Education Recovery

Damian Hinds Excerpts

Tuesday 29th June 2021 Commons Chamber

[Damian Hinds (East Hampshire) (Con)]

I commend and congratulate my right hon. Friend the Member for Harlow (Robert Halfon) on securing this debate and on all the work that he and his Committee do. He set out very effectively the extent of the differential impact on children over this past year and a little. Like him and other colleagues across the House, I pay tribute to school leaders, teachers and staff, in East Hampshire and throughout the country.

I am speaking in support of the main estimate and the subsequent announcements from the DFE, which we anticipate will be reflected in the supplementary estimate. I also note that the Government have said that we have not heard the last word on support for education catch-up or acceleration, and of course that is not only about money. We cannot, for example, will into existence many more tutors who are suitably qualified and of the quality we would expect.

There is clearly a role for extra time but that, too, requires careful application and needs to recognise that there is no common starting point. Different schools in different places currently have very different school days. There is, by the way, room in extra time for academic catch-up. In spite of his extensive intervention on my right hon Friend, the hon. Member for Hove (Peter Kyle), who speaks for the Opposition, still managed—rather skilfully—to avoid taking a position on that question. Extra time is clearly not only about academic catch-up, because so much of what has been missed is about enrichment—about character building, personal development, and the sheer joy of growing up and being with other children.

To address those challenges we need a broad approach. I have talked about a whole-of-society response, but there are obviously multiple strands required from Government as well. That needs to include an acceleration of the measures in the children and young people’s mental health Green Paper for example, a refreshed school sports and activity plan, and much more. This is about children at all stages and all phases. I welcome the additional resourcing in the estimate for early years, and also the funding for the extra learning time for T-levels, as part of the upgrade of our technical and vocational education.

My right hon. Friend has long campaigned for a long-term plan for education. We talk a lot about building back better, and I think this should be the moment when we put that long-term plan in place, particularly on funding. School funding in this country by international standards is relatively high, and every year the OECD publishes tables that show that. There are many different measures, and although whichever one we pick, people will say, “You’ve picked the wrong one,” they all show that this country’s spend on state education at primary and secondary level is relatively high. However, there have been three issues with the way that we fund schools.

First, the Department for Education has been dealing for some years now with historical disparities between different parts of the country. In some ways that is a painful process to go through, but it does result in a fairer outcome.

The second issue is strains in the high-needs block. The reforms introduced by my hon. Friend the Member for Eddisbury (Edward Timpson) in the Children and Families Act 2014 extended rights to extra support, but the strains on high-needs funding go wider and are longer term. Steps have been taken, but we need to do more. That includes, in capital terms, state special school places, but it also includes early intervention support within mainstream settings, including in early years, and a complete reappraisal of the way that financial transfers and some of the potential disincentives work within the system. There is also a case for looking again at how assistants who specifically look after and assist children with special educational needs are employed, so that it is easier for them to move between schools, and so on, as children themselves move on.

The third problem has been that the formula itself sometimes makes long-term planning harder for schools and is therefore less efficient. It does not reflect fully year-to-year swings in pupil numbers and the fact that although some costs are fully variable with the number of pupils in school, some are fixed at different levels—at the level of individual classes or of the school. The approach is not sufficiently long-term to enable schools, which are relatively small financial units in the public sector, to plan properly. It would be good to have rolling three-year or five-year budgets. Obviously, I know that the Treasury dislikes that and that, historically, whoever has been in government, we have operated through spending review periods, but there is a good case for re-examining that.

As we come out of this pandemic, children must of course be at the very top of our list of priorities, but it is also an opportunity to put many things that we do and the way that we do them on a surer, longer-term footing.