Schools Update

Chris Leslie Excerpts

Monday 17th July 2017 Commons Chamber

[Mr Speaker]

Mistakenly, because I was trying to do two things at once, I called two Government Back Benchers in succession. I would not want there to be a lingering sense of resentment on the Opposition Benches, so I call Mr Christopher Leslie.

[Mr Chris Leslie (Nottingham East) (Lab/Co-op)]

Thank you, Mr Speaker. I want to press the Secretary of State a little on the point that the right hon. Member for Harlow (Robert Halfon)—the new Chair of the Select Committee on Education—and some of my hon. Friends have mentioned: where in the Department is the money coming from? It sounds as though the Secretary of State will be robbing Peter to pay Paul from within central programmes. Will she set out a bit more clearly which of these central programmes will be cut: the teaching and leadership college, the standards agency, the mentoring programme, the longer school day programme, the 16-19 budget, university technical colleges or the apprenticeships programme? Or is she promising not to cut any of them?

[Justine Greening]

It is important to look across the piece to gain additional efficiencies from the Department. The hon. Gentleman talks about cuts, but the reality is that we have to take every single pound of taxpayers’ money and get the most out of it. It has struck me how many different pots of money there are across the Department, and we have to make them work more strategically. In doing so, we can unlock funding that can go directly to the front line of schools.

Schools: Nottingham

Chris Leslie Excerpts

Wednesday 12th July 2017 Westminster Hall

[Lilian Greenwood (Nottingham South) (Lab)]

I beg to move,

That this House has considered support for Nottingham schools.

It is a pleasure to serve under your chairmanship, Mr Gray. Today’s motion is very deliberate; I want to talk about the support that Nottingham schools need, not just the funding they receive. Too often Ministers have talked our city down. We must be frank about the challenges we face in raising educational attainment, especially at key stage 4, but we must also recognise progress, innovation and success. Failing to do so is demoralising and counterproductive.

I hope the Minister will welcome the fact that 83% of children in Nottingham are now taught in good and outstanding schools, up from 61% just three years ago. Some 22% of our schools are now rated outstanding—that is the second highest local authority level in the east midlands, and above the national average. I hope he will also welcome the improvement in key stage 2 results. The progress made by children in Nottingham’s primary schools last year matched the national average in reading and outstripped national averages in writing and maths. Children come to those primaries with low levels of school readiness and low speech and communication levels. Many require additional language support and pupil mobility is very high.

Nottingham is rightly proud of its “Maths Mastery” programme, developed in collaboration with the two regional maths hubs. Drawing on learning from Singapore and other leading international practice, Nottingham is developing a maths teaching culture that is already delivering enhanced outcomes, with the approach now being rolled out from the early years through to KS4.

The city’s five special schools are all rated good or outstanding, and Oak Field School is recognised internationally as a model of excellence in working with children and young people with profound and multiple disabilities. We also have an outstanding hospital school at the Queen’s Medical Centre.

More than 8,000 Nottingham children are learning a musical instrument in school, up an incredible 1,652% in the past 12 years. In 78% of Nottingham primary schools, every child is learning an instrument, compared with a figure of 58% nationally. Some 48% of pupils continue with instrumental teaching after the first year, compared with 27% nationally. There has been a 385% increase in the numbers of pupils gaining a nationally recognised music qualification in the past three years alone.

[Mr Chris Leslie (Nottingham East) (Lab/Co-op)]

I am grateful that my hon. Friend has secured this debate. She will know my constituent, Sheku Kanneh-Mason, who last year won the BBC young musician of the year contest, as he went to Trinity School, a secondary school in her constituency. He is a great example of the sort of specialism and expertise that young people in our city can achieve. My concern more broadly is that all those specialisms may be sacrificed if the speculated cuts to the funding formula and the changes hit Nottingham schools particularly hard. Can my hon. Friend say a word about why some of those specialist skills among the teaching staff and beyond are so important in our city?

[Lilian Greenwood]

Sheku Kanneh-Mason is indeed an acclaimed cellist, and Trinity School and all of us are rightly very proud of him. I will say more about the importance of music and other enrichment activities and why they are under threat.

