest to the hon. Gentleman that Polish pupils who go home and speak only Polish will be getting two languages, so they are being further challenged and will develop far more skills.

[Mr Jackson]

The hon. Lady is making an interesting point, but she is missing the kernel of my argument. As far as I know, there is no district, region or parliamentary constituency in Scotland where more than about 5% of people speak Scottish Gaelic, and a small city in Scotland will certainly never have experienced a 17% population rise in 10 years, with the vast bulk of the new residents speaking Gaelic. We cannot, therefore, necessarily compare the two situations, and the hon. Lady is perhaps rather obscuring my central premise.

[Carol Monaghan]

In areas such as the Western Isles, Gaelic is still the native tongue for many people—the figure is far more than 5%, so my hon. Friend the Member for Na h-Eileanan an Iar (Mr MacNeil) would probably disagree with the hon. Gentleman.

On the number of pupils coming in with English as an additional language, I am not sure that any area in Scotland has a figure of 70%, but we do have figures of up to 20%. However, I am trying to explain the benefits. Certainly, in the school I was in, which had a huge number of EAL pupils—up to 50%—attainment rose greatly.

The hon. Gentleman spoke about the additional funding under the pupil premium, which is for disadvantaged pupils. He spoke about using some of that money for EAL pupils, but there is an argument for looking at dedicated funding. These pupils have a positive impact, and we need to see how we can support them. Unfortunately, in Glasgow, the Labour administration recently cut 15 EAL teachers, despite the best efforts of the opposition in the city council. That was a major blow.

We need to look at the benefits that these pupils bring. It is important to remember that we have had a £20 billion net benefit from having EU immigrants in our country and our communities, but we need to look at how we fully include them in schools and training.

The all-party group on modern languages stated:

“speaking only English is as much of a disadvantage as speaking no English.”

In terms of intellectual development and pupil attainment, having multilingual pupils is a benefit and makes great educational sense.

I agree with the hon. Gentleman that, unless we support teachers, schools and LEAs so that they can provide a proper environment in which these pupils can learn, we will have issues.

[The Minister for Schools (Mr Nick Gibb)]

I realise that this does not affect Scotland, but the English baccalaureate is a combination of GCSEs, including a modern language. Would the hon. Lady support the Government’s endeavours to get all pupils to take it to the age of 16, to ensure that more young people take a foreign language to GCSE?

[Carol Monaghan]

Taking languages at GCSE is a matter for pupils at that point in their school careers. The baccalaureate system is really robust, with pupils looking at different areas and having specialisms in different subjects, and that is really positive. However, the issue is more about language learning in the early years. There will be huge benefits if we can deal with that, whatever the additional languages are—English might be the additional language for some pupils, while, for others, it might be French, Spanish or Gaelic. The way we go about language learning is not conducive to a real, deep understanding of a language. The learning must take place far earlier, and it must be far more serious. We start picking these languages up at 11 or 12, which is why the Scottish Government are introducing them much earlier, at primary level.

To finish, I would like to talk once again about the positive impact in our schools of having pupils with an additional language, be it Polish, Urdu or Gaelic. That is positive for attainment, and we welcome those pupils in our schools, but it is important that we put in place structures that will allow them to learn properly and to access the education we provide for them.

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[Kevin Brennan]

I agree with the hon. Gentleman’s remarks. Of course, speech and language therapists also play a very important role in other parts of the United Kingdom. I have always believed strongly in providing services around the child, beyond the school. That was part of the children’s plan, which I was involved in drawing up under the previous Government. I recommend it to the hon. Gentleman for when he has some spare time to do some additional research, which is his background. As a researcher, he will be aware—bearing in mind some of the other comments in our debate—of Professor Steve Strand and Professor Victoria Murphy of the University of Oxford. They have done extensive research on the impact of English as an additional language in classrooms that shows that some of the lurid stories in the popular press about its having a negative impact on other children’s education are completely wrong. When we look at the evidence, we see that the contrary is the case.

The hon. Member for Peterborough made the case strongly for looking again at the need for a ring-fenced budget for EAL. I know that the Minister has a pathological dislike of anything that is ring-fenced or that directs schools to act in a particular manner, and an almost religious faith that they will always do the right thing in any circumstances, but there is a case, which the hon. Gentleman made out, to look at the matter again. I hope that the Minister will set aside his usual dislike of these things and look at it with an open mind. The hon. Gentleman quoted the Minister’s words at the end of last night’s debate. Fine words are all very well, but ultimately we have to will the means in order for a policy to have an impact. There must be a transmission mechanism for a policy to translate into action on the ground. Unless we will the means and unless the Government take a lead, the problem will continue to grow, because the budget system in place does not give an incentive or the necessary direction to ensure that resources are spent in this area.

