Children Not in School: National Register and Support
Debate between Damian Hinds and Rushanara Ali(10 months, 1 week ago)
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Damian Hinds
Of course, I readily acknowledge that cost of living pressures and inflationary pressures have been difficult for families in many ways. It is also true that the single most important thing to underpin family budgets is employment, and we are benefiting from the still very high rates of employment in this country. We are also benefiting from the proportion of people in work on low pay having come down significantly as a result of the national living wage. Yes, there is much more to do, but there is also a great deal happening. I should now make some progress.
To go back to the children not on school registers, the Government continue to work with local authorities to improve non-statutory registers. I have already mentioned the consultation on revised guidance for elective home education. Through termly data collection, we are also increasing the accuracy of registers, improving the understanding of this cohort of children. However, true accuracy can only be gained with mandatory registers, stipulating the data to be recorded and an accompanying duty on parents to inform local authorities when they are home educating.
We often say that reading is the most fundamental thing in education, because if someone cannot read they cannot access the curriculum, and then nothing else in school really works. However, there is one thing that is even more fundamental than reading, and that is attendance, because whatever great things our schoolteachers do, they can only benefit the children who are there to benefit from them.
I am pleased that we have started to see some progress in this area. There were 380,000 fewer pupils persistently absent or not attending in 2022-23 than the previous year. I am not quite sure how the hon. Member for Houghton and Sunderland South does the extrapolation to her figure of one in four—[Interruption.] Well, that is not what the data series says. On Thursday, we will see the first data published for persistent absence in this academic year. We shall see what that says, but I hope it will show some further improvement. In any event, we certainly know that there is further to go.
Our comprehensive attendance strategy includes a number of different elements. There are clearer expectations of the whole system, including requiring schools to have an attendance policy and to appoint an attendance champion, and for local authorities and schools to agree individual plans for at-risk children. My right hon. Friend the Member for Chelmsford (Vicky Ford) will be leading a debate in Westminster Hall very soon in connection with and in support of her presentation Bill on making such obligations statutory.
On data, which the hon. Member for Houghton and Sunderland South spoke about, our attendance data tool now provides near real-time information, not once a year, to allow earlier intervention and avoid absence becoming entrenched. We already have 88% of schools taking part in our world-leading daily registers data pilot, and we want that to be 100% by September.
Damian Hinds
I ask the hon. Member to forgive me, in the interests of time.
We have targeted support in which schools with strong attendance performance support others that need help, and we are expanding that so that almost 2,000 schools will benefit. Our mentoring pilot, which I think the hon. Member for Houghton and Sunderland South inadvertently referred to, is delivering one-to-one support for persistently and severely absent children. That is currently taking place in Middlesbrough, Knowsley, Doncaster, Stoke and Salford, and it will be extended to 10 new areas, with a total of 10,000 children, later this year.
System leadership is incredibly important. That is why we have the attendance action alliance, which brings together leaders not only from the world of education, but from children’s social care, health and allied services. They are all working together to address the wider barriers to and enablers of attendance.
As I said earlier, we must be very clear that some children do need to be off school some of the time. That has always been the case, but there has been some change in attitude since covid, with a greater propensity to keep a child at home with minor illness, such as a cough or cold in some cases. We need to recalibrate at least back to where we were pre-covid. That is why we have launched the national campaign “Moments Matter, Attendance Accounts” to re-emphasise the importance of every day in school, not only for learning but for wellbeing, experiences and friendships.
Alongside this, we have made attendance a key theme of school and children’s services reforms. We have provided additional funding for recovery, including for tutoring and direct funding for schools. To help families, we have committed an additional sum of £200 million to scale-up the Supporting Families programme, which of course has a specific requirement on school attendance. We are also spending on the national school breakfast programme to provide around 350,000 breakfasts on a school day in over 2,500 schools, targeted at the most disadvantaged areas. I also say to the hon. Member for Houghton and Sunderland South that we should look at targeting secondary schools as well as primary schools, because persistent absence can of course be particularly concentrated in the secondary age group.
There are now considerably more children in receipt of free school meals than the last time a Labour Government were in office. This is despite the fact—[Interruption.] This is despite the fact, I say to the hon. Lady, that there are 600,000 fewer children living in workless households and that, thanks to the national living wage, the proportion of people in work but in low pay has halved.
Mental health barriers are also a very important part of this. That is why we are working with NHS England to increase the number of mental health support teams. They already cover 47% of pupils in secondary schools, and that will increase to at least 50% across all phases by March next year.
I am pleased to report that the latest data shows that, while there is still a lot to do, there is some cause for cautious optimism. Overall attendance last term was 93.2%, up from 92.5% in autumn 2022-23, meaning that pupils in England on average attend the equivalent of around a day and a half more across an academic year than they did the previous year. So while there is still a long way to go, this does represent progress.