Students from across the city not only enjoy playing or singing in an ensemble, but are equipping themselves with perseverance, self-belief and a lifelong love of music. It is particularly pleasing to note that Nottingham is in the top quintile for those on pupil premium learning a musical instrument. However, while the Nottingham Music Hub is always exploring new ways to generate income, I am concerned that the local authority and individual schools may find it more difficult to fund the service in the future.

Schools provide other opportunities. The number of children able to swim 25 metres at the end of key stage 2 has more than doubled to 45% in the past four years. Some 6,000 primary and 5,300 secondary students are involved in competitive school games and sports.

I began the debate by saying that I wanted the Minister to recognise that there is much to be proud of in Nottingham schools, but I would be failing my constituents if I did not also acknowledge that we need to do much better in ensuring that every child leaves school with the skills and knowledge they need to lead successful adult lives. Formal qualifications are an important measure, but they are not the only one. I hope the Minister will recognise that good schools also ensure that students are resilient, kind, reflective, motivated, confident, and have respect for themselves and others. Character development is vital and should be valued.

Many Nottingham families live in poverty and some have low aspirations. Too many live in inadequate or overcrowded housing and have very low incomes and poor health, both mental and physical. Some children face additional challenges because English is not their first language, and we know that white working-class children, especially boys, are often the hardest to reach. Even where children are making good progress at primary school and are achieving at the end of year 6, that is too often not maintained to GCSE level. We clearly need to improve the transition from primary to secondary education, but there is concern that the Government’s emphasis on a limited range of academic subjects up to age 16 is off-putting to those pupils, including the academically able, who would be enthused by a more vocational route. That view is expressed not only by teachers and heads, but by the former Conservative Education Secretary, Lord Baker, who has championed high-quality technical education for more than two decades.

Nottingham is working hard to provide sufficient primary school places by expanding existing good schools. We know that the bulge in pupil numbers will mean a shortfall in secondary school places if action is not taken now. A reliance on the emergence of new free schools is not enough. Nottingham needs extra capital resources to expand existing schools or to open new ones. The high level of in-year admissions is a further challenge, particularly for our maintained schools. The current system is not transparent and there is concern that some academies are reluctant to admit pupils with additional needs, placing some of the most vulnerable children at risk of missing time in school. The White Paper, “Educational Excellence Everywhere”, called for local authorities to have a co-ordinating role in dealing with such admissions. Will the Minister say whether he will be returning to that proposal?

A further concern is the high level of permanent exclusions at key stages 3 and 4. Last year, 108 city children were permanently excluded, and this year the number is set to be even higher. It is deeply concerning that a high proportion of those students have special educational needs. The pupil referral unit now has more than 300 students on its books, and those young people are placed with a number of alternative providers across the city, but the cost is very high and outcomes are poor. Funding for such provision falls on the local authority and diverts resources away from other high-needs children. What action will the Government take to incentivise schools to tackle poor behaviour, rather than using exclusion too widely to shift responsibility?

As the Minister is well aware, school funding—already a hot topic—rightly became the focus of debate during the general election. I have listened carefully to the Minister’s responses since then, and I do not believe he has adequately addressed my voters’ concerns. He says that the schools budget has been protected in real terms since 2010, but he knows that pupil numbers are rising. The cake may be bigger, but it has to be shared between more people. Will he come clean and admit that the increase in the budget has not been sufficient to protect per pupil funding in real terms? He knows that all schools face higher national insurance contributions, pension contributions, unfunded national pay rises and now the apprenticeship levy.

The Institute for Fiscal Studies reported that spending per pupil would fall in real terms by 8% and the National Audit Office confirmed that,

“funding per pupil will, on average, rise only from £5,447 in 2015-16 to £5,519 in 2019-20, a real-terms reduction once inflation is taken into account.”

The Minister says he will support schools to offset these pressures, but I can find little evidence of such support in delivering the savings required. One head at a primary academy told me:

“We have already renegotiated every single contract both as one school and as part of a Multi-Academy Trust. We have lost and not replaced three teaching assistants, a sports coach, a music teacher and an art teacher. Our pupils walk to their Swimming lessons for 12 sessions rather than travelling by bus for 36. If a teacher is ill, we don’t use qualified teachers to stand in front of classes until day four of their absence because insurance for teacher absence that starts after the third day is considerably cheaper than insurance that starts on the first day.”