The hon. Member for Glasgow North West (Carol Monaghan) spoke today, and I again congratulate her on her maiden speech last night. I am sorry that the early hour at which the winding-up speeches started meant that I was not able to do so with her present. That was not her fault. It was an entirely unexpected development.

[Carol Monaghan]

Actually, I was there. It was my hon. Friend the Member for Kilmarnock and Loudoun (Alan Brown) who was not. I enjoyed the hon. Gentleman’s winding-up speech.

[Kevin Brennan]

I apologise to the hon. Lady. Clearly, my memory is going if I cannot even remember what happened last evening. I do remember her very fine maiden speech and I again congratulate her on it. She pointed out today the benefits to attainment of having more than one language. I completely agree, not least as my own daughter attended a Welsh medium school and benefited greatly, as I did; my Welsh improved greatly as a result of her attendance at that school. The hon. Lady pointed out that the Gaelic language is predominant in parts of Scotland, including the constituency of her hon. Friend the Member for Na h-Eileanan an Iar (Mr MacNeil), who often reminds us of that in the main Chamber. As she pointed out, English as an additional language need be no hindrance; in fact, it can be the opposite and be of great benefit to educational attainment.

As of June 2015, 1.2 million children in England—17.2% of all pupils—had a first language other than English. Until April 2011, as we have heard, the ethnic minority achievement grant, which was set up originally in 1999, provided funding based on the numbers of children from underachieving ethnic minority groups and of pupils with English as an additional language. In 2011, that grant amounted to about £200 million of support across the country. Now, that has been absorbed into the school grant; and as ever when these things are absorbed, somehow or other some money falls from the table. Ultimately, the amount of money in the direct schools grant may or may not reflect that funding, but certainly schools can now receive additional money for pupils with English as an additional language from their local authority and school forums. School forums decide at local level whether any school receives an EAL factor to its funding because of the number of those pupils. The minimum funding from the Government in the 2015-16 school year was £466 for primary and £1,130 for secondary. That is what they have identified would need to be spent.

The problem is that there is no compulsion for local authorities to include an EAL factor in their funding, nor for the value of that to be at the minimum level or above. The Government’s funding rules stipulate that a factor can be paid only for the first three years of compulsory schooling with respect to the pupil with English as an additional language. That is an odd stipulation, given the Government’s professed desire to allow schools to decide at local level what the best thing to do is. I hope that the Minister can explain why that rule is still in place.

Academy schools, of course, receive their funding via the Education Funding Agency, which uses the same funding formula as the local authority, so funding levels for children mirror those for neighbouring maintained schools. However, there is considerable variation among local authorities when it comes to EAL funding. Under this system, if we can call it a system, there is no accountability mechanism whatever for schools’ use of that funding, which essentially means that schools are not obliged to use the funding to meet the needs of pupils with English as an additional language.

There is a very interesting report by the Education Endowment Foundation, and this is a point of agreement between me and the Minister for Schools, although with regard to last night’s debate, perhaps he should be renamed the Academies Minister, as maintained schools never get a mention or any praise whatever from the Government in speeches in the House. Perhaps he will correct that in the future. There is one point of agreement between us, which is that the Education Endowment Foundation is a very good initiative. The Government have provided support to it, and we support that provision because in a sense the foundation is the beginnings of what I talked about last night—a NICE for education, a national institute of clear evidence, as I called it.

The Education Endowment Foundation looks at the research evidence on what works in education policy. That is extremely welcome, as so much of education policy seems to be based on think-tank quackery. The foundation’s report on English as an additional language is very interesting. One of its key findings was that the attainment of pupils with English as an additional language varies widely. At the end of reception, only 44% of EAL pupils are recorded as having achieved a good level of development, compared with 54% of non-EAL pupils. The gap narrows considerably, as we would expect, by the age of 16, when 58.3% of EAL pupils achieve five A* to C GCSEs, compared with 60.9% of non-EAL pupils; by some measures, EAL pupils do better, particularly in mathematics. However, that masks, as the report interestingly points out, the huge range of outcomes within that for different groups of EAL pupils. That makes sense, because there will be a very big difference between an EAL pupil who is the son or daughter of a French banker living in London and some of the pupils whom the hon. Member for Peterborough described, who do not have the same sorts of advantages when they go to school for the first time in this country.

In addition, the report points out that certain factors determine whether pupils are significantly more likely to underachieve. One is entry to England from abroad during a key stage at school. Such EAL pupils tend to be about a year behind their non-EAL peers. Changing school during a key stage is a significant factor. The report says:

“Students joining their primary school in Y5/6 have lower achievement than those joining in Y3/4.”

