Maintained Nursery Schools Funding

Dan Poulter Excerpts

Wednesday 1st February 2017 Westminster Hall

[Helen Jones]

That is an interesting point, but not one that I have heard from maintained nurseries, which value their independence and their different way of working, and want to keep that special atmosphere. The problem, of course, is that they are funded not as schools but through the early years formula, which has been consistently cut by the Government. Its various incarnations have had various names, but the Library has produced figures showing that the predecessor grants that were originally rolled up into it would have been worth £2.79 billion in 2010. There was an immediate cut to £2.48 billion and continued decreases and, based on our indicative figures, the sum will be £1 billion by 2019-20.

The problem is that at the same time, the Government have changed the way they fund local authorities. Those authorities have the power to fund nursery schools on a different basis from other providers, but they do not have an obligation to do so. They face a double whammy, because most maintained nursery places—65% of them—are in the most deprived areas. It is councils in those areas that have faced enormous cuts in their budgets, so that some are struggling even to fund statutory services. It is no surprise that there is pressure on maintained nurseries to close or amalgamate.

Maintained nursery schools provide outreach to families, support to other providers, and initial teacher training places. Nowhere else in the sector does all that. Yet they achieve enormous success with children from the most deprived families in the country. Sandy Lane Nursery and Forest School in my constituency serves, mostly, two wards, Orford and Poplars and Hulme, although it takes children from a wider area too. Those wards are among the most deprived 30% in the country. In Orford 33.7% of children are growing up in workless families. In Poplars and Hulme the figure is 32.9%. The fact that the nursery is rated outstanding in those circumstances is a tribute to the skill and expertise of the staff, but that is by no means unusual. The Government should pay heed to the words of a former chief inspector of schools, who said:

“The only early education provision that is at least as strong, or even stronger, in deprived areas compared with wealthier areas is nursery schools”.

[Dr Daniel Poulter (Central Suffolk and North Ipswich) (Con)]

The hon. Lady is making a very good speech. The evidence is certainly there, from health visitors who see children at an early age, that targeted interventions for deprived families, single mothers and people in other situations that may interfere with a child’s life chances make a real difference. That is actually investing to save later on, because of the reduced rates of family breakdown and the improvement in a child’s life chances.

[Helen Jones]

The hon. Gentleman is absolutely right. It is interesting that there is a fair degree of consensus on that across the House. The evidence is there: if the Prime Minister really wants to improve social mobility, she will stop fixating on grammar schools and start investing in maintained nursery schools. Even if I believed that there was a test that could measure the innate ability of 11-year-olds—I certainly do not—as opposed to them being tutored for that test, 11 is too late for many children. They need intervention earlier on.

For example, the Ofsted report on Sandy Lane Nursery and Forest School in my constituency is clear that most children come to the school with skills well below the level expected of their age group. However, by the time they go on to reception, the vast majority are achieving at the right level for their age. Furthermore—one of the teachers has tracked children’s progress through primary school—they maintain those gains in future years.

The fact that the school achieves that, while at the same time catering for children with disabilities and other special needs, and while—unusually for Warrington, which is largely white, British and monoglot—they have children speaking eight different languages, is amazing. On a recent visit there, I saw that all the children learn to sign; they all learn Makaton, because there are children there with communication difficulties and the staff want them all to be included.

Like most nursery schools, my local nursery also caters for children with special needs and disabilities. Some 49% of maintained nurseries are attended by children with the most severe degree of disabilities, 69% are attended by children with moderate disabilities and 72% are attended by children with mild disabilities. They get more referrals from councils than other providers, because they have the expertise. If nurseries close, the Minister has to tell us where those children will go. We already know that 42% of parents of children with disabilities find difficulty in accessing the early years provision that they are entitled to.

Maintained nurseries actually do more than simply cater for children with disabilities and special needs—they also provide advice to other providers. For example, a teacher at my local nursery co-ordinates provision for nought to five-year-olds with disabilities and special needs throughout the borough. Again, that is common: 46% of our maintained nurseries provide disability and special needs support to the local authority; 43% provide it to other maintained settings; and 47% provide it to private and voluntary sector settings as well. That outreach work, not only to families but to others in the sector, is a vital part of maintained nursery schools’ work.

Since the coalition Government took what I think was the retrograde step of not requiring children’s centres to employ a trained teacher, that expertise is largely in maintained nurseries. Some 71% of maintained nurseries support their local children’s centre and 60% of them support private and voluntary settings. In fact, in my area, the maintained nursery, the children’s centre and the private nursery were all built on the same site, precisely to facilitate that exchange of expertise. Because there is a real need to raise standards across the early years sector, we ought to cherish and facilitate that sharing of expertise.