It really is that bleak. Schools in Nottingham are making cuts that have a direct and damaging impact on the quality of education.

The head of an outstanding primary school told me that they had cut the number of teaching assistants, teachers and learning mentors, increasing pressure on remaining staff and providing less support for children with additional needs. As he said:

“All of this is also taking place within the context of an increase in the numbers of families who need extra support, due to benefit changes, higher levels of domestic violence, more families being evicted...and the rise of the number of families seeking support from food banks.”

Secondary schools paint a similar picture: fewer teachers, larger classes, less subject choice, and cuts to after-school activities.

I note that the Minister has sometimes resorted to blaming his Government’s choices on the budget deficit in 2010. That is simply not good enough. His party has been in power for seven years. They promised that as a result of their austerity plans, the deficit would be eliminated by 2015. Any shred of economic credibility is long gone and their decision to spend £1 billion on buying a parliamentary majority underlines that point.

A head told me what inadequate funding means to his school: “Am I able to replace the 18 failing interactive whiteboards in our classrooms? No. Am I able to purchase library books to inspire a love for reading in the next generation? No. Can the disabled child’s carer have overtime to accompany her for a full day’s educational visit? Of course, yes. As a result of that carer’s overtime, can the five-year-olds have another set of glue sticks for the summer term? No.” He said:

“As the Headteacher I am not bemoaning the lack of capacity for investing in education at a level that will make a significant difference to the life chances of my pupils; I am genuinely struggling to see how I can squeeze basic school provisions out of the funding available.”

On top of the existing level of real terms cuts we also face the prospect of a new national funding formula that will take money away from every single school in my constituency. I welcome the Minister’s promise that,

“there will be no cut in per pupil funding as a consequence of moving to the national fair funding formula”,

but, as he knows, protecting a budget in cash terms is no protection at all. With rising inflation and increasing demands—for example, the introduction of much needed mental health support—school leaders simply feel unable to deliver what is asked of them. I could fill hours with the testimony of dedicated school staff who feel that the Government are not giving them the support they need. Adequate funding, especially for schools serving areas of high deprivation, is essential. Schools cannot keep doing more with less. They are at breaking point.

I hope the Minister will not simply dismiss my concerns and those of my hon. Friends, including my hon. Friend the Member for Nottingham North (Alex Norris), who will speak shortly. I want the Minister to commit to, at the very least, maintaining school funding in real terms for Nottingham schools. If he cannot, I will not stop asking. I also want him to come and see why I am asking.

Last Friday I visited the city schools exhibition at Nottingham Contemporary. The gallery’s head of learning told me,

“what we are hearing from teachers again and again is that coming to a gallery, working with artists, really helps their children think differently, think creatively, question, be critical and reflective...particularly it builds confidence in those children who are told too often they are wrong, to keep quiet and not question. The gallery offers those children a place to thrive.”

While I was there, students from Southwold Primary enjoyed telling me about their work. Southwold is a good school, but it serves one of the most disadvantaged parts of my constituency: 46.1% of pupils have English as an additional language and 47.6% are eligible for free school meals. I have seen for myself the creative ways in which the school works to give their children a great start in life.

The head said,

“we are giving our city children the experiences that more affluent counterparts can afford. Our pupils find it hard to make connections due to limited experiences and we need to provide these experiences so they can better access the curriculum and understand contexts for learning.”

She explained that in last year’s SATs reading test, one text was about a safari park; some children did not know what a safari park was, let alone visited one. As she says:

“All this needs funding and at the moment we are trying to do it on a shoestring.”

Nottingham’s schools need our support. They need the resources to do their vital job of investing in the next generation. I hope the Minister will come and see our schools for himself and commit to supporting them, enabling every Nottingham child to thrive.

Oral Answers to Questions

Chris Leslie Excerpts

Monday 4th July 2016 Commons Chamber

[Nicky Morgan]

We are aware of issues relating to recruitment in certain parts of the country and in certain schools. I am pleased to say, as the Minister for Schools has said, that we have recruited more teachers to teacher training for the start of next year. The hon. Lady is right to say, however, that among the reasons that teachers often struggle to stay in the profession are workload, behaviour and other expectations. We will have more to say about the national funding formula. I ask the hon. Lady to wait for the consultation and to make sure that she takes part in it, but I think she will agree that it must be right that pupils with the same needs attract the same amount of money, regardless of where they are based.