Being from particular ethnic minority groups also has an impact on pupil outcomes, with a particular impact on speakers of Somali, Lingala and Lithuanian at the age of 16. The report also finds:

“Almost half of schools with a majority of EAL pupils are located outside London.”

That emphasises the hon. Gentleman’s point that we should not simply think of this as an issue affecting London. The report also points out:

“High proportions of EAL pupils in a school do not have a negative impact on the attainment and progress of other pupils.”

It is useful to have research evidence, and the other evidence I quoted earlier, confirming that that myth is incorrect.

[Carol Monaghan]

The hon. Gentleman says that the presence of a high proportion of EAL pupils does not have a negative impact on other pupils, but my experience is that it has an extremely positive impact on other pupils. In fact, the presence of such pupils in their class gives other students something to aim for because they can see a different way of working, which is a huge advantage.

[Kevin Brennan]

That is my experience, but I am quoting the academic research to get us into the habit of using evidence to make education policy, which is something that has disappeared in recent years. The Education Endowment Foundation report backs up the research I quoted earlier from the University of Oxford. It says:

“the percentage of EAL students in the school had minimal association with student attainment or progress when controls for student background were included.”

EAL students obviously bring richness and cultural diversity, and they do so without affecting attainment.

As a result of its research, the Education Endowment Foundation makes certain recommendations. The Minister will be intimately aware of the details of the research, being briefed so well by his excellent civil servants and, as he is likely to have a bit of time, I hope that he will respond to those recommendations. The first recommendation is that schools should be accountable for showing attainment impact. It says:

“Schools should be held accountable for how their EAL funding contributes to improving pupil attainment”.

Schools are held accountable for the pupil premium in the same way, as the hon. Member for Peterborough said earlier. If schools are to be held accountable for how they spend the pupil premium, surely there should be a way to hold them accountable for how they use public money provided for the specific purpose of helping pupils with English as an additional language. Even if schools are not told exactly how many pennies they have to spend in their particular location, surely there should be some way in which they can be held accountable for whether they are doing what that public money is intended for. The recommendation continues:

“Although the report finds that where EAL pupils have attended English schools for the whole of a key stage they make greater progress than non-EAL pupils, and indeed that by age 16 they have caught up…this reflects a long history of considerable additional funding being directed to address language learning needs.”

Considerable under-attainment by specific groups might be masked by that general finding, so the Government need to listen to that recommendation.

The report’s second recommendation clearly follows from the first. It is that:

“EAL funding should be targeted at those most at risk of under-attainment.”

Again, the problem is that the current definition of EAL does not reflect a student’s proficiency in the English language or their exposure to it at home. Schools need to hone how they identify the language and learning needs of children within the EAL category to ensure that funds are targeted at those who most need them, and the Government should do the same because they are able to identify those parts of the country where that is a particular problem. The Minister should reflect on that and consider what action should be taken.

Obviously, the three-year cap on the availability of additional support might be more than some pupils need because of the factors associated with how proficient they are likely to become in the English language, including their home life and background, whereas other pupils are likely to need considerably more than three years. The research evidence clearly shows that it will take longer than the three years of allocated funding for some pupils, which is why I do not understand the Government’s rigidity about the three-year rule when, philosophically, they seem to be in favour of being more flexible about funding. There is a strong case for additional funding to be made available to schools with such EAL pupils to ensure that they are able to achieve their full potential. Professor Strand’s report states:

“Fluency in English is…the biggest factor influencing the degree of support an individual student will require, and schools need to be able to assess this need accurately using their own procedures and expertise.”

The third major finding of the Education Endowment Foundation report is that:

“More research is needed into the best strategies to improve outcomes for EAL pupils… there is a lack of robust research evidence on effective approaches and interventions to raise the attainment of EAL pupils. There were no…randomised controlled trials or studies where the effectiveness of the intervention was evaluated by an independent review team.”

More research certainly needs to be done, and I hope that the Minister will tell us his view on that. Is the Department helping to facilitate, undertake or fund research to ensure that such public resources as are being allocated to this are getting to the right pupils and are having the correct impact?

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[Mr Gibb]

There are many maintained schools. I hesitate because 60% of secondary schools are now academies, so schools that I remember as maintained schools may well have converted. Good and outstanding schools throughout the country are rushing to convert to academy status. Many of them performed extremely well as maintained schools run by local authorities, and they are performing well now as academies.

[Carol Monaghan]

In Scotland, we do not have academies, although some schools might have the word “academy” in their title; we have comprehensive schools and private schools. Does the Minister agree that a school’s success is not down to its name but is the result of leadership within the school and the systems put in place to ensure that staff and pupils are supported fully?

