Education Funding

Derek Thomas Excerpts

Tuesday 13th November 2018 Commons Chamber

[Derek Thomas (St Ives) (Con)]

Everyone will be aware that it is Parliament Week. Schools up and down the country, in west Cornwall and on Scilly are doing an incredible amount of work to raise awareness about what we do here, our amazing democratic system and politics throughout the country. I commend my local schools on their work to raise awareness about such vital issues.

I also commend the schools in my constituency, particularly St Mary’s Church of England School, on how they have engaged in the world war one commemorations. They have done amazing work. In Penzance, we could not get full access to the cenotaph, so instead the school children made a poppy for every person who lost their life in the first world war and named each poppy in remembrance of that individual. Thousands of people are aware of the commemoration and are visiting Penzance this week.

Every week, I make time to visit a local school, where I find great teachers, committed staff and happy and keen pupils. In fact, some 89% of primary schools throughout Cornwall are good or outstanding, and 83% of secondary schools are good or outstanding. I recognise the pressures on funding and know that they are accepted in the Department for Education. As we look towards next year’s strategic spending review, it is imperative that we really understand how funding is distributed so that we can teach our children and give them the best start in life.

Since I was elected in 2015, I have met various Education Secretaries and Ministers on a number of occasions, and I have always found them to be helpful and that they listen. In fact, I was able to bring teachers all the way from my constituency in west Cornwall to meet a Minister so that they could talk through some of the challenges that they face. That opportunity was well received and appreciated. The Minister has visited my constituency several times, and he has listened, engaged, and even opened a new building.

The national funding formula is welcome in west Cornwall and throughout Cornwall, because we have traditionally had low funding for schools. It is right that the money is fairly distributed throughout the country for every child. We look forward to the formula being fully delivered so that our children receive a fair share of the money available for schools. Even today, a large amount—millions of pounds—is being spent on improving buildings throughout my constituency and building a new school.

I listened carefully to the shadow Secretary of State for Education, but I did not hear her set out any ideas about how we could improve the present situation as it is today, so I thought I could help. There are practical measures that the Government could take today to help schools. This is about understanding not only what money schools have, but how they can use their money better and how we can help them with it.

For example, a multi-academy trust in my constituency started 18 months ago and has 19 schools. It has to show in its end-of-year accounts the value of its buildings, even though it is not allowed to realise its assets—the trust is not allowed to do anything with the buildings, which do not belong to it. Were we to look at its accounts, we would think that it was extremely well off, but in fact the money available to spend is a much smaller amount. Will the Minister or the Secretary of State look into how schools’ accounts are presented so that they will truly represent the money available to schools and no one will be confused about the pressures they are under?

[James Cartlidge]

My hon. Friend is being helpful with his ideas, so perhaps I might pitch one. When I meet firms in my constituency, they tell me that they are terribly worried about skills shortages. Schools have an even more critical role to play in helping local firms and liaising with them to see what they can do to encourage children’s ambitions to work in those local companies.

[Derek Thomas]

I shall address that issue when I talk about the apprenticeship levy, but my hon. Friend is absolutely right. There are real pressures on skills in my rural area, so it is imperative that we work with schools to help teachers to understand the jobs and skills that are available and how we can keep people in the area, because it is extremely important in rural areas that we do not have what we describe as brain drain.

I am looking forward to the strategic spending review, because there is no doubt in my mind that more money is needed. However, as I said, there are things that can help schools today. For example, the apprenticeship levy has been mentioned. My local schools are contributing to it, but find it difficult to access apprenticeships, because although they have apprentices, when they go to college the schools have to cover the work that the apprentices do, and therefore have to spend even more money on supporting people. My local schools’ request to me was that their contribution to the levy be scrapped, which would help their budget.

Another idea is about cash flow. It is really important that the Government understand—I know that they do—that if a child starts school in September, they are registered for funding in October and the funding arrives the following April, but if a child turns up at school after October, the funding for that child comes 18 months later. There are schools in my constituency that have very few children leaving. For example, about six children left one school in July, but 31 joined its reception in September. No money will be given to that school for those 31 children until April next year. It is very difficult for a school that is building up, that is becoming popular and that is a school of choice for parents when the money just does not follow the child. I say to the Government that, rather than putting more money into the system, they could make things much fairer for schools if the money could follow the child, rather than be allocated in the April after the intake.

Another area that is proving to be a problem, which is not unrelated to what I have just said, is support for special educational needs. One school in my constituency supported children with special educational needs to such a great extent that nine children joined it after the October date, which meant that £56,000 had to be found to support those children for 18 months.

My time is running out, but I just want to say that I am so in awe of all the teachers and teaching staff in my constituency. They do a fantastic amount of work, but they face challenges, such as finding money to provide sports facilities such as all-weather pitches. I also wish to make a quick plea. If we remember all that we have just said about post-16 pupils—about making sure that we have the skills that we need and that we do not lose children out of the county—we should probably look at plus-16 funding and make sure that our young people can get the skills they need in their own area.