[Chris Leslie (Nottingham East) (Lab/Co-op)]

If the Secretary of State really does want to help teachers with the workload pressures that they are under, she has to do much more to tackle the serious shortage of teacher colleagues in schools and the duplicative paperwork that teachers are coping with, and not rely so much on the Minister for Schools, who sees the wonders of the free market as the solution.

[Nicky Morgan]

The Minister for Schools does a fantastic job, and it is a delight to have his sunny outlook in all of our ministerial meetings. There are schools across the country that manage workload issues. When I visit schools, I always ask about workload, and it is interesting that there are some schools—they are very similar—where teachers are supported in terms of workload, and others where there clearly are issues. I challenge the hon. Gentleman to make sure that when he next visits schools in his constituency, he takes with him, or looks at, the workload report, and asks teachers and heads in the staffroom how they are getting on with implementing the recommendations. I accept that there are recommendations for Government, Ofsted and school leaders; between us all, I am sure that we can make progress.

Oral Answers to Questions

Chris Leslie Excerpts

Tuesday 3rd May 2016 Commons Chamber

[Sajid Javid]

My hon. Friend raises a very important issue. I will highlight two things. First, there is the local growth fund: almost £8 billion has already been allocated, and the Chancellor talked in the last Budget of a further £4 billion by the end of this Parliament. There is also the launch of the midlands engine investment fund: hundreds of millions of pounds will be allocated to small businesses, including those in Cannock Chase.

[Chris Leslie (Nottingham East) (Lab/Co-op)]

But if we are to get all these visitors to Leicester, Nottingham, Derby and across the east and the west midlands and we are to get the midlands engine moving, will the Secretary of State talk to his colleagues about infrastructure investment more generally, because we are certainly losing out in the east midlands, with only £37 per head of rail investment compared with £294 per head in London?

[Sajid Javid]

The hon. Gentleman raises the important issue of infrastructure investment. It is because we have a strong economy that, under this Government, we have a programme of £300 billion of investment over the next few years. That of course includes the midlands, with the investment in the main line and in HS2. However, there is always more we can do, and I am very happy to hear new ideas.

Oral Answers to Questions

Chris Leslie Excerpts

Monday 25th April 2016 Commons Chamber

[Nicky Morgan]

I do not need to rethink, because we are very clear about the important role that parents play as governors, through parental surveys and through parental engagement. The hon. Gentleman also appears, in the second part of his question, to be fighting a fight that we fought in the Education and Adoption Act 2016, which is now part of the law and which set out the clear role for parents to be involved when a school becomes an academy.

[Chris Leslie (Nottingham East) (Lab/Co-op)]

Perhaps the Secretary of State can explain a little more clearly and slowly, particularly to some of her colleagues on the Conservative Back Benches, who are gently asking her to think again about this point. Parental accountability is quite an important part of school life. In what circumstances does she envisage that removing that role of governance in a school from parents will be a good thing?

Oral Answers to Questions

Chris Leslie Excerpts

Tuesday 15th March 2016 Commons Chamber

[Sajid Javid]

My hon. Friend is a distinguished entrepreneur and speaks with a great deal of experience, and I take what he says very seriously. I can reassure him that my Department is first in leading cross-Whitehall work on exports. UK Trade & Investment is one of those entities that connects UK businesses to export opportunities around the world. Indeed, the UK export hub is continuing to travel across the country, meeting first-time exporters face to face. It has already visited Yorkshire, and, indeed, it is in Yorkshire today.

[Chris Leslie (Nottingham East) (Lab/Co-op)]

How on earth are small and medium-sized businesses going to be competitive if, in 100 days’ time, they find that their access to those level playing field markets will be firmly thrown away and that that door will be shut in their face? What will the Secretary of State do to be much more vocal in highlighting the phenomenal risk to our businesses if we end up losing access to some of those important markets?

[Sajid Javid]

The hon. Gentleman is right to raise that issue. There are many risks with that decision. It is my personal belief that the uncertainty that could be created will be bad for business and bad for jobs and growth. However, there is a lot that the Government have done and will continue to do to support businesses. For example, they have cut the corporation tax rate, which I hope he welcomes.