To conclude, for the vast majority of children school of course continues to be the best place for their education, and it has never been more important to be at school. England’s primary school children are now the best readers in the western world, and at secondary we have made considerable progress.
The hon. Lady said some interesting things about PISA, the main international study of attainment—not the only one, but the main one—in which England has moved up the rankings, having previously come down the rankings before 2010. The hon. Lady says that in the end it is the score, not the rankings, that matter, and she is of course right. I am surprised she does not know this, however: she said education has not been badly affected by covid in every country, but I have to tell her that covid has given a real knock to education across most of the world. [Interruption.] I beg the hon. Lady’s pardon? [Interruption.] It has taken a great knock across much of the world and much of the world is now engaged in recovery programmes to make up that ground. But what the PISA results showed is that the knock sustained in this country was less than in very many other countries.
The PISA results also highlighted something else about education in England. It identifies this country as being in the relatively small set of what it calls “equitable systems.” In other words, as well as having strong performance relative to other countries, that performance is well spread out.
There have always been some children who are educated at home, and I repeat my earlier tribute to parents who, in so many cases, give up so much to do this and do it so well. However, covid created a big increase on top of what was already growth in the numbers, and it is important that we understand that.
The wider issue is that the legacy of the pandemic has also meant that school absence levels are too high. We remain committed to working with pupils, parents, teachers, local authorities, the health service and other partners to tackle these issues through our support-first approach, building on the strengths of the current system and the success achieved by teachers and leaders in our schools prior to the pandemic. Being in school has never been more valuable for pupils, with standards continuing to rise. I am hugely grateful to all our brilliant teachers, heads, partners throughout the system and everyone who has worked to create the progress achieved so far, and I am confident there is a great deal more to come.
Oral Answers to Questions
Debate between Damian Hinds and Rushanara Ali(5 years, 7 months ago)
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Damian Hinds
It is, of course, exceptionally important for schools to be properly resourced. In the Darlington local authority area, where the typical primary class size is 27, the average funding is £104,000, while in the Durham local authority area— which the hon. Gentleman mentioned—where the class size is slightly smaller at 25, the funding is a shade higher at £105,000. Of course it is right that, through the national funding formula, we ensure that schools are properly resourced for the education that they will need to deliver.
Rushanara Ali
Since 2015 schools in Tower Hamlets have lost out on some £56 million—of which £7.7 million is for children with special needs—despite having the highest child poverty rate in the country. When will the Secretary of State stand up to the Chancellor and the Prime Minister, and seek the additional funding that is so much needed for our children around the country?
Damian Hinds
As my right hon. Friend the Minister for School Standards said earlier, we will of course put forward a strong case for education, on which so much else depends in both our society and our economy. The hon. Lady mentioned her constituency. That is an area of relatively high school funding per pupil, and specifically on high needs. I recognise the additional pressures on the high-needs budget, but £1.4 million of the additional money that we were able to secure for high needs will go to her constituents over two years.
Education Funding
Debate between Damian Hinds and Rushanara Ali(6 years ago)
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Damian Hinds
I do recognise that issue; there are additional demands. We are putting in place some extra capital and there are special free schools, but I recognise that this is a wider issue, and I will say a little more about it later.
UK spending is also high by international standards. According to the latest OECD data—from the 2018 “Education at a Glance” report, which refers to data from 2015, the last year for which comparable data for the various countries are available—on state spending on primary and secondary education, in terms of proportion of GDP the UK was the highest spender in the G7. Our spending was higher than that of the United States, France, Germany, Italy, Canada and Japan. We were also higher on that measure than countries outside the G7, including Australia, the Netherlands, Spain and Ireland. On a per pupil level, the UK ranked lower than the US but above or in line with all the other G7 nations.
As well as ensuring record levels of funding for our schools overall, this Government have taken on the historic challenge of introducing a national funding formula to distribute the money more fairly—something that was ducked by previous Governments. For example, Coventry previously received £510 more per pupil than Plymouth, despite having the same proportion of pupils eligible for free school meals. Nottingham similarly attracted £555 more than Halton—
Rushanara Ali (Bethnal Green and Bow) (Lab)
Will the Secretary of State give way?
Damian Hinds
No, I am sorry.
This year, we have given every local authority more money in cash terms for every pupil in every school, while allocating the biggest increases to the schools that have been most underfunded. It is also worth highlighting some of the funding that schools receive on top of what is distributed through the new funding formula. That includes £2.4 billion this year in pupil premium funding and £600 million per year for universal infant free school meals. We have also estimated that, through the roll-out of universal credit, around 50,000 more children will benefit from a free school meal by 2022, compared with under the previous benefits system, and that even more will benefit in the meantime through transitional protections. I regret to have to say that that stands in stark contrast to the scaremongering and wholly misleading accusations made by the Opposition about eligibility.