[Mr Gibb]

I agree that a school’s success is not to do with its name, but there is something about the freedom that academy status brings that enables innovation and professional autonomy to raise standards. Again, I cite King Solomon academy. It is run by some remarkable young people, most of whom are Teach First teachers; the headteacher, Max Haimendorf, became a head teacher in his late 20s. In that school’s first GCSE results in 2014, 93% of pupils achieved five or more good GCSEs, including in English and maths. That would be a remarkable result in any school in any location, but it is particularly so given the high levels of deprivation in the area served by the school. Furthermore, 75% of pupils at the school achieved the English baccalaureate, with high levels of achievement across the ability range.

[Carol Monaghan]

The Minister mentioned some staff members: a headteacher and some inspiring teachers. Is the Minister suggesting that if the school had not been an academy, it would not have had the same success, given the staff that it has in position?

[Mr Gibb]

I am. I do not think King Solomon academy would have delivered that kind of educational attainment in that part of London had there not been an academies programme. It has freedom and autonomy, and the professional approach that it takes to how it teaches its children is very different from that of any local authority school that I have visited. It would not have been able to do that if it had been run directly by the local authority in that area.

There is, of course, more to do. Although the overall quality of education in England has dramatically improved, 1.5 million pupils are still taught in schools that are less than good. The Education and Adoption Bill, which we debated last night on Second Reading, will strengthen our ability to deal with failure, and much more swiftly. Its provisions are designed to speed up the process by which the least well-performing schools are transformed in order to bring about rapid and sustained improvements, making sure every child gets the best start in life.

We have made it clear that we want to improve the literacy proficiency of all pupils; improving the teaching of reading is a key priority for the Government. Our aim is to help every child become a confident, fluent and enthusiastic reader. The latest available data show that 84% of pupils for whom English is an additional language achieved level 4 or above in reading at key stage 2 in 2014. That is just below the national average for all pupils, which is 89%. It shows that we still have further to go if we want every child to be reading well by the age of 11.

Key to our approach is the use of systematic phonics instruction; the hon. Member for Cardiff West will have expected me to use those words. The evidence shows that systematic phonics is the most effective approach to teaching early reading. The latest phonics screening check results show that across the country there is a difference of less than half a percentage point between pupils whose first language is not English and those whose first language is English. Phonics has been used to great effect in local authorities such as Newham, where, in year 1, three times as many pupils have EAL as those who do not. Some 81% of all Newham’s pupils met the expected phonics standard, well above the national average of 74%.

At secondary school, we are ensuring that all pupils study the core academic subjects of English, maths, science, history or geography, and a language: the English baccalaureate. We know already that pupils with English as an additional language are above the national average for entry and achievement in respect of the English baccalaureate. Last year, 41% of pupils with English as an additional language entered the EBacc and 26% achieved it, compared with 39% of all pupils entering it and around 24% achieving it. We want more pupils, including those for whom English is an additional language, to achieve the EBacc. Such subjects give young people a strong foundation for progress into further study and for work, and they help to keep their options open.

My hon. Friend the Member for Peterborough focused on funding. We have supported local authorities to provide additional support for EAL pupils in their local funding formulae. Local authorities can provide additional funding to pupils who speak a language other than or in addition to English, and who entered the school system in the past three years; the hon. Member for Cardiff West touched on that issue. The vast majority of local authorities include EAL as a factor in their funding formulae, and 132 local authorities allocated funding to schools teaching 450,000 pupils with English as an additional language in 2015-16. That totalled some £267 million, with schools receiving on average about £591 for each pupil who speaks English as an additional language.

We recognise that EAL pupils are more likely to be mobile and arrive in school during the academic year. Local authorities can hold money centrally to support the growth in the number of pupils below the age of 16 in schools. That growth fund allows local authorities to top up funding in-year for schools experiencing an increase in pupil numbers due to growth in the local population. Local authorities also have the power to use a mobility factor in their funding formulae. The method allows funds to be allocated to schools with a high proportion of pupils entering in-year in the previous three years. Some 66 local authorities used the factor in 2015-16, allocating a total of £24 million through it.

In Peterborough, 18% of pupils have English as an additional language. It has the 23rd largest proportion of pupils with English as an additional language among all the different authorities. The area has seen a rise of more than 5,000 such pupils in its schools from 2014-15. I note that Peterborough City Council allocated some £3.7 million for pupils with English as an additional language in 2015-16 and that it has a growth fund of about £2.25 million.

I am enormously grateful for the support that my hon. Friend the Member for Peterborough has given to this issue today. He has raised important concerns. The steps that we have taken underline our ambition to give more pupils the preparation to succeed in school, whether that is getting a place at a good university, starting an apprenticeship or finding a first job. Such steps will provide the foundations of an education system with social justice at its heart, in which every young person reaches their potential. I congratulate my hon. Friend once again for airing this important debate.