Oral Answers to Questions

Chris Leslie Excerpts

Monday 25th January 2016 Commons Chamber

[Mr Gibb]

I do not recognise the statements from Sir Michael Wilshaw that the hon. Gentleman is citing. As a former Chair of the Education Committee, he should know better. We are determined to see excellence in every part of the country. Where there are patches where schools are not performing, whether in rural or coastal areas, we are taking action swiftly, and certainly more swiftly than the Government he supported before 2010.

[Chris Leslie (Nottingham East) (Lab/Co-op)]

The Minister will know that there are schools in my constituency and elsewhere that want to improve rapidly but are struggling with the challenge of recruitment. One academy principal told me last week that he has spent over £60,000 just on the advertising costs. Is not it time that the Department set up a single pooled vacancies site so that we can have that money going to the frontline?

[Mr Gibb]

It is not necessary to spend that kind of money recruiting teachers, because there are many free websites for teacher recruitment. I have been to many schools that have very imaginative ways of recruiting—going into sixth forms, local employers and universities to recruit graduates for their School Direct scheme—and they find very high-quality graduates coming into teaching. The challenge we face in this country is that we have a very strong economy, which is something we would not have were the hon. Gentleman to become Chancellor in a future Labour Government.

Oral Answers to Questions

Chris Leslie Excerpts

Tuesday 15th September 2015 Commons Chamber

[Nick Boles]

I certainly agree that there are some problems with the system, but it is also a fairly deeply embedded feature of the construction industry. We must act on the basis of evidence, which is why the Government will commission an analysis of the cost and benefit of retention payments to inform future action. We endorse entirely the Construction Leadership Council’s commitment to remove such payments from the industry by 2025.

[Chris Leslie (Nottingham East) (Lab/Co-op)]

With last week’s construction output figures going backwards, and with so many small construction firms facing cash-flow difficulties, is it any wonder that the house building programme in this country has been so lamentable? Do we need to do more to help SME construction firms, for example with a help-to-build underwrite of some sort behind that loan finance for small building companies? We should not just avoid adding to borrowing; we should make a real difference for those construction firms, particularly small ones.

[Nick Boles]

We certainly want to support a range of construction firms, both small and large, but it would have been nice if the hon. Gentleman had taken advantage of his Back-Bench position to reflect a little more openly and honestly on the legacy of the last Labour Government, which saw the construction industry crushed. Housing starts are up by 50% from the low that was achieved at the end of the last Labour Government. There is a lot further to go, and we will work closely with construction firms to make that progress, but let us be honest about where the industry started.

Oral Answers to Questions

Chris Leslie Excerpts

Monday 17th October 2011 Commons Chamber

[Michael Gove]

I am grateful to my hon. Friend for making that point. He is a very effective spokesman for the Church of England, and indeed for the place of faith in the nation’s life. However, the data suggest that the number of people taking religious studies at GCSE is rising. It was up 17.6% to 222,000 in the last set of figures that we have, overtaking history and geography.

[Chris Leslie (Nottingham East) (Lab/Co-op)]

Will the Secretary of State say whether he, his officials or his advisers are using private e-mail accounts in assessing the impact of the baccalaureate? Does he accept the Information Commissioner’s view that private e-mail accounts that are used to talk about Government policy could be the subject of freedom of information requests?

[Michael Gove]

I admire the elegance with which the hon. Gentleman manages to insinuate into his question a matter that is dramatically different from issues relating to the English baccalaureate. All Government business in the Department for Education is at all times conducted with extreme propriety.

Oral Answers to Questions

Chris Leslie Excerpts

Monday 23rd May 2011 Commons Chamber

[Michael Gove]

I welcome my hon. Friend’s radicalism and idealism. I want to see how the first free schools do when they open in September. Given some of the inspirational figures who plan to lead them, I am convinced that we will see standards rise and that, as we see them rise, the innovations that those figures bring to the state sector will be spread more widely.

[Chris Leslie (Nottingham East) (Lab/Co-op)]

Is it true that there are 100 civil servants in the Department working on the free schools programme? If it is not 100, how many is it? What is the cost of that number of civil servants, and what on earth are they doing?

[Nick Boles (Grantham and Stamford) (Con)]

More than they were under you!