Through the primary PE and sport premium, we have invested more than £1 billion of ring-fenced funding in primary schools to improve PE and sport since 2013. The soft drinks industry levy is also enabling us to put up to £26 million into breakfast clubs in the most deprived areas. To fund the biggest increase to teachers’ pay since 2011, our teachers pay grant of £508 million over two years will cover the difference between this award and the cost of the 1% award that schools would previously have been planning for. We are also proposing to fund the additional pressure that the increase in pension contributions will place on budgets next September, for the schools as well as the further education and sixth-form colleges that are affected.
Damian Hinds
I am spoiled for choice. I will give way to the hon. Member for Bethnal Green and Bow (Rushanara Ali).
Rushanara Ali
Earlier, the Secretary of State mentioned per pupil funding. In my constituency, per pupil funding will be cut by an average of £448 per pupil. Can he tell me why he is doing that, in an area with the highest child poverty rate in the country?
Damian Hinds
Through the funding formula, additional moneys in cash terms are allocated to each local authority for each child. I believe it is right that the local authority is then able to make adjustments—for example, to cope with the pressures on the high-needs budget for children with special educational needs and disabilities. The local authority has the ability to do that, and I think that that is right.
Oral Answers to Questions
Debate between Damian Hinds and Rushanara Ali(6 years, 5 months ago)
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Damian Hinds
I am happy to confirm that we remain committed to all areas of the country. In English education there is nothing as simple as a north-south divide. There are areas of educational under-achievement in the north, the south and the middle. We need to seek them out wherever they are, and provide the support and accountability that are needed to ensure that those children too can thrive.
Rushanara Ali (Bethnal Green and Bow) (Lab)
Social Mobility/Child Poverty Strategy
Debate between Damian Hinds and Rushanara Ali(10 years, 4 months ago)
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Rushanara Ali
I referred to the failure to close the gap. The hon. Gentleman is right that there have been improvements, but that is not enough. It is not satisfactory. As the Education Committee’s commendable work highlights, the position of white working-class children—boys and girls—is deeply disturbing. As a society, we have failed them. Most of them are in that category of having free school meals, so the position is not good enough. The Government should take seriously the hon. Gentleman’s work, which has cross-party support, on the plight of white working-class children. We need to step up and address the challenge.
It is clear from the speeches that we all want children to do well, regardless of background. We want their talents to be maximised, not wasted, so that their abilities are recognised and they can contribute to our economy and our society.
The Government’s policy of scrapping the education maintenance allowance has had a direct impact on social mobility. I know that from the experience of several groups. More than 80% of ethnic minority children, for example, from Pakistani and Bangladeshi backgrounds, relied on that grant. Young people from parts of the country where they spend money on transport now struggle to commute to their further education colleges. Many have highlighted the challenges they face because they do not have the support that they need. Some go to their further education colleges not being able to feed themselves. In a climate of high levels of poverty and deprivation, provision such as an education maintenance allowance was a great help and its removal has contributed to taking away the ladders to progress.
I know from direct experience with young people that other changes, such as the proposal to scrap support for young people under 24, are deeply troubling. Without support and access to benefits, one young woman whom my charity supported would not have made it from a broken family and having been made homeless to what turned out to be an incredible opportunity: she got a place at Cambridge.
She would not have had that ladder of opportunity if the support system offered by the state had been removed. We must consider many welfare changes to ensure that the barriers to young people being socially mobile are not added to, and that we all work hard to remove them.
The hon. Member for Norwich South (Simon Wright) highlighted the importance of qualified teachers and the need for a royal college of teaching. I am delighted that he emphasised the importance of qualified teachers, and his party’s support for that. It is a great shame that the Government, the Secretary of State and the Conservative party do not support that provision, but I hope we can get agreement on that.
Rushanara Ali
I did not give way to the hon. Gentleman, but if he insists—if I am allowed to continue then I am happy to, but I will give way.
Damian Hinds
The hon. Lady was talking about London a moment ago. Can she tell the House which region has the highest proportion of unqualified teachers?
Rushanara Ali
Perhaps the hon. Gentleman will say why his Secretary of State said that there is no need for qualified teachers, when evidence suggests that qualified teachers play a profound in role in young people’s attainment. On his point about London, I suspect he is referring to the last Labour Government. We increased the supply of teachers by introducing teaching assistants who then got qualifications. We have called for teachers and for those who are not trained to be able to work towards training, and that is what we did. Perhaps the Conservative party will address that point given that the Conservative Chair of the Education Committee has said that qualified teachers make a massive difference to young people’s potential to achieve.
Rushanara Ali
I will not give way any further because I have already given way twice to the hon. Gentleman—[Interruption.] A number of times to his colleagues then. I would like to make progress because I know the Minister will want to address some